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What is Stormwater?
Stormwater is precipitation that flows from roads, roofs, and other impervious areas. This water, and all it carries, is discharged through piped systems or ditches into local streams and waterways.
Most storm drains go directly to our local streams, not to a wastewater treatment plant. Many pollutants are carried into storm drains by stormwater runoff. Storm drain stencils and marker medallions serve as a reminder to keep pollutants away from storm drains.
However, toxins in our waters are the result of people dumping pollutants directly into storm drains and drainage ditches.
Many things can pollute storm water, among them: Lawn clippings, leaves, pet waste, pesticides, fertilizers, paint, used motor oil, runoff from car-washing, and even household cleaners.
Pollution Just Isn’t Pretty!
Sediment carried by drainage systems to our streams and rivers blocks light from reaching aquatic plants, disabling the plants’ ability to perform photosynthesis. Sediment also darkens the water, increasing its temperature adding stress to aquatic plant and animal life.
When organic matter and green debris decay in water, they use oxygen in the process, depriving aquatic plants and animals of oxygen they need to live. Litter of all types clogs waterways and breaks down into toxics that poison aquatic life and decreases circulation of nutrients.
Removal of trees and shrubs around waterways leads to higher water temperatures and deadly conditions plants and animals that call our waters home.
How Does That Affect Me?
Infectious diseases can be spread by bacteria in water - each year 7 million Americans are sickened by contaminated water. AND, this is only partly due to drinking water; polluted recreational water is also a problem.
Over the years, chemicals have gotten into waterways. These chemicals have negative affects on aquatic life, poison those who eat poisoned fish, and can lead to liver damage, nervous system damage, and even cancer.
Everyone can play a part
in reducing stormwater pollution and in helping to keep Oregon beautiful! Even the smallest actions can add up to something amazing. Please be mindful of your habits and be sure they are not polluting the water and our environment!
HOW TO HELP
In the Garden
DO
- Sweep roadways and gutters regularly and place the sweepings on the garden, compost pile or bin.
- Prevent soil and/or mulch from being washed or blown off the garden.
- Rake up leaves and lawn clippings and place them on the garden or in the compost pile/bin.
- Mulch or re-plant areas of disturbed soil.
- Use natural alternatives to pest control.
DON'T
- Hose off hard surfaces into gutters.
- Hose leaves or grass clippings into gutters.
- Pile soil or sand where it can be washed into the stormwater system.
- Overuse chemicals (pesticides and herbicides) that could be washed into the system from the yard or garden.
- Use too much fertilizer.
In the Street
DO
- Pick up litter in the park and on the street.
- Clean up pet droppings and dispose of them in the garbage or toilet.
DON'T
- Drop packaging or cigarette butts on the ground.
- Leave waste on the ground, even if close by bins are full.
With the Car
DO
- Maintain the car, keeping it leak free and tuned to burn fuel ‘cleanly.’
- Use the minimum amount of detergent, wash on the grass or gravel, or go through a car wash where the water will be recycled.
DON'T
- Work on your car (including oil changing!) in a place where oil or grease may get washed into storm drains.
- Wash the car in the street using detergent.
When Renovating
DO
- Wash brushes and rollers over sand filters on the lawn.
- Keep paint, tarps, and solvents clear of gutters or drains.
- Reuse tarps after paint has settled.
- Allow unused paint to dry out and then put it in the waste bin.
DON'T
- Wash out cement mixers or wheelbarrows so the waste flows into the street drain.
- Hose sand, gravel, or cement into the gutters or drains.
- Leave piles of sand or gravel uncovered where it could wash or blow into the gutters or drains.
Photo Credits:
All photos from www.unsplash.com
Hands & Water: MRJN Photography
Blue and Yellow Droplet: Izzy Gibson
Mower and Yard Tools: Rick Whittle
Water Pool and Rocks: Luca Bravo
For more info. visit:
pw.bentoncountyor.gov/stormwater
www.ci.philomath.or.us
www.epa.gov/npdes
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An Overview of Tutors/Teachers Activities in the VccSSe Project
Gabriel Gorgihiu, Mihai Bizoi, Laura Monica Gorgihiu, Ana-Maria Suduc
Valahia University Targoviste, 18-22 Uniri Boulevard, 130082 Targoviste, Romania
http://www.vccsse.ssa1.valahia.ro
VccSSe Project Objectives:
- Started in October 2006, the Socrates Comenius 2.1 European Project no. 123989-1-2006-1-RO-COMENIUS-C21 entitled VccSSe - Virtual Community Collaborating Space for Science Education (http://www.vccsse.ssa1.valahia.ro) has as main objectives to develop an innovative and interactive virtual module containing teaching methodologies and pedagogical strategies based on the use of virtual instruments, with the view to their implementation in the classroom, through Information and Communication Technology tools.
- As virtual instrumentation represents a real revolution in the field of instrumentation (its development is much simpler than that of physical instruments), the project has been addressed essentially to in-service teachers training on using virtual instruments in the teaching of one of different Science areas (mathematics, physics, chemistry, technology) and also to the pupils and users, who are benefiting by the implementation of the virtual instruments in the classrooms.
- The specific sub-objectives of the project include:
- Granting in-service teachers, in particular technology, based on virtual instruments, which will enhance learning in specific laboratories;
- Applying the developed teaching methodologies and pedagogical strategies to the target groups;
- Improving the research base of knowledge and the implementation to other training areas;
- Developing Europe cooperation and awareness;
- Disseminating all the results at local, national and European level.
VccSSe Project Partnership:
- Coordinating institution: VALAHIA UNIVERSITY TARGOVISTE – ROMANIA
- Partner institutions:
- TEACHER TRAINING AND EDUCATIONAL INNOVATION CENTRE VALAHIA – ROMANIA
- TEACHERS TRAINING CENTRE OF GIJON – SPAIN
- TEACHERS TRAINING CENTRE OF ZARAGOZA I – SPAIN
- POLISH UNIVERSITY OF TECHNOLOGY – POLAND
- REGIONAL IN-SERVICE TEACHERS’ TRAINING CENTRE “WOM” IN BIELSKO-BIALA – POLAND
- UNIVERSITY OF PATRAS – GREECE
- BABES-BOLYAI UNIVERSITY CLUJ NAPOCA – ROMANIA
- UNIVERSITY OF PATRAS – GREECE
VccSSe Target Groups:
- The first target group is composed by local coordinators (which are also tutors), tutors, researchers and local communities in education. The number of tutors and researchers involved, being approximated at 27, at present it has reached 32. Along with the 19 universities and other authorities in education, this group comprises approximately 50 people.
- The second target group consists of in-service teachers from primary and secondary schools working in Science teaching areas. This target group was formed by approximately 190 teachers from the partners’ countries, but at this point, this group consists en total 120 people.
- The third target group is composed by pupils (children) who are participating to lessons taught by teachers involved in the project. This group includes pedagogical methods and strategies. The initial number of pupils is approximated at 3500.
- In addition to above presented target groups, the project addressed through the dissemination process, to other teachers from Europe and those interested in implementing the virtual experiments in Science education.
VccSSe Tutors/Teachers Activities:
- Preparing the VccSSe course
- The preparation of the VccSSe course was made following simultaneously two directions: the first one targeted the creation of the course modules, training materials and designing assessment tools; the second one used a strong technical background to develop and implement ICT instruments that support the course. In this sense, the project team has created an e-learning platform (the VccSSe web site) and developed the e-Space, a repository of virtual instruments to be used as examples in the frame of the course. The course “Virtual Instrumentation in Science Education” introduced the teachers to the virtual instruments, to the virtual experiments, to the pedagogical methods and also particular and didactical elements for some very used educational software (e.g. Microsoft Office, OpenOffice.org, Mathcad, etc.)
- The course structure consists of training modules (3 Seminars and 3 Laboratories) and training materials for such software platform. All the materials used in this course were translated in partner languages (English, French, German, Polish, Greek and Finnish).
- Evaluation of the VccSSe course
- Assessment tools have been designed in order to evaluate the quality of the in-service teacher training process. Any teacher who has followed the VccSSe course was asked to fill in a questionnaire about the course content and methodology. The course was put in form of final evaluation at the end of the course activities. After they have finished the course, the teachers were asked to fill in a questionnaire about the course content and methodology and this activity involving children was evaluated by means of two questionnaires: the impact questionnaire that reflects the teachers’ opinions regarding the use of virtual instruments in the classroom and the pupils’ questionnaire about the course. The evaluation questionnaires completed by teachers have been implemented using web forms. Thus, after completing the forms, the partnership has acquired very quickly a control over the results of evaluation. The evaluation process was carried out in parallel and started at different moments depending on every partner. This offered the opportunity to obtain a more complete picture of the course, based on the partial evaluation made at the end of the first edition of the course.
- Elaboration of the teachers’ products
- Following this course, the teachers learn to develop at least one virtual instrument which they can use it in the classroom. Each virtual instrument (experiment) is the main outcome (product) of the course activity. However, to design a lesson plan to include activities for a lesson using virtual instruments, the teachers need to create a lesson plan. In this way, the teachers had created their products (experiment and lesson plan). Many of them also implemented the new method in their classes and shared their experiences and results on the dedicated project web site. The Products Matrix is a web interface of the teacher’s products database. This interface provides information regarding every teacher’s products (name of the product, name of the teacher, description of the product, date of creation and lesson plan). The lesson topics are selected by the teachers from different scientific areas (mathematics, physics, chemistry, technology) and different style of approach.
VccSSe Project Exhibition:
- The exhibition intends to be a web interface that contains the best virtual experiments produced by the teachers. The partnership selected 50 representative experiments from the Products Matrix, taking into consideration scientific area, school level, training and other large criteria.
- For every chosen experiment, the teachers were invited to create a video tutorial that explains how to use the product, describe the practical activities which can be implemented using their product. The teachers have chosen different approaches for this educational activity: they recorded a video tutorial, they wrote a text, they drew the possibilities of creating a new experiment to be used in the classroom, they described the experiment itself and how it can be used with pupils.
- The VccSSe Exhibition is the evidence that the teachers created virtual instruments, used them in the classroom, improved them based on the pupils feedback and created elements to promote their work to other colleagues.
VccSSe Project Dissemination:
- Dissemination activities were developed from the beginning of the project. Project team members and part of the teachers involved in project participated to the dissemination activities.
- The project team has tried to promote the project by means as web pages, drawings of posters, leaflets, newsletters, newspaper articles, scientific articles, books, web dissemination and external presentations.
- Numerous dissemination activities are scheduled for release in the last year of the project. The main products of these activities are a web page, a poster, a video version of the project materials and a volume of project dissemination.
VccSSe tutors activities during the project lifetime
Exhibition experiments
Contact information
For further information please send your request to Gabriel Gorgihiu (VccSSe Project Coordinator)
e-mail: firstname.lastname@example.org
Acknowledgments
This project has been funded with support from the European Commission, Education and Training, School Education: Socrates; Comenius. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Many thanks to all the participants involved in the VccSSe Project activities for their endeavor to develop the project outcomes and activities and disseminate them in all Europe. | <urn:uuid:3f8c0763-34d5-4ac2-8426-d2c2a4037031> | CC-MAIN-2018-51 | http://vccsse.ssai.valahia.ro/pdfs/posters/6_Poster_Gorghiu_1_Berlin_2009.pdf | 2018-12-11T18:00:18Z | crawl-data/CC-MAIN-2018-51/segments/1544376823674.34/warc/CC-MAIN-20181211172919-20181211194419-00436.warc.gz | 292,728,000 | 1,859 | eng_Latn | eng_Latn | 0.994737 | eng_Latn | 0.994737 | [
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Izaak Walton League Creek Freaks
Physical Observations and Measurements Procedures
Materials
- Boots
- Rope
- Tape Measure
- Yard stick
- Clothes pins
- Timer
- Data sheet on clip board with pencil
- GPS unit
- Calculator
- Whiffle balls with string – tie one end of string to the ball, measure out 3 feet, cut the other end so the string is 3 feet long
Before students arrive, pick a representative location on the stream, paying attention to access knowing that students must walk across the stream to collect measurements. Limit group size to 10.
When students arrive, briefly explain what they are going to do and why.
1. We will be recording information about what the stream looks and feels like, and even how it smells. Also, we will record information relating to the stream corridor (the adjoining banks/buffer zone/riparian zone).
2. We will be taking measurements, including stream width, depth and flow rate to determine the volume of water flow. This tells us, over time, if upstream activities are having an affect on the volume of water in the stream – which could contribute to erosion and associated problems.
3. We will record our coordinates using a GPS unit so that we and other groups can find this exact spot again in the field or on a map.
Enter General data, weather, and GPS coordinates
- You may want to record some of this information, including the GPS coordinates, on your own before the group arrives.
- For Creek Freaks program leader trainings, have the group complete this general information together. Show the group how to turn on GPS units, how to make sure they are using the correct coordinate system, and how to read/record the coordinates. Use decimal degrees, not minutes/seconds.
- For Creek Freaks students, discuss weather. Explain that weather is important to know because weather conditions today and over the longer term can greatly affect streams. [IE: Floods and droughts can change the shape of the stream channel and affect stream life. Recent rains may cause more pollution like fertilizers or oil to run off the land and the roads into streams. Colder air temperature may lower water temperature and allow more dissolved oxygen needed by stream life.] Read off weather choices and ask the group to pick the ones that apply.
Physical Measurements
An important physical parameter that is measured is stream flow, or discharge. The flow rate is first estimated through measurements and calculations, while the actual flow rate is measured using the float method. The stream flow will be calculated by multiplying the transect area and average velocity. The average stream depth and width of the stream are needed to determine the transect area of the stream in order to calculate the flow rate. The students, through what we call the “float technique” will collect the average velocity. Flow rates are recorded in units of cubic feet per second (ft$^3$/s or cfs). Stream flow (discharge) is expressed in the following equation:
Stream flow = area x velocity = cubic feet per second (cfs)
In advance of the students’ arrival, two transects are prepared across stream sites where the data will be collected. The transects are selected with an eye toward average visual representation of the stream, and by accessibility. The transect provides the cross-sectional area of the stream. The students record the width (measured in feet) and depth (measured in feet) of the stream at this selected site, using a measuring tape and a straight-edge measuring stick (yard stick). The width is marked across the stream along the previously placed rope (secured at a 90 degree angle to the stream’s current). Five evenly distributed locations across the stream transect are marked using clothespins. The depth is measured at the five marked locations with a straight edge measuring stick. The average of the depth measurements is recorded on the field data survey form.
The velocity of the stream at the monitoring site is measured using the “float technique.” The float technique involves volunteers timing how long it takes for a float (a whiffle ball works well because it tends to run below the surface yet above the bottom, thus moving at an average speed within the water column) to travel a specified distance from upstream to downstream. In this case, we will use whiffle balls with a 3-foot string attached. One person releases the float in the main current at the point on the transect with each clothespin while holding securely onto the end of the string. The end of the string should be held close to the water surface at the transect point. Another individual uses a stopwatch to determine the amount of time it takes the float to travel the specified distance. The five float trails are released at the five evenly distributed points (where the stream depth was also measured). Velocity is then calculated by first adding all the times of the five runs together and then dividing by five to get the average time, then dividing the distance the float traveled by the average amount of time it took the float to go that distance. Average velocity is recorded in a unit of feet per second (ft/s). The average velocity is calculated and recorded on the field data survey form.
**English units are used for physical measurements since this system is what is most commonly used in the field of hydrology.**
Begin physical measurement with students.
1. Have students put on waders (if you are rotating students through different stations, including physical monitoring, have them put on waders as a larger group and keep the same waders for the entire field session).
2. Select an on-land data recorder and give her/him paperwork on clipboard.
Width (width can be done in advance and explain what was done to students to save time)
1. Student carries one end of the rope across the stream where it is secured around a tree, shrub or boulder, 1 to 2 feet above water level. [Note – program leaders may want to set up the transect rope and/or measuring tape and clothespins ahead of time, depending upon the amount of time students will be at the physical monitoring station.]
2. On the near bank, directly across, a student secures rope in a shrub/tree at same height, making rope taut.
3. Student carries the end of the tape measure across stream and holds it where water meets the bank.
4. Near-bank student holds tape measure taut and calls out width of stream for recording.
5. Stream Width is divided by 6 to establish 5 equidistant points across the stream from shore to shore. Use the calculator if needed, or have students do the division.
6. Students then clip clothespins to the rope at measured equidistant points.
**Depth**
1. Measuring depth - Ask if anyone has ever walked across a stream thinking it was shallow and then hit a deep spot. Streams are not the same depth all the way across. We are going to measure the depth at various points across the stream.
2. In-stream students, using a yardstick, measure steam depth (in inches) below each clothespin. Measurements are called out to recorder to place in data sheet.
3. (At some point, these measurements in inches need to be converted to fractions in feet, and than decimal equivalents. (Example: 6” = 1/2 of a foot. 1/2 foot converts to .5 feet. Another example: 20” = 1 2/3 feet. 1 2/3 feet converts to 1.66 feet.) This is necessary in order to simplify the math calculations in determining stream flow later. This can be done using a calculator at the stream site or back at the office by the program leader.
**Velocity**
1. Explain that stream velocity is how fast the water is moving (distance over time or meters per second). We will measure velocity using a whiffle ball and stopwatch. The ball has a string attached that is one meter long. Demonstrate how the students should hold the string and ball under the measuring tape at the transect and release the ball, but not the string, when the timer says “GO.”
2. Choose a student to release the ball, a student to be the timer, and a student to record. Walk the students through these steps:
a. Hold the ball (with three-foot string attached) with one hand and the end of the string in the other. Hold both of these directly below the one-meter mark on the tape measure.
b. Have someone with a stopwatch say "GO," while you release the ball, but continue to hold the string at the one-meter mark.
c. When the ball floats to the end of the string (3 feet), stop timing. Record in seconds the time it took the tennis ball to travel the one meter.
d. Repeat the procedure at each of the five equidistant points along the transect (at each clothespin).
3. Ask the group to note that velocity is not the same at each point along the transect. That is why we take velocity measurements at different points across the transect. Then we can add our five velocities together and divide by three to get average velocity.
4. This information, along with the stream’s water depth and width, is needed to calculate the flow rate, which is measured in cubic meters per second. This is a measure of how much volume of water the stream moves each second. If we have time, we can use the white board to show the calculation of stream flow.
5. Calculate average float time by adding results for trials 1-5 and dividing by 5. Use calculator as needed.
6. Find average velocity by dividing 3 (because each ball traveled three feet, which is the length of the string attached to the whiffle ball) by the average float time in seconds to get velocity in feet per second.
7. Calculate area of stream transect by multiplying average stream depth by stream width.
8. Calculate flow rate by multiplying Area of Stream Transect by Average Velocity.
**Visual Observations**
- In recording the **general characteristics/observations** of the stream and the stream corridor for the data sheet, the recorder calls out options to look for (and smell) in the stream (this is asked of students in the stream) and along the stream corridor – and checks appropriate boxes that reflect responses. There can be more than one box checked for each observation. Include Riparian Zone width with these visual observations.
**Water Color**
1. Read off water color choices and ask the group to pick the ones that apply.
2. Discuss what those color choices could mean using the information below:
- **Clear** – Clear water doesn’t necessarily mean clean water, but it could indicate low levels of dissolved or suspended substances.
- **Brown** – Brown water is usually due to heavy sediment loads.
- **Blackish** – Blackish water is usually is caused by a natural processes of leaf decomposition.
- **Foamy** – Foam can indicate detergent in the water, or can be a result of natural causes like water bubbling over rocks and picking up oxygen.
- **Oily Sheen** – Oily sheens can be caused by petroleum or chemical pollution, or they may also occur naturally as byproducts of decomposition. To tell the difference between petroleum spills and natural oil sheens, poke the sheen with a stick. If the sheen swirls back together immediately, it’s petroleum. If the sheen breaks apart and does not flow back together, it is from bacteria or plant or animal decomposition.
- **Milky** – A milky appearance may be caused by salts in the water.
- **Muddy** – Muddy water is due to excess sediments in the water. This sediment can clog fish gills or smother fish eggs.
- **Scummy** – Can indicate a variety of natural causes or pollution sources.
**Stream Bottom Appearance**
Similar to water color, colors on the stream bottom may have natural or human-induced causes.
**Water Odor**
1. Read off water odor choices and ask the group to pick the ones that apply.
2. Discuss what those odor choices could mean using the information below:
- **None** – The water has no odor.
- **Musky** – Musky odors may result from natural or human-induced activities.
- **Rotten Egg** – This odor can be caused by hydrogen sulfide gas, a by-product of anaerobic decomposition (rotting without oxygen). This is a natural process that occurs in areas that have large quantities of organic matter and low dissolved oxygen. It may be caused by excessive organic pollution.
- **Oil/Petroleum** – Petroleum or chemical smells can indicate serious pollution problems from a direct source, such as industry or storm sewer runoff.
• **Sewage/Manure** – These smells can be common in air (especially near farmland) but should NOT be what our water smells like. It is important to differentiate whether the odor is coming from the water or the air.
**Algae Color and Texture**
Algae feels slimy. A great deal of algae may indicate too many nutrients in the water. Sometimes more algae will appear in the spring after snowmelt releases extra nutrients into the stream. However, take note of the percent and type of algae present in the stream to make sure it is not increasing over time.
**Algae Amount**
See above.
**Stream Bed Stability**
An unstable stream bed can mean that soil is eroding from the bottom of the stream and may indicate water quality problems. When standing in the stream, determine how frequently the bed sinks beneath your feet.
**Riparian Zone Width**
1. Have the group face upstream and estimate width of the riparian zone [area along the stream with trees, shrubs, or grasses] on first the left bank and then the right bank.
2. Discuss why this riparian zone is important. [Tree roots hold the bank together during floods and provide habitat for stream life. Shrubs, grasses, and other plants slow and filter runoff water before it enters the stream. While a zone as little as 10 feet may help keep banks from eroding, 30-50 feet is needed for nutrient removal and more than 100 feet is needed for wildlife habitat.]
**Stream Channel Shade**
1. At the stream transect looking upstream, have the group estimate what percent of stream is shaded by trees and overhanging vegetation for as far upstream as you can see when standing at the stream transect.
2. Ask the group which is better for the stream – more canopy cover or less. [More]. Ask why. [Shade means the water will be cooler, which means more dissolved oxygen for stream life.]
**Stream Bank Composition**
1. Explain that we are going to look at the stream banks because the shape and condition of the banks give important information about the health of the stream and what kind of life it can support. Steep, cut, and eroding banks are not as healthy as gently sloped banks with trees and grasses growing on them. Ask the group why we don’t want eroding banks. [Erosion means too much dirt in the stream which clogs fish gills and smothers bugs. It also means there are not a lot of good places in the stream for fish and bugs to live].
2. Ask the group to face upstream and look at the banks. Read off the options and check off the ones the group picks. Make sure they are thinking about both banks together.
3. Ask the group if they think the stream is healthy based on the banks.
**Stream Bank Erosion**
1. Ask the group to face upstream and look at the banks. Read off the options and check off the ones the group picks. Make sure they are thinking about both banks together.
2. Ask the group if they think the stream is healthy based on the banks. | <urn:uuid:9242d45a-b292-4d09-b35c-3dc47d9b8b2a> | CC-MAIN-2018-51 | http://www.saveourstreams.net/sites/default/files/attachments/physical%20monitoring%20instructions.pdf | 2018-12-11T18:19:49Z | crawl-data/CC-MAIN-2018-51/segments/1544376823674.34/warc/CC-MAIN-20181211172919-20181211194419-00436.warc.gz | 457,463,213 | 3,261 | eng_Latn | eng_Latn | 0.998616 | eng_Latn | 0.998854 | [
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2014 U-12 LEAGUE RULES
The primary goal of the Windsor Recreation Summer Baseball Program is to help each participant experience success as they develop their skills and abilities. An emphasis is placed not only upon the basic skills of baseball, but also on the development of important character qualities such as sportsmanship, teamwork, honesty, courtesy, leadership, and. Our philosophy of success is based upon the premise that a winner is someone who gives his or her best effort whether it is in practice or in games.
High School Rules apply with the following exceptions:
**Field of Play:**
A. Bases will be set at a distance of 70 feet
B. Pitchers will pitch from a distance of 50 feet
**Players and Substitutions:**
A. Nine defensive players on the playing field.
B. Everyone gets an opportunity to bat before you go through the line-up again.
C. A pitcher should only pitch 5 innings per week, one pitch equals a full inning (Sun - Sat).
D. Playing time will be equitable for all players who attend regular practice.
**Equipment:**
A. Catchers must wear full protective gear, including athletic supporter.
B. Batters and runners must wear protective helmet at all times.
C. No Jewelry may be worn by players. This includes watches, necklaces and earrings.
D. Pitchers are strongly encouraged to wear heart guards.
E. Steel cleats cannot be worn by the participants.
F. Participants must wear complete uniform at all games.
G. All players are encouraged to wear baseball pants or sweats. (No Shorts)
**Coaching:**
A. Teams are asked to practice at least once a week and not more than twice a week.
B. Coaches should start to encourage the players to pick 2-3 specific positions and coach them to positions. At least one infield and one outfield position should be picked by each player.
C. Players or coaches shall not argue with umpires. If a concern arises as to a rule interpretation the coach shall approach the umpire in a calm and respectful manner to discuss it. The final decision will rest with the umpire.
D. Players shall not intentionally or maliciously run into fielders.
E. Players and coaches shall conduct themselves in a sportsmanlike manner.
F. Players and coaches shall not verbalize in any way with the opposing team for the purpose of intimidation. (This includes own team members).
G. Players shall not carelessly or deliberately throw a bat or other equipment. (Result will be an automatic out and/or possible dismissal from the game.)
Start and End of Game:
A. Six (6) innings or a time limit of 90 minutes. No new inning can start after 75 minutes.
B. If game ends in a tie – No extra innings will be played
C. Clock will begin at the start of the pitch.
Game Play:
A. Three outs or 8 batters, whichever comes first.
B. On any overthrow, base runners may advance a base at their own risk. The umpire will control the game by calling time when a player has retrieved and returned the ball to the infield or has attempted to throw the ball back to the pitcher. It is the umpire’s decision as to whether a runner had advanced halfway to the next base before the ball had returned to the infield. If the runner had not sufficiently advanced, then he/she must return to the previous base.
C. Players shall not intentionally or maliciously run into fielders. Runners must stay within the base path or they are automatically out.
D. There will be no mercy rule enforced.
E. Bunting is allowed.
F. Batter is out on a dropped third strike.
G. Leading off is allowed. Stealing is allowed, except from 3rd base to home. No stealing home on passed balls. No stealing home on throws from the catcher back to the pitcher. If a catcher puts the ball in play by attempting a throw down to 2nd base, or a pick to 1st or 3rd base, the runners may steal.
H. No intentional walks.
I. Free substitution.
J. Infield fly rule will be enforced.
K. Pitchers can only pitch five (5) innings per week. One out equals 1/3 inning.
L. Due to safety concerns, teaching or promoting pitchers to throw curve balls is prohibited. | <urn:uuid:87012284-2d6a-4360-b475-1cf44c8ce4f2> | CC-MAIN-2018-51 | http://trpr.org/wp-content/uploads/2014/05/12U-Baseball-Rules.pdf | 2018-12-11T19:04:16Z | crawl-data/CC-MAIN-2018-51/segments/1544376823674.34/warc/CC-MAIN-20181211172919-20181211194419-00434.warc.gz | 291,606,229 | 896 | eng_Latn | eng_Latn | 0.998609 | eng_Latn | 0.998782 | [
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Each year the Rhinebeck Water Department flushes water mains by opening hydrants throughout the town and village, as it is a necessity to maintain the water lines in the system. Flushing moves the water through the mains at such a high speed as to loosen the deposits of iron and manganese and remove them from the system. However, flushing stirs up sediment and can result in discolored water in your home. The discoloration is not harmful, and usually will clear up when you let your water run for awhile. At times, homeowners also experience loss of water pressure during the operation because so much water is being diverted to the hydrant. Though flushing can be an inconvenience for some people, our crews do their best to keep the inconvenience to a minimum and, in the long run, customers enjoy clearer water as a result.
Before engaging in a program of flushing, we do our best to alert our customers to the possibility of discolored water. We post notices in the Poughkeepsie Journal prior to and during flushing and we run a message on Channel 23, PANDA, the local cable station as well as our Village website www.rhinebecknyvillage.org. Notices are posted in the Village Hall, sent to our biggest volume customers, but still, some customers are caught unawares and find that their clothes are spotted and discolored. In many cases, rewashing the clothes with Iron-Out when the water is running clear (which is available at local hardware stores), will remove the discoloration.
You may need to flush your hot water tank after we have flushed the water mains. If your hot water continues to be discolored after your cold water has cleared up, flushing your hot water tank is often the answer. Simply attach a garden hose to the outlet at the bottom of your tank and let the water run outside, preferably into a white bucket, until it runs clear. Manufacturers recommend that we flush our hot water tanks twice a year to keep them free of sediment.
We ask everyone's cooperation and patience during this procedure. Please call the Village Hall 876-7015 if you have any questions. Thank you.
**2017 Rhinebeck Water Department flushing schedule is as follows:**
OCTOBER 10,11,12,13 All areas on the north side of East and West Market Streets, plus Old Post Road, Mt. Rutsen Rd., Village Green Apartments, Wells Manor and The Woods.
OCTOBER 16,17,18,19,20 All areas on the South side of East and West Market Streets, Route 308 East, Violet Hill Estates, Hilee Road and Closs Drive.
OCTOBER 23,24,25,26,27 All areas in Rhinecliff will be done on Monday, Tuesday and possible on Wednesday, as well as Rhinecliff Road, River Road and the Gardens.
RHINEBECK WATER DEPARTMENT | <urn:uuid:33cb2a3b-9c6b-4a19-be38-30f5d176ad9b> | CC-MAIN-2018-51 | http://www.rhinebecknyvillage.org/PDF/Documents/2017/2017FallHydrantFlushingNotice.pdf | 2018-12-11T17:40:21Z | crawl-data/CC-MAIN-2018-51/segments/1544376823674.34/warc/CC-MAIN-20181211172919-20181211194419-00433.warc.gz | 457,071,592 | 601 | eng_Latn | eng_Latn | 0.998006 | eng_Latn | 0.998006 | [
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Homeschooled Students Changing the World
from Howard Richman
When our Pennsylvania homeschool law was passed in December 1988, our children played an important role in teaching legislators about homeschooling at hearings and legislative breakfasts as documented in my book *Story of a Bill*. Homeschooled children changed the world then, and they continue to do so today as two incidents from different parts of Pennsylvania illustrate.
**Homeschooler Extends Bowhunting Season**
Ryan Wagner, son of John and Barbara Wagner, an eighth grade homeschooled boy from the Lehigh–Berks County area, loves to hunt. He is also an excellent writer.
Last year he entered an essay contest through the United Bowhunters of Pennsylvania and won second runner up for his essay entitled *What Safe and Responsible Bow Hunting Means to Me*. Like his other compositions he typed it himself on his family's home computer. It was informative and well organized.
This year an article that he wrote was published in the May 1994 issue of the national *Bowhunting News*. This article, entitled *The Torch is Passed: Learning from Dad*, tells the story of his experience shooting a buck with his bow last fall. It includes good hunting wisdom and a strong poetic ending which ties the story back to its title.
But his most successful composition to date was a letter that he wrote to each of the officers on the Pennsylvania Game Commission urging that the bow hunting season be extended by two weeks in order to give children, like himself, more quality time with their fathers. He did not stop with just writing to the commissioners, however. He also sent copies of his letters to the Bow Hunters Association.
In June 1993, he read in the PA section of *Bowhunting News* about a banquet that the United Bowhunters of Pennsylvania had held for the PA game commissioners. At the banquet the head of the United Bowhunters had argued for an extension of the season. In doing so he introduced Ryan's letter, by noting that Ryan had been one of their essay contest winners, and then he read a portion of Ryan's letter aloud to the commissioners. Soon after the banquet, the game commission met and decided to extend next year's bow hunting seasons by two weeks.
**Homeschooler Fights "Political Correctness"**
Karina Hyldahl, one of our 1993 PA Homeschoolers graduates, is now a Freshman at Allegheny College in Meadville. She has begun a campaign against courses which teach "politically correct" values instead of content. She told me that homeschooling gave her a different outlook about what should be taught, and confidence in her own values.
When she started at college she found that a number of her classes were trying to push values on students instead of real education. First, she wrote a letter to the Dean asking why so much time was spent in courses that featured political correctness. The Dean met with her and told her that parents wanted "relevant" courses, not "academically rigorous" ones for their children. Karina was not satisfied with the answer, but let the matter drop.
She did find some courses to her liking, however. She was especially pleased with a French history course that required much reading and writing. The oft-published professor was trying to teach history, not his values. In her opinion, he was just the type of professor who should be encouraged. But when the promotion list came out, she found that he had been passed over for a promotion.
So Karina wrote the President of Allegheny College telling him about the professor and that she felt that he was doing exactly what a professor ought to do. She got a letter back from the President, thanking her for her input and saying he would keep it on file and consider it when the professor came up for promotion the next year.
I was talking about these two stories with Karina's mother, Dr. Amanda Tillotson–Hyldahl, homeschool mother and former college–level political science teacher. She said that homeschooled students have a "sense of efficacy" meaning: They feel they can change the world and so they will! | <urn:uuid:9937c589-a4dd-4a4c-a693-86fe0af385ad> | CC-MAIN-2017-13 | http://www.pahomeschoolers.com/newsletter/issue47.pdf | 2017-03-29T21:01:14Z | crawl-data/CC-MAIN-2017-13/segments/1490218191396.90/warc/CC-MAIN-20170322212951-00021-ip-10-233-31-227.ec2.internal.warc.gz | 657,982,111 | 845 | eng_Latn | eng_Latn | 0.9994 | eng_Latn | 0.9994 | [
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The image shows a 3D model of a transistor, which is an electronic component used to control the flow of electricity in circuits. The model appears to be in grayscale, with a dark background and the transistor itself shaded in various tones of gray. The transistor has a rectangular body with a flat top and a pointed tip at the bottom, which is characteristic of many transistor designs. Extending from the base of the transistor are several vertical lines, representing the leads or pins that connect the transistor to other components in an electrical circuit. These leads are typically used for input and output signals, as well as power supply connections. The overall design suggests a simple, schematic-style representation rather than a highly detailed or realistic depiction. | <urn:uuid:f2b78cfa-0f97-4600-87d3-ee3ed7225fce> | CC-MAIN-2016-30 | http://www.te.com/commerce/DocumentDelivery/DDEController?Action=srchrtrv&DocNm=5-534206-3&DocType=Customer+View+Model&DocLang=English | 2016-07-24T12:47:42Z | crawl-data/CC-MAIN-2016-30/segments/1469257824037.46/warc/CC-MAIN-20160723071024-00046-ip-10-185-27-174.ec2.internal.warc.gz | 742,636,829 | 143 | eng_Latn | eng_Latn | 0.998269 | eng_Latn | 0.998269 | [
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Find the words in the puzzle from the wordlist.
**Shape used - AUST**
**WORDLIST**
- ABORIGINES
- COLONIES
- DISPOSSESSION
- LABOR
- MARGINALISED
- PATERNAL
- RESERVES
- TRADE
- WOMEN
- ASSIMILATE
- CONSTITUTION
- EDUCATION
- LABOUR
- MISSIONS
- POVERTY
- STOLEN
- VOTE
- CIVICS
- DEFENCE
- IDENTITY
- LAW
- NATIONALISM
- PROTECTIONIST
- SUFFRAGE
- WHITE
Find the words and then take each word marked * and write a sentence about each. | <urn:uuid:3877a418-b40a-416f-a634-c361b7826fa6> | CC-MAIN-2024-10 | http://www.minervaeducation.com/teachersresources/aborfindaword.pdf | 2024-02-22T09:49:11+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947473738.92/warc/CC-MAIN-20240222093910-20240222123910-00433.warc.gz | 58,688,985 | 154 | eng_Latn | eng_Latn | 0.904363 | eng_Latn | 0.904363 | [
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Share, Borrow, or Buy Used
Why we care
Most Americans agree that our society is too materialistic. We worry that people live beyond their means, and that our children are over-commercialized. Indeed, if everyone on Earth consumed at the same rate as the average American, we’d need four additional planets to supply us with resources. All this consumption means increased greenhouse gas emissions and waste. Americans throw away 45% more trash than Canadians and 100% more than Swedes.
Simple, positive change
Sharing, borrowing, and buying used are all easy ways to reduce our ecological footprint and still maintain our quality of life. Use the public library, tool libraries (in N, NE and SE Portland), and rental stores to borrow or rent items you don’t need to own.
Following are easy-to-find used items:
- Clothing – resale, consignment, and thrift shops
- Books, magazines, and music – Powell’s, Title Wave Books, Everyday Music, Music Millennium
- Bicycles – Community Cycling Center, City Bikes
- Sporting equipment – Play it Again Sports, Next Adventure
- Building materials – ReBuilding Center, Habitat for Humanity’s ReStore
- Building hardware and lighting – Hippo Hardware, Rejuvenation, Salvage Works
- Furniture – Consignment Northwest, Consignment Gallery, and Star’s Antique Mall
- Office Furniture – City Liquidators
- Computers – Computer Renaissance, Free Geek
- Arts, crafts and home project supplies – SCRAP
Need to find a specific item? Try the following before buying new:
- Thrift stores (for a list of stores go to http://www.magicyellow.com/category/Thrift_Shops/Portland_OR.html)
- Antique shops
- Pawnshops
- Rummage sales
- Garage and estate sales
- Auctions – The Oregonian classified, #567
- Craigslist
Questions or feedback? Contact Jeanne Roy at email@example.com. | <urn:uuid:3e66b52e-78ef-4c25-88b8-29509ea32e41> | CC-MAIN-2017-13 | http://earthleaders.org/files/1413/4099/9790/Share_Borrow_and_Buy_Used.pdf | 2017-03-29T20:59:25Z | crawl-data/CC-MAIN-2017-13/segments/1490218191396.90/warc/CC-MAIN-20170322212951-00025-ip-10-233-31-227.ec2.internal.warc.gz | 100,448,431 | 399 | eng_Latn | eng_Latn | 0.991344 | eng_Latn | 0.991344 | [
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What is a Genki Note?
A Genki Note is a breath of hope, a smile, a laugh. In Japanese, “Genki” means a source of energy and happiness, and you can share your Genki Note message with Japan, where people are in need of support. Genki Notes are creative, colorful, inspiring and fun.
How can you help?
Engage students in your classroom by having each student write a Genki Note to Japan. It’s easy—just follow the three steps below.
Will the notes get to Japan?
Absolutely. Genki Notes is a joint project between the U.S.-Japan Council, Emerson College and the Japan Foundation CGP. These organizations will assist in delivering the Genki Notes to Japan. Children of all ages, and adults look forward to receiving your message!
1. Provide each student with a standard 8.5 X 11 piece of paper.
2. Encourage students to be artistic. Pictures and drawings mean the same thing in every language. Written letters (in English or Japanese) are great too. Please no glitter!
3. Fill out the form below and mail it, together with the Genki Notes, to the following address:
Genki Notes
P.O.Box 1155
Easton, MA 02334
Name of school ____________________________________________________________
Address of school _________________________________________________________ (With zip code)
Contact person at school (teacher or principal) _________________________________
Is your school willing to receive calls from the media about the Genki Notes project? (Check one)
_____ Yes, and the best number to call is ________________________________.
_____ No, not at this time.
Genki Notes will be displayed digitally online at: www.genkinotes.org. | <urn:uuid:81daf72e-27e2-45ed-b165-21766fbe81cb> | CC-MAIN-2017-13 | http://www.jaany.org/download/genkinotes.pdf | 2017-03-29T20:58:40Z | crawl-data/CC-MAIN-2017-13/segments/1490218191396.90/warc/CC-MAIN-20170322212951-00023-ip-10-233-31-227.ec2.internal.warc.gz | 544,591,771 | 354 | eng_Latn | eng_Latn | 0.998538 | eng_Latn | 0.998538 | [
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BUILDING A TURTLE
CHARLES HARPER WEBB
The fiberglass that veterinarians use to patch
real turtles dropped off cliffs,
hit by cars, or cracked by hammer-swinging boys,
makes a good shell. With enough skill,
you can carve a shell from wood, or sculpt one
out of stone. Papier maché spares the turtle
heavy lifting, but dissolves in rain.
Paint the shell as you see fit; carve it
with stars, diamonds, naked girls; it's your
turtle. Use braided wire, jointed dowels,
or rubber for the legs and tail. Glued-on
sunflower seeds make first-rate scales;
or try sequins, for a country-western feel.
Goose-neck lamp-metal works for turtles, too.
The tube holds batteries to light the eyes—
brown for female, orange for male. The head
can be wood, metal, or plastic, as long
as the beak takes an edge, and the jaw moves.
Screw or super-glue the head into the neck.
(A pink eraser-slice makes a good tongue.)
Fill the shell with something light—crumpled newsprint, spun fiberglass—held in by soft leather or plastic that mimics wrinkled skin.
Instilling life is trickier. Turtles struck by lightning may “go Frankenstein.”
Jesus succeeded by commanding, “Crawl!”
(Try it yourself. You never know . . . )
The surest bet is to submerge your turtle in water like what sloshed in ancient seas.
Cover with a dome that lets in sun and cosmic rays. Wait in a comfortable place.
“Slow as a turtle,” people say. | <urn:uuid:b18c3e1c-962e-4cf1-a272-ceca6314df74> | CC-MAIN-2024-10 | https://orb.binghamton.edu/cgi/viewcontent.cgi?article=2066&context=harpurpalate | 2024-02-22T11:42:47+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947473738.92/warc/CC-MAIN-20240222093910-20240222123910-00431.warc.gz | 457,133,831 | 348 | eng_Latn | eng_Latn | 0.997322 | eng_Latn | 0.997464 | [
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3 WEEK SAMPLE PROGRAMMES
Extra
Each 14-night stay will include 8-10 half-day trips around Malta to exciting places such as Valletta, Mdina, Marsaxlokk and harbour cruises. There is also a full-day excursion to the beautiful island of Comino. Additional full-day excursions can be purchased as optional excursions. Transport for trips are done by private buses and chauffeurs.
Student may have lessons either in the morning or in the afternoon in week 1, alternating weekly after that.
Arrivals and departures: Saturday or Sunday.
This programme is for illustrative purposes and activities and visits may change.
| WEEK 1/5 | SUNDAY | MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | SATURDAY |
|----------|--------------|-------------|-------------|-------------|-------------|-------------|-------------|
| | Jun21/Jul19 | Jun22/Jul20 | Jun23/Jul21 | Jun24/Jul22 | Jun25/Jul23 | Jun26/Jul24 | Jun27/Jul25 |
| Morning | Arrivals/Departures Optional full-day trip to Sicily or Gozo | Lessons | Lessons | Lessons | Lessons | Lessons | Arrivals/Departures |
| Afternoon| Optional half-day sandy beach | Bowling | Comino | Marsaxlokk & Vittoriosa | Tigne Point Shopping & Beach | Valletta Walk Around & Malta 5D | Sandy beach, Paradise Bay |
| Evening | Maltese Night in Valletta | Foam Party | Comino | International Night Party | Optional Activity Boat Party | Themed Pool Party | Saturday Night Party |
| WEEK 2/6 | SUNDAY | MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | SATURDAY |
|----------|--------------|-------------|-------------|-------------|-------------|-------------|-------------|
| | Jun28/Jul26 | Jun29/Jul27 | Jun30/Jul28 | Jul1/Jul29 | Jul2/Jul30 | Jul3/Jul31 | Jul4/Aug1 |
| Morning | Arrivals/Departures Optional full-day trip to Sicily or Gozo | Sandy Beach Mellieha | Harbour Cruise & Swimming | Mdina & Badger Karting | Water Park | Relaxing by the Pool | Arrivals/Departures Sandy Beach, Ghajn Tuffieha |
| Afternoon| Optional half-day sandy beach | Lessons | Lessons | Lessons | Lessons | Lessons | Free |
| Evening | Boat Party | Neon Party | Optional Adventure Activity | Photo Challenge | Optional Activity Grand Prix | Beach BBQ | Saturday Night Party |
| WEEK 3/7 | SUNDAY | MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | SATURDAY |
|----------|--------------|-------------|-------------|-------------|-------------|-------------|-------------|
| | Jul5/Aug2 | Jul6/Aug3 | Jul7/Aug4 | Jul8/Aug5 | Jul9/Aug6 | Jul10/Aug7 | Jul11/Aug8 |
| Morning | Arrivals/Departures
Optional full-day trip to Sicily or Gozo | Lessons | Lessons | Lessons | Lessons | Lessons | Arrivals/Departures |
| Afternoon| Optional half-day sandy beach | Bowling | Comino | Visit to Wiedliz-Zurrieq | Sandy Beach Armier | Valletta Walk Around & Malta Experience | Sandy beach, Golden Bay |
| Evening | Maltese Night in Valletta | Foam Party | Comino | International Night Party | Optional Activity Boat Party | Themed Pool Party | Saturday Night Party | | <urn:uuid:16d4744e-6535-49af-8808-1ab0121c8ab6> | CC-MAIN-2020-16 | https://www.embassysummer.com/globalassets/partners-site/embassy-malta-2020-programme.pdf | 2020-03-28T12:06:17+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370491857.4/warc/CC-MAIN-20200328104722-20200328134722-00127.warc.gz | 936,672,468 | 816 | eng_Latn | eng_Latn | 0.860511 | eng_Latn | 0.997476 | [
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Hula is a traditional Hawaiian dance that tells stories and expresses emotions through graceful movements, expressive gestures, and chants. It is deeply rooted in Hawaiian culture and history, reflecting the values, beliefs, and experiences of the people who perform it.
The hula is not just a form of entertainment; it is a way to connect with the land, ancestors, and deities. The dance is often accompanied by music played on instruments such as the ukulele, steel guitar, and conch shell. The performers wear traditional attire, including a grass skirt (pālolo) and a woven wrap called a pālolo kūpuna.
Hula is performed in various styles, each with its own unique characteristics. The most common style is the hula kahiko, which is characterized by slow, deliberate movements and a focus on storytelling. The hula modern, or hula 'auana, is more recent and incorporates elements of Western dance and music.
Today, hula is performed at various cultural events, festivals, and luaus throughout Hawaii and around the world. It continues to be an important part of Hawaiian culture and a symbol of the island's rich heritage.
May 2012 celebrates Friends of the D.T. Fleming Arboretum at Pu’u Mahoe’s 10 Year Anniversary. The blessing, chant and hula were performed by Gordean Leilehua Bailey and her halau Wehiwehi O Leilehua at the anniversary celebration.
Friends of the D.T. Fleming Arboretum at Pu’u Mahoe (FOFA) was created in 2002 to continue the work and vision of David Thomas Fleming: to preserve Maui’s dry land forest plant species for the restoration of watershed and native habitat on the southern slopes of Haleakala.
In ten years FOFA has transformed the 60 year old Arboretum from a museum of rare trees to a viable seed resource and plant recovery reserve for Maui’s dry land plant species.
FOFA is committed to progress Pu’u Mahoe as a premier conservation and education resource for Maui and of all Hawai‘i.
Our work would not be possible without your support. Mahalo Nui loa. | <urn:uuid:5faa5d76-2dba-4ed4-80db-f345307ebec4> | CC-MAIN-2017-22 | http://flemingarboretum.org/wp-content/uploads/2012/11/Post-card-proof.pdf | 2017-05-30T12:53:17Z | crawl-data/CC-MAIN-2017-22/segments/1495463615105.83/warc/CC-MAIN-20170530124450-20170530144450-00307.warc.gz | 169,650,257 | 443 | eng_Latn | eng_Latn | 0.992518 | eng_Latn | 0.996661 | [
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Starting
I can try to start problems and ask meaningful questions to get help.
I can make a start...
- I can start a problem
- I can ask a question to get me to the next step
- I need step-by-step help
Student self-assessment
- Student has a mechanical view
- Processes
- Attitude
© D Whitfield, pifactory.net, 2008 | <urn:uuid:c87456cf-3232-4ca5-9c19-6c26d526e1f8> | CC-MAIN-2017-22 | http://pifactory.net/catalog/images/assessment/assess_starting.pdf | 2017-05-30T12:47:48Z | crawl-data/CC-MAIN-2017-22/segments/1495463615105.83/warc/CC-MAIN-20170530124450-20170530144450-00307.warc.gz | 356,032,806 | 84 | eng_Latn | eng_Latn | 0.993898 | eng_Latn | 0.993898 | [
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BECWA and Wisconsin Heights Middle School Awarded Graham-Martin Grant
By Barbara Borns
The Black Earth Creek Watershed Assn (BECWA) in cooperation with the Wisconsin Heights Middle School has been awarded a $2500 grant from the Graham-Martin Foundation to provide funding for wetland and prairie plantings at the Wisconsin Heights school. The Graham-Martin Foundation made funding available this summer through the Dane County Lakes and Watershed Commission that provides native seeds and plants to homeowners, schools and organizations for use in raingardens and/or rain gardens.
(Continued on page 3)
Precontact Native American Settlement in the Garfoot Creek Valley: An Interim Report
By Norman M. Meinholz
Wisconsin Historical Society
BECWA Member
Prior to Euroamerican settlement of the Garfoot Creek Valley in the early nineteenth century, the valley was the home for generations of Native Americans. Initial post-glacial settlement in the region dates to at least 10,000 years ago. Although the landscape has undergone immense changes since that time, producing a modern land perhaps unrecognizable to those first Native Americans, evidence can still be found of their presence.
The evidence is the bits and pieces of stone tools, chipping debris and pottery sherds still present across the landscape.
Ongoing research in the Garfoot Creek Valley has recovered evidence of Native American settlement dating from at least 8,000-10,000 years ago. Based on the frequency of projectile points with traits diagnostic to specific time periods and the location of these finds, a general picture is emerging of Native American settlement in the valley. Identifying what activities were occurring at these sites is based on the recovery of tools, such as spear points, knives, scrapers or the chipping debris produced by specific activities. The density and diversity of artifacts at a site can suggest the number of individuals, length of occupation and the variety of activities that occurred.
One of the major problems in determining the sequence of Native American settlement is separating artifacts by time period. Cultivation over the past 150 years
(Continued on page 2)
Swamplovers, Inc. Enhance the Ice Age Trail
By Kim Lamoreaux
A delicate haze shrouded the bluffs west of Cross Plains Saturday July 7, 2005 when about 100 people gathered for the dedication of parkland by Lee Swanson, Tom Kuehn, and Jerry Goth, a.k.a Swamplovers, Inc.
The area consists of over 400 acres of which 110 are restored prairie and oak savannah that the three owners, along with many of their friends and family, worked to return it to its natural state.
The land is located just west of CTH KP north, and the road leading to it, Scheele Road, is about one half mile from CTH KP and USH 14.
The parkland will be considered part of the Ice Age Trail, which is still gaining additions after its conceptual beginnings in the early part of the century in the Kettle Moraine area. Since then, the Ice Age Trail Foundation has been acquiring more and more properties to fulfill its goal of a 1000-mile “trail” through the ice age formations in the State of Wisconsin. Since 1980 the trail has been officially part of the National Trails System.
The purchase of the land for designation as part of the Ice Age Trail came from funds contributed by the Department of Natural Resources (DNR), the National Park Service, and Dane County at a total of $2.1 million. According to the terms of the sale, the park will belong to Dane County by 2025.
Swamplover and former BECWA board member, Lee Swanson told the crowd, “our vision started 18 years ago when bought the land. Our intention was never to develop the land. An important partner that isn’t with us today is Joe Kuehn. Joe had some early visions about how to protect this property.”
BECWA thanks the Swamplovers for their generous contribution to our community.
Garfoot Creek Valley
(Continued from page 1)
has resulted in the mixing of all the artifacts dropped on the ground surface over the past 10,000 years. This means that a point or chipping debris produced thousands of years ago is now mixed with artifacts produced just hundreds of years ago or, for that matter, trash dumped in the same field yesterday. This makes it difficult to determine whether points that date to a specific period are associated with the non-diagnostic debris and tools found at plowed sites. Despite these inherent limitations, the following discussion and interpretation is based on the author’s ongoing research.
To summarize, Native American settlement of the Garfoot Creek Valley prior to Euroamerican settlement began as early as ten thousand years ago after the melting of the glaciers to the east. Settlement over the years has primarily been restricted to seasonal hunting and/or food and material gathering directed from permanent camps or villages located in the Black Earth Creek Valley. The most intensive use of the valley appears to have been during the Middle Archaic Period dating from ca. 4,000-2,000 B.C. Favored site locations were valley footslopes and low upland overlooks with access to the creek and wetlands as well as the uplands. The uplands served primarily as a source of chert used to make tools and for hunting and gathering. The recovery of tools made from non-local materials indicates that trade or travel far beyond the valley has existed for thousands of years, linking it to a much larger region.
a, Late Paleoindian (ca. 8,000-6,000 B.C.); b, Early Archaic (ca.6,000-4,000 B.C.); c-e,g, Middle Archaic (ca. 4,000-2,000 B.C.); f, Late Archaic (ca. 2,000-300 B.C.); h, Early Woodland (ca. 300 B.C.-AD. 100); i-k, Late Woodland (ca. A.D. 500-1050)
Highlights from the 2004-2005 BECWA Events
Autumn/Spring Events
May 2004: Second Annual Passport to Your Watershed—Trout Days
October 2004: BECWA Bus Tour for Watershed Officials
March 2005: Public Forum: The Black Earth Creek Watershed: Past Present and Future
Graham-Martin Grant
(Continued from page 1)
Over 100 homeowners and around 40 organizations in Dane County were selected to receive the seeds and plants. The purpose of the grant is to alleviate runoff from gutters, roofs, parking lots etc. leading to healthier lakes and streams in Dane County.
At the Wisconsin Heights School, there is a large parking lot on the north side of the school. Runoff from that area drains to a swale that feeds directly into the Black Earth Creek. Staff from the school had already recognized the potential for adverse effects from oil, gasoline and dirt washed off cars and into the waterway. So they had begun planting native prairie plantings.
Barbara Born’s Prairie
species on approximately 2/3 acre along the swale. The grant will provide seed to enhance that 2/3 acre and new seed to plant the remaining 1/3 acre. This will cover the entire swale and hopefully remove pollutants before they get into the Black Earth Creek. In the low areas raingarden plants were planted, and prairie and native wildflower seeds will be used on the drier sections. Emphasis will be placed on plants that attract monarch butterflies to be a demonstration project for the 7th graders’ living laboratory project.
Planting will be accomplished this fall with students from the middle school, community volunteers and BECWA all participating. Next spring we hope to see a more beautiful area but also expect the water quality in the Black Earth Creek will be improved as sediment is more effectively filtered before runoff enters the Creek.
Statewide Task Force on Manure Management
BECWA’s own Steve Born, with former Senate leader Brian Rude, is chairing a statewide task force on manure management. The Task force was convened by the secretaries of DNR and DATCP, and is charged with making recommendations to halt manure runoff events that impact water quality. More than 50 such events have occurred in past few years. The Task Force is due to make its recommendations in January 2006.
Dane County essentially sits atop a layer cake of rock that acts like a sponge for groundwater to be filtered and stored. Rainfall serves to refill this sponge and provides every area well with clean water. But groundwater experts say development is impeding this process and threatening the future of both the county’s water quality and quantity.
“What used to happen is rain water would fall on the ground, it would infiltrate, and become part of the groundwater system that ultimately feeds the springs,” says Jean Bahr, a professor of hydrogeology at UW-Madison. But as the landscape is increasingly paved over, much of this water is hitting pavement, running into storm drains and ending up in lakes and rivers, bypassing the groundwater system.
Bahr and her students studied the groundwater geology of the Madison area. They found that most of the water making its way into Madison’s municipal wells, the source of the city’s drinking water, is “coming from relatively local recharge.” Thus, she says, “paving over the landscape in the vicinity of the springs is the worst possible thing to do.”
Bahr’s work was part of a massive five-year research project, which concluded in July and was funded by the U.S. Environmental Protection Agency. Its goal was to better understand the effects of urbanization on groundwater, provide practical solutions to emerging problems, and begin long-term monitoring.
Among the findings:
Groundwater levels in the Madison area are in danger of declining. A groundwater flow model was used to “simulate potential effects of urban expansion and increased groundwater pumping.” It projected decreases in baseflow of up to 63% at Pheasant Branch by the year 2020 if current development trends continue.
Wetland diversity is being harmed. Paved surfaces allow for fast runoff of rainfall, which allows invasive species to “take advantage of the opportunity to establish new plants.”
The problem is systemic. Throughout Dane County, the report states, “subdivision regulations generally encouraged, and in some instances mandated, ‘high impact’ development
(Continued on page 5)
Let it flow, let it flow, let it flow
(Continued from page 4)
practices.” It adds that land development practices are ingrained in local and county regulations, and municipalities are reluctant to change. There is also a lack of knowledge about new infiltration practices.
To close this knowledge gap, other scientists contributing to the project took data such as Bahr’s and offered practical solutions for everyday citizens hoping to increase infiltration on their own properties.
Ken Potter, a professor of civil and environmental engineering at UW-Madison says there are things that individual homeowners can do to increase groundwater recharge.
One is to install rain barrels to trap and hold rainwater for future use, or to release it slowly into a garden or on the lawn. Another is to encourage infiltration simply by directing downspouts into vegetation rather than letting the water flow down concrete and into streets and sewers.
“A garden with any kind of ornamental plants that will survive will do really, really well,” says Potter.
Some local homeowners have already created rain gardens, which use deep-rooted prairie plants that increase infiltration. But Potter says ordinary grasses, shrubs and vegetable gardens take in water very well. At his own home, he simply sets his rain barrel up to overflow into his garden as it fills, allowing the water to slowly infiltrate the soil rather than bombard it all at once during heavy rains.
“If you can store water and let it infiltrate, you can infiltrate more,” says Potter. “I’m surprised at how little effort it’s taking.”
For more information on rain gardens, rain barrels and other tips for citizens, visit the Dane County Lakes and Watershed Commission’s Web site: http://www.danewaters.com/private
Cross Plains Responds to US 14 Study
This fall the Wisconsin Department of Transportation (DOT) completed a comprehensive study of traffic through the Village of Cross Plains. During the process, consultations were conducted with Village residents, Village officials, Dane County and the Wisconsin Department of Natural Resources (DNR). Current traffic through the Village is approximately 14,900 vehicles daily. This density has already created congestion problems and the estimate of 25,000 vehicles daily by 2030 promises even more congestion will occur. Therefore DOT offered several options to the Village. First to expand Main Street to four lanes, an option that would necessitate removing all buildings on the south side of Main Street. Second to use Main Street for two lanes flowing west and using an expanded Bourbon Road to carry traffic east. The third option was a by-pass of the Village. Late this summer the Village board voted to ask the DOT to begin investigating a by-pass option. The by-pass will require preparation of an environmental impact assessment. In the meanwhile some short term improvements will be put into place. These include: increased use of off-street parking, time of day no-parking regulations, improved pedestrian crossings and signs, and a new traffic signal at Market Street. The DOT has acknowledged the potential impacts any of these changes could have on the Black Earth Creek. They will be working with the local stakeholders and the DNR to minimize negative impacts to the Creek.
We are pleased to welcome three new BECWA board members, John Mulligan, Richard Anderson, and Barbara Peckarsky.
**John Mulligan** is a watershed resident and trout fisher. He comments, “I have resided in the Town of Cross Plains for 3 years, before that in Fitchburg for 16 years. I first came to the Madison area in 1980. I grew up in the Waupun and Beaver Dam area. While growing up I saw the changes in the Horicon Marsh area where the refuge area was expanded and large portions of the marsh were overrun by geese with the poor planning that occurred when local people were not consulted on the expansions. Most of the hunting and fishing in that area are greatly diminished today. When I first came to Dane County I discovered the fine trout fishing in Black Earth Creek.
I would hope to bring a cautious questioning to changes in the Black Earth watershed with me to the board meetings. This approach should apply to new development, road construction, and also changes in the configuration of waterways. We sometimes run unexpected risks when we try to change the way things have developed. While trying to protect what is already here, we must also recognize the continued expansion that we will be unable to stop. The only thing we can accomplish is to lessen the impact and to make sure that people understand what will actually occur when changes are made.
We must make sure that local governments work together to assure that the downstream communities aren’t ignored by those at the headwaters.”
**Richard Anderson** was born and raised in Minnesota on a dairy farm that had a trout stream flowing through it. He has great memories of fishing for brown trout as a kid. Richard was educated at the University of Minnesota and Yale University in Medicine and also holds a Doctorate in Biochemistry and Molecular Biology. He has been a Professor at the University of Wisconsin-Medical School since 1986 where he is a cancer researcher and teaches Medical Students.
Richard and Kalle Anderson moved to Cross Plains in 1992 and they have two boys, Gabe (10) and Sam (5). One of the major attractions was the Black Earth Creek Watershed. Richard fishes the Creek when he finds the time, but says, “the fish here seem to be smarter than those he remembers in Minnesota”. The major reason Richard has volunteered to be a BECWA board member is that he feels the Black Earth Creek is one of the key quality of life features that makes Dane County one of the best areas to live and raise a family. He says, “In the coming years the Black Earth Creek will have more pressures from development that will threaten its vitality as a cold water stream. Today there is little doubt that the majority of citizens in Dane County and the Watershed want to preserve the Creek for their children and grandchildren. However, the creek’s long-term health will take hard work from many groups including BECWA.”
**Barbara Peckarsky** is an Honorary Fellow at the University of Wisconsin. She states, “I appreciate the opportunity to serve on the Board of Directors of BECWA, and look forward to learning more about its history and activities. In July 2005 I took early retirement from Cornell University after 26 years on the faculty in the Departments of Entomology and Ecology & Evolutionary Biology. At Cornell I taught courses in Stream Ecology and Aquatic Entomology, and spent as much time as possible on outreach activities related to conservation of streams and watersheds, both in New York State and in the Colorado Rockies, where I work in the summers. For over 30 summers I have been doing research on trout streams near the Rocky Mountain Biological Laboratory (RMBL) in western Colorado. At RMBL I have also participated in teaching courses in Aquatic Entomology, Stream Ecology, Environmental Impact Assessment, and the Ecology of Stressed Ecosystems.
I currently am appointed as an Honorary Fellow at the University of Wisconsin in the Zoology Department where I got my PhD in 1979. I will continue to do research at RMBL in the summers, and will be involved in teaching and outreach at UW. My husband (Steve Horn) and I, both natives of Wisconsin, live in Oak
(Continued on page 7)
Valley Estates on north Stagecoach Road, and serve on the Environmental Committee of the Homeowners Association. We are happy to be back in Wisconsin, and to be living in the Black Earth Creek Watershed, under the stewardship of an organization like BECWA.”
Can’t We All Just Work Together?
President’s Column
By Barbara Borns
This summer and fall BECWA launched an effort to get the towns, villages and city in the watershed to join together to look at the longer-term cumulative impacts created by our land use decisions. In 1996 BECWA commissioned Howard Bellman, a nationally known mediator, to assess prospects for a similar type of watershed coalition. He concluded then after interviewing community leaders across the Black Earth Creek Watershed that there was “...a fairly strong case against consensus building...” in the Watershed. Has anything changed??
There was a step in the right direction this fall when Mike Schutz, Cross Plains Village President convened a “Good Neighbor” meeting. In attendance were elected officials; Jeanne Poast and Jeff Wirth, Presidents of the Villages of Black Earth and Mazomanie, Vern Wendt, Mel Bankes and Carl Jones from the Towns of Black Earth, Berry and Cross Plains. While the main agenda item was the expansion to four lanes of highway 14, it was agreed that there are a number of other issues that affect the entire watershed and this first “Good Neighbor” format should be continued. Furthermore, representatives from the eastern end of the watershed, as well as the towns of Springfield, Vermont, and Mazomanie should be included in future meetings.
BECWA is pleased that this first step in watershed cooperation has occurred and hope other significant pressures on the natural resources of the watershed can be addressed cooperatively. Examples of these pressures include: population increases (already experienced and new proposals for development,) transportation issues, major flooding events in recent years in the western part of BEC, and degradation of water quality as demonstrated by a fish kill in the Creek just west of Cross Plains in June of 2001.
Providing background for the concept of comprehensive watershed planning are two ongoing efforts: first, the Statewide Comprehensive Planning Law encouraging all towns, villages and cities in Wisconsin to complete a plan for future growth; and second, a comprehensive hydrogeologic study of the watershed undertaken by the United States Geological Survey (USGS). In 2003 the USGS began compiling existing data from BECW to construct a ground and surface water computer model. The second step was to collect field data inserting that into the model and the third phase, begun in October 2005 will complete the model and allow assessment of the consequences of development for various scenario simulations. This model will provide a powerful tool for assessing how alterations to the watershed system will affect water quality.
BECWA will convene a meeting early in 2006 with all local watershed officials to demonstrate the results of the USGS model and take a comprehensive look at development and watershed protection. It is our hope that by working together we can accomplish many of the goals we all hold dear. Stay tuned as we move forward.
Black Earth Creek Watershed Association
Established 1987
Board of Directors:
Barbara Borns, President
Porter Martin, Vice-President
Secretary
David Lucey, Treasurer
Richard Anderson
Steve Born
Cari Jones Jr.
John Mulligan
Barbara Peckarsky
Jeff Posse
Wayne Rounds
Phone: 608-767-1475
Fax: 608-262-2273
Email: email@example.com
Website: www.madison.com/communities/becwa/
For the wise management of the land and water resources in the Black Earth Creek Watershed
BECWA MEMBERSHIP RENEWAL TIME
Much of what BECWA accomplishes each year is dependent on your membership in the organization. Your dues money makes possible the education and advocacy efforts that is BECWA’s mission. Membership in BECWA runs from January to December, which means your membership expires soon. Please consider renewing your membership by filling out and sending in the membership enrollment form found in this newsletter. Thank you for your continuing support.
Dave Lucey, Treasurer
• Annual Earth Day Creek Clean-Up
• Thinking Like a Watershed, our twice annual newsletter
Please lend your support to protecting this outstanding creek which runs through the heart of our community!
Note: If you are already a member, check your address label on this newsletter for your membership expiration date.
Membership:
☐ Individual $13.00
☐ Watershed Patron $15.00
☐ Household $10.00
☐ Basic
*All donations are tax deductible.
Name __________________________________________ Date ________________
Address __________________________________________
Phone __________________________________________
Email __________________________________________
☐ Yes! I’m interested in volunteering my time to BECWA.
Join BECWA Today!
Fill out this form and mail it with your check to:
BECWA - Treasurer
David Lucey
7932 County Hwy K
Cross Plains, WI 53528
Phone: 608-767-1475
Fax: 608-262-2273
Email: firstname.lastname@example.org
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Objectives
After successfully completing activities associated with Go Electric!, Girl Scouts will be able to:
- Know the benefits of renewable energy
- Explore new transportation options
- Learn to inspire others to reduce their carbon footprint
- Be an environmental steward
- Discover, Connect and Take Action!
Background Information: For more information on Electric Vehicles please go to sdge.com/ev.
Age Level: This patch is intended for Daisies-Ambassador.
DISCOVER
STEP 1: How Do We Move Around The World?
What is Transportation?
The Transportation sector includes the movement of people and goods by cars, trucks, trains, ships, airplanes, and other vehicles.
Why should we study the impact of transportation in the US?
- What are the greenhouse gasses that contribute to climate change? Carbon Dioxide, Methane, Nitrous Oxide
- How large is the contribution from transportation? In San Diego, greenhouse gas emissions from transportation accounted for about 50% of total U.S. greenhouse gas emissions, making it the 2nd largest contributor of U.S.
How can we fix it?
Developing alternatives: reducing your car’s carbon impact through diversification, such as, walking, biking, carpooling, using mass transit or just driving less
Improvement: increasing gas mileage, optimizing your vehicle and getting the most from the gas tank.
What does clean transportation mean?
We also generate electricity from natural gas in highly efficient power plants to minimize emissions, including smog-forming pollutants, pollutants harmful to human health, and greenhouse gases, primarily carbon dioxide, associated with climate change. If you look at the total carbon footprint, including emissions from power plants to generate electricity, vehicles in electric drive are cleaner than vehicles running on gasoline or diesel. With nearly 40% of California’s greenhouse gas emissions coming from transportation, cleaner alternatives such as electric vehicles, plug-in hybrids or other alternative fuel vehicles are needed to achieve the state’s goal of reducing transportation greenhouse gases by 13 million tons by 2020. By investing in system improvements and smart technology, SDG&E will be able to handle the growing need for electricity as more people plug in electric vehicles.
Why is clean transportation important?
If every family became greener in their transportation use, we can reduce GHG immediately and make our planet better!
How do people move in your community? Have your troop break up into three groups ask each group to brainstorm as many examples as they can of individual, small group/family or large group transportation.
| Individual | Small Group/Families | Large Groups |
|-----------------------------|-----------------------------------------------------------|--------------------|
| • Bicycle | • Bio-diesel Cars | • Busses |
| • Electric Powered Bike | • Diesel Cars | • Planes |
| • Motorcycle | • Electric Cars | • Trains |
| • Scooter | • Hybrid Cars | • Trolleys |
| • Skateboard | • Internal Combustion Cars | |
| • Walking | • Motorboats | |
| | • Sailboats | |
Which Type of Transportation have you used?
Have girls create a list or draw pictures of transportation that they use in their lives.
Which is the most environmentally friendly? Rank the transportations from 1-5. 1 is the greenest, 5 is the most polluting. Give the girls the print out or create a poster.
| Type | Rank | Type | Rank |
|-----------------------------|------|---------------|------|
| Bicycle | 1 | Motorboat | 4 |
| Bio-diesel Car | 2 | Motorcycle | 3 |
| Bus | 3 | Planes | 5 |
| Diesel Car | 4 | Sailboat | 1 |
| Electric Powered Bicycle | 1 | Scooter | 2 |
| Electric Car | 1 | Skateboard | 1 |
| Foot Power – Walking | 1 | SUVs | 4 |
| Hybrid Car | 2 | Trains | 3 |
| Internal Combustion Car | 4 | Trolley | 3 |
STEP 2: Learn about Electric Vehicles and Charging Stations.
What are the Benefits of Electric Vehicles? [http://www.sdge.com/electric-vehicles](http://www.sdge.com/electric-vehicles)
- **Low Fuel Costs** – Pay less than purchasing gas
- **Get incentives!** – Most EVs are eligible for a $7,500 federal tax incentive, a $2,500 state rebate and single occupant access to the carpool lane.
- **Clean Fuel** – San Diego’s electricity is created locally and is from a variety of clean sources like natural gas and renewable sources including solar and wind.
- **Charge at Home** – Avoid the gas station and fuel at home. It’s as easy as charging your cell phone.
- **Fun to Drive** – electric vehicles are often quieter and smoother, and they go fast!
- **Save the Planet!** – All electric cars have zero tailpipe emissions. Plug-in hybrids are much cleaner than gas burning vehicles.
Types of Electric Vehicles: all-electric and plug in hybrid
| All-electric vehicles | Plug-in hybrid electric vehicles (PHEVs) |
|-----------------------|----------------------------------------|
| Run on electricity only | Plug into standard outlets or special charging units and use gasoline |
| Use electricity stored in large batteries | Equipped with a gasoline engine and an electric motor |
| Plug into standard outlets or special charging units | Electricity is stored in smaller batteries than in all-electric vehicles |
| Zero tail-pipe emissions | Lower tail pipe emissions than conventional gasoline-only vehicles |
STEP 3: Create a Neighborhood map that has all of the charging stations located on it.
1. Go to [https://www.plugshare.com/](https://www.plugshare.com/) or [http://carstations.com/](http://carstations.com/) and type in your location and find all of the public and high power stations that everyone has access to.
2. Create a map that has charger stations close to your locations.
- Why do you think the charging stations are located at these locations?
- Are there a lot of people that frequent those locations?
- Have you noticed these stations before?
- How big are the stations?
3. Add in at least 3 additional charging stations that you think would benefit your community
- Why did you choose these locations?
- How will it benefit your community?
STEP 4: Field Trip Opportunity!
- Visit an electric vehicle charging station in your neighborhood and see how it works
- Take a field trip to the Energy Innovation Center. Go to [www.sdge.com/eic/tour](http://www.sdge.com/eic/tour) to get the process started to set up your field trip
TAKE ACTION
STEP 5: Change Attitudes about Electric Vehicles!
Share this knowledge with their community and to educate others on the benefits of electric vehicles. Choose one of the following activities:
1. **Interview a Family member**: Interview their parents, grandparents, and teachers to find out how they think attitudes. See attached for sample questions.
2. **Give a presentation** to your family, class, school, troop about what you know about electric vehicles.
3. **Create a flyer or pamphlet about the importance of Electric Vehicles**
4. **Talk to a local business** that you identified as a possible location for charging stations.
STEP 6: Complete one of the following Girl Scouts badges and Journeys.
Continue to empower yourself about clean energy! Through Girl Scout programming, girls get the opportunity to learn about environmental issues such as clean water and air, noise pollution, global warming, soil contamination, and agricultural processes. Each Journey and badge is packed with current environmental information and offers ways to interact on topics that affect everyone on the planet.
**Daisies**
- Daisies Between Earth and Sky Journey
- Daisies Clover Petal
**Brownies**
- WOW! Wonders of Water Journey:
- Household Elf Badge:
- Inventor Badge
**Juniors**
- GET MOVING! Journey
- Gardener Badge
**Cadettes**
- Cadettes Breathe! Journey
- Trees Badge
**Senior**
- Truth Seeker Badge:
- Social Innovator Badge
- Sow What? Journey
**Ambassador**
- Justice Journey
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Rhyming School Treasure Hunt Clues
The secretaries are there to answer the phone
They also apply Band-Aids on students who scrape a bone.
This den is the first letter in the word blue.
Walk quietly to find the next clue.
Teacher's mailboxes and coloured paper including pink,
Are found in this room where the photo copier uses lots of ink.
This den is the first letter in the word car.
You don't have to go very far.
Let's go where there is a hoola hoop, rope and ball.
When you are there be careful how you run, we don't want anyone to fall.
Tap your feet to the beat.
Listen to the voices singing sweet.
Next to the office on the floor,
The first letter of the alphabet is by the door.
Here you will find Mrs. McRae.
In her office she works each day.
This room has books for everyone.
We listen to stories and have fun.
In this classroom there is a sandbox and chairs.
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In 1845 Lord Franklin took two ships and more than 100 men on an expedition to find a Northwest Passage around the pole. HMS Erebus and HMS Terror were both equipped with state-of-the-art steam engines, allowing them to travel at 7.4 km/h.
At 0300 hours the Terror is travelling with a constant velocity of \(\begin{bmatrix} -4 \\ 5 \end{bmatrix}\) km/h.
The Erebus, which is 9km north and 1.5km east of the Terror, is travelling with a constant velocity of \(\begin{bmatrix} -7 \\ 1 \end{bmatrix}\) km/h.
1) Calculate the speed and direction of each vessel. Give your answers in km/h and as a 3-figure bearing correct to 1 d.p.
2) Find an expression for the position of each vessel at time \(t\).
3) Find an expression for the distance between the two vessels at time \(t\), and hence calculate the time when they are closest as well as their distance apart at this point.
In 1845 Lord Franklin took two ships and more than 100 men on an expedition to find a Northwest Passage around the pole. HMS Erebus and HMS Terror were both equipped with state-of-the-art steam engines, allowing them to travel at 7.4 km/h.
At 0300 hours the Terror is travelling with a constant velocity of \(\begin{bmatrix} -4 \\ 5 \end{bmatrix}\) km/h.
The Erebus, which is 9km north and 1.5km east of the Terror, is travelling with a constant velocity of \(\begin{bmatrix} -7 \\ 1 \end{bmatrix}\) km/h.
1) Calculate the speed and direction of each vessel. Give your answers in km/h and as a 3-figure bearing correct to 1 d.p.
**Terror:**
\[
\text{Speed} = \sqrt{(-4)^2 + 5^2} = 6.40 \text{ kmh}^{-1}
\]
\[
\text{Bearing} = 270 + \tan^{-1} \frac{5}{4} = 321.3^\circ
\]
**Erebus:**
\[
\text{Speed} = \sqrt{(-7)^2 + 1^2} = 7.07 \text{ kmh}^{-1}
\]
\[
\text{Bearing} = 270 + \tan^{-1} \frac{1}{7} = 278.1^\circ
\]
2) Find an expression for the position of each vessel at time \(t\).
**Terror:**
\[
x_T = \begin{bmatrix} 0 \\ 0 \end{bmatrix} + t \begin{bmatrix} -4 \\ 5 \end{bmatrix} = \begin{bmatrix} -4t \\ 5t \end{bmatrix}
\]
**Erebus:**
\[
x_E = \begin{bmatrix} 1.5 \\ 9 \end{bmatrix} + t \begin{bmatrix} -7 \\ 1 \end{bmatrix} = \begin{bmatrix} -7t + 1.5 \\ t + 9 \end{bmatrix}
\]
3) Find an expression for the distance between the two vessels at time \(t\), and hence calculate the time when they are closest as well as their distance apart at this point.
**Displacement:**
\[
x_T - x_E = \begin{bmatrix} 3t - 1.5 \\ 4t - 9 \end{bmatrix}
\]
**Distance:**
\[
s = |x_T - x_E| = \left| \begin{bmatrix} 3t - 1.5 \\ 4t - 9 \end{bmatrix} \right| = \sqrt{(3t - 1.5)^2 + (4t - 9)^2}
\]
**Closest when \(s\) is minimum:**
\[
\sqrt{(3t - 1.5)^2 + (4t - 9)^2} \quad \text{minimum when} \quad (3t - 1.5)^2 + (4t - 9)^2 \quad \text{minimum}
\]
\[
\Rightarrow \quad 25t^2 - 81t + 83.25 \quad \text{minimum}
\]
**Differentiating gives:**
\[
50t - 81 = 0 \quad \Rightarrow \quad t = \frac{81}{50} = 1.62 \text{ hours} \quad \Rightarrow \quad \text{time} = 0437:12
\]
**Substituting for \(s\):**
\[
s = \sqrt{(3(1.62) - 1.5)^2 + (4(1.62) - 9)^2} = 4.2 \text{ km}
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NF05-636 Depression
Myrna DuBois
University of Nebraska - Lincoln, firstname.lastname@example.org
Follow this and additional works at: http://digitalcommons.unl.edu/extensionhist
Part of the Agriculture Commons, and the Curriculum and Instruction Commons
DuBois, Myrna, "NF05-636 Depression" (2005). Historical Materials from University of Nebraska-Lincoln Extension. Paper 1754.
http://digitalcommons.unl.edu/extensionhist/1754
This Article is brought to you for free and open access by the Extension at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Historical Materials from University of Nebraska-Lincoln Extension by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln.
Feeling a little down? Discouraged? Those feelings are normal when life’s challenges confront us from time to time. The feeling of discouragement usually goes away within a reasonable length of time. Depression, however, can hang around for weeks, months, even years.
**Types of Depression**
There are two kinds of depression: event-related depression and clinical depression. Event-related depression is precipitated by an event such as the death of a loved one, loss of a job or business, or other major life changes. You may feel exhausted, overwhelmed and helpless and counseling or treatment may be necessary. It is normal to feel depressed at these times. Over time, however, event-related depression goes away. Time heals. Eventually you adjust to life without your loved one, difficult as it may be. You get a new job or start a new business. The situation that caused the depression becomes more manageable.
Event-related depression is difficult because it is connected to central themes of life. The person experiencing it may feel as though they’ll never feel better. In fact, it may not be particularly helpful to tell them that they will eventually feel better. On their own they will begin to realize the healing power of time.
Clinical depression can start from an event-related depression or it may just develop. Clinical depression is generally thought to have a direct link to brain chemistry. Within our brains, a variety of chemicals called neurotransmitters are constantly at work. Some of these neurotransmitters emit chemicals that create positive feelings. When these get out of balance, depression can result. Instead of life affecting our feelings, our feelings color everything in our lives so that things that would otherwise seem manageable become overwhelming, negative, or unbearable.
The symptoms may vary somewhat from one individual to another, however, exhaustion is one of the most common symptoms, coupled with overwhelming sadness and feelings of hopelessness and helplessness. You cannot see the light at the end of the tunnel. You may feel isolated from others, empty, misunderstood and downtrodden. It is important to realize that there are many levels of depression, ranging from those who go about their daily tasks to those who cannot get out of bed in the morning and have a normal routine.
Our understanding and acceptance of mental health issues is much more limited than our knowledge and acceptance of physical health issues. Many people feel such a stigma related to their depression that they call it something else. They may know it is depression but label it as stress or another illness, which is more commonly accepted.
**Effects of Depression**
Common ailments such as colds and flu may be easily picked up by those with depression as the body’s resistance may be down. Because of the effect it has on all parts of the body, it also can lead to serious ailments. Some people who are depressed may go to the doctor frequently because they don’t feel well and are frustrated when no physical ailments are diagnosed. How can they not be sick when they feel so awful? Long-term illnesses, such as diabetes, Parkinsons, or cancer, also may lead to depression.
A range of factors can affect the development of a chemical imbalance in the brain. Evidence suggests family heritage is one factor. According to Jules Asher at the National Institute of Mental Health, scientists have isolated a gene that appears to lead to a higher risk for depression. Family and social environment also can be a factor. Does growing up in a family with a particular perspective or way of thinking influence us or do we inherit the brain chemistry that leads to depression? Quite possibly, both nurture and nature are at work.
People of all ages suffer from depression. At one time we did not believe that depression was prevalent in children. We now know that it can be. Children tend to react differently than adults. They may say they don’t feel good, try to avoid school, or act out. In the elderly, depression should not be considered just part of the aging process. It can be caused by changes in medications or other factors. Getting help for depressed persons of all ages can help them lead a more satisfying life, according to the National Institute of Mental Health.
There are many levels of depression. For some with lower levels of depression, sometimes referred to as dysthymia, they may simply try to avoid the greater challenges of life. Their schedule may be more difficult for them than for others with the same schedule. They respond to life’s little setbacks more negatively than necessary. They don’t feel joy at appropriate times.
The issues can be much greater in the life of a person with severe clinical depression. The exhaustion can be so complete that they would really like to sleep all of the time. As they learn more about their depression, they may come to realize that the need for so much sleep is only partially a physical thing. It also may be a response to the overwhelming nature of their thoughts. They may think if they could sleep through everything, they wouldn’t have to deal with life.
As they go through their daily routine, small things that most of us do almost automatically can seem more than they can handle. Simple tasks such as refilling salt and pepper shakers can seem almost too difficult. They may loose interest in hobbies or activities that once were enjoyable. Getting together with friends may not appeal to them.
The person’s personal appearance may suffer. A once well-groomed person with tidy hair and appropriately selected garments may lose interest, preferring to ignore their hair and dress sloppily. Irritability is very common in those who are experiencing clinical depression, and as a result, their relationships may suffer.
Clinical depression affects the personal perception of events around the person. Everyday remarks by family, friends, or coworkers can be perceived as extremely negative, critical, even nasty. Because of these perceptions, the depressed person may enter a downward spiral. Things in their lives appear to go from bad to worse. They feel helpless to do anything about it and hopeless that anything will ever be better.
Relationships are likely to suffer with all of these things going on in a person’s life. Well-meaning relatives may suggest to the person that they just “snap out of it.” This suggestion is about as helpful as telling someone to “snap out of” cancer or a broken leg. They simply cannot do it. It requires much more than that.
**Resolution and Treatment**
Solutions for clinical depression are available. The same solution may not work for each person, so having a variety of options is important. One recommendation is that you move your muscles. For the person who is overcome by depression, this may seem impossible; however, moving about can be extremely helpful. First move around the room, if necessary, then go for walks. Exercise releases body chemicals known as endorphines, which produce positive thoughts in the brain. This simple solution in itself can be powerful.
Another option is to talk it out. Find someone you trust, and tell them about your thoughts and feelings. Talk is healing. It helps to release pent up and complex thoughts and can be like a weight off your chest. If talking to a friend or relative doesn’t help, or is not an option, a clergyman may be helpful. Don’t hesitate to go to a professional counselor. Seeing a counselor for depression is not something to be ashamed of any more than seeing a physician for a physical ailment.
Some persons who are depressed need medication to help them over the worst part of the depression. Once they start feeling better, especially if they follow guidelines designed to help them get better, they may no longer need the medication. Your doctor will tell you how long to continue taking it.
Leon Rottmann, retired University of Nebraska extension specialist, tells about a bear who lived in a cage for most of its life. It had a daily routine of pacing in its cage, taking four steps one way and four steps the other. When it was purchased by a different zoo, it was to be placed in a natural environment where it could roam more freely. When the bear was released, however, it continued its habit of walking four steps in one direction and four steps in the other. Depressed persons need to take care that the routines they develop while depressed do not become a habit. They will be much harder to shake if they do.
Dr. Rottmann describes coming out of a depression as a “reawakening”. This may involve finding out that you can do something that you had forgotten you could do or developing a new skill. Keeping your hands busy with enjoyable activity can be very helpful in overcoming the depression. Small successes lead to more small successes until the depression becomes a thing of the past.
If the depression developed due to body chemistry, relapses may occur from time to time. Some people, however, have one depressive episode and never experience it again. If you have a relapse, next time you will better understand how to deal with it.
Family and friends can help best by being calm, caring and kind. The depressed person did not choose to be depressed. It is not a sign of weakness or being bad. It is very unlikely that they would choose to be depressed if they had a choice. At the same time, family and friends need to be careful that they don’t enable the depression by giving in to the depressed person all the time.
Instead, family and friends can help by being encouraging, not critical. You could help them move around more and get into an exercise routine or you could listen to their concerns. You may help them see that they need a counselor and drive them to the counselor. Remind them of the good times when they were not depressed and encourage them to make a list of all the good things in their lives. Encourage them to try things they once enjoyed.
Depression is not something to be taken lightly. It is a serious condition that could lead to more complications, but it can be managed and overcome.
**Note:** This NebFact is not meant to cover bipolar or manic depressive episodes.
**References**
*Depression*, unpublished paper, Dr. Leon Rottmann, retired Extension Health Specialist, University of Nebraska–Lincoln.
*Depression*. National Institute of Mental Health. January 2005. Available online at [http://www.nimh.nih.gov/publicat/depression.cfm](http://www.nimh.nih.gov/publicat/depression.cfm)
Reviewers
Reviewers included University of Nebraska–Lincoln Extension faculty: Kathy Bosch, Extension Family Life Specialist; John DeFrain, Extension Family Life Specialist; Anita Hall, Extension Educator; and Lynne Osborn, Extension Educator.
UNL Extension publications are available online at http://extension.unl.edu/publications.
Index: Family Life
Adulthood and Aging
Issued March 2005
Extension is a Division of the Institute of Agriculture and Natural Resources at the University of Nebraska–Lincoln cooperating with the Counties and the United States Department of Agriculture.
University of Nebraska–Lincoln Extension educational programs abide with the nondiscrimination policies of the University of Nebraska–Lincoln and the United States Department of Agriculture.
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Unit 1 Saving And Investing Chapter Savings 2 Answer Sheet
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Rainwater Harvesting in Illinois
By Robert G. Walker, P.E., LEED AP BD+C
As we suffered through the drought of 2012 we were reminded of the importance of fresh water to our society. Our lawns became brown this summer as municipalities enacted watering bans to preserve their water works system operations. Our rivers and streams are low, stressing wildlife and even restricting barge traffic on the Mississippi. Even our food prices have gone up as commodity prices increase from the poor yields due to the drought. Luckily, our civil engineering forefathers designed and constructed facilities to produce, treat and distribute water from as far away as Lake Michigan or 1,000 feet underground so that we can continue to have clean water for our drinking and sanitation needs without depending on rain.
It is our job as civil engineers to maintain and expand these facilities in a sustainable fashion for future generations. This puts us on the front lines of water conservation.
One old method of water conservation that is making a comeback is rainwater harvesting. Archeologists recently discovered an ancient rainwater cistern in Jerusalem from the time of King Solomon in the 10th century B.C. Because of the large number of pilgrims
(continued on page 6)
coming to the First Temple, it is likely that the local water supply would have been overwhelmed. The cistern, which could have held 66,000 gallons of water, would have been able to store rainwater for the pilgrim’s drinking and sanitation needs.
Today rainwater harvesting is primarily used for irrigation and other non-potable uses. A good example of a modern rainwater harvesting system can be found at the Fox Valley Park District’s Cole Center.
Today rainwater harvesting is primarily used for irrigation and other non-potable uses. A good example of a modern rainwater harvesting system can be found at the Fox Valley Park District’s Cole Center in Aurora. The Fox Valley Park District purchased an existing industrial/manufacturing building that was strategically located so that they could transform it into a new administrative office space and operational facilities. This building reuse fit the Park District Board’s mandate for sustainability. There are more than 100 environmentally friendly highlights including the rainwater harvesting system. For their efforts, the Park District received the 2011 Sustainable Development Award from The Conservation Foundation.
The Park District uses their rainwater harvesting system to wash their maintenance vehicles and machines. At the time of construction, its 10,000 gallon reservoir made it the largest rainwater harvesting system in the country to be used in this capacity.
The system harvests rain from both the roof and the parking lot. Most of the downspouts from the roof are connected to the reservoir through underground pipes. Each downspout has a dual stage filter with a coarse screen to remove leaves and other large debris as well as a fine mesh screen that will remove some smaller suspended particles. These screens are designed for easy access to maintain them. The back parking lot is graded to drain to a permeable paver pad that captures runoff and directs it into the reservoir. The reservoir was installed where the loading dock used to be. This reduced the necessary excavation, saving thousands of dollars. The reservoir consists of modular engineered plastic AquaBlox® surrounded by a waterRainwater Harvesting in Illinois
(continued from page 6)
proof liner. The modular blocks allow the system to be assembled on site and provide enough strength for the permeable paver granular subbase to be installed directly on top of it. A high pressure pump is then used to provide access to the stored water and clean the vehicles. The vehicles are cleaned on the permeable paver pad, allowing the same water to be used multiple times, getting filtered through the permeable pavers and granular base. Overflows are directed to the existing storm sewer system and then to the Fox River.
In summary, the Fox Valley Park District successfully took a century’s old technology and updated it to a modern application that allows them to clean their maintenance vehicles without paying for municipal water while protecting the Fox River. The District is using the project as an educational and environmental model for public awareness of large scale sustainable design features that can easily be transferred to one’s home or office. *ASCE*
Mr. Walker has been with Engineering Enterprises, Inc. since 2005 and is the Vice Chairman of the Urban Planning and Development Group. He has over 13 years of experience in land development, is a founding member and past chairman of the Central Kane County Chapter of Ducks Unlimited, and a founding member and current chairman of the Fox Valley Branch of the Illinois Chapter of the US Green Building Council. This article provided by UP&D Group.
**Fox Valley Park District Highlights**
- Largest rainwater harvesting system for vehicle washing in the county
- Environmental education for visitors to the building and users of the nearby Fox River Trail
- Reduces the pollutant load to the Fox River
- Water bill savings
---
**PROPOSED FY 2012-13 Section Budget**
| | 2013 Budget |
|--------------------------------|-------------|
| **REVENUES** | |
| Interest Income - Savings | $40.00 |
| Section Dues | $46,500.00 |
| Society Allotment | $14,500.00 |
| Ad Income - Newsletter | $4,500.00 |
| Ad Income - Web Site | $150.00 |
| Annual (IL Sect dinner) Meeting| $37,500.00 |
| President Elect Dinner | $5,250.00 |
| Minority Affairs Committee | $10,000.00 |
| Sustainability Committee | $1,000.00 |
| **Total Revenues** | $119,440.00 |
| | |
| **EXPENSES** | |
| ASCE Conferences | $7,500.00 |
| Board Meetings | $750.00 |
| Postage | $50.00 |
| Rent/Local Phone | $3,000.00 |
| Secretarial Services | $15,000.00 |
| Stationary/Off. Supplies/Software | $200.00 |
| Newsletter | $10,000.00 |
| Web Site Maintenance | $190.00 |
| Annual IL Sect dinner Meeting | $39,000.00 |
| Awards - Misc. | $650.00 |
| President Elect dinner | $8,000.00 |
| Minority Affairs Committee | $10,000.00 |
| Section Projects | $7,500.00 |
| Legislative Events | $3,000.00 |
| Sustainability Committee | $1,000.00 |
| TFIC | $1,000.00 |
| Engineer's Week | $1,000.00 |
| Future City's Competition | $1,000.00 |
| Student Activities | $3,500.00 |
| **Total Expenses** | $112,340.00 |
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Healthy Eating, Food Allergies & Intolerances Guidance Note | Issue 2
Updated: January 2023
1 Introduction
Healthy eating, food allergies and food intolerance are difficult areas to manage and of course a main focus for Finton House School and Harrison Catering Services. We want all children to be able to be served with food that is healthy, enjoyable and safe to eat and for them to be able to make an informed choice based on the information given to them.
2 Healthy Eating
A healthy lifestyle together with a balanced diet in childhood helps establish healthy eating habits for life. A healthy diet is one, which allows for a balance of different foods that sustain the wellbeing of the individual. Different lifestyles result in different dietary needs and individuals need to be aware of these and the effects of different foods on their bodies. A healthy, balanced diet may vary between individuals from different cultural, ethnic and social backgrounds.
At Finton House, we promote a positive attitude towards healthy eating through the curriculum areas of PSHEE, Design Technology, Physical Education, Geography and Science. Visitors are invited to assemblies and lessons to support the delivery of the healthy eating message. These lessons help pupils to develop the skills and attitudes they will use when making informed healthy choices both in and out of school. Within school, they are encouraged to make sure they have some carbohydrates, protein and vegetables on their plate each mealtime.
School meals are provided for the children each day and dietary requirements can cater for a line with our policy. Food is cooked fresh on site with frozen foods rarely used. Additions such as salt and sugar are avoided. Fresh meat, fish, fruit and vegetables are delivered daily from reputable suppliers. A variety of main dishes is offered every day, including a vegetarian option and there is a canteen bar, which includes items such as cold meats and raw vegetables. There is a choice of desserts and fresh fruit. Children are offered water and encouraged to drink with their meal. The Chef Manager, catering staff and teachers are on hand to assist children with their choices and are vigilant in ensuring every child eats a healthy, balanced meal. If there are any concerns, the class teacher is informed and where necessary, the parents and the rest of the staff briefed.
At morning and afternoon breaks, children can enjoy a choice of fresh fruit or a homemade snack. Snack choices are rotated throughout the week to provide variety. Sandwiches are also provided at break for children having later lunches in Year 4-6. Snacks are also provided before the start of afternoon clubs.
Children are strongly advised to bring in water bottles to keep in the classroom and are allowed to drink from them when necessary. In Reception, there is a water fountain in each classroom. There is access to water fountains in the school playgrounds and at the playing fields for all children.
The Bursar and Chef Manager have regular meetings to discuss menus for the forthcoming weeks and the possible trialling of any new ideas. Menus are displayed on the school board in the downstairs corridor of the 169 building and online via Frog so parents can monitor their child’s choices. The Deputy Head (Pastoral) and Bursar keeps the Chef Manager informed of dietary requirements and recommendations. The diet being provided for the children is monitored and reviewed continuously and all catering staff regularly attend courses on hygiene and healthy eating. Menus are on a three-week cycle and are refreshed each term to balance seasonal ingredients and seasonal eating habits.
3 Food Allergies & Intolerances
When preparing food Harrison Catering Services take all reasonable care and precautions to identify and control the ingredients being used but there can be no absolute guarantee that the food will not contain any allergen. This can occur as a trace from an ingredient, because of the list of ingredients not declaring its presence, due to accidental cross contamination in the kitchen or from something as simple as serving spoons being accidentally used by customers for more than one item on the servery.
Whilst food that is expected to be free of known allergens can be prepared, there is always the risk of cross contamination and mistakes occurring due to the inescapable human factor. The kitchen is a busy environment, where a large number of dishes are also prepared and served using a multiplicity of normal ingredients to which most of the population are not allergic or intolerant. To minimise the risk, school staff, catering staff, parents and children, must share responsibility. The responsibilities of each group are detailed in sections 7, 8 and 9.
We are particularly attentive to nut allergies. We do not use nuts, or nut oils in any catering products in the school. However, we cannot claim to be a ‘nut-free’ school. Our approach is based on advice from The Anaphylaxis Campaign. In particular, it must be acknowledged that even current food manufacturing processes are impossible to guarantee that all products will be free from possible ‘traces of nuts’ and other allergens. Additionally, while parents are reminded not to provide items containing nuts we cannot always guarantee that this is complied with.
4 Parent/Guardian Responsibilities
Parents have a responsibility to promote healthy eating at home, which in turn will follow through to a child’s approach to health eating at school. Concerning allergies and intolerances, whilst all reasonable precautions will be taken to make sure the food is safe for children to eat; there can be no absolute guarantee that the food will not contain anything to which they are allergic or intolerant. However, parents should be satisfied that:
- The school has been fully informed by them about the foods known to trigger an allergic reaction or intolerance in their child.
- Children can ask for information and advice when necessary about the contents or ingredients of the food from the staff serving the food, or on duty in the dining hall for desserts and soups. If the child cannot do so, then parents should be satisfied that staff are fully aware of this and on the child’s behalf.
- Children are aware of what they can and cannot eat concerning food allergies and intolerances.
- Children are aware of special diets that might exist or they might decide to choose such as vegetarianism or veganism and that the school offers this provision should they wish to try it.
- Emergency procedures are understood and are in place should an allergic reaction occur. This includes that:
- The school has been provided with two auto injector pens (where applicable) that are in date, one kept with the child and one in the school office. Additional medicines may also have been provided such as Pirton. These are also kept in the school office.
- Appropriate members of school staff are trained and willing to administer the auto injector if necessary (where applicable).
5 Children’s Responsibilities
While the expectations of the child will vary by age, in broad terms children are expected to know that:
- They are expected to try new dishes and expand their food horizons.
- They are expected to eat a balanced, healthy diet, ensuring they always have vegetables and a protein item on their plates.
- The caterer does not label individual items of food as to whether they do or do not contain any known food allergens.
- They can always ask for information and advice when necessary about the contents or ingredients of the food from the Chef Manager or catering staff before being served with food or taking food from a self-service area.
- They must follow the advice given by staff when they are told that a food or dish may not be suitable.
6 School Responsibilities
The school will ensure that it:
- Keeps an up to date list of all children known to suffer from food related allergies or intolerance, informs all staff and displays this information in appropriate areas of the school.
- Provides the Caterer with a pictorial register of children who have food allergies.
- Provides a list of students with special diets for other children and those children who are vegetarian or vegan.
- Deploys staff to actively patrol the dining room and ensure that all children eat a balanced and healthy meal.
- Establishes emergency procedures as follows (in line with the First Aid & Medication Policy):
- Most staff are trained and willing to administer an auto-injector (where applicable) should the need arise.
- The location of auto-injectors (where applicable) held on site are known to the staff. Usually, there is one in the child’s classroom and another stored in the school office. The school also keeps spare auto-injectors in the school office.
- The procedure to contact the emergency services and instruct them of the severity of the situation is known by all.
- The emergency services will be greeted and taken straight to the casualty.
7 Caterer’s Responsibilities
Harrison’s Catering will undertake to ensure that:
- Nuts or nut oils are never used or served at school.
- Ingredient lists and labels are examined on any composite products used as ingredients to establish the declared presence or absence of nuts or other known allergens.
- An up to date ingredient list is maintained in the Food Allergy Folder for all dishes produced in the kitchen to identify if any of the common food allergens are used as an ingredient of the dish.
- A photographic register of children with allergies, intolerances or special diets is displayed in the kitchen area.
- All reasonable care is taken when producing food to avoid cross contamination of ingredients.
- The staff who serve food understand they must refer any question from children or staff about the ingredients of a dish to the Chef Manager so that the Food Allergy Folder can be checked to determine if the dish contains the allergen about which the customer is making the enquiry.
- To serve pupils with high-risk allergies on yellow plates so that all staff, both School and Catering, are aware that extra care must be taken for pupils with yellow plates.
- All reasonable care is taken when serving food to avoid cross contamination between different foods and ensure that serving utensils are only used on one type of food.
- Individual items of food are not labelled as to whether they do or do not contain any known food allergens.
- A warning notice is displayed in the servery area reminding customers about food allergy and intolerance and the need to ask about the ingredients in the food being served before making their choice. If there is any doubt about the
ingredients of a particular food, the advice from the Chef Manager or member of staff on duty will be that it should not be consumed by a child who suffers from an allergy or intolerance.
- All catering staff are trained regularly on all aspects of food hygiene and safety at work. Following the new allergens legislation in January 2015 all staff were trained in this area and the required notices are now displayed in the school canteen for all children, staff and visitors to see.
8 Pandemic Adaptations
The School may be required to make adaptations during pandemic conditions or where there are other medical issues within year groups which might require a higher level of care. Such measures could include:
- Adoption of bubbles within the dining room. This would necessitate a reduced dining time.
- Cleaning between each bubble.
- Removal of cold food bar from dining room (including salads, desserts and fresh meats) to avoid cross-contamination.
- Adoption of three tier menu with hot option, cold option and hybrid for Years 1 & 2.
- Removal of choice from menu bar set options, to speed up movement through the servery.
- Movement to packed meals in classrooms.
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Rope Shapes
Fun, collaborative, challenges in which blindfolded children create 2-D shapes from a length of rope.
Equipment
- 1 or more long ropes tied into a circle
- Blindfolds for at least 1 team of 6 children
- A camera. (optional)
Activity
- 6 (or more) children stand around the rope circle holding it with both hands close together.
- All but one child around the rope circle puts on a blindfold.
- The child not wearing a blindfold is the group leader and the only person allowed to give instructions.
- Challenge the group to create a variety of 2-D shapes from squares to pentagons to isosceles triangles dependent upon their ability.
- Take photos of the resultant shapes for assessment purposes.
Background
This activity could be a great introduction to the topic or as a simple consolidation task. It enables pupils to demonstrate their recognition of a variety of shapes whilst also building interpersonal skills such as communication, leadership and team building.
As an extension pupils could try irregular shapes or angles.
Alternative rope challenges could be map symbols or even letter formation for younger pupils.
For more resources visit www.ltl.org.uk/free-resources
© This activity sheet was created by Learning through Landscapes
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How-To-Do-It
Insect Singularis
William J. Brett
Students often have difficulty with laboratory exercises because they do not read the exercise in advance of class, or if they do read the material, they do not follow directions. The following exercise was designed in an effort to help with this problem.
Listed in Table 1 are a group of terms and their definitions that students will use to draw out a hypothetical insect. If the terms are understood and the directions followed closely, the insect produced should be an exact copy of the instructor's master drawing. A correct drawing will be evidence of a successful exercise, but checks will indicate where the student has "gone wrong." At the end of the laboratory period, all the students' drawings should be identical.
Materials
You will need the following items in order to successfully complete this exercise:
- Sharp 2H pencil
- Clean eraser
- *Straight edge or ruler with metric markings
- *Metric circle template
- Protractor
- Clear eye and steady hand
*A Sterling Geometry Aid #534 may be used instead of these items, but the circles in this piece of equipment are in inches rather than millimeters. The measurements for circles will be given in both mm and inches so that the student may use either piece of equipment. The cost of the Geometry Aid is only about 29 cents as compared to about $3 if one goes with the other pieces of equipment.
Instructions to Students
In constructing your drawing of Insect singularis, use only straight ruled lines and circles drawn with the metric template or geometry aid. Circle diameters refer to the required diameter. Use the protractor to correctly determine angular measurements.
Locate a point midway between the short sides of the paper and draw through this point a line 120mm long and perpendicular to the long side of the page. Allow for lateral margins of equal width at either end of this line. Draw a second line parallel to the first line and located 50mm from it. Position the paper so that the line closest to the edge of the paper is away from you. The anterior end of the insect will be directed toward the left hand margin of the paper and the dorsal surface will be represented by the line closest to the edge of the page. At the anterior end of the insect draw a line connecting the dorsal and ventral surfaces. At the posterior end draw a line perpendicular to the dorsal surface and extending toward the ventral surface. Make this line 36mm long. Also at the posterior end draw a second shorter line perpendicular to the ventral surface and extending toward the dorsal surface. Make this line 10mm long. The 4mm gap between the ends of the last two lines drawn represents the anal opening. Draw a perpendicular line from the dorsal to the ventral surface and exa-ty 31mm from the anterior end; this line marks the posterior border of the insect's cephalic segment. Construct a similar line 50mm from the posterior end of the insect; this line marks the anterior border of the abdomen and the posterior border of the thorax. You have constructed the major divisions of the body of your insect.
Draw lines perpendicular to the dorsal surface positioned so that the thorax is divided into three metameres of equal area. Sketch three appendages, each consisting of three segments: perpendicular and ventral to the ventral surface of the thorax. Make the proximal segment of each appendage a square with sides 9mm long and centered on the ventral surface of a thoracic segment. Make the median segment 7mm wide and 10mm long and center it on the distal end of the proximal segment. The distal segment should be 5mm wide and 15mm long and be centered on the distal surface of the median segment. Represent terminal setae by drawing a single 3mm long pencil line perpendicular and ventral to and from the center of the distal end of each appendage. Place wings on your insect by extending a 40mm line perpendicular and dorsal to the dorsal surface at the anterior border of the prothoracic segment. Now extend a 40mm line dorsally and posteriorly at a 45-degree angle from the posterior border of the prothorax segment. Connect the distal end of this line with the distal end of the other wing line.
Divide the abdomen into five metameres of equal area by drawing four lines perpendicular to the dorsal surface and extending to the ventral surface. Divide the abdominal segments into dorsal and ventral portions by a median longitudinal line. To represent spiracular opening, draw a circle 2mm (¼ inch) in diameter in each abdominal segment. Locate the spiracle halfway along the length of the segment and with its dorsal border just touching the median longitudinal line.
You will now concentrate on providing structures for the insect's head. Draw a 2mm thick antenna with its base at the angle of the anterior and dorsal surfaces of the head. Extend the antenna 30mm at a 45-degree angle so that it projects anteriorly and dorsally to the head. Separate the antenna into five segments of equal length and extend the apex by adding a circle 3mm (¼ inch) in diameter to the distal segment so that the circumference of the circle touches the midpoint of the apex. Construct mouth parts by drawing two labial
William J. Brett is a professor and chair of the Life Sciences Department at Indiana State University, Terre Haute, IN 47809. He earned his B.S. in zoology from Northern Illinois University in 1949, his M.S. in zoology from Michigan State University and his Ph.D. in physiology from Northwestern University in 1953. He then went to Millsaps College as an assistant professor and later acting head of the Biology Department there. He joined the Indiana State faculty in 1956. Brett, a member of NABT, is also a member of ASZ, AIBS, the Animal Behavior Society, Sigma Xi, the Indiana Academy of Science and the Association of Midwestern College Biology Teachers.
and one lingual structures. One labial structure 3mm wide and 10mm long should extend perpendicularly from the anterior surface of the head with its ventral border 5mm from the ventral border of the head. A second labial structure, of the same dimensions, should extend perpendicularly from the ventral surface of the head with its anterior border 5mm from the anterior border of the head. Connect the ends of the lines, which represent the upper and lower borders of each lip, with short perpendiculars. The lingual structure is to be 2mm thick and 8mm long and extend at a 45-degree angle from the head with its base situated equally between the two labial structures. Connect the ends of the lines which represent the upper and lower borders of the tongue with a short perpendicular line. Place an eye on the head segment by drawing an 8mm (½ inch) diameter circle whose center is 15mm from both the dorsal and anterior surfaces of the head.
Although you and I know your drawing represents an insect and we can recognize its various parts and structures, it might be good to label it so neophytes are able to recognize it for what it is. Label structures by extending 5mm lines which run parallel to the longitudinal axis of your insect; if possible, do not have any of the lines or labels cross body structures. Use lower case printed letters for your labels. Place labels on the following structures: antenna, anus, dorsal lip, leg, tongue, ventral lip and wing. Place the labels 12mm from the drawing. Use the following caption:
Figure 1. Hypothetical insect produced by (your name) on the basis of provided terms and directions. The first letter of the caption should be in upper case and one and one-half inches from the left hand margin of the paper. The caption should not extend further than one and one-half inches from the right hand margin. If it is necessary to have a second line of print in the caption, start it at the same distance from the margin as the first line.
Please turn in your drawing to be evaluated for accuracy. A check mark at a specific place will indicate an error there. Correct your error(s) and return the paper for evaluation.
Comments
An overhead transparency is useful as the “master” for correcting student drawings.
This exercise has proven quite successful in setting the tone for future drawings and other written materials used in the laboratory work. The instructions have been used by both high school and freshman college students. Some of the students have found it to be somewhat demanding and require considerably more assistance to successfully complete the exercise. It is necessary to check students rather closely at the start of the exercise to make sure they do not get so far off base that they become discouraged.
Most of the students seem to enjoy the exercise and obtain a good deal of satisfaction out of successfully completing it. Since this exercise serves as a pattern for future laboratory work
---
Table 1.
| Vocabulary | Definition |
|------------------|---------------------------------------------------------------------------|
| Abdomen | The body division posterior to the thorax, behind the diaphragm in mammals. |
| Antenna | A sensory appendage, especially on arthropods, projecting from the head; it usually contains receptors for chemical reception. |
| Anterior | The forward-moving or head end of an animal. |
| Anus | Posterior opening of the digestive tract. |
| Apex | The end or point of a structure. |
| Appendage | A movable projecting part on an animal body having an active function. |
| Axis | A central or principal line bisecting a body, form, or the like, and in relation to which symmetry is determined. |
| Caption | A heading or title legend for a picture or graph, it is placed below the figure in scientific literature. |
| Caphalic | Pertaining to or toward the head. |
| Distal | Away from the point of attachment. |
| Dorsal | Toward or pertaining to the back or upper surface. |
| Equal | Evenly proportioned; the same in quantity. |
| Homologous | Of like source in structure and embryonic development from primitive origin. |
| Label | A word or phrase descriptive of a structure. |
| Labial | Pertaining to lips. |
| Lateral | Of or pertaining to the side. |
| Lingual | Pertaining to the tongue. |
| Longitudinal | Pertaining to or extending along the long axis of the body. |
| Median | Situated in or pertaining to the middle. |
| Metamere | Any one of a series of homologous parts in the body. |
| Neophyte | A beginner. |
| Parallel | Extending in the same direction, equidistant at all points. |
| Perpendicular | Meeting a given line or surface at right angles. |
| Posterior | The hinder part or toward the tail end; away from the head. |
| Prothorax | The most anterior of the three segments of the thorax. |
| Proximal | Toward or nearer the place of attachment. |
| Segment | A part that is marked off or separated from others. |
| Seta | A bristle or slender stiff bristle-like structure. |
| Spiracle | In insects, an external opening to the tracheal or respiratory system. |
| Terminal | Situated at or forming the end or extremity of something. |
| Thorax | The division of an animal next to or behind the head; in insects it bears the legs and wings. |
| Ventral | Toward the lower side or belly; away from the back. |
that requires drawings, it is necessary to use follow-up work to ensure that students establish proper drawing and labeling habits. The students' success in mastering the anatomical terms can be determined very easily by including them in laboratory quizzes. We give the students a weekly quiz on their laboratory material from the previous week's work and often include one or two questions taken from the laboratory exercise they have to complete that week. This encourages or forces them to read their laboratory instructions before coming to lab.
The results we have obtained show that this type of exercise combined with appropriate follow-up work is valuable to students. About 20 years ago, an exercise similar to this was required in all introductory biology classes; then it was dropped as a requirement for about 10 years. Two years ago we reintroduced the present exercise because students seemed to be having difficulty preparing drawings in an acceptable form. This not only gives students experience in preparing drawings and learning biological terms but provides the instructor with a measure of their past experience and indicates their ability to complete such an exercise. The instructor can, if he or she wishes, provide certain students with some additional work in this area. It was quite a coincidence that while preparing this exercise for publication, I received a postcard from a former student concerning the use of this type of exercise. He stated "For many years, I have used a humbug exercise for teaching terms used in body parts: anterior, apical, etc. This was drawn from memory from an old introductory biology class I had with you in about 1968. Do you still conduct a humbug workshop? If so, could you provide a copy of the instructions? I will credit you and Indiana State University in any class use." At least one former student, now a teacher, found the exercise of considerable value.
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Meet Fred. Fred loves to find things. One day Fred said to his mum, "I'm bored. Go into the attic!" said his mum. And so he did. Fred went into the attic. It was really dark in the attic and there were pretty deep holes in the floor. Just then something caught his eye. It was some boxes on top of each other. One was long and one was fat and the other was a silver case. Fred took them all down stairs. First he opened the silver one which had wires in it. Soon we had opened all of them.
Fred put all the parts together. It made a computer. Suddenly he noticed a white box with 3 pins. It was a plug. Fred plugged in the plug. The computer said DELL. Whatever does that mean? I thought Fred. He made jumpers, bread and butter. He had finished writing every thing down that he had finish writing, the machine went boom. Fred was sad. So he went to the garage got some tools and put it back together. From that day on Fred used his machine everyday knitting his school jumper. | <urn:uuid:5a9a4b7c-addf-400a-8957-db9ec4d21a11> | CC-MAIN-2021-04 | https://malmesburypark.com/images/What_sort_of_writing_is_expected_for_Y2_-_some_examples.pdf | 2021-01-22T00:02:54+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703528672.38/warc/CC-MAIN-20210121225305-20210122015305-00603.warc.gz | 465,136,126 | 227 | eng_Latn | eng_Latn | 0.999916 | eng_Latn | 0.999916 | [
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Our New Age of Water: Sea Level Rise
Story by Sharon Moen, Art by Daniel Irizarri Oquendo
Scientists use tide stations and satellite laser altimeters to measure how sea level changes over time.
Tide stations: Height of water as measured along the coast relative to a point on land.
Satellite altimeter: Average height of the entire ocean.
Just as Earth is not flat, it turns out that the surface of the ocean is also not flat. At specific locations, sea level change might be higher... or lower... than the global average because of things like:
- Subsidence (gradual sinking of an area of land)
- Land rebounding from the compressive weight of ice age glaciers
- Ocean currents
Even though it is not flat, the overall sea level is rising. Scientists predict sea level will continue to rise, and faster, for centuries to come.
Two major causes of global sea level rise are thermal expansion caused by the warming of ocean water and the melting of land-based ice.
Almost 40% of the people in the U.S. live in coastal areas of the world's 10 largest cities, 8 are coastal.
Already more deadly and destructive storm surges are pushing farther inland.
If sea levels rise 3 to 8 feet more by 2100, which is truly possible, coastal communities will have some scrambling to do.
Ideas about how to deal with rising sea levels are floating about. Some people expect to live in amphibious architecture and modular, movable coastal casas. Engineers might create artificial clouds to reflect sunlight back into the atmosphere. Maybe you'll be part of the solution! | <urn:uuid:0e95e854-bc6f-4576-89e6-93466bf9503b> | CC-MAIN-2017-22 | http://seagrant.umn.edu/news/img/onaow/onaow_sea-level-rise.pdf | 2017-05-30T12:57:45Z | crawl-data/CC-MAIN-2017-22/segments/1495463615105.83/warc/CC-MAIN-20170530124450-20170530144450-00309.warc.gz | 394,483,162 | 334 | eng_Latn | eng_Latn | 0.998501 | eng_Latn | 0.998501 | [
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LEAF IT TO CUBS
Tiger Cub Activities
FOCUS
Cub Scout Roundtable Leaders’ Guide
Cub Scouts will learn about the wonders of nature’s gift to us—a tree! They will learn to identify trees by their shape and leaf design and learn how trees are used to help them in their daily lives. Boys and their families can adopt a tree or plant one and watch it grow. Dens or packs could participate in the local Arbor Day activities, or visit a nature center, forest preserve, or local park. Cub Scouts can work on the Collecting belt loop and pin.
CORE VALUES
Cub Scout Roundtable Leaders’ Guide
Some of the purposes of Cub Scouting developed through this month’s theme are:
- **Good Citizenship**, Boys will learn the importance of protecting trees and planting trees in their neighborhoods.
- **Friendly Service**, Through participation in a service project such as adopting a tree or a tree planting, boys will give back to their community and the world.
- **Preparation for Boy Scouts**, Boys will prepare to be boy Scouts when they learn the importance of respecting nature and the Outdoor Code.
The core value highlighted this month is:
- **Perseverance**, Just as a tree starts small and grows mighty, boys will appreciate that they must work each day to grow into the best citizens they can be.
Can you think of others??? Hint – look in your Cub Scout Program Helps. It lists different ones!! All the items on both lists are applicable!! You could probably list all twelve if you thought about it!!
Attention Bear Leaders –
Your bears become Webelos on June 1. Are you ready?? Be sure to take Webelos Leader Position Specific and Outdoor Webelos Leader Training as soon as possible. Sign your Cubs up for Webelos Resident, if your council offers it!!! If they don’t, sign them up at a neighboring council’s camp (e.g. Southern NJ’s at Pine Hill Scout Reservation!!!)
Webelos Outdoorsman & Artist
Boy what a great theme. Get our Cubs outside exploring nature and the differences in all the trees. I love wandering through the woods and seeing how things grow and change. Plus, this theme gives me a chance to print my favorite poem for all of you – Trees by Joyce Kilmer. It begins -
I think that I shall never see
A poem lovely as a tree.
You can read the whole thing in Scouter Jim’s Thoughtful Stuff column. Thank you Scouter Jim for including the poem. And good luck on your upcoming Wood Badge staff experience!!
I learned something about leaves this month, too. There are a lot of them in desert!! The deserts here on southern California where I am for 10 weeks or so are beautiful this year. I have been to Anza Borrego and a place with a lot of trees like the one below –
That is a Joshua Tree in Joshua Tree National Park. So named because the branches raise skywards like Joshua’s arms as the Israelites entered the promised land.
I thank Judy, the CS RT Commissioner for the Las Colinas District in the Western LA County Council for sending me information on desert plants and opening my eyes to their beauty and usefulness to this theme. Being an easterner all I could think of was oak and maple leaves and plants and such.
And speaking of Roundtables – I had a great time at two Roundtables last month – The River Valley District with Rosie and Carrie and the Grayback District with Ruth and Monica. Both are in the Inland Empire Council. Ruth and Monica even asked me to help with their “Leaf It to Spring” RT in April. I will be there!!
Met a very new leader at one of the RT’s during a breakout when we were discussing Outdoor Activities. She said she never realized you could Cub Scouts outdoors!! She was so happy because she had so many places she wanted to take them. **Please RT Commissioners, keep stressing that Outdoor Activity each month at your RT’s!!**
I have been attending Christ the King Lutheran Church in Redlands, CA. Very friendly people. They called me up to help decorate the church for Palm Sunday. I was at Anza Borrego at the time so had to say No, thank you. Then on Sunday morning when I walked in I was amazed, very large palm branches along both sides of the church and across the front. Beautiful!!! I thought, this must be a good church that can afford all those palms. Found out from Larry who called me to help, they were cut down in his yard. No cost at all. I will never get used to Southern California. But I am enjoying it (obviously!!)
I attempted to empty my mailbag and catch up on responses. I think I came pretty close. So if you have written me recently and have not received a personal note, look for your items this month.
Another backlog item, the SNJC Pow Wow was finally issued. I will be mailing it out, or posting it somewhere to download, when I return from Loma Linda, CA, in May. Apologies to all who sent me Pow Wow CDs for being so late but our CD production was delayed and now I am away.
**Do NOT miss the item on Zip Loc ® Bags in Cub Grub. Boil in Bag Omelets should go the way of Nash, Hudson, Henry J and Studebaker cars.**
A big thank you to Debbie of Baltimore Area Council whom I met and ate lunch with at their Pow Wow. She sent me the greatest pictures from their Blue and Gold of their Dragon Parade and Chinese New Year advancement ceremony. I really appreciate knowing when someone uses the ideas from Baloo.
National makes a patch for every Cub Scout Monthly theme. This is the one for this theme. Check them out at [www.scoutstuff.org](http://www.scoutstuff.org) go to patches and look for 2008 Cub Scout Monthly Theme Emblems.
**Months with similar themes to Leaf It to Cubs**
*There has only been once before that the theme specifically looked at trees, May 2000. I included months with general nature themes in this list. Every year there are nature themed months. Bugs, weather, birds, animals, and gardens have been used. So if you want more info, just look for Nature themes in old Program Helps or Baloo’s Bugles.*
Dave D. in Illinois
| Month Name | Year | Theme |
|------------|------|---------------------|
| August | 1940 | Natural Adventures |
| July | 1942 | Nature |
| June | 1945 | Nature |
| August | 1948 | Nature |
| August | 1951 | Nature |
| October | 1953 | Indian Summer |
| September | 1956 | Cub Scout Naturalist|
| April | 1964 | Cub Scout Naturalists|
| April | 1975 | Cub Scout Naturalists|
| August | 1987 | Back to Nature |
| May | 1994 | Back to Nature |
| May | 2000 | See the Forest for the Trees |
| May | 2006 | Diggin’ in the Dirt |
**THOUGHTFUL ITEMS FOR SCOUTERS**
*Thanks to Scouter Jim from Bountiful, Utah, who prepares this section of Baloo for us each month. You can reach him at firstname.lastname@example.org or through the link to write Baloo on www.usscouts.org.* CD
**Roundtable Prayer**
*CS Roundtable Planning Guide*
Thank you for creating the trees and the forest that clean the air we breathe, provide the fruits we eat, and shelter us from the elements. Let us never forget what you have given us, and help our Cub Scouts to remember how precious it is.
**AMEN**
**Hug A Tree and Survive**
Scouter Jim, Bountiful Utah
This month’s theme, “Leaf it to Cubs,” has us thinking about conservation and trees. There are many reasons to hug a tree, or be a tree hugger.
Trees produce oxygen: A mature leafy tree produces as much oxygen in a season as 10 people inhale in a year. It may not be able to give us mouth to mouth resuscitation, but trees give us oxygen from carbon dioxide.
Trees become “carbon sinks”: To produce their food, trees absorb and lock away tons of carbon dioxide.
Trees clean the air: Trees help cleanse the air by intercepting airborne particles, reducing heat, and absorbing such pollutants as carbon monoxide, sulfur dioxide, and nitrogen dioxide.
Trees fight soil erosion: Trees fight soil erosion, conserve rainwater, and reduce water runoff and sediment deposit after storms by holding soil in place with their complex root systems.
Trees give us food for our bodies through fruit and nuts, and food for our souls with their beauty and majesty.
There are many reasons to plant and take care of trees, but hugging a tree can also save a young life.
With summer coming on; and more and more people going outside to enjoy recreational activities, it is time to remind our Cub Scouts to Hug-A-Tree and Survive if they are lost in the outdoors. The following information is from the Greater Philadelphia Search and Rescue Website:
**AND SURVIVE**
The **HUG-A-TREE and SURVIVE Program** was started in San Diego, California after a search for a nine-year old boy who died in the local mountains. A group of those searchers put together an assembly program for children on how not to get lost, how to stay comfortable if they do get lost, and how to be spotted and found. We hope your children never need this knowledge, but if you discuss this handout and the assembly with your children, it may help them to remember one or more facts that will make the search short and successful.
1. **Hug a Tree once you know you are lost.**
One of the greatest fears anyone can have is of being alone. Hugging a tree or other stationary object and even talking to it calms the child down, and prevents panic. By staying in one place, the child if found by searchers far more quickly, and can’t be injured in a fall or other accident.
2. **Always carry a trash bag and whistle on a picnic, hike, or camping trip.**
By making a hole in the side of the bag for the face (always teach the child to make this hole as without it, there is a danger of suffocation), and putting it over the head so the face is showing out of the bag, it will keep the child warm and dry which will help prevent hypothermia. The whistle can be heard further away than the child’s voice, and takes less energy to use.
3. **My parents won’t be angry at me.**
Time and again, children have avoided searchers because they were ashamed of getting lost, and afraid of punishment. Anyone can get lost, adult or child. If they know a happy reunion, filled with love is waiting, they will be less frightened, less prone to panic, and work hard to be found by hugging a tree as they have learned.
4. **Make Yourself Big.**
From helicopters, people are hard to see when they are standing up, when they are in a group of trees, or wearing dark and drab clothing. Find your tree to hug near a small clearing if possible. Wear a red or orange jacket or vest when you go near the woods or desert. Lie down when the helicopter flies over. If it is cold and you are rested, make crosses or “SOS” using broken shrubbery, rocks or by dragging your foot in the dirt.
5. **There are no animals out there that can hurt you in this country.**
If you hear a noise at night, yell at it. If it is an animal it will run away to protect itself. If it is a searcher, you will be found. Fears of the dark and of “lions and tigers and bears” are a big factor in panicking children into running. They need strong reassurance to stay put and be safe.
6. **You have hundreds of friends looking for you.**
We have had children in the local area of a search tell us, “My parents would never spend the money to search for me with all these people.” Search personnel are mainly volunteers who work with other professionals and charge nothing and do it because they care. Many children who are lost don’t realize that if they sit down and stay put, one of the many searchers will find them. Some are afraid of strangers and may not respond to yells and, have actually hidden from searchers they knew were looking for them.
7. **Footprint your child**
Footprinting your child is a five minute exercise that cuts down the time of a search by several hours. Have the child walk across a piece of aluminum foil on a soft surface, such as carpeting or a folded towel. Mark the foil with the child’s name. With this print, trackers can separate your child’s track from the hundreds of others in the area, and quickly determine the direction of travel.
The National Association for Search and Rescue is now the owner of his program and their web site contains all the official information.
http://www.nasar.org/nasar/hug_a_tree_program.php
This Program is Dedicated To The Memory of Jimmy Beveridge Whose parents are still active in promoting the program and have written us here at Baloo’s Bugle with great information. Thank you.
It is important that we teach our boys to be smart and stay safe in the outdoors and prepare them for the great adventure of Boy Scouting. Remember, what our job is; “To love the boys.” Let us love them enough, that we teach them how to be found if they are lost by hugging a tree and staying put.
**Quotations**
Quotations contain the wisdom of the ages, and are a great source of inspiration for Cubmaster’s minutes, material for an advancement ceremony or an insightful addition to a Pack Meeting program cover
I think that I shall never see
A poem lovely as a tree.
A tree whose hungry mouth is pressed
Against the earth’s sweet flowing breast;
A tree that looks at God all day
And lifts her leafy arms to pray;
A tree that may in summer wear
A nest of robins in her hair;
Upon whose bosom snow has lain;
Who intimately lives with rain.
Poems are written by fools like me,
But only God can make a tree.
Joyce Kilmer, "Trees," 1914
Here is a great trivia question – Check out Joyce Kilmer on the web. Find out who HE was and then ask your Cubs. But don’t tell them first that it is a HE. Of course, he is from NEW JERSEY. He served in “The Fighting 69th” in World War I. (The Fighting 69th (1940) starring James Cagney, Pat O’Brien, George Brent, and Jeffrey Lynn as Sergeant Joyce Kilmer.) And there is a NJ Turnpike rest area named for him!!
http://en.wikipedia.org/wiki/Joyce_Kilmer CD
You can live for years next door to a big pine tree, honored to have so venerable a neighbor, even when it sheds needles all over your flowers or wakes you, dropping big cones onto your deck at still of night. Denise Levertov
I frequently tramped eight or ten miles through the deepest snow to keep an appointment with a beech-tree, or a yellow birch, or an old acquaintance among the pines. Henry David Thoreau
If a man walks in the woods for love of them half of each day, he is in danger of being regarded as a loafer. But if he spends his days as a speculator, shearing off those woods and making the earth bald before her time, he is deemed an industrious and enterprising citizen. Henry David Thoreau
God has cared for these trees, saved them from drought, disease, avalanches, and a thousand tempests and floods. But he cannot save them from fools. John Muir
I never saw a discontented tree. They grip the ground as though they liked it, and though fast rooted they travel about as far as we do. They go wandering forth in all directions with every wind, going and coming like ourselves, traveling with us around the sun two million miles a day, and through space heaven knows how fast and far! John Muir
For in the true nature of things, if we rightly consider, every green tree is far more glorious than if it were made of gold and silver. Martin Luther
Trees are the earth’s endless effort to speak to the listening heaven. Rabindranath Tagore, Fireflies, 1928
The true meaning of life is to plant trees, under whose shade you do not expect to sit. Nelson Henderson
Between every two pines is a doorway to a new world. John Muir
Trees outstrip most people in the extent and depth of their work for the public good. Sara Ebenreck, American Forests
If I thought I was going to die tomorrow, I should nevertheless plant a tree today. Stephan Girard
What a noble gift to man are the Forests! What a debt of gratitude and admiration we owe to their beauty and their utility! How pleasantly the shadows of the wood fall upon our heads when we turn from the glitter and turmoil of the world of man!
Susan Fenimore Cooper, Rural Hours, 1850
The great object to be attained through the observance of Arbor Day is the cultivation of a love for nature among children, with the confident expectation that thereby the needless destruction of the forests will be stayed, and the improvement of grounds about school buildings and residences will be promoted. Andrew Sloan Draper
The school children of New York State planted more than 200,000 trees within ten years from the time Arbor Day was recognized. Few similar efforts in years have been more thoroughly commendable than the effort to get our people practically to show their appreciation of the beauty and usefulness of trees. Andrew Sloan Draper
There is something nobly simple and pure in a taste for the cultivation of forest trees. It argues, I think, a sweet and generous nature to have his strong relish for the beauties of vegetation, and this friendship for the hardy and glorious sons of the forest. He who plants a tree looks forward to future ages, and plants for posterity. Nothing could be less selfish than this.
Washington Irving
Forest areas exercise a positive climatic influence upon the surrounding country. They modify the extremes of heat and cold, and render the temperature more equable throughout the year. Unknown
It has been wisely suggested that each State should choose its own tree, which in every case should be one that will thrive best in its soil. Unknown
Sam Houston Area Council
“Remember the lesson we learn from the tree – To give to others more than we receive.” – Lord Robert Baden-Powell
“I like trees because they seem more resigned to the way they have to live than other things do,” – Willa Cather
“He who plants a tree, plants a hope.” – Lucy Larcom
“No shade tree? Blame not the sun, but yourself.” – Chinese Proverb
“If you think in terms of a year, plant a seed; if in terms of ten years, plant trees; if in terms of 100 years, teach the people.” – Confucius
The Bent Tree
Utah National Parks Council
Two trees were planted
Just saplings, new
When the boy was young
Over the years they grew
One tree was tethered
Attached to a pole
It grew straight and strong
Had a mighty soul
The second tree was left
To face wind and rain
And it bent just slightly
Each time they came
But little by little
The tree angled so
Until lopsided and side heavy
It's branches hung low
Weak and mangled
It got in the way
Till nothing was left
But to put it away
And the young man grown
But still full of spunk
Was grateful for leaders
Who’d tethered his trunk.
While others were left
To cope with the weather
Their branches bending
They had no lether
The boy had had Cub Scouts
To guide him along
And he grew like the tree
Straight and Strong.
We are grateful for the Cub Scout program.
Let us remember as our Scouts work
toward their goals that we all help these
Scouts grow and our pack go!
**Dr. Paul MacCready Jr Quote on Smoking**
I received a note from Amber who questioned why I ran the following quote in the Cub Scout Car Show issue. *Your grandchildren will likely find it incredible - or even sinful - that you burned up a gallon of gasoline to fetch a pack of cigarettes!* when smoking is not permitted at Scouting activities.
Thinking about it, the quote did seem off to me too for this day and age so I did a little research on Dr Paul MacCready, Jr. Check him out using Google or Wikipedia or another search engine, he was quite a fellow.
He was an engineer. He lived from 1925 to 2007. I could not find the date he made the quote but the quote is all over the internet and I would guess he made the quote in the 50’s or early 60’s
So although the quote is out of touch with today’s standards, it did fit with his times. An era when smoking was accepted by almost all and gas was 25.9 or 29.9 cents per gallon. And as you can see, his quote has come true. The grandchildren of the 1950’s parents, today’s Cub Scouts, are amazed at how smoking was allowed and done all over (including on TV) and how we wasted gas by jumping in the car for everything. And I think it shows how we have changed to more knowledgeable society
**TRAINING TIP**
*Get Your Cubs OUTDOORS!! Every Month!!!*
*Bill Smith, the Roundtable Guy*
The best Cub Packs I have seen over the years have been those that regularly schedule outdoors activities. These are packs that attract and keep kids as members, packs that always seem to have lots of leaders. A common characteristic of these good packs is that they are always doing things. They have activities beyond the usual pack and den meetings. A month rarely goes by when they are not out on a tour, a service project, a hike or a campout.
Check out the [Outdoor Activity Award](#) in last month’s Bugle.
**ENJOY THE SEASONS**
Winter is a fine time for bird-watching. Follow and identify bird tracks, look for nests, set out bird feeders. It’s a time to identify trees without their leaves. And in some parts of the country it’s a time to play in the snow; to build snow people, forts, and igloos; to go ice-skating, sledding, and sleigh riding; and to help others by shoveling sidewalks.
*The above paragraph was taken from the Cub Scout Leader Book. More Enjoy the Seasons ideas can be found in the Cub Scout Leader Book for sale at your Council office.*
What you do and when you do it depends, of course, on the climate in your part of the country. I remember visiting an April Roundtable in Gulf Ridge Council in Florida where they were discussing plans for summer pack activities. Most of the talk was about the best air-conditioned bowling alleys in the district. I learned that they do their pack camping there in January and February when the weather is pleasant and there is no danger of hurricanes.
Going outdoors is one of the most exciting parts of Scouting. Cub Scouts enjoy many outdoor experiences as they participate in the variety of activities that can be held outside, such as field trips, hikes, nature and conservation experiences service projects, and camping experiences.
The outdoors is an ideal environment for boys to be able to develop positive qualities such as resourcefulness, ingenuity, self-reliance, team spirit, and an awareness of and appreciation for the natural world around us.
The study of nature in its natural surroundings is an ideal way to encourage boys to appreciate beauty and enhance their capacity to enjoy simple pleasures and respect all living things.
**In addition, apply these Cub Scouting program-specific criteria:**
- The activity is parent/youth or family-oriented.
- The activity is conducted with adult supervision.
- The Cub Scouts are asked to do their best.
- The activity is discovery-based.
When a boy and his family join Cub Scouting, they are joining an organization that values the fun and excitement of experiencing the outdoors. Each Cub Scout pack is encouraged to provide its youth members with enriching, positive outdoor experiences. An event may be a youth member’s first organized outdoor activity. Good planning using Cub Scouting guidelines should ensure a positive experience.
*Last Frontier Council*
**What do they do?** Here is a sampling of outdoor activities I found on the web site schedules of just a handful of packs across the country:
| Memorial Day flag Decorating | Winter Fun Day Polar Bear Derby |
|------------------------------|--------------------------------|
| | |
Cub Scouting in the outdoors happens all year long, as you can see from those examples. Check out the photographs of these four packs on their outdoors activities:
- Pack 99 Arkansas
- Pack 6, Rhode Island
- Pack 34, California
- Pack 88, Illinois
Outings are Worth the Effort.
As a pack, do something special every month over and above the pack meeting. Tours, bikes, service projects, picnics, and especially pack camp outs – these sorts of things make the difference between ho-hum and WOW!!!
If you have never taken your den fishing, you are missing one of the great joys of Cub Scouting.
Planning a Pack Activity
- If the pack’s trip destination is a popular tourist attraction, the committee must check in advance to make arrangements for tickets, parking, etc. The committee must also consider costs and transportation.
- Submit your Local Tour Permit Application to the local council well in advance of the trip. Also, check the following ahead of time to make sure leaders and parents are prepared:
- Urge the boys to be courteous and observe all rules of the place you are visiting. Their good conduct will ensure that other Scouting groups will be welcome there.
- Tell them the location of restrooms.
- Announce rendezvous points, plans for eating.
- Chartering a bus is a good way to make a pack trip because it promotes esprit de corps. But a bus can be bedlam if you have not planned any activities to keep the boys occupied.
- Bring along some copies of the Cub Scout Songbook--one for each two boys and parents. Have your song leader stand at the front of the bus and lead some pack favorites.
- Intersperse the songs with some sit-down games that can be played in large groups. Try the following from the Cub Scout Leader How-To Book: Buzz-Fizz, page 2-27; Do This, Do That, using only above-waist movements, page 2-30; and Think Fast, page 2-28. For other games, see “Travel Games” on these pages.
Immediately upon arrival at your destination, gather boys and parents and:
- Urge the boys to be courteous and observe all rules of the place you are visiting. Their good conduct will ensure that other Scouting groups will be welcome there.
- Tell them the location of restrooms.
- Announce rendezvous points, plans for eating, and gathering time and place for going home.
- When the pack returns home, ask the denners to write thank-you notes to your host. At a minimum, the pack secretary should write a letter of appreciation.
HIKES
Any trip through a wooded area offers so many opportunities to teach Cub Scouts: watching for natural wildlife; tree identification by bark, leaf, shape; finding and identifying animal tracks, nests; plant identification - edible plants and poisonous plants; using a compass, etc. Adapted from Pack 114's Library
Hikes make wonderful den outings. A small group is easier to control and makes it easier for the boys to observe nature more closely and with less impact. Remember to follow the requirements in the Guide To Safe Scouting on two-deep leadership and other safety items.
Here are some theme hike ideas:
**HOLDING THE FRONT** - The leader in the lines stops and points to a tree or a flower. The boy next in line must name the item or go to the rear of the line. The object is to stay at the head of the line,
**MONOGRAM HIKES** - Find three or more objects that begin with your initials,
**INCHER HIKE** - Collect as many objects as possible that are one inch high, long, or wide. Measure treasures on return and see who brought in the largest amount of one inch things usually over locked.
**SILENT** - Practice walking in single file as quietly as possible.
**COLORS** - Choose one or two colors and list all things seen in these colors along the way.
**SOUNDS** - Hear and identify all sounds possible along the way.
**ABC HIKE** - The unit is divided into groups which attempt to find natural objects beginning with each letter of the alphabet.
**RAINBOW HIKE** - Find and list as many colors as possible.
**TRACKING AND TRAILING** - One group can go ahead and leave a trail for the other group to follow.
**PENNY HIKE** - Flip a penny every twenty feet and go in the direction called for. Heads for east, Tails to west.
**Bill’s Challenge for District Scouters:**
- Does your district have a good list of places for Packs, dens and families to visit?
- Is on line on your council or district website?
- Is it easily available at Roundtables and your Council Service Center?
If not, wouldn’t it be a valuable service to all those boys if you got a project going to provide one? These lists are local in nature and that’s why we need lots of them.
About ten years ago, Brian Gorman, a Scouter in my district, compiled a list of places to go as a Wood Badge ticket item. When I started my Roundtable web site, he asked me to include it. Places to Go has been a popular page for packs in Sunset Trail and surrounding districts for over eight years now. It has doubled in size as people have suggested additions.
What are YOU going to do now?
Be sure to visit Bill’s website
http://www.wtsmith.com/rt
to finds more ideas on everything Cub Scouting.
Have any Comments for Bill
just click right here!
PACK ADMIN HELPS
Recruiting New Leaders
Excerpts from “Selecting Cub Scout Leadership,” No. 13-500.
Be sure to read the whole pamphlet!!
The Key Three of your pack (The Chartered Organization Representative, the Committee Chair, and the Cubmaster) as well as all the members of the committee should be familiar with the steps of selecting and recruiting quality leaders for your Pack. The key to the process is found on the pamphlet, “Selecting Cub Scout Leadership,” No. 13-500.
The quality of any program, whether it’s a Scouting program or any other program, is directly related to the leadership. The stronger the leader, the stronger the program. Selection of leaders is the responsibility of the unit committee and chartered organization. This shown by the requirement to have the Committee Chair and the Chartered Organization Representative sign the new leaders application prior to submission to the local council. The Chartered Organization (as well as the Committee) may seek advice from the BSA local council about the process. Your Unit Commissioner should be actively helping you in this process.
How does a committee or an organization actually go about selecting and recruiting the best person for the job?
Step 1 — Gather a Selection Committee
The head of the organization or COR appoints a selection committee. In the case of an existing unit, the unit committee is the logical starting place. However, parents and others may be invited to participate in the process.
Step 2 — List the Qualifications
After a committee is brought together, they then make a list of qualifications the candidate should possess. These traits should be listed on a flip chart for all to see.
Step 3 — List the Candidates
With the qualifications agreed upon, the committee then brainstorms a list of all possible candidates. All candidates mentioned are placed on the list and no committee member may disqualify candidates at this time. With the candidate list developed, the committee then numerically prioritizes the list.
Step 4 — Organization Approval
Since the leadership is the responsibility of the chartering organization, the institution head should provide his approval of the committee’s selection.
Step 5 — Call on the Prospect
Now the committee selects a visitation team (usually three people) to visit the number one prospect on the list.
The committee should consist of someone knowledgeable about the Scouting program, someone representing the organization, and someone who has influence with the prospect.
Step 6 — Approach the Prospect
The interview should occur at the prospect’s home. After a presentation is made to the prospect, the influential person should ask the prospect to serve. If the prospect is unable to serve, an alternate position should be offered.
If the number one prospect has declined, the number two prospect becomes the top prospect and the process begins again with the institution head.
When the prospect Says Yes; Now What?
Once the prospect has said yes, three things need to occur. First, an application is completed. Second, immediate training should occur. This may be Fast Start or some sort of personal coaching. This needs to occur within 48 hours of his commitment to do the job. Third, an announcement should be made to the organization, other leaders of the unit, and parents as to the prospect’s acceptance of the position.
Be sure to get your own copies of Selecting Cub Scout Leaders, No. 13-500; and Selecting Quality Leaders, No. 18-981.
Comment from commissioner Dave –
My personal Rule #1 – Do NOT beg, you are offering this person a tremendous opportunity to help youth grow to succeed in our world. Approach them on a high plane. Keep the conversation upbeat.
When you say to someone that they are your last hope, you are telling them they were not your first choice. It is not a compliment.
Tell them will not be alone. There are other leaders. There is an almost infinite amount of literature. Both written on paper and on the web. There is training for new leaders, Cub Scout Position Specific, and continuing training, Roundtables. Also, supplemental, Pow Wow, Danger Zone, Philmont Training Center, and more, there is advanced training, Wood Badge.
And you get to wear a snazzy uniform!!! 😊
SPECIAL OPPORTUNITY
Collecting Pin and Loop
www.USScouts.org
The requirements listed are from the Cub Scout Academics and Sports Program Guide (34299B) 2006 Printing.
Belt Loop
Complete these three requirements:
✓ Begin a collection of at least 10 items that all have something in common. Label the items and title your collection.
✓ Display your collection at a pack or den meeting.
✓ Visit a show or museum that displays different collections
Academics Pin
Earn the Collecting belt loop, and complete five of the following requirements:
1. Give a talk about your collection to someone other than your family. Give a description of your collection, including a short history. Explain how you got started and why you decided to collect what you do.
2. Show how you preserve and display your collection. Explain any special precautions you must take including handling, cleaning, and storage. Note precautions for dampness, sunlight, or other weather conditions.
3. Read a book about what you collect.
4. Start a new collection of at least 20 items. Label the items, and title your collection.
5. Define numismatics and philately.
6. Join a club of collectors who share your hobby. This club may be a group of your friends.
7. Find out if there is a career that involves what you collect. Find out what kind of subjects you need to study to prepare for such a career.
8. If you collect coins or stamps, make a list of different countries in your collection. Explain how to identify each country’s issues. Make a list of “clues” that help you identify the origin.
9. With an adult partner, visit an online auction and look for items you collect. What does it tell you about rarity and value of the things you collect?
10. Use a computer to catalog, organize, and keep track of your collection.
11. Help a friend get started on a collection of his or her own.
Conservation Good Turn Award
More Information
This is also a good award to work on this month. CD
Several leaders wrote me saying they had trouble locating and obtaining the Conservation Good Turn Award featured in the February issue of Baloo. I, too, had trouble finding information and the proper order number for the patch on National’s Web Sites. So I wrote an e-mail to two of my good friends, Diane in SHAC and Sakiko in SCCC and POOF (OOOoops – Abracadabra was last month) I had the answers. One common theme of the letters I received was that local councils were not familiar with the award.
One hang up to finding the information is that although the award is available at all levels (Cub Scouts, Boy Scouts, Venturing), the information is posted on the Boy Scout pages. The new location (remember last month I told you National had completely redone its web pages at www.scouting.org) is -
http://www.scouting.org/boyscouts/resources/conservation%20good%20turn.aspx
The Conservation Good Turn Award patch is item No. 00149. Tiger Cubs, Cub Scouts, and Webelos Scouts wear it as a temporary patch on the right pocket. It almost shows up at www.scoutstuff.org. (The item and description are there but it says later where the picture should be.)
Boys’ Life Reading Contest for 2008
(This is the 2007 patch NOT 2008)
SAY ‘YES’ TO READING
The 2008 Boys’ Life reading contest will be announced in the May 2008 issue of the magazine. Once again, there will be great prizes for the winners and free patches to all who enter. The 2007 winners will also be announced in May.
Checkout the boys’ Life website to read the winning essays from 2006
For more details go to www.boyslife.org
Knot of the Month
William D. Boyce New-Unit Organizer Award
Introduction
In a heavy London fog in 1909, American businessman William D. Boyce became lost. He was approached by a youth who took Mr. Boyce to his destination. When offered a tip by Mr. Boyce, this unknown Scout refused to accept it,
saying that he could not accept money for a Good Turn. This Good Turn gave birth to the Scouting movement in America. William D. Boyce was one of those organizing individuals who could see thousands of American youth exhibiting similar values.
As Scouting in America approaches its Centennial Celebration, and to support efforts to have available in every community in America, the BSA proudly introduces the William D. Boyce New-Unit Organizer Award. This award will be presented to volunteers who exemplify William D. Boyce’s organizing spirit.
**Description**
The William D. Boyce New-Unit Organizer Award is presented to recognize volunteers who organize one or more traditional Scouting units. The award may be worn on the adult uniform. The award is a square knot placed over the three colors representing the three phases of our program—Cub Scouting, Boy Scouting, and Venturing. A volunteer can earn the knot by organizing one traditional unit, and a program device can be earned and added to the knot for up to three additional units organized.
The award is administered by the Relationships Division and will be presented by the local council.
**Requirements:**
1. With the approval of the district committee chair, the volunteer serves as the organizer and completes the successful organization of one new traditional unit (Cub Scout pack, Boy Scout troop, Varsity team or Venturing crew).
2. The volunteer organizes the unit by following all procedures as published in the “New Unit Organization Process” (No. 34196), particularly ensuring that new unit leadership is trained, a program for the new unit is organized and in operation, the new unit committee is functioning, a unit commissioner is assigned, all paperwork for the new unit is completed and processed, and the unit charter is presented to the chartered organization.
3. The Boy Scouts of America realizes that quite often several individuals help to organize a new unit. However, for this award, only one volunteer can be recognized as the organizer for a new unit.
4. To further recognize the volunteer’s effort for organizing additional new units, a program device can be earned and worn on the new-unit organizer knot. The program device represents the type of unit organized (a Cub Scout pack, Boy Scout troop, Varsity team, or Venturing crew.) The knot and up to three program devices may be worn in recognition for organizing up to four new traditional units. Multiple program devices for organizing units in the same program may be earned and worn.
5. The new-unit organization award recognizes volunteers for organizing traditional units after March 1, 2005.
**Recognition Items**
- New-Unit Organizer Award Certificate (04-502)
- New-Unit Organizer Award Uniform Insignia Square Knot (14269)
- Program devices to recognize additional new units organized
- Cub Scouting (00926)
- Boy Scouting (00927)
- Varsity Scouting (00928)
- Venturing (00940)
- “Organizer” lapel pin for civilian wear (00097)
**More Information:**
You can download a 36 page Adobe.pdf file full of information including a scorecard for completing the award and submitting for approval from:
[www.scouting.org/media/~media/legacy/assets/relationship/s/04-515.pdf.ashx](http://www.scouting.org/media/~media/legacy/assets/relationship/s/04-515.pdf.ashx)
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**GATHERING ACTIVITIES**
*Note on Word Searches, Word Games, Mazes and such – In order to make these items fit in the two column format of Baloo’s Bugle they are shrunk to a width of about 3 inches. Your Cubs probably need bigger pictures. You can get these by copying and pasting the picture from the Word version or clipping the picture in the Adobe (.pdf) version and then enlarging to page width.*
**Leaf Quiz Answers**
*Commissioner Dave’s Files*
The following are the answers to the Leaf Quiz on the last page of this issue.
You can either have the boys figure out all the names or scramble the list and give them a word bank to use to figure out the answers. If you don’t give them a word bank, please give them a leaf book that has **ALL** the answers.
This can be either a Gathering Time Activity for them to work together to solve or a Den activity.
Perhaps you have a park or arboretum near you where the boys can explore and actually find some of the trees.
1. Paper Birch
2. Oak
3. Cottonwood
4. Ash
5. Elm
6. Red Cedar
7. Serviceberry
8. Redwood
9. Hemlock
10. Tulip
11. Spruce
12. Balsam Fir
13. Sycamore
14. Sassafras
15. Beech
16. Sourgum
17. Locust
18. Sugar Maple
19. Linden
20. Poplar
21. Walnut
**Trees in our Neighborhood**
*Utah National Parks Council*
Find the following words in the word search. Words may be vertical, horizontal, or diagonal.
Ponderosa Pine Poplar Larch
Spruce Maple Oak
Chinese Elm Locust Peach
Apricot Apple Cherry
Mahogany Douglas Fir Walnut
Japanese Pagoda Ginko Coconut Palm
Quaking Aspen Linden Alder
Beech Ash Paper Birch
Box Elder Cottonwood Dogwood
Chestwood Pecan Sycamore
Hickory Weeping Willow Juniper
Redwood Cypress Chestnut
**TREE TEST**
*Utah National Parks Council*
*This also makes a great Audience Participation. Callout the questions and see what responses you get. CD*
1. What is the double tree?
2. What tree is nearest the sea?
3. What is the languishing tree?
4. What is the calendar tree?
5. What tree will keep you warm?
6. What is the Egyptian plague tree?
7. What tree do we offer friends when meeting?
8. What tree is used in kissing?
9. What tree is used in a bottle?
10. What tree is a symbol of strength?
11. What tree is an emblem of grief?
12. What is the sweetest tree?
**Answers to Tree Test:**
- 1-pear
- 2-beech
- 3-pine
- 4-date
- 5-fir
- 6-locust
- 7-palm
- 8-tulip
- 9-cork
- 10-oak
- 11-weeping willow
- 12-maple
**Tree Tricks**
*Utah National Parks Council*
Change one letter in each of these words to find the names of a dozen trees:
FIT ___________________________ (fir)
MINE __________________________ (pine)
MARCH _________________________ (larch)
YES ____________________________ (yew)
PILLOW __________________________ (willow)
BENCH __________________________ (beech)
OAR ______________________________ (oak)
HATE _____________________________ (date)
ELK _______________________________ (elm)
ASP _______________________________ (ash)
PALS ______________________________ (palm)
JOLLY _____________________________ (holly)
**What Am I?**
*Capital Area Council*
- For a fun pre-opening activity, prepare as many “tags” as you will have people for the meeting.
- On each tag write a tree type. (Make them common names.) Obviously, repeats are allowed. As people arrive, have the “Welcoming Den” tape a tag on the back of each person.
- Each person talks to other people to get ideas about what kind of tree name is written on his tag *without anyone actually saying the tree name!*
**Forest**
*Capital Area Council*
Write the letters F-O-R-E-S-T down the left-hand side of a page and give out copies of it with the instructions to find people whose first names begin with the different letters. See how many people in the Pack can fill out the whole sheet.
**Arbor Day Treasures**
*Grand Teton Area Council*
Find tree name hidden in the following sentences:
1. The ranger’s map led us safely through the woods.
2. Will owls hoot in daylight?
3. It’s fun to hike and tramp in every direction.
4. Forest rangers wear white helmets.
5. We saw a honey bee checking clover blossoms for honey.
6. Many forest fires are caused by human carelessness.
7. We got soaked when we were caught in a cloudburst.
8. The boy’s face darkened when she kissed him on the cheek.
**Answers:**
1. Maple 2. Willow 3. Pine 4. Elm
5. Beech 6. Fir 7. Oak 8. Cedar
**OPENING CEREMONIES**
**Tree Opening Ceremony**
*Capital Area Council*
**Needed** - 6 Cubs each with a poster with an appropriate picture on front and his words on the back. Best if boys draw pictures they like for the words they will read.
**CM** Introduce this ceremony by reminding each Scout that trees provide us with many useful things. Point out that trees can be useful, but also that
they should be cherished and protected for their natural beauty and shade.
**Cub #1:**
“What do I see when I see a tree?
Oranges and apples and peaches to eat.”
**Cub #2:**
“What do I see when I see a tree?
A pinewood derby car made by Dad and me.”
**Cub #3:**
“What do I see when I see a tree?
The paper for books in the library?”
**Cub #4:**
“What do I see when I see a tree?
The walls of the home of my family.”
**Cub #5:**
“What do I see when I see a tree?
The hull of Pilgrim ships sailing across the sea.”
**Cub #6:**
“What do I see when I see a tree?
The staff of our flag, that flies so free.”
**CM:**
“In honor of our flag that flies so free, would you please join us in the Pledge of Allegiance.”
---
**Cub Scout Trees**
*Sam Houston Area Council*
**Set Up:** 7 cubs with letters printed on the front of cardboard cutouts and their words on the back in LARGE print. (The repeat the following in turn)
**Cubmaster:** As a tree grows, it gets larger and stronger, adding rings to its base each year. So do Cub Scouts.
**Asst CM:** With each activity the Cub scouts grow in character and become stronger citizens. They learn to serve family, God and country. Their branches will spread and touch many lives. The things they learn will help them to help themselves and others too.
**Cub # 1:** C – Cub Scouts, of course! And we are - .
**Cub # 2:** U – United in having fun.
**Cub # 3:** B – Being the best we can be.
**Cub # 4:** T – Training to be Boy Scouts.
**Cub # 5:** R – Ready to learn, ready to play, ready to help others.
**Cub # 6:** E – Is for the Extra effort it takes to go faster and do more than an ordinary person. A Cub Scout is not an ordinary person. He is a Scout!
**Cub # 7:** E – Is for Earning our Ranks until we obtain the Arrow of Light. We want to be the best and in Cub Scouts The Arrow of Light is the best!!
**Cubmaster:** May each of the boys here become a strong, useful, and fun “Cubtree”.
---
**Tree Uses Ceremony**
*Capital Area Council*
**Preparation:**
8 Cubs each with a poster with a picture of one of the following trees or if you are really lucky and have these trees in your back yard; carefully cut a small twig from each one (enough so you can tell there are different kinds of trees).
- Sugar Maple, White Ash
- Red Cedar, Long Leaf Pine
- Douglas Fir, Aspen
- White Birch
And cards with their words in LARGE print (or if using posters – on the back of the posters)
---
**Cub #1:** This is a Sugar Maple; it gives us maple syrup.
**Cub #2:** This tree is a White Ash, it is used to make baseball bats.
**Cub #3:** You get pencils from this tree, it is a Red Cedar.
**Cub #4:** Turpentine is a product from the Long Leaf Pine.
**Cub #5:** The most important lumber is the Douglas Fir.
**Cub #6:** Spools are made from this White Birch.
**Cub #7:** This is an Aspen tree, it is used to make matches. Don’t use matches near it or other trees, you need to protect the trees in our forests. We need to learn conservation of all our natural resources.
**Cub #8:** Let’s pledge allegiance to our great country and all its natural resources.
---
**N-A-T-U-R-E, Take 1**
*Capital Area Council*
**Materials:** 6 Cub Scouts 6 pieces of paper with the letters spelling NATURE printed in them. Each Cub Scout holds up his letter and reads his lines (glue to back of letter card). You can have the boys prepare these cards with pictures or fancy lettering.
**Cub #1:** N- Stands for your NAME; be proud of it. As you advance from Bobcat to Arrow of Light, you will add new honors to your name. Everything you do affects your good name and your family.
**Cub #2:** A is for ATTITUDE. Attitude affects your spirit. Cub Scouts know that, just as sunshine is essential for life, being cheerful and playing fair help a den grow and make scouting fun.
**Cub #3:** T- Is for TASK. Each Cub Scout works hard at each job.
**Cub #4:** U- Is for USEFULNESS. Your place in life depends on learning a lot and then using what you learn.
**Cub #5:** R- Means you’re READY. Just as squirrels gather food for the future, so Cub Scouts work hard and advance getting ready to be Boy Scouts.
**Cub #6:** E- Stands for ENERGY. As the bee is always busy, Cub Scouts keep active giving goodwill.
**ALL NATURE** - God’s way of telling us He cares. Let us always be grateful for His gifts and His guidance.
---
**Leave No Trace**
*Grand Teton Area Council*
**Needed** - 5 Cubs each with a poster with an appropriate picture on front and his words on the back. Best if boys draw pictures they like for the words they will read.
**Cub # 1:** Our outdoor resources are wonderful and can provide hours of fun and enjoyment to all of us.
**Cub # 2:** But, they will only stay that way if we all do our part to help.
**Cub # 3:** In Cub Scouts we learn about the Leave No Trace front county guidelines. They are important guidelines and should be used by everyone.
**Cub # 4:** We encourage you to learn them as a family and know them for yourself. Remember that to have what there is, we must leave what we find.
**Cub # 5:** May we respect our country also tonight as we respect our flag. Please join us in the Pledge of Allegiance.
Outdoor Code
Grand Teton Area Council
Materials - Have handouts with printed Outdoor Code on it for everyone. Or include it on the back cover of your program for the Pack Meeting Show.
CA: Let us all join in reciting the Outdoor Code. You can find it ....
The Outdoor Code
As an American I will do my best
To be clean in my outdoor manners,
To be careful with fire
To be considerate in the outdoors and
To be conservation minded.
CM: As stated in the Boy Scout Handbook "Let no one say, and Say it to your shame, That all was beauty here until you came"
CA Let us all be respectful of the outdoors to be sure it will be preserved for years to come for future scouts like us.
N-A-T-U-R-E, Take 2
Grand Teton Area Council
The boys should prepare for the Opening Ceremony during one of their den meetings, preparing the props and practicing what they're going to say.
For the props, have the boys draw each letter on a separate piece of paper/cardboard (big enough to be seen everywhere in the Pack Meeting area) and cut out or draw pictures that relate to what they're going to say.
Cub # 1: "N" is for Nighttime
When many animals come out,
Like the owl and the bat.
The possum with its snout.
Cub # 2: "A" is for Always,
When there are special things to see.
You can find big ones and small ones,
An elephant or bee.
Cub # 3: "T" is for Time
We should take all we can.
To stop and appreciate
The beauty of the land.
Cub # 4: "U" is for Unbelievable
What the Creator has given us
So we should stop to smell flowers
Not in a hurry or a fuss.
Cub # 5: "R" is for Remember,
Where this beauty comes from.
And remember to be thankful
For each rising sun.
Cub # 6: "E" is for Everyone,
Yes, all should see take part
For Nature is from God
And it comes from the heart.
Plant A Tree Opening
Grand Teton Area Council
Take your pack meeting outdoors this month to the lawn area of your chartered organization or to a neighborhood park.
If you made use of a live, container grown tree at your December Pack Meeting or you can get a live tree (I can't get used to Southern California. Today I was in a warehouse store and they were selling potted palm trees for people's yards. Wow! CD), this month for this theme would be an appropriate time to plant it.
Obtain permission and special instructions as to where it should be planted prior to the meeting.
As an opening, have all members of the pack each take turns in turning one spade of dirt.
While the hole is being dug, the Cubmaster can speak of the tree as a lasting legacy of the pack's love of nature and of our country.
If you do this opening, or you plant a tree during your Pack Show, there is an advancement and a closing ceremony that completes the process. Be sure to check it out. CD
Trees
Grand Teton Area Council
Personnel: Five Cub Scouts
Equipment: Each boy holding a poster with sheets with one letter from the word TREES and an appropriate picture on front and his words on back in LARGE print
Setting: Boys lined up in front of audience.
Cub # 1: T-T stands for Time, they grow on and on.
Cub # 2: R-R stands for Reaching, reaching arms to protect us and guide us.
Cub # 3: E-E stands for Each, each one is unique and special.
Cub # 4: E-E also stands for Everywhere, we can find them all around us, in many lands, in many forms.
Cub # 5: S-S stands for Special, they are special and should be respected.
ALL TREES- They are much like us. We are each unique and constantly growing. May we all grow strong with long reaching branches as we give each other the respect and gratitude we all deserve.
Summer Is Beginning
Utah National Parks Council
Cub # 1: Another summer is starting
And we'd like to talk to you.
And tell you what our purpose is,
And what we hope to do.
Cub # 2: Pack ___ is a group of Cub Scouts
It helps us grow up strong.
And teaches us to do what's right
And fight against what's wrong.
Cub # 3: It shows us how much we can do,
If we work as a team;
Then we'll have fun and jobs won't be
As hard as they first seem.
Cub # 4: We'll go on hikes and field trips.
To learn of nature's wonders,
So we'll respect her when we're grown
And not make any blunders.
Cub # 5: And we’ll be shown in many ways
That each man is our brother;
And we will see the joy there is
In helping one another.
Cub # 6: We’ll learn to be good citizens
And, hopefully, we’ll see
That laws are made for all the men
So each man can be free.
ALL: To Do all this, the Pack needs
Good leaders and Parents too,
That means we need the help of all
Of you -- and You -- and YOU!!
Our Nation’s Flag
Grand Teton Area Council
Cub # 1: Our Nation’s Flag shines bold and bright
Cub # 2: Through winter snows or starry nights.
Cub # 3: It stands for truth, it stands for right,
Cub # 4: May we do our best to help the fight.
Cub # 5: Our Nation’s Flag means more than stripes
Cub # 6: It shares its strength from death and life.
Cub # 7: May we all learn to honor and respect our Nation’s Flag
Cub # 8: And remember those who gave their lives for our freedoms.
Cub # 9: Please join us in the Pledge of Allegiance.
AUDIENCE PARTICIPATIONS
The Three Trees
Capital Area Council
Divide audience into seven groups.
Assign each group a word and a response.
Practice as you make assignments.
| Big Tree | Plunk |
|----------|-------|
| Middle Sized Tree | Plink |
| Baby Tree | Pink |
| Babbling Brook | Gurgle, Gurgle |
| Rabbit | Clippity clip |
| Hunters | Bugle call |
| Gun | Bang |
Once upon a time in the deep, dark woods there stood three TREES, the BIG TREE, the MIDDLE TREE and the wee BABY TREE--and through the TREES ran a BABBLING BROOK and hopped the little RABBIT.
One day a group of HUNTERS came into the forest where stood the three trees--the BIG TREE, the MIDDLE SIZED TREE and the little BABY TREE--and through the trees ran the BABBLING BROOK and hopped the little RABBIT.
As the HUNTERS wandered through the forest, in which stood the three trees--the BIG TREE, the MIDDLE SIZED TREE and the little BABY TREE --and through the TREES (All three respond) ran the BABBLING BROOK and hopped the little RABBIT--one of the HUNTERS spied the little RABBIT. He raised his gun at the little RABBIT, and sadness reigned in the forest, in which stood the three trees--the BIG TREE, the MIDDLE SIZED TREE and the little BABY TREE--and through the trees ran the BABBLING BROOK, but no longer the little RABBIT.
The BIG TREE, the MIDDLE SIZED TREE and the little BABY TREE were all very sad. Even the BABBLING BROOK was sad. But all of a sudden out from the thicket hopped the little RABBIT. The HUNTER’S GUN had missed.
And once again happiness reigned in the forest where the three trees - the BIG TREE, the MIDDLE SIZED TREE and the LITTLE BABY TREE --and through the trees ran the BABBLING BROOK and hopped the little RABBIT.
The Happy Hikers
Capital Area Council
Before you just start using this as it’s presented, make sure you try it at home and check the time it takes to run all the way through it. If it takes too long, just cut out some of the scenery!
Narrator: We’re going on a hike. Just repeat after me and do what I do. Listen carefully!! (Begin walking in place)
- Here we go on a hike through the woods and over the mountains. Come along with me. (Smile, wave to group, and hike in place)
- We’re coming to a steep hill. (Bend over as if climbing)
- Now we’re on top. What a lovely view! (Shade eyes and look around)
- Now, we’ll have to go down. (Move hand like going down a roller coaster and say “swoosh”)
- Boy, we’re out of breath. (Breathe heavily)
- Now, we’re passing through a meadow. (Hike in place)
- What’s that I see? (Stop, look to one side)
- It’s a rabbit! And a meadowlark. (Look up)
- And a bumble bee! (Run swiftly in place, waving arms as if fighting off a bee)
- We’re happy hikers. (Hike in place)
- We’re happy because of the beautiful mountains we see. (Shade eyes and smile)
- And because of all that clean fresh air we are breathing. (Breathe heavily) and especially because we got away from the buzzing bee. (Smile, turn head to look behind you and wave “bye” to bee)
- Now we’re getting tired. (Slow pace, walk droopily)
- There’s what we need! (Point)
- A cool refreshing drink from the river. (Pick up pace, kneel down and scoop water to mouth)
- Ahhh, how refreshing. Let’s be on our way, (Hike in place)
- Now let’s try to jump over the river without getting our feet wet. (Take big step, get feet wet, shake them off)
- Oh, well, don’t feel too bad about not making it. That was a wide river. At least we have cool toes. (Shake feet again)
- We’d better stop for lunch. (Stop, reach in pocket, bring out sandwich, start eating, take handkerchief from pocket, wipe mouth, replace handkerchief, resume hiking in place)
Ummmm, that feels better. Look, there’s a lovely lake. (Point)
Let’s swim across. (Swim strokes)
That was great! (Resume hiking in place)
Look at that crooked trail ahead. (Point)
It’s nothing but twists and turns. (Continue hiking -- twisting and turning)
I’m glad that’s over. I was getting dizzy. (Stagger)
Looks like we have come to the end of the trail. (Stop)
What do we do now? Are you tired? (Shake head YES!)
So am I. (Sit down, wipe brow.)
**ADVANCEMENT CEREMONIES**
**Ceremony Ideas**
*Capital Area Council*
1. Cut a branch from a tree and “plant” in a bucket or pot, hang the awards from the tree.
2. Give each boy a neckerchief slide made from a slice of a tree with each award.
**Nature**
*Capital Area Council*
**Equipment:**
- A three foot high tree limb with several branches, set as if it were a tree, in a can of plaster of Paris.
- Green paper leaves (made with a thin wire and wire stem sticking out) with Cub Scouts’ names, awards, badges, and arrow points.
**Personnel:** Cubmaster, Webelos Den Leaders, advancing Cub Scouts and Webelos Scouts and parents.
**Cubmaster:** “This little tree is a symbol of the natural beauty of our land. The tree also represents Cub Scouting. It takes a long time for a beautiful tree to grow. In the same wave, a Cub Scout spends a lot of time and effort in advancement from rank to rank. So do his parents who help him.
Today we will see how much prettier this Cub Scouting tree will be when we put some leaves on it. Each of these leaves represents the time and effort put into their advancement work by our Cub Scouts and parents.
Call forward boys and their parents, who are receiving Bobcat badges and arrow points, give them awards and have them put one leave for each award on the tree.
Then award the Tiger badges and arrow points, putting their leaves on the tree.
Then award the Wolf badges and arrow points, putting their leaves on the tree.
Then award the Bear badges and arrow points, putting their leaves on the tree.
Have the Webelos leader call the boys and the parents for activity badges and Webelos badges which have been put on leaves.
*After all awards are presented and leaves added to the tree, the Cubmaster resumes speaking.* Each of you has helped to nurture this tree. Just as trees endure for many years, so the values gained from working on achievements, electives, and badges will last you a lifetime. May you always stand strong and tall like a tree – and be a beautiful resource for our land.
**Outdoor Advancement**
*Grand Teton Area Council*
The Cubmaster marches out dressed in hiking clothes, complete with backpack. He carries an old canvas bag.
“This is a bear bag. When people go camping in areas where there’s likely to be a lot of bears, they take all their food at night and put it in a bag like this. Then they hang it from a tree. This keeps the bears from getting it and ensures that the guy who hung it from the tree gets to keep his goodies. Well, in this bear bag, I’ve got stuff not only for bears, but for Bobcats, Tigers, Wolves and even Webelos,”
**Plant A Tree Advancement**
*Grand Teton Area Council*
*This is the closing that may be used with the Plant A Tree Opening. CD*
Later in the meeting, return to the hole which has been dug to the proper depth.
Remove the tree from its container and place it in the hole.
As each boy steps forward to receive his award, he first carefully places a shovel full of dirt around the tree.
**CM:** This little tree is a symbol of the natural beauty of our land. We plant it tonight so that it can grow unencumbered to reach its full potential. To grow it will require nutrients from the soil which we place about its roots … water … sunshine … and all of the love that nature holds for living things.
**CA:** In a way, this tree is like Cub Scouting, too. It takes a long time and a lot of effort for a beautiful tree to grow. In the same way, a Cub Scout spends a lot of time and effort in advancing from rank to rank. So do his parents, with all the help and encouragement they provide.
*Call forward the award recipients and parents.*
*Have them each place a shovel full of soil around the root ball of the tree.*
**CM:** Each of you has helped to nurture this tree. Just as this tree will endure for many years, so too will you. The skills and the values which you gain from working on achievements, electives and activity badges will last a lifetime. May you always stand strong and tall, like this tree. May you, too, be a beautiful resource for our land.
**CA:** Lead a cheer. *Since you are planting a tree, “Chip Chop” may not be the appropriate cheer.*
**Tree Advancement**
**Materials needed:**
- Picture of a giant Redwood tree.
- Artificial tree with cutout leaves.
- Awards are attached to leaves.
**Cubmaster:** The tallest and biggest trees all began as little seedlings. It takes many years for them to grow from seedlings into giants. Each of you Cub Scouts are like these trees for you are growing into great men. (Take awards off
tree, mentioning positive benefits of trees: i.e., strong, sturdy, enduring, etc). *Then follow usual Pack protocols for awarding badges – present to parents, cheers, individual recognition, boys talk about what they did, move clothespins up to next rank, … Whatever you usually do!!! CD*
**What Do We Plant?**
*Sam Houston Area Council*
*The poem used in this ceremony could also make a great Closing Ceremony CD*
**Props:**
- Make a large tree from cardboard, or paint one on an appliance box.
- For each award to be given, cut out a green paper leaf.
- Write the Cub’s name on the leaf and tape on his awards.
- Arrange the leaves on a table beside the tree.
**Cubmaster:**
What do we plant when we plant a tree?
We plant a ship, which will cross the sea.
We plant the mast to carry the sail.
We plant the planks to withstand the gale.
The keeps, the keelson, the beam, and knee,
We plant a ship when we plant a tree.
What do we plant when we plant a tree?
We plant the house for you and me.
We plant the rafters, the shingles, the floors;
We plant the studding, the lath, and doors.
The beams and siding are all parts we need.
We plant a house when we plant a tree.
What do we plant when we plant a tree?
A thousand things that we daily see,
The paper for books from which we learn,
Tools to help us do a good turn.
The wood for a Pinewood Derby car,
For model planes that we fly so far.
We plant the staff for the flag of the free,
Yes, we plant all these when we plant a tree.
But what do we plant when we plant a lad?
With the help of his mother and his dad,
We plant a Cub who’ll become a Scout;
We plant ideas that will round him out,
The skills, the games, the joy to be had.
We plant a Scout when we plant a lad.
*The Cubmaster calls forward boys and parents at this time. As awards are given, each boy tapes his leaf onto the tree branches.*
**Cubmaster:**
You have all helped make this tree more beautiful. It is a part of you. Just as Mother Nature’s trees endure for many years, the things you have learned from your achievements and badges will last you a lifetime. May you always stand straight and tall like a tree, and be a worthy resource for our country.
What do we plant when we plant a lad?
We plant a Scout when we plant a lad.
Congratulations to all of you!
**Lead Cheers**
---
**SONGS**
**First, a little soapbox –**
**God Bless America**
Irving Berlin, Original: 1918; Revised: 1938
*From the Grand Teton Area Council Pow Wow Book*
*Interesting but very sad note – We planned to have the pack sing God Bless America at the Blue and Gold (My pack rebelled and would not do “Chinese New Year,” no matter how much fun I told them it would be. They wanted a patriotic Blue and Gold. Anyway, none of our Cubs knew this song. They do not sing it in school anymore, it mentions God. They sing “My Country ‘tis of Thee” in school. We need to teach our Cubs this and other similar songs!! CD*
**Spoken Introduction**
While the storm clouds gather far across the sea,
Let us swear allegiance to a land that’s free,
Let us all be grateful for a land so fair,
As we raise our voices in a solemn prayer.
**Everybody Sing**
God bless America, land that I love
Stand beside her and guide her
Through the night with the light from above
From the mountains To the prairies,
To the ocean white with foam
God bless America, My home sweet home
*Repeat last line*
The unofficial national anthem of the United States was composed by an immigrant who left his home in Siberia for the USA when he was only five years old. The original version of “God Bless America” was written by Irving Berlin (1888-1989) during the summer of 1918 at Camp Upton, located in Yaphank, Long Island, for his Ziegfeld-style revue, Yip, Yip, Yaphank. “Make her victorious on land and foam, God Bless America…” ran the original lyrics. However, Irving decided that the solemn tone of “God Bless America” was somewhat out of keeping with the more comedic elements of the show, so the song was laid aside.
In the fall of 1938, as war was again threatening Europe, he decided to write a “peace” song. He recalled his lyrics of “God Bless America” from twenty years earlier, then made some alterations to reflect the different state of the world. Singer Kate Smith introduced the revised “God Bless America” during her radio broadcast on Armistice Day, 1938. The song was an immediate sensation; the sheet music was in great demand.
Berlin’s file of manuscripts & lyric sheets for this quintessentially American song includes manuscripts in the hand of his longtime musical secretary, Helmy Kresa (he himself did not read and write music), as well as lyric sheets, and corrected proof copies for the sheet music.
These materials document not only the speed with which this song was revised, but also its author’s attention to detail. The first proof copy is dated October 31, 1938; the earliest “final” version of the song is a manuscript dated November 2; and Kate Smith’s historic broadcast took place on
November 11. So, documents show the song’s step-by-step evolution from the original version of 1918 to the tune we now know.
The manuscripts mentioned above are part of the Irving Berlin Collection, a remarkable collection that includes his personal papers as well as the records of the Irving Berlin Music Corp. It was presented to the Library of Congress in 1992, by his three daughters, Mary Ellin Barrett, Linda Louise Emmet, and Elizabeth Irving Peters.
What an amazing song! Isn’t it wonderful that we have been so lucky to be connected with people who are able to put to words our deepest thoughts and emotions? Irving Berlin was truly inspired. Close your eyes and listen to his message. Does it not touch your soul? Can’t you just see crashing waves—the majesty of the mountains? All of the beautiful people working every day, alive and free because of the dream of our beloved Founding Fathers?
As this song is being broadcasted through out the world on various occasions, there is this incredible overwhelming desire to jump up and sing with all the energy of the soul, knowing that if we did, the choirs of Heaven would be singing right along with us! Our people love our country, our Lord loves our country, and as long as we continue to fight for our gift of love and freedom, we will continue to enjoy the blessings of this, our sacred nation.
**Erie Canal Song Credits**
Darragh wrote me and said -
Just perusing your site and noticed you’ve credited the song “The Erie Canal” to Jerry Vogel in 1913. I believe the first written version of the song was actually in 1905, and it’s credited to Thomas Allen. Check it out at: [http://www.eriecanalvillage.net/pages/song.html](http://www.eriecanalvillage.net/pages/song.html).
I do know versions existed before that, however. I learned a version as a kid that was supposedly from 1887.
Well, I (CD) did some research and went to one of the best internet sources for Public Domain songs, [www.pdinfo.com](http://www.pdinfo.com) and found they listed two versions –
| Song | Year |
|-----------------------|------|
| Erie Canal | 1913 |
| Er-i-ee Canal, The | 1850 |
*So, although I am sure the song is in the Public Domain, the actual source could be debated for longer than necessary.*
*The important thing is, if you used the song, did the kids enjoy it?* CD
**For The Beauty Of The Earth**
*Grand Teton Area Council*
For the beauty of the earth,
For the glory of the skies,
For the love which from our birth
Over and around us lies:
Lord of all, to Thee we raise
This our hymn of grateful praise.
For the beauty of each hour
Of the day and of the night,
Hill and vale, and tree and flower,
Sun and moon and stars of light:
Lord of all, to Thee we raise
This our hymn of grateful praise.
**WHAT IS IT?**
---
**Southern NJ Council**
*(Tune: Auld Lang Syne)*
I found it in an old tree stump,
I found it in a tree.
I put it in my right pocket,
So no one else could see.
I left it there all through the night
It stayed there through the night.
I took it out the next day,
And showed it to my mom.
She couldn’t understand just why
I had it in my pants.
I told her that I had it there,
So no one else could see.
She made me put it back outside.
It didn’t belong inside.
It lives inside the old tree stump
With other snakes alike.
**A Little Piece of Wood**
*Capital Area Council*
*(Tune: if You’re Happy and You Know It)*
Oh I wish I was a little piece of wood.
I really feel that it would feel so good.
If I was a little table.
That was made from solid maple.
Oh I wish I was a little piece of wood.
Oh I wish I was a little piece of wood.
I really feel that it would feel so good.
I’d be a grandfather clock.
Made from oak and go tick tock.
Oh I wish I was a little piece of wood.
Oh I wish I was a little piece of wood.
I really feel that it would feel so good.
I could be a seaman’s chest.
Made of white pine that’s the best.
Oh I wish I was a little piece of wood.
**Leaves song:**
*Grand Teton Area Council*
*Tune: Row, row, row your boat*
Leaves, Leaves, falling down
Falling on the ground
Red and orange
Yellow and brown
Falling on the ground.
**Falling Leaves**
*Grand Teton Area Council*
*Tune: “Mary had a little lamb”*
Leaves are falling on the ground
On the ground
On the ground
Leaves are falling on the ground
Red, yellow, green and brown.
**The Tree Toad**
*Capital Area Council*
*(tune: Auld Lang Syne)*
A tree toad loved a fair she toad
That lived up in a tree.
She was a fair three-toed tree toad,
But a two-toed tree toad was he.
The two-toed tree toad tried to win
The she toad’s friendly nod;
For the two-toed tree toad loved the ground
That the three-toed tree toad trod.
Now three-toed tree toads have no care
For two-toed tree toad love.
But the two-toed tree toad fain would share
A tree home up above.
In vain the two-toed tree toad tried;
He could not please her whim.
In her tree toad bower with her veto power,
Then she toad vetoed him.
**GROWTH OF A TREE**
*Utah National Parks Council*
*Tune: "I'm a Little Teapot"*
I’m a little maple, oh so small,
In years ahead, I’ll grow so tall!
With a lot of water, sun, and air,
I will soon be way up there!
Deep inside the soil my roots are found,
Drinking the water underground.
Water from the roots my trunk receives,
Then my trunk starts making leaves.
As I start to climb in altitude,
Leaves on my branches will make food.
Soon my trunk & branches will grow wide,
And I’ll grow more bark outside!
I will be a maple very tall,
Losing my leaves when it is fall.
But when it is spring, new leaves will show.
How do trees grow? Now you know!
**Take Me Out To The Forest**
*Capital Area Council*
*(Take Me Out To The Ballgame)*
Take me out to the forest,
Let me hike in the wild.
Show me a skunk and a few bear tracks.
I won’t care if I never come back.
But it’s look, look, at your compass.
If it rains, then it pours and your wet.
And it’s ouch, slap, sting and you’re bit
In the great outdoors.
**Song of my Shoes**
*Mt. Diablo Silverado Council*
*(Tune: Battle Hymn of the Republic)*
My shoes have seen the glory of the growing of a Scout,
My shoes have been in water steppin’ in and steppin’ out,
My shoes have hiked through forest to the top of the mount
My shoes are wearing out!
**Chorus**
Groovy, Radical, and Awesome (repeat 3x)
My shoes are wearing out!
My shoes have seen the bottom of the dirty, fishy creek,
My shoes have been all covered with the gooey, muddy cake,
My shoes have seen the same old socks for seven days this week
My shoes do really stink!
**Chorus**
Groovy, Radical, and Awesome (repeat 3x)
My shoes do really stink!
My shoes are torn and tattered climbing fences packed in rust,
My shoes are stained and splattered with some yucky insect guts,
My shoes are oozing slime and fill my Mom with disgust,
My shoes have bit the dust!
**Chorus**
Groovy, Radical, and Awesome (repeat 3x)
My shoes have bit the dust!
**Hiking**
*Sam Houston Area Council*
*(Tune: Caisson Song)*
Over hill, over dale,
We will hit the forest trail,
As the Cub Scouts go hiking along.
In and out, all around,
You will never see us frown,
As the Cub Scouts go hiking along.
And it’s Hi! Hi! Hee!
The Cub Scouts are for me,
Shout out our name and shout it strong.
**CUB SCOUTS**
For where ‘er we go,
You will always know
That the Cub Scouts go hiking along.
**Out In The Forest**
*Sam Houston Area Council*
*(Tune: Rock-a-Bye Baby)*
Out in the forest, under the trees,
See the Scouts trekking, inspecting leaves.
This tree’s familiar, this one is not,
Don’t touch that ivy, you’ll get some spots!
The trees here are useful to wildlife and birds,
They give them a home and food for the herd.
**Calamine Lotion**
*Sam Houston Area Council*
*(Tune: My Bonnie Lies Over the Ocean)*
My body needs calamine lotion.
My body’s as sore as can be.
The flowers I picked for my Granny
Turned out to be poison ivy!
Don’t touch, don’t touch
You’ll get a rash from ivy, ivy.
Don’t touch, don’t touch
Don’t touch the leaves of three.
**The Grand Old Duke of York**
*Actions: on “up” sit up, on “down” sit down*
*Cubmaster, Pack 552, Chief Seattle Council*
Oh, the grand old Duke of York,
He had ten thousand men,
He marched them up to the top of the hill
And he marched them down again.
Chorus:
And when they’re up they’re up,
And when they’re down they’re down,
And when they’re only half way up,
They’re neither up nor down.
(repeat after each verse)
Den Leader Verse:
Oh, the grand old Den Lead-er,
She led a Den of Scouts,
She hiked them up to the top of the hill,
She hiked them down and out.
Cubmaster Verse:
Oh, the old Cubmaster George,
He took his Cubs to camp,
When they hiked up to the top of the hill,
He had to sit down with a cramp.
Committee Member Verse:
Oh, the grand Committee Member,
He took his Cubs around,
He marched them up to the top of the hill,
And then he was worn down.
Twelve Days Of Summer Camp
Grand Teton Area Council
Tune: "The twelve days of Christmas"
On the first day of summer camp
My mother sent to me...
A box of oatmeal cookies.
On the second day of summer camp
My mother sent to me...
Two T-shirts,
And a box of oatmeal cookies.
On the third day of summer camp
My mother sent to me...
Three pairs of socks,
Two T-shirts,
And a box of oatmeal cookies.
On the fourth day of summer camp
My mother sent to me...
Four woolen caps, etc.
(Stretch this one out – think four golden rings)
Five boxer shorts,
Six postage stamps,
Seven nose warmers,
Eight Batman comics,
Nine bars of soap,
Ten Band-aids,
Eleven shoestrings,
Twelve bottles of insect repellent.
STUNTS AND APPLAUSE
APPLAUSE & CHEERS
Capital Area Council
Woodchopper’s Applause-
Shout. “Chop, chop, chop, timber.”
Lumberjack Applause:
Swing ax as if chopping down a big tree and say "Chop, chop, chop." Then stop, stand back raising hand to mouth to form megaphone, and shout "Timmm-berrrrr!"
Paul Bunyan Applause:
Make motions as if sawing down a tree. Meanwhile alternately sucking in air with a “Shhh” and blowing out with a “Phhh” (puh – short u ) sound.
After a few of these you have cut though the tree.
Stand back, and with your hand alongside your mouth, yell “Timberrrrr!”
For either you could divide the audience in half –
✔ For the Lumberjack – alternate sides going Chip and Chop until you signal to yell “Timber!!”
✔ For the Paul Bunyan – alternate the inhale and exhale sounds until you signal to yell “Timber!!”
Rainstorm Applause I: Start by gently patting hands on knees alternately to simulate rain falling. Increase the noise by switching to hand clapping as the storm reaches its height. With a hand signal, everyone shouts “Boom!” to represent thunder. Gradually decrease the hand clapping back to patting the knees as the storm subsides.
Rainstorm Applause II:
To simulate the storm arriving -
Start by clapping only the two pointer fingers
Then the pointers and the tall men
Then pointers, tall men, ring fingers,
Then add pinkies,
Then whole hand clapping
Then after a few moments of the full storm begin to simulate the storm leaving -
You have the whole hand clapping
Remove the pinkies
Then remove the ring fingers
then remove the tall men,
Then stop.
Silence, the quiet after the storm
Tree Cheer
Sam Houston Area Council
While reaching arms both above your head, yell, “Tree-mendous!!!”. “Tree-mendous!!! “Tree-mendous!!!”
Trapper Trails Council
John Travolta & the Mosquito Cheer - Use your disco pointer finger pointing up and down and sing. Oo AH, Oo ah. (Then slap all over) Eatin’ alive, Eatin’ Alive. My RT is definitely going to do this one. Even if it is too old for the Cabs!! CD
Grand Teton Area Council
Palm Tree Applause:
Show the palms of your hands
Snap Dragon Applause:
Slap hands together while saying “Gotcha! Gotcha! Gotcha!”
Mosquito:
With your hands, slap yourself on the neck, arms, legs, etc, while saying, “Oooo, Ahhhh, Ouch!”
**Spider Applause:**
Walk all 4 fingers of one hand up the other arm and scream, “Eeeekkk”
**Water Sprinkler Applause:**
- Make fist with the right hand with thumb sticking out.
- Place end of thumb on end of nose.
- Rapidly open and close fist while saying “Choo, choo, choo, choo,” etc. sounding like a water sprinkler and turning around as you go.
- After a complete turn spin back around the opposite direction, again like a water sprinkler, saying “Wheeee.”
**Chinese New Year Cheers**
*Amber*
*Here is a challenge from Amber – She came up with her cheers because most of the ones I listed in Baloo’s Bugle had nothing to do with Chinese New Year. (Guilty as charged – CD)*
**Year of the Rat Cheer:** put your hands with palms facing you beside your mouth and fan your fingers out (to make whiskers) and say “Squeak, squeak, squeak” in a deep voice (high voice would be mouse).
**Year of the Rooster Cheer:** Cock-a-doodle-doo. Put your hand on your head with fingers spread apart to be the comb of the rooster.
**Now the challenge** – Come up with cheers for the other one or more of the other 10 animals in the Chinese Zodiac. Or better ones for these two animals.
---
**RUN-ONS**
*Sam Houston Area Council*
**Beavers**
Cub #1: What did the beaver say to the tree?
Cub #2: I don’t know, what?
Cub #1: It’s been nice gnawing you.
**Oak Tree**
Cub #1: Why did hundreds of people flock to the base of that oak tree?
Cub #2: Why?
Cub #1: It has a scenic root.
**Pecks On Trees**
Cub #1: What is green and pecks on trees?
Cub #2: Woody Wood Pickle
**Swimming**
Cub #1: What did the tree wear to the pool party?
Cub #2: Answer: Swimming trunks!
**Lost?**
Cub #1: Why did the tree get lost in the woods?
Cub #2: Answer: It took the wrong root.
**Higher Than A Tree**
Cub #1: I’m a great jumper.
Cub #2: I can jump, too. I bet I can jump higher than that tree.
Cub #1: This I’ve got to see.
Cub #2: (Makes a small hop.)
Cub #1: That’s higher than the tree??
**Cub #2:** Sure. That tree can’t jump at all.
---
**Grand Teton Area Council**
**Cub #1:** Boy #1: I just saw a moth crying.
**Cub #1:** Boy #2: That’s impossible.
**Cub #1:** Boy #1: Haven’t you ever heard of a “moth bawl?”
**Cub #1:** Enters with pine branch and pokes Cubmaster.
**CM:** What are you doing?
**Cub #1:** I’m needling you.
**Cub #1:** Enters with stump and sits down.
**Cub #2:** What are you doing:
**Cub #1:** I don’t know, I’m stumped.
**Cub #1:** Pardon me do you have a watermelon patch?
**Cub #1:** Why is your watermelon leaking?
---
**Instinct**
*Grand Teton Area Council*
A family had two pet skunks named Out and In.
It was hard to tell when In was out and Out was in, etc.
One day, In became lost.
The family looked for him, but they couldn’t find him.
So, they sent Out to look for him.
He brought In back immediately.
When asked how he found him so fast, Out replied, “In-stinked!” (Instinct)
---
**Leaving**
*Grand Teton Area Council*
*Capital Area Council*
**Equipment:** small twig with a lot of leaves (or just a lot of leaves) and 2 scouts
**Preparation:** none
**Action:**
**Cub #1:** Enters plucking leaves from twig *The sillier his actions, the better.*
**Cub #2:** Enters and asks, “What are you doing?” …
**Cub #1:** Answers “Leaving”
*Or they can be simply walking along together*
*Or the MC can be cued in and react to the Cub entering*
---
**The Squirrels**
*Capital Area Council*
*Grand Teton Area Council*
**Cub #1:** “Runs out yelling, They’re after me.! They’re after me!”
**Cub #2:** “What’s after you?”
**Cub #1:** “The squirrels are after me”
**Cub #2:** “Why do you say that?”
**Cub #1:** “They think I’m nuts!”
---
**Bee Sting**
*Grand Teton Area Council*
**Cub #1:** “OOOOOUCH, OOOOOOH, OOOOOUCH”
**Cub #2:** “What’s the matter with you?”
**Cub #1:** “A bee’s stung my thumb!”
**Cub #2:** “Try putting some cream on it then.”
**Cub #1:** “But the bee will be miles away by this time.”
---
**JOKES & RIDDLES**
*Capital Area Council*
What flower does everyone wear year round? Tulips.
When is a baseball player like a spider?
When he catches a fly.
Why is a dog's tail like the heart of a tree?
Because it is furthest from the bark.
What kind of bird is present at every meal? A Swallow
What tree will keep you warm. Fir.
What's the difference between an oak tree and a tight shoe?
One makes acorns, the other makes corn ache.
What mathematics subject did the acorn say when it grew up? Geometry!
What tree does everyone carry with them? Palm.
Grand Teton Area Council
Q: Why did the young seed leave home?
A: He wanted to branch out.
Q: What kind of tree plays basketball?
A: The Palm.
Q: Where are young trees cared for?
A: The Nursery.
Q: How did the man know the trees were done performing?
A: He saw the Pine bow (bough)
Q: What animal can jump higher than a tree?
A: Any animal. Trees can't jump!
Q: What can move a tree, but not a stone?
A: The wind!
Q: If you're having a dream where you are being chased by a bear and you come to a cliff where you have to jump or face the bear, what two words will solve the problem?
A: Wake up!
Q: What do you get when you cross a tree with a dog?
A: Tree bark!
Q: What do termites eat for breakfast?
A: Oak meal
Q: What are sleeping trees called?
A: Slumber
Q: What do you call a bee that can't make up it's mind?
A: A May bee.
Q: How did the firefly feel when he ran into the fan?
A: De-lighted.
SKITS
Planning for the Future
Capital Area Council
Setting: An old man is digging in his garden. Beside him on the ground is a young sapling tree, which he is preparing to plant. Two men come up to him, stop, and watch what he is doing.
Man #1: What kind of tree is it that you are planting old man?
Old Man: (Stops digging and wipes his brow) It is an apple tree.
Man #2: (astonished) AN APPLE TREE? Well, how old are you?
Old Man: I'm 90 years old.
Man #1: You're 90 years old! And you are planting a tree that will not give fruit for many years?
Old Man: Why not?
Man #2: Well, you'll probably not be around when that tree finally bears fruit.
Old Man: Tell me, did either of you eat any apples when you were little boys?
Both: Of course we did. Why?
Old Man: Then tell me this - who planted the trees that you got those apples from?
Man #2: Well it must have been, HMMM?
Man #1: I don't know.
Old Man: You see, someone planted the trees before you were born for you to enjoy and now I'm doing the same for those who come after me. How else can I repay those who planted trees before I was born?
Man #1: You are a very wise man.
Man #2: And we have been very foolish.
Old Man: Thank you, and remember that what we do for our land today will be around for many years from now. So make sure you leave something that you will be proud of in the future.
The Highest Tree Climber In The World.
Sam Houston Area Council
Cast: Two friends and The Highest Climber...
Setting: At a campfire. Tree climber is hidden in the woods and is able to ruffle a bush or tree.
This skit can easily be rewritten to include more Cubs asking questions. You should try to have every boy in every skit your den performs. CD
Cub #1: You know, they say there's this really good tree climber trying out for the Olympics. I wonder if he's practicing around here.
Cub #2: Call out and see!
Cub #1: Hey! Tree Climber! Are you around here?
Climber: Yep!
Cub #2: Are you practicing?
Climber: Yep!
Cub #1: How high are you?
Climber: Oh, not high. About 100 feet.
Cub #2: Wow! Can you go higher?
Climber: Yep! (Ruffles tree.) Now I’m at about 200 feet.
Cub #1: Fantastic! Can you go higher?
Climber: Yep! (Ruffles tree.) Now I’m at about 275 feet.
Cub #2: Neato! Can you go higher?
Climber: Yep! (Ruffles tree.) Now I’m at about 325 feet.
Cub #1: Great! Can you go higher?
Climber: Yep! (Ruffles tree.) Now I’m at about 400 feet.
Cub #2: Gee! I’m amazed!
Cub #1: Excuse me, sir, but I have a book here that says that the highest tree in the world is only 360 feet high!
Climber: Ahhhhhh!!!!!! (Thump!)
Talking Trees
Sam Houston Area Council
Cast: 4 boys dressed as lumberjacks, the rest of the den dressed as trees.
Set Up: The trees are on stage with 2 lumberjacks hidden behind in their costumes. 2 lumberjacks stroll onto the set.
Cub #1: Sometimes I wish I were Paul Bunyan. Then maybe this job wouldn’t be so hard.
Cub #2: I know what you mean. But if we don’t get to work soon we’re going to be in big trouble!
Cub #1: Ok let’s get busy. How about this tree? (points to a tree)
Tree: Oh no, don’t chop me.
Cub #1: Did you hear that?
Cub #2: I did! I can’t believe my ears. And no one else in the camp will either.
Cub #1: I can’t chop down a talking tree.
Cub #2: And you can’t tell anyone either. They’ll think you’ve gone crazy.
Cub #1: Ok then let’s try a different tree.
Cub #2: (pointing to the next tree) How about this one?
Tree: Oh you don’t want me, I’m all full of termites!
Cub #1: Oh MY did you hear that? Another talking tree!
Cub #2: Yeah I did! And we ought to be grateful. Our boss would be upset with us if we came back with a tree full of termites!!
Cub #1: Ok let’s try another one.
Cub #2: How about this one:
Tree It’s no use boys. We all talk over here.
Cub #1: Golly! Another talking tree! This gives me the creepers!
Cub #2: Me too! Let’s get outta here!
(They run off stage.
The other two boys come out from behind the trees.
Cub #3: Well that takes care of them! They won’t be coming back to our part of the woods again!
Cub #4: Yeah. Let’s get to work. We’ll get in trouble if we don’t get to work!
The Best Tree Contest
Sam Houston Area Council
Cast: 5 trees and a judge.
- An apple tree,
- An almond tree,
- A redwood tree (use the tallest boy in the den),
- An evergreen tree, and
- The smallest Cub Scout with a couple of twigs hanging out of his uniform.
Apple: I know I’m going to win the best tree contest. After all, I’m the best tree because I have yummy fruit. Can’t make applesauce or apple pie without fruit!!
Almond: I’m the best tree because I have nuts. Almonds are full of potassium and protein. Nuts are used in all kinds of candies, cookies, salads and even main dishes!
Redwood: I’m the best tree because I grow straight and tall. I provide lots of shade and lumber. I’m the biggest and tallest tree in the world!
Evergreen: I’m the best tree because I stay green all year round. I make a great Christmas tree!
Apple: Who is that over there?
Almond: Oh I think he’s just one of the workers.
Redwood: No way he could be one of the contestants.
Evergreen: He’s too small.
Apple tree: He’s too scrawny.
Evergreen: He doesn’t do anything.
All: Shh! guys, here comes the judge.
Judge: (looks around. Looks up and down and circles every tree thoughtfully writing on a tablet taking notes. Then:) I have made my decision!
All: (A flurry of excitement as they are all nervous and chat with each other wondering if it could be them)
Judge: And…..the winner is -- (And the judge puts the sash or ribbon on the little boy tree.)
Apple: Excuse me judge, I don’t understand. Why did you pick him? He doesn’t have fruit.
Almond: He doesn’t produce almonds.
Redwood: He’s small and won’t provide enough lumber to make a house!
Evergreen: Yeah? He couldn’t even be a Christmas tree. I don’t understand why he won.
(The all murmur)
Judge: Shhhhhhhh!!! (harshly) Can’t you see? More than bearing fruit, he’s a little small… but… He’ll grow strong and useful to everyone. This tree (pointing and standing him up proudly). . . .is the future!!
The Tree
Grand Teton Area Council
Cub #1: Stands with arms like tree branches.
Cub #2: Walks in chewing gum. Pretends to remove gum and stick it on tree.
Cub #3: Walks in, leans on tree, gets gum on elbow. Pulls it off and sticks it on a bench by the tree.
Cub #4: Walks in, sits on the bench stands up, pulls the gum off and throw it on the ground.
Cub #5: Walks in, steps in the gum, removes it from his shoes and sticks it on the tree.
Cub #2: Comes in, sees his gum on the tree. Puts it in his mouth and walks off.
The Den Mother’s Bouquet
Grand Teton Area Council
**Characters:** Six Cub Scouts dressed for a walk in the woods (Summer uniform or Cub Scout T-shirts.)
**Scene:** A nature walk.
**Props:** Cub - fashioned bouquet, with strands of ivy.
**Cub #1:** Gee, Fellas. I don’t think Mrs. Brown’s having a very good time.
**Cub #2:** Well, you didn’t help things much, giving her that garter snake.
**Cub #3:** I was just trying to help her collect stuff for our nature display at pack meeting.
**Cub #4:** Yeah…and you heard what she said! “Nothin’ ever again, that moves by itself.”
**Cub #3:** So…now I know better!
**Cub #5:** Don’t worry about a thing, you guys. I’m gonna fix everything.
**Cub #6:** Yeah? How?
**Cub #5:** Well, you know how nutty women are about flowers? So, I picked her this neat bunch of flowers…(he holds up bouquet, with trailing strands of ivy)…See?
**Cub #6:** Oh no…(wails). We’ll never get to go on another hike!
**Cub #5:** How come?
**Cub #6:** Cause…that’s poison ivy!!
---
**Marked Trail**
*Grand Teton Area Council*
**Characters:** Adam- Leon- Den Leader, (Adam and Leon are putting thermos bottles and lunches into backpacks with Mom’s help)
*If you need more characters – make them up and split up the parts.*
**Den Ldr:** Beautiful day for a hike.
**Adam:** Great day
**Leon:** Just great for walking in the woods.
*(Adam closes his backpack and puts it on his back)*
**Adam:** Hurry up, Leon.
**Den Ldr:** You mustn’t keep John waiting. You’re lucky to have a friend like John,
**Leon:** I’m glad he likes to hike. I’m glad he likes the woods.
*(As he adjusts the backpack straps, the phone rings)*
**Adam:** I’ll get it. (Answers phone) Hello. Oh, John. We’re ready. (Pause) OK. Guess you’re right. Good-bye.
*(Hangs up, turns to Den Ldr and Leon)* It was John.
**Leon:** I know. He can’t go.
**Den Ldr:** What a shame.
**Adam:** He said to go without him.
**Den Ldr:** Without John? You’d get lost in the woods.
**Adam:** Oh, no. The trail is marked. The Saturday hikers always mark the trail.
**Den Ldr:** Mark the trail. How interesting. Just like pioneers and Indians.
**Adam:** Not exactly.
**Den Ldr:** Well, how do the Saturday hikers mark the trail?
**Adam:** Oh, they drop candy wrappers, paper, tissues, Band-Aids, and
**Leon:** Pop cans.
**Den Ldr:** And so we will bring a trash bag to clean it up
---
**The Infantry is Coming!**
*Grand Teton Area Council*
**Equipment:** A small tree or bush and about 5 scouts.
**Preparation:** Rehearse panic
**Action:**
3 scouts are loafing around waiting for something to happen
**Cub # 1:** (comes in shouting)
The infantry is coming! The infantry is coming!
Hurry! Hide! (he runs offstage, but no one else moves)
*(5-10 second pause)*
**Cub # 2:** (comes in shouting)
The infantry is coming! Look Out!
They’re coming fast! Quick! Hide yourselves!
(he runs off, but no one else moves)
*(5-10 second pause)*
**Cub # 3:** (comes in shouting)
You guys! The infantry is coming!
Hide! Look! Here it comes!
(other scout comes on holding the small tree and all of the scouts run offstage, screaming.)
**Cub # 4:** With Small Tree Branch: Wait! Wait! It’s just an Infant Tree!
---
**The Sap is Still Running**
*Grand Teton Area Council*
**Gray Area Alert** – *The volunteer for this skit must know it in advance. He/she should learn it up when selected so it is obvious he/she is in on the gag and it is not a random selection.* (Think about the guy in the Indiana Jones Stunt Spectacular at Disneyworld. You know right away who will be messing things up.) *Scouts should NEVER purposely try to embarrass any member of the audience, troop, pack, anyone!* CD
**Equipment** Lots of scouts
**Preparation** Time to practice
**Action**
Start by assigning different scouts to a certain noise that can be heard in a forest. This can be done using boys in the den, by assignment or asking for volunteers
The following are good noise examples –
Ducks quacking
Birds Chirping
River roaring
Brook babbling
Owls hooting
Trees rustling
Then have the narrator ask for a “volunteer.” Per note above, the volunteer is a plant.
Narrator explains, “I need you to do one thing. It is springtime. These are Maple Trees. The fluid we need to make Maple Syrup and Maple candies is running inside the trees *(Make sure you have already chosen two people to be trees)* You are to be the fluid running through the trees so I want you to run around all the trees and keep on running until I tell you stop.” (Volunteer should appear to be very excited at this important part. And that he loves Maple Syrup.)
*The narrator then begins the story.*
It was a quiet day in the forest. Then the _______(Bird, owl, etc.) started to _____(chirp, screech, etc)” (when scout assigned to the noise said is called out then they make their noise until they are told to stop.
The narrator continues saying each thing he assigned until all of the things have been called out and are making their noises.
The narrator pauses to admire the forest scene, then begins -
All of the sudden the _____(bird, etc.) was quiet and stopped _____(chirping, etc.). The narrator continues to call out each thing and have them stop making their noise, one at a time, repeating the same thing until all the things have been called on to stop.
But the sap was still running
Then everybody walks off the stage including the person that was running.
CLOSING CEREMONIES
A Tree is a Good Scout
Capital Area Council
Personnel: 7 Cubs or 6 Cubs and a narrator
Equipment: Each Cub hold a picture or drawing of a tree with his section of text on the back in LARGE print.
Cub #1: Did you ever pause to think about how helpful a tree is?
Cub #2: It provides a nesting place for birds, shade from the sun, and protection from the rain.
Cub #3: It discards its dead branches, thus providing wood for building fires and for cooking food.
Cub #4: A tree adds beauty to the countryside and to camping areas.
Cub #5: We must admit that a tree gives a lot more than it receives.
Cub #6: We can learn a lesson from the tree, by doing our best to always be helpful to others and by putting our fellow Scouts first and ourselves second.
Cub #7: (Adult Narrator) Remember the lesson we learn from the tree - To give to others more than we receive.
Sam Houston Council had this listed as a Cubmaster’s Minute with CM saying the whole thing. Your choice. CD
God Gives Us the World
Capital Area Council
CM: The founder of Scouting, Lord Baden-Powell, once said, “God has given us a world to live in that is full of beauties and wonders and He has given us not only eyes to see them but minds to understand them, if we only have the sense to look at them in that light.”
Asst CM With Spring well under way and Summer fast approaching, we will be spending more time in and enjoying the great outdoors once again. As we do this, let us in a true Scouting spirit, live up to our Outdoor Code:
CM: As an American, I will do my best to:
Cub #1: Be clean in my outdoor manners. I will treat the outdoors as a heritage to be improved for our greater enjoyment. I will keep my trash and garbage out of America’s waterways, fields, woods, and roadways.
Cub #2: Be careful with fire. I will build my fire in a safe place and be sure it is dead out before I leave.
Cub #3: Be considerate in the outdoors. I will treat public and private property with respect. I will remember that use of the outdoors is a privilege I can lose by abuse.
Cub #4: Be conservation-minded. I will learn to practice good conservation of soil, water, forests, minerals, grasslands, and wildlife. And I will urge others to do the same. I will use sportsman-like methods in all my outdoor activities.
God’s Handiwork
Grand Teton Area Council
Personnel: Six Cub Scouts
Equipment: Each boy holding a poster with a nature scene on front and his words on back in LARGE print
Setting: Boys lined up in front of audience.
Cub # 1: We’ve learned a lot about taking care of the forests, the plants and the trees
Cub # 2: We will protect and clean up the air and the streams, so all can enjoy these
Cub # 3: We won’t litter our fields and streams or throw our trash on the roads.
Cub # 4: We will enjoy all the sun’s beams and protect the homes of the toads.
Cub # 5: Nature is truly a wondrous thing. God’s handiwork is everywhere.
Cub # 6: In flowers and trees and butterfly wings, in clean water, clean fields and clean air.
Plant a Tree Closing
Grand Teton Area Council
This is the closing that may be used with the Plant A Tree Opening. It is similar to “A Tree is a Good Scout” CD
With much ceremony, the Cubmaster gently tamps down the dirt around the tree. Have Cub Scouts carry several buckets of water from the nearest source and pour around the trunk.
“Let’s pause for a moment and think how helpful this tree will grow to be. It will provide a nesting place for birds. Someday, it will shade us from the sun. And it might protect us from the rain.
As it grows old, it will discard dead branches, providing wood for a fire to warm us or to cook our food.
It will add much beauty to our town.
When you think about it, you’ve got to admit... a tree gives a lot more than it receives. We can all follow the example set by this tree ... by doing our best to always be helpful to others by putting others first and ourselves second.
Remember the lesson we learn from our tree... to give to others more than we receive.”
Nature and the Good Visitor Closing
Grand Teton Area Council
Personnel: Committee Chair (CC), Cubmaster (CM), Four Cub Scouts
Equipment: Each boy holding an object representing his words – Camera, Shoes, Stuffed or ceramic bird, matches. Words can be printed on 4X6 cards for Cubs to read.
Setting: Boys lined up in front of audience.
CC: Our Pack meeting tonight brought us all together to think about nature. We can enjoy the great
outdoors but we think of others who will follow us. Wherever you go in the great wide world of nature, try to be a “good” visitor who will leave the plants and the creatures for others to enjoy after you leave.
**Cub # 1:** The only shots I took were snapshots.
**Cub # 2:** I tried to walk on pathways to keep off plants.
**Cub # 3:** When I see animals or birds, I try to remember that I am a guest in their living place and I don’t do anything to them but look at them.
**Cub # 4:** The one big thing I always do when I am ready to go home is to look and see that all fires are out in nature’s backyard.
**CM:** With Cubs and Webelos like you to help keep our friends on the ball. I’m sure that the beauties of nature will be around for years to come. Thanks Cubs, Good Night.
**Den Closing Sticking Together**
*This could be adapted to a Pack setting, too.* CD
*Sam Houston Area Council*
Gather two small sticks for each boy in your den. Before the meeting, out of sight of the boys, tie half of the sticks together. Keep this hidden. When the boys are seated, give each of them one stick and ask him to break it. Then pull out your bundle of sticks and say: “It was easy to break a single stick, but I have tied these sticks in a bundle.” (Pass it around and invite the boys to try to break the bundle as they did with the single stick.) Now Say: “When our den sticks together and works as a team, we will be stronger than each of us alone.”
**Alternate Approach:**
Give each boy his two sticks. Have them each break one stick Then say: “It was easy to break a single stick. Now everyone pass me their second stick.” Tie these sticks into a bundle. Pass it around and invite the boys to try to break the bundle as they did with the single stick. Now Say: “These sticks represent our den. When our den sticks together and works as a team, we will be stronger than each of us alone.”
**The Conservation Pledge and Outdoor Code**
*Sam Houston Area Council*
**Materials:**
A poster of the Conservation Pledge and Outdoor Code Have boys repeat the pledge and code after the Cubmaster says each line.
**The Conservation Pledge**
I give my pledge as an American To save and faithfully protect The natural resources of my country, Its soil, its forests, waters and wildlife.
**The Outdoor Code**
As an American, I will do my best to Be clean in my outdoor manners, Be careful with fire,
Be considerate in the outdoors, and Be conservation-minded.
*I am sure you can work in some imaginative things – meanings of the phrases, questions to ask Cubs about what the lines mean, pictures representing the words, a slide show playing on a screen of our beautiful country, … to make this a meaningful thing for your Cubs and not just a recitation of quickly forgotten words.* CD
**My Backyard**
*Capital Area Council*
**Personnel:** 6 Cubs
**Equipment:** Each Cub hold an appropriate picture or drawing for his part. Have the text on the back in LARGE print.
**Cub #1:** My backyard is a wondrous place I can stake a claim for a thinking space.
**Cub #2:** I can pitch a tent and sleep in the rain, Or listen to the whistle of a far away train.
**Cub #3:** I can throw a ball to Mother of Dad, Or just be alone when I get mad.
**Cub #4:** I can plant a garden or climb a tree, Or get my dog, Ralph, to chase after me.
**Cub #5:** Sometimes we even have den meetings there, I’ve finished my Wolf and started my Bear!
**Cub #6:** Yeah, the backyard’s the place where I run, When I really want to have some fun.
---
**Cubmaster’s Minutes**
**Nature and the Good Visitor**
*Capital Area Council*
Our pack meeting tonight brought us all together to think about nature. We can enjoy the great outdoors but we must think of others who will follow us. Wherever you go in the great wide world of nature,
**Walk Through The Woods**
*Capital Area Council*
When you walk through the woods, I want you to see,
The floating gold of a bumblebee
Rivers of sunlight, pools of shade
Toadstools sleeping in a mossy jade.
A cobweb net with a catch of dew.
Treetop cones against an azure blue.
Dancing flowers, bright green flies
Birds to put rainbows in your eyes.
When you walk through the woods, I want you to hear,
A million sounds in your little ear.
The scratch and battle of wind tressed trees
A rush as a timid chipmunk flees
The cry of a hawk from the distant sky
The burr of the leaves when a breeze rolls by
Brooks that mumble, stones that ring
And birds to teach your heart to sing.
When you walk through the woods, I want you to feel
That not we nor man could make this real
Could paint the throb of a butterfly’s wing
Could teach the woodthrush how to sing
Could give the wonders of earth and sky
There's something greater than you or I
When you walk through the woods and the birches nod
Son, meet a friend of mine, named God.
A Poem for Closing
Capital Area Council
Let's be quiet as we go
In earnest thought of what we owe
To those who all about us make
The Scouting movement, let us take.
With gratitude what they bestow,
And for the men who long ago
Started this movement we help grow,
Lest we their vision should forsake,
Let us be quiet as we go.
For all the Scouting good we know,
Things, thoughts, but most the spirit's glow.
Strong, straight, and mentally awake,
For country, God, and other's sake
Let us be quiet as we go.
Respect Nature
Grand Teton Area Council
We have been able to learn and discover much about nature
and the outdoors this night. Let us remember to always treat
the creations the Lord has given us with reverence and
respect. If we learn to save and respect and conserve them,
they will in turn do the same for us.
To Leave No Trace
Grand Teton Area Council
We make our place In a world of constant change.
We stand the test
When we do our best
To take care of the range.
May we make the choice
To do our best in all we say and do;
So in times of good or times of bad
Our good choices will see us through.
THEME RELATED STUFF
State Arbor Days (state trees in brackets)
Scouter Jim, Bountiful, UT
- Alabama Last full week in February (Longleaf Pine)
- Alaska Third Monday in May (Sitka Spruce)
- Arizona Last Friday in April (Palo Verde)
- Arkansas Third Monday in March (Pine)
- California March 7-14 (California Redwood)
- Colorado Third Friday in April (Blue Spruce)
- Connecticut April 30 (White Oak)
- Delaware Last Friday in April (American Holly)
- District of Columbia Last Friday in April (Scarlet Oak)
- Florida Third Friday in January (Cabbage Palmetto)
- Georgia Third Friday in February (Live Oak)
- Hawaii First Friday in November (Kukui)
- Idaho Last Friday in April (Western White Pine)
- Illinois Last Friday in April (White Oak)
- Indiana Last Friday in April (Tulip Tree) (My personal favorite tree CD)
- Iowa Last Friday in April (Oak)
- Kansas Last Friday in March (Cottonwood)
- Kentucky First Friday in April (Tulip Poplar)
- Louisiana Third Friday in January (Bald Cypress)
- Maine Third full week in May (Eastern White Pine)
- Maryland First Wednesday in April (White Oak)
- Massachusetts April 28-May 5 (American Elm)
- Michigan Last Friday in April (Eastern White Pine)
- Minnesota Last Friday in April (Red Pine)
- Mississippi Second Friday in February (Southern Magnolia)
- Missouri First Friday in April (Flowering Dogwood)
- Montana Last Friday in April (Ponderosa Pine)
- Nebraska Last Friday in April (Cottonwood)
- Nevada Southern: February 28; Northern: April 23 (Singleleaf Pinyon)
- New Hampshire Last Friday in April (Paper Birch)
- New Jersey Last Friday in April (Northern Red Oak)
- New Mexico Second Friday in March (Pinyon)
- New York Last Friday in April (Sugar Maple)
- North Carolina First Friday following March 15 (Pine)
- North Dakota First Friday in May (American Elm)
- Ohio Last Friday in April (Ohio Buckeye)
- Oklahoma Last full week in March (Eastern Redbud)
- Oregon First full week in April (Douglas Fir)
- Pennsylvania Last Friday in April (Eastern Hemlock)
- Rhode Island Last Friday in April (Red Maple)
- South Carolina First Friday in December (Cabbage Palmetto)
- South Dakota Last Friday in April (White Spruce)
- Tennessee First Friday in March (Yellow Poplar)
- Texas Last Friday in April (Pecan)
- Utah Last Friday in April (Blue Spruce)
- Vermont First Friday in May (Sugar Maple)
- Virginia Second Friday in April (Flowering Dogwood)
- Washington Second Wednesday in April (Western Hemlock)
- West Virginia Second Friday in April (Sugar Maple)
- Wisconsin Last Friday in April (Sugar Maple)
- Wyoming Last Monday in April (Cottonwood)
The Value of Trees to a Community
Scouter Jim, Bountiful, UT
The following are some statistics on just how important trees are in a community setting.
- "The net cooling effect of a young, healthy tree is equivalent to ten room-size air conditioners operating 20 hours a day." —U.S. Department of Agriculture
- "Landscaping can reduce air conditioning costs by up to 50 percent, by shading the windows and walls of a home." —American Public Power Association
"If you plant a tree today on the west side of your home, in 5 years your energy bills should be 3% less. In 15 years the savings will be nearly 12%." —Dr. E. Greg McPherson, Center for Urban Forest Research
"A mature tree can often have an appraised value of between $1,000 and $10,000." —Council of Tree and Landscape Appraisers
"In one study, 83% of realtors believe that mature trees have a "strong or moderate impact" on the salability of homes listed for under $150,000; on homes over $250,000, this perception increases to 98%." —Arbor National Mortgage & American Forests
"Landscaping, especially with trees, can increase property values as much as 20 percent."—Management Information Services/ICMA
"One acre of forest absorbs six tons of carbon dioxide and puts out four tons of oxygen. This is enough to meet the annual needs of 18 people."—U.S. Department of Agriculture
"There are about 60-to 200- million spaces along our city streets where trees could be planted. This translates to the potential to absorb 33 million more tons of CO2 every year, and saving $4 billion in energy costs."—National Wildlife Federation
"Trees properly placed around buildings can reduce air conditioning needs by 30 percent and can save 20 – 50 percent in energy used for heating."—USDA Forest Service
"Trees can be a stimulus to economic development, attracting new business and tourism. Commercial retail areas are more attractive to shoppers, apartments rent more quickly, tenants stay longer, and space in a wooded setting is more valuable to sell or rent."—The Arbor Day Foundation
"Healthy, mature trees add an average of 10 percent to a property's value."—USDA Forest Service
"The planting of trees means improved water quality, resulting in less runoff and erosion. This allows more recharging of the ground water supply. Wooded areas help prevent the transport of sediment and chemicals into streams."—USDA Forest Service
"In laboratory research, visual exposure to settings with trees has produced significant recovery from stress within five minutes, as indicated by changes in blood pressure and muscle tension."—Dr. Roger S. Ulrich Texas A&M University
"Nationally, the 60 million street trees have an average value of $525 per tree."—Management Information Services
"To help locate New York City's heritage trees, the City Department of Parks and Recreation conducted a program called the "Great Tree Search." New Yorkers looked for trees of unusual size and age, those linked with historic landmarks, and trees of unusual species or location. On Arbor Day, they held a big party to celebrate New York City's Great Trees.
After a tornado destroyed more than 800 trees in Cardington, Ohio, citizens organized a tree restoration committee which solicited donations and memorials. Volunteers who learned of the tree planting through local newspaper articles appeared on Arbor Day to wrap trunks, water, mulch, and stake 40 large trees which were planted along major streets.
Did You Know?
Sam Houston Area Council
If a tree’s leaves look like needles it’s a conifer. Most conifers are evergreen since they do not lose all their leaves at once. Pines, firs, cedars and spruces are conifers.
If a tree’s leaves are flat and broad they are broadleaf or deciduous. Broadleaf trees shed their leaves annually. They may bear flowers, fruit or nuts. Oaks, maples, birches and sycamores are broadleaf trees.
You can use fall leaf colors to help identify trees:
- Full leaf color key:
- Oaks red or brown
- Hickories golden bronze
- Pecans yellow
- Maples red to orange
Look at the trees in your area.
What colors do their leaves turn?
Weather Wizardry
Sam Houston Area Council
Here are some amazing signs from trees to help you forecast the weather.
How fast is the wind blowing?
The leaves of a broadleaf can tell you.
- Leaves with slight movement – 1 to 4 mph
- Leaves and branches moving – 6 to 12 mph
- Entire tree moving – 12 to 18 mph
- Back of leaves seen on most of the tree – 20 – 35 mph
- Tree moving violently, back of leaves seen, some leaves being blown off – 40 to 45 mph
Leaves Of Three...Let It Be!
Sam Houston Area Council
Cub # 1: What’s the best way NOT to get poison ivy?
Cub # 2: By knowing what it looks like!
That’s not always easy.
Poison ivy can have shiny leaves or dull leaves.
It can grow close to the ground or up on trees and posts
Sometimes it has tiny white flowers.
Other time it has pale green berries.
But one thing about poison ivy never changes.
Its leaves always grow in groups of three.
Poison ivy leaves can have edges with teeth on them or leaves with smooth edges.
In the spring, poison ivy leaves are small and young.
In the summer the leaves get bigger and turn green.
In the fall, poison ivy leaves can turn yellow, red or orange.
In the winter, poison ivy loses its leaves but not its hair!
That’s how you can tell the stems of poison ivy in winter, they are brown and hairy and still poisonous!
TIGERS
Are you preparing to recruit this year’s Kindergartners now for next year’s Tigers??? They could go to day camp
this summer with your pack!! And enjoy all your summer events. Then in the Fall they will be all psyched for a great year. Don’t miss this opportunity Kindergartners become eligible for Tigers on June 1!! CD
Leaf Rubbings:
Grand Teton Area Council
Can be used for cards, placemats, or place cards.
Materials:
Get real leaves and paper,
Use crayons or colored pencils
Directions:
To make leaf rubbing cards-
1. Start by folding a sheet of paper in half widthwise and place a leaf, vein side up, inside the folded sheet. You will now have a card with a leaf hidden inside.
2. Use colored pencils or crayons to gently rub over the leaf so that the shape becomes visible on the cover of the card (switch colors midway to create a variegated leaf).
3. Remove the leaf, and then repeat with other leaves and colors.
To make painted leaf prints,
4. First cover the work area with newspaper.
5. Place a leaf vein side up on the newspaper and dab paint onto the leaf. (To create a multicolored effect, dab other colors onto the same leaf.)
6. Carefully picking up the leaf, place it paint side down on the front of the card and
7. Press down on it to make a print (try a few test prints to figure out the right amount of paint.)
8. Repeat with other leaves.
When you are done you can add a message to the card and send it to a friend or relative!
Tips:
Pick leaves while they’re still on the tree.
(But not too many from the same tree!!!)
The dried-out variety will crumble if the artist gets too enthusiastic.
Leaf Placemats
For Your Campout Or Picnic:
Grand Teton Area Council
- Either flatten and dry real leaves in a book between waxed paper or use acrylic paints on real leaves to “stamp” leaf patterns onto placemats.
- Cover your placemats with clear contact paper or have them laminated for a finished product.
Discovering Nature and Energy
The goal of these activities is to develop in your child an appreciation of the world around him. In addition, several of the activities provide an opportunity to explore energy conservation. You are given the opportunity through this Big Idea to reinforce your own values about environment, energy and even spirituality.
Activities
- Family Camping
- Nature walks
Nature Scavenger Hunt
This can be done in a local park, nature center or even your back yard. The boys should be warned that the only natural items that should be picked up are those lying on the ground. Don’t break down trees and pick flowers.
In this scavenger hunt, provide each partner with a paper bag and a list of items. The person returning with the most items, within the time limit that you set, wins.
| Pine cone | Twig |
|-----------|------|
| 2 different leaves | Bug |
| Piece of moss | Litter |
| A seed | Worm |
| Clover - one | Feather |
| Flat oval stone | Dandelion |
What Do You Do Now??
By now your Tigers have probably earned their Tiger Badges and are anxious to move on up. Two projects you may want to work on this Spring are:
- Earning the Leave No Trace Award at the Tiger Level
- Earning the CS Outdoor Award at the Tiger Level
If your Pack has an active Outdoor Program with two camping trips and several other outdoor activities your Tigers may be well on their way to earning the Leave No Trace Award. The requirements are in the back of their Tiger books.
BUT MORE IMPORTANTLY – Make sure they have their Wolf Books (My pack presents books for the next rank in our graduation ceremony) so they can start the Family Activities this summer while out of school and (hopefully) taking some sort of vacation with their parent(s) or other family. This will, also, help your life as a leader easier in the Fall when you (hopefully) get new Scouts who have to earn their Bobcat right away.
Tiger Graduation Ceremony
Southern NJ Council
Remember, on June 1, all your current Tigers are to be promoted to Wolf Dens. (And the Wolf Dens to Bear and Bear to Webelos, …)
This is a simple ceremony outline designed to graduate Tiger Cubs and Adult partners into the next level.
Remember, the best ceremony has not been written yet; so feel free to write your own or improvise on this one.
Materials: Four candles and candle holders. Wolf Cub Scout neckerchiefs and slides (one for each Tiger).
People: Cubmaster, Tiger coordinator and den leader(s).
Cubmaster: Call boys and adult partners forward. Stand in front facing the pack. Candle holder with candles is in front of the Tigers.)
“Search-Discover-Share” has been the theme of your Tiger Cub Den for the past several months. You have been exploring new things and places using this method in your homes, schools and neighborhoods.
(Light the candle on left) You and your partner have SEARCHED in your home, your community, and the outdoors. You have worked together and had fun.
(Light candle in middle) You and your partner have DISCOVERED new things together with family and friends
and had a sense of being a part of the community and your country.
(Light the third candle) You and your partner have SHARED with your family and friends and your fellow Tiger Cubs.
Now it is time to take your next move up the Scouting trail to Wolf. (Light the fourth candle) In Cub Scouting, your family is still important as it is throughout your whole Scouting experience. Support in earning each badge comes from your family as well as from your den leader. Your parents will help you each step of the way.
**Tiger Cheers**
*Heart of America Council*
1. Repeat this cheer three times.
The first time is spoken softly,
The second a little louder and
The third time is yelled loudly with a Tiger growl at the end.
The wonderful thing about Tigers,
is Tigers are wonderful things!
2. Give me a T--------T
Give me an I--------I
Give me a G--------G
Give me an E------E
Give me an R------R
Put it together and what does it spell?
"TIGER"
What does it say?
"GROWL"
3. Tigers have the spirit
Yes we do!
Tigers have the spirit
How about you?
*After they do the yell, the Tigers point to the Wolf Den, who do the cheer for themselves. They point to the Bears and the Bears to the Webelos.*
**Dead Battery Box**
*Shelly, Pack 618 in Durant, OK*
When discussing the environment with your Tigers, mention some of the bad things that can happen when dead batteries are simply discarded in the trash and wind up in landfills. This is easy to research on the internet. Especially find out about any local rules and laws in your town.
After the short talk they should decide (Don’t tell them, make this their decision) to never throw another battery in a trash can. Suggest that they should all have a designated ‘dead battery’ box in their homes. Then bring out supplies to have the tigers and their partners each make a dead battery box.
Periodically they will take these dead batteries to a designated drop off to have them disposed of properly. You will have to research where in your town dead batteries may be taken. Some stores do this (e.g. Lowes, Radio Shack) and maybe Fire Departments.
---
**PACK AND DEN ACTIVITIES**
**Can You Hear The Heartbeat**
*Sam Houston Area Council*
*One of CD’s favorites!*
If you listen carefully with a stethoscope, you can hear the “heartbeat” of a tree. Find a thin-barked tree more than 6 inches in diameter and place your stethoscope against its trunk. Be very quiet. Move the stethoscope around until you can hear the crackling, gurgling sound of sap flowing up to the branches.
**Do Trees Drink?**
*Grand Teton Area Council*
A simple demonstration can be done with celery.
- Use a piece of celery with leaves for each boy.
- Place three drops of red food coloring in a glass of water and place celery in the water.
- Over a couple of days, the veins on the outside of the celery will start changing color, showing how the liquid goes up the stalk.
- The same type of activity takes place inside a tree.
**Take a Hike Tree Survey**
*Grand Teton Area Council*
**Preparation:** Make a survey sheet for each boy and bring along a tape measure and some crayons.
Survey Sheet should include the following –
**How big is nature? Can you hear it: How does it feel?**
You’ll need to use all of your senses to complete this hike survey.
**I Around, Wide, And Long**
Use a tape measure to find each of the measurements.
1. Circumference (distance around) of the biggest tree
2. Circumference of the smallest tree
3. Distance between any two trees
4. Length of a leaf close to the length of your nose
5. Width of something more narrow than your thumb
6. Length of a friend’s shadow
**II Using Your Senses**
Use your eyes, ears, nose and fingers to find something that fits each description.
1. Smells good
2. Makes a noise
3. Feels bumpy
4. Looks wrinkled
5. Likely to change the way it looks
**III How Does It Feel?**
Look for objects that fit the descriptive words below. Place this paper over each object, one object to a box. Use a crayon or pencil to make a rubbing of each object.
Have a sheet of paper or two divided into 6 sections. In each section put of the following words
1. Smooth
2. Gritty .
3. Ridged
4. Grooved
5. Patterned
**Leaf Bookmark**
*Sam Houston Area Council*
**Materials:**
- Clear contact paper cut to a 7” x 4” rectangle.
- A variety of small leaves (clover, wild strawberry, small ferns)
**Directions:**
- With the protective backing still in place, fold the contact paper in half lengthwise so it is two inches wide.
- Plan the arrangement of your leaves on your paper.
- Once you have decided how you will place your leaves, peel off the protective paper.
- Lay your leaves in your chosen arrangement on one half of the sticky side of the contact sheet.
- When you are ready, fold over the other half of the paper with sticky sides together. This will seal the leaves in between the two halves.
- Press carefully from the crease to the edge to seal it well and remove any bubbles.
- Punch a hole in the top of the bookmark and string a length of cord, ribbon or yarn through the hole.
- An adult may carefully press the bookmark (covered with a thin cloth or piece of paper) with a (very?) low temperature iron to eliminate any air bubbles around the leaves and give it a nice edge or crease.
- Trim the edges if needed.
**Leaf Sun Prints**
*Sam Houston Area Council*
Make amazing white on blue prints with your favorite leaves. Just place leaves, ferns, flowers, shells, or whatever you choose, the photosensitive paper and place in the sun. Remove the objects after a couple of minutes and rinse the paper to “fix” it. Congratulations, you’ve made a permanent piece of sun art!
**How does it work?**
The sun print paper is coated with light-sensitive chemicals, which react to light waves and particles when exposed to light. When you place objects on the paper, they block the light and turn white while the paper around them remains blue. Water stops the process and fixes your images on the paper.
**Leaf Prints I**
*Grand Teton Area Council*
Spread neckerchief fabric on a sheet of newspaper. Place a leaf, vein side up, on another sheet of newspaper and paint the leaf with fabric paint. Be sure to cover the entire leaf, but try not to put paint on too thick or your finished product may look smudgy. When the leaf is covered, turn it paint side down onto the neckerchief. Cover the leaf with a single piece of clean newspaper and gently move a roller back and forth over the leaf two or three times. Pick up the newspaper and discard it, then gently remove the leaf. Green leaves work just as well as dried ones and often can be used for repeat images. To make the image permanent, press the neckerchief with a warm iron after the paint has dried. Can also be done on paper bags and construction paper
**A New Twist For Leaf Prints II**
*Sam Houston Area Council*
*Would you like to make leaf prints with your Scouts but need to catch their attention with a little dazzle?*
*Use metallic acrylic paints like gold, silver, bronze or copper!!*
- Apply a light layer of paint to the vein side of a leaf using a sponge brush or roller.
- Place the painted side down on a piece of black paper and press carefully without moving the leaf.
- You may lift and reapply the leaf in another location to get a more subdued image.
- A background of dark construction paper or cardstock printed with metallic colors will make the images really stand out.
- The Scouts can cut them to use as cards or make a twig frame to complete the project.
- These make very nice, inexpensive gifts.
**Leaf Identification Neckerchief**
*Grand Teton Area Council*
- Make a neckerchief for each boy out of inexpensive cotton fabric.
- When a boy can identify a particular forest tree leaf, print the leaf on his neckerchief.
*(For instructions on leaf prints, see previous item)*
- Each boy will earn a permanent record of the forest trees or plants he has identified.
**More Activity Ideas**
*Grand Teton Area Council*
- Invite a conservationist to visit den meetings and talk about trees or another phase of nature
- Make a leaf collection, and leaf prints
- Make a list of all plants you can find in a given area
- Take a nature hike and look for different plants and trees. (You can also look for animal tracks and then make plaster casts of the tracks.)
**Nature Mobile**
*Sam Houston Area Council*
**Materials:** 2 sticks, twine and nature elements like barks, leaves, seeds, pods, feathers, twigs and shells
**Directions:**
- Cross and tie sticks together with twine for the top of the mobile.
- Tie a length of twine from the center top of the mobile for a hanger.
- Tie the nature elements onto the mobile with twine.
- Balance the weight of the items so the mobile hangs evenly.
Two or more elements can be tied on the same piece of twine.
**Beaded Tree**
*Sam Houston Area Council*
**Materials:**
- String, cord, or plastic lacing,
- 21 green pony beads,
- 4 brown pony beads
**Directions:**
- Fold a length of cord in half.
- Start with one green bead and put both ends of the cord through the hole.
- For the second row, add two beads, putting both ends of the cord through both beads.
- Continue as shown in the diagram. Secure with a knot.
**Leaf People**
*Sam Houston Area Council*
* Arrange leaves on the sheet of paper to make bodies for leaf people.
* Glue the leaves in place.
* Add a head, legs, and arms with markers. (Some smaller leaves may be used for hats, boots, etc).
* Use your imagination to make creatures from outer space, characters from favorite TV show or replicas of people you know.
**Leaf Creatures**
*Grand Teton Area Council*
This is a terrific craft for those scouts that think that they can't draw, paint, or do anything artistic. There is no need to make a sketch or design first...just let the leaves do the work.
**Tools & Materials:**
- Lots of leaves, all shapes and sizes
- Pasteboard or drawing paper
- Clear drying glue
**Lots of imagination.**
**Directions:**
Collect different types of leaves. Place in a book (a thick telephone book works best).
*The more shapes and kinds of leaves you collect the more fun you will have making all types of creatures.*
Leaves can overlap, but should never be cut. Once you try designs of this kind, you will soon find how easy it is to produce amusing and often beautiful things from natural materials.
**Leaf Bursts**
*Sam Houston Area Council*
**Materials:** Newspaper, paper, paintbrushes, tempera paints, container with water, rags, fresh green leaves
**Instructions:**
1. Cover table with newspaper.
2. Place paper on newspaper.
3. Put leaf on paper.
*Hint:* Hold the leaf still with one hand and use the other had to pain on the leaf, brushing in an outward direction
4. Move leaf to another part of the paper and repeat painting.
5. Use another leaf to create more leaf burst designs.
*Or... you could also...*
- Staple painted leaves to finished leaf burst design.
- Use cut shapes and patterns (other than leaves) to create “pattern bursts”.
- Use chalk instead of paint. Rub or brush chalk marks with tissue.
**Sliced Slides**
Materials:
- Standard slide materials (no backing needed),
- 1 to 1-1/2 inch diameter tree branch that’s already dead and dry, and that isn’t rotten,
- Sandpaper
- Polyurethane and
- sponge “paint brushes”
Directions
✓ Precut 3/8- to 1/2-inch think “slanted” slices of the branch.
✓ Give each boy a slice and sandpaper to smooth off the cut surface. (If bark is in tact, that’s good; otherwise, they should peel that off also.)
✓ Polyurethane the front surface of the slice.
✓ Attach slide ring. (PVC pipe is great!! CD)
Fire Safety Tie Slide
Capital Area Council
Materials:
- Popsicle stick or tongue depressor
- Plaster of Paris
- red paint
- leather strip
Directions
✓ Mix the plaster of Paris until it is a thick consistency.
✓ Dip the stick into the mixture.
✓ Be sure that just the tip of the stick is covered.
✓ Let the plaster dry - it should dry quickly.
✓ Paint the plaster red except for the tip.
✓ It should resemble a wooden match.
✓ Write on the stick “Fire Safety” or something similar.
✓ Attach the piece of leather with glue for a loop for the neckerchief.
Friendship Stick
Capital Area Council
Be sure to enlarge this picture to help the boys
It is exciting to learn about animals, birds, insects, flowers, trees, soil, weather, water, and stars. Nature is everywhere all the time; in cities, in the woods, and in the fields, in the winter, spring, summer and fall. Nature is not confined by time and place, it is everywhere. The following craft idea will help you, the Cub Scout Leader, explore nature with your den. Feel free to adjust the symbols to have more meaning for your Cubs.
✓ The friendship stick is made of green wood and is a symbol of friendship. It is curved to fit the curve of the earth, symbolizing that friendship can grow just as the trees in the forest grow.
✓ The green circle at the bottom is for Faith in God and one another. It is the first ring on the stick because it is the basis of a happy, meaningful life.
✓ The next four circles represent the races of the world-red, yellow white and black. They stand close together indicating that all people are equal. Every person is capable of being a loyal friend.
✓ The green of Hope is above the races. This is the hope of the future—that everywhere people will try to overcome any difference of opinion and human failing.
✓ Thus the four races are bound by faith and hope, the path leading toward a central goal signifying the attachment of this unity.
✓ The Cross and Star of David are symbols of the way for all races to come together and work for world peace. (You may wish to add in more religious symbols here CD)
✓ The smiling face is the result of Friendship based on Faith, Hope and Unity. To be greeted by the smiling face of a friend is one of the greatest joys which can be experienced.
✓ The face is crowned with green of the forest, symbolizing the wonderful outdoors, and the friendships developed therein.
✓ A friendship stick must be carved by the giver. It shows time, thought and effort.
✓ Prepare a friendship stick for each boy in the den. When you present the sticks, read the symbolism to them.
✓ Then furnish each boy with an uncarved green stick and ask him to carve his own story in the stick. He can paint the symbols that he feels are appropriate to the story. When he is finished, he can show his stick to the den and tell what the symbols represent.
Nature Treasure Hunt
Capital Area Council
The treasure hunt layout depends upon your meeting site. The committee should lay it out several hours before the meeting. Make sure the course is challenging enough to test the Cub Scout’s knowledge. The sample course given here would be appropriate for a small park with some trees, picnic area, and a playground.
Dens start at intervals of 5 minutes. All dens are given scorecards on which they write their findings for each station. Tell them this is not a speed contest. At each station they are to look under a rock to find a note telling them what to do and where to go next. An adult should be in the vicinity of each station to provide minimum help, if needed, and to make sure the notes with directions are replaced by each den.
Station 1: You are standing under a tree. Is it an elm, oak, maple, pine, or crabapple? Write down your answer. Go northwest to 4th Street entrance to the park and look around a bush on the right side.
Station 2: Within 5 paces of this spot, there is an insect’s home. Find it and write name of the insect. (Could be an
ant colony beehive, wasps’ nest, etc.) Go south 50 paces to the park bench and look around the northeast side.
**Station 3:** Five paces west of this spot is a yellow flower. What is it? Is it edible? (Plant is a dandelion.) Go west to the tallest tree you see in that direction and look around its base.
**Station 4:** Within 10 paces of this spot is a plaster cast of an animal track. Find it. Is of a squirrel, bear, dog, horse, deer or skunk? (Use cast of a dog track.) Go 40 paces northwest to the playground swings and look around the post on the southeast side.
**Station 5:** To your right, a Square Foot Claim is staked out. Write down all the nature things you see within it. Don’t dig it. Go south to the charcoal grill.
**Station 6:** Within 5 paces of here, there are scattered 10 pictures of birds. Write down the names of the ones you can identify. Go east to the twin oak trees and look around the base of the one on the right.
**Station 7:** Pick up a leaf or bit of grass, and toss it into the air. From which direction is the wind coming? Write it down. Go back to Station 1 and turn in your scorecard.
The den with the best scorecard should be awarded a small prize—perhaps an inexpensive field guide to birds and a blue ribbon for each member. All treasure hunters might be given candy at the end of the hunt.
---
**LEAVES AND SEEDS**
*Southern NJ Council*
Collecting the leaves and seeds from trees helps a Cub Scout to learn to recognize many different trees. Seeds can be stored in glass pill bottles, plastic coin tubes, square and rectangular plastic boxes. For larger seeds such as walnuts, acorns, pecans, Brazil nuts and peanuts, use plastic or cardboard egg cartons.
The best way to catalog seeds is to label each jar or box with the name. Self-sticking labels work well. Cardboard tags with strings can be used for labeling pine cones or similar large items.
To display the collection, the seed bottles or vials can be wired to heavy cardboard or a piece of plywood.
---
**SEEDLING NECKLACE**
*Capital Area Council*
**Supplies:**
- Small clear plastic pill bottles or clear 35 mm film containers
- Lids for containers
- Cotton balls
- Seeds
- Water
- Yarn and scissors
**Directions:**
1. Moisten the cotton ball thoroughly then squeeze the excess moisture out.
2. Put the wet cotton inside the bottle.
3. Slip two or three seeds between the cotton and the wall of the bottle.
4. Put on the lid.
5. Tie a piece of yarn around the lid then tie the two ends together to form a necklace.
6. Wear your necklace until the seeds have sprouted.
7. Then, plant them in a flowerpot or in your garden.
---
**PUZZLE TREE**
*Capital Area Council*
**Supplies:**
- Yellow and brown construction paper
- Old jigsaw pieces
- Scissors and glue
**Directions:**
1. Cut a tree shape from the brown construction paper.
2. Glue the tree on the yellow paper.
3. Glue the puzzle pieces on the tree for leaves.
- If your puzzle pieces have lots of red, orange, and brown colors on them you can make an autumn tree and glue some of the pieces at the base of the tree, to make leaves on the ground.
- Pink pieces mixed with light green pieces make pretty spring trees.
- Green pieces are just right for a summer tree.
Why not make all three to show the different trees during the changing seasons.
**Hint:**
If your puzzle pieces are not the right color for the tree just turn them over and paint them the color you want.
---
**Celebrate Arbor Day**
*Capital Area Council*
**Activity Ideas**
- Plant a tree as part of an Arbor Day ceremony at school, a nearby park or along a city street.
- Establish an area of plantings to attract birds or butterflies at the school or other nearby site.
- Inventory trees which grow in your schoolyard, neighborhood, local park or nearby open space.
- Adopt a tree, study it, maintain a diary of changes and observations.
- Promote a community awareness campaign (posters, newspapers, articles, bumper stickers, etc.) to stem consumer demand for wood products from rainforests.
- Construct and place boxes for birds and mammals which use cavities for nesting or roosting.
- Create a bird feeding station in the schoolyard or at home.
- Hold a special assembly to commemorate trees and wildlife as part of Arbor Day.
- Contact the nearest Forest District Office to discuss local and state forest resource issues.
- Link Arbor Day Earth Lesson to an Earth Project to create a Schoolyard Sanctuary.
---
**ADVANCEMENT IDEAS:**
*Carol, American Elm District, Black Swamp Council*
Be sure to check CS Program Helps for the recommended activities for these advancement possibilities for this theme.
They are listed in the individual sections for the Tiger, Wolf and Bear Dens Carol
**Tigers-**
Ach -5D, 5G, 1F
Elect. - 4, 22, 30, 32, 33, 35
**Wolf-**
Ach - 5, 11A, 6, 6B, 9D
Elect. - 9B, 15B
**Bear-**
Ach - 3G, 6B, 23A
Elect. - 12A, 15D
---
**More Games And Activities**
*Sam Houston Area Council*
From the Cub Scout Leader How-To Book:
* Know Your Leaf (hiking game) – page 4-4
* Fun with Trees – pages 4-9 to 4-12
---
**GAMES**
**Keep America Beautiful**
*Capital Area Council*
The audience is told that tonight several trees will be planted and through the magic of Cub Scouting. And that the trees will grow and blossom.
If done at a Den Meeting, divide den into two teams. Four is about the minimum to have on a team. Each team to select a captain.
If done at a Pack Meeting, each den can be a team. Or teams may be assigned mixing boys from different dens. Each team to select a captain.
The captains are given signs to wear which say “sapling”. Each captain stands in the middle of his team. Others on the team are handed a paper sack containing a roll of scotch tape, 20 or 30 green construction paper leaves, a few birds, blossoms and butterflies made out of construction paper, a bird nest, and a few small real branches. At the signal to “go”, each team begins to make their ‘sapling’ grow by handing him the branches to hold and taping the contents of the bag to him. The winner can be based on judging for how good a job was done or simply the first team to finish is the winner.
**That’s My Leaf**
*Capital Area Council*
Each boy takes a leaf from the same kind of tree and looks at it carefully for one minute. Then put all the leaves in a pile and stir them up together. Can you find your one-of-a-kind leaf? What makes it special -- different from all the other leaves? Press the leaf carefully. Send pressed leaves to one-of-a-kind friends, and tell them how they are like the leaves.
**One Leaf Trail**
*Capital Area Council*
A trail is laid using one kind of leaf as a marker, letting the stem point in the direction to be followed. At the end of the trail, the players hunt for a tree of the kind whose leaves were used. You should only use already fallen leaves for this activity. A wods at camp are usually covered with fallen leaves from many years.
**Leaf Identification Relay**
*Sam Houston Area Council*
**Set up:**
- Two tables with about eight different tree leaves that have been previously introduced to your Cub Scouts.
- Make two sets of labels by writing the name of each leaf on two pieces of paper.
- Place one set of labels at each table.
- Divide your Cub Scouts into two teams.
**The Play:**
- On signal, the first player for each team rushes to his leaf display, selects a piece of paper and places it on the correct leaf.
- Play continues in relay style.
- When all the leaves have been identified, the leader checks them.
- The leader may award a point for each correct identification or may request that play continue until the leaves are correctly identified.
**Variation:**
If this is the group’s first experience with leaf identification, omit the relay style and use a team effort to identify the leaves. Move into a relay game later.
**Petrified Wood**
*Sam Houston Area Council*
- Cubs are scattered on the playing surface.
- Two are chose to be “chasers.” One is chosen to be the “good woodsman.”
- When a Cub is touched by either of the chasers, he becomes “petrified” and must freeze in place.
- When the good woodsman touches a petrified boy, the boy is free to run again.
- Play a few minutes then trade roles so everyone gets a chance to be chasers or the good woodsman.
**Leaf Blower**
*Sam Houston Area Council*
- Have the Cub Scouts get into two teams.
- Each Cub Scout will need a leaf and will need his own straw.
- As a relay, each boy will blow their leaf across a table.
- The first team that has all of it’s players successfully blow their leaves to the other side of the table wins.
- This could also be a team effort and a chance for some cooperation.
**Why Trees?**
*Sam Houston Area Council*
**Needs:** A list of animals that depend on trees e.g. aphid, beaver, beetle, raccoon, opossum, spider, grey squirrel, blue jay, caterpillar, owl, butterfly, etc.
**Playing the game:**
1. Ask if anyone can name an animal that lives in a tree? Those that can, can be that animal. If they are unable to name an animal, assign them one from the list.
2. Have about six children as ‘trees’, standing apart from each other. (Or you van use adults or real trees)
3. All ‘creatures’ go and stand by a ‘tree’ of their choice.
4. When you shout ‘Switch’, all creatures have to switch trees. The Cub Scouts are only allowed to breathe when they are at a ‘tree’, and must hold their breath while running between trees.
5. The game is made more difficult as the woodcutter (you!) removes trees, forcing the children to hold their breath for longer between widely spaced trees.
6. Finally, when all the ‘creatures’ are clustered around the last remaining tree, ask ‘why do we need trees?’ The Cub Scouts will probably answer ‘to breathe’! Then do a reflection on trees and oxygen or breathing.
**Nature “Kim’s Game”**
*Sam Houston Area Council*
*This is a memory game.*
Prior to the game, place several items (depending on the age group) on a table and cover with a sheet. Since our theme is trees this month you should use several kinds of leaves, acorns, bark, branch, blade of grass, binoculars, etc. Maybe, have one item that does not belong and ask the boys about it later
When the game starts, explain to the boys that they will have one minute (shorter or longer if you wish) to look at the items.
After that time period, you will cover the items and they will need to quickly write down as many things that they can remember.
You can make this a competition between boys, between pairs of boys, or even just a den activity to see if among all the boys, they can remember all of the items.
**Bean Bag Toss**
*Grand Teton Area Council*
- Obtain a large piece of cardboard. (A large, unfolded box works well)
- Cut one or two leaf shapes out of the cardboard.
- Paint the cardboard orange, red and yellow.
- When dry let the children throw bean bags through the leaf shaped holes.
**Pin The Leaf On The Tree**
*Grand Teton Area Council*
Played like Pin the tail on the donkey but with a tree instead of a donkey and leaves instead of the tail
**Pine Cone Battle**
*Grand Teton Area Council*
- Have twice as many pinecones as players.
- Divide boys into equal teams, each about 20 yards from a dividing line and facing each other across the line.
- At signal, the battle starts with each player throwing cones as close to the 20-yard marker as possible,
- Boys must stay on their side of the line.
- Those closest to the 20-yard mark score two points.
- Team with the most point’s win.
*I would make sure this one was well supervised!* CD
**Pinewood Derby Day Activity**
*Val (whose E-mail did not say where she was from)*
On race day, it is sometimes gloomy or cold outside and the Cubs and siblings need to burn energy inside while the judges are doing their thing and no racing is going on. This relay race fits that need and may help Webelos with Handyman. It was quite popular last year at our Pack’s Derby. Val
**Game Supplies:**
- 3-4 used tires (ATV or whatever your volunteers can handle without straining their backs),
- Plastic dollar store table cloth,
- One handkerchief or checkered flag attached to a stick,
- Index cards,
- One table,
- Two Boy Scouts,
- About 8’ X 15’ of space,
- Two plastic bins (dishwashing size),
- Two sets of auto shop items: shop rag, oil strap wrench, spark plug, new oil filter in box, funnel, and lug nut (or whatever you can find that is light enough that it won’t hurt anybody).
Also, have some way to mark the sides of the course so that no one wanders in inadvertently. Triangular oil flag banners donated from an auto shop can lend to the theme and do the job if they are secured to strategically placed chair backs.
Or set up more tires!
**Game Setup:**
- Stack tires & put table cloth over the center space,
- Put items in bins on table,
- Write name of each item on an index card.
- Start/finish is the tire stack.
- Racers will form two lines, one on each side of the tire stack.
- Block off the race area with whatever you have that is safe: lines of chairs, etc.
- Position table with bin of parts about 15 feet away from the start.
- Position one Boy Scout about 2 feet in front of tire stack, with index cards in one hand and start flag in the other. Position the second Boy Scout at the side of the destination table.
**Game:**
- Racers line up on either side of the tire stack.
- Boy Scout looks at first index card and announces item to retrieve,
- Boy Scout then starts race by calling ‘ready, set’, then drops flag simultaneously with ‘go’.
- First two children race down, fish out item, return and place item on top of tire.
- Winner is first to complete task.
First few times you run the game, it will be necessary to show the objects to the players.
The second Boy Scout (at the table) should lift up the designated item and show it to the racers, then bury it quickly.
After that, he’s in charge of crowd control and is to ensure safe behavior, moving as needed.
**Game Running:**
- Have the kids that just raced return the items to the bins, then clear off the course for next set of racers. Shuffle the card deck as necessary to randomize the item order, and have fun.
---
**CUB GRUB**
**DO NOT "COOK" ANYTHING IN PLASTIC CONTAINERS!**
*This includes ZIPLOC® Omelettes*
[camping.about.com/od/campingrecipes/a/ziplocbaggies.htm](http://camping.about.com/od/campingrecipes/a/ziplocbaggies.htm) and [www.ziploc.com](http://www.ziploc.com)
*And a concerned Scouter who writes -*
"I thought it was important to respond to a questionably safe Food Fad, the ZIPLOC OMELET. It is the latest NOT recommended fad. Please... DON'T try this at home and we will tell you exactly why.
What is circulating around again is instructions on cooking omelets in Ziploc bags. This is **not** recommended until further research is done on cooking with plastics. There is still question about the cancer causing breakdown of plastics and their contact with food during cooking.
"We have contacted the Ziploc company and they replied by telling us that ZIPLOC® Brand Bags **cannot** be used to boil food. They also told us that they do not manufacture a "boilable" bag.... yet.
"They do not recommend using any ZIPLOC® Brand Bags in boiling water, or to "boil" in the microwave. ZIPLOC® Brand Bags are made from polyethylene plastic with a softening point of approximately 195 degrees Fahrenheit. By pouring near boiling water (water begins to boil at 212 degrees) into the bag, or putting the bag into the water, the plastic could begin to melt. Might I add that eggs and cheese have fat which gets much hotter than water thus the likelihood of melting the plastic increases.
According to SC Johnson's Frequently Asked Questions page:
**Q:** Can I boil in Ziploc® Brand bags?
**A:** No. Ziploc® Brand bags are not designed to withstand the extreme heat of boiling.
This was confirmed in a letter received by the Scouter following up on the [www.About.com](http://www.About.com) article from a consumer specialist at S.C. Johnson & Son, makers of Ziploc® Brand bags. The specialist requested the answer be shared others who may have this misinformation. And she encouraged people to go to www.ziploc.com for more information on the proper use of the product. If you have concerns about cooking with Ziploc bags, you can call the SC Johnson Product Safety Department at 1-866-231-5406. They will address any questions you may have."
---
**Ants On A Log**
*Sam Houston Area Council*
**Ingredients:**
- Celery,
- Peanut butter (*allergies!* ) or cheese spread,
- Raisins
**Directions:**
- Cut celery into sticks.
- Spread peanut butter or cheese into the ridge of the celery stick and
- Then set the “ants” on top of the peanut butter or cheese.
- Enjoy!
---
**Edible Chocolate Candy Leaves**
*Sam Houston Area Council*
**Ingredients:**
- Several non-toxic leaves – such as ivy (not poison ivy), lemon or rose
- ½ cup semi-sweet chocolate or vanilla flavored chips (for white leaves)
- 1 tsp. vegetable shortening
**Directions:**
- Wash and dry leaves thoroughly.
- Melt chocolate and shortening in the microwave for about one minute.
- Stir to melt the chips completely.
- Using a small pastry brush, brush the melted chocolate onto the backs of the leaves evenly and
- Place onto waxed paper.
- Refrigerate until firm.
- Carefully peel off the leaves from the chocolate and keep refrigerated until use.
---
**Chocolate Crispy Rice Cereal Bark**
*Sam Houston Area Council*
**Ingredients:**
- 1 pkg semi-sweet chocolate chips
- 2 tablespoons vegetable shortening
- 2 cups crispy rice cereal or chocolate flavored crispy rice cereal
**Directions:**
- Melt chocolate and shortening over low heat, stirring constantly.
- Remove from heat.
- Stir in cereal.
- Spread hot mixture thinly on a foil lined baking sheet coated with cooking spray.
- Cool.
- Refrigerate until hard.
- Break into bite sized pieces.
- Store in the refrigerator.
---
**Yummy Fruit Salad**
*Sam Houston Area Council*
**Ingredients:**
- 1 cup shredded apples
- ¾ cup orange juice
- 1 tbsp lemon juice
Juice of ½ grapefruit
½ cup dried strawberries
1/3 cup diced peaches
¼ cup crushed grapes
**Directions:**
Mix all ingredients in a large bowl.
Serve in bowls and eat with a fork or spoon.
Enjoy!
---
**Dessert Sushi**
*Lisa, Pack 7068, Decatur, AL*
**Ingredients**
1/4 cup butter
4 cups mini marshmallows
6 cups crisped rice cereal
20 to 25 gummy worms
1 to 2 boxes fruit leather
**Directions**
1. Grease a 12- by 17-inch baking sheet.
2. Melt butter in a 2-quart saucepan over medium heat.
3. Add the marshmallows and stir until smooth.
4. Remove the mixture from the heat and stir in the rice cereal until it’s evenly coated.
5. Turn the baking sheet so that the shorter ends are at the top and bottom.
6. Then press the marshmallow mixture onto the sheet, distributing it evenly.
7. Starting at one side an inch up from the lower edge, place gummy worms atop the mixture end to end in a horizontal line.
8. Gently roll the lower edge of the marshmallow mixture over the gummy worms.
9. Then stop and cut the log away from the rest of the mixture.
10. Use the same method to form 4 more logs.
11. Slice each log into 1-inch-thick “sushi” rolls and wrap them individually with a strip of fruit leather. Fruit leather is fruit rollups or fruit by the foot.
12. Makes 4 to 5 dozen.
---
**QUICK ENERGY SNACKS**
*Utah National Parks Council*
**Ingredients**
3 or 4 graham cracker squares
1 cup powdered sugar
1 cup crunchy peanut butter
½ cup instant nonfat dry milk
1 package (6oz) semisweet chocolate chips
3 Tbsp water
**Directions**
- Crush graham crackers on sheet of waxed paper.
- Mix remaining ingredients thoroughly in medium bowl.
- Shape teaspoonfuls of the mixture into 1” balls.
- Roll the balls in graham cracker crumbs until coated.
- Put the coated balls on ungreased cookie sheet.
- Refrigerate about 20 minutes or until firm.
---
**EDIBLE CAMPFIRE**
*Utah National Parks Council*
As the Cubs build their own "campfire", talk about why each ingredient is important. After the "fire" is built, enjoy eating this special treat.
**Ingredients**
1 napkin (fire clearing)
1 small paper cup of water (bucket to put out fire)
Mini marshmallows (to make fire circle)
Shredded coconut (tinder to start the fire)
Fritos and skinny pretzels (kindling to keep the fire growing)
Cheese sticks (big logs for fuel)
Candy corn (flames)
**Directions**
After you build the campfire, plan a picnic or fishing trip where the boys can assist their parents with building a real fire. They might even "catch" a hotdog to cook.
---
**PEANUT BUTTER BURRITO**
*Utah National Parks Council*
**Ingredients**
Package of small tortillas
Peanut butter (we recommend smooth)
Applesauce
Raisins
Cinnamon to taste
**Directions**
- Take one tortilla and spread a tablespoon of peanut butter on it.
- Next add a tablespoon of applesauce.
- Then put on raisins and just a dash (we have it on good authority that a dash is slightly less than a pinch) of cinnamon.
- Fold in the ends and roll into burrito shape.
- Wrap in foil.
- Refrigerate over night and serve the next day.
---
**FOREST CREATURES**
*Utah National Parks Council*
**Directions**
- Use frozen bread dough partially thawed but not yet rising. Form balls for heads, bodies, arms and legs.
- Make sure that the circles touch.
- Use raisins for the eyes, and use a knife to score the top and "texture" the animals.
- Let rise.
- Preheat the oven and brush the animal with egg wash (1 egg whisked with 1 tablespoon of water).
- Cook for 25 minutes or until golden brown.
---
**BIRD NESTS**
*Utah National Parks Council*
**Ingredients**
1 can (14 oz) Sweetened Condensed Milk (not evaporated milk)
2 tsp vanilla
1 to 1½ tsp almond extract
2 (7 oz) packages flaked coconut (~5 cups)
Assorted small jelly beans
**Directions**
- Tint coconut by adding a teaspoon of water and a few drops of green food coloring into a large Ziplock bag.
- Add the coconut and shake until it is all colored.
- Preheat oven to 325 degrees.
BALOO'S BUGLE
- Line a baking sheet with foil.
- Grease and flour the foil and set aside.
- In a large bowl, combine the milk and extracts.
- Stir in the coconut and drop by rounded teaspoonfuls onto foil lined sheets.
- Slightly flatten each mound.
- Bake 15 minutes or until golden brown.
- Remove from oven.
- Immediately press 2 or 3 small jelly beans in the center of each "nest".
DEVILED EGGS
Utah National Parks Council
Ingredients
- 6 hard boiled eggs
- 1/3 cup mayonnaise
- dash of salt
- 1/4 teaspoon dry mustard
- 2 teaspoons vinegar
- 2 teaspoons parsley flakes
- paprika
Directions
- Carefully peel the eggs.
- Cut them in half lengthwise and gently remove the yolks into a small mixing bowl.
- Mash the yolks,
- Then stir in the mayonnaise, salt, mustard, vinegar and parsley,
- Mix thoroughly.
- Mound the mixture back into the egg-white halves.
- Sprinkle lightly with the paprika.
POWER BARS
Utah National Parks Council
Ingredients
- 3/4 cup butter,
plus 2 tsp. for the pan, at room temperature
- 1/3 cup packed brown sugar
- 1/4 cup all-purpose flour
- 1 tsp. vanilla extract
- 5 cups unsweetened granola
Directions
- Place an oven rack in the center of the oven.
- Preheat the oven to 375 degrees.
- Using a paper towel, spread the 2 teaspoons of butter evenly over the bottom and sides of a 9" baking pan.
- Melt 3/4 cup butter in a small saucepan over medium heat. (Don't let it burn.)
- Pour it into a mixing bowl.
- Add brown sugar, flour, and vanilla to the butter and
- Stir thoroughly.
- Add granola and stir very well to coat all the granola with the butter mixture.
- Spoon the granola mixture into the baking pan.
- Press it flat.
- Bake in the oven until the top is golden brown, 15 to 20 minutes.
- Place the pan on a cooling rack and let it cool completely, at least 30 minutes.
- Cut the granola in the pan and remove the bars from the pan with a spatula.
MICROWAVE S'MORE CONE
Utah National Parks Council
This one will appear again for the August Theme – S'More Summer Fun. - CD
Ingredients
- 1 sugar cone
- 1 caramel cube
- 15 chocolate chips
- 1 large marshmallow
- drinking glass
Directions
- Place the cone in a drinking glass (point end down).
- Put the caramel and chocolate chips in the bottom of the cone.
- Microwave on high for 15 seconds.
- Add the marshmallow and cook another 15 seconds.
- Watch what happens to the marshmallow!
WEBELOS
Attention Bear Leaders –
Your bears become Webelos on June 1. Are you ready??
Be sure to take Webelos Leader Position Specific and Outdoor Webelos Leader Training as soon as possible. Sign your Cubs up for Webelos Resident, if your council offers it!!! If they don’t, sign them up at a neighboring council’s camp (e.g. Southern NJ’s at Pine Hill Scout Reservation!!!)
Webelos Resident Camp
Adapted from: Flint River Council, Coronado Area Council, and Southern NJ Council
The purpose of Webelos Scout Resident Camping is to have fun and to want to continue to camp every summer in Boy Scouts. Most councils offer Webelos Resident Camp for boys going into grades four and five next fall. These boys will be your first and second year Webelos Scouts during the upcoming Scouting year.
Webelos Resident Camp can include: camping, campfires, swimming, snorkeling, polar bear swims, cooking some of your own meals, archery, bb-guns, hikes, ecology study, star study, Scout's Own religious service, sports, games, wood projects, conservation, and much more. The boys are kept busy and have a great time.
Webelos Resident Camp is also -- the sounds of boys' laughter as they do fun events and activities.
Most camps have Evening Events designed so that Scouts can have fun and compete. There may be more Activity Pins time in the evening, too. AT my Webelos Resident Camp in the evening we do star study with two local astronomy clubs, Cub-Anapolis Racing, water bottle rockets, water carnival, watch a movie (Down and Derby), have our Interfaith Service (National has dropped the term Scouts Own which has been in use since Baden-Powell named it. I do not know why). All this activity keeps everyone busy until bedtime so they don’t get time to be homesick!!!
The program should be set up to encourage Webelos to attend both years.
Some councils arrange their camps so that the Webelos I work on the basic camping skills and Activity Badges. And the Webelos II work on more advanced activity pins and can begin learning to become self-sufficient, self-reliant campers.
Other councils offer activity badges over a two-year cycle. They have even number year and odd number year badges with some (typically Outdoorsman and Aquanaut) offered each year.
Webelos Resident Camps vary in length but generally all involve several days and nights camping away from home. It is recommended the length be less than a full week.
There will be various activities and competitions for the Webelos dens to participate in. Camp should be designed for Cubs to come and participate as a Den, whether it is their normal Den from home or a provisional den set up at the camp with members from several packs. Den will generally make flags and create den yells. They will participate in games, competitions, classes and campfire (skits, songs) as a Den.
Activity Badges offered typically involve the outdoors. Outdoorsman, Forester, Naturalist, Aquanaut, and Geologist are typical. Projects (Crafts is a dirty word to me) often involve wood and may be aimed at Craftsman requirements. Depending on camp staff and facilities parts of Scientist and Engineer may be offered. Sportsman fits neatly with games. (We usually do Ultimate) and Artist and Readyman have been worked in occasionally.
Leadership opportunities will occur during the Camp. Using them will help the boys begin to see how a Boy Scout patrol will operate. Let some boys start taking the lead and organizing the skit or the flag creation.
It is, also, a great time with your son. Several days, just you and him, together. No work to get in the way. No distractions (almost, in an ideal world). You can really learn about each other and bond. But you will have to know how to listen. (*That two ears, one mouth thing*) Ideally there should be one parent/adult for each Webelos Scout. Different councils will have different rules on this. Check with your council.
The first step is to read information your council supplies on their Webelos Resident Camp – Flyers, brochures, perhaps a Webelos Camp Leader Guidebook. They may mail it to you or post it on their web site. Some councils even have a DVD you get or can borrow to show at a pack meeting and find out who wants to attend. If you contact your Scout Service Center chances are (Johnny Mathis, 1957), they can arrange for a Webelos Camp Staff member or a leader who has attended the camp to talk with you or come and do a promotion at your pack meeting
*Don't miss the fun.*
**OUTDOORSMAN OUTDOORS GROUP**
*Sam Houston Area Council*
The Outdoorsman Activity Badge requirements are FUN, and give the Webelos a chance to learn new skills that will prepare him for Boy Scouting. Camping, outdoor cooking and fire safety are all part of enjoying living in the outdoors.
**SUGGESTED PATROL ACTIVITIES**
1. Practice putting up different kinds of tents.
2. Demonstrate how to make an improvised bedroll
3. Practice building a fire for cooking and a campfire, and have a patrol cookout.
4. Have a knot-tying contest or play knot-tying games to learn and improve skills.
5. Study and learn fire safety rules including no flame lights in tents and no liquid starter for charcoal fires.
6. Learn several cooking techniques, including the foil pack method.
7. Contact a local Boy Scout troop and arrange to camp with them.
8. Make camp gadgets and go camping
9. Have a Scout visit a patrol meeting and show the boys his pack. Have him describe the different kinds of packs and what he carries in his.
**WHY DO WE CAMP?**
The primary reason for camping is so that the boys learn conservation and respect for nature. Your example as a leader is very important. They should see in you the concern for our environment that they will learn. Make sure that they understand that it is best to leave a campsite in better condition than when you came. It is okay to pick up litter that you did not place there, etc.
**UP AND DOWN**
Plan a whole patrol meeting on the camping theme. First demonstrate how to set up a tent properly, including precautions on handling to avoid damage. Then divide the patrol into two teams and give each a tent bag. On signal they must race to set up the tents.
Once both tents are up, allow boys to climb inside to have a secret meeting. Take off shoes first. Inside, they have ten minutes to plan a song or a short skit to entertain the other boys at their campfire. Ring a bell to call the boys out to the campfire. Choose one team to lay the firewood. Talk about fire safety. Have the boys circle around the campfire. Teams take turns entertaining each other. Leader gives closing and the other team put out the campfire properly. Take down the tents, sing taps and go home.
Taps lyrics are “Day is done. Gone the sun, from the lakes, from the hills from the sky. All is well, safely rest. God is nigh.”
**TEACHING KNOTS**
Try to teach basic knots over an extended period. Do not try to teach them more than two knots in any given meeting.
Most boys will start to get confused after the second knot. Master the square knot and clove hitch first, and then add the others.
Repetition and using them for a real purpose is the key to learning knots. Once you have introduced them, keep including the skills in various games and other activities. Using rope of two different colors helps some boys see more clearly how knots are correctly tied and lessens confusion. Boys will need individual attention in learning and demonstrating these knots; so try to get some help in watching them tie them. Your den chief would be good at this.
There are six taught in this activity badge. Be sure to teach them in practical situations so that they will know what to use them for! The uses of the required knots are listed in the Webelos Scout book along with the instructions. Use a lot of knot tying games (Webelos Leader Guide) to make it fun, and use ropes for other games as well.
**HOW DO I USE IT?**
Even though we teach the boys about the outdoors, we often forget to help them think about how to use the equipment that they have in an emergency. This is a fun discussion exercise to use with your boys. Here is a list of equipment the boy has been left alone with, in a remote location:
| Pail | Flashlight | Large blue tarp |
|------|------------|-----------------|
| FM radio | Compass | Pocket knife |
| Rope | Fishing pole | Whistle |
| | Map | |
- If he were lost in the woods, which items might help him find his way back?
- Which items might be used to get help?
- Which items might be used to make himself comfortable?
- Would your choices be different if you might be lost for many months?
- If he only had one of these items, which would it be? Two items? Three items? …
**EDIBLE CAMPFIRE**
Use this for a patrol activity to teach proper fire building techniques. As boys are building their individual fires, explain why each step is important. After the fire is built, enjoy eating this treat!
Napkin – designates a cleared area
Miniature marshmallows – for fire circle
Small cup of water – to extinguish fire
Shredded coconut – kindling
Skinny pretzels – tinder
Fat pretzels – fuel
Candy corn – fire
**NO SLEEPING BAG? NO PROBLEM**
Do you have to have a sleeping bag when you go camping? Certainly not, and during the warm months in many states (e.g. Texas), lighter sheets and blankets can be much more comfortable that a warm sleeping bag.
What is most important is:
- Provide a barrier between you and the ground that keep you dry if the tent gets wet. This can be as simple as a sheet of plastic.
- Provide some padding under you, so that the rocks and roots under you don’t keep you awake. An extra blanket or a closed cell foam pad will work nicely.
- No pillow is required. A cloth laundry bag or pillowcase holding your extra clothes makes a nice pillow at night, and your next day’s clothes are easy to find.
- Blankets are the best things to use as a sleeping bag substitute. Wool in the winter and synthetic in the summer can keep you toasty warm. A piece of plastic over the blanket and under your body can add to how warm it keeps you on a chilly night.
- Whether using blankets or a sleeping bag, it is more comfortable to have a sheet next to your body. Fold a twin-size sheet in half and safety pin it on the sides.
**SUCCESSFUL OUTDOOR COOKING**
It is important that Webelos are allowed to cook on their campouts. With a little bit of supervision for the sake of safety and health, the boys should be able to prepare their own breakfasts, lunches and dinners. Don’t be afraid to give them a chance to cook your food AND to clean up afterward. If they clean up, they will learn not to be so messy while cooking.
**Simple breakfast items:**
- Pre-mixed Pancakes, just add milk or water. Don’t forget the oil on the griddle.
- Dice potatoes and fry. For more flavor add salt, pepper, onions and bell peppers.
- Bacon, and this can provide cooking oil for the pancakes and potatoes.
- Boiled mini link sausages.
- Toast bread over a fire, with sticks holding the bread.
**Simple lunch items:**
- Keep simple quick and easy with sandwiches. Grilled ham and cheese sandwiches can add some challenge.
- Open a can of their favorite soup.
**Simple dinner items:**
- Foil dinners. Best if you use Extra Heavy Duty Aluminium Foil. Foil dinner success comes when the raw potatoes, vegetables and meats are cut very small, there is a lot of moisture in the food or added with barbeque sauce, and you carefully seal folded edges. Use a Sharpie marker to write names on the outside, and cook on edge over hot coals.
- Hotdogs on a stick over hot coals.
- Bake rolls in a Dutch oven or wrap dough on a stick over hot coals.
- Bake a fruit cobbler in a Dutch oven (the official Texas state cooking implement). Line the Dutch oven with heavy duty foil to avoid any clean-up.
*Baltimore Area Council*
The best way to work on the Outdoorsman Activity Badge is on a Parent-Son overnight campout. Policies of the Boy Scouts of America encourage one or two Parent-Son overnights during the year when a boy is a Webelos Scout. This is not full-fledged Boy Scout camping--only a taste of what is to come when the boy joins a troop. After a Cub Scout becomes a Boy Scout, he will become proficient in handling himself in the woods. As a Webelos Scout, he should not be expected to completely master any of these skills--only to have a little fun in the woods.
Most Webelos cannot wait for the first campout. But some are really not ready for it when they go. Good planning and assistance from the parents is important to make the first campout away from home successful.
Make sure that new boys that have not camped have the back yard experience first. They will probably be in and out all night, but it will help raise their confidence.
If you are using state parks, call ahead for reservations. Most will save you a space if you send in the required deposit on time. Make sure you get permission to use private property, and fill out a Tour Permit to get clearance from the Scout Service Center. When you are planning, use these topics as brain teasers. Make sure you consider these for a successful campout.
- **Adult assistance** - Son and one, not more than two boys to one adult.
- **Location** - Distance, time and transportation
- **Food** - Dietary problems, weight, water, refrigeration, trash disposal.
- **Cooking** - Basic food groups. Keep it simple. Try it at home first.
- **Sanitation** - Safe water, proper dish washing, showers, hand washing, latrines.
- **Safety** - No hatchets, axes, or chain saws. Buddy system: everything! Follow fire rules. Gas fuels - adults only!
- **First aid** - Medication for boys, allergies, nearest medical facility, good first aid kit (you can make it yourself).
- **Activities** - Activity Badges, Tracking, Hiking, Orienteering, Campfire, Swimming, Fishing, Knots.
- **Plan B** - Something to do if the above activities cannot be done because of weather, etc.
**Camping**
- **Campsite** - Watch for low areas that may be a runoff or stream if it rains. Check for dead branches overhead that may fall if the wind blows.
- **Tents** - Seams need to be sealed before first use. Practice set-up and teardown, in daylight and darkness, before the trip.
- **Bedding** - Make sure it’s suitable for the weather. Remind the boys to change into clean, dry clothes at night before bed, not in the morning.
**Packing**
Use checklist in book.
Have a “shakedown”: see what the boys pack early.
Raingear (big plastic bags are cheap).
Put things in small plastic bags. It keeps them dry and organized.
**Homemade Mess Kit**: Staple together two aluminum foil pie plates for thickness. Staple together two more. Use one double thickness pie plate for the top of mess kit, the other for the bottom. Fasten together on opposite sides with paper clamp. Tie a leather shoelace through hole in paper clamp. To make a strap to hang on belt or bicycle handlebar. This mess kit will hold a collapsible cup, and plastic fork and spoon.
**Roasting Tools** -- Wiener or marshmallow roasting utensils are made from wire coat hangers, which have had the paint sanded or burned off. Handles are either pieces of wooden dowel or spools glued together. Be sure the holder is long enough so you can stand back from the fire when using it.
**Hand washer**:
**Materials needed:**
1 large bleach bottle or milk jug
1 bar of soap
Leg of old panty hose
String and knife
1 roll of paper towels
1 sturdy stick and small twig
**Directions:**
- Punch a hole in each side of the bottom of a bleach bottle or milk jug.
- Run a string through one hole and out the other.
- Wrap each end of the string around the ends of a sturdy stick. (First slide the roll of paper towels onto the stick.)
- Bring ends of the string together and tie.
- Then hang over tree limb.
- Slip the bar of soap into the toe of the panty hose.
- Tie to handle of the bottle.
- Punch a small hole about 1 inch from the bottom and plug with a small twig.
- Remove twig to use.
- You may wish to tie the twig to the handle with strings so as not to lose it.
**Den First Aid Kit**
A number of kits are on the market, but as a Webelos den project, you can make one for the den. The first aid kit is best packed in a waterproof container such as a plastic refrigerator box. *(I hope they mean a food storage box for refrigerator not the box that your refrigerator arrived in.)*
*No one could lift one of those if it was full of First Aid supplies @ @ CD* Here are some items that can be considered standard; soap, box of adhesive bandages (assorted sizes and waterproof), adhesive tape, sterile gauze pads (small and large), burn ointment, small scissors, tweezers, a packet of needles, safety pins, ammonia inhalant capsules, chopsticks, salt tablets, snakebite kit, poison ivy lotion, tablets for digestive upsets.
**Trail Snacks**
Have the boys prepare a trail snack to take with them. See recipes below:
Hiker's Nosebag This and That
Ingredients
1/4 lb. seeded raisins
1/4 lb. seeded raisins
1/4 lb. Cheese
1/4 lb. peanuts
1/4 lb. Chocolate
1/4 lb. chocolate bits
1 apple
Some favorite sugared cereal
Directions
Put all ingredients in a plastic bag)
Mix well
Eat and enjoy
Games
Map Concentration - Let the boys make sets of map symbols on index cards and play a game of concentration.
Clock Hike: Each boy picks a time, then using a compass with north as 12 o'clock, you simply hike a predetermined number of paces that the "time" dictates. Then use the next boy's selected time for the new direction. Teaches a little of compass usage and provides some exposure to what they will get into in Boy Scouts.
Webelos Handbook -- Aside from the fun the boys will experience on the overnight campout, they should complete enough requirements to earn the Outdoorsman Activity Badge by the time they return home.
In addition, certain requirements for other badges can be accomplished while on a campout. For example:
Geologist - Collect 5 geological specimens that have important uses.
Naturalist - Be able to identify the poisonous plants and reptiles in your area. Observe wild animals in their natural habitat. Describe what you saw and what they were doing.
Forester - Identify 6 forest trees and tell what useful wood products come from them.
Traveler - Make a list of 4 nearby trips. Act as navigator on one of them at least 25 miles long. Pack a suitcase for the trip. Check the First Aid Kit in the car.
Baltimore Area Council
The best way to work on the Outdoorsman Activity Badge is on a Parent-Son overnight campout. Policies of the Boy Scouts of America encourage one or two Parent-Son overnights during the year when a boy is a Webelos Scout. This is not full-fledged Boy Scout camping--only a taste of what is to come when the boy joins a troop. After a Cub Scout becomes a Boy Scout, he will become proficient in handling himself in the woods. As a Webelos Scout, he should not be expected to completely master any of these skills--only to have a little fun in the woods.
Most Webelos cannot wait for the first campout. But some are really not ready for it when they go. Good planning and assistance from the parents is important to make the first campout away from home successful.
Make sure that new boys that have not camped have the back yard experience first. They will probably be in and out all night, but it will help raise their confidence.
If you are using state parks, call ahead for reservations. Most will save you a space if you send in the required deposit on time. Make sure you get permission to use private property, and fill out a Tour Permit to get clearance from the Scout Service Center. When you are planning, use these topics as brain teasers. Make sure you consider these for a successful campout.
- **Adult assistance** - Son and one, not more than two boys to one adult.
- **Location** - Distance, time and transportation
- **Food** - Dietary problems, weight, water, refrigeration, trash disposal.
- **Cooking** - Basic food groups. Keep it simple. Try it at home first.
- **Sanitation** - Safe water, proper dish washing, showers, hand washing, latrines.
- **Safety** - No hatchets, axes, or chain saws. Buddy system everything! Follow fire rules. Gas fuels - adults only!
- **First aid** - Medication for boys, allergies, nearest medical facility, good first aid kit (you can make it yourself).
- **Activities** - Activity Badges, Tracking, Hiking, Orienteering, Campfire, Swimming, Fishing, Knots.
- **Plan B** - Something to do if the above activities cannot be done because of weather, etc.
Camping
- **Campsite** - Watch for low areas that may be a runoff or stream if it rains. Check for dead branches overhead that may fall if the wind blows.
- **Tents** - Seams need to be sealed before first use. Practice set-up and teardown, in daylight and darkness, before the trip.
- **Bedding** - Make sure it’s suitable for the weather. Remind the boys to change into clean, dry clothes at night before bed, not in the morning.
Packing
Use checklist in book.
Have a “shakedown”; see what the boys pack early.
Raingear (big plastic bags are cheap).
Put things in small plastic bags. It keeps them dry and organized.
Homemade Mess Kit: Staple together two aluminum foil pie plates for thickness. Staple together two more. Use one double thickness pie plate for the top of mess kit, the other for the bottom. Fasten together on opposite sides with paper clamp. Tie a leather shoelace through hole in paper clamp. To make a strap to hang on belt or bicycle handlebar. This mess kit will hold a collapsible cup, and plastic fork and spoon.
Roasting Tools – Wiener or marshmallow roasting utensils are made from wire coat hangers, which have had the paint sanded or burned off. Handles are either pieces of wooden dowel or spools glued together. Be sure the holder is long enough so you can stand back from the fire when using it.
Hand washer:
**Materials needed:**
- 1 large bleach bottle or milk jug
- 1 bar of soap
- Leg of old panty hose
- String and knife
- 1 roll of paper towels
- 1 sturdy stick and small twig
**Directions:**
- Punch a hole in each side of the bottom of a bleach bottle or milk jug.
- Run a string through one hole and out the other.
- Wrap each end of the string around the ends of a sturdy stick. (First slide the roll of paper towels onto the stick.)
- Bring ends of the string together and tie.
- Then hang over tree limb.
- Slip the bar of soap into the toe of the panty hose.
- Tie to handle of the bottle.
- Punch a small hole about 1 inch from the bottom and plug with a small twig.
- Remove twig to use.
- You may wish to tie the twig to the handle with strings so as not to lose it.
**Den First Aid Kit**
A number of kits are on the market, but not make one as a as a Webelos den project. The first aid kit is best packed in a waterproof container such as a plastic refrigerator box. *(I hope they mean a food storage box for refrigerator not the box that your refrigerator arrived in. No one could lift one of those if it was full of First Aid supplies 😊 CD)* Here are some items that can be considered standard; soap, box of adhesive bandages (assorted and waterproof), adhesive tape, sterile gauze pads (small & large), burn ointment, small scissors, tweezers, needles, safety pins, ammonia inhalant capsules, chopsticks, salt tablets, snakebite kit, poison ivy lotion, tablets for digestive upsets.
**Trail Snacks**
Have the boys prepare a trail snack to take with them. See recipes below:
**Hiker’s Nosebag This and That**
**Ingredients**
- 1/4 lb. seeded raisins
- 1/4 lb. seeded raisins
- 1/4 lb. Cheese
- 1/4 lb. peanuts
- 1/4 lb. Chocolate
- 1/4 lb. chocolate bits
- 1 apple
- Some favorite sugared cereal
**Directions**
Put all ingredients in a plastic bag
Mix well
Eat and enjoy
**Games**
**Map Concentration**: Let the boys make sets of map symbols on index cards and play a game of concentration.
**Clock Hike**: Each boy picks a time, then using a compass with north as 12 o’clock, you simply hike a predetermined number of paces that the “time” dictates. Then use the next boy’s selected time for the new direction. Teaches a little of compass usage and provides some exposure to what they will get into in Boy Scouts.
**Webelos Handbook** -- Aside from the fun the boys will experience on the overnight campout, they should complete enough requirements to earn the Outdoorsman Activity Badge by the time they return home.
In addition, certain requirements for other badges can be accomplished while on a campout. For example:
**Geologist** - Collect 5 geological specimens that have important uses.
**Naturalist** - Be able to identify the poisonous plants and reptiles in your area. Observe wild animals in their natural habitat. Describe what you saw and what they were doing.
**Forester** - Identify 6 forest trees and tell what useful wood products come from them.
**Traveler** - Make a list of 4 nearby trips. Act as navigator on one of them at least 25 miles long. Pack a suitcase for the trip. Check the First Aid Kit in the car.
---
**ARTIST MENTAL SKILLS GROUP**
*Great Salt Lake Area Council*
Cub scouts is for learning and experimenting. We have the opportunity to share the information we have gained from our experience. You may have a family member or a friend who has a talent they would like to share. Try something that you haven’t tried.
**OBJECTIVES**
- To allow Webelos to experiment with different art media
- To give boys a sense I pride an accomplishment in their work
- To familiarize Webelos with the color wheel
- To introduce Webelos to various art mediums
**DEN ACTIVITIES**
- Invite a school art instructor or an artist to your den meeting to discuss basic art and to answer any technical questions on the requirements, which may come up.
- Let the boys study the color wheel and practice combining paints making shades and tints with tempera or watercolor. [http://www.ficml.org/jemimap/style/color/wheel.html](http://www.ficml.org/jemimap/style/color/wheel.html)
- Have modeling clay and material on hand for making models. See Webelos Scout book for instructions on modeling a head. [http://www.pioneerthinking.com/modelingclay.html](http://www.pioneerthinking.com/modelingclay.html)
- Make mobiles. [http://www.daniellesplace.com/html/paper_craft_2.html](http://www.daniellesplace.com/html/paper_craft_2.html)
- Make constructions - simple designs in space.
- Visit an art museum and look at the design ideas put into each display.
- Make drawings from nature - birds, animals, plants, flowers, etc., scriber in the pencil (with the original drawing under it). [http://drawsketch.about.com/](http://drawsketch.about.com/)
**MODELING CLAY**
RECIPE 1
Mix together:
2 1/2 cups flour
1-cup salt
1-cup water
Food coloring is optional.
Store in refrigerator.
RECIPE 2
Mix and cook over low heat until mixture thickens:
1-cup salt
1-cup flour
1-cup water
Food coloring is optional.
Cool before using
Snack Food Sculptures
Great Salt Lake Area Council
Ingredients
Bread sticks pretzels potato chips
Cheese curls crackers popcorn
Other interestingly shaped foods
Sour cream cream cheese onion soup
Directions
✓ Soften cream cheese
✓ Blend in the soup mix and enough sour cream to make a thick paste
✓ Use paste to glue the snack foods together into a unique creation
Abstract Art
Great Salt Lake Area Council
Tune: I’m Looking Over a Four Leaf Clover
I’m watching you painting an abstract painting,
And wond’ring what it can be.
Could it be mountains or could it be trees?
Could it be puppies or could it be me?
No use explaining, what you are painting
‘Cause even then I could not see
What you are painting in your abstract painting,
It’s all just a mess to me
Baltimore Area Council
For many people, art is the way they make their living. For others, it is a recreational activity which develops into a lifelong hobby. The Artist Activity Badge won’t make an artist out of every Webelos Scout, but it should help each boy better understand how the artist works and what he’s trying to express.
If you are not familiar with color charts, design, sculpture, mobiles, and constructions, you may wish to enlist the help of an experienced dad or mother or an art teacher. Beginner’s books on art will also be helpful.
Webelos Scouts will learn to be more observant in this Activity Badge area as they learn to distinguish between colors, tints, and shades. They should appreciate and be more aware of design and color in nature as they learn about these elements of art. They will develop creativity as they practice design and work on sculptures, mobiles and constructions.
Field Trips
• Attend an art exhibit or visit an art museum.
• Visit your community or village center and look at some of the sculptures, statues, and fountains.
• Keep an eye out for special art shows in the Sunday paper. Major art galleries and museums usually have an exhibit on display.
• Take walking tour of an art plaza in your area, to see excellent examples of sculpture in the statues you can find there.
• Visit the art department of a local college or an arts festival, and watch an artist at work.
Speakers
• Art instructor
• Artist
Pack Meeting
• Demonstrate a color wheel.
Using poster paint, start with the 3 primary colors of red, yellow and blue, mix a little blue with the red to make violet and gradually mix in more blue to make blue violet. Then do the same with yellow and red, and red and blue.
Den Activities
• Let the boys study a color wheel and practice combining paints making shades and tints with tempera or watercolor.
• Ask boys to make a profile of a family member and an original picture at home.
• Design is basic in all art. Have boys make two designs each of straight line, curved line, and a composite of both types of lines.
• Have each boy make a pencil sketch of a bottle, dish, or other still object.
• Hold an “Art Can Be Fun” night for the Webelos den families.
• Have modeling clay and material on hand for making models.
• Start simple sculptures to be finished at home. (See Webelos Scout book)
• Make mobiles. Boys can bring some of materials for mobiles from home.
• Have boys make drawings during a nature hike of birds, animals, trees, insects, plants, etc.
Afterimages
Eyes are funny things. Sometimes they can fool you. Here is proof. Get some pieces of brightly colored paper, cardboard, or cloth. Be sure the colors are bright. Use red, green, blue, yellow, orange, and violet. Cut 3-inch circles from the colored sheets. You’ll need a sheet of black and a sheet of gray paper or cardboard, too.
Go outdoors in the bright sunlight or sit under a bright lamp indoors.
Put the red circle on the black paper and look at it steadily for at least thirty seconds. Be sure not to move your eyes. Sometimes the experiment works better if you shut one eye. Now take the red circle away and continue looking steadily at the black background. You should see a circle on it, but
the color will be green not red.
Try the experiment again, with a gray instead of a black background. The gray will also appear to be green.
Turning off the light or moving into a shadow sometimes increases the effect.
Try again, using a green circle. The afterimage will be red. Use a blue circle and the afterimage will be orange.
An orange circle will give a blue image;
Yellow will give violet and violet yellow.
We say that opposites are complementary colors. We can arrange them in a circle as shown.
The order of colors, starting from violet to blue is the same as in the rainbow.
Many of the beautiful effects in paintings come from “retinal fatigue”. The eye can get tired, just like a muscle.
It gets tired from looking at just red. And so, when you take the red away, the retina of the eye tries to see just the opposite, or complementary color. Look at the circle you made again and see if you can determine the afterimage or complementary color to red-orange.
What about blue-green?
**Kim’s Game:**
Arrange 20 objects in an orderly fashion.
Have the Webelos study the objects in silence for 20 seconds.
Then each player returns to his seat and writes the names of as many objects as he can remember.
The one who names the most correct objects wins.
**Artist’s Quiz:**
Match the answers on the right to the clues on the left.
1. A primary paint color
a. Violet
2. Genius Kit
b. Design
3. Arrangement of shapes or lines
c. White
4. A secondary paint color
d. Blue
5. Mixture of blue and yellow
e. Construction
6. Hanging shape
f. Green
7. Mixture of blue and red
g. Orange
8. Add this color to make a lighter hue
h. Mobile
**Police Artist Drill:**
Use an enlarged sheet of head sizes, hairstyles, eyes, mouths, noses and ears to trace an approximate likeness of a well-known person.
Let each boy take a sheet of tracing paper and move it around, selecting appropriate features for the likeness he is creating.
You might want to add this selection of features by tracing some hairstyles, mouths, or ears from magazines or newspaper ads.
**WEB SITES**
Plant websites of BOY interest:
*Grand Teton Area Council*
http://kidsregen.org/index.php
http://www.urbanext.uiuc.edu/gpe/index.html
http://www.urbanext.uiuc.edu/kids/index.html
For More Information
Utah National Parks Council
www.arborday.org/programs/
www.nwf.org/kids/
www.tolweb.org/free/
www.realtrees4kids.org/
www.urbanext.uiuc.edu/kids/
www.inhs.uiuc.edu/chf/pub/free_kit/
www.americanforests.org/resources/kids/
Daniel Boone Homestead in Birdsboro, PA
Here is the website for the Daniel Boone Homestead youth camping info. Our pack usually camps there in May. We meet Saturday at 10:00, get there by noon, then leave Sunday around 10:00 a.m. They have a full kitchen and we make the buffet at the Marriott look weak!! Bacon, eggs, pancakes, you name it, we make it, and eat it!
http://www.danielboonehomestead.org
Wooden Kits
Here is a source for wooden model kits for your Cubs to build. I usually do not plug manufacturers but this is a Scouter trying to help other Scouters and he comes recommended to me. He has been designing and creating wood model kits for group projects for a few years. They are sold essentially at cost. These are great for group skills learning projects and take approximately 1/2 hour to construct. Sample kits can be provided to Pack/Den leaders for the cost of shipping. Or local pickup in the Plano Texas area. Please send me your opinion if you order something. The website is myste.verizon.net/joeswoodshoplce
Traffic sign website from Christine in Minnesota.
http://www.trafficsign.us/
Christine works at the Tesseract School in Minnesota. From their website it is an exciting and challenging place for children (http://www.tesseractschool.net/index.cfm) I love the hand drawn Tesseract Mazes, although they are hard to find on the web, it is worth the search. I wonder of the maze maker and the school name are connected?? There is also a Tesseractschool.org in Arizona. CD.
**POW WOW EXTRAVAGANZAS**
*Let me know as soon as your date is set. I will post whatever I receive! CD*
**Southern NJ Council**
*With help from Burlington and Jersey Shore, too!!*
Cub Scout Centennial Express
January 24, 2009
A School in Millville, NJ
Call Southern NJ Council, 856-327-1700, extension 32, or visit the website, www.snjscouting.org for more information
*If you have set your themes, dates and places (or any two of the three) drop me an Email and I will begin listing your Pow Wow here* CD
ONE LAST THING
Murphy Was A Scouter
Baltimore Area Council
Everyone knows Murphy’s Law. Well, it is a little known fact the Murphy was actually a Scout Leader. In my continuing quest to learn more about Scouting, I have begun to locate a number of his quotations, which I now offer to share with everyone. Murphy traveled throughout Canada, the USA, England and Australia, so some of the terms listed here may have a regional flavor.
- Scout Leaders who fail to show up at Leader’s planning meetings are automatically volunteered for the next least favored instruction or activity.
- The last Scouter who quit will be held responsible for everything that goes wrong - at least until the next Scouter quits.
- No matter how long or hard you shop for a particular piece of camping gear, immediately after you’ve bought it, it will be on sale somewhere cheaper.
- Under the most rigorously controlled conditions of time, planning, material acquisition, skill testing and training, Cub Scouts will invariably do as they dang well please.
- The time spent on consuming a camp meal is in inverse proportion to the time spent preparing it.
- Any tent peg, when dropped, will fall immediately where the tent will be placed and directly underneath where you will place your sleeping bag.
- Interchangeable parts – aren’t.
- The chance of a piece of bread falling with the buttered side down, is directly proportional to the amount of mud in which you are standing.
- Leakproof seals – will.
- Never eat prunes when you’re famished.
- Matches are always at the bottom of the rucksack (backpack) when you need them.
- Matchboxes always open upside down, spilling the contents.
- The size of the fire is inversely proportional to the need, (for example - a glimmer for cooking and a roaring inferno for the campfire singing).
- The Map you bring is the wrong one, someone has just used the correct one to light the fire.
- The number of tent pegs is always equal to the number of guy-ropes, less one.
- There is always a rock buried where you want to drive in the tent peg.
- The strength of the wind (and rain) is inversely proportional to the number of people putting up the tent.
- Meals are always eaten before the Leader has time to eat.
- The Leaders sausages (hot-dogs) are always the ones that fall into the fire.
- Lights out, for Scouts, is defined as the time to start having fun.
- The weight of rucksacks increases with the distance traveled.
- Contents of a rucksack always increase in size when you try to repack them.
- Contents of the rucksack reverse position after packing, in proportion to their urgency of need (most needed items at the bottom).
- The carrier of the First Aid kit is always the furthest person away from the emergency.
- The size of a cut is always greater than the biggest Band-Aid available.
Here is another Murphism –
Fifteen Steps to Building a Campfire
Baltimore Area Council
1. Split dead limb into fragments and shave one fragment into slivers.
2. Bandage left thumb.
3. Chop other fragments into smaller fragments
4. Bandage left foot.
5. Make structure of slivers (include those embedded in hand)
6. Light Match
7. Light Match
8. Repeat, “A Scout is cheerful” and light match.
9. Apply match to slivers, add wood fragments, and blow gently into base of fire.
10. Apply burn ointment to nose.
11. When fire is burning, collect more wood.
12. Upon discovering that fire has gone out while out searching for more wood, soak wood from can labeled “kerosene.”
13. Treat face and arms for second-degree burns.
14. Relabel can to read “gasoline.”
15. When fire is burning well, add all remaining firewood.
16. When thunderstorm passes, repeat steps 1 through 15.
Nobody wants to get Poison Ivy. It makes your skin get red and break out in very, very itchy bumps.
What's the best way not to get Poison Ivy? By knowing what it looks like!
This is not always easy. Poison Ivy can have shiny leaves or dull leaves. It can grow close to the ground or up on trees or bushes. Sometimes, it has tiny white flowers. Other times, it has pale green berries.
But one thing about Poison Ivy never changes. Its leaves always grow in groups of three!
Poison Ivy leaves can have edges with teeth on them. Color these leaves green.
Or Poison Ivy leaves can have smooth edges. Color these green too.
In the spring, Poison Ivy leaves are small and young. Color these leaves red.
In the summer, the leaves get bigger and turn green.
In the fall, Poison Ivy leaves can turn yellow, red, or orange.
In the winter, Poison Ivy loses its leaves, but not its hair! That's how you can tell the stems of Poison Ivy in the winter. To be careful, it's still poisonous! Color these stems brown. | <urn:uuid:7694d28f-75b7-4664-8b6d-1bf69ba04869> | CC-MAIN-2021-17 | http://usscouts.org/bbugle/bb0804.pdf | 2021-04-10T14:27:07+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038057142.4/warc/CC-MAIN-20210410134715-20210410164715-00511.warc.gz | 104,966,409 | 48,101 | eng_Latn | eng_Latn | 0.997437 | eng_Latn | 0.998395 | [
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Chicopee 4Rivers Watershed Council
Our rivers grant us many benefits if only we use these resources in balance with their nature.
The 4 Rivers:
**Ware** – flows southwest from the west slope of Mt Wachusett, through Barre & Ware to meet 2 other tributaries in 3 Rivers/Palmer.
**Quaboag** – flows from Spencer, through the Brookfields to meet the Ware in 3 Rivers.
**Swift** – Impounded to form the Quabbin Reservoir, its lower section flows free to meet the Ware in 3 Rivers.
**Chicopee** – formed by the first 3 rivers, the Chicopee flows 17 miles west through Ludlow & Wilbraham, Springfield to enter the Connecticut River in the City of Chicopee.
*4 Rivers = 1 River system...*
Want to help?
C4RWC
Contact: email@example.com
The Chicopee River Watershed is the largest in the state of Massachusetts and the entire Connecticut River watershed, yet it has no active council serving its resource protection and community needs.
In 2014, a small group began to explore the opportunity to revive the old council and begin activities.
2015 will mark the beginning of this new effort. C4RWC has identified a number of activities to engage local residents around the watershed. Ultimately the goal will also be to formally organize to regularly engage in river friendly projects, education and outreach.
Join the Effort!
firstname.lastname@example.org
The first projects will be:
1. Blue Trails
2. Monitoring
3. Clean ups
4. Organizing
Blue Trails: like hiking trails, Blue Trails offer people an opportunity to explore. A water trail offers paddlers healthy recreation and the chance to come to know a river. C4RWC would like to improve river access and create Blue Trails on all the main rivers in the watershed and form trail teams to care for them.
Monitoring: C4RWC recognizes that monitoring water quality is important to inform the public on the health of the rivers in the basin. We plan to monitor bacteria in recreation areas, stream temperatures for aquatic life health, and general water chemistry changes. We hope to also perform additional ecological health monitoring such as benthic life surveys. Volunteers can perform monitoring, we could also partner with local schools and community groups.
Clean ups: These are the first phase of restoration. C4RWC will organize clean ups at boating access points and other locations as needed.
Organizing: Ultimately C4RWC will need a strong organization to sustain the effort to provide stewardship for the rivers of the Chicopee 4-Rivers region. Forming a non-profit is the best means of doing this. | <urn:uuid:8ecedc3a-521f-40f5-9cad-5f25437138cf> | CC-MAIN-2018-17 | https://chicopee4riverswatershed.files.wordpress.com/2015/02/c4rwc-brochure-1b.pdf | 2018-04-23T11:12:14Z | crawl-data/CC-MAIN-2018-17/segments/1524125945942.19/warc/CC-MAIN-20180423110009-20180423130009-00566.warc.gz | 574,463,580 | 572 | eng_Latn | eng_Latn | 0.993526 | eng_Latn | 0.997743 | [
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1) A shop has 376 pairs of socks. 87 pairs are white sport socks and 123 are white trainer socks. How many other pairs are there.
\[
\begin{align*}
&123 \\
+ &87 \\
\hline
&210 \\
\end{align*}
\]
\[
\begin{align*}
&376 \\
- &210 \\
\hline
&166 \\
\end{align*}
\]
Answer = there are 166 other pairs of socks
2) \[
\begin{align*}
&154 \\
+ &76 \\
\hline
&230 \\
\end{align*}
\]
\[
\begin{align*}
&289 \\
- &230 \\
\hline
&59 \\
\end{align*}
\]
Answer = there are 59 children in foundation stage.
3) \[
\begin{align*}
&175 \\
+ &132 \\
\hline
&307 \\
\end{align*}
\]
\[
\begin{align*}
&493 \\
- &307 \\
\hline
&186 \\
\end{align*}
\]
Answer = there are 108 pencils left in the store cupboard.
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] | false | rolmOCR | [
778
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2.046875
] | 1 | 0 |
Who’s in the Driver’s Seat—Me or My Phone?
A SELF-EVALUATION FOR PARENTS
| Question | Often | Sometimes | Never |
|--------------------------------------------------------------------------|-------|-----------|-------|
| Do I feel distracted by my phone when spending time with my kids? | | | |
| Is my child or teen’s behavior more problematic when I’m on my phone? | | | |
| Would I rather be on my device than interacting with my partner or kids?| | | |
| Is my phone within arm’s reach when I sleep at night? | | | |
| Do I pick my phone up first thing in the morning or is it the last thing I look at before I go to sleep at night? | | | |
| Do I lose sleep or delay my bedtime to spend time on a device? | | | |
| Does my device distract me from meaningful conversation with my partner or kids? | | | |
| Am I modeling the kind of tech habits I want my kids to have when they are older? | | | |
| Do my kids or partner tell me that I look at my phone a lot? | | | |
| Do I set out to complete a task at home or at work and get distracted by my device? | | | |
| Do I put off things I should be doing to look on my phone instead? | | | |
| Am I happy with how much time I spend on my device? | No | Yes |
Need some help?
Our course Creating a Tech-Healthy Family was made for you! | <urn:uuid:2395d29b-27c2-48f1-9bde-f3d41e067b7c> | CC-MAIN-2025-08 | https://resources.finalsite.net/images/v1698153969/rosemont/xkxvumpymk54ipbgmeii/Parent-Self-Evaluation2.pdf | 2025-02-18T13:24:49+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738832261702.77/warc/CC-MAIN-20250218113527-20250218143527-00273.warc.gz | 433,433,855 | 363 | eng_Latn | eng_Latn | 0.974358 | eng_Latn | 0.974358 | [
"eng_Latn"
] | false | rolmOCR | [
1675
] | [
2.09375
] | 1 | 0 |
| Momentum | AQA | Edx | MEI | OCR |
|----------|-----|-----|-----|-----|
| Conservation law | M1 | M1 | M2 | M1 |
| Impulse | M2 | M1 | M2 | M2 |
| Moments | M2 | M1 | M2 | M2 |
Before the exam you should know:
- What momentum is, in particular that it is a vector and how to calculate it.
- About conservation of momentum and understand the calculations involved.
- What impulse is and the two ways in which it can be calculated.
- What moments are and how to calculate them.
**Momentum**
If an object of mass $m$ has velocity $\mathbf{v}$, then the momentum of the object is its mass $\times$ velocity, i.e. Momentum = $m\mathbf{v}$
Momentum is a vector quantity because it has both a magnitude and direction associated with it. Its units are kg ms$^{-1}$ or Newton seconds Ns.
**Conservation law**
For a system of interacting particles, the total momentum of a system remains constant when there is no resultant external force acting.
If two particles collide:
```
A (m_a) B (m_b)
→ u_a → u_b
→ v_a → v_b
```
Where:
- $m_a =$ mass of particle A
- $m_b =$ mass of particle B
- $u_a =$ velocity of particle A before collision
- $u_b =$ velocity of particle B before collision
- $v_a =$ velocity of particle A after collision
- $v_b =$ velocity of particle B after collision
Then, the principle of conservation of momentum is:
\[ m_a \mathbf{u}_a + m_b \mathbf{u}_b = m_a \mathbf{v}_a + m_b \mathbf{v}_b \]
i.e. Total momentum before collision = Total momentum after collision
It is key to read these questions carefully noting the directions of the velocities of the particles both before and after a collision. Remember two particles could coalesce and move as one particle.
**Example (Momentum)**
A biker and their motorbike have a combined mass of 320 kg and are travelling along a straight horizontal road at 22 ms$^{-1}$. A cyclist and their cycle, which have a combined mass of 80 kg, travel in the opposite direction at 10 ms$^{-1}$. What is the momentum of the biker and what is the momentum of the cyclist?
Defining the direction of the biker as positive, then:
- momentum of biker = $320 \times 22 = 7040$ kg ms$^{-1}$
- momentum of cyclist = $80 \times (-10) = -800$ kg ms$^{-1}$
**Example (Conservation law)**
A particle, of mass 5.9 kg, travelling in a straight line at $5.1\mathbf{i}$ ms$^{-1}$ collides with another particle, of mass 4.1 kg, travelling in the same straight line, but in the opposite direction, with a velocity of $2.9\mathbf{i}$ ms$^{-1}$.
Given that after the collision the first particle continues to move in the same direction at $1.6\mathbf{i}$ ms$^{-1}$, what velocity does the second particle move with after the collision?
```
5.9 kg
→ 5.1\mathbf{i} \text{ ms}^{-1}
← 2.9\mathbf{i} \text{ ms}^{-1}
4.1 kg
→ 1.6\mathbf{i} \text{ ms}^{-1}
→ v_b
```
\[ m_a \mathbf{u}_a + m_b \mathbf{u}_b = m_a \mathbf{v}_a + m_b \mathbf{v}_b \]
\[ 5.9 \times 5.1\mathbf{i} + 4.1 \times (-2.9\mathbf{i}) = 2.9 \times 1.6\mathbf{i} + 4.1 \times v_b \]
\[ 30.09\mathbf{i} - 11.89\mathbf{i} - 4.64\mathbf{i} = 4.1 \times v_b \]
\[ 13.56\mathbf{i} = 4.1 \times v_b \]
\[ v_b = 3.31\mathbf{i} \text{ ms}^{-1} \]
Impulse
The impulse of a force $F$, acting for a short time, $t$, on a body is the quantity $Ft$,
i.e. \[ \text{Impulse} = Ft \]
In general the impulse of $F$ is given by $\int F \, dt$. For motion in one dimension it can be shown that:
\[ \text{The impulse of } F = \text{Change in momentum}, \]
\[ = mv - mu \]
Where $u$ is the initial velocity and $v$ is the final velocity.
Impulse is often found indirectly by reviewing the change in momentum. This is very useful when the force and time are unknown but both the momentum before and after are known (or can be easily found).
Moments (moment of a force)
The moment of the force, $F$, about an axis through $A$, perpendicular to the plane containing $A$ and $F$, is $Fd$.
Where there is a hinge or a fulcrum there is always some kind of reaction force at the hinge or fulcrum. This is why it often makes sense to take moments about a hinge or a fulcrum, as the reaction has no moment about that point.
Many problems can be solved by using a combination of resolving forces and taking moments.
*Always draw a diagram* – if you try to work without a diagram, you are very likely to make mistakes with signs, or to miss out forces.
*Remember to include reaction forces at a support or hinge in the force diagram*. These have no effect when you take moments about the support or hinge, but you need to take them into account when you resolve forces or take moments about a different point.
Example (Impulse)
A goalkeeper kicks a stationary football, of mass 0.6 kg, which then moves with a velocity of 35 ms$^{-1}$. What impulse does the goalkeeper impart on the football?
Using the formulae:
\[ \text{Impulse} = \text{Change in momentum} \]
\[ = \text{final momentum} - \text{initial momentum} \]
\[ = 0.6 \times 35 - 0.6 \times 0 \]
\[ = 21 \text{ kg ms}^{-1} \]
It is interesting to note that this momentum could be produced in a number of ways,
e.g. by a force of 100 N acting for 0.21 seconds *or* by a force of 25 N acting for 0.84 seconds.
Examples (Moments)
1. What is the distance, $x$, required for a light horizontal rod, of length 1.5 m to be resting in equilibrium?
Resolving vertically: $10 + 40 - P = 0$, $\Rightarrow P = 50$ N
Taking moments about left-hand end:
\[ 40 \times 1.5 - Px = 0 \]
\[ 50x = 60 \]
\[ x = \frac{6}{5} = 1.2 \text{ m} \]
2. What are the forces $T$, $U$ required for a light horizontal rod, of length 1 m to be resting in equilibrium?
Taking moments about right-hand end:
\[ 50 \times 0.4 - Tx1 = 0 \]
\[ T = 20 \text{ N} \]
Resolving vertically:
\[ T + U - 50 = 0, \]
\[ U = 50 - 20 \]
\[ = 30 \text{ N} \]
| Topic | AQA | Edx | MEI | OCR |
|------------------------------|-----|-----|-----|-----|
| Displacement-time graphs | M1 | M1 | M1 | M1 |
| Distance-time graphs | M1 | M1 | M1 | M1 |
| Velocity-time graphs | M1 | M1 | M1 | M1 |
| Interpreting the graphs | M1 | M1 | M1 | M1 |
| Using differentiation and integration | M2 | M2 | M1 | M1 |
Before the exam you should know
- The difference between a distance-time graph and a displacement-time graph, and the difference between a speed-time graph and a velocity-time graph.
- The gradient of a displacement time graph gives the velocity and the gradient of a distance time graph gives the speed.
- The displacement from the starting point is given by the area under the velocity-time graph (where area below the x-axis is given a negative sign).
- In the case of a particle moving with a variable acceleration, know how to use differentiation and integration to calculate acceleration, velocity and displacement via the gradients and areas described in 2 and 3 above.
Displacement-time graphs and distance-time graphs
A displacement time graph plots the displacement of the object from some fixed origin against time. For example, the journey described in the graph to the right can be described as follows,
**Phase 1:** The object moves away from the origin (at a constant speed) for 2 seconds
**Phase 2:** It remains motionless for 3 seconds.
**Phase 3:** It starts moving back towards the origin at a constant speed returning to the origin after about 4 seconds and then continues in the same direction another second.
Here is a distance-time graph of the same journey. Notice that the gradient of the distance-time graph is never negative (as time increases it is impossible for the total distance you have travelled to decrease). The gradient is positive whenever the object is moving and it is zero whenever the object is stationary. In fact the gradient of the distance-time graph is the modulus of the gradient of the displacement-time graph at all times. Think about this!
Velocity-time graphs and speed-time graphs
A velocity time graph plots the velocity of the object against time, whereas a speed-time graph plots speed against time. Remember an object’s speed is just the modulus of its velocity.
For example for the journey we looked at in the displacement-time graph over the page the velocity-time graph is drawn to the right as a dotted line and the speed time graph is drawn in as a solid line.
**Phase 1:** Object moving in a direction (which has been designated the “positive direction” at a constant speed of $2 \text{ ms}^{-1}$.
**Phase 2:** Stationary, zero velocity.
**Phase 3:** Moving in the opposite direction to phase 1 (the negative direction) at a constant speed of $1 \text{ ms}^{-1}$, and therefore with a velocity of $-1 \text{ ms}^{-1}$.
Interpreting the features of a graph.
**Key Points**
The gradient of a velocity time graph gives the acceleration.
The area underneath (taking area below the x-axis to have a negative sign) a velocity time graph gives the displacement.
The gradient of a displacement-time graph gives the velocity
The gradient of a distance-time graph gives the speed.
In the case of non-constant acceleration the gradients and areas can be calculated using differentiation and integration.
Here is an example involving a particle moving with a non-constant acceleration. (In fact the acceleration at time $t$ is $6t$, can you see why? Hint – differentiate the expression for the displacement twice.)
**Example.** A particle moves so that its displacement, $x$, from a fixed origin at time $t$ where $0 \leq t \leq 3$ is given by $x = t(t - 1)(t - 3)$.
i) Sketch a displacement-time graph of this journey.
ii) What is the velocity of the particle when $t = 1$ and when $t = 2$?
**Solution.**
i) To calculate the velocity at the times given firstly differentiate the displacement with respect to time.
$x = t(t - 1)(t - 3)$ so the easiest way to do this is probably to multiply out the brackets so that there is a polynomial in $t$ to differentiate.
Hence, $x = t(t - 1)(t - 3) = t^3 - 4t^2 + 3t$.
And so $\frac{dx}{dt} = 3t^2 - 8t + 3$.
When $t = 1$: $\frac{dx}{dt} = 3 - 8 + 3 = -2 \text{ ms}^{-1}$
and when $t = 2$:
$\frac{dx}{dt} = (3 \times 4) - (8 \times 2) + 3 = -1 \text{ ms}^{-1}$.
| Type of Problem | AQA | Edx | MEI | OCR |
|-----------------|-----|-----|-----|-----|
| Motion in a horizontal plane | M1 | M1 | M1 | M1 |
| Motion in a vertical plane | M1 | M1 | M1 | M1 |
| Pulleys | M1 | M1 | M1 | M1 |
| Connected bodies | M1 | M1 | M1 | M1 |
Type of Problem
The type of problem that will be looked at on this sheet is largely concerned with objects which are moving in a horizontal or vertical straight line. Note that in many of these problems the resistive force could be taken to represent friction. However, friction is discussed in the revision sheet ‘vectors and Newton’s laws in 2D’ (and is not required for the MEI M1 specification)
Moving in the horizontal plane (e.g a car, a train, a ship)
When the vehicle is moving along a horizontal road, the reaction force and the weight force (labeled \(mg\) in the diagram) are equal and opposite i.e. \(R = mg\) and as they are perpendicular to the horizontal motion they do not contribute (unless Friction is involved, which is related to R). So the resultant force acts in the horizontal direction and equals (taking right as positive): \(D - B - F\)
Moving in the vertical plane (e.g balls thrown vertically in the air, crates hanging from ropes, lifts)
The only forces acting on the crate are in the vertical direction. Hence the resultant force acts in the vertical direction. If the tension is greater than \(mg\) the crate will accelerate upwards (or decelerate if the crate is already moving down). If the tension equals \(mg\) the crate will maintain its current velocity (or remain stationary). If the tension is less than mg the crate will accelerate downwards (or decelerate if the crate is already moving upwards).
We also need to know how to deal with situations of this type in which objects are connected. It is possible to have an object moving in a straight line in the horizontal plane connected to an object moving in a straight line in the vertical plane (via a pulley). We need to know how to deal with this too.
The common theme is that Newton’s second law will always be used, which when written as an equation, reads: resultant force = mass \(\times\) acceleration.
Before the exam you should know:
1. You should know Newton’s second law, that the change in motion is proportional to the force, or as an equation
\[F = ma\]
where \(F\) is the resultant force, \(m\) is the mass of the object and \(a\) is its acceleration.
2. Newton’s first law – that every particle continues in a state of rest or uniform motion in a straight line unless acted on by a resultant external force.
3. Newton’s third law, that when one object exerts a force on another there is always a reaction, which is equal and opposite in direction, to the acting force.
4. The five SUVAT equations, what each letter stands for and when to use them. They are:
\[v = u + at,\]
\[s = \left(\frac{u + v}{2}\right) \times t,\]
\[s = ut + \frac{1}{2}at^2,\]
\[v^2 = u^2 + 2as,\]
\[s = vt - \frac{1}{2}at^2\]
**Pulleys** The tension in a rope passing over a pulley is constant throughout the length of the rope (assuming no friction in the pulley, which is always the case in Mechanics 1).
**Key Point:** The value of $T$ is the same in all three of the above force diagrams.
**Typical Standard Problem:** A child of mass 50kg is in a lift of mass 200kg. Calculate the tension in the lift cable and the reaction force (of the lift floor on the child) when a) the lift is stationary, b) the lift going up and accelerating at 5 ms$^{-2}$, c) the lift is going down and decelerating at 5 ms$^{-2}$. (let $g = 10$ ms$^{-2}$).
**Solution:**
(a) When the lift is stationary the acceleration is zero, therefore we have (taking up to be positive), considering the lift:
$$T - mg = T - 2500 = \text{resultant force} = ma = m \times 0 = 0 \Rightarrow T = 2500\text{N}$$
And by considering the child:
$$R - mg = R - 500 = \text{resultant force} = ma = m \times 0 = 0 \Rightarrow R = 500\text{N}$$
(b) When the lift is accelerating upwards at 5 ms$^{-2}$, we have (taking up to be positive), considering the lift:
$$T - mg = T - 2500 = \text{resultant force} = ma = 2500 \times 5 = 12500$$
$$\Rightarrow T = 12500 + 2500 = 15000\text{N}$$
And by considering the child:
$$R - mg = R - 500 = \text{resultant force} = ma = 500 \times 5 = 2500$$
$$\Rightarrow T = 500 + 250 = 750\text{N}$$
(c) When the lift is going down and decelerating at 5 ms$^{-2}$, as the acceleration is in the opposite direction to the motion, the acceleration is upwards. Thus, we have an upwards acceleration of 5 ms$^{-2}$ and so our answers are exactly as in (b).
**Connected Bodies Example:**
A car, mass 800kg is pulling a caravan, mass 1000kg along a straight, horizontal road. The caravan is connected to the car with a light, rigid tow bar. The car is exerting a driving force of 1270N. The resistances to forward motion are 400N on the car and 600N on the caravan. These resistances remain constant. Calculate the acceleration of the car and caravan.
**Solution:** There are two possible approaches:
**Approach 1:** Consider forces on the car and the caravan separately.
$$\text{tension} + \text{resistance} = (T + 400)\text{N}$$
$$\text{resistance} = 600\text{N}$$
$$\text{driving force} 1270\text{N}$$
Considering the car $1270 - T - 400 = 800a$, and by considering the caravan $T - 600 = 1000a$. By adding these equations together we get
$$270 = 1800a \Rightarrow a = \frac{270}{1800} = 0.15\text{ms}^{-2}$$
**Approach 2:** Treat the system as a whole. The forces are then as follows:
$$\text{resistance} = (600+400)\text{N}$$
This gives
$$1270 - 1000 = 1800a$$
$$\Rightarrow a = \frac{270}{1800} = 0.15\text{ms}^{-2}$$
Notice the equation we arrive at immediately here is exactly the same as the one obtained by adding the two equations in approach 1, where the “internal” tension forces cancel. To calculate the tension in the tow bar, we could use this value of $a$ in either of the equations in approach 1.
| Introduction to the variables | AQA | Edx | MEI | OCR |
|-------------------------------|-----|-----|-----|-----|
| Using the variables | M1 | M1 | M1 | M1 |
Problems involving bodies or systems acted upon by constant forces often begin by calculating the acceleration using Newton’s second law; once the acceleration has been found, they become suvat problems.
The variables which appear in the SUVAT equations are:
- \( u \) = initial velocity
- \( v \) = velocity after t seconds
- \( a \) = acceleration
- \( t \) = time
- \( s \) = displacement (from the initial displacement) at time t.
Before the exam you should know:
1. The five SUVAT equations, what each letter stands for and when to use them. They are:
\[
v = u + at,
\]
\[
s = \left( \frac{u + v}{2} \right) \times t,
\]
\[
v^2 = u^2 + 2as
\]
\[
s = ut + \frac{1}{2}at^2,
\]
\[
s = vt - \frac{1}{2}at^2
\]
2. You should know the units of all the quantities in the SUVAT equations.
Important things to remember:
- *The SUVAT equations can only be used for objects moving under a constant acceleration.* This occurs whenever a constant force is applied to a body for a period of time.
- *If, over the course of a journey, the acceleration changes from one constant rate to another constant rate (e.g. 5ms\(^{-2}\) for 2 seconds followed by -3ms\(^{-2}\) for 5 seconds) the SUVAT equations must be applied to each leg of the journey separately.* The final velocity for the first leg will be the initial velocity for the second leg.
- *Be careful with units.* Make sure that your units are consistent with one another. e.g. if acceleration is given in ms\(^{-2}\) it might be wise to give all displacements in m, all times in seconds and all velocities in ms\(^{-1}\).
- *Get your signs right.* In these problems the particle is always moving in a straight line. From the starting position you should decide which way along the line you are going to specify as the positive direction and which way the negative. From then on be consistent with your choice. Remember it is possible for a particle to have a positive velocity and a negative acceleration.
- *Select the equation you use appropriately.* Work out which variables you know and which variable you need to do this.
Try to have a clear picture in your mind of what is going on.
Here are some examples of this. In them we’ve specified right as positive and left as negative.
**Example 1.** If $u = -3 \text{ms}^{-1}$ and $v = 6 \text{ms}^{-1}$ when $t = 3$ seconds we expect the particle to have a positive acceleration.
**Example 2.** If $u = 6 \text{ms}^{-1}$ and $a = -3 \text{ms}^{-1}$ the particle begins by moving to the right. Its acceleration is in the opposite direction to this movement and so it’s actually a deceleration. After two seconds its velocity is zero (why?). From then on it moves to the left accelerating in that direction.
**Example 3.** If $u = 4 \text{ms}^{-1}$ with $a = -6 \text{ms}^{-2}$ then plugging $s = 3 \text{m}$ into the equation $s = ut + \frac{at^2}{2}$ gives
$$3 = 4t - 3t^2 \text{ or } 3t^2 - 4t - 3 = (3t - 1)(t - 3) = 0.$$ Which means that $t = \frac{1}{3}$ or $t = 3$. This is because there are two occasions when the particle is $3 \text{m}$ to the right of the starting point. The first time when the particle has positive velocity, the second time after the particle has slowed to a stop and began moving in the opposite direction due to the leftwards acceleration.
### Standard Questions
1. A car decelerates from $24 \text{ms}^{-1}$ to rest in $5 \text{s}$. Assuming the deceleration is constant, calculate how far the car travels in this time.
**Solution**
We know $u = 24 \text{ms}^{-1}$, $v = 0 \text{ms}^{-1}$, $t = 5 \text{s}$. We want $s$. The equation to use is therefore $s = \left(\frac{u + v}{2}\right) \times t$.
This gives $s = \frac{24}{2} \times 5 = 60 \text{m}$.
2. A ball is thrown vertically in the air with a speed of $20 \text{ms}^{-1}$. It accelerates (downwards) at a rate of $9.8 \text{ms}^{-2}$. How long does it take to hit the ground?
**Solution**
In this we have $u = 20 \text{ms}^{-1}$. (I’ve designated up as being positive here.) We have $a = -9.8 \text{m/s}^2$. We would like to know at what time $t$, $s = 0$. It looks as though $s = ut + 0.5at^2$ is the right choice of equation. We have
$$0 = 20t - 4.9t^2 = t(20 - 4.9t).$$ The values of $t$ for which this is true are $t = 0$ and
$$t = \frac{20}{4.9} = 4.08 \text{ to two decimal places}.$$ Clearly $t = 0$ is when the ball is thrown so the time we require is 4.08 seconds.
### Harder Questions
In early examples using the SUVAT equations you are given three of the quantities $u$, $v$, $a$, $t$ and $s$ and are asked to calculate one of the other two. It’s easy to do this by selecting the appropriate equation. A more difficult question is one where given enough information simultaneous equations involving two of the variables can be set-up. The following is an example of this:
A ball is dropped from a building and falls with acceleration $10 \text{ms}^{-2}$. The distance between floors is constant. The ball takes 0.5 secs to fall from floor 8 to floor 7 and only 0.3 secs to fall from floor 7 to floor 6. What is the distance between the floors?
**Solution**
The trick is to see that we have information about two journeys both starting at floor 8. One is the journey from floor 8 to floor 7 which takes 0.5s the other is twice as long, the journey from floor 8 to floor 6 which takes $0.5 + 0.3 = 0.8$s If we let $u$ be the velocity at floor 8. Then we have using $s = ut + 0.5at^2$,
Journey 1:
$$s = u \times 0.5 + 0.5 \times 10 \times 0.5^2 = 0.5u + 1.25$$
Journey 2:
$$2s = u \times 0.8 + 0.5 \times 10 \times 0.8^2 = 0.5u + 3.2$$
This gives simultaneous equations
$$s - 0.5u = 1.25 \text{ and } 2s - 0.5u = 3.2$$
which can be solved to discover $s$. (i.e. $s = 1.95 \text{ m}$)
| | AQA | Edx | MEI | OCR |
|----------------------|-----|-----|-----|-----|
| Resolving forces into components | M1 | M1 | M1 | M1 |
| Motion on a slope | M1 | M1 | M1 | M1 |
| Motion on a slope (including friction) | M1 | M1 | M2 | M1 |
Example
Two people pull on separate light inextensible ropes, which are attached to the front of a stationary car of mass 900kg. The first pulls the rope at an angle of $30^\circ$ to the right of the direction of motion and the tension in the rope is 700N. The second pulls at an angle of $20^\circ$ to the left of the line of motion.
(a) With what force is the second person pushing?
(b) What is the acceleration of the car?
(c) Assuming the forces remain constant, how fast will the car be moving after 3 seconds?
Solution Begin with a clear diagram:
Diagram is a view from above
Direction of motion
(a) There can be no force perpendicular to the direction of motion so, resolving perpendicular to the direction of motion: $700\sin 30^\circ - F\sin 20^\circ = 0 \Rightarrow F = 1020\text{N}$ (3s.f.)
(b) Resolving in the direction of motion:
From Newton’s second law, $700\cos 30^\circ + 1023\cos 20^\circ = 900a \Rightarrow a = 1.74\text{ms}^{-2}$
(c) $u = 0$, $a = 1.742$, $t = 3$, $v =$ ?
$v = u + at \Rightarrow v = 5.23\text{ms}^{-1}$
Before the exam you should know:
1. You must be confident with the use of vectors.
2. You must be able to draw clear diagrams showing forces.
3. You must be confident at resolving forces into components, both horizontally and vertically, or parallel and perpendicular to a slope.
\[ \begin{pmatrix} -W\sin\theta \\ -W\cos\theta \end{pmatrix} + \begin{pmatrix} F \\ 0 \end{pmatrix} + \begin{pmatrix} 0 \\ R \end{pmatrix} = m \begin{pmatrix} -a \\ 0 \end{pmatrix} \]
4. You must be confident at using Newton’s second law, $\mathbf{F} = m\mathbf{a}$
The previous example was solved by resolving parallel and perpendicular to the direction of motion separately. In the next example vector equations are used. Both methods are equally good. You should be happy with both.
**Example**
A block of mass 10kg is at rest on a plane which is inclined at $20^\circ$ to the horizontal. A light, inelastic string is attached to the block, passes over a smooth pulley and supports a mass $m$ which is hanging freely. The part of the string between the block and the pulley is parallel to the line of greatest slope of the plane. A friction force of 20N opposes the motion of the block.
(a) Draw a diagram and mark on all the forces on the block and the hanging mass, including the tension in the string.
(b) Calculate the value of $m$ when the block slides up the plane at a constant speed and find the tension in the string and the normal reaction between the block and the plane.
(c) Calculate the acceleration of the system when $m = 6$ kg and find the tension in the string in this case.
**Solution**
(a)
(b) When the block is moving with constant velocity, the forces on the block must be in equilibrium. Using Newton’s second law:
\[
\begin{pmatrix}
-20 \\
0
\end{pmatrix} + \begin{pmatrix}
0 \\
R
\end{pmatrix} + \begin{pmatrix}
-98\sin 20^\circ \\
-98\cos 20^\circ
\end{pmatrix} + \begin{pmatrix}
T \\
0
\end{pmatrix} = 10 \begin{pmatrix}
0 \\
0
\end{pmatrix}
\]
\[
\Rightarrow T = 53.5 \text{ N (3 s.f.) (from the } i \text{ component)}
\]
\[
R = 92.1 \text{ N (3 s.f.) (from the } j \text{ component)}
\]
Considering the forces on the hanging mass, $T = mg \Rightarrow m = \frac{53.52}{9.8} = 5.46 \text{ N}$
(c) As the block and the mass are connected bodies, they both experience the same acceleration. Let this acceleration be $a$. Using Newton’s second law:
Considering the 10 kg block, resolving parallel to the slope: $T - 20 - 98\sin 20^\circ = 10a$ [1]
Considering the 6 kg hanging mass: $6g - T = 6a$ [2]
Solving [1] and [2] simultaneously gives: $a = 0.330 \text{ ms}^{-2}$ (3 s.f.), $T = 56.8 \text{ N (3 s.f.)}$ | <urn:uuid:d333360a-e589-4377-bac2-2f118311221e> | CC-MAIN-2021-17 | https://pmt.physicsandmathstutor.com/download/Maths/A-level/M1/Worksheets-Notes/Edexcel%20M1%20Revision%20Sheets.pdf | 2021-04-10T14:05:56+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038057142.4/warc/CC-MAIN-20210410134715-20210410164715-00511.warc.gz | 599,980,701 | 7,449 | eng_Latn | eng_Latn | 0.983749 | eng_Latn | 0.990862 | [
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"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
3165,
5823,
7929,
10218,
13251,
16255,
18722,
22197,
24076,
26184
] | [
2.515625,
3.3125
] | 1 | 0 |
Series
Batteries develop a potential difference between two terminals. If two batteries are placed in series, the two potential differences add:
\[ V_T = 6.0 \text{ V} \]
Parallel
Identical batteries placed in parallel have the same voltage across the terminals.
Advantage - Multiple batteries allow for more stored energy → longer battery life.
Disadvantage - If one battery has a slightly lower voltage, the others will feed current through it in the wrong direction. This could damage the battery. | <urn:uuid:47701479-4ad7-4952-b9da-d278ee21e259> | CC-MAIN-2020-40 | http://www.conantphysics.com/wp-content/uploads/2015/08/APPhysics-Electricity-BatteriesinSeriesandParallel.pdf | 2020-09-29T09:34:04+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600401641638.83/warc/CC-MAIN-20200929091913-20200929121913-00235.warc.gz | 154,191,865 | 104 | eng_Latn | eng_Latn | 0.996786 | eng_Latn | 0.996786 | [
"eng_Latn"
] | false | rolmOCR | [
506
] | [
3.171875
] | 1 | 1 |
Families Making the Connection
Eat Right, Live Right, Feel Right
National Nutrition Month® is around the corner in March. The 2019 NNM theme is ‘Eat Right, Live, Feel Right’. Whether starting the day with a healthy breakfast or fueling for fitness, our food choices can make a difference. Here are tips for your family any time of the year:
1. Discover the benefits of a healthy eating style.
2. Opt for foods and drinks that are good for you.
3. Include a variety of foods from all food groups on a regular basis.
4. Select healthier options when eating away from home.
5. Eat the appropriate portion sizes for you.
6. Keep it simple.
7. Make food safety part of every day routine.
8. Help to reduce food waste by considering the foods you have on hand before buying more.
9. Be active every day with activities you enjoy.
10. Consider consulting a Registered Dietitian Nutritionist (RDN) for healthy eating guidance.
Each March the Academy of Nutrition and Dietetics celebrates National Nutrition Month. Start planning now to celebrate with your family, at your child’s school, and in the community:
- Work with an RDN, chef or farmer to host a community nutrition event.
- Promote NNM at school with posters, stickers, a recipe contest and/or educational activities.
- Volunteer at a community garden or food bank. Host a food drive.
February
- American Heart Month
- National Cherry Month
- National Grapefruit Month
- National Sweet Potato Month
6-12 Lunch Menu
February 2020
| Monday, February 3 | Tuesday, February 4 | Wednesday, February 5 | Thursday, February 6 | Friday, February 7 |
|--------------------|---------------------|-----------------------|----------------------|-------------------|
| A-Hot Ham & Cheese on a Bun
B-General Tso Chicken w/ rice
Monaco Blend Veggies
Broccoli Salad
Cherry Crisp 9-12 Fresh Fruit | A-Fish Sticks
B-Baked Potato Bar
Calico Beans
Cherry Tomatoes
WG Roll
Peaches-canned | A-Hard Shell Beef Taco
B-Chicken Caesar Wrap
Romaine & Tomatoes
Mexican Corn
Tortilla Chips (9-12) Fresh Fruit | A-Lasagna
B-Crispy Chicken Drumstick
Garlic Bread
Garden Salad
Steamed Cauliflower
Fruit Bar 9-12, Fruit | A-Chicken Patty on bun
B- Beef Sliders
Au gratin Potatoes
Green Beans
Fresh Fruit |
| Monday, February 10 | Tuesday, February 11 | Wednesday, February 12 | Thursday, February 13 | Friday, February 14 |
|---------------------|----------------------|------------------------|----------------------|-------------------|
| A-Bosco Sticks
B- Chicken Tetrazzini w/ garlic bread
California Veggies
Cherry Tomatoes
WG Cookie 9-12 Fresh Fruit | A- Nachos
Tortilla Chips 9-12
B-Toasted Ravioli w/ meat sauce
Cowboy Corn Salad
Red Pepper Strips
Spiced Apples | A-Stromboli Square
B-Chicken & Cheese Burrito
Tossed Salad
Seasoned Peas
Fresh Fruit | A-Hotdog on Bun
B-French Bread Pizza
Savory Carrots
Steamed Corn
WG Cookie
Fresh Fruit Choice | EARLY DISMISSAL |
| Monday, February 17 | Tuesday, February 18 | Wednesday, February 19 | Thursday, February 20 | Friday, February 21 |
|---------------------|----------------------|------------------------|----------------------|-------------------|
| A- Pizza Bites
B-Hamburger Ponyshoes
Sweet Potato Fries
Fresh Cauliflower
WG Cookie 9-12 Trop. Mixed fruit-canned | A- Spaghetti w/ Meat Sauce
B-Tater Tot Casserole
Garlic Bread
Garden Salad
Green Beans
Fresh Fruit Choice | A-Chicken & Noodles
B-Meatloaf
WW Roll
Mashed Potatoes
Corn
Fresh Mixed Fruit Cup | A-Mini Tacos
B-Max Sticks
Tortilla Chips (9-12)
Spicy Pinto Beans
Red Peppers
Fresh Fruit |
| Monday, February 24 | Tuesday, February 25 | Wednesday, February 26 | Thursday, February 27 | Friday, February 28 |
|---------------------|----------------------|------------------------|----------------------|-------------------|
| A-Mini Meatball Sub
B-Turkey on Pretzel Bun
Ranch Potato Wedges
Tossed Salad
Fresh Fruit | A- Chicken Drumstick
B-Philly Sub
Hearth Whole Grain Roll
Baked Beans
Creamy Cole Slaw
Fruit Cocktail canned | A-Yummy Sloppy Joe on Bun
B-Pasta Bar
Cherry Tomatoes
Seasoned Peas
Fresh Fruit | A-Chicken & Waffle
B-Irish Nachos w/ cornbread
Fresh Baby Carrots
Sassy Sweet Potatoes
Fruit Cup | A-Mini Pancakes
Sausage Patty
B-Chicken Strips w/ W.G Small Biscuit
Wax Beans
Hash Brown Patty
Fresh Fruit |
This institution is an equal opportunity provider.
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ENGLISH
CLASS 9
As the regular teaching-learning in schools, during the session 2020-21, has widely been affected due to the COVID-19 pandemic, the subject experts committee, after due consideration, has recommended to reduce the syllabus by 30% in the following manner:-
Text book
Prose-
1- Packing – Jerome K. Jerome
2- The Bond of Love – Kenneth Anderson
3- Kathmandu – Vikram Seth
4- If I were you – Douglas James
Poetry-
1. On Killing a Tree – Gieve Patel
2. The Snake Trying – W.W.E. Ross
3. A Slumber Did My Sprit Seal – William Wordsworth
Supplementary Reader –
1. A House is not a Home – Zan Gaudioso
2. The Accidental Tourist – Bill Bryson
3. The Beggar – Anton Chekhov
In accordance with the above, the remaining 70 percent of the total syllabus is as follows:
Class – IX
Syllabus – English
There will be a single question paper of 70 marks. 30 marks will be there for internal assessment.
Section A – Reading- 10 Marks
1. One long passage followed by two short-answer questions and two very short-answer type vocabulary based/language based questions
\[3+3=6\] (Short Questions)
\[2+2=4\] (Vocabulary)
Section B – Writing- 10 Marks
2. Letter/Application writing.
3. Descriptive paragraph/Report/Article based on given verbal clues. 6
Section C – Grammar- 15 Marks
4. Ten very short answer type questions based on Parts of Speech, Tenses, Narration, Articles, Voice, Reordering of sentences, punctuation etc. 1x10=10
5. A very short passage in Hindi for translation into English. 5 Marks
Section D – Literature - 35 Marks
Beehive – Text Book
Prose- 15
6. Two short answer type questions based on a given prose passage. 2+2=4
7. One long answer type question. 4
8. Two short answer type questions. 4
9. Three very short vocabulary based/match type questions. 1x3=3
Poetry- 8
10. Two short answer type questions based on a given poetry extract. 2+2=4
11. Central idea of any one of the given poems. 4
OR
Four lines from any poem prescribed in the syllabus.
Moments – Supplementary Reader - 12
12. Two short answer type questions. 2+2=4
13. One long answer type question. 4
14. Four very short answer type questions (True/False, Completing the sentence) 1x4=4
Words & Expression [Eng. Work book]
Prescribed Lessons
Beehive – Text Book
Prose –
1. The Fun They Had – Isaac Asimov
2. The Sound of Music – I. Evelyn Glennie – Deborah Cowly
II. Bismillah Khan
3. The Little Girl – Katherine Mansfield
4. A Truly Beautiful Mind –
5. The Snake and the Mirror – Vaikom Muhammad Basheer
6. My Childhood – A.P.J. Abdul Kalam
7. Reach for the Top (I) Santosh Yadav (II) Maria Sharapova
Poetry –
1. The Road Not Taken – Robert Frost
2. Wind – Subramaniam Bharati
3. Rain on the Roof – Coates Kinney
4. The Lake Isle of Innisfree – William Butler Yeats
5. A Legend of the Northland – Phoebe Cary
6. No Men Are Foreign – James Kirkup
7. The Duck and the Kangaroo – Edward Lear
Moments Supplementary Reader –
1. The Lost Child – Mulk Raj Anand
2. The Adventures of Toto – Ruskin Bond
3. Iswaran the Storyteller – R.K. Laxman
4. In the Kingdom of Fools – A.K. Ramanujan
5. The Happy Prince – Oscar Wilde
6. Weathering the Storm in Ersama – Harsh Mander
7. The Last Leaf – O Henry
Class : 09
Subject : Mathematics
As the regular teaching-learning in schools, during the session 2020-21, has widely been affected due to the Covid-19 pandemic, the subject experts committee, after due consideration, has recommended to reduce the syllabus by 30% in the following manner:
**Almost 30% reduced syllabus :-**
**UNIT I: COORDINATE GEOMETRY**
1. **Coordinate Geometry**
The Cartesian plane, coordinates of a point, names and terms associated with the coordinate plane, notations, plotting points in the plane.
**UNIT II: GEOMETRY**
1. **Introduction of Euclid’s Geometry**
History - Geometry in India and Euclid’s geometry. Euclid’s method of formalizing observed phenomenon into rigorous mathematics with definitions, common/obvious notions, axioms/postulates and theorems. The five postulates of Euclid. Equivalent versions of the fifth postulate. Showing the relationship between axiom and theorem, for example:
- (Axiom) 1. Given two distinct points, there exists one and only one line through them.
- (Theorem) 2. (Prove) Two distinct lines cannot have more than one point in common.
2. **Quadrilaterals**
- (Prove) The diagonal divides a parallelogram into two congruent triangles.
- (Motivate) In a parallelogram opposite sides are equal, and conversely.
- (Motivate) In a parallelogram opposite angles are equal, and conversely.
• (Motivate) A quadrilateral is a parallelogram if a pair of its opposite sides are parallel and equal.
• (Motivate) In a parallelogram, the diagonals bisect each other and conversely.
• (Motivate) In a triangle, the line segment joining the mid points of any two sides is parallel to the third side and its converse.
3. Area
Review concept of area, recall area of a rectangle.
1. (Prove) Parallelograms on the same base and between the same parallels have the same area.
2. (Motivate) Triangles on the same (or equal base) base and between the same parallels are equal in area.
4. Constructions
1. Construction of bisectors of line segments and angles of measure $60^\circ$, $90^\circ$, $45^\circ$ etc., equilateral triangles.
2. Construction of a triangle given its base, sum/difference of the other two sides and one base angle.
3. Construction of a triangle of given perimeter and base angles.
UNIT III: STATISTICS & PROBABILITY
1. Statistics
Introduction to Statistics: Collection of data, presentation of data - tabular form, ungrouped / grouped, bar graphs, histograms (with varying base lengths), frequency polygons, qualitative analysis of data to choose the correct form of presentation for the collected data. Mean, median, mode of ungrouped data.
Approximately 70% Syllabus:
UNIT I: NUMBER SYSTEMS
1. Real Numbers
- Review of representation of natural numbers, integers, rational numbers on the number line. Representation of terminating / non-terminating recurring decimals, on the number line through successive magnification. Rational numbers as recurring/ terminating decimals.
- Examples of non-recurring / non-terminating decimals. Existence of non-rational numbers (irrational numbers) such as $\sqrt{2}$, $\sqrt{3}$ and their representation on the number line. Explaining that every real number is represented by a unique point on the number line and conversely, every point on the number line represents a unique real number.
- Existence of $\sqrt{x}$ for a given positive real number $x$ (visual proof to be emphasized).
- Definition of nth root of a real number.
• Rationalization (with precise meaning) of real numbers of the type
\[
\frac{1}{a+b\sqrt{x}} \text{ and } \frac{1}{\sqrt{x}+\sqrt{y}}
\]
(and their combinations) where \(x\) and \(y\) are natural number and \(a\) and \(b\) are integers.
• Recall of laws of exponents with integral powers. Rational exponents with positive real bases (to be done by particular cases, allowing learner to arrive at the general laws.)
**UNIT II: ALGEBRA**
25 Marks
1. **Polynomials**
Definition of a polynomial in one variable, with examples and counter examples. Coefficients of a polynomial, terms of a polynomial and zero polynomial. Degree of a polynomial. Constant, linear, quadratic and cubic polynomials. Monomials, binomials, trinomials. Factors and multiples. Zeros of a polynomial. Motivate and State the Remainder Theorem with examples. Statement and proof of the Factor Theorem. Factorization of \(ax^2 + bx + c\), \(a \neq 0\) where \(a\), \(b\) and \(c\) are real numbers, and of cubic polynomials using the Factor Theorem. Recall of algebraic expressions and identities. Verification of identities:
\[
(x + y + z)^2 = x^2 + y^2 + z^2 + 2xy + 2yz + 2zx
\]
\[
(x \pm y)^3 = x^3 \pm y^3 \pm 3xy(x \pm y)
\]
\[
x^3 \pm y^3 = (x \pm y)(x^2 \mp xy + y^2)
\]
\[
x^3 + y^3 + z^3 - 3xyz = (x + y + z)(x^2 + y^2 + z^2 - xy - yz - zx)
\]
and their use in factorization of polynomials.
2. **Linear Equations in Two Variables**
Recall of linear equations in one variable. Introduction to the equation in two variables.
Focus on linear equations of the type \(ax + by + c = 0\). Prove that a linear equation in two variables has infinitely many solutions and justify their being written as ordered pairs of real numbers, plotting them and showing that they seem to lie on a line. Graph of linear equations in two variables. Examples, problems from real life,
including problems on Ratio and Proportion and with algebraic and graphical solutions being done simultaneously.
**Unit III : GEOMETRY**
15 Marks
1. **Lines and Angle**
- (Motivate) If a ray stands on a line, then the sum of the two adjacent angles so formed is $180^\circ$ and the converse.
- (Prove) If two lines intersect, the vertically opposite angles are equal.
- (Motivate) Results on corresponding angles, alternate angles, interior angles when a transversal intersects two parallel lines.
- (Motivate) Lines which are parallel to a given line are parallel.
- (Prove) The sum of the angles of a triangle is $180^\circ$.
- (Motivate) If a side of a triangle is produced, the exterior angle so formed is equal to the sum of the two interior opposite angles.
2. **Triangles**
- (Motivate) Two triangles are congruent if any two sides and the included angle of one triangle is equal to any two sides and the included angle of the other triangle (SAS Congruence).
- (Prove) Two triangles are congruent if any two angles and the included side of one triangle is equal to any two angles and the included side of the other triangle (ASA Congruence).
- (Motivate) Two triangles are congruent if the three sides of one triangle are equal to three sides of the other triangle (SSS Congruence).
- (Motivate) Two right triangles are congruent if the hypotenuse and a side of one triangle are equal (respectively) to the hypotenuse and a side of the other triangle. (RHS Congruence)
- (Prove) The angles opposite to equal sides of a triangle are equal.
• (Motivate) The sides opposite to equal angles of a triangle are equal.
• (Motivate) Triangle inequalities and relation between ‘angle and facing side’ inequalities in triangles.
3. Circles
Through examples, arrive at definition of circle and related concepts-radius, circumference, diameter, chord, arc, secant, sector, segment, subtended angle.
• (Prove) Equal chords of a circle subtend equal angles at the center and (motivate) its converse.
• (Motivate) The perpendicular from the center of a circle to a chord bisects the chord and conversely, the line drawn through the center of a circle to bisect a chord is perpendicular to the chord.
• (Motivate) There is one and only one circle passing through three given non-collinear points.
• (Motivate) Equal chords of a circle (or of congruent circles) are equidistant from the center (or their respective centers) and conversely.
• (Prove) The angle subtended by an arc at the center is double the angle subtended by it at any point on the remaining part of the circle.
• (Motivate) Angles in the same segment of a circle are equal.
• (Motivate) If a line segment joining two points subtends an equal angle at two other points lying on the same side of the line containing the segment, the four points lie on a circle.
• (Motivate) The sum of either of the pair of the opposite angles of a cyclic quadrilateral is $180^\circ$ and its converse.
UNIT IV: MENSURATION
14 Marks
1. Areas
Area of a triangle using Heron’s formula (without proof) and its application in finding the area of a quadrilateral.
2. Surface Areas and Volumes
Surface areas and volumes of cubes, cuboids, spheres (including hemispheres) and right circular cylinders/cones.
UNIT V: PROBABILITY
04 Marks
1. Probability
History, repeated experiments and observed frequency approach to probability.
Focus is on empirical probability. (A large amount of time to be devoted to group and to individual activities to motivate the concept; the experiments to be drawn from real-life situations, and from examples used in the chapter on statistics).
PROJECT WORK
30 Marks
a- Internal Assessment 15 Marks
(Questions should also be asked from the book “Bharat ka Paramparagat Ganit Gyan” – Class 9th)
b- Project Work 15 Marks
Note: Student should prepare any two projects from the following (serial no- 1 to 10), teachers can also give other projects related to the subject from their level and one project from point 11 should be compulsorily prepared by the students.
1- To study the role of the different geometrical shapes in architecture and construction.
2- Elucidating the life and works of any one of the Medieval Mathematician of India (Aryabatt, Shridharacharya, Mahaviracharya etc.).
3- Discovery of $\pi$ (Pi).
4- Making the income - expenditure budget of your home.
5- To do the functional formulation of Algebraic identities like
\[(a+b)^2 = a^2 + 2ab + b^2, \quad (a-b)^2 = a^2 - 2ab + b^2.\]
6- To study the different types of accounts opened in Bank and their interest rates.
7- To make different shapes by cutting a chart paper or a cardboard and define their features.
8- Representation of rational numbers on number line.
9- Survey of the height and weight of the students of your class and elaborate the relation between height and weight.
10- To do the comparative analysis of the price of grains of any three grain markets through the newspaper.
11- Any one project from the following three parts of the recommended book “Bharat ka Paramparagat Ganit Gyan” – Class 9th.
Part a. Bright traditions of Mathematics in India.
Part b. Traditional methods of calculation.
Part c. Renowned Mathematicians of India.
Class-9
Subject- Science
As the regular teaching-learning in schools, during the session 2020-21 has widely been affected due to the COVID-19 pandemic, the subject experts committee, after the consideration, has recommended to reduce the syllabus by 30% in the following manner-
Unit-I Matter-Nature and Behaviour:-
Particle nature and their basic units: Mole concept: Relationship of mole to mass of the particles and numbers.
Structure of atoms: chemical formula of common compounds. Isotopes and Isobars.
Unit II: Organization in the Living World
Health and Diseases: Health and its failure. Infectious and Non-infectious diseases, their causes and manifestation. Diseases caused by microbes (Virus, Bacteria and Protozoans) and their prevention; Principles of treatment and prevention. Pulse Polio programmes
Unit III: Motion, Force and Work:-
Motion: derivation of equations of motion by graphical method; elementary idea of uniform circular motion.
Force and Newton’s laws: - Elementary idea of conservation of Momentum.
Gravitation: Mass and Weight; Free fall.
Floatation: Elementary idea of Relative Density.
Work, energy and power: Law of conservation of energy.
Sound: echo and SONAR. Structure of the Human Ear (Auditory aspect only).
Unit IV: Our Environment
Physical resources: movements of air and its role in bringing rains across India.
Bio-geo chemical cycles in nature: Carbon
Unit V: Food Production
Plant and animal breeding and selection for quality improvement and management
In accordance to the above the remaining 70% of total syllabus is as follows:
| Sr.no. | Unit | Marks |
|--------|-------------------------------------------|-------|
| 1 | Matter- Its Nature and Behaviour | 20 |
| 2 | Organisation in the Living World | 15 |
| 3 | Motion, Force and Work | 25 |
| 4 | Our Environment | 06 |
| 5 | Food Production | 04 |
| | Total | 70 |
| | Practicals and Project Work | 30 |
| | Grand Total | 100 |
In this written exam of 70 marks will be only question paper and there will be 30 marks of practical and project work.
**Unit I: Matter-Nature and Behaviour**
20 Marks
Definition of matter; solid, liquid and gas; characteristics - shape, volume, density; change of state-melting (absorption of heat), freezing, evaporation (cooling by evaporation), condensation, sublimation.
**Nature of matter:** Elements, compounds and mixtures. Heterogeneous and homogenous mixtures, colloids and suspensions.
**Particle nature and their basic units:** Atoms and molecules, Law of chemical combination, Law of conservation of mass, Law of constant proportions, Atomic and molecular masses.
**Structure of atoms:** Electrons, protons and neutrons, valency,
**Unit II: Organization in the Living World**
15 Marks
**Cell - Basic Unit of life:** Cell as a basic unit of life; prokaryotic and eukaryotic cells, multicellular organisms; cell membrane and cell wall, cell organelles and cell inclusions; chloroplast, mitochondria, vacuoles, endoplasmic reticulum, Golgi apparatus; nucleus, chromosomes - basic structure, number.
**Tissues, Organs, Organ System, Organism:**
Structure and functions of animal and plant tissues (only four types of tissues in animals; Meristematic and Permanent tissues in plants).
**Biological Diversity**: Diversity of plants and animals-basic issues in scientific naming, basis of classification. Hierarchy of categories / groups. Major groups of plants (salient features) (Bacteria, Thallophyta, Bryophyta, Pteridophyta, Gymnosperms and Angiosperms). Major groups of animals (salient features) (Non-chordates upto phyla and chordates upto classes).
**Unit III: Motion, Force and Work**
*25 marks*
**Motion**: Distance and displacement, velocity; uniform and non-uniform motion along a straight line; acceleration, distance-time and velocity-time graphs for uniform motion and uniformly accelerated motion.
**Force and Newton’s laws**: Force and Motion, Newton’s Laws of Motion, Action and Reaction forces, Inertia of a body, Inertia and mass, Momentum, Force and Acceleration
**Gravitation**: Gravitation; Universal Law of Gravitation, Force of Gravitation of the earth (gravity), Acceleration due to Gravity
**Floatation**: Thrust and Pressure. Archimedes’ Principle; Buoyancy
**Work, energy and power**: Work done by a Force, Energy, power; Kinetic and Potential energy
**Sound**: Nature of sound and its propagation in various media, speed of sound, range of hearing in humans; ultrasound; reflection of sound
**Unit IV: Our Environment**
*06 marks*
**Physical resources**: Air, Water, Soil. Air for respiration, for combustion, for moderating temperatures. Air, water and soil pollution (brief introduction). Holes in ozone layer and the probable damages.
**Bio-geo chemical cycles in nature**: Water, Oxygen, and Nitrogen
**Unit V: Food Production**
*04 marks*
Use of fertilizers and manures; Protection from pests and diseases; Organic farming.
PRACTICALS
Evaluation of Practical exam will be done at school level, and distribution of marks of practical exam will be as follows
1- Three experiment - $3 \times 3 = 9$ marks
2- Viva = 3 marks
3- Sessional work = 3 marks
Total = 15 marks
List of experiments-
Preparation of:
a) a true solution of common salt, sugar and alum
b) a suspension of soil, chalk powder and fine sand in water
c) a colloidal solution of starch in water and egg albumin/milk in water and distinguish between these on the basis of
- transparency
- filtration criterion
- stability
2. Preparation of
a) A mixture
b) A compound
using iron filings and sulphur powder and distinguishing between these on the basis of:
(i) appearance, i.e., homogeneity and heterogeneity
(ii) behaviour towards a magnet
(iii) behaviour towards carbon disulphide as a solvent
(iv) effect of heat
3. Separation of the components of a mixture of sand, common salt and ammonium chloride (or camphor).
4. Perform the following reactions and classify them as physical or chemical changes:
a) Iron with copper sulphate solution in water
b) Burning of magnesium ribbon in air
c) Zinc with dilute sulphuric acid
d) Heating of copper sulphate crystals
e) Sodium sulphate with barium chloride in the form of their solutions in water
5. Preparation of stained temporary mounts of (a) onion peel, (b) human cheek cells & to record observations and draw their labeled diagrams.
6. Identification of Parenchyma, collenchyma and Sclerenchyma tissues in plants, striped, smooth and cardiac muscle fibers and nerve cells in animals, from prepared slices. Draw their labeled diagrams.
7. Determination of the melting point of ice and the boiling point of water.
8. Verification of the Laws of reflection of sound.
9. Determination of the density of solid (denser than water) by using a spring balance and a measuring cylinder.
10. Establishing the relation between the loss in weight of a solid when fully immersed in
a) Tap water
b) Strongly salty water with the weight of water displaced by it by taking at least two different solids.
11. Determination of the speed of a pulse propagated through a stretched string/slinky (helical spring).
12. Study of the characteristics of *Spirogyra*, *Agaricus*, Moss, Fern, Pinus (either with male or female cone) and an Angiospermic plant. Draw and give two identifying features of the groups they belong to.
13. Observe the given pictures/charts/models of earthworm, cockroach, bony fish and bird. For each organism, draw their picture and record:
a) one specific feature of its phylum.
b) one adaptive feature with reference to its habitat.
14. Verification of the law of conservation of mass in a chemical reaction.
15. Study of the external features of root, stem, leaf and flower of monocot and dicot plants.
Note:- Every student should have a practical notebook in which all practical records will be noted and should be checked properly and will be presented at the time of practical exam
**List of Projects:**
**15marks**
**Note:** Three projects should be prepared by the student from the given project list. It will be compulsory to prepare one project work and project File form each of the section (Physics, Chemistry, and Biology). Teacher can also provide other projects at their level. Evaluation of all three projects will be done internally at school level.
1- Importance of chemicals in daily life (role of chemicals in kitchen, Food, Medicine, Fabric, Cosmetics.)
2- Taking sample of Water from various sources (Wells, taps, Ponds, Rivers) and checking their purity and prepare a project to make impure water potable.
3- Taking different samples of milk and ghee to find out the adulteration of vegetation(by hydrochloric acid and sugar)
4- To study the effect of boiling point of water on dissolving different substances (Urea, Glucose, sucrose and salt etc.)
5- List the ideal black bodies used around you and study the effect of radiation energy in daily life.
6- Make a list of different instruments and show which part of those instruments is vibrated.
7- To make a pictorial study of wave generated on surface of water by preparing a model of wave machine.
8- To get information about the habitat and habitat of birds by preparing pictorial list of birds found in your area.
9- To prepare a model of DNA.
10- To get information about the causes of local water pollution and study the effect of water pollution on protozoans, Fish, Algae.
11- Study of cell structures by microscopic observation by making a stained slide of onion membrane.
12- To study and illustrate different types of motions on a chart paper.
13- To make a pictorial study of effect of global warming on human life.
14- Role of chemicals in environmental pollution and Ozone layer depletion.
15- To visit the nearby fields and find out from the farmers what fertilizer they used for which crops. Make a list of the nutrients of these fertilizers.
Social Science
CLASS IX (2020-21)
Theory Paper
| No. | Units | Marks |
|-----|--------------------------------------------|-------|
| I | India and the Contemporary World - I | 20 |
| II | Contemporary India - I | 20 |
| III | Democratic Politics - I | 15 |
| IV | Economics | 15 |
Total 70
Project Work (30 Marks)
Note: As the regular teaching-learning in schools, during the session 2020-21, has widely been affected due to the COVID-19 pandemic, the subject experts’ committee, after due consideration, has recommended to reduce the syllabus by 30% in the following manner:
Unit 1: India and the Contemporary World – I
Section 1:
III. Nazism and the Rise of Hitler:
- Birth of the Weimar Republic
- Hitler’s Rise to Power
- The Nazi Worldview
- Youth in Nazi Germany
- Ordinary People and the Crimes Against Humanity
Section 2:
IV. Forest Society and Colonialism:
- Why Deforestation?
- The Rise of Commercial Forestry
- Rebellion in the Forest
- Forest Transformations in Java
Unit 2: Contemporary India – I
Section 2:
5. Natural Vegetation and Wild Life:
- Factors affecting Vegetation
- Vegetation types
- Wild Life
- Conservation
Unit 3: Democratic Politics – I
Section 1:
3. Electoral Policies:
- Why and how do we elect representatives?
- Why do we have a system of competition among political parties?
- How has the citizens’ participation in electoral politics changed?
- What are the ways to ensure free and fair elections?
Unit 4: Economics
Section 1:
1. The Story of Village Palampur:
- Overview
- Organization of production
- Farming in Palampur
- Non-farm activities of Palampur
In accordance with the above, the remaining 70 percent of the total syllabus is as follows:
Unit 1: India and the Contemporary World – I (20 Marks)
Section 1:
(10 Marks)
I. The French Revolution:
- French Society During the Late Eighteenth Century
- The Outbreak of the Revolution
- France Abolishes Monarchy and Becomes a Republic
- Did Women have a Revolution?
- The Abolition of Slavery
- The Revolution and Everyday Life
II. Socialism in Europe and the Russian Revolution:
- The Age of Social Change
- The Russian Revolution
- The February Revolution in Petrograd
- What Changed after October?
- The Global Influence of the Russian Revolution and the USSR
Section 2:
(05 Marks)
V. Pastoralists in the Modern World:
- Pastoral Nomads and their Movements
- Colonial Rule and Pastoral Life
- Pastoralism in Africa
Map work:
(05 Marks)
List of Map Items
History
Chapter-1: The French Revolution
Outline Political Map of France (For locating and labeling / Identification)
- Bordeaux
- Nantes
- Paris
- Marseilles
Chapter-2: Socialism in Europe and the Russian Revolution
Outline Political Map of World (For locating and labeling / Identification)
- Major countries of First World War
(Central Powers and Allied Powers)
Central Powers – Germany, Austria-Hungary, Turkey (Ottoman Empire)
Allied Powers – France, England, Russia, U.S.A.
(Note- For visually impaired candidates 05 questions related to map will be asked.)
Unit 2: Contemporary India – I (20 Marks)
Section 1:
(07 Marks)
1. India
- Size and Location
2. Physical Features of India:
- Major Physiographic Divisions
3. Drainage:
- Major rivers and tributaries
- Lakes
- Role of rivers in the economy
- Pollution of rivers
Section 2:
(08 Marks)
4. Climate:
- Factors influencing India’s climate
- The Indian Monsoon
- Distribution of Rainfall
- Monsoon as a unifying bond
6. Population:
- Size
- Distribution
- Population Growth and Process of Population Change
Map work:
(05 Marks)
Geography
Chapter -1: India-Size and Location
- India-States with Capitals, Tropic of Cancer, Standard Meridian (Location and Labelling)
Chapter -2: Physical Features of India
- Mountain Ranges: The Karakoram, The Zasker, The Shivalik, The Aravali, The Vindhya, The Satpura, Western & Eastern Ghats
- Mountain Peaks – K2, Kanchan Junga, Anai Mudi
- Plateau – Deccan Plateau, Chotta Nagpur Plateau, Malwa Plateau
- Coastal Plains – Konkan, Malabar, Coromandel & Northern Circar (Location and Labelling)
Chapter -3: Drainage
- Rivers: (Identification only)
1. The Himalayan River Systems-The Indus, The Ganges, and The Satluj
2. The Peninsular rivers-The Narmada, The Tapi, The Kaveri, The Krishna, The Godavari, The Mahanadi
- Lakes: Wular, Pulicat, Sambhar, Chilika
Chapter – 4: Climate
- Areas receiving rainfall less than 20 cm and over 400 cm (Identification only)
Chapter – 6: Population (location and labelling)
- The state having highest and lowest density of population
- The state having highest and lowest sex ratio
- Largest and smallest state according to area
(Note- For visually impaired candidates 05 questions related to map will be asked.)
Unit 3: Democratic Politics – I (15 Marks)
Section 1:
(09 Marks)
1. What is Democracy? Why Democracy?:
- What are the different ways of defining democracy?
- Why has democracy become the most prevalent form of government in our times?
- What are the alternatives to democracy?
- Is democracy superior to its available alternatives?
- Must every democracy have the same institutions and values?
2. Constitutional Design:
- How and why did India become a democracy?
- How was the Indian constitution framed?
- What are the salient features of the constitution?
- How is the democracy being constantly designed and redesigned in India?
Section 2:
(06 Marks)
4. Working of Institutions:
- How is the country governed?
- What does parliament do in our democracy?
- What is the role of the President of India, the Prime Minister and the Council of Ministers? How do these relate to one another?
5. Democratic Rights:
- Why do we need rights in a constitution?
- What are the Fundamental Rights enjoyed by the citizen under the Indian constitution?
- How does the judiciary protect the Fundamental Rights of the citizen?
- How is the independence of the judiciary ensured?
Unit 4: Economics (15 Marks)
Section 1:
(07 Marks)
2. People as Resource:
- Overview
- Economic activities by men and women
- Quality of Population
- Unemployment
Section 2:
(08 Marks)
3. Poverty as a Challenge:
- Two typical cases of poverty
- Poverty as seen by Social Scientists
- Poverty Estimates
- Vulnerable Groups
- Interstate disparities
- Global Poverty Scenario
- Causes of Poverty
- Anti-poverty measures
- The Challenges Ahead
4. Food Security in India:
- Overview
- What is Food Security?
- Why Food Security?
- Who are food insecure?
- What is Buffer Stock?
- What is the Public Distribution System?
- Current Status of Public Distribution System
Project work / Activity
- Students should identify music, dance, festivals and cuisines during the particular weather and also note down if a region bears some similarity with the other. Students should collect vegetation and materials / information regarding animal kingdom around the vicinity of their college. They should prepare a list of endangered species and efforts for their conservation.
Poster
- River pollution.
- Deforestation and ecological imbalance.
Note: Any other similar activity can also be selected.
Project Work:
It’s teacher’s discretion to allot any 3 projects (5 marks each) from the syllabus to students.
Marks division for the project work:
1- Originality and correctness of the content. 01 Mark
2- Presentation and creativity. 01 Mark
3- Process for project completion-
Taking initiative, cooperation, participation and punctuality. 01 Mark
4- Written exam or viva-voce for assimilating the content. 02 Marks
3 Monthly tests of five marks each. 15 Marks
3 Projects five marks each. 15 Marks
Total 30 Marks
Note: School will internally evaluate the project work. | <urn:uuid:964e544b-339f-4b8c-9511-0c458b636d9b> | CC-MAIN-2020-40 | https://upmsp.edu.in/Downloads/Syllabus30_Class_09thEng.pdf | 2020-09-29T10:14:47+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600401641638.83/warc/CC-MAIN-20200929091913-20200929121913-00232.warc.gz | 671,840,135 | 7,606 | eng_Latn | eng_Latn | 0.949843 | eng_Latn | 0.983029 | [
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The man in the picture is pointing towards the stars and the moon, indicating his interest in astronomy. The background shows a village with houses and trees, suggesting that he might be observing the sky from a rural area. The overall scene conveys a sense of curiosity and wonder about the celestial bodies. | <urn:uuid:ac570fbb-ee42-4ec2-884b-aa57700b923a> | CC-MAIN-2023-14 | https://dia.pitts.emory.edu/woodcuts/1550BiblA/00001370.pdf | 2023-04-01T03:57:20+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949701.0/warc/CC-MAIN-20230401032604-20230401062604-00799.warc.gz | 242,523,365 | 59 | eng_Latn | eng_Latn | 0.999676 | eng_Latn | 0.999676 | [
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HELP SHEET: Technical terms
Body System: a group of organs that work together to perform one or more functions in the body of an animal. Each organ does a particular job, and is made up of distinct tissues (types of cell). For example, the Circulatory System consists of the heart and different blood vessels and has the function of transporting materials around the body in the blood.
Cell Culture: a group of living (human) cells that are grown and kept alive in a liquid containing all of the nutrients they need to live and multiply. Cell cultures are usually kept in petri dishes. The cells can be examined under a microscope and can be tested in various ways to examine the effects of drug treatments on them.
Computer Model: A computer program that simulates human body functions so that the effects of a drug treatment can be predicted.
Mammals: Warm blooded animals with backbones, hair and which lactate (produce milk for feeding their young). Biologically, Humans are mammals. All mammals tend to have similar body systems and organs.
Micro-dosing: the administering of doses of drugs that are too small to cause bad reactions, so are safe to use on humans. An understanding of the effect of the micro dose can be found by analyzing a blood sample from the patient.
Microfluidic chip: A tiny piece of material (e.g. glass or plastic) with channels engraved on it. Cells can be grown on it and liquids pumped along the channels to make a ‘living model’ of what happens in real body systems.
Primates: A group of mammals including monkeys, apes etc. that are the animals most similar to humans.
Selective reporting: Where only the evidence that supports the argument is reported, evidence that does not support the argument is not reported.
Thalidomide: a drug that was marketed as a sedative and treatment for morning sickness in pregnant women in the late 50s and early 60s. This drug subsequently caused babies to be born with a range of disabilities.
HELP SHEET: Writing Answers
Remember to include:
- **Claim**
- **Evidence**
- **Warrant**
Sentence starters for Q 2 & 3
I think that the strongest scientific argument for/against animal testing is….
The evidence for this is…….
This supports the argument because….
Further evidence that would support this would be ……… | <urn:uuid:86f836a4-4b20-4b5e-91db-252d9dd4b86b> | CC-MAIN-2023-40 | https://oarseducation.com/wp-content/uploads/2021/01/School-A-Helpsheet.pdf | 2023-09-24T14:47:33+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233506646.94/warc/CC-MAIN-20230924123403-20230924153403-00293.warc.gz | 465,180,477 | 479 | eng_Latn | eng_Latn | 0.996256 | eng_Latn | 0.99858 | [
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Introduction to Web 2.0 Technologies
What is Web 2.0?
→ A simple explanation of Web 2.0 (3 minute video): http://www.youtube.com/watch?v=0LzQlUANnHc&feature=related
→ A complex explanation of Web 2.0 (5 minute video): http://www.youtube.com/watch?v=nsa5ZTRJQ5w&feature=related
→ An interesting, fast-paced video about Web 2.0 (4:30 minute video): http://www.youtube.com/watch?v=NLIgopyXT_g
Web 2.0 is a term that describes the changing trends in the use of World Wide Web technology and Web design that aim to enhance creativity, secure information sharing, increase collaboration, and improve the functionality of the Web as we know it (Web 1.0). These have led to the development and evolution of Web-based communities and hosted services, such as social-networking sites (i.e. Facebook, MySpace), video sharing sites (i.e. YouTube), wikis, blogs, etc.
Although the term suggests a new version of the World Wide Web, it does not refer to any actual change in technical specifications, but rather to changes in the ways software developers and end-users utilize the Web. Web 2.0 is a catch-all term used to describe a variety of developments on the Web and a perceived shift in the way it is used. This shift can be characterized as *the evolution of Web use from passive consumption of content to more active participation, creation and sharing*.
Web 2.0 Websites allow users to do more than just retrieve information. Now users can build on the interactive facilities of Web 1.0 to provide "network as platform" computing, allowing users to run software-applications entirely through a browser. Users are able to co-author the data on a Web 2.0 site and exercise control over it. These sites have an "architecture of participation" that encourages users to add value to the application as they use it. This stands in contrast to traditional Websites, which limit visitors to passive viewing and whose content only the site owners can modify.
Web 2.0 Websites typically include some of the following features/techniques:
- **Search**: the ease of finding information through keyword searching.
- **Links**: guides to important pieces of information. The best pages are the most frequently linked to.
- **Authoring**: the ability to create constantly updating content that is co-created by users. In wikis, the content is *iterative* in the sense that the people undo and redo each other's work. In blogs, it is *cumulative* in that posts and comments of individuals are accumulated over time.
- **Tags**: categorization of content by creating tags that are simple, one-word descriptions to facilitate searching and avoid having to fit into rigid, pre-made categories.
- **Extensions**: automation of pattern matching for customization by using algorithms (i.e. Amazon.com recommendations).
- **Signals**: the use of RSS (Real Simple Syndication) technology to create a subscription model which notifies users of any content changes.
Web 2.0 and Education
Web 2.0 is difficult to define because it is not really a thing, but an approach, or shift, in how we use the Web we already have. *The key is a change to a more active user who actually creates content rather than just passively receiving it*. This change in how we experience the Web mimics
a parallel shift occurring in education. Instead of a top-down, “sage on the stage” approach to teaching, we are moving towards a more constructivist, “guide on the side” pedagogy which empowers students and encourages them to take responsibility for, and co-create, their learning experience.
Young people seem to be particularly attracted to Web 2.0 developments, often for the social aspects of easy communication, coordination, and online self-expression. Web 2.0 innovations harmonize well with current thinking about educational practice. In particular, Web 2.0 offers students new opportunities to take more control of their learning and create customized information, resources, tools, and services. Web 2.0 also encourages a wider range of expressive capability, facilitates more collaborative ways of working, enables community creation, dialogue and knowledge sharing, and creates a setting for learners to attract authentic audiences.
I believe it is our duty as instructors to reach out to our students as best we can. Whether or not we choose to embrace Web 2.0 technologies remains to be seen, but at the very least we should understand the concept and its main components. This is my intention in offering this workshop.
Now we will look at a few of the most popular Web 2.0 tools in more depth:
- Blogs
- Podcasts
- Social Networks
- Wikis
- ePortfolios
- Micro-Blogs
- Social Bookmarking
Adapted from: http://en.wikipedia.org/wiki/Web_2.0 and http://partners.becta.org.uk/index.php?section=rh&catcode=_re_rp_02&rid=14543
---
**Blogging**
→ Blogs in Plain English (3 minute video): http://www.youtube.com/watch?v=NN2lIpWXjXI
→ Example blogs: http://wordpress.org/showcase/
Over 70 million blogs have been created since 2003 and the numbers just keep increasing! Why? Because people want to express themselves and they like to have an audience. The World Wide Web makes it possible for you to publish your thoughts (or whatever else you’d like) and distribute them out to the entire world (of Internet-connected computer users). And believe it or not, this can all be done for free!
Nowadays, there are several good, reliable blogging tools available for free on the Web. You can set up your account and start blogging away within minutes.
**Blogging Definitions**
**What is a Web log (Blog)?**
A Weblog, or “blog”, is a personal journal on the Web. Weblogs cover as many different topics, and express as many opinions, as there are people writing them. Some blogs are highly influential and have enormous readership, while others are mainly intended for a close circle of family and friends.
**Why are blogs important?**
The power of Weblogs is that they allow millions of people to easily publish their ideas, and millions more to comment on them. Blogs are a fluid, dynamic medium, more akin to a “conversation” than to a library — which is how the Web has often been described in the past. With an increasing number of people reading, writing, and commenting on blogs, the way we use the Web is shifting
in a fundamental way. Instead of primarily being passive consumers of information, more and more Internet users are becoming active participants. Weblogs allow everyone to have a voice.
**What are common misperceptions about Weblogs?**
The main misconception about blogs is that they are only personal diaries. Weblogs come in all flavors, from personal journals that are mainly shared with close friends and family, to blogs with readership levels placing them in the league of mainstream media. Blog topics include political commentary, product reviews, scientific endeavors, and any area of information where people have a deep expertise and a desire to express it.
**What is a blogger?**
A blogger is someone who writes a blog.
**What is the blogosphere?**
Blogosphere is a word used to describe the online community of bloggers and their writings.
**How is a Weblog different from a Website?**
A Weblog is a Website that is updated frequently, most often displaying its material in journal-like chronological dated entries or posts. Most blogs allow readers to post comments to your post, and link from their blog to your posts using the **permalink** URL or address. In a blog, the content can be published and syndicated separate from the formatting using an RSS feed. Readers can then subscribe to the feed to automatically receive updates.
**What is a Weblog post or entry?**
An entry, a post, or a posting, are the terms often used to refer to a specific article or commentary written by the blogger on his or her Weblog.
**What is a comment?**
Many Weblogs allow readers to write a reaction to what was written in the blog entry. Comments can often be found directly following the blog entry.
**What’s the relationship between blogging and journalism?**
Weblogs are different from traditional media. Bloggers tend to be more opinionated, niche-focused, and partisan than journalists, who strive for editorial objectivity. Blogs encourage dialog with readers, which is why many traditional journalists now also have blogs. The relationship between blogging and journalism can be characterized as symbiotic rather than competitive. Bloggers are often sources for journalists, and many blogs contain commentary and riffs on what journalists wrote that day. Frequently newsmakers use blogs to respond to what journalists write about them. And by linking to traditional media, Weblogs can introduce new readers to journalists and their publications.
**Are Weblogs a business or a hobby?**
For most people, blogging is a hobby. For some, especially journalists, writers, and business and political leaders, writing blogs enhances their professional careers by giving their voices a broader audience and allowing more engaged contact with their readers, constituents, and customers. Some bloggers have readership numbers approaching that of big media and are able to earn income from their popularity.
**What is a permalink?**
The homepages of most Weblogs have several entries, or posts, listed on them. Because blogs tend to be frequently updated, articles you find on a Weblog's homepage one day may not be there the next. A permalink is the permanent identifier to a specific Weblog post or article. Bloggers love permalinks — they provide an easy way to capture specific references to posts or articles about which bloggers are writing.
**What is a "blogroll?"**
A blogroll is a list of blogs and bloggers that any particular blog author finds influential or interesting — so much so that the author wants the link to be enduringly visible on his or her site instead of just in occasional entries. A blogroll is often found to one side of a blog’s entries, and the hyperlinked names lead directly to the blogs in question. Blogrolls indicate which online community a blogger is attracted to or belongs to, and they are part of the conversations of the blogosphere.
From: http://support.technorati.com/support/siteguide
**Blogging Resources**
- Wordpress: [http://wordpress.com](http://wordpress.com)
- Blogger: [https://www.blogger.com/start](https://www.blogger.com/start)
- Technorati: [http://support.technorati.com](http://support.technorati.com)
- ProBlogger – Blogging for Beginners: [http://www.problogger.net/archives/2006/02/14/blogging-for-beginners-2/](http://www.problogger.net/archives/2006/02/14/blogging-for-beginners-2/)
- About.com – Web Logs: [http://Weblogs.about.com/?once=true&](http://Weblogs.about.com/?once=true&)
- EduBlogs: [http://edublogs.org/](http://edublogs.org/)
- Top 100 Education Blogs: [http://oedb.org/library/features/top-100-education-blogs](http://oedb.org/library/features/top-100-education-blogs)
---
**Podcasts**
→ Podcasting in Plain English (3 minute video): [http://www.youtube.com/watch?v=y-MSl42NV3c](http://www.youtube.com/watch?v=y-MSl42NV3c)
A Podcast is basically just an audio (or video) file. What distinguishes a podcast from other types of audio on the Internet is that a “podcaster” can solicit subscriptions from listeners, so that when new podcasts are released, they are automatically delivered, or fed, to a subscriber’s computer or mobile device. Usually, the podcast features an audio show with new episodes that are fed to your computer either sporadically or at planned intervals, such as daily or weekly. This format encourages listeners to “subscribe.”
As long as you listen to podcasts only on your computer (the vast majority of podcast subscribers do), you don’t need any special software other than the audio/video player you already have on your computer. But if you want to subscribe to a podcast “feed”, you’ll need to install “podcatcher” software on your computer. The most popular podcatcher software is iTunes. Millions of podcasts are currently available for free and thousands of new podcasts are created every day!
Adapted from: [http://www.entrepreneur.com/encyclopedia/term/159122.html](http://www.entrepreneur.com/encyclopedia/term/159122.html)
**What is podcasting?**
- “Pod” – a mobile playback device such as an iPod or any other MP3 player (a laptop or desktop computer also works).
- “Casting” – derived from broadcasting.
- Podcasting is the distribution of multimedia files, such as audio and video, over the Internet for playback on mobile devices and/or personal computers.
- Most podcasts are shared (syndicated) using the RSS format - Real Simple Syndication.
**How is a podcast different from a plain old audio file?**
- The key difference is the distribution model.
- Through RSS, anyone can subscribe to and “catch” podcasts, which will be automatically downloaded and managed by a “podcatching” program like iTunes.
- Simple audio files must be found and downloaded manually by users.
**What kinds of podcasts can I make?**
- Lectures for students to listen to at their leisure.
Guest speakers and special events.
Student study guides.
Supplemental materials for students.
Help online students feel more connected.
Ideal for Speech, ESL, Foreign Language, Physical Education and many more types of classes.
Have students create their own podcasts as part of your course.
Staff development and training.
The possibilities are endless!
Why make a podcast?
- Students like it and are comfortable with the technology.
- Information comes to the students; they do not have to go get it.
- Audio and video files can be reused in future courses and also in online and hybrid courses (ETUDES-NG).
- Ideal for audio and visual learners – adds variety to your presentation strategies.
- Of great value to students with learning disabilities.
- Students can review materials/lectures as many times as they want, at their own pace.
- No more students missing lectures!
What do you need to create audio podcasts?
- A personal computer (Mac or PC) connected to the Internet.
- A microphone (built into new Macs, cheap to buy) or digital recording device.
- Free podcast-creation software (GarageBand for Macs, Audacity or other for PCs).
(You do NOT need an iPod or MP3 player to listen to or create podcasts.)
Publishing your podcast
- Select a Web server to host your podcast “feed”.
- You can easily publish directly to iTunes with a .mac account.
- You can publish to iTunes from a PC as well, but it is more complicated.
- WLAC plans to support your podcasts, so soon you will not have to worry about this step at all.
- A “feed” is Web code which communicates the location and subscription information of your podcast to the world. In other words, your podcast feed is published in RSS format which allows users to subscribe to it.
- If you do not care about allowing subscriptions to your podcasts, you can instead simply upload your audio files to your Website or online course shell.
iTunes
- For both Mac and PC users.
- iTunes is by far the most popular hosting service, but others are available.
- It is FREE to upload podcasts (hosting) and download podcasts (subscribing) to your computer or mobile device.
Where to find (educational) podcasts
- Search iTunes
- Education Podcast Network - http://www.epnWeb.org
- Podcast Alley - http://www.podcastalley.com
- Learning In Hand - http://learninginhand.com/podcasting/find.html
Podcast Directory – http://www.podcastdirectory.com
Digg – http://digg.com/podcasts/view/education
OpenCulture – http://www.openculture.com/
NPR – http://www.npr.org/rss/podcast/podcast_directory.php
Learn Out Loud – http://www.learnoutloud.com/Podcast-Directory
Pod Feed – http://www.podfeed.net
Odeo – http://odeo.com
There are many other podcast directories available as well. Do a Web search for “podcast directory” and you will find directories of all kinds.
Social Networking
→ Social Networking in Plain English (2 minute video): http://www.youtube.com/watch?v=6a_KF7TYKVc
Social networking Websites provide a “virtual community” for people interested in a particular subject or just to “hang out” together. Members create their own online profile page with biographical data, pictures, likes, dislikes and any other information they choose to post. Users can communicate with each other text, voice, chat, instant message, videoconference, and blogs, and the services typically provide a way for members to contact friends of other members, thus enabling everyone’s “network” to grow.
Social networking Websites may also serve as a vehicle for meeting in person. One can find dating sites, friendship sites, sites with business agendas, and hybrids that offer a combination of these. Globally, hundreds of millions of people have joined one or more social networking sites so far.
The most popular social networking Websites include:
• MySpace (http://www.myspace.com)
• Facebook (http://www.facebook.com)
• Friendster (http://www.friendster.com)
• LinkedIn (http://www.linkedin.com)
Social Networking History
Introduced in 2002, Friendster was the first online social networking site, which was quickly followed one year later by MySpace. MySpace was started by two young friends and it quickly became extremely popular. Its parent company, Intermix, was acquired by News Corporation for $580 million just two years after it was launched! Next came Facebook in 2004, which initially targeted only college students, but now welcomes users of all ages. More new social networking sites are popping up all the time.
Social Networking Trends
• Prospective Employees
Employers can use information on social sites to learn about prospective employees. Reading profiles and perusing photos has become standard for human resources departments in some companies. One’s job search could be affected accordingly.
• Cell phone Applications
The cell phone’s potential for socializing remains huge, and mobile features allow social networking site users to continue their experience when away from the desktop. Uploading photos, sending videos and sharing voice messages while on the go are all possible now using social networking in conjunction with mobile devices (see Micro-blogging section below).
The 21st Century Portal
Socially-established Websites starting to become more content-conscious. Pundits believe that in the future, all content portals will have characteristics of social networking sites. Moreover, beyond the sense of belonging that might be sought via social networking, people will visit these sites to be entertained or to find useful information.
Adapted from: http://www.pcmag.com/encyclopedia_term/0,2542,t=social+networking+site&i=55316,00.asp
YouTube
One other social networking site very much worth mentioning here is YouTube (http://www.youtube.com). YouTube is a social space for sharing video content as well as for discussing the content posted there. YouTube allows anyone to store short videos for private or public viewing. Founded in 2005, it was acquired by Google in 2006 for $1.65 billion!
YouTube provides a venue for sharing videos among friends and family as well as a showcase for new and experienced videographers. Featuring videos it considers entertaining, YouTube has become a destination for ambitious videographers, as well as amateurs who fancy making a statement of some kind. Using the search engine provided, you can quickly and easily find free video content on almost any topic. YouTube videos are “streamed” to users on the YouTube site and can also be “embedded” into other Websites and blogs with ease.
Adapted from: http://www.pcmag.com/encyclopedia_term/0,2542,t=YouTube&i=57119,00.asp
Wikis
→ Wikis in Plain English (4 minute video): http://www.youtube.com/watch?v=_dnL00TdmLY
“Wiki” is the word for “fast” in Hawaiian. A wiki is a page or collection of Web pages designed to enable anyone who accesses them to contribute or modify the content easily. Wikis are often used to create collaborative Websites and to power online communities. Wikis are used in business to provide intranets and knowledge management systems. Wikis are used in education to allow students to co-create documents and research topics collaboratively.
The collaborative encyclopedia Wikipedia (http://en.wikipedia.org/wiki/Main_Page) is the most popular example of a wiki today.
Wikis have several key characteristics, which include:
- Invites all users to edit any page or to create new pages within the wiki Website, using only a simple Web browser.
- Promotes meaningful topic associations between different pages by making page link creation intuitively easy and showing whether an intended target page exists or not.
- Seeks to involve the visitor in an ongoing process of creation and collaboration that constantly changes the Website landscape.
A wiki enables documents to be written collaboratively, iteratively, in a simple markup language using a Web browser. A single page in a wiki Website is referred to as a "wiki page", while the entire collection of pages, which are usually well interconnected by hyperlinks, is "the wiki". A wiki is essentially a database for creating, browsing, and searching through information.
A defining characteristic of wiki technology is the ease with which pages can be created and updated. Generally, there is no review before modifications are accepted. Many wikis are open to alteration by the general public. Many edits can be made in real-time and appear almost instantly.
online. Since this can facilitate abuse of the system, most private wiki servers require user authentication to edit pages, and sometimes even to read them.
Like many simple concepts, "open editing" has some profound and subtle effects on Wiki usage. Allowing everyday users to create and edit any page in a Website is exciting in that it encourages democratic use of the Web and promotes content composition by nontechnical users.
Adapted from: http://en.wikipedia.org/wiki/Wiki and http://wiki.cgi?WhatIsWiki
ePortfolios
→ WLAC has contracted with Avenet eFolio (http://www.avenetefolio.com) as our ePortfolio service provider. Contact Eric Ichon (email@example.com) if you are interested in setting up an account.
→ Example eFolio template: www.joshuastern.efolio.ca.efolioWorld.com
Electronic portfolios (also referred to as ePortfolios or Webfolios) are gaining recognition as a valuable tool for learners, instructors, and academic organizations. ePortfolios are higher education's new "got to have it" tool. They have been called the "show-and-tell platform of the millennium" and are expected to revolutionize how students are assessed in formal education. All the hype aside, ePortfolios can best be viewed as a reactionary response to fundamental shifts in learning, teaching, technology, and learner needs in a climate where learning is no longer perceived as confined to formal and traditional educational practices.
Portfolios have long been the showcase tools of artists as a way to express competency and work completed. ePortfolios are digital versions of traditional portfolios. Definitions of ePortfolios vary, but generally include the notion of a digital resource (personal artifacts, instructor comments) demonstrating growth, allowing for flexible expression (i.e. customized folders and site areas to meet the skill requirements of a particular class, institution, or job), and permitting access to varied interested parties (parents, potential employers, fellow learners, instructors, etc.).
In higher education today, ePortfolios are big business with several companies offering ePortfolio management services for a price. Subscribing to an ePortfolio service allows a school or college the ability to access a comprehensive Web-based information management system in which learners build and maintain digital repositories of artifacts, which they can use to demonstrate competence and reflect on their learning. ePortfolios are considered "authentic assessments" which are a reaction to our traditional objective assessment strategies such as standardized testing.
ePortfolios can include a wide range of information and content, for example:
- Personal information
- Education history
- Recognition – awards and certificates
- Reflective comments
- Coursework – assignment, projects
- Instructor comments
- Previous employer comments
- Goals, plans
- Personal values and interests
- Presentations, papers, other work
- Personal activities – volunteer work, professional development
All of the artifacts included should have a purpose – they should demonstrate a skill, an attribute, and learning acquired from experience.
Adapted from: http://www.elearnspace.org/Articles/eportfolios.htm
Micro-Blogging
→ Twitter in Plain English (2:30 minute video): http://www.youtube.com/watch?v=ddO9idmax0o
Micro-blogging (AKA ‘mobile social-networking’; AKA ‘themed Instant Messaging’) encompasses technologies which enable users to write brief messages, usually limited to less than 200 characters, and publish them via Web browser-based services, email, or mobile phones. The most popular micro-blogging service today is called Twitter (http://twitter.com).
Twitter is a free social networking and micro-blogging service, that allows its users to send and read other users’ updates (known as tweets), which are text-based posts of up to 140 characters in length. Twitter had over 5 million visitors in September 2008!
Adapted from: http://en.wikipedia.org/wiki/Twitter
Other less popular micro-blogging sites include:
- Plurk (http://www.plurk.com)
- Tumblr (http://www.tumblr.com)
- Jaiku (http://jaiku.com)
- Pownce (http://pownce.com)
Social Bookmarking
→ Social Bookmarking in Plain English (3:30 minute video): http://www.youtube.com/watch?v=X66JV7GOcNU
Social bookmarking is a way to store, organize, search, manage, and share collections of websites. With the help of metadata “tags”, or keywords, these lists can be organized and shared across the Internet.
In a social bookmarking system, users save links to websites that they want to remember and/or share. These bookmarks are usually public, but can be saved privately, or shared only with specified people or groups. People can access these bookmarks chronologically, by category or tags, or via a search engine. Many social bookmarking services provide web feeds (RSS) for their lists of bookmarks and tagged categories. This allows subscribers to become aware of new bookmarks as they are saved, shared, and tagged by other users.
As these services have matured and grown more popular, they have added extra features such as ratings and comments on bookmarks, the ability to import and export bookmarks from browsers, emailing of bookmarks, web annotation, and groups or other social network features.
Adapted from: http://en.wikipedia.org/wiki/Social_bookmarking
Popular social bookmarking sites include:
- Del.icio.us (http://delicious.com)
- Digg (http://digg.com)
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Waste Not Want Not in Chicago
“Pretty much everything can be recycled or reused.” That was Bryant Williams talking—the Manager of Engineering Services for the Cook County Department of Environmental Services. Williams is one of a new breed of people trained in the environmental sciences who look at waste and see gold—as in golden opportunities to recycle more stuff, lower pollution, and save energy. Jean Pogge, the CEO of the Delta Institute, a Chicago-based nonprofit that spearheads environmental initiatives, added, “Looking at waste is like looking at plumbing. It’s behind the scenes, but it’s very important.”
All by itself, Chicago produces lots and lots of trash—892,034 tons in 2012. That’s an astounding 657 pounds of waste for every man, woman, and child. A century ago, the average Chicagoan tossed out only 95 pounds of trash a year, but since those simpler times, the nation’s economy has changed radically. We buy lots more things, and it all comes wrapped in plastic, metal, paper, or wood. And we throw away most of that packaging.
Luckily, we as a nation are learning to recycle more and more of this stuff. According to America the Beautiful, a nonprofit dedicated to recycling, the United States recycled 34 percent of its trash in 2009—about 82 million tons. The country boasts about 9,000 curbside recycling programs, reducing pollution and saving energy and natural resources. After all, if we’re reusing paper, we’re not cutting down more trees to grind into pulp. Recycling also lowers emissions of carbon dioxide, which is the primary greenhouse gas implicated in climate change. In fact, the reduction of CO2 from recycling is like taking 33 million cars off the road.
Recycling not only helps the environment, but it creates jobs. Nationally, the recycling industry employs about 1.1 million workers. A good example of the economic payoff is Republic Services, a recycling and waste disposal corporation with 76 recovery facilities that employ more than 30,000 people in 39 states and Puerto Rico. Republic operates a recovery facility on the South Side, on the footprint of the old Union Stockyards.
On August 9, Republic’s Chicago-based General Manager, Brian Holcomb, led a group of interested citizens on a tour of its South Side facility. The Southeast Environmental Task Force—which advocates for a cleaner environment in that corner of the city—sponsored the tour. Republic has contracts to collect solid waste and sort it into recycled materials and trash. Because landfills can no longer be used in the city, the company carts trash that can’t be recycled to landfills in downstate Illinois and Indiana. But the stuff that can be recycled goes through a careful categorizing process. At a sorting line, sorters separate recycled materials from other trash. They then separate cardboard from other paper and aluminum from other metals. They sort glass by color and plastics by type. Workers gather these materials into large batches weighing anywhere from 1600 pounds to 1800 pounds. Republic then sells the recycled materials to companies that specialize in turning recycled materials into new products.
The cardboard becomes new cartons or facing paper for gypsum board. From the aluminum, manufacturers create new beverage containers. Glass can become items for homes, such as back splashes. Plastic is transformed into new plastic containers, carpeting, and even clothing.
If the benefits of recycling are so apparent and obvious, how are Chicago and Cook County doing in reducing its vast amount
of waste and recycling more stuff? To answer that question, recycling specialists look at three things: recycling for individual residences, recycling for multi-unit dwellings, and recycling of materials from construction and demolition.
Let’s start with individual residences, which include dwellings of up to four units. Chicago’s first foray into recycling was the infamous blue bags, in which you had to purchase blue bags, sort your recyclables, and leave them to be picked up by recycling crews. Put simply, it was a disaster. The amount of stuff recycled was less than 10 percent.
During his mayoral campaign, Rahm Emanuel promised to do better, and in 2011, he announced the blue cart program, in which individual residences would get bright blue carts and trucks would come around and pick up the recyclables. By the end of 2013, the city finally finished rolling out the carts to individual residences—all 600,000 of them. Two private companies and the Department of Streets and Sanitation are handling the recycling in different parts of the city.
Critics claim, though, that the city hasn’t done a good job educating the public about how to recycle properly. Mike Nowak, the president of the Chicago Recycling Coalition and host of a talk show on WCPT-AM about gardening and the environment, said, “People need to learn how to use the blue carts. In a property near us, people put garbage in the blue cart. The company that handles recycling won’t take the garbage in the cart because it’s contaminated. Streets and Sanitation won’t pick it up because the garbage is in a blue cart. So it just sits there, attracting rats and flies. We need many more public service announcements and other educational efforts.”
Despite these problems, the blue cart program has at least gotten Chicago onto the recycling map vis à vis individual residences. How has the progress been in getting high-rise condos and apartments to recycle? Well, as Jon Stewart might say, “Not so much.” According to a city ordinance, apartment owners or managers are supposed to put in recycling programs, but according to Nowak, most of them don’t. He explained, “Each building handles recycling differently, which is a big problem. Also, the city doesn’t enforce the ordinance. So, it’s up to motivated residents to start a recycling program. It puts the onus on residents.”
When it comes to recycling construction and demolition debris, the picture is more optimistic. When you drive down a street and see a building being torn down, have you ever wondered what happens to that stuff—of which there is a lot? According to Bryant Williams, “In 2013, there were 496,000 tons of demolition and construction debris. This includes wood, concrete, asphalt, rubber membrane from roofs, glass, aluminum siding, carpeting (which is tough to recycle), and bricks.”
Traditionally, forty percent of the material went to landfills. In 2012, though, the Cook County Board passed an ordinance requiring more recycling of construction and demolition materials in the county. According to Williams, “The ordinance was driven by President Toni Preckwinkle and was intended to face the issue that Cook County is running out of space for landfills.” The ordinance sets the goal of diverting at least 70 percent of construction and demolition debris into reuse.
A surprising amount of this stuff can be repurposed. Williams said, “People reuse lumber for furniture. Metals have high value. Bricks can be reused. Bricks made now have hollow cores, but the traditional Chicago bricks are solid, and there’s a big market for them.” Other goodies that can be reused include light fixtures and kitchen cabinets—if they’re in good condition. Builders can also reuse floor joists and lumber for new projects. Williams said, “We’re hitting about 88 percent of waste reuse now in suburban Cook County.”
The local market for recycled materials is surprisingly robust. Habitat for Humanity sells materials for reuse at its Habitat ReStore, located at 6040 N. Pulaski. Other local warehouses for recycled building materials are the Evanston ReBuilding Warehouse (2101 Dempster Street), and the Rebuilding Exchange (1740 Webster Avenue in Chicago). All the warehouses take donations from individual homeowners who have undertaken rebuilding or remodeling projects.
The Delta Institute has helped spike the market for recycled building materials. Jean Pogge said, “We work with government, business, and environmental organizations for market-based solutions to sustainability.” Working in all five Great Lakes states, Delta drives initiatives in three areas: to shift society’s energy resources from nonrenewables to renewables, to encourage stewardship of ecosystems, and to waste from a liability to an asset.
The Rebuilding Exchange is one of Delta’s notable local initiatives. Founded in 2009, the Exchange is a 25,000-foot warehouse where people can go to buy reused materials. Since opening, the warehouse has diverted 9,000 tons of materials into reuse. That’s stuff that would have traditionally ended up in landfills.
Mary Trieschmann, the Executive Director of the Exchange, explained, “A variety of people buy materials here. There are DIY’ers [Do It Yourselvers]. For example, someone might be rehabbing their bathroom, and they can find sinks and other fixtures here. We get apartment owners who are redecorating or rehabbing apartments. They can find tubs or flooring that were discontinued. People can find high-quality materials at very reasonable prices.”
Furniture makers also buy stuff at the Exchange. Since old-growth forests are off-limits for logging, recycled lumber is often the best source for high-quality wood. The Exchange has even launched its own line of furniture—RX Made—from reused materials. The warehouse employs 17 people, 15 of whom are fullFinally!
A prescription with side effects you want.
Blueberries and red beans, just a few of the many foods rich in antioxidants, are powerful remedies in the fight against cancer. Research shows that fruits, vegetables, and other low-fat vegetarian foods may help prevent cancer and even improve survival rates. A healthy plant-based diet can lower your cholesterol, increase your energy, and help with weight loss and diabetes. Fill this prescription at your local market and don’t forget—you have unlimited refills!
For a free nutrition booklet with cancer fighting recipes, call toll-free 1-866-906-WELL or visit www.CancerProject.org
time, and has trained about 80 people in the tricky processes of removing nails and preparing old materials for new life.
Trieschmann added, “We’ve seen artists who love to work with found materials such as wood and tile. One artist from Wisconsin bought material to create a sculpture for a floating iceberg, as a statement about the dangers of climate change.” She added, “We’ve had homeowners say that if they’d only known about our warehouse, they would have donated materials. We have a truck and will pick up what people want to donate.” (Trieschmann) Interested people can contact the Exchange through their Web site at www.rebuildingexchange.org.
So, we’ve looked at the big picture—recycling in Chicago and Cook County. But what about the little picture—you and me? Environmental organizations suggest several ways to recycle more stuff:
• If you’re starting a rebuilding or remodeling project, contact the Habitat ReStore, the Rebuilding Exchange, or the Evanston ReBuilding Warehouse to see what materials can be reused.
• Make recycling bins easily available. Paper products definitely have a further use.
• Recycle old technology. The U.S. Environmental Protection Agency provides guidelines at http://www.epa.gov/epawaste/conserve/materials/ecycling/index.html
• Be sure to recycle empty ink and toner cartridges. Many retail outlets will take them. And then buy recycled ink and toner cartridges.
• Use rechargeable batteries.
Mike Nowak, who’s really passionate about this subject, added one more observation. “At our home,” he said, “our ratio of recyclables to trash has grown to be about four to one.” It’s a great goal, and it’s a way to help yourself while you’re helping your planet. □ | <urn:uuid:ecff7f07-1208-4da7-8e4b-5b799b1b99e1> | CC-MAIN-2023-23 | https://blog.cookcountyil.gov/sustainability/wp-content/uploads/2014/11/Chicago-Life-Article.pdf | 2023-06-11T01:31:45+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224646652.16/warc/CC-MAIN-20230610233020-20230611023020-00650.warc.gz | 158,421,298 | 2,376 | eng_Latn | eng_Latn | 0.998382 | eng_Latn | 0.998658 | [
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Dr. Charles D. Joseph once said, "When our Lord was born in the cattle's stable some two thousand years ago, it was tax-paying and census-taking time. The census bureau never thought to go near the animals' dwellings, thus Jesus' birth was never counted by mankind in those days." Here was the best thing that ever happened to mankind and "we didn't know who You were."
Black citizens in America have made many footprints in the "sands of time." Likewise in the ranks of the SDA church, they have been a blessing and have made memorable contributions and oftentimes the story goes untold.
I asked some young adults who Dorie Miller was, and to my surprise they had never heard of his bravery at Pearl Harbor on December 7, 1941. This black sailor died in defense of his country.
Some names of Seventh-day Adventists that we would do well to become acquainted with are Etta Littlejohn, the Dotsons, J. L. Moran, F. L. Peterson, Pastor Holloway, Aretha Barton, G. E. Peters, J. G. Dasent, O. A. Troy, Sr., Thomas Allison, A. Samuel Rashford, Emma Minnis, Luther Milligan, Rose Fountain, H. W. Kibble, J. K. Humphrey, M. G. Nunez, Dr. Rodriguez, Eleanor Storey, J. H. Wagner, Sr., Louis Bland, Charles Lee, R. F. Warnick, C. S. Myles, A. T. Maycock, W. S. Lee, H. R. Murphy, H. D. Singleton, A. Gaines Thompson and J. H. Laurence.
A history of black Seventh-day Adventists cannot be told briefly, nor momentarily, but let us mention a few momentous events in capsule.
Days of slavery (1843-1863): The first twenty years of the preachings of William Foy and William Miller concerning the second advent of Christ to the earth, some few colored people in the north became members—Sojourner Truth, the abolitionist, Frederick Douglas and later his daughter, Mrs. Spragg. William Foy has been pictured as one refusing a call to preach for the Lord and this is in error. He labored in the ranks of Adventism until his dying day.
Civil and post-Civil War days (1863-1883): The second twenty years of Adventism enjoyed the blessings of heaven. Battle Creek College and Hospital (an Adventist citadel) was in its glory and its fame extended far and wide. Some 60 or more blacks attended the school for professional training to serve their people, among them Anna Knight, missionary to India, Dr. Lottie Blake, founder of the Rock Creek Sanitarium, and Judge J. Price Pearson, a freed slave in Alabama who not only gave health treatments to white people but to blacks as well in the Birmingham community. He served as a county judge during the reconstruction.
During this time a church was organized at Edgefield Junction, where the Allison family of Clarksville, Tennessee, held membership. The mother of Edna Lett Williamson was taken from Lebanon, Tennessee, to become the first black student at Battle Creek Academy. All was not rosy for her in those days.
The crisis years (1883-1903): The third twenty years found the work on the upward swing among our people in America. Missionaries had been sent to various parts of the globe to tell the story but very little thought was given for this downtrodden race to join the church. At this time the KKK was on the rise. Time was not good for missionary endeavors among our people, so no missionaries were sent until Ellen G. White had a vision concerning this vast group in the homeland who had never been invited to become a part of this judgment-bound people.
Alonzo Parker preached the message to his people in Mississippi. Later, Edson White chose the South as a place to labor for blacks and poor whites. Oakwood Training School was established and students were trained to carry the message to their people, especially in the Southland where most of them lived. Membership totaled 50 with the annual tithe at $50.
World War I (1903-1923): The black soldier fought valiantly in defense of this country. The fourth twenty years also saw the dawn of a new day for the church. The growth in membership necessitated a demand for organizational leadership among these people. A colored department was organized at the General Conference. Consequently, churches and schools began springing up in many parts of the country. There were some 40 schools in Mississippi alone. J. H. Laurence, Sydney Scott, George Peters, E. Nunez and G. Dasent went everywhere preaching the gospel. The membership grew to 9,000 with a tithe income of over $100,000. Pastor Holloway established the Malamulo Mission Station. Dr. Hastings Banda, who later became president of Malawi, attended Meharry Medical School and made his abode with Seventh-day Adventists in Nashville. W. H. Green, an attorney, became the first man of color to be appointed as a departmental leader at the General Conference.
The Depression Years (1923-1943): The next twenty-year period held years of frustration for leaders of the church. Membership growth in black churches brought challenges and cries for this people to be granted leadership from their own ranks to help solve some of the problems that grew out of changing times. Equal opportunity concepts came to the fore. The church had all facilities segregated—schools, churches, hospitals, publishing houses and conference
offices. Ellen White had told the brethren, "You have no right to exclude the colored people from your houses of worship." They did not heed her words.
Riverside Hospital was established by Naomi Druillard, a wealthy white lady of the church. J. L. Moran was the first of our people to become president of Oakwood College. J. K. Humphrey and others were dismissed from denominational ranks because they strongly urged and moved forward in the establishment of orphan homes, old folk homes, schools and hospitals to serve the needs of our people inside and outside of the church. Cries came for church organization to meet the growing needs. This was crushed forcefully and promptly. But "Israel still continued to multiply." The needs never went away. The membership had grown to 16,000 with tithe of over $400,000.
Church fathers (1943-1963): Regional conferences came into being, not by the request of our people but by the behest of church fathers. After some embarrassing incidents, the brethren were given a chance by J. L. McElhaney to either integrate or segregate. The brethren chose the latter, so regional conferences came into being.
We should pause to salute those who served as conference leaders in those days—J. G. Dasent, L. H. Bland, J. H. Wagner, Sr., founder of Pine Forge Institute, H. D. Singleton, H. R. Murphy, W. W. Fordham and T. M. Rowe. These made brick without straw. Evangelism was the watchword. New jobs were provided for black students. The pennies stretched, much was accomplished and the membership grew.
A. T. Maycock offered the name "regional" because of the location around the Great Lakes. All others became regional. Mixed emotions existed among the blacks when regional conferences were born. Most of the leaders, who had come to realize that self-improvement was their only hope, welcomed the move. A few who could not accept the concept moved west or left the country.
Blacks returning from World War II brought a wind of change to the community. The church has kept abreast with the community through the years, socially, politically and economically. Real Christian actions have never led the way, it seems, without some outside force. During this change, the poll tax was outlawed by the Supreme Court, as well as school segregation. However, a position of "separate but equal" was maintained outside and within the church. But a crisis was just ahead....
Evangelism continued to be the thrust in regional conferences. J. G. Thomas, F. S. Keitts, B. W. Abney, Sr., J. H. Laurence, C. S. Myles and D. B. Reid were the stalwarts every young minister sought to work with and emulate.
Some of those God brought on the horizon as top evangelists were E. E. Cleveland, E. C. Ward, L. G. Newton, C. R. Graham and J. E. Cox, Jr. Cleveland and Ward, friendly rivals in evangelism, led the way in soul-winning and people were baptized by the hundreds each year. The work, in spite of reprisals, was being blessed of God.
Dr. Martin L. King came to the fore to prick the conscience of the nation and the world in its dealings with Christian race relations. The world was never to be the same again. Likewise, Dr. Frank W. Hale stirred the minds of our church leaders with demonstrations which embarrassed some of the older ones, but brought excitement and courage to the young. The church was never to be the same again. Then Pastor F. L. Peterson became the first black vice president of the world conference.
(1963-1983): The nation elected a Roman Catholic to be president of the United States—J. F. Kennedy, whose inaugural speech resounded loudly in the ears of many, "Let the word go forth that the torch has been passed to a new generation." This permeated the blacks of the church as youthful C. E. Bradford, C. E. Dudley and G. R. Earl became conference presidents and F. W. Hale became president of Oakwood College. Times were exciting. "Desegregation" and "total integration" were the themes and dreams of the day.
Within the ranks of the church a young, dynamic and aggressive white leader arose with different ideas: L. J. Leiske. His Christian beliefs were quickly silenced.
The young black leader's frustration heightened as he realized that total integration and acceptance would never become a reality. He was told by leading educators to "get your own." He then sought avenues for his talents to be used to the fullest for a finished work. Regional unions was the avenue to travel.
The words of Pastor M. G. Nunez seemed to echo from the past—"What is wrong with it? You have a black church, why not a black conference?" And now the natural step would be a regional union. The work had grown tremendously. More than 22 percent of membership in the United States was black and over 70 percent of world membership outside America was non-white.
The regional union concept was soon to be voted down. The mood of black leaders everywhere was for these unions, as hundreds crowded the galleries at the Takoma Park church in Washington, D.C., to witness the predominantly white policy-making, policy-voting assembly act against the wishes of this people.
Some appeasements were offered as a few blacks became appointed to posts in unions. This was not the answer. At this assemblage, three vice president posts for the North American Division became vacant. The church, nation and
world watched to see which direction leadership would take to fill this vacancy. After much debate, a black was elected to serve as leader of the richest, strongest, home-based division of the world field. Yes, our hearts were made glad, but this still was not the answer.
(1983): Today black membership in the United States numbers almost 145,000 or 25 percent. The latest tithe figures received from the regional churches show over $40 million.
Before we end this present twenty-year span, may our joys be filled by seeing Jesus, our Lord, return for His church. I like the way my mother, along with others of yesteryear, sang it—
"When the saints go marchin' in,
Lord, I'm going to be in that number,
When the saints go marchin' in . . . ."
—C. E. Dudley
Missionary workers from the Berean SDA Church in St. Louis, Missouri, in 1929.
The question is asked, "Why did you not begin years ago a conference such as you now have?" The answer is simple: The time was not yet full. But today the fullness of time for such a conference is seen, hence the United Sabbath Day Adventist Conference is functioning in all its departments.
The troubles, unpleasantness, ejection of Negroes by white Adventist presidents and all that inside volcanic condition incident to the impact of Negro ambition and white prejudice have nothing to do with the necessity of a United Sabbath Day Adventist Conference directed by Negroes. Conditions demanded such a conference, whether there was continuous tranquillity or constant warring.
The brothers and sisters north and south, homeland and foreign, should cease the unwise cry, "The time is not ripe, we are not ready for such a master move." Let me ask, "When is the time going to be ripe?" If 1913 to 1931 does not bring a ripened time; if the briny tears of men and women among the Advent Negro believers who have had to groan in public and private does not show a ripened time; if the loss of hundreds of the boys and girls of our Negro preachers and members in the Advent ranks, if the premature death of Negro Adventist preachers suffering under the oppression does not bespeak that the time has come; and if justifiable concern for the future as well as interest in our present condition does not spell the arrival of the time, when will it ever come?
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COLOURS VOCABULARY MATCHING WORKSHEET
Choose the correct words from the list below and write them under the correct pictures.
- blue
- white
- black
- red
- brown
- purple
- pink
- green
- orange
- grey
- yellow
- navy
[Images of puzzle pieces in various colors]
COLOURS CROSSWORD PUZZLE
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**Important Information From EPA...**
**Contaminants in Bottled Water and Tap Water:** 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 can be obtained by calling the EPA’s Safe Drinking Water Hotline, 1-800-426-4791.
**Drinking Water and People with Weakened Immune Systems:** Some people, especially those vulnerable to infections, may be more susceptible than the general population to infections from waterborne pathogens. Immuno-compromised 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 infants can be particularly at risk from infections. These people should seek advice about drinking water from their health care providers. EPA/CDC guidelines on appropriate means to lessen the risk of infection by Cryptosporidium and other microbial contaminants are available from the Safe Drinking Water Hotline at 1-800-426-4791.
**Lead In Drinking Water:** 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. COMM Water 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 should 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 www.epa.gov/safewater/lead.
**Manganese:** Drinking water may naturally have manganese and, when concentrations are greater than 50 ppb, the water may be discolored and taste bad. Over the lifetime, EPA recommends that adults limit their daily intake of manganese levels less than 300 ppb and over the short term, EPA recommends that people limit their consumption of water with levels over 100 ppb. Primarily due to concerns about possible neurological effects, children up to 1 year of age should not be given water with manganese concentrations over 300 ppb, nor should formula for infants be made with that water for longer than 10 days.
---
**WHAT CONTAMINANTS MAY BE PRESENT IN OUR WATER?**
The sources of our drinking water (both treated and bottled water) include rivers, lakes, streams, ponds, reservoirs, springs, and wells. As water travels over the land or through the ground, it dissolves naturally-occurring minerals and, in some cases, radioactive material, and can pick up substances resulting from the presence of animals or from human activity.
**Microbial Contaminants**, such as viruses and bacteria, that may come from sewage treatment plants, septic systems, agricultural livestock operations and wildlife.
**Pesticide and Herbicide** contamination, that may come from a variety of sources such as agriculture, urban stormwater runoff and residential uses.
**Inorganic Contaminants**, such as salts and metals, that can be naturally-occurring or result from urban stormwater runoff, industrial or domestic wastewater discharges, oil and gas production, mining, or farming.
**Organic Chemical Contaminants**, including synthetic and volatile organic chemicals, that are by-products of industrial processes and petroleum production, and can also come from gas stations, urban stormwater runoff and septic systems.
**Radioactive Contaminants**, that can be naturally-occurring or be the result of oil and gas production and mining activities.
In order to ensure that tap water is safe to drink, the DEP and EPA prescribe regulations that limit the amount of certain contaminants in the water provided by public water systems. Food and Drug Administration (FDA) and the Massachusetts Department of Public Health regulations establish limits for contaminants in bottled water that must provide the same protection for public health.
---
**Source Water Assessment and Protection (SWAP)**
**What Is SWAP?**
The Source Water Assessment Protection (SWAP) program assesses the susceptibility of public water supplies to potential contamination by microbiological pathogens and chemicals.
**What Is My System’s Ranking?**
A susceptibility ranking of high, was assigned to this system according to the most recent SWAP assessment by the DEP. A source’s susceptibility to contamination does not imply poor water quality. Soil conditions contributed to this ranking.
Actual water quality is best reflected by the results of regular water tests. To learn more about your water quality, refer to this report.
**Common Potential Sources of Contamination Include:**
septic systems, housing-related materials, heating oil storage, stormwater, fertilizers, pesticides and automotive fluids.
**Where Can I See The SWAP Report?**
The complete SWAP report is available at the Water Department Office and Board of Health. For more information, call Superintendent Craig Crocker 508-428-6691.
**Residents Can Help Protect Sources By:**
- practicing good septic system maintenance,
- supporting water supply protection initiatives at the next town-wide meeting,
- taking hazardous household chemicals to hazardous materials collection days, and
- limiting pesticide and fertilizer use, etc.
---
**Facts About Your Water Delivery System**
- Over 252 miles of water mains
- 12,277 billed accounts and 38,000 customers
- Provides fire protection through 2,022 hydrants
- Can store 6.8 million gallons of water in 3 storage tanks
- Includes 19 pumping stations, 13 treatment facilities
- 662 Acres of watershed property
- Disinfection caused by chlorine controlled with a sequencing generator (poly phosphate) at 5 wells
- The pH level on Cape Cod tends to be acidic in the range of 6 to 7.5 (pH scale, where numbers of acidity or alkalinity, a liquid).
- On the pH scale, the number 7 is neutral, less than 7 is acidic, and more than 7 is alkaline (basic). Due to the lower pH of our water, we add sodium hydroxide substance (potassium hydroxide) to our water in order to reduce corrosion in the distribution system and in your home or business.
In 2022 the COMM Water Department delivered over one billion gallons of water.
---
**For more information about COMM Water System contact:**
Craig A. Crocker, Superintendent
508-428-6691
---
**U.S. Environmental Protection Agency’s Safe Drinking Water Hotline**
At 1-800-426-4791
---
**Board of Water Commissioners**
You are invited to participate in our public forum and voice your concerns about your drinking water system during the first Wednesday of every month at 7:00 P.M. at the Centerville Fire Station, Route 28, Centerville, MA 02632.
Meetings are subject to change. Changes will be posted at Town Hall, Centerville Fire Station, the Water Department Office and the website shown below.
**Board of Water Commissioners:**
Scott E. Crosby, Chairman
Robert J. Brennan
Kevin Medeiros
Website: www.commwatwr.com
---
**Established in 1937**
Public Water Supply
ID #4020002
---
**2022 WATER QUALITY REPORT**
January 2023
This is an annual report on the quality of the water delivered by the COMM Water Department.
This brochure contains information on the source and contents of our water and related health risks associated with any detected contaminants.
The COMM Water Department is committed to providing our customers with high quality, safe drinking water that exceeds every federal and state standard.
P.O. Box 369
1138 Main Street
Osterville, MA 02655
508-428-6691 Fax 508-428-3508
Website : www.commwatwr.com
Superintendent: Craig A. Crocker
The table lists all the substances in drinking water that we detected during the calendar year 2022 (unless otherwise noted), although the presence of these substances in the water does not necessarily indicate that the water poses a health risk, we feel that it is important that you know exactly what and how much was detected.
### Inorganic Contaminants
| Regulated Substance | MCLG | Highest Level Detected | Range of Detection | Violation | Major Source in Drinking Water | Health Effects Language |
|---------------------|------|------------------------|-------------------|-----------|---------------------------------|-------------------------|
| Nitrate | 10 ppm | 10 ppm | 4.3 – 13.4 | NO | Runoff from fertilizer use; Leaching from septic tanks; sewage; Erosion of natural deposits | Infants below the age of six months who drink water containing nitrate in excess of the MCL could become seriously ill if, and, if untreated, may die. Symptoms include blue-baby syndrome. |
| Nitrite | 10 ppm | 10 ppm | .0006 – 0.0056 | NO | Runoff from fertilizer use; Leaching from septic tanks; sewage; Erosion of natural deposits | Infants below the age of six months who drink water containing nitrite in excess of the MCL could become seriously ill if, and, if untreated, may die. Symptoms include blue-baby syndrome. |
| Barium (2017) | 2 ppm | 2 ppm | .07 | NO | Discharge of industrial wastes; Discharges from mining refineries; Erosion of natural deposits | Some people who drink water containing barium in excess of the MCL over many years could experience an increase in their blood pressure. |
| Cadmium (2020) | N/A | 1 ppm | 0 | NO | Eroded topsoils; smelting; Fertilizers; Industrial agents also present in breads and animal feedstuffs | Some people who drink water containing cadmium in excess of the MCL over many years could experience an increase in their blood pressure. |
| Chromium (hexavalent) | N/A | 1 ppm | 0 | NO | Eroded topsoils; smelting; Fertilizers; Industrial agents also present in breads and animal feedstuffs | Some people who drink water containing chromium in excess of the MCL over many years could experience an increase in their blood pressure. |
| Combined Radium (2018) | 5 pCi/L | 1.453 | 0.0782 – 1.453 | NO | Erosion of natural deposits | Some people who drink water containing radium 226 or 228 in excess of the MCL over many years may have an increased risk of getting cancer. |
| Strontium Alpha (2018) | 2 | 0 | 2.21 | NO | Alpha radiation is a type of energy released by unstable radioactive elements through decay | People who are exposed to relatively high levels of radionuclides in drinking water for long periods may develop serious health problems, such as cancer, anemia, colonic/carcinosis, cataracts, bone growth, kidney disease, liver disease and impaired immune systems. |
### Secondary Contaminants
| Regulated Substance | MCL | AVERAGE | Range of Detection | Violation | Source in Drinking Water | Health Effects Language |
|---------------------|-----|---------|--------------------|-----------|--------------------------|-------------------------|
| Arsenic (data 2021) | 10 | 8.64 | 4.9 – 13 | NO | Runoff and leaching from natural deposits; industrial wastes | Natural Mineral |
| Iron (ppm) | 3 | .2 | 0 – 7 | NO | Natural and industrial sources as well as aging plumbing distribution systems and house hold pipes | Use of water containing iron at concentrations above the secondary MCL may result in aesthetic issues including the staining of laundry and drinking fixtures and water with an unpleasant metallic taste and rusty odor of natural deposits and erosion. |
| Manganese (ppm) | 2 | .47 | 0 – 18 | NO | Runoff from natural deposits; industrial influence | May produce a salty taste; tastes mineral; rust taste |
| Fluoride (ppm) | 2 | 57 | 7.3 – 57 | NO | Erosion of natural deposits; road salt run-off | Sensitive individuals, such as those experiencing hyperactivity, skeletal issues, or congestive heart failure, should be aware of the sodium levels in their drinking water. Excessive fluoride can cause dental fluorosis. |
| Sodium (ppm) | 20 | 57 | 7.3 – 57 | NO | Erosion of natural deposits; road salt run-off | Use of water containing manganese at concentrations above the secondary MCL may result in aesthetic issues including the staining of laundry and plumbing fixtures and water with an unpleasant metallic taste and water with a bitter taste from road salt. |
| Magnesium (ppm) | 50 | 12 | 1 – 40 | NO | Natural sources as well as discharges from industrial plants | Natural mineral and organic matter. |
| Calcium (ppm) | 250 | 3.5 | 1.3 – 9.3 | NO | Erosion of natural minerals; road salts | Natural mineral and organic matter. |
| Magnesium/Calcium (ppm) | 5 | 1.8 ± 2.4 | NO | Erosion of natural mineral & organic matter | Natural mineral and organic matter. |
| Potassium (ppm) | 2 | 25 | 15 – 41 | NO | Erosion of natural mineral & Organic matter | Natural mineral and organic matter. |
| Zinc (ppm) | 5 | .01 | <.024 | NO | Erosion of natural deposits | Minerals that naturally occurs in rock and soil. |
### Organics
| Regulated Substance | ORGS | MCL | Average | Range of Detection | Source in Drinking Water |
|---------------------|------|-----|---------|--------------------|--------------------------|
| Chloroform (ppm) | 70 | .63 | 0 – .25 | NO | In non-chlorinated sources may be naturally occurring | 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. |
| PFAS (see below) | 20 | 11.2 | 0 – 11.2 | NO | Wastewater treatment plants; chemical manufacturing facilities; landfills; and air and military bases that use firefighting foam | Discharge and leachates from industrial and manufacturing sources associated with the production or use of these, PFAS, including firefighting foam, and other products. PFAS are also found in bottled water and other sources. Additional sources include the use and disposal of products containing these PFAS, such as fire-fighting foam. |
### Lead & Copper
| Regulated Substance | Action Level(A) | MCLG | Min Permissible Sample size action for Al. | Possible Source of Contamination |
|---------------------|-----------------|------|------------------------------------------|----------------------------------|
| Lead (data 2022) | 15 ppb | 0 | 0.0359 – 0 out of 30 | Corrosion of household plumbing. Erosion of natural deposits. | Infants and children who drink water containing lead in excess of the action level could experience delays in their physical or mental development. Children could show slight deficits in attention span and learning abilities. Adults who drink this water over many years could develop kidney problems and high blood pressure. |
| Copper (data 2022) | 1.3 ppm | 0 | .220 – 1 out of 30 | Corrosion of household plumbing. Erosion of natural deposits. | Copper is an essential nutrient that some people need in small amounts. Some people who drink water containing copper in excess of the action level over a relatively short amount of time could experience gastrointestinal distress. Some people who drink water containing copper in excess of action level over many years could develop liver, kidney, and neurological problems. |
| Lead/Copper | 0 | .5% | 1 out of 30 | Naturally present in the environment and can be used as an indicator for other, potentially harmful, bacteria may be present. | |
### PFAS
As we are a recipient of PFAS and the problem, we continue to follow the EPA’s new regulations for the future. The EPA cannot solve the problem of “hazardous chemicals” by itself. The EPA has been working with the states to implement the new rules. The Rule maps EPA’s commitment to Action for 2021-2024. Rather, the EPA needs to take a different approach. The EPA’s current approach to regulating PFAS in drinking water pollution is not a legacy issue—these chemicals remain in use in U.S. commerce. The EPA’s new rule will not address the legacy issue of PFAS in drinking water because the EPA has not yet developed a rule to address legacy PFAS in drinking water.
Massachusetts is home to some of strictest PFAS standards in the country, strengthened by the Baker-Polito Administration promulgation and implementation of multiple regulations to protect public health. The state has a strong track record and investment of substantial funding to assist communities as they address PFAS contamination. The Massachusetts Department of Environmental Protection (MassDEP) is committed to protecting public health and the environment.
Every level of government—federal, Tribal, state, and local—needs to cooperate in increased and sustained leadership to accelerate progress to clean up PFAS contamination. The EPA’s new rule is a step forward, but it is not enough. We must continue to strengthen our understanding of PFAS. This strategic roadmap represents the Agency’s continued commitment to addressing PFAS in drinking water. You can read more about the EPA’s PFAS Strategic Roadmap here: https://www.epa.gov/sites/default/files/2021-10/pfas-roadmap_final-508.pdf
The EPA’s regulations will always be announced in the Federal Register and can be found at the following government websites: https://www.federalregister.gov/, and https://www.regulations.gov/
This report contains very important information about your drinking water. Please translate it, or speak with someone who understands it.
### Wells located in Centerville
- **Wells**
- 5 – 9: Lumbert Mill
- 7, 8, 11: Craigville
### Wells located in Osterville
- **Wells**
- 1, 2 – 2A: McShane
- 3 – 4: Kemp
- 10: Davis
### Wells located in Marlboro Mills
- **Wells**
- 12 + 13: Murray
- Wells 14, 15, 17, 18, 20, 21, 22: Hayden
- Wells 16: Wrentham
### WHERE DOES MY WATER COME FROM?
The COMM Water Department serves a year-round population of over 38,000 consumers from a system that includes 10 wells, 100 miles of pipeline, and 1,000 miles of service line. As a means of additional water supply, water interconnections exist between COMM Water and the Town of Ware, the Town of Westfield, the Town of Granby and the Haystack Water System. No water was utilized from those sources in 2022.
### Unregulated Contaminants
“Unregulated contaminants are those for which EPA has not established drinking water standards. The purpose of monitoring these contaminants is to ensure that they do not pose a health risk. The presence of these contaminants does not mean that the water doesn’t meet EPA drinking water regulations.” USGS data source at water.usgs.gov
**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 margins of safety.
**Action Level:** Goal of 0.010 ppm. 5 years or 5 tests below this level.
**pCi/L (picocuries per liter):** Measure of radioactivity of water. The equivalent of one second of 15 years.
**ppm:** Parts per million, or micrograms per liter. The equivalent of one second in 15 years.
**ppb:** Parts per billion, or nanograms per liter. The equivalent of one second in 15 years.
**Secondary Maximum Contaminant Level Goal (SMCLG):** Threshold standards are developed to identify potential health risks and to provide guidance on the quality of drinking water. SMCLs set limits for the concentration of a contaminant that, if exceeded, triggers treatment or other requirements that a water system must follow.
**AL:** Action level. The concentration of a contaminant that, if exceeded, triggers treatment or other requirements that a water system must follow.
**Massachusetts Office of Research and Standard Guidelines (ORSG):** This is the research arm of the Massachusetts Department of Environmental Protection. Results are unlikely to occur after chronic (lifetime) exposure, with a margin of safety. If exceeded it serves as an indicator of the general need for further action. | <urn:uuid:17d7218f-77a6-4234-8ba1-381be4bb0862> | CC-MAIN-2023-14 | https://www.town.barnstable.ma.us/InTheNews/FINAL%20WEB%20219188_Water%20Quality%20Report_FINAL%2012-9-22%20v5%20compressed.pdf | 2023-04-01T08:00:04+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949701.56/warc/CC-MAIN-20230401063607-20230401093607-00000.warc.gz | 1,147,018,819 | 4,539 | eng_Latn | eng_Latn | 0.991073 | eng_Latn | 0.990866 | [
"eng_Latn",
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8025,
20725
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2.953125,
2.34375
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Active Kids: Gymnastics Excel 2
Program Intro & Coaching Domain (Kuljit)
- The team that we observed was the gymnastics team in the active kids program in the excel 2 group which consisted of boys and girls approximately from the ages of 9-11.
- The domain we observed was participation coaching.
Coaching Type/Style (Ruth)
- The coaches were a combination of autocratic and democratic type, but more autocratic than democratic.
- Autocratic (selling) - coaches dictate what needed to be done for each session and provided explanations as to why each activity was done.
Coaching Parameter: Athlete Supporter (Kuljit)
- A friend, helper, and partner of the athletes
- Being an avid supporter and friend for the athletes is critical in their current and future involvement in sport.
- This personally motivated the athletes and made them feel safe and comfortable to participate in an environment characterized by fun, enjoyment, and skill development.
Coaching Parameter: Knowledgeable (Ruth)
- Knowledge of the sport: correct technique for different skills and progressions that are developmentally appropriate
What We Learned:
- Having a combination of a democratic (sharing) coaching style and an autocratic (selling) coaching style for this age group leads to high levels of motivation and success among athletes
- Having an athlete-centered approach and the awareness of individual athlete trajectory is critical for athlete development
- E.g. Different athletes are at different skill levels and the coach acknowledges this and allows athletes that are more skilled to do a harder skill or technique within the same activity | <urn:uuid:44712304-41ab-4624-8bb7-513d027255e1> | CC-MAIN-2021-43 | https://educ-kin2016.sites.olt.ubc.ca/files/2019/04/Student-Summary-3.pdf | 2021-10-18T19:37:32+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585209.43/warc/CC-MAIN-20211018190451-20211018220451-00479.warc.gz | 327,749,936 | 324 | eng_Latn | eng_Latn | 0.997558 | eng_Latn | 0.997558 | [
"eng_Latn"
] | false | rolmOCR | [
1643
] | [
2.484375
] | 1 | 1 |
Examiners’ Report
Principal Examiner Feedback
Summer 2019
Pearson Edexcel International GCSE
In Mathematics A (4MA1) Paper 1H
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Grade Boundaries
Grade boundaries for all papers can be found on the website at: https://qualifications.pearson.com/en/support/support-topics/results-certification/grade-boundaries.html
Summer 2019
Publications Code 4MA1_1H_1906_ER
All the material in this publication is copyright
© Pearson Education Ltd 2019
Students who were well prepared for this paper made a good attempt at all questions. The question on arithmetic sequences, a subject new to the specification, was done very well.
Some students are over reliant on their calculators and when asked to show full working are unable to show all the steps involved. They also do not know the full working of their calculator and, for instance, the need to use brackets round a negative number in order to square it, such as for completing the table for the quadratic graph.
Some students get methods mixed up, for example finding the surface area when the volume is needed for question 6.
**Question 1**
Students found this to be a good opening question with most students able to access the first two marks by first converting the two mixed numbers to improper fractions and then either inverting the second fraction or writing both fractions with a common denominator. However students need to be aware that where they are being asked to 'show that' something is true then every small step needs to be shown particularly when a calculator can be used. Sadly many students missed out a vital step such as reaching $\frac{126}{30}$ but then going from this directly to the given $4\frac{1}{5}$ missing out the intermediate step of either $\frac{21}{5}$ or $4\frac{6}{30}$ thereby losing the final mark. It should be noted that those students who were able to cancel first to get $\frac{7}{1} \times \frac{3}{5}$ invariably gained the final mark.
**Question 2**
Part (a) was well answered although some students forfeited the mark because their shown calculations were incorrect. In part (b) nearly all students recognised they needed to draw a horizontal line from (12.00, 24) to (12.45, 24) but then some students were not sure where to join this final point to the Time axis.
The most common error in part (c) was to find the average of their 3 different speeds with $(15 + 12 + 16) \div 3 = 14.3$ a common incorrect answer. Others gained the first mark for getting a correct time of 3 hours 15 minutes but then failed to score further as they either wrote this as 3.15 hours or converted it to 215 minutes when it was clearly stated that the answer needed to be in km/h. Many failed to actually find a correct time value for their graph and did not take into account that they only needed to include the times that they were cycling.
Question 3:
In part (a) the majority of students knew they should subtract the indices for division and in part (b) all but a very few knew to multiply the powers when one power was raised to another power.
Part (c) was attempted by all with the vast majority giving a fully correct answer. Most of the incorrect answers scored M1, usually for three or four correct terms. Most errors were giving the middle term as $-7x$ or $-7$, after a correct expansion. Occasionally the $-18$ found by multiplying 9 and $-2$ was incorrect.
In part (d) most students scored at least one mark for a correct partial factorisation, the most common answer here was $4cp(4c^3p + 5p^2)$ with many receiving full marks for a fully correct expression. It was clear that a few students did not understand how to factorise, simply cancelling and, in some cases, multiplying the terms together instead with $36c^5p^5$ a common incorrect answer. Other students only factorised the 4 out which was not enough to gain credit. The word “fully” should be highlighted in preparing students for the examination.
Question 4
Many students scored full marks for this graph question. Students generally scored at least 1 mark in (a) for 2 correct substitutions (usually for the positive values of $x$). For these students, substituting negative numbers into the quadratic caused the issue and it was common for them to think that squaring a negative value produced a negative answer. We would suggest that students should be shown how to use the table function on their calculators.
In part (b) the vast majority of students scored at least 1 mark for 5 values correctly plotted, following through answers to (a). Of those who scored full marks in (a), many went on to score both marks in (b) for a fully correct graph. Some students lost the second mark for a point plotted incorrectly or a carelessly drawn graph that did not go through the correct points.
The biggest issue for students however was a lack of understanding that a quadratic graph is curved and should have a minimum point somewhere between $1 < x < 2$ that falls below $y = -1$. For these students it was common to see a straight horizontal line joining the points $(1,-1)$ and $(2,-1)$.
A few students did not recognise the general form of a quadratic and were happy to draw bizarre result of incorrect points.
Question 5
This question was often done well.
Common scores were:
0 by those who did not realise that the sum of probabilities was 1
2 after forming the correct equation, most found $x = 0.07$
4 normally fully correct if they understood the need to multiply by 200 after finding 0.07
Of those who scored 0, a good proportion equated the sum to 200, whilst others tried to work only with the probabilities of the even numbers. When $x = 0.07$ was found, many were able to progress to find 0.46, and whilst some thought that they had now answered the question, the best students saw that this had to be multiplied by 200 to find the expected number.
The answer 92/200 was less common than usual in expected frequency questions.
A proportion of students saw this question as requiring an algebraic answer and so only found the formula to determine the number of times and made no attempt to calculate a value of $x$ giving their answer as 0.4
A majority of students were able to score here with many reaching a correct value for $x$ of 0.07, although the algebraic working was not always present. Students should be careful to distinguish between decimals and percentages as a minority of students failed to score by equating their set of probabilities to 100 rather than 1.
Of those who reached 0.07, most were able to calculate the probability of 0.46 for the even numbers but many failed to reach the third mark by not multiplying by 200 to get a frequency. If they are to gain full marks students should ensure that where a frequency is requested a fraction is not given for an answer.
A minority of students attempted to work with the individual frequencies of the even numbers but this approach did not have a high success rate.
Question 6
We saw many correct answers for this question.
Some tried 480/0.7 or even 0.7/480
A few students worked with surface area rather than volume of the cuboid as a start to the question.
Question 7
Part (a) was answered correctly by the majority of the students, with the wrong number of zeros being the most common error.
Part (b) was generally fully correct with some writing the answer as $4 \times 10^{-3}$ or $4.0 \times 10^{-3}$.
The most common errors were $4 \times 10^3$ and $0.4 \times 10^{-2}$. Students should note that $4.10^{-3}$ is not an acceptable response for a number in standard form.
In part (c) we saw many fully correct responses.
Few benefitted from B1 for 320 000 since this step of working was often not shown. Students clearly choose to key the whole calculation into their calculators and hope for the best. A score of B1 for an incorrect answer in the form $5 \times 10^n$ was more common, especially for 500.
Some got mixed up with the number of zeroes needed in the answer.
Question 8
Many students produced a fully correct answer, often using the formula for compound interest. The remaining students generally scored at least one mark for finding 8% or 92% of £170000. Mistakes were then made when doing a ‘build up’ method, year by year, or for finding the value after two years or four years, rather than the three years stated in the question.
Other common errors which scored one mark, included the use of simple interest or doing a percentage increase rather than decrease, possibly due to lack of understanding of the word ‘depreciation’.
Some students mixed simple interest and compound interest or attempted to divide by 1.08 rather than multiply, these approaches gained no credit.
Question 9
This question gave a good spread of marks with most scoring a mark for the area of the triangle, though it was not unusual to see students overlooking the most obvious method. A surprisingly common error was to consider the hypotenuse as the base and one other side as the height.
Pythagoras’ theorem was done well with many giving the diameter as a surd. This avoided the rounding errors that were often seen, but also caused mistakes in the area of the semi-circle when $(3\sqrt{2})^2$ was written as $3\sqrt{2}^2$ and evaluated as 6.
Some mistakes were made using the diameter as the radius of the semi-circle, or forgetting to divide the area of the circle by 2. A few used 6 as the radius.
Question 10
This question was very poorly answered by students and many left it entirely blank. Others multiplied by 8 but did not convert 8 into a product of its prime factors.
It was common to see students multiply each prime number by 8 or even raise each term by a power of 8. None of these approaches gained any credit.
To score the first mark it was necessary to see 8 written as $2^3$ or $2 \times 2 \times 2$, something relatively few students were able to do. Even fewer were then able to combine their powers of 2 correctly; $2^{3n}$ and $2^4$ were common incorrect answers.
Question 11
It was pleasing to see that most students scored at least 1 mark for a correct upper or lower bound for 6 cm (i.e. for 5.5 or 6.5) but many struggled to find the upper and lower bound of 15 (to the nearest 5) with 15.5 being a common incorrect upper bound and $15.5 - 5.5 = 10$ being a common incorrect answer scoring 2 marks. A few students used 5.49 etc. for their bounds without indicating a recurring 9 and lost marks as a result.
Question 12
This question was well done by most students with the majority scoring both marks. For those unable to complete a correct factorisation, evidence of good practice was shown by attempts to ensure either a product of 6 for the number terms or a sum of $-7x$ for the terms in $x$. Students should be encouraged to check their answer to ensure there are no common factors within a bracket as an answer of $(2x - 4)(x - 1.5)$ was seen a number of times, scoring 1 mark. Quite a few students had decimals or fractions in their brackets and whilst this was taken into account when marking, it often did not reflect a correct factorisation. Others went on to try to find the value of $x$ with $x = 1.5$ and $x = 2$ often seen on the answer line which meant at most 1 mark could be scored. It was also common to see students confuse ‘factorise’ with ‘solve’ as they attempted to use the quadratic formula with no attempt to factorise.
Many students gained all 4 marks for part (b) of this question, demonstrating an excellent understanding of, and ability to manipulate, algebra. Students often cleared the fraction and expanded the bracket in one step; this was to the detriment of some students who made mistakes in their expansion and were not clear in their intent to multiply both sides by 3. Mistakes also crept in when some students attempted to isolate their $m$ terms, adding instead of subtracting or vice versa.
Students who used the alternative method given in the mark scheme and separated the left side of the equation into two fractions, were generally unable to
do so correctly. It was common for students to divide only one term by 3, resulting in $4m + 3 =$, and thus gain no further credit.
Too many students did not appreciate the importance of dividing both terms by 3 on the left or multiplying both terms by 3 on the right, resulting in one term inside a bracket being added or subtracted to the other side, or the constant term in the numerator of the fraction being added to the other side, with no understanding that a factor of 3 or $\frac{1}{3}$ was missing. Some students were able to gain credit via the special case for a correct rearrangement following a partially correct expansion of brackets.
Many students found part (c) very difficult with some failing to realise the need to use fractional indices. $\sqrt[4]{y} = y^{-\frac{1}{4}}$ was seen occasionally and quite a common answer was $y^{-\frac{1}{2}}$.
**Question 13**
Part (a), completing the probability tree diagram was mostly done correctly. Some put integers on the tree (usually 6, 8, 3, 7), often continuing to complete part (b) correctly. A few made more significant mistakes, such as using 24 as the denominator for the probabilities, or using 9 as the denominator on the second branch as if choosing from a single group without replacement.
Part (b) was usually done well, sometimes taking advantage of the follow through from the tree diagram for M1. Those who used decimal probabilities usually lost accuracy. Just a few students added probabilities.
Part (c) was a much more difficult question and we saw plenty of incorrect answers but the question discriminated very well. Apart from those who did not understand how to go about the problem, the most common mistake was to add $\frac{2}{5}$ to $\frac{14}{39}$, instead of multiplying.
Students who had put the simplified probability of $\frac{4}{7}$ on their probability tree frequently used $\frac{3}{6}$ in their calculation, trying to do the right thing by reducing both numerator and denominator by 1, without thinking back to the original question. They scored no marks.
**Question 14**
For part (a) we saw many correct answers.
Some students were clearly not familiar with the set language and notation used and we saw answers showing that they were getting the union of sets and the intersection of sets mixed up. A few students thought that only even numbers were needed. Before seeing any responses we thought that we might see several Venn diagrams, but students chose not to use them on the whole.
For part (b) there was a fairly even split between correct and incorrect answers. Correct answers usually chose 2, 4 and 6.
Some listed all five possible elements, missing that the number of elements in set C was 3; these students lost the mark. 12 was sometimes included even though set A contained numbers less than 12.
Other mistakes showed little understanding of what was being asked and the subset symbol clearly confused some students.
**Question 15**
Many students scored full marks here with an excellent appreciation of the steps needed to convert recurring decimals to fractions. Two methods were commonly seen: working with $1000x$ and $10x$ and working with $100x$ and $x$. Most students scored both marks with this method, but a few did not give the intermediate fraction $\frac{25.2}{99}$ or $\frac{252}{990}$ or omitted the conclusion of $\frac{14}{55}$ and thus lost the final mark.
Other students did not subtract two recurring decimals that would result in a terminating decimal or whole number. Some students lost marks because they did not demonstrate an appreciation of the recurring pattern – if they did not use dots or lines to demonstrate the recurring part of the numbers we needed to see values given to at least 5 sf, which some students did not do.
Students who were not confident on this topic, generally tried to use their calculators to demonstrate that the fraction and the recurring decimal were the same. This clearly scored no marks as the question clearly asked students to use algebra.
**Question 16**
Most students recognised that the $n$th term was $3n + 4$ but this was not sufficient to score the first mark. A few used this to get the correct answer by calculating $(100 \div 2)(7 + 304)$. However, the most common (and successful) method was to use the summation formula
$$S_n = \frac{n}{2} [2a + (n - 1)d]$$
but unfortunately many then incorrectly substituted $a$ as 3 and $d$ as 4 or $a$ as 4 and $d$ as 3 scoring no marks. A few students tried to add all the numbers in the sequence staring with 7 and ending with 304. Very few of these students managed to get the correct answer of 15 550. Generally, this was a well answered question with many students gaining full marks.
Question 17
Most students scored the first mark in part (a) for a correct scale factor but then most of these students went on to use this scale factor with 960 (instead of first squaring it), with 1440 being an extremely popular incorrect answer. Surprisingly many of these students went on to write down the correct volume scale factor in part (b)! Writing the answer in terms of $A$ was sometimes seen but those students who were able to get the correct volume scale factor tended to go on to score 2 marks. Some students split the triangle by dropping a perpendicular from P to RQ but this then had to be fully correct method for marks to be scored.
Question 18
Most students recognised that they had to use the cosine rule to find the length of $PR$ and scored at least 1 mark for a correct first line. However, many of these students got the incorrect answer mostly because they did not get their order of operations correct. Students should be encouraged to show their answer to $17.8^2 + 26.3^2$ as 1008.53... and then show that $2(17.8)(26.3) \cos 36^\circ = 757.466...$ before they actually do the subtraction as this might then focus the student on doing the correct calculation. The vast majority of students who got to 251(.06...) went on to get the final mark by square rooting their answer. The most common incorrect method was using the triangle as right angled and writing to $26.3 \sin 36^\circ = 15.5$ thereby scoring no marks.
Question 19
This question was generally answered very well, with many students scoring full marks. It was common to see the Frequency densities listed next to the table, although this was not necessary to gain credit. Despite having correct Frequency densities, some students lost a mark for lack of accuracy on the graph or with bars of incorrect width. This was particularly common with the last bar given a class width of 40-55 rather than 40-50 on the histogram.
There was minimal use of incorrect methods although there was the occasional 20/15 rather than 15/20 giving an incorrect first bar of 1.5 rather than 0.75.
Some students used an incorrect method to find the Frequency density, or plotted frequency (ignoring the given scale) rather than Frequency density; neither of these methods gained credit.
Question 20
Students struggled to find a correct start to this question. Many were thrown off by the quadrilateral to which they tried to apply the alternate segment theorem, stating incorrectly that $DAB$ or $ABC = 71$. Even though they continued to reach an answer of 142 no marks could be gained as this was from incorrect working.
Students who recognised the need to add extra lines did so by adding one of $DB$, $AC$ or $OD$, where $O$ is the centre. This generally allowed them to gain at least 1 mark for a correctly stated angle.
Students who worked with triangle $BAD$ often went on to reach the correct answer for $DCB$ via a correct method. These students then usually gained B1 for a correct circle theorem associated with one of the angles, however for B2 full reasons had to be seen including those associated with triangles, for this method two such reasons were required and often one was missing.
Students using the other methods often broke down after being awarded the first method mark, often also gaining B1 for a correct circle theorem associated with the angle found.
Students who made assumptions, such as using $AC$ as the diameter of the circle, gained no credit unless they first gave full explanations for their assumption.
The answer of 142 was commonly seen but relied on a correct method, which many students did not provide.
Many students scored the first 3 marks but often omitted one of the reasons entirely or else incorrectly stated or abbreviated the required reason, resulting in the loss of at least one B mark.
Students must use precise language when explaining reasons and avoid abbreviations in order to gain B marks.
A very few students achieved full marks on this question.
Question 21
The most common starting point was to score a mark for the correct volume of the hemisphere, although some did forget to halve the volume of the sphere. Others scored a mark for $h = 3r$ or, very occasionally, for $r = h \div 3$ but most students struggled to write down a correct equation with one unknown for the volume of the solid. Those who did, used a lot of incorrect algebra to find $r$ often ending up with $r^5$ in their equation. When $r$ was found to be 6 by some students, the most common answer was $6 \times 3 = 18$ rather than recognising that this was the height of the cylinder and that they needed to add on a further 6 cm to work out the height of the whole solid. Some students confused the relationship between $r$ and $h$, substituting $r = 3h$ rather than $h = 3r$. Others failed to use the relationship at all and after much, often incorrect algebra ended up with insoluble equations containing both variables.
There were also students who wrote that \( r = \frac{1}{4} h \) and used this to substitute for \( r \) in their equation in their equation not realising that using \( h = 4r \) is the height of the whole shape and not the height of the cylinder.
**Question 22**
For part (a) it was good to see how many students scored on this question, with many gaining both marks. If only 1 mark was gained, it was generally for having a maximum value of 2 and a minimum value of –2. Translations of 30° to the left were less well done although students who failed to recognise the stretch scored the second mark for a point on their curve at \((150, y)\) and another point at \((330, y)\). Some students lost the final mark even though their curve had all the correct features of the stretch and translation because they drew their graph through \((0, 0)\).
Students made a good attempt at part (b)(i) with many scoring at least one mark for completing the square with one value correct. Mistakes were often made combining the constants with \((x - 3)^2 + 19\) a common response.
Many students omitted(b)(ii). Of those who did attempt it, many failed to spot the connection with (b)(i). Instead they incorrectly tried to use coefficients (-6 and 10) from the original equation with a translation, gaining one mark for recognising it was a translation.
Other students stated a combination of transformations or referred to a reflection or rotation.
Some students did recognise the connection between parts (i) and (ii) of this question but lacked correct terminology, especially in understanding how to write their answer in vector form. ‘Shift’s and move’s’ were commonly referred to for translation, as students wrote about the translation in words, rather than a column vector.
Students who mentioned ‘translation’ scored one mark here as did students who correctly stated the column vector but did not identify the transformation.
A small number of students achieved full marks for this question.
**Question 23**
This question was a good discriminator for higher grade students. It offers two relatively straightforward marks for the centre point and gradient, though there were mistakes in this work, and some failed to recognise the need to find either one or both of these results. The midpoint was often shown on the diagram with no working.
There was reasonable success in moving from the gradient of \( BD \) to that of \( AC \), but -1.5 and 1/1.5 were common mistakes.
It was not unusual to see equations attempted using 1.5 as the gradient or either \( B \) or \( D \) as a point on the line. Many found the equation of \( BD \) and then assumed that the constant term would be the same for the perpendicular line. Those who did find a correct equation did not always transform it correctly to give the required form. Only the strongest students gained full marks.
Question 24
Some students did not recognise the need to use calculus, tending to substitute 3 in to the expression for $s$ or trying to solve the cubic equation formed by putting $s = 3$. A minority tried to apply speed = distance / time by dividing through by $t$.
Those who used calculus invariably scored the first M1. Some stopped the calculus there and tried to solve $v = 3$, encouraged by the sight of a quadratic equation.
Those who differentiated twice usually scored full marks, and many managed this.
In general, a clearer understanding of the links between displacement, velocity and acceleration is needed.
Based on their performance on this paper, students should:
- Know the difference between compound and simple interest
- Show clear working at all times
- Learn circle theorems with the correct working and not shortened forms or abbreviations
- Work on probability, knowing when to use decimals and fractions and when to use the total of probabilities is 100%
- Practise the cosine rule and get the order of operations correct
- Know that if a question says ‘factorise fully’ they should look for all common factors to be taken outside the brackets.
- Improve their knowledge of use of the calculator
- Practice non-calculator methods
Pearson Education Limited. Registered company number 872828
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FAITH JOURNEY
O God Our Father, we ask Your blessing on our School.
May we live here as one family,
Each serving You in our own way, but all united in love.
Teach us to be patient with one another and quick to forgive.
Show us how to rejoice at the success of others,
And how to work diligently, to the best of our ability.
Amen.
Y6 THANKSGIVING MASS
Download the order of service and hymns for the Mass of thanksgiving at Salford Cathedral (12/06/2007) here
MOTHERING SUNDAY
The fourth Sunday of Lent is Mothering Sunday. It is a day when children give presents, flowers and cards to their mothers - but the history of Mothering Sunday has a much deeper origin. Most Sundays in the year churchgoers in England worship at their nearest parish or "daughter" church. Centuries ago, it was considered important for people to return to their home or "mother" church once a year. So, each year in the middle of Lent, everyone would visit their "mother" church, or the main church or Cathedral of the area. This became an occasion for family reunions when children who were working away returned home and those working as domestic servants or apprentices were given the day off to visit their mother or family. They would often pick wild flowers - often violets - to take to church or give to their mother as a small gift.
VOCATIONS
On 7th February 2007 we held a Vocations themed Faith Day in school as part of the Salford Diocese Prayer Calendar.
For every one of the 365 days in 2007, a school or parish will dedicate prayers for Vocations in the Diocese of Salford.
Our Parish day of prayer for Vocations will be on Sunday 29th April 2007.
Find out more at www.salforddiocese.org.uk/vocations and www.ukpriest.org/
TEAMWORK: LESSONS FROM GEESE
During 2006, we were reminded to work as a team like Canada Geese.
Observers of geese say that lessons learned from watching them in flight are useful for people who work in teams and rely on others.
For example:
Fact 1: As each goose flaps its wings, it creates an ‘uplift’ for the birds that follow. By flying in ‘V’ formation, the whole flock flies 71% farther than any single bird could fly on its own.
Lesson 1: People who share a common direction and sense of community can get where they are going quicker and easier because they are traveling on the thrust of each other.
Fact 2: When a goose falls out of formation, it suddenly feels the drag and resistance of flying alone. It quickly moves back into formation to take advantage of the lifting power of the bird immediately in front of it.
Lesson 2: If we have as much sense as a goose, we stay in formation with those headed where we want to go. We are willing to accept their help and give our help to others.
Fact 3: When the lead bird tires, it rotates back into the formation to take advantage of the lifting power of the bird immediately in front of it.
Lesson 3: It pays to take turns doing the hard tasks and sharing leadership. As with geese, people are interdependent on
each others' skills, capabilities, and unique arrangements of gifts, talents, or resources.
Fact 4: The geese flying in formation honk to encourage those up front to keep up their speed.
Lesson 4: We need to make sure our honking is encouraging. In groups where there is encouragement, the production is much greater. The power of encouragement (to stand by one's heart or core values and to encourage the heart and core values of others) is the quality of honking we seek.
Fact 5: If a goose gets sick, wounded, or shot down, two geese will drop out of formation and follow it down to help and protect it. They stay with it until it dies or is able to fly again. Then, they launch out with another formation or catch up with the flock.
Lesson 5: If we have as much sense as geese, we will stand by each other in difficult times as well as when we're strong.
Watch the slide show here.
Download our 2007 Team-work Card & School Calendar - Click here
ASSEMBLY THEMES
Do you remember the themes of our whole school assemblies in 2006?
We started the year by thinking about our new Golden Rules – ‘Standards’ to fly – showing others what we are about.
We also met our Golden Assembly Candle – a reminder that we have standards so that we can be like Jesus – the light of the world. We try to keep our light burning brightly.
The Geese, in their ‘V’ formation, taught us an important lesson about being a member of a team.
We learnt, through the example of the Dragonfly, that we always have a chance to start afresh. The Dragonfly larva was a ‘real beast’ – who would have thought that it could have been transformed into the beautiful Dragonfly?
We all are able to shine – because we are made from ‘stardust’. Every cell in our body contains carbon – and we collected carbon - created by the candle, burning brightly in our assembly. We are part of God’s plan.
The wasp – liked or disliked? If the wasp became extinct, other creatures would also die out. A type of wasp that lives in the Jungle means that the monkey survives. We should protect Creation.
The Pearl of Great Price was a ‘game-show’ themed assembly where we thought about what is really important in our lives – the pearl representing God who lives in each of us. The Parable of the Pearl of Great Price is a parable told by Jesus in explaining the value of the Kingdom of Heaven. You can read it in the Gospel of Matthew 13:45-46.
The ‘Mexican Wave’; or ‘La Ola’ gained international notice at a FIFA Football World Cup game in Mexico in 1986. We noticed that it takes team work to do the wave and used it to reinforce our understanding of team work at Sacred Heart School.
The Menorah Candle was the stimulus for the story of the First Hanukkah - the Jewish Festival of Lights commemorating the Miracle of the Oil. Following the victory of the Jewish people over the Greek invaders of Jerusalem, there was only enough consecrated olive oil to fuel the eternal flame in the Temple for one day. Miraculously, the oil burned for eight days - which was the length of time it took to press, prepare and consecrate new oil.
MAKE POVERTY HISTORY
View our 'Outcasts' presentation (Class 10, December 2005)
Lord Jesus
Our friend and brother
Walk beside us as we journey through life.
Give us the courage to stand up for what is right.
We want to live as your followers, and bring your love, your peace and your justice to everyone we meet.
Give us the power to make a difference in your world.
Stay with us Lord, be our light and our guide throughout our lives.
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## PLAYER & PARENT Sportsmanship Pledge
**S.A.G.E. - Set A Good Example**
### PLAYER SPORTSMANSHIP PLEDGE - (Please Read and Sign at Bottom)
1. We should remember that we play the game mostly because it is **FUN**. My opponents play for **FUN** as well.
2. We should always try to help our team be successful but it is okay to lose. The **FUN** we have during the game is far more important than the score at the end. In addition, losing teaches many valuable lessons just as winning does. We are sometimes not successful in other parts of our lives, losing in sports, helps prepare us to accept that, and we should just come back with enthusiasm the next time.
3. If we win almost all our games, it can mean that we are not playing good enough competition. Our intensity and skills improve most and carry over to future games when we play against good teams.
4. It is okay if I am not a great player. I should always try my best and that is all that can be expected of me.
5. We should not sound angry or frustrated when we give advice to our teammates. They will consider our suggestions more seriously if we use a pleasant tone of voice. I must also show **RESPECT** to my opponents, coaches, and spectators. I can set a good example for younger players.
6. I should recognize that referees try to do the best job they can, just as I am doing. They make mistakes but so do I. I should not criticize their decisions. It is not surprising that many referees quit because of the abuse they take and yet we wonder why there are not enough referees. I must show the same **RESPECT** to them that I want for myself.
7. I can help a teammate calm down if they are too angry in accordance with good sportsmanship and so that they remain in the game and continue to have **FUN**.
8. When another player says something inappropriate or is too rough, most of the time a confrontation can be avoided. If I respond when it is not necessary, it does not mean I am cool or tough. I am probably reacting emotionally without thinking, lowering myself to the irresponsible player’s level and risking hurting my team by possibly being ejected from the match or removed by my coach.
9. By joining the team, I have made a commitment to attend practice and games and display good sportsmanship. I cannot expect as much playing time if I do not meet those commitments.
10. I can help my family by reminding them not to be angry and critical toward players, referees or coaches and to show **RESPECT** and good sportsmanship at all times.
### PARENT/GUARDIAN SPORTSMANSHIP PLEDGE - (Please Read and Sign at Bottom)
1. It is often difficult for parents to see their children in situations where they are being evaluated, especially at a very young age. However, if we spend our time worrying too much, about how they are doing, we are missing what should be a wonderful experience for us as well as them. If they’re not great players, we will love them anyway for who they are, find reasons to praise them for their accomplishments on the field, big or small, and know that they will be great at other things.
2. The game is for the kids. We should not let our natural competitive spirit and normal desire for glory turn into angry yelling at the kids when they do not fulfill our expectations. Sometimes our expectations may be unrealistic. If they’re having fun as well as gaining confidence by learning skills, and being coached by a person who is teaching and mentoring without anger, that should satisfy us.
3. Winning is one goal, but only one of many goals. Fewer than half the teams competing win their games on any given day (counting ties) and as studies have consistently indicated, children play mainly for the fun of it. Kids almost unanimously rate the **FUN** they have during the match much higher than the score at that single moment when the game is over.
4. We need to also remember that it is okay to lose because life is not just about winning. We suffer setbacks at times. Learning to accept defeat gracefully and come back enthusiastically next time is an important lesson to teach. **As long as children try their best, they are winners on another level even when they lose the game.**
5. Coaches and referees deserve **RESPECT**. They make mistakes as we all do, but whether they are great at what they are doing or not, we have a responsibility to set a good example to help teach **RESPECT** to our children. Yelling criticism at referees, coaches, or players is inappropriate and that behavior must be subject to penalties from the club, including the last thing the club wants to consider, possible suspension from attending matches. Children often reveal that they are embarrassed when their parents shout out criticism. Referees do not change their calls but many do decide to quit because of the abuse they take from parents, coaches, and players. Yet, we wonder why we do not have enough referees. Coaches are giving time and effort and if they are making it a positive **FUN** experience, we should **RESPECT** them for that.
6. Some of us are more emotional, which is good in some ways. Some of us are calmer, which also is good in some ways. When we are emotional, perhaps sometimes because of frustrations in other parts of our lives, it is harder to keep ourselves under control. It can become a problem in this setting when we yell at the kids. When they think we are angry, it can make them nervous and lower their self-esteem. As a result, they may not perform as well as they can. Sometimes we do not even realize how angry we sound because, for one thing, our children do not always talk about their feelings. They may tell someone else.
7. When someone makes un-sportsman-like comments to other spectators, children, coaches, or referees, it is often best to ignore them unless they are good friends. **In general, when someone is excited and negative, that is NOT the time to talk about sportsmanship. We should avoid confrontations at all costs.**
8. Even if our child has outstanding ability, we should not look too far into the future. We need to be realistic about the question of whether they will get a lot of playing time in high school or college. Moreover, considering the rapidly increasing number of good players coming out of high school, we need to be aware there are relatively few college soccer scholarships and competition for spots on the roster will be intense.
9. **Know the level of commitment expected and the policy on playing time.** If you have any questions, it is often best to ask the coach during a quieter moment, not at a game.
10. If we keep the game in the proper perspective, we can realize that children usually have **FUN** as long as we support their efforts. **Putting them under pressure by being overly critical** is not a good idea. If they become anxious about their performance, they may be hesitant to try new skills, they may not reach their potential, and their interest in the game may decline.
11. The experience of watching children play youth sports is over all too soon. Why not relax and have fun simply knowing that the kids are having fun and we are having a good time together?
---
Parent/Guardian Signature:
Father:
Date:
Mother:
Date:
Player Signature:
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Part B: SUMMARY OF GREEN SCHOOL ACTIVITIES
Lighthouse Elementary School is unique in that it is a Pre-K thru 2 school serving 723 students. The school’s grounds contain many native plants that require little maintenance and provide habitats for wildlife. Large and small butterfly gardens are found throughout the campus, as well as various outdoor classrooms. Lighthouse Elementary students and teachers also utilize and enjoy the Reading Garden where *Books are Blooming* is being added to lesson plans. Finally, the Nature Walking Trail provides the space for teachers to teach lessons about native plants and animal habitats. The Reading Garden and Nature Trail also provide peaceful outdoor classrooms to enhance writing lessons for students. Lighthouse collaborates with neighboring Jupiter Middle School to share the wetlands and garden areas.
In order to conserve energy and preserve water, Green Pelican Club members remind students and teachers to turn off the lights and to turn off the water faucets while scrubbing their hands. Many faucets turn off automatically. Lighthouse teachers teach the importance of finding renewable energy sources through projects such as building solar cookers. The school reduces waste by using email and by encouraging students to pack a trash free lunch. Students are taught healthy habits through the *Eat A Rainbow Every Day* program and by running on our newly installed track.
In classrooms, teachers incorporate the “Green School” initiatives into their lesson plans, unit themes, and job assignments for students. Students create many STEM projects throughout the year using recyclable materials. They learn about the life cycles of plants and animals in our vegetable and butterfly gardens.
Lighthouse seeks guidance from community members. The SWA presents annually to our students about ways to reuse, reduce and recycle. The Jupiter-Tequesta Garden Club will come in to our school to help redesign gardens and to educate students. Lighthouse also gives back to the community by collecting used clothing and shoes.
The “Green Team” at Lighthouse Elementary consists of teachers, students, and staff members. This Team assists in the “Go Green” initiative by promoting recycling school wide and at home, community involvement with clean-ups and plantings, and making “being green” a unified effort on campus. Second grade students are members of the “Green Pelican Club” and are responsible for helping brainstorm activities on campus to help Lighthouse continue to be a wonderful “Green” learning facility. The Green Team at Lighthouse and the Green Pelican Club continue to search for ways to make our school a true “Green School”. | <urn:uuid:702bb735-64fd-442a-b024-7fa8372837b6> | CC-MAIN-2017-26 | http://ourgreenschools.com/oldsite/assets/lighthouse-elementary.pdf | 2017-06-23T17:24:17Z | crawl-data/CC-MAIN-2017-26/segments/1498128320077.32/warc/CC-MAIN-20170623170148-20170623190148-00701.warc.gz | 283,957,332 | 500 | eng_Latn | eng_Latn | 0.998251 | eng_Latn | 0.998251 | [
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Part B Summary of Green School Activities
Grassy Waters Elementary School is proud to be a GREEN school. Administrators, staff, and faculty work tirelessly to create a sustainable learning environment and facilitate numerous learning opportunities that build earth-conscious and environmentally active students. We push beyond the school campus walls, as students take what they learn and share it with their families at home. Together, we strive to build a more sustainable, earth-wise community for generations to come.
Students are involved in every aspect of campus grounds enhancement, including the development and maintenance. Our outdoor learning space has recently been upgraded. Our Teaching Gardens now consist of the Parliament Fruit and Veggie Garden, Flutterby Habitat and Butterfly Garden, and Hoot’s Aeroponic Garden. Striving for GREEN, even the outdoor classroom tables added this year are made from recycled plastic!
Sustaining a GREEN environment is a component that specifically requires each and every member on our campus. We currently recycle and reuse paper, plastic, cardboard, glue sticks, print cartridges, cell phones, clothing, and shoes, among other items. Maintaining these efforts requires school-wide assistance. Students play a large part, sorting and recycling these items. Our water and electricity usage is tracked and reported school-wide by our Student Council. Our parent pick-up and drop-off lane is a No-Idling Zone. GREEN fundraising takes place throughout the year, including the sales of Smencils and Grow-Ums. Healthy eating and active lifestyles are taught through student practices, including the addition of a Sharing Table in the Student Café this year and through project-based learning within our Parliament Fruit and Veggie Garden.
Curriculum integration is key in implementing the GREEN initiative on campus. Teachers use a number of engaging lesson plans that include everything from topics like wind energy, to distinguishing between different types of native plants, to healthy eating habits. Lesson plans are often teacher-created and inspired by our numerous GREEN curriculum resources on campus. Curriculum resources include American Heart Association, Keep Palm Beach County Beautiful, Whole Foods KIDS, Solid Waste Authority, Florida Health, and many more. Community members and organizations, including student families and local business partners (like Whole Foods), work with Grassy Waters Elementary School to build on classroom lessons and reach outside of the campus parameters.
Our school’s GREEN team plays a critical role in the vision and carried out implementation of campus-wide GREEN practices. Team members (including Administration) bring a plethora of resources and ideas to the table, and from there a “plan of improvement” is created. Environment is part of not only our school philosophy, but implemented school-wide through our Positive Behavior Support implementation. Professional development is employed and teacher feedback is used to provide additional, appropriate supports to ensure GREEN initiative success. We pride ourselves on developing the whole child, through innovating, impactful learning opportunities that create empathetic and active young people. | <urn:uuid:7fedc8ff-7899-4c7d-8a5a-0b96b7d832a9> | CC-MAIN-2017-26 | http://ourgreenschools.com/oldsite/assets/grassy-waters-elementary.pdf | 2017-06-23T17:24:14Z | crawl-data/CC-MAIN-2017-26/segments/1498128320077.32/warc/CC-MAIN-20170623170148-20170623190148-00701.warc.gz | 283,915,177 | 571 | eng_Latn | eng_Latn | 0.9977 | eng_Latn | 0.9977 | [
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Malayalam Year 1012 Kanni – October, 1836: Abraham Malpan starts Reformation in Maramon: Members of the Maramon Parish used to celebrate the festival of “Muthappan” every year. Muthappan was a wooden doll in the shape of a human, made in memory of a foreign Bishop who came to Kerala in AD 1685. Offerings and prayers were conducted in front of this idol. The people of Maramon believed that the cause of all their prosperity and blessings was because of this semi-god, Muthappan. Large crowds used to attend this yearly festival, which was a good source of income for the Maramon Parish. In 1836, the day before ‘Muthappan Festival’, Abraham Malpan threw “the god Muthappan” into the well situated in the Church compound and put an end to this festival forever, starting the reformation process.
1 October, 1921: Birth of Rev. K Abraham (Shastri Achen) Elanthur . After his preliminary education, Achen passed the Shastri examination (same that of our Late Prime Minister. Lal Bahadur Shastri) and many examinations in Hindi language and was a scholar. He had written many books including one poetry book. Achen was called to eternal rest on April 27, 1995.
2 October, 1968: Rev. K. T. Thomas Kozhencherry passes away. Achen was one of the ablest priests of our Church. He gave leadership for the establishment of St. Thomas High School, Kozhencherry; St. Mary’s Girls High school, Keezhukara; St. Thomas College, Kozhencherry; and the Industrial Training Institute, Cherukole. He constructed the St. Thomas Church Kozhencherry. For many years he was the clergy trustee of our Church. He was called home on 02 October 1968.
2 October, 1993: Mar Thoma Church consecrates three more Bishops. Rt. Rev. Joseph Mar Barnabas, Rt. Rev. Thomas Mar Timotheos and Rt. Rev. Dr. Isaac Mar Philoxinos were consecrated as Bishops on 2 October, 1993 in Tiruvalla.
2 October, 1881: Second coming of Jesus. From 17 May 1875, onwards Rev. Yusthus Joseph (Vidhuwan Kutty Achen) started preaching that Jesus Christ will come on 02 October 1881. On that day he and his followers all gathered together and waited for the second coming of Jesus Christ. But nothing happened. On that night, with a broken heart, in the presence of his followers, he wrote the famous Hymn “Kantha Thamasam Enthaho” (No 388 (266) in our Hymn book).
2 October, 1792: Formation of Baptist Missionary Society. Baptist Missionary Society was formed in England on 02 October 1792. William Carey (1761-1834) who came to India in 1793 was a Baptist missionary. Carey’s motto was “Expect great things from God; attempt great thing for God”.
3 October, 1226: Francis of Assisi, preacher and mystic who created monastic communities for men and women devoted to poverty and serving the poor, dies.
4 October, 1890: Catherine Booth, English "mother of the Salvation Army," dies of cancer. Besides preaching as a Salvation Army minister, she persuaded her husband, William, to make women an integral part of Salvation Army leadership and work. Salvation Army started its activities in India on Sep 19, 1882.
6 October, 1536: Church executes William Tyndale The first English version of the Bible made by direct translation from the original Hebrew and Greek, and the first to be printed, was the work of William Tyndale. He met bitter opposition. He was accused of willfully perverting the meaning of the Scriptures and his New Testaments were to be burned as "untrue translations". He was finally betrayed into the hands of his enemies and on 6 October 1536, was publicly executed and burned at the stake.
7 October, 1837: Hermann Gundert arrives in Trivandrum. Hermann Gundert, the German Missionary born on 04 Feb 1814 came to Trivandrum, on 07 October 1837. He worked in various parts of South India for 23 years (1836-1859) He published a grammar book for Malayalam language in 1851 and one dictionary in 1872. He also translated Bible into Malayalam Language.
7 October, 1837: Birth of Thomas Mar Athanasius Metropolitan. Thomas Mar Athanasius, the first son of Abraham Malpan was born in Palakunnathu family of Maramon on 07 October 1837. He was the Metropolitan of our Church from 1877-1893. It was during his time we lost almost all our churches and properties in a court case called "Seminary Suit". The main events during his episcopate are the formation of "The Mar Thoma Evangelistic Association" in 1888 and the beginning of Our Church Magazine "Malankara Sabha Tharaka" in 1893. Though the episcopate of Thomas Mar Athanasius was a period of trial and suffering for the Church it was also one of great spiritual promise for the future. Thirumeni was called to his eternal home on 10 August 1893.
9 October, 1888: Birth of Rev. M. C. Thomas, Malayil, Ettichuvattil, Ranny. Achen gave leadership for the establishment of Ebenezer High School, Ranny and was its manager for many years. In addition to his spiritual work, he took keen interest in the construction of public roads and the establishment of a post office in Ranny. Achen passed away on 03 March, 1960.
11 October, 1985: Pastor C. S. Mathew, author of "Enn priyanepol sundaranaye areyum njaan ulaki" (Maramon 2004, Song 70), passes away. Born to a very poor Hindu family as the son of Omal and Perukkam of Kariyampalvu, he could only study up to class 4. He lost his father when he was very young. Later his family became Christians. He wrote more than 250 hymns.
11 October, 1904: Birth Of Very Rev P. J. Thomas – Perumbavoor (1904- 1990)
Very. Rev. P. J. Thomas was a member of the Parumoottil Family of Anaprampal near Tiruvalla. In addition to his services as vicar of many of our parishes, he was also the travelling secretary of the Mar Thoma Evangelistic Association, General Secretary of the NMS (National Missionary Society) and teacher in the Kottayam Theological Seminary. For 28 years he served as a missionary in our Ankola Mission Field in the North Karnataka Area, He was a prominent writer, who wrote 14 books in Malayalam, two in English and four in Kannada. His book got first prize in a competition for the Kannada writers held by the Kannada Literature Parishathu (Society). From 1967-1981 he was the Vicar General of our Church. He passed away on 07 March 1990.
13 October, 1917: Three shepherd children near Fatima, Portugal, report visions of the Virgin Mary.
17 October, 1979: Mother Teresa is awarded the Nobel Peace Prize.
17 October, 1874: Birth of John Easow, author of “Nalla devane njangalh ellaavareyum”. He was a member of the Mullasseril family of Pandanadu, near Chengannur. After his education he became a health inspector in Nilgris. And after that he became the manager of Spenser co. in Trichur. Along with this secular job he did Gospel work. He was called home on 15 Feb, 1954. Hymn Nos. 59, 170 and 199 in our book are written by him.
18 October, 1931: Birth of Rev. M. M. Abraham (Sihora). Achen was a member of the Chirakkadavu family of Elanthoor. After passing his intermediate examination, he went to Bhopal and along with his friends he established the Sehatganj Mission Field. In 1958, he joined our Sihora Ashram and became a priest in 1966. He was the vicar of our Sihora, Katni and Ittarsi parishes. He was called home on 22 September, 1997.
18 October 1821: CMS Missionary Mr. Benjamin Baily starts Malayalam printing in Kerala. The printing press sent to Mr. Benjamin Baily by the Church Missionary Society from London arrived in Kottayam on 18 October 1821, via Bombay and Alleppey seaports. Mr. Baily is the first person to print Malayalam in Kerala. He got the Bible translated into Malayalam and the whole Bible was published in 1841.
18 October 1662: Birth of Matthew Henry- the Great Bible Commentator. Matthew Henry was so frail at his birth that he was baptised when he was only a day old, lest he died within the week. As a boy he was physically weak, but mentally and, indeed, spiritually strong. He is said to have read aloud a chapter of the Bible when he was only three years old. He began his Commentary in 1704. His commentary is a valuable aid for all those who study the Bible.
19 October, 1856: A Sunday evening service led by Charles Haddon Spurgeon turns tragic when someone shouts "Fire!" in London's enormous Surrey Hall.
There was no fire, but the stampede left 7 people dead and 28 more hospitalized. Though the episode plunged Spurgeon into weeks of depression, it also catapulted him to overnight fame.
**20 October 1909:** Titus I Mar Thoma Metropolitan (born on 8 Feb, 1843) passes away. Titus I Mar Thoma was consecrated as bishop after the death of Thomas Mar Athanasius by the Metropolitan of the Thozhiur Church at Kottayam Cheria Pally. He was our Metropolitan from 18 January 1894 to 20 October 1909.
**20 October, 1971:** Pastor M. K. Varghese, author of “Kunjaattin thiru rakhaththaal njaan” (Hymn No 254), passes away. Born in Edayarannmula in Nov. 1893, he was a close friend of Mahakavi K. V. Simon. Later he shifted his residence to Kumbanadu and became a full time evangelist.
**22 October, 4004 BC:** According to James Ussher, the well-respected and scholarly Anglican primate of the Irish Church in the early seventeenth century, God created the universe on this date at 9:00 a.m. GMT.
**22 October, 1811:** Pianist Franz Liszt, known for his Romantic orchestras and songs, but also the author of more than 60 religious works (including the song known today as "Fairest Lord Jesus"), is born in Raiding, Hungary.
**22 October, 1844:** Between 50,000 and 100,000 followers of Baptist lay preacher William Miller prepared for "The Day of Atonement"—the day Jesus would return. Jesus didn't, and though Miller retained his faith in Christ's imminent return until his death, he blamed human mistakes in Bible chronologies for "The Great Disappointment." Several groups arose from Miller's following, including the Seventh Day Adventists.
**23 October, 1979:** Very Rev. T. N. Koshy (Born 13 Dec, 1901) passes away. Achen was a member of the Ureyeppadikkal family of Kumbanadu. After getting his B.D. Degree from the Bishops College, Calcutta, he was ordained on October 12, 1935 and sent to Malaya, to organize the parishes there. Traveling through the length and breadth of Malaya and Singapore, he established 27 parishes, which later formed the Diocese of Malaysia and Singapore. He came back to India and worked as our Sabha Secretary for 6 years. This ecclesiastical statesman passed away on 23 October, 1979, at the age of 78.
**23 October 1923:** Death of Maliyekkal M C George Kassessa. Maliyekkal M C George Kassessa was born on 17 April 1874 in Kuriannoor. For many years he was the main translator of the Maramon convention messages. Once it so happened that the proposed main speaker of the Maramon Convention couldn't attend the convention, church selected Rev M C George as the main speaker and he spoke in almost all the meetings of that year's convention. He was below thirty when this incident happened. Our late Metropolitan Alexander Mar Thoma, was his son.
26 October, 1751: Hymn writer, Rev. Philip Doddridge passes away. Rev. Philip, an English priest from Leicestershire is remembered for the large number (about 500) of Hymns he wrote and for his scheme to distribute Bibles at home and abroad. Song No. 250 (228) in our book “En rakshakaa! En Daivame! Ninnil aaya naalh” (O Happy Day!) is written by him.
26 October, 1950: Mother Teresa founds the first Mission of Charity in Calcutta, India.
26 October, 1966: The first World Congress on Evangelism opens in West Berlin, attracting approximately 600 delegates from about 100 countries. Our Alexander Mar Theophilus (Alexander Mar Thoma) led the opening ‘Procession of nations”.
27 October, 1978: The complete New International Version (NIV) of the Bible is published.
28 October, 1992: The Korean Hyoo-go (Korean for "rapture") movement, led by Prophet Lee Jang Rim, predicts that this is the day of the rapture.
29 October, 1909: Death of Titus I Mar Thoma Metropolitan .Titus I Mar Thoma (born on 08 Feb 1843) was the fourth son of Abraham Malpan The main events that happened during his episcopate are: Beginning of Maramon Convention, Establishment of Theological Seminary at Kottayam, Formation of Sunday School Samajam and the beginning of Mission work out side Travancore (in Karwar in North Canara)
29 October, 1562: Birth of George Abbot. George Abbot who translated the Gospels, Acts and Revelation for the King James Bible was born in England on 29 October 1562. He became the head of the Church of England in 1611, but his popularity and his health declined sharply after he killed a man in a hunting accident in 1621.
31 October, 1517: Martin Luther starts reformation in Germany. On October 31, 1517 Luther posted his famous ninety-five theses on the door of the Castle Church in Wittenburg. The theses included statements challenging “Indulgences “(getting forgiveness of sins by payment of money to the Church). Luther believed that Indulgences degraded the forgiving grace of God and weakened the Church itself. This event is considered as the beginning of Luther’s reformation.
31 October, 1992: Pope John Paul II formally admits the Roman Catholic Church’s error in condemning Galileo Galilei in 1633 for believing the sun, not the earth, was the center of the universe. | <urn:uuid:3a5a1eb7-5e99-4d2d-a6ed-afd09873fde0> | CC-MAIN-2018-34 | http://marthomaparishsharjah.com/library/ce_oct.pdf | 2018-08-17T19:46:53Z | crawl-data/CC-MAIN-2018-34/segments/1534221212768.50/warc/CC-MAIN-20180817182657-20180817202657-00043.warc.gz | 262,947,934 | 3,385 | eng_Latn | eng_Latn | 0.990853 | eng_Latn | 0.992808 | [
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Find the image of each figure after the transformation $R_m \circ R_\ell$. Is the resulting transformation a translation or a rotation? For a translation, describe the direction and distance. For a rotation, tell the center of rotation and the angle of rotation.
1. To start, if the lines $\ell$ and $m$ are parallel, then it is a ____.
If $\ell$ and $m$ intersect, then it is a ____.
2.
3.
Graph $\triangle ABC$ and its glide reflection image.
4. $(R_{x\text{-axis}} \circ T_{<-2, 0>})(\triangle ABC)$
To start, translate the vertices of $\triangle ABC$ to:
$A'(\square, \square), B'(\square, \square), C'(\square, \square)$.
Then, reflect $\triangle A'B'C'$ across $\square$.
5. $(R_{y\text{-axis}} \circ T_{<0, -3>})(\triangle ABC)$
6. $(R_{y=-1} \circ T_{<1, -1>})(\triangle ABC)$
Use the given points and lines. Graph $\overline{XY}$ and its image $\overline{X'Y'}$ after a reflection first across $\ell_1$ and then across $\ell_2$. Is the resulting transformation a translation or a rotation? For a translation, describe the distance and direction. For a rotation, tell the center of rotation and the angle of rotation.
7. $X(4, 3), Y(-2, 1); \ell_1 : y = 2; \ell_2 : x = 2$
8. $X(-3, 4), Y(2, 3); \ell_1 : y = 2; \ell_2 : y = -1$
9. Open-Ended Draw a quadrilateral on a coordinate grid. Draw the image of the quadrilateral for one example of each transformation.
a. reflection
b. translation
c. rotation
d. glide reflection
Identify each mapping as a translation, reflection, rotation, or glide reflection. Write the rule for each translation, reflection, rotation, or glide reflection. For glide reflections, write the rule as a composition of a translation and a reflection.
10. trapezoid $ABCD \rightarrow$ trapezoid $JICD$
11. trapezoid $ABCD \rightarrow$ trapezoid $NKLM$
12. trapezoid $CIJD \rightarrow$ trapezoid $LKNM$
13. trapezoid $CIJD \rightarrow$ trapezoid $TSNU$
14. trapezoid $KLMN \rightarrow$ trapezoid $STUN$ | <urn:uuid:c7b26379-c8a5-44d3-befd-7dd7663ac423> | CC-MAIN-2017-26 | https://grade9ds.files.wordpress.com/2017/05/m1_0804prk.pdf | 2017-06-23T17:23:28Z | crawl-data/CC-MAIN-2017-26/segments/1498128320077.32/warc/CC-MAIN-20170623170148-20170623190148-00700.warc.gz | 754,084,469 | 602 | eng_Latn | eng_Latn | 0.935894 | eng_Latn | 0.936213 | [
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Find these vegetables in the above box.
(The words may go across, up, down or diagonally.)
- potato
- tomato
- celery
- corn
- beans
- lettuce
- cabbage
- peas
- onion
- broccoli
- carrot
- spinach | <urn:uuid:661ba754-71ee-429f-92ef-869cd7bf0628> | CC-MAIN-2018-34 | http://www.bradleys-english-school.com/worksheets/wordsearch-small/wordsearchvegetables3-answer.pdf | 2018-08-17T18:42:26Z | crawl-data/CC-MAIN-2018-34/segments/1534221212768.50/warc/CC-MAIN-20180817182657-20180817202657-00037.warc.gz | 479,138,364 | 57 | eng_Latn | eng_Latn | 0.994291 | eng_Latn | 0.994291 | [
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1. Simplify: \[ \frac{432143214321}{4321} = \]
2. A pair of two consecutive odd numbers that are both primes is called "Twin Primes". The first such pair is \{3,5\} and the sum of its members is 8. The second such pair is \{5,7\} and the sum of its members is 12. What is the sum of the members of the fifth pair of "Twin Primes"?
3. A bus leaves Vancouver every day of the week en route to Toronto at 1 AM and every 4 hours thereafter (day or night) and it travels for 4 days and 7 hours before reaching Toronto. How many buses are en route from Vancouver to Toronto at 3 PM?
4. A group of seven people including Pims and Smip, line up in a row at random. What is the probability that there is exactly one person between Pims and Smip? Express your answer as a common fraction.
5. \( X = 7.2, Y = 7.2 \). Round \( X \times Y \) to the nearest whole number.
6. Let \( p \) be a prime number between 40 and 60.
What is the probability that \( p + 12 \) is also a prime number?
Express your answer as a common fraction.
7. Let the operation \( \otimes \) be defined as \( \otimes (a, b, c, d) = ad - bc \).
What is the value of \( \otimes (\otimes (0, 1, 2, 3), \otimes (3, 2, 1, 0), \otimes (1, 2, 3, 4), 5) \)?
8. \( ABCD \) is a 4-sided polygon (not drawn to scale). The lengths of its two diagonals are integers and they add up to 75 units.
The diagonals are perpendicular to each other.
The area of the polygon is 427 square units.
What is the size of the larger of the diagonals?
9. The math teacher went to the store and bought 25 binders for her students at a cost of $2.60 per binder. She handed $100 to the cashier. How many dollars did she receive as change?
10. \(ABCD\) is a 4-sided polygon. Given that \(AB = BC\), \(\angle ABD = 30^\circ\), \(\angle DBC = 80^\circ\), and \(\angle BCD = 50^\circ\), what is the number of degrees in the measure of \(\angle DAB\)?
11. How many prime numbers between 0 and 120 have a unit's digit of 7?
12. A man has 3 pennies, 3 nickels, 1 dime, and 2 quarters. How many different sums of money can he make using one or more of these 9 coins? | <urn:uuid:2f952187-e3dc-43ea-94b3-3ed0347bc836> | CC-MAIN-2018-34 | http://media.pims.math.ca/pdf/elemacon/2006/target_round_grade7.pdf | 2018-08-17T18:34:22Z | crawl-data/CC-MAIN-2018-34/segments/1534221212768.50/warc/CC-MAIN-20180817182657-20180817202657-00043.warc.gz | 268,598,736 | 638 | eng_Latn | eng_Latn | 0.997476 | eng_Latn | 0.998537 | [
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Guidelines for Portfolio Interview Questions
Sample interview questions for basic reading and reading readiness:
- When we teach reading to a student, there are two areas to be considered, decoding skills and comprehension. Which would you use to begin the task?
- What program(s) have you used to teach decoding to a student and what was your role?
- How would you help students to learn new words?
- How would you teach a student to remember what he/she has read?
- How would you monitor student progress?
- Have you ever used a program that you either liked or didn’t like? If so, compare the one that you liked to the one that you didn’t like.
Sample interview questions for basic writing and writing readiness:
- When a student is given a writing assignment, there are steps that you would use to assist with the project. Describe what you would do.
- How would you help the student to find the information that he/she needs prior to beginning the project?
- How would you give a student help to compose a written draft?
- How would you help a student to revise and clarify a final draft?
- Describe how you would teach students a strategy for editing each of the following:
- Correct capitalization and punctuation
- Correct spelling for level-appropriate words
- Standard grammar
Sample interview questions for basic math and math readiness:
- How would you work with a student who doesn’t know basic math facts?
- How would you assess which basic math fact the student knows or doesn’t know?
- How could you help a student understand why learning math is important?
- What programs have you found to be helpful in teaching math to students?
- How would you determine which prerequisite skills the student needs in order to comprehend a mathematical concept?
- How could you provide visual images when teaching mathematical ideas and concepts?
- How would you collect and record data on student progress? | <urn:uuid:1c43c5f3-7351-4fab-961e-3e04cfef0fdf> | CC-MAIN-2017-26 | http://utahparas.org/federal/samples/GuidelinesPortfolioQuestions.pdf | 2017-06-23T17:25:51Z | crawl-data/CC-MAIN-2017-26/segments/1498128320077.32/warc/CC-MAIN-20170623170148-20170623190148-00705.warc.gz | 407,136,302 | 381 | eng_Latn | eng_Latn | 0.998893 | eng_Latn | 0.998893 | [
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1923
] | [
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| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
|---|---|---|---|---|---|---|---|---|
| 10,000/- | 10,000/- | 10,000/- | 10,000/- | 10,000/- | 10,000/- | 10,000/- | 10,000/- | 10,000/- |
**Note:** The above table is for illustrative purposes only and may not reflect the actual figures.
---
**Explanation:**
1. **Column 1:** Name of the organization.
2. **Column 2:** Amount in words.
3. **Column 3:** Amount in figures.
4. **Column 4:** Date of receipt.
5. **Column 5:** Method of payment (e.g., cheque, cash).
6. **Column 6:** Signature of the person receiving the amount.
7. **Column 7:** Date of signature.
8. **Column 8:** Signature of the person authorizing the payment.
9. **Column 9:** Date of authorization.
---
**Additional Notes:**
- All amounts should be rounded to the nearest thousand.
- The date of receipt and date of signature should be in the format DD/MM/YYYY.
- The method of payment should be clearly indicated.
- The signature of the person receiving the amount should be in ink.
- The date of signature should be the same day as the date of receipt.
- The signature of the person authorizing the payment should be in ink.
- The date of authorization should be the same day as the date of receipt.
| No. | Description of Goods | Quantity | Unit Price | Total Value |
|-----|----------------------|----------|------------|-------------|
| 1 | Item 1 | 10 | ₹ 500 | ₹ 5,000 |
| 2 | Item 2 | 20 | ₹ 750 | ₹ 15,000 |
| 3 | Item 3 | 30 | ₹ 1,000 | ₹ 30,000 |
**Total Value:** ₹ 48,000
**Date:** 2023-06-15
**Signature**
**Place:** [Signature]
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Wind erosion, a complex mechanism that degrades the environment
Wind erosion is one of the most traumatic aspects of the desertification process. It leads to severe degradation of the environment, impoverishing soil as vast quantities of particles are carried away by the wind. It can be hard to detect in the insidious early stages, only becoming apparent to non-specialists at an advanced stage when it has become difficult to overcome.
Wind erosion is the chief physical factor in the exhaustion of agricultural land. The sand encroachment it produces is also a major cause of concern to urban areas and oases in arid ecosystems, reducing human populations to poverty and migration as they are driven to abandon their sterile land and move either to new territories or into towns.
Each one of us, whether cultivator or herdsman, country or city-dweller or decision-maker, plays a vital role through our activities and development, in triggering or accelerating wind erosion.
Anthropogenic factors (deforestation, overgrazing etc.) are exacerbated when combined with recurrent droughts or exceptional precipitation (flooding, etc.).
Drylands also suffer from inherent factors making them vulnerable to wind erosion, the first being light, thin soils. Drought makes them all the more vulnerable to being reduced to fine particles that can easily be carried away. Soils are consequently impoverished in the first instance by the wind that winnows out the finer particles (clays, silts and fine sands). The winds sweep up these particles, winnow them out and deposit them as a new generation of dunes. The soils left behind have low levels of organic matter and can be rendered sterile by ill-adapted human activities (over-farming and over-grazing).
Remote sensing: a tool for diagnosing wind erosion
To fight more efficiently against wind erosion, decision-makers need to detect those pivotal thresholds in time and space which mark the triggering of erosion, and to monitor the fluctuating boundaries of threatened areas. Erosion mechanisms need to be considered globally, involving both the regions from which the sand is taken and those where it is deposited. Triggering thresholds can be detected by remote sensing techniques (satellite imagery and aerial photography, see *Fiche thématique du CSFD Issue 2*) coupled with verification on the ground. There are various warning signs such as the appearance of ‘blow-outs’ (depressions of varying size in the topography). Detecting these at an early stage can facilitate the deployment of effective preventive strategies to combat desertification. Each country concerned needs to have one or more teams permanently working on these issues.
Satellite images reveal the global nature of wind mechanisms. They have been of great help in defining the concept of a Global Wind Action System (GWAS), regional systems (RWAS) or local systems (LWAS). The GWAS is made up of a set of wind currents that transport particles, marked out by ever-moving sand seas (or ergs) that communicate with each other so as to make a chain of ergs like, for example, those stretching from the northern Sahara to the central Sahel. The GWAS is thus seen as a single system which ranges from the source area, where the sand is deflated, to the region where it accumulates. Investigations need to consider the global, regional and local scales. This method of embodied scales is crucial for implementing successful strategies against wind erosion in particularly-affected areas.
The Global Wind Action System: natural unit and human living space
Wind action systems function as large-scale dynamic entities on the synoptic or continental scale, known as Global Wind Action Systems (GWAS), covering the entire Sahelian and Saharan belt. Within the synoptic scale are embedded regional wind systems such as the one that sweeps across Egypt from north to south. At the level of an individual village or farming area, we can identify a local wind action system.
Sand encroachment is not the only result of wind dynamics, even if this process is the most clearly visible and, in the short term, seen as the most annoying. In order to understand wind dynamics thoroughly and so be fully armed against their traumatic effects, it is necessary to situate the region being studied in the context of the GWAS and to envisage all three phases: erosion, transport and accumulation. Depending on the direction of the wind, there are always three main areas affected: a zone where the particles are taken up, a zone over which they are transported and one where they accumulate.
In each zone, anthropogenic activities provoke different traumas which in turn must be fought with different techniques. For a clear overall understanding of wind dynamics these three zones must be considered together. And to grasp systems on such a scale, satellite imagery is indispensable.
Wind erosion must be fought in the following three areas:
- source areas, where particles should be blocked;
- transport areas, where winds need to be redirected to avoid human constructions and infrastructures from being buried;
- accumulation areas, where the mobile sand must be stabilised.
The fight against wind erosion requires two stages:
1. Situating the site to be protected within the global, regional and local wind action systems, while considering the topography and the type of dunes. This stage results in an estimation of the surface to be stabilised or protected.
2. The operational stage involves reducing wind speed at ground level, possibly by increasing surface roughness.
The protection methods used and common practice vary in accordance with the experience of each country, conditions in the area in question, the nature and availability of local materials, as well as the strategy drawn up to achieve particular political-economic objectives. Each region will have its own most effective techniques which may not be appropriate for other threatened sites: this is a major problem when fighting sand encroachment. Evaluating the efficiency of different techniques for fighting sand encroachment depends on the place and must take into account the relative success of each individual operation. Along with costs, the results recorded in the field and the degree of protection afforded to infrastructures are the principal criteria for evaluating this efficiency.
All methods need to take account of:
- the need for cultivators and herdsmen to access their fields or pastures;
- traditional village organisation;
- the availability of a workforce and rural know-how;
- the financial costs of the techniques used and above all of maintaining them.
For programmes against erosion to succeed they must make the best use of local ecological and human realities in order to minimise costs and ensure that solutions are feasible for the communities concerned.
All methods for fighting wind erosion aim to limit deflation and transportation of particles by the wind and to control and organise their distribution when they are deposited and accumulate and, above all, to stabilise them:
- **Mechanical methods** aim to fix the mobile sand in place and prevent deposits of sand on infrastructures by means of palisades, mulch and aerodynamic methods. These techniques are an indispensable first step for stabilising mobile sand and dunes in the short and medium term.
- **Biological methods** consist in developing permanent plant cover: grass cover, wind-breaks, plant barriers, belts of woodland, reforestation. They are a follow-up to the mechanical stabilisation techniques of sand and dunes which can be costly, unsightly and whose effects are always temporary. Such techniques can only be applied successfully if there is water in the soil at a depth the plants can reach, or if irrigation is possible until their roots can reach the water table.
It may be difficult to find the right answers but it is above all essential to seek solutions that use local materials and resources. Preference should be given to medium term solutions while seeking stabilisation through biological means, once again using local plants rather than non-indigenous species. | <urn:uuid:b5655626-dab5-47a6-8d4c-216b72d2087c> | CC-MAIN-2022-33 | https://www.csf-desertification.eu/wp-content/uploads/2022/03/Fiche_3_WindErosion_English.pdf | 2022-08-19T14:59:51+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882573699.52/warc/CC-MAIN-20220819131019-20220819161019-00080.warc.gz | 657,527,252 | 1,561 | eng_Latn | eng_Latn | 0.997921 | eng_Latn | 0.997905 | [
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One unique and striking characteristic of a Waldorf school is the luminosity of the walls of the classrooms. Each classroom is painted in a different color, and the walls seem to radiate this color, filling the space of the room.
This effect is achieved by a technique of color application called "lazuring." Lazuring, based on indications by Rudolf Steiner, was developed in the early part of the twentieth century by artists connected to Waldorf Education and Anthroposophy. *Lasur* in German means something like "glazing."
Lazure artist Robert Logsdon describes the lazure process:
Layers of paint [are] prepared nearly as thin and transparent as watercolor, consisting of water, binder, and pigment. A coat is applied with a rhythmical movement using large brushes over a white surface. This is allowed to dry and then another coat is applied. The final color is achieved using varied colors applied in several layers. Light passes through these thin layers of color and is reflected back, giving a pure color experience.
The result is a transparent, radiant color that replicates, to a degree, color in the natural world. There are few, if any, phenomena in nature that present us with a flat surface of a single color. Lazuring recreates the dynamic, nuanced colors we find in nature, particularly in atmospheric phenomena such as the rainbow. Rudolf Steiner believed that walls should do more than simply wear color—they should radiate it. This radiant quality allows a person to "spiritually pass through the walls." As another lazure artist, Charles Andrade, observes, when a room is painted in one flat, uniform color, we are limited to one experience—one mood, one sensibility. Lazure opens up many other possibilities of experience.
Rudolf Steiner also held that what we experience through the eyes as color deeply affects us on the physical, emotional, intellectual, and spiritual levels. Andrade points out that our perceptions of color go from the eyes directly to the brain and, from there, travel through the central nervous system to the glands and internal organs. Hence the colors of the room where we live, sleep, work, as well as study and learn are extremely important. They can have a supportive, enlivening, and even therapeutic effect.
The wall colors that are used in Waldorf classrooms are based on Steiner's view of how colors are related to each stage of development of the children. The hue chosen is understood to support the children's development and learning. For example, in the kindergarten, the walls are a soft peachblossom (a light and living magenta), which reflects and assists the dreamy consciousness of the small child. The classrooms of the older children may be a shade of blue that corresponds with their more formed and intellectual consciousness.
Ayesha Mall is a Waldorf early childhood educator who fell in love with lazuring and trained in the technique. In April 2011, she came to New Orleans for AWSNA's annual service weekend. Mall was joined by Waldorf students and alumni from across the nation who came to help make the Waldorf School
of New Orleans shine. Under Mall’s direction, some of the volunteers lazured the classroom walls with rainbows and the school auditorium with a sunburst.
Mall describes the project with enthusiasm, saying, “Working with so many wonderful Waldorf colleagues from all across the country was a new experience, and I left with the sense that the walls were glowing.”
Ama Rogan, who is a Waldorf parent and an artist, joined in the lazuring effort that same weekend. She says it was inspirational and gave her an intuition about the parallel between the technique itself and the Waldorf curriculum. “It seems to me the key is in the layering, the depth, just as in the education,” Rogan explains. “Then of course there is the color—what each color means and especially how the children respond to it.”
Chapel of The Christian Community, Toronto, painted by lazure artist Charles Andrade
And the children do respond. On the day she first saw her newly lazured classroom, one second grader at the New Orleans school exclaimed: “The most beautiful thing I saw when I walked into school this morning was my classroom. It is like a real rainbow. I really, really, really, really like it.” ☺
Lazure projects in progress
AMY MARQUIS is a freelance writer, the mother of two young children, and a parent at the Waldorf School of New Orleans.
Resources
For more information about lazure painting, contact
Charles Andrade
www.lazure.com
firstname.lastname@example.org
970-948-8056
Photos courtesy of Charles Andrade and Robert Logsdon. Color circle by Kevin Hughes | <urn:uuid:5f8e9ced-e4a8-425d-bf3a-9b10b4955189> | CC-MAIN-2017-26 | http://www.lazure.com/Renewalarticle.pdf | 2017-06-23T17:04:47Z | crawl-data/CC-MAIN-2017-26/segments/1498128320077.32/warc/CC-MAIN-20170623170148-20170623190148-00707.warc.gz | 582,203,888 | 974 | eng_Latn | eng_Latn | 0.998645 | eng_Latn | 0.998938 | [
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The figure shows a grid with a triangular shape formed by connecting points at the corners and along the sides. The grid lines are red, and there is a blue vertical line intersecting the grid. The dimensions of the grid are labeled: 5000 units on one side and 4000 units on the other side. | <urn:uuid:a5f390bc-147a-4e80-a1f0-b6ce7b82a7fd> | CC-MAIN-2024-10 | http://www.linoland.pl/upload/14176139045ea5f8.pdf | 2024-02-22T10:35:57+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947473738.92/warc/CC-MAIN-20240222093910-20240222123910-00432.warc.gz | 54,357,929 | 64 | eng_Latn | eng_Latn | 0.997265 | eng_Latn | 0.997265 | [
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A major event: Naples Backyard History sponsoring archeological research of the Ancient Indian Canal
- November 2011 - City of Naples storm sewer construction, 1st samples obtained
- September 9, 2013 - Naples Daily News guest article, *Rediscovering Naples’ Ancient Indian Canal* by Judy Bishop
Funding obtained from the Schaub charitable fund
- January 10, 2014 - Ground Penetrating Radar analysis, 9th Ave. South at the Gulf and along Gulfshore Blvd.
- February 13, 2014 - Archeological excavation leading to radiocarbon dating, Gulfshore Blvd. at 10th Ave. South
- March 7, 2014 - News conference followed by standing-room-only fundraising cocktail reception, 8-9 pm
- March 8, 2014 - Naples Daily News, page 2 article, *Archeologist: Indian Canal could be more than 1,000 years old*
March 2014 -
Portfolio Magazine
AN ANCIENT SHORTCUT
Ancient Indian Canal Historical Route courtesy of ocean engineer Todd Turrell of Turrell, Hall and Associates, Inc.
Shortcuts — we’re always looking for that shortcut to save us some time, especially during our “delightfully” busy season here in Naples. There was an ancient shortcut that wasn’t used just to save some time but was vitally important to the native Indians that traveled on the Old Naples peninsula. Today, a boat can travel from just north of Naples Pier to the City Docks in about 20 minutes. That transit is at a speed of 30 knots or more including slowing to no-wake, idle speed upon entering the Bay through Gordon’s Pass. It’s a distance of about 6 miles. Paddling a canoe, at about 5 miles per hour, will take 3 or more hours.
Hundred of years ago, the Indians created an incredible shortcut. They dug a canal from 9th Avenue South to a point on the bay just south of Naples City Docks. It’s estimated to have been over 1 mile long, slashing their canoe paddling time to about 30 minutes. Another advantage of the shortcut would have been to avoid a tidal inlet (today’s Gordon Pass) which would have been rough and difficult to paddle around.
Naples Bay provided an abundance of fish, oysters and clams that made up the bulk of the Indian diet. This food source was vital to their survival. Frequently referred to as the Calusa Canal it was constructed by a tribe of Indians dominated by the Calusas. The canal is believed to have been up to 25 feet deep and almost 50 feet wide. Unfortunately, because most of the canal was covered over in the 1920’s, present day Neapolitans do not know much about it.
The actual canal may be hidden from view, but were in the process of getting to the bottom of it – literally. This month Naples Backyard History working with renowned Archaeologist Bob Carr and Marine Engineer Todd Turrell will finally establish the age of the Naples Indian canal. Last month after ground penetrating radar verified the canal is located, a site was selected to secure soil for radiocarbon dating. The results of the dig will be announced in March at Naples Backyard History.
In 2011 a City of Naples project gave Bob Carr and his team their first glimpse of the long buried canal. Taking advantage of excavation for the new storm sewer system along Gulf Shore Blvd., archaeological technician Scott Faulkner had just 10 minutes to scurry down 10 feet to obtain soil and wood samples. Ironically, Faulkner’s grandfather was involved in the work that filled the canal in the 1920s.
The oldest part of the sample dated to A.D. 1670, but because the sample was taken from the top of the canal, experts estimate that the canal could have been dug between A.D. 1200 and 1400. The canal is similar to four others that have been discovered across South Florida, a fairly place outside of Mexico where such canals have been found.
The man-made canal has been known to scholars since the nineteenth century when it was first documented in an 1874 survey. The Smithsonian Institution’s annual report of 1881 stated, “Those canals were not erected by our indolent Indians, and in my opinion they were made by another race.” In 1883 Archaeologist Andrew Douglass described the canal as a work of great antiquity. Many scholars found it difficult to believe that such an engineering marvel could have been dug by Native Americans, believing it had been dug by Europeans.
In 1888 the Naples Company promotional brochure stated, “One of the most curious of the [relics] is a canal about one and a half miles long, running from the Gulf to the Bay, across the lower end of the town site. It is forty-seven feet wide, twenty-five feet deep, and an excellent piece of engineering work. But who built it, for what purpose, is a matter of conjecture.”
We at Naples Backyard History are proud to be a part of the team that is discovering more details about this unique Naples antiquity. We hope to work with the City of Naples to erect historical markers illustrating not only the route but also updated canal facts.
On March 7, starting at 6 p.m. we will be hosting a cocktail reception at our Old Naples Museum to announce the results of our February dig. Admission, as a donation to Naples Backyard History, is $100.00 per guest. Bob Carr and Todd Turrell will be present to answer questions about the canal. Mr. Carr is currently leading a significant archeological excavation in downtown Miami on a Tequesta Indian village, comprising a whole complex of buildings, dates back to 500-600 A.D. and was occupied until the 1700s.
Contact us at 239-774-2978 if you wish to attend or to contribute to our ongoing efforts to ‘unearth’ the facts about our canal. Naples Backyard History, a 501(c)3 organization, is located in the historic 1170 Third Street South; the entrance is on Broad Avenue South.
The museum is open weekdays from 10 a.m. to 2 p.m. and select Thursday evenings. Stop by to learn more about Naples’ history and the Indian Canal. Our April 2012 press conference about the canal is available on our website: www.naplesbackyardhistory.org. | <urn:uuid:334ec26d-6e40-45ab-8069-ac7e603f2541> | CC-MAIN-2017-26 | http://naplesindiancanal.org/news/PORTFOLIOMarch2014NaplesIndianCanalwithLal.pdf | 2017-06-23T17:07:06Z | crawl-data/CC-MAIN-2017-26/segments/1498128320077.32/warc/CC-MAIN-20170623170148-20170623190148-00707.warc.gz | 289,822,847 | 1,341 | eng_Latn | eng_Latn | 0.998194 | eng_Latn | 0.998194 | [
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Core Science 221, Section 1
NAME:
Homework 1: The Concept of Energy in Physics: Homeworks are due as posted on the course web site. Enter the answer to the multiple-choice questions on the answer table beside the number corresponding to the question. There may be gaps in the table when full-answer questions appear in the homework. You only need to hand in the table for the multiple-choice questions. Solutions will be posted eventually after the due date.
Answer Table
| | a | b | c | d | e |
|---|---|---|---|---|---|
| 1 | O | O | O | O | O |
| 2 | O | O | O | O | O |
| 3 | O | O | O | O | O |
| 4 | O | O | O | O | O |
| 5 | O | O | O | O | O |
| 6 | O | O | O | O | O |
| 7 | O | O | O | O | O |
| 8 | O | O | O | O | O |
| 9 | O | O | O | O | O |
|10 | O | O | O | O | O |
|11 | O | O | O | O | O |
|12 | O | O | O | O | O |
|13 | O | O | O | O | O |
|14 | O | O | O | O | O |
|15 | O | O | O | O | O |
|16 | O | O | O | O | O |
|17 | O | O | O | O | O |
|18 | O | O | O | O | O |
|19 | O | O | O | O | O |
|20 | O | O | O | O | O |
|21 | O | O | O | O | O |
|22 | O | O | O | O | O |
|23 | O | O | O | O | O |
|24 | O | O | O | O | O |
|25 | O | O | O | O | O |
|26 | O | O | O | O | O |
|27 | O | O | O | O | O |
|28 | O | O | O | O | O |
|29 | O | O | O | O | O |
|30 | O | O | O | O | O |
Name:
1. “Let’s play Jeopardy! For $100, the answer is: It is usefully, if inadequately defined, as the capacity for change or the quantified capacity for change.”
What is ____________, Alex?
a) momentum b) entropy c) enthalpy d) effigy e) energy
**SUGGESTED ANSWER:** (e)
**Wrong answers:**
c) I always forget what enthalpy is when I’m not looking at the formula.
**Redaction:** Jeffery, 2008jan01
2. Pure energy (i.e., energy without any other characteristics than those ascribed to energy alone):
a) is common. b) does not exist it seems. c) is rare. d) is medium. e) is well-done.
**SUGGESTED ANSWER:** (b)
**Wrong answers:**
e) A nonsense answer.
**Redaction:** Jeffery, 2008jan01
3. “Let’s play Jeopardy! For $100, the answer is: The energy of motion with formula \( KE = \frac{1}{2}mv^2 \), where \( m \) is the object’s mass and \( v \) is the object’s speed.”
What is ____________, Alex?
a) joule b) force c) momentum d) kinetic energy e) potential energy
**SUGGESTED ANSWER:** (d)
**Wrong answers:**
a) As Lurch would say AAAARGH.
**Redaction:** Jeffery, 2008jan01
4. An object has kinetic energy 24 J and mass 3 kg. What is its speed?
a) 4 m/s. b) 16 m/s. c) 256 m/s. d) 24 m/s. e) 0 m/s.
**SUGGESTED ANSWER:** (a)
The formula for kinetic energy is
\[
KE = \frac{1}{2}mv^2 .
\]
If we solve for \( v \) and substitute in the given values, we get
\[
v = \sqrt{\frac{2KE}{m}} = \sqrt{\frac{2 \times 24}{3}} = \sqrt{16} = 4 \text{ m/s},
\]
where no conversions are needed since the whole calculation is MKS (i.e., in the meters, kilograms, and seconds subsystem of SI).
**Wrong answers:**
b) Plausible guess.
**Redaction:** Jeffery, 2008jan01
5. A vector is a physical quantity with:
a) no direction. b) no magnitude. c) three directions. d) three and half directions.
e) a magnitude and a direction.
**SUGGESTED ANSWER:** (e)
The statement is not intended to be a definition, but merely give two of a vector’s defining traits.
**Wrong answers:**
a) Exactly wrong.
**Redaction:** Jeffery, 2008jan01
6. The conservation-of-energy law means that the total energy of a closed system will:
a) be totally lost. b) change. c) not change. d) increase. e) decrease.
**SUGGESTED ANSWER:** (c)
**Wrong answers:**
b) Exactly wrong.
**Redaction:** Jeffery, 2008jan01
7. “Let’s play *Jeopardy!* For $100, the answer is: A theoretical proof of the conservation of energy.”
What is ____________, Alex?
a) Pythagoras’s theorem b) Noether’s theorem c) Birkhoff’s theorem
d) Newton’s corollary e) Noether’s conjecture
**SUGGESTED ANSWER:** (b)
**Wrong answers:**
a) Oh, c’mon.
c) This is an actual theorem in general relativity.
d) He had some corollaries, but not for this.
e) A conjecture is not a proof.
**Redaction:** Jeffery, 2008jan01
8. One of the great boons of using the energy concept in the prediction of the behaviors of systems is that it (i.e., the energy concept) often gives you limited, but very useful information:
a) with impossible difficulty. b) never. c) easily. d) with zero probability. e) not.
**SUGGESTED ANSWER:** (c)
**Wrong answers:**
a) A nonsense answer.
**Redaction:** Jeffery, 2008jan01
9. “Let’s play *Jeopardy!* For $100, the answer is: This feature of an isolated physical system sets a limit to the amount of change that system can undergo.”
What is ____________, Alex?
10. The word energy was apparently coined by:
a) Aristotle (384–322 BCE).
b) Gottfried Wilhelm von Leibniz (1646–1716).
c) Thomas Young (1773–1829).
d) Emmy Noether (1882–1935).
e) Richard Feynman (1918–1988).
**SUGGESTED ANSWER:** (a)
**Wrong answers:**
b) He coined *vis viva* or at least used the word early on. *Vis viva* is nearly our modern kinetic energy. There is a factor of 1/2 missing in the formula.
c) He changed the name of *vis viva* to energy and thereby gave energy a scientific meaning. His energy is nearly our modern kinetic energy. There is a factor of 1/2 missing in the formula.
**Redaction:** Jeffery, 2008jan01
11. “Let’s play *Jeopardy!* For $100, the answer is: He was the discoverer of special relativity.”
Who was ____________, Alex?
a) Isaac Newton (1643–1727)
b) James Clerk Maxwell (1831–1879)
c) Albert Einstein (1879–1955)
d) Erwin Schrödinger (1887–1961)
e) Louis de Broglie (1892–1987)
**SUGGESTED ANSWER:** (c)
**Wrong answers:**
b) Maxwell was such a brilliant person that if he had lived longer, one wonders if he wouldn’t have anticipated Einstein. Making Maxwell’s theory of electromagnetism (taken as exact) consistent with the principle of relativity was one of the things that led Einstein to special relativity.
**Redaction:** Jeffery, 2008jan01
12. According to special relativity, the vacuum speed of light is (with some qualifications we needn’t go into):
a) dependent on the observer.
b) 3 m/s.
c) the highest possible physical speed.
d) the lowest possible physical speed.
e) negligible.
**SUGGESTED ANSWER:** (c)
**Wrong answers:**
a) Wrong.
**Redaction:** Jeffery, 2008jan01
13. “Let’s play *Jeopardy!* For $100, the answer is: It is the mass-energy equivalence equation or the Einstein equation.”
What is ____________, Alex?
a) \( E = \frac{1}{2}mv^2 \)
b) \( E = mv \)
c) \( E = mc^4 \)
d) \( E = mc^3 \)
e) \( E = mc^2 \)
**SUGGESTED ANSWER:** (e)
**Wrong answers:**
a) As Lurch would say AAAARGH.
**Redaction:** Jeffery, 2008jan01
---
001 qmult 00640 1 3 2 easy math: E=mc**2 calculation
14. What is the energy equivalent in joules of 1 kg? Recall the vacuum speed of light is approximately \( 3.00 \times 10^8 \) m/s.
a) \( 9 \times 10^8 \) J.
b) \( 9 \times 10^{16} \) J.
c) \( 3 \times 10^{16} \) J.
d) \( 3 \times 10^8 \) J.
e) 1.
**SUGGESTED ANSWER:** (b)
Behold:
\[
E = mc^2 = 1 \times (3 \times 10^8)^2 = 9 \times 10^{16} \text{ J}.
\]
**Wrong answers:**
d) Bad guess.
**Redaction:** Jeffery, 2008jan01
---
001 qmult 00680 1 5 5 easy deducto-memory: nuclear reaction energy scale
**Extra keywords:** EPS
15. Since the early days of radioactivity, people have been (as Beatrix Potter [1866–1943] once said in another context) “’ticed by quantities” when contemplating the fact that the energy scale of nuclear reactions is of order ____________ times the energy scale of chemical reactions.
a) 2
b) 6
c) 10
d) \( 10^{-6} \)
e) \( 10^6 \)
**SUGGESTED ANSWER:** (e)
**Wrong answers:**
d) C’mon is this going to ’tice anyone.
**Redaction:** Jeffery, 2008jan01 | <urn:uuid:2b48b153-f363-4c51-87a0-9fbf71fd3bde> | CC-MAIN-2024-22 | https://www.physics.unlv.edu/~jeffery/course/c_energy/homewk/home01s.pdf | 2024-05-22T01:51:19+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058525.14/warc/CC-MAIN-20240522005126-20240522035126-00068.warc.gz | 833,620,603 | 2,551 | eng_Latn | eng_Latn | 0.837449 | eng_Latn | 0.961851 | [
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Sunflowers are big, beautiful plants. Many are bright and yellow, just like the sun. Some sunflowers are orange or brown or red. Sunflowers grow in fields. They need sunshine and warmth to grow from seed to flower. And sunflowers need lots of water!
3. Look at the pictures below. Which picture shows a plant?
4. Draw a picture of a plant.
5. Create a sentence that uses the word plant. Say the sentence out loud with a partner or write it down.
__________________________________________________________
__________________________________________________________
__________________________________________________________
These pictures show seeds:
1. Please say the word seed out loud.
2. Please write the word seed.
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
3. Look at the pictures below. Which picture shows seeds?
4. Draw a picture of seeds.
5. Create a sentence that uses the word seed. Say the sentence out loud with a partner or write it down.
__________________________________________________________
__________________________________________________________
__________________________________________________________
Fundations® Read and Draw Activity
Have your child read the sentence and follow the ‘scoops’ with a finger while reading. Ask your child to draw a picture below the sentence and tell you about it. Encourage oral expression by asking open-ended questions such as, “What does Liz look like?”
Did Liz get mad?
Dad sat on the bed.
Listen to each story. Show the story with your fingers on the number path. Then, fill in the number sentence and number bond.
Joey had 5 pennies. He found 3 pennies in the couch. How many pennies does Joey have now?
\[
\_\_ + \_\_ = \_\_
\]
Joey gave the 3 pennies to his dad. How many pennies does Joey have now?
\[
\_\_ - \_\_ = \_\_
\]
Siri had 9 pennies. She looked all around the house but could not find any more pennies. How many pennies does she have now?
\[ \_\_ + \_\_ = \_\_ \]
There were 8 children waiting for the school bus. No more children came to the bus stop. How many children are waiting now?
\[ \_\_ + \_\_ = \_\_ \]
Solve.
\[
\begin{align*}
1 + 0 &= \square \\
2 + 0 &= \square \\
3 + 0 &= \square \\
4 + 0 &= \square \\
5 - 0 &= \square \\
4 - 0 &= \square \\
3 - 0 &= \square \\
2 - 0 &= \square \\
\end{align*}
\] | <urn:uuid:a4ba0342-6003-455a-8b6c-9b4f49504268> | CC-MAIN-2021-04 | https://core-docs.s3.amazonaws.com/documents/asset/uploaded_file/615892/kinder_day_8.pdf | 2021-01-27T07:28:43+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704821253.82/warc/CC-MAIN-20210127055122-20210127085122-00237.warc.gz | 291,139,712 | 560 | eng_Latn | eng_Latn | 0.930428 | eng_Latn | 0.997834 | [
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Subject or Object Questions
Steve went to the party.
Object Question: Where did Steve go? To the party
Subject Question: Who went to the party? Steve
Subject Questions
1. We make these questions when we don't know the subject of the sentence.
2. Do not change the word order. (Subject + verb)
3. Do not need auxiliary verbs in the Present Simple or the Past Simple (do, does, did).
4. We only use who or what (who for people and what for things).
Practice
1.- Choose the correct question for these answers.
1. I bought a newspaper this morning.
a. What bought you this morning?
b. What did you buy this morning?
c. What you did buy this morning?
2. Something odd happened during the storm last night.
a. What happened during the storm last night?
b. What did happen during the storm last night?
3. One of the students didn't do the final exam.
a. Who didn't the final exam do?
b. Who didn't do the final exam?
4. I wrote a romantic letter to one of the teachers.
a. Who did you write a romantic letter to?
b. Who wrote you a romantic letter?
5. Something disturbed me when I was working.
a. What did you disturb when you were working?
b. What disturbed you when you were working?
c. What did disturb you when you were working?
6. I dreamt about a strange animal last night.
a. What did you dream about last night?
b. What dreamed about you last night?
7. Somebody rang me at 3 am last week!
a. Who did you ring at 3 am last week?
b. Who you rang at 3 am last week?
c. Who rang you at 3 am last week?
8. Someone gave me a watch for my birthday.
a. Who gave you a watch for your birthday?
b. Who did give you a watch for your birthday?
2.- Complete the questions for each of the answers.
1) Mike and Brenda bought a new laptop.
— Who _______ bought a new laptop?
— What _______ did Mike and Brenda buy?
2) Good students go to the library.
— Where _______ do good students go?
— What _______ do good students do?
— Who _______ goes to the library?
3) Sandra Bullock starred in Gravity.
— Which film _______ did Sandra Bullock star in?
— Who _______ starred in Gravity?
4) Emma ate all the chocolate cake at the party.
— Who _______ ate all the chocolate cake at the party?
— What _______ did Emma eat at the party?
5) Frank saw an accident in front of his house.
— Who _______ saw an accident in front of his house?
— Where _______ did Frank see an accident?
6) The repairman worked on the oven yesterday.
— Who _______ worked on the oven yesterday?
— What _______ did the repairman work on yesterday?
— When _______ did the repairman work on the oven?
7) She gave the money to Michael.
— What _______ did she give to Michael?
— Who _______ did she give the money to?
8) Jack likes ice-cream.
— Who _______ likes ice-cream?
— What _______ does Jack like?
9) Thirteen people are sitting in the room.
— Where _______ are thirteen people sitting?
— How many people _______ are sitting in the room? | <urn:uuid:92fe0f50-b928-4d16-9fbd-d90e44e8bb46> | CC-MAIN-2021-04 | https://medinalauxaacademia.com/wp-content/uploads/2020/03/2eso--tarea2--key.pdf | 2021-01-27T06:03:28+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704821253.82/warc/CC-MAIN-20210127055122-20210127085122-00241.warc.gz | 436,572,154 | 776 | eng_Latn | eng_Latn | 0.999179 | eng_Latn | 0.999179 | [
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Kite Runner Chapter 10 Questions
1. What is the significance of the kite in the story?
2. How does Amir's relationship with Hassan change throughout the story?
3. What is the meaning behind the phrase "the kite is the wind"?
4. Why does Amir feel guilty about his actions towards Hassan?
5. How does the setting of Afghanistan affect the characters and their actions?
Kite Runner Chapter 11 Questions
1. What is the significance of the letter Amir receives from Hassan?
2. How does Amir's relationship with Hassan change after receiving the letter?
3. What is the meaning behind the phrase "the kite is the wind"?
4. Why does Amir feel guilty about his actions towards Hassan?
5. How does the setting of Afghanistan affect the characters and their actions?
Kite Runner Chapter 12 Questions
1. What is the significance of the letter Amir receives from Hassan?
2. How does Amir's relationship with Hassan change after receiving the letter?
3. What is the meaning behind the phrase "the kite is the wind"?
4. Why does Amir feel guilty about his actions towards Hassan?
5. How does the setting of Afghanistan affect the characters and their actions?
Kite Runner Chapter 13 Questions
1. What is the significance of the letter Amir receives from Hassan?
2. How does Amir's relationship with Hassan change after receiving the letter?
3. What is the meaning behind the phrase "the kite is the wind"?
4. Why does Amir feel guilty about his actions towards Hassan?
5. How does the setting of Afghanistan affect the characters and their actions?
Kite Runner Chapter 14 Questions
1. What is the significance of the letter Amir receives from Hassan?
2. How does Amir's relationship with Hassan change after receiving the letter?
3. What is the meaning behind the phrase "the kite is the wind"?
4. Why does Amir feel guilty about his actions towards Hassan?
5. How does the setting of Afghanistan affect the characters and their actions?
Kite Runner Chapter 15 Questions
1. What is the significance of the letter Amir receives from Hassan?
2. How does Amir's relationship with Hassan change after receiving the letter?
3. What is the meaning behind the phrase "the kite is the wind"?
4. Why does Amir feel guilty about his actions towards Hassan?
5. How does the setting of Afghanistan affect the characters and their actions? | <urn:uuid:8dfd8765-77e5-496a-93bc-a0572a8e138a> | CC-MAIN-2021-04 | http://bitlovin.com/kite_runner_chapter_question_answers.pdf | 2021-01-27T08:05:46+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704821253.82/warc/CC-MAIN-20210127055122-20210127085122-00241.warc.gz | 11,529,816 | 490 | eng_Latn | eng_Latn | 0.996414 | eng_Latn | 0.996414 | [
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The root **Graph** comes from the Greek Language. It means ‘to write.’
**Graphic** – involving the **written** word, or can also mean to be **written** in detail.
**Autograph** – a person’s signature **written** by hand.
**Graphite** – a soft black form of carbon used in lead pencils to **write** with. | <urn:uuid:eb316895-4137-4eae-bb06-2cd6bbdd4881> | CC-MAIN-2023-23 | https://www.msj.bolton.sch.uk/_site/data/files/users/AE0F0B38C2B3B4B2B58AA6FA9D1A0619.pdf | 2023-06-11T00:30:58+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224646652.16/warc/CC-MAIN-20230610233020-20230611023020-00653.warc.gz | 1,006,378,259 | 76 | eng_Latn | eng_Latn | 0.99944 | eng_Latn | 0.99944 | [
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] | false | rolmOCR | [
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Sewage management in the ACT
Icon Water owns and operates the sewerage system in the ACT. This consists of a network of pipes that takes sewage away from properties and carries it to a treatment plant where it is treated and safely recycled back to nature.
Sewage is the spent or used water from a community. It comes from domestic, commercial and industrial sources.
**Domestic Waste** is classified as wastewater and all substances contained in it arising from the use of water. It is typically found in households, is produced by a person in the usual course of daily living, is non-commercial in amount and nature, and has not been stored or pumped.
**Liquid Trade Waste** is classified as any wastewater other than Domestic Waste and includes, but is not limited to waste generated through commercial or industrial activity, tankered waste, and waste generated by building and construction activities.
Who needs liquid trade waste approval?
- Childcare centres
- Car washing or Car detailing
- Dentist, Doctors surgeries, Medical centres
- Dog grooming and Veterinary or Animal care
- Food outlets, Restaurants, Takeaways, Pubs, Bars, Clubs
- Local shops and Shopping centres
- Hairdressing and Beauticians
- Laundry or Dry cleaning
- Motor trades or Panel beating
- Any non-domestic waste discharged to the sewer
Why is liquid waste regulated?
Sewerage systems are primarily designed to transport and treat domestic sewage, not the by-products and harsh chemicals generated by commercial and trade operations. It is important that the quantity and type of liquid trade waste entering the sewerage system is managed to:
**Protect the health and safety of the community and workers**
Toxic substances or gases can harm people working in and around the sewerage system.
Grease, oil and solid materials can cause blockages, which can result in overflows and strong odours released into the environment and residential or commercial property.
**Protect the environment**
Some substances (such as metals or pesticides) can pass through the treatment facilities and accumulate in the environment.
**Protect the sewerage system and operate efficiently**
Ensuring only the right things enter the sewerage network protects against damage and blockages.
Effective liquid trade waste management may also reduce sewerage bills by improving performance and available capacity, resulting in lower operational costs.
Obligations for Property Owners
Icon Water must approve all Liquid Trade Waste Applications before discharge to the sewerage network commences.
Customers that wish to discharge Liquid Trade Waste into the sewerage system must apply and obtain written approval from Icon Water by submitting an Application to Discharge Liquid Trade Waste.
It is important to ensure that appropriate facilities are available at the property for the pre-treatment of liquid trade waste generated from the business operating at the property before it enters the sewer network.
Liquid Trade Waste approvals are issued to property owners. As such, all applications submitted must be signed by the property owner or their appointed delegate with authority to act on their behalf.
If a property is located within a multi-unit building with separate unit titles, appropriate liquid trade waste management responsibilities for the building must be clearly defined by the Owners Corporation.
If a property is leased, or intended to be leased, appropriate liquid trade waste management responsibilities must be clearly defined and included in lease agreements.
Obligations for Tenants
All tenants of leased property are required to liaise with the property owner to discuss liquid trade waste management for the property.
It is also important to ensure that clear responsibilities regarding liquid trade waste management are included in lease agreements.
How to submit an application?
1. Download the application form from the Icon Water website iconwater.com.au/tradewaste, or pick up a copy from the Icon Water Office – 12 Hoskins Street, Mitchell, ACT 2911.
2. Download and review the relevant Liquid Trade Waste Acceptance Guidelines from the Icon Water website.
3. Obtain any relevant additional information that may be required and attach to the application form (at a minimum a current or proposed drainage plan*). Identify all points that discharge to sewer and all locations and connections of any pre-treatment devices.
4. Complete the application form, making sure all sections are answered and the form is signed by the Property Owner (or authorised representative) and the Property Occupier.
5. Submit the completed application form and drainage plans to Icon Water via one of the following methods:
- Email to firstname.lastname@example.org
- In person to the Liquid Trade Waste Team, 12’ Hoskins Street, Mitchell
- Post to the Liquid Trade Waste Team, GPO Box 366, Canberra, 2601
*You may be able to obtain a copy of your building drainage plan from Access Canberra (02 6207 1923).
You may wish to engage a licensed plumber or hydraulic consultant to assist in the preparation and submission of your application.
Approval process
Icon Water endeavours to register and assess all Liquid Trade Waste applications within 10 business days of receipt of a completed application. It is important to clearly indicate the preferred contact method (e.g. phone, email, post) on the application form, so that the person nominated can discuss the application and receive approval documentation.
Note: Icon Water will not issue copies of approval documentation to any other parties except those nominated in the application. | <urn:uuid:e71f6806-e721-458a-9ca4-3ee7843d38fa> | CC-MAIN-2021-04 | https://www.iconwater.com.au/~/media/files/icon-water/customer-pubs-and-forms/new-tradewaste/iw-acceptance-guideline-3---retail-food-outlets-with-no-greasy-or-oily-wastes-generated/trade-waste-info-brochure_web.pdf?la=en&hash=096992858448921739694888655300AAE35916A9 | 2021-01-27T07:12:00+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704821253.82/warc/CC-MAIN-20210127055122-20210127085122-00241.warc.gz | 809,411,955 | 1,072 | eng_Latn | eng_Latn | 0.993958 | eng_Latn | 0.994652 | [
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PART – A
Note: i) Answer all the questions.
ii) Each question carries one mark. 10 × 1 = 10
1. Which component of the CPU stores the memory address of the next instruction to be executed?
2. When it is not possible to perform the operation of binary search?
3. Define iteration.
4. Give the syntax of function prototype.
5. How do we assign an address to a pointer variable?
6. What is meant by information?
7. Define secondary key.
8. Name any one client-server network operating system.
9. Expand EDI.
10. What does chatting mean?
PART – B
Note: i) Answer any ten questions.
ii) Each question carries two marks. 10 x 2 = 20
11. Give the specifications of inkjet printer.
12. Analyze the insertion sort method of sorting data.
13. Construct a top-down design to find the average of 3 numbers.
14. Write the statements to show the input and output operations of a one-dimensional array.
15. If str = "Computer Science" then what is stored in str with the following input statements?
i) scanf ("%s", str );
ii) gets ( str );
16. Write the general structure of a user-defined function.
17. How are individual elements of a structure accessed? Give example.
18. Write any two advantages of distributed data processing system.
19. Define the following:
i) Tuple
ii) Domain.
20. Explain any two logical functions of MS-Excel.
21. What is network topology? Mention any two.
22. What is the use of mark-up languages? Name any one.
PART – C
Note: i) Answer the following questions.
ii) Each question carries five marks. 8 × 5 = 40
A. Answer any two questions:
23. Explain any five factors affecting the processing speed of a CPU.
24. What are the different types of I-O ports? Explain any two.
25. Explain briefly any five activities (periodic check-up) performed in computer maintenance.
B. Answer any one question:
26. Write an algorithm to search an element in an array using binary search.
27. Sort the following elements in ascending order using bubble sort:
55, 44, 33, 22, 11
C. Answer any three questions:
28. Write a C program to find the frequency of a character in a given string.
29. What are storage classes? Explain any two.
30. What is call-by-reference? Explain with a suitable example.
31. Explain any five types of file access modes with examples.
D. Answer any two questions:
32. Explain different qualities of information.
33. Explain sequential file organization.
34. Mention the different communication modes. Explain any two.
PART - D
Note: i) Answer any two questions.
ii) Each question carries ten marks. $2 \times 10 = 20$
35. Draw a flowchart to find the row sum and column sum for each row and each column of a given matrix.
36. Write a C program to find the factorial of a number using recursive function.
37. i) Explain any two HTML tags. 2
ii) Explain any two types of select command in SQL with syntax and example. 4
iii) Write any two advantages and disadvantages of E-commerce. 4 | <urn:uuid:b82c50f8-8ba9-4bec-b1d4-2af3c18924e8> | CC-MAIN-2018-17 | http://www.kar.nic.in/pue/PUE/PDF_files/exam/qpr/2011M/41.pdf | 2018-04-21T03:34:54Z | crawl-data/CC-MAIN-2018-17/segments/1524125944982.32/warc/CC-MAIN-20180421032230-20180421052230-00608.warc.gz | 465,821,352 | 698 | eng_Latn | eng_Latn | 0.992878 | eng_Latn | 0.994723 | [
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variable length, some unusually long. Body color light brown to dark brown.
**Biology and Economic Importance**
This is an especially common species of *Pheidole* in the Southern States. The ants form small to large colonies in the exposed soil or under the cover of objects such as stones, logs, wood, or debris; they also nest in rotting wood. Their natural food is largely live and dead insects, seeds, and honeydew. Vickery found that workers of *dentata* have the same relation to *Anuraphis maidiradicis* (Forbes) in cotton-fields as do workers of *bicarinata vinelandica*. This ant is probably an intermediate host of the domestic fowl tapeworm *Raillietina tetragona* (Molin) since workers have been seen to carry gravid segments of the tapeworm into their nest. In houses, the ants are known to feed on meats, grease, liver, molasses, peanut butter, and fruit juices; it is believed that they have a preference for high-protein foods.
*References:* Vickery, 1910, pp. 102, 105, 116; Mitchell and Pierce, 1912, p. 71; Dennis, 1938, pp. 281, 304; Case and Ackert, 1940, pp. 393-395; Cole, 1940, p. 44; Hess, 1958, pp. 31-32, 55-59, 62-64; Van Pelt, 1958, pp. 14-15.
**Crematogaster ashmeadi Mayr**
A native species, which ranges from Texas east to Virginia and Florida. It is a strictly southern or southeastern species.
**Taxonomic Characters**
*Subfamily and generic characters:* Monomorphic. Head subquadrate or subrectangular. Antenna 11-segmented, with a 3-segmented club. Frontal carinae placed far apart, subparallel, partly concealing antennal insertions. Thorax short, stout. Mesoepinotal region with a pronounced constriction. Epinotum with a pair of spines of variable size and shape. Abdominal pedicel of two segments, the petiole and postpetiole. Petiole trapezoidal, broadest anteriorly (fig. 12, b). Postpetiole dorsally with a longitudinal impression or furrow, which | <urn:uuid:876c113a-fbc2-4ee2-91a0-46934f18f196> | CC-MAIN-2021-04 | http://antbase.org/ants/publications/10395/10395_0028.pdf | 2021-01-27T07:03:31+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704821253.82/warc/CC-MAIN-20210127055122-20210127085122-00239.warc.gz | 5,878,812 | 520 | eng_Latn | eng_Latn | 0.985107 | eng_Latn | 0.985107 | [
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READ THESE INSTRUCTIONS FIRST
If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use a soft pencil for any diagrams or graphs.
Do not use staples, paper clips, highlighters, glue or correction fluid.
Answer all the questions.
Give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question.
The use of a calculator is expected, where appropriate.
Results obtained solely from a graphic calculator, without supporting working or reasoning, will not receive credit.
You are reminded of the need for clear presentation in your answers.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
1 Find the area of the region enclosed by the curve with polar equation \( r = 2(1 + \cos \theta) \), for \( 0 \leq \theta < 2\pi \).
2 Prove by mathematical induction that \( 5^{2n} - 1 \) is divisible by 8 for every positive integer \( n \).
3 The cubic equation \( x^3 - 2x^2 - 3x + 4 = 0 \) has roots \( \alpha, \beta, \gamma \). Given that \( c = \alpha + \beta + \gamma \), state the value of \( c \).
Use the substitution \( y = c - x \) to find a cubic equation whose roots are \( \alpha + \beta, \beta + \gamma, \gamma + \alpha \).
Find a cubic equation whose roots are \( \frac{1}{\alpha + \beta}, \frac{1}{\beta + \gamma}, \frac{1}{\gamma + \alpha} \).
Hence evaluate \( \frac{1}{(\alpha + \beta)^2} + \frac{1}{(\beta + \gamma)^2} + \frac{1}{(\gamma + \alpha)^2} \).
4 Let \( I_n = \int_0^1 \frac{1}{(1 + x^2)^n} \, dx \). Prove that, for every positive integer \( n \),
\[ 2nI_{n+1} = 2^{-n} + (2n - 1)I_n. \]
Given that \( I_1 = \frac{1}{4}\pi \), find the exact value of \( I_3 \).
5 Use the method of differences to show that
\[ \sum_{r=1}^N \frac{1}{(2r+1)(2r+3)} = \frac{1}{6} - \frac{1}{2(2N+3)}. \]
Deduce that
\[ \sum_{r=N+1}^{2N} \frac{1}{(2r+1)(2r+3)} < \frac{1}{8N}. \]
6 The matrix \( A \) is given by
\[ A = \begin{pmatrix} 4 & -5 & 3 \\ 3 & -4 & 3 \\ 1 & -1 & 2 \end{pmatrix}. \]
Show that \( e = \begin{pmatrix} 1 \\ 1 \\ 1 \end{pmatrix} \) is an eigenvector of \( A \) and state the corresponding eigenvalue.
Find the other two eigenvalues of \( A \).
The matrix \( B \) is given by
\[ B = \begin{pmatrix} -1 & 4 & 0 \\ -1 & 3 & 1 \\ 1 & -1 & 3 \end{pmatrix}. \]
Show that \( e \) is an eigenvector of \( B \) and deduce an eigenvector of the matrix \( AB \), stating the corresponding eigenvalue.
7 By considering the binomial expansion of \(\left(z - \frac{1}{z}\right)^6\), where \(z = \cos \theta + i \sin \theta\), express \(\sin^6 \theta\) in the form
\[
\frac{1}{32}(p + q \cos 2\theta + r \cos 4\theta + s \cos 6\theta),
\]
where \(p, q, r\) and \(s\) are integers to be determined.
Hence find the exact value of \(\int_0^\pi \sin^6 \theta \, d\theta\).
8 The linear transformations \(T_1 : \mathbb{R}^4 \to \mathbb{R}^4\) and \(T_2 : \mathbb{R}^4 \to \mathbb{R}^4\) are represented by the matrices \(M_1\) and \(M_2\) respectively, where
\[
M_1 = \begin{pmatrix}
1 & -2 & 3 & 5 \\
3 & -4 & 17 & 33 \\
5 & -9 & 20 & 36 \\
4 & -7 & 16 & 29
\end{pmatrix} \quad \text{and} \quad M_2 = \begin{pmatrix}
1 & -2 & 0 & -3 \\
2 & -1 & 0 & 0 \\
4 & -7 & 1 & -9 \\
6 & -10 & 0 & -14
\end{pmatrix}.
\]
The null spaces of \(T_1\) and \(T_2\) are denoted by \(K_1\) and \(K_2\) respectively. Find a basis for \(K_1\) and a basis for \(K_2\).
It is given that \(a = \begin{pmatrix} 1 \\ 2 \\ 3 \\ 4 \end{pmatrix}\). The vectors \(x_1\) and \(x_2\) are such that \(M_1 x_1 = M_1 a\) and \(M_2 x_2 = M_2 a\). Given that \(x_1 - x_2 = \begin{pmatrix} p \\ 5 \\ 7 \\ q \end{pmatrix}\), find \(p\) and \(q\).
9 Find \(x\) in terms of \(t\) given that
\[
4 \frac{d^2 x}{dt^2} + 4 \frac{dx}{dt} + x = 6e^{-2t},
\]
and that, when \(t = 0\), \(x = \frac{5}{3}\) and \(\frac{dx}{dt} = \frac{7}{6}\).
State \(\lim_{t \to \infty} x\).
[Questions 10 and 11 are printed on the next page.]
10 The curve $C$ has equation $y = \frac{2x^2 - 3x - 2}{x^2 - 2x + 1}$. State the equations of the asymptotes of $C$. [2]
Show that $y \leq \frac{25}{12}$ at all points of $C$. [4]
Find the coordinates of any stationary points of $C$. [3]
Sketch $C$, stating the coordinates of any intersections of $C$ with the coordinate axes and the asymptotes. [4]
11 Answer only one of the following two alternatives.
EITHER
The curve $C$ has equation $y = 2 \sec x$, for $0 \leq x \leq \frac{1}{4}\pi$. Show that the arc length $s$ of $C$ is given by
$$s = \int_0^{\frac{1}{4}\pi} (2 \sec^2 x - 1) \, dx.$$ [4]
Find the exact value of $s$. [2]
The surface area generated when $C$ is rotated through $2\pi$ radians about the $x$-axis is denoted by $S$. Show that
(i) $S = 4\pi \int_0^{\frac{1}{4}\pi} (2 \sec^3 x - \sec x) \, dx$, [3]
(ii) $\frac{d}{dx} (\sec x \tan x) = 2 \sec^3 x - \sec x$. [3]
Hence find the exact value of $S$. [2]
OR
The points $A$, $B$, $C$ and $D$ have coordinates as follows:
$A(2, 1, -2)$, $B(4, 1, -1)$, $C(3, -2, -1)$ and $D(3, 6, 2)$.
The plane $\Pi_1$ passes through the points $A$, $B$ and $C$. Find a cartesian equation of $\Pi_1$. [4]
Find the area of triangle $ABC$ and hence, or otherwise, find the volume of the tetrahedron $ABCD$. [6]
[The volume of a tetrahedron is $\frac{1}{3} \times$ area of base $\times$ perpendicular height.]
The plane $\Pi_2$ passes through the points $A$, $B$ and $D$. Find the acute angle between $\Pi_1$ and $\Pi_2$. [4] | <urn:uuid:e16dfef9-bc6b-46ce-85a6-f417e9d0416c> | CC-MAIN-2024-38 | https://papers.xtremepape.rs/CAIE/AS%20and%20A%20Level/Mathematics%20-%20Further%20(9231)/9231_s13_qp_11.pdf | 2024-09-08T09:22:15+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700650976.41/warc/CC-MAIN-20240908083737-20240908113737-00144.warc.gz | 424,588,552 | 2,053 | eng_Latn | eng_Latn | 0.65361 | eng_Latn | 0.891729 | [
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Psalm 1 Meter
(Red letters indicate syllable elision/diphthongs. Black numbers are syllable counts per clause. Purple numbers are sums of syllable counts. Red numbers are syllable sums that parse by a factor of seven.)
| Clause | Syllables |
|--------|-----------|
| 1 | 15 |
| 2 | 10 |
| 3 | 9 |
| 4 | 9 |
| 5 | 11 |
| 6 | 12 |
| 7 | 9 |
| 8 | 7 |
| 9 | 10 |
| 10 | 5 |
| 11 | 4 |
| 12 | 7 |
| 13 | 11 |
| 14 | 9 |
| 15 | 11 |
| 16 | 8 |
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## Key Vocabulary
- Passing
- Scoring
- Attacking
- Defending
- Position
- Co-ordination
## Links to other subjects:
- Maths (Addition and subtraction)
- Science (Health and growth)
- Science (Forces)
## Games
- Football, Rugby, Tennis, Netball, Cricket and Rounders
- PE KS1/EYFS
### Key knowledge and skills
#### Ball Skills
I know how to throw equipment underarm and overarm at a target.
#### Attacking and defending
I know what attacking and defending looks like.
I know simple attacking and defending strategies.
#### Rules
I know the importance of following rules when playing games.
#### Health and Fitness
I know how the body feels when I’m still and when I am exercising.
## Physical wellbeing
I know what happens to my body when I exercise.
I know that exercise is good for me.
## Links to prior learning
Simple co-ordination activities
**Next steps:**
Improve confidence in games to try new things.
## Head
- Effort
- Confidence
- Resilience
## Heart
- Physical ability
- Technique
## Hands
## Key Vocabulary
- Passing
- Scoring
- Attacking
- Defending
- Position
- Co-ordination
## Links to other subjects:
- Science (Year 3 healthy eating)
- Science (Year 4 animals including humans)
## Games
- Football, Rugby, Tennis, Netball and Cricket
- PE LKS2
### Key knowledge and skills
#### Travelling with a ball
I know how to move with a ball using a range of techniques showing control and fluency.
#### Attacking and defending
I know how to apply simple attacking and defending skills in a variety of different games.
#### Tactics
I know how to apply the basic principles of invasion games.
#### Health and Fitness
I know the basic needs of the body during exercise.
## Physical wellbeing
I know the main effects of exercise.
I know how to prepare my body for exercise.
## Links to prior learning
Improve confidence in games to try new things
**Next steps:**
I know the short term effects of exercise.
## Head
- Understanding
- Responsibility
## Heart
- Respect
- Communication
- Resilience
## Hands
- Fitness levels
- Competitive
- Technique
## Key Vocabulary
- Passing
- Scoring
- Attacking
- Defending
- Tactics
- Position
- Co-ordination
## Links to other subjects:
- Science (Year 5 Healthy living)
## Games
- Football, Rugby, Tennis, Netball, Cricket and Rounders
- PE UKS2
### Key knowledge and skills
#### Travelling with a ball
I know how to use ball skills in a variety of ways in game situations and link these together effectively.
#### Attacking and defending
I know how to apply knowledge of skills for attacking and defending.
I know how to work as a team member to develop positional strategies to prevent opposition from scoring.
#### Tactics
I know how to use my understanding of game rules to be successful.
#### Health and Fitness
I know why exercise is good for health, fitness and wellbeing.
## Physical wellbeing
I know the short term effects of exercise.
I know the long term effects of exercise.
I know the large muscle groups within the body.
## Links to prior learning
Developing simple attacking and defending skills
**Next steps:**
Apply tactical knowledge to other sporting activities.
## Head
- Understanding
- Analysis
- Feedback
## Heart
- Leadership
- Communication
- Resilience
## Hands
- Tactics
- Problem solving | <urn:uuid:e6e6ef50-801a-4687-bb38-4573038deb07> | CC-MAIN-2024-38 | https://barnesprimaryschool.co.uk/wp-content/uploads/2023/01/Invasion-Games.pdf | 2024-09-08T09:36:39+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700650976.41/warc/CC-MAIN-20240908083737-20240908113737-00134.warc.gz | 111,853,750 | 760 | eng_Latn | eng_Latn | 0.993878 | eng_Latn | 0.993878 | [
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Restoring Native Prairie to Increase Pollinator Habitat
Project Overview – November 4, 2011
**Project Lead:** Many Rivers Chapter of The Prairie Enthusiasts, a non-profit 501(c)3 organization, with coordinating support from Conservation Marketplace of Minnesota (CMM).
**Project Goal:** To restore 8.5-acres of prairie with a highly diverse native wildflower and grass seed mix to increase quality habitat and forage for local pollinators.
**Why Pollinators?** Bees, butterflies and other animals pollinate more than two-thirds of the world’s crop species. The Xerces Society reports that over one-third of managed honey bee colonies have died in the past three years and some native bumblebee species are on the brink of extinction. The cause may be a combination of pesticides, parasites, viruses and/or climate change. Providing high quality habitat is a straightforward way to attract and support native pollinator populations while also benefitting managed honey bees. Highly diverse native plantings with blooming wildflowers during the entire growing season and insecticide free buffers are vital to enhance pollinator habitat.
**Background:** Conservation professionals from CMM, a project of the Minnesota River Board, have been working with local partners, such as the Many Rivers Chapter of The Prairie Enthusiasts, to identify and partner with landowners willing to establish and maintain new high quality pollinator habitat on their land. CMM identifies priority, shovel-ready projects and then networks with corporations or foundations who are interested in voluntarily sponsoring the project (or its ecological outcomes). Guidance from the Natural Resources Conservation Service (NRCS) and Xerces Society is used to develop native habitat for pollinators. The sites must be at least a half-acre in size and maintained for a minimum of five years. Members of CMM have recently worked with representatives from General Mills/Green Giant who will be establishing two pollinator habitat sites in Minnesota by the end of 2012 and will conduct pollinator research at each site in collaboration with the University of Minnesota and local bee keepers.
**Proposed Project Details & Timeline:** Jim and Kathryn Vonderharrs’ property has been identified as an optimal site to establish habitat for pollinators. The Vonderharrs maintain two bee hives on their rural property, located on a bluff above the Minnesota River Valley along the northern border of Blue Earth County (see attached location map). The site was sprayed and burned twice to prepare for the native seeding. A fall dormant seeding was completed by the Minnesota Department of Natural Resources (DNR) on November 2, 2011. Maintenance, such as spot spraying and a prescribed burn, will be needed in the first few years to establish the native prairie. Once established, local ecotype seed will be collected to use in future restoration projects.
Contributors to the project (Unimin, MN DNR and Many Rivers Chapter of The Prairie Enthusiasts) will be recognized in a brief documentary to be produced by two film production interns from Minnesota State University, Mankato in 2012. The mini-documentary is being created as part of a larger effort to explain and promote CMM. In addition, Unimin’s contributions will be listed in The Prairie Enthusiasts’ newsletter (The Prairie Promoter) and the project story and group photograph will be distributed to the local press.
**Proposal:** Many Rivers Chapter of The Prairie Enthusiasts and Conservation Marketplace of Minnesota will deliver a project package of 8.5-acres of high quality pollinator habitat by restoring the Vonderharrs’ native prairie for a cost of $5,399.98. Contributions from Unimin will result in positive press and recognition in the documentary, newsletter, website and any general informational materials to be produced. | <urn:uuid:308dbe91-92ca-4276-8620-833de7f64379> | CC-MAIN-2021-49 | https://walker-foundation.org/Files/walker/2012/WalkerFoundationReport-UniminProjectSummary.pdf | 2021-12-09T02:02:00+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363641.20/warc/CC-MAIN-20211209000407-20211209030407-00085.warc.gz | 661,170,615 | 773 | eng_Latn | eng_Latn | 0.995434 | eng_Latn | 0.995434 | [
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## Dance
### PE KS1/EYFS
#### Key knowledge and skills
**Dance skills**
- I know how to copy, remember and repeat actions.
- I know how to create a short motif inspired by a stimulus.
- I know how to improve my timings.
**Perform:**
- I know how to perform using a range of actions and body parts with some coordination.
- I can perform a sequence in time to music.
**Evaluate:**
- I know how to give feedback to others on the successful parts of their work.
#### Physical wellbeing
- I know how the body feels during and after exercise.
- I know that dance has effects on my body that is similar to games.
#### Links to prior learning
- Link rhythm learnt on instruments to movement sequences.
#### Next steps
- I know how to choreograph my own routine.
### Head
- Understanding
- Feedback
### Heart
- Effort
- Confidence
- Resilience
### Hands
- Technique
- Physical ability
---
## Dance
### PE LKS2
#### Key knowledge and skills
**Dance skills**
- I know how to confidently improvise with a partner or a group.
- I know how to show precision and some control with different movements.
- I know how to vary dynamics and develop actions in response to stimuli.
**Perform:**
- I know how to perform sequences of my own composition with coordination.
**Evaluate:**
- I know how to evaluate the success of my own work and suggest improvements.
#### Physical wellbeing
- I know the importance of warming up and cooling down.
- I know safety principles when preparing for exercise.
#### Links to prior learning
- Evaluating your own and others performances.
#### Next steps
- Choreograph a routine for others to perform.
### Head
- Understanding
- Responsibility
### Heart
- Respect
- Communication
- Resilience
### Hands
- Technique
- Physical ability
---
## Dance
### PE UKS2
#### Key knowledge and skills
**Dance skills**
- I know how to identify and repeat movement patterns and actions of a chosen dance style.
- I know how to choreograph individual, partner and group dances that reflect a chosen dance style.
- I know how to use dramatic expression in dance through controlled movements and motifs.
**Perform:**
- I know how to link movements and actions to create a complex sequence using a full range of movement.
**Evaluate:**
- I know how to thoroughly evaluate my own work and others.
#### Physical wellbeing
- I know the importance of warming up and cooling down.
- I know safety principles when preparing for exercise.
- I know the large muscle groups within the body.
#### Links to prior learning
- Evaluating your own and others performances.
#### Next steps
- Choreograph a routine for others to perform.
### Head
- Understanding
- Analysis
- Feedback
### Heart
- Leadership
- Communication
- Resilience
### Hands
- Technique
- Physical ability
---
### Key Vocabulary
- Travelling
- Shapes
- Flexibility
- Jumps
- Performance
- Rhythm
- Balance
- Union
### Links to other subjects:
- Music (Year 6 Canadian work and Blues) | <urn:uuid:41c89345-bbe6-4610-8b0c-7118bf001d60> | CC-MAIN-2024-38 | https://barnesprimaryschool.co.uk/wp-content/uploads/2023/01/Dance.pdf | 2024-09-08T10:03:32+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700650976.41/warc/CC-MAIN-20240908083737-20240908113737-00146.warc.gz | 108,228,976 | 668 | eng_Latn | eng_Latn | 0.993896 | eng_Latn | 0.993896 | [
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3.0 Human Needs have led to technologies for obtaining and controlling heat
3.1 Natural Sources of Thermal Energy
**Biological Energy**
Living organisms burn food (chemical energy) in their bodies to generate body heat (thermal energy). A composter is another source of thermal energy. Decomposers break down food and as these chemical changes occur, thermal energy is produced, which in turn helps speed up the process of decomposition.
*(Environmental Impacts: waste management)*
**Chemical Energy**
Chemical Energy can be transformed into Thermal Energy when wood, or coal is burned.
*(Environmental Impacts: pollution caused by the burning of these fossil fuels)*
**Geothermal Energy**
Volcanoes, hot springs and geysers are sources of *geothermal* energy - energy from the interior of the earth. The thermal energy from these events can produce hot water or steam, which can be then piped to a power plant at the surface. This can be used to run turbines which produce electrical energy. HRD (hot, dry rock) can be used as another technique to generate thermal energy. (Water is pumped into cracks in the earth's crust. It returns to the surface as steam, which can be used to generate electricity.
*(Environmental Impacts: more extensive use of this clean and environmentally friendly technique, could reduce the threat of oil spills, the pollution caused by burning fossil fuels and the wastes from mining fossil fuels.)*
**Wind Energy**
Wind energy is the energy of moving air, and is a result of solar energy and convection. As the sun heats up the air, the warm air rises and cools off. The cooler air falls, creating the convection currents called thermals. These convection currents, on a global basis, form the Earth’s wind systems. The windmill is a turbine (a wheel with fan blades), which is connected to a generator. When the windmill spins the generator produces electricity.
*(Environmental Impacts: aesthetics)*
**Mechanical Forces**
Mechanical forces that push or pull objects often release thermal energy, as do Frictional forces.
*(Environmental Impacts:)*
**Electrical Energy**
Electricity is produced in many ways. Hydro-electric dams use the force of gravity which pulls the water over the dam to turn turbines, which are attached to generators, which produce the electrical energy from the mechanical energy of the generators. Electricity can also be produced at thermo-electric (fuel-burning) generating stations that burn fossil fuels.
*(Environmental Impacts: wildlife in the area of the dam lose valuable habitat, plants may perish when the river which was blocked overflows its banks to create the reservoir for the dam, commercial enterprises may be adversely affected, pollution by the burning of fossil fuels, heated waste water can affect organisms in lakes where this waste water is dumped.)*
Solar energy is clean and is guaranteed not to run out. It is not available all the time (nighttime, less in winter/ than in summer).
There are two techniques that can help to overcome these issues. (See Figure 3.32, page 243)
- **Passive solar heating** - uses the materials in the structure to absorb, store and release the solar energy.
**Passive Solar Heating**
Passive solar heating means that the system simply lets the radiant energy from the sun to come into the home and prevents heat from escaping. These principles are also used for solar greenhouses. The best spot for a greenhouse is on the south or southeast side of the house, in a sunny or partially shaded area. A southern exposure maximizes sunlight to the greenhouse during the winter when it is needed the most, and the home shelters it from the northern arctic blasts. A lean-to greenhouse model gets attached to the house, and may have a doorway from the greenhouse into the house and/or to the outside. A freestanding greenhouse model, which affords more growing room, may be attached to the house at one end, or situated entirely away from the house. Components to consider:
- Style of building
- window size
- orientation to the sun
- landscaping
- building materials
You will want your home to be energy efficient.
**Solar Cooker Links** (Simple Design)
- **Active solar heating** - uses mechanical devices to collect and distribute the thermal energy.
**Active Solar Heating**
Heating buildings directly using solar heating devices, so that as much solar energy as possible is absorbed by the material (usually a "liquid"), which then distributes it throughout the home environment. [How it works](#).
Solar collectors can be:
- **flat** ... collecting the solar energy by using a liquid - usually water mixed with antifreeze (Because water is cheap and readily available and has a high specific heat capacity. However, it freezes when the temperature drops below 0, so antifreeze is added to overcome this shortfall) and then recirculating it throughout the house (by convection - with the help of pumps - and by radiation)
- **curved** ... collecting the solar energy by reflecting it to a central point: Both are very expensive.
Solar technology involves all of the principles you have studied thus far - conduction, convection, radiation and heat capacity. There are many myths and unknown facts about Solar Energy Possibilities. Several kinds very practical solar energy systems are in use today. The two most common are passive solar heated homes (or small buildings), and small stand-alone photovoltaic (solar electric) systems. These two applications of solar energy have proven themselves popular over a decade of use. They also illustrate the two basic methods of harnessing solar energy: solar thermal systems, and solar electric systems. The solar thermal systems convert the radiant energy of the sun into heat, and then use that heat energy as desired. The solar electric systems convert the radiant energy of the sun directly into electrical energy, which can then be used as most electrical energy is used today.
*(Environmental Impacts: none)*
3.2 Heating Systems Technologies
Technologies, like micro-sensors, have advanced the use of thermal energy in heating and cooking. The ones used for this purpose have:
- A sensor - a material which is affected by changes in some feature of the environment, such as temperature
- A signal - provides information about the temperature, such as an electric current
- A responder - which indicates the data with a pointer, light or other mechanism using the signal
**Thermostats**
Heating systems are controlled by thermostats. Thermostats are used to control the air temperature in indoor environments. They also are used to regulate temperatures in electrical devices, such as ovens or air conditioners. The switch in a thermostat is a **bimetallic strip**, made of two different metals joined (fused) together, often formed into a coil. When heat is applied to the end, one of the metals will expand faster than the other and the coil can operate a switch or valve just as the thermocouple does.
**Thermocouple**
Two wires of different metals are twisted together. When heat is applied to one end an electric current is produced. (the amount of current depends on the temperature and the type of wires) This current can turn on and off a switch or valve.
**The Recording Thermometer**
When a bimetallic coil strip is attached to a long arm lever, with a marker at the end and a drum that has graph paper, a recording thermometer can be made. This instrument works much the same as a seismograph.
**The Infrared Thermogram**
If an object is warmer than absolute zero it gives off infrared radiation (IR). The infrared radiation can be photographed with special films or detected by special sensors that display colored images. The brightness or color of the image indicates the temperature of the object.
**Heating Systems**
There are two types of heating systems:
- **Local heating systems** provide heat for only one room or a small portion of a building. Fireplaces, wood-burning stoves and space heaters are examples.
- **Central heating systems** provide heat from a single, central source, such as a furnace. Heat transfers throughout the building through pipes, ducts, vents and openings in different places. Two types of central-heating systems are **forced-air heating** and **hot-water heating**
**Convection At Work**
In each of the two systems described, convection is working to transfer the heat evenly throughout the building.
**Keeping Cool**
Thermal energy is needed to run refrigerators, freezers and air conditioners. The basic parts of a cooling system are: a storage tank, a compressor, a freezer unit, condenser coils, and a refrigerant. The refrigerant (liquid) in the cooling system evaporates at a very low temperature, which creates freezing temperatures inside the unit. A diagram of the unit is on p. 232.
3.3 Heat Loss and Insulation
One of the challenges for Albertans is to keep the temperature of their building comfortable. In winter this means keeping the cold air out and holding in as much of the warm air as possible. In summer the opposite is true.
**Insulation**
Insulation is used to reduce heat loss and limit cold air from entering buildings. The building materials determine how effectively this is done. The thermal conductivity of a material reflects its ability to transfer heat by conduction. Materials with low thermal conductivity are useful – such as brick or stone. These are not always the most economical, so Styrofoam and fiberglass insulation is used in most buildings. Doors and windows are also very important when determining what materials will work most effectively.
**Heat Loss**
*Infrared image* of where heat is lost in a building
Heat in a typical home is lost from the roof, doors, walls and the windows. This means that additional heat will be needed to replace the heat lost.
Research into improving the materials to prevent heat loss is ongoing. New windows, doors, siding, weather stripping, and insulation that are more efficient at reducing heat loss are constantly being developed. A system of rating these insulators has been developed to inform consumers how effective the material is. Every insulator is given an *R-value*. The higher the R-value, the most effective it is as an insulator. Different areas of the home have different recommended R-values, depending on how what materials are used and how much space is available for insulation.
Recommended R-values for homes:
- Attic = R-38 to R-44
- Sidewalls = R-11 to R-18
- Basement = R-10 to R-19
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Did Job's skin become sore? _______
Did Job blame God? _______
Who told Job to blame God? __________
Verse to Learn
Exodus 20:7a
NIV You shall not misuse your God
AV Thou shalt not take thy God in vain
God's third commandment says ...
the name of the Lord
Did Job listen to her? _______
Did God give Job more animals and children?
(Job 42:12–13)
Never use God's name as a swear word.
Use his name to thank and praise him.
Unjumble the letters then write them onto the matching colour circles.
When you use God's name remember...
God is ________________________
God is ________________________
God is ________________________
God is ________________________
God ________________________ everything.
READ
Psalm 145:1-3
How should we use God’s name?
Why and how often?
Colour the boxes you need.
Psalm 148:13
Praise the heal
name of the el
Lord u for uh is
name a alone hf
is hex al ted kl
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Devon invasive Species Initiative (DISI) FACT SHEET
Common Name: Himalayan balsam / Indian balsam
Scientific Name: *Impatiens glandulifera*
**Identifying Characteristics:**
A tall annual plant with erect reddish stems up to 3m tall, forming dense stands. Large (2.5-4cm) showy pink-purple (occasionally white) flowers, with bilateral symmetry, resembling a ‘policeman’s helmet’ produced June – October. Leaves opposite and the upper ones often in whorls of 3 around stem, 6-15cm long with red-tipped teeth. Reddish roots from stem at lower nodes (often with antiseptic smell). Green seed pods from mid-July 2-3cm long, that explode open when ripe. Roots are shallow with adventitious growth.
**Habitat Characteristics (diet, behaviour, niche etc):**
Usually found where soils are moist; banks along waterways, rivers, canals, lakes, ponds, wet woodland, ditches and damp meadows. Also waste ground. It establishes well in disturbed riparian habitats and can form dense monocultures where present.
**Transport – How is it spread etc:**
Spreads solely by seed – each plant can produce up to 2500 seeds which are spread up to 7m away when the seed capsule explodes open. The seeds are able to spread over longer distances along waterways both by floating and being carried along with sediment.
**Impacts:**
Shades and crowds out native species. Produces high volumes of nectar attractive to pollinators therefore may out-compete pollination of native species and alter the invertebrate community. Dense stands die back in winter to leave vulnerable bare earth on river banks which is exposed to winter flows and high levels of erosion. Dead plants entering the watercourse can also impede water flow, possibly contributing to flooding. Some research suggests the plant may excrete toxins that negatively affect nearby plants (allelopathy), increasing its competitive advantage.
Legislation - if Schedule 9 species or EU species of concern etc.
Himalayan balsam is listed on Schedule 9 of the Wildlife & Countryside Act 1981 (as amended), this means it is an offence to let it grow in the wild (or extend beyond your land).
Control Methods and Actions:
Uprooting the plants and snapping the stem at the lowest node before they set seed (shallow roots make pulling easy) is an effective method of control. ‘Balsam bashing’ events are often organised by conservation organisations. The plant debris should be hung away from the ground to prevent re-rooting, or carefully composted, ensuring no seed is allowed to set. Chemical control using weed killers can be undertaken away from water, but is undesirable near streams/rivers; Environment Agency guidelines for working near watercourses must be followed. Mechanical control using a mower can be highly effective on drier, flat land. Hand-held strimmers also work well as long as stem cutting is done at ground level; Biological control methods are currently being trialled, with the release of the rust fungus *Puccinia komarovii* at 25 sites in England and Wales in 2015. The rust infects Himalayan balsam and can kill seedlings and reduce the vigour and seed production of adult plants. Field trials have extended into 2017.
Devon Based Projects:
The Tale Valley Trust have undertaken Himalayan balsam pulling on the river Tale (a tributary of the River Otter) for around 10 years. They work through the valley with volunteers 2/3 times each year to get the best pulling results through the season.
The River Otter Invasives Project ran from 2012 to 2014, led by FWAG SW in partnership with a wide range of organisations. The objectives were to produce a strategic action plan to control Himalayan balsam in the Otter catchment, survey the extent of balsam and deliver practical removal of balsam with community groups.
Rothamstead Research are seeking to effect a long-term control strategy around their offices in North Wyke, and the Westcountry Rivers Trust undertook an extensive survey in 2015 covering 35km of the Upper Taw funded by BBSRC. Costings and strategic advice for long-term removal of the balsam was provided.
Clinton Devon Estates work in partnership with a broad range of community groups to control Himalayan balsam on the lower River Otter and its tributaries.
CABI (the Centre for Agriculture and Biosciences International) is leading the field trials of rust fungus release. Although there are no field sites in Devon, six sites within Cornwall were selected for release in 2015 and in 2017. Results are currently being analysed but indicate that there is limited spread of the rust and spore pustule size is smaller in comparison to plants in the Himalayan native range. As these factors vary between trial sites, research is continuing into the role of climatic and site specific variation on balsam infection. CABI hope to introduce the rust widely across the UK over the next few years.
Key Contacts and Other Useful Links:
CABI UK, Bakeham Lane, Egham, Surrey, TW20 9TY [www.cabi.org](http://www.cabi.org)
‘Guidance for the control of invasive plants near watercourses’, available from the Environment Agency
GB non-native species secretariat: [www.nonnativespecies.org](http://www.nonnativespecies.org)
Tale Valley Trust: [www.talevalley.com](http://www.talevalley.com)
Distribution of Himalayan Balsam (Impatiens glandulifera) June 2017
Data Sources:
Botanical Society of Britain & Ireland (BSBI)
Devon Biodiversity Records Centre (DBRC)
Dr Stevens’ database (Plymouth)
England Non Native Species (via NBN Atlas website)
Environment Agency Non Native Species (via NBN Atlas website)
National Trust (via NBN Atlas website)
PlantTracker (via NBN Atlas website)
River Macrophytes Database (via NBN Atlas website)
Reproduced from the Ordnance Survey mapping with the permission of the Controller of Her Majesty’s Stationery Office © Crown copyright. Unauthorised reproduction infringes Crown copyright and may lead to prosecution or civil proceedings.
Licence No. 100019783 Devon County Council 2005.
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Keep the minery or stop it!
Stop the mining because it generates social conflicts, destroys ecosystems and pollutes the air we breathe.
Mining destroys flora and fauna and can damages our health.
There are not cons, are reasons why the mining should be stopped or reduced.
Pollution Problems:
Cons
→ water pollution
→ deterioration of vegetation cover
→ biodiversity loss
→ air pollution
Pros
→ greater source work
→ macroeconomic growth.
→ generates foreign exchange for the state.
Mining our Earth
Yoheli Rafael 4 3'B
AINDEX
Magnesitas de Rubián.
Exploits a deposit located in N.W of Spain, in Lugo (Galicia).
The deposit, due to the volume of its reserves and its homogeneous quality, guarantees, at the current rate, more than 40 years of production.
Minerals & Rocks
- Magnesium carbonate.
- Magnesium oxide (magnesite)
*Due to the macrocrystalline structure of magnesite, together with the moderate calcination temperature, a caustic magnesite is obtained, with optimum conditions for animal feeding due to its bioavailability.
Use of this Resource in our Society
The main applications of our products, in relation to their sales volume, are:
- Animal feeding
- Fertilizers
- Correction of the pH of agricultural soils.
- Obtaining of magnesium metal.
- Remediation of soils contaminated by heavy metals and hydrocarbons. | <urn:uuid:d7bcbf85-ce9d-4593-9f06-df6b3e17b1a4> | CC-MAIN-2018-34 | http://coteachinglearning.eu/activities/c1357/c1/c1_brochures/GAL_06-C1_Broch_Mining_our_Earth_Yoheli.pdf | 2018-08-17T09:29:49Z | crawl-data/CC-MAIN-2018-34/segments/1534221211935.42/warc/CC-MAIN-20180817084620-20180817104620-00152.warc.gz | 103,806,543 | 300 | eng_Latn | eng_Latn | 0.972851 | eng_Latn | 0.986805 | [
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John Sutter was born in __________ __________, Germany, and was married by the age of 23 to Anna Dubeld. In 1834, when Sutter was 31 years old, he sailed to New York and briefly settled in Missouri. His interest in adventure didn’t end there. He soon picked up and traveled to Kansas, Washington, Hawaii, Alaska, and eventually sailed up the American River and settled in ____________ , California.
In 1840, “Captain” Sutter became a ____________ citizen, and in 1841, he received a grant of ______________ acres along the Sacramento River. By 1845, Sutter had lots of cattle, horses, and sheep on his working fort. Although the name, “__________” didn’t last, Sutter’s Fort became a magnet for travelers. Anyone who arrived at the fort was fed and some were employed.
Sutter’s Fort, of course, flew the ______________ flag, as Sutter maintained a friendly relationship with everyone. In 1846, the ____________ Revolt in Sonoma caused a new flag, a lone star, to be raised briefly over Sutter’s Fort. Soon thereafter, the American flag was raised. Sutter was given back his command of the fort in March of 1847.
Among the dozens of men Sutter employed was ________________, who, in 1848, discovered gold in the ______________ River, about 50 miles east of the fort. Soon, the gold rush became a refuge for many miners and traders. Some unscrupulous men began swindling Sutter out of his holdings and squatters took over much of his land. As debts piled up, John Sutter was forced to sell the fort at the end of 1849, resulting in his retirement at his ranch near Marysville, CA.
By the late 1850s all that was left of Sutter’s Fort was the Central Building. The Native Sons of the Golden West purchased it in 1890 and donated it to the state in 1891. Reconstruction began in ________________, and was completed in 1893. Sutter’s Fort became part of the California State Park System in 1947.
After a fire destroyed the ranch, Sutter and his wife decided to go to Washington, D.C., to obtain reimbursement from Congress for his aid to emigrants and for his help in colonizing the state of California. His pleas were never answered, however, because on June 16, ________________, Congress adjourned without passing the reimbursement bill and Sutter died two days later. His wife Anna lived another six months and was buried alongside him in Lititz, Pennsylvania.
California Gold Rush
On January 24, 1848, an event occurred in Coloma that would radically impact the history of California and the nation. James W. Marshall was building a sawmill for Captain John Sutter, using water from the South Fork of the American River. He noticed several flakes of metal in the tailrace water and recognized them to be gold. Though he tried to keep it a secret, the word spread quickly, and triggered the California Gold Rush of 1849.
Some 80,000 immigrants poured into California during 1849. By the 1850s, miners were coming from places all over the world: Britain, Europe, China, Australia, North America, and South America.
Imagine you have been traveling three months with a wagon train on the California Trail. You have reached the dreaded desert in Nevada called the Carson Sink, and your wagon must be abandoned because your oxen are too weak to continue the trek. Other members of the wagon train had to leave wagons alongside the trail, too. Now, only a few wagons continue to roll across the desolate land.
A sympathetic companion offers you space in his wagon, but says you can only bring seven items. Ahead lies more desert, and after that, the Sierra Nevada. What seven items would you take and what could you live without?
Choose your seven items:
- 100-lb. bag of flour
- $5000 in gold
- 10-gallon pail
- Book about California
- Bible
- 100 feet of rope
- Sewing kit
- Fiddle
- Chest of drawers
- 5-lb. bag of salt
- Table and chairs
- Iron stove
- Seeds for farming
- Warm clothes
- Kitchen pots
- Paper and pen
- Hammer and saw
- Saddle
- One buffalo hide
- Farming tools
- Shovel and ax
- Medicines
- Spyglass
- Beef jerky
- Keg of nails
- Blankets
- Glass windows
Questions to Think About:
1. How would California be different if gold had not been discovered?
_______________________________________________________
_______________________________________________________
2. People usually think of the gold rush as an adventure for the people involved. What is an adventure? Did most people have a good or bad adventure?
_______________________________________________________
_______________________________________________________
3. How does it feel to hope and plan for great success, only to lose everything because of adversity? What adversities did the early pioneers face? How did they overcome these problems? Should people risk everything for a chance to be rich?
_______________________________________________________
_______________________________________________________
_______________________________________________________
Making Connections
Write the number of the answer in the space next to the matching definition.
| Term | Definition |
|------------|-------------------------------------------------|
| PLACER | Liquid metal used by miners to concentrate gold |
| MARSHALL | The workers who constructed Sutter’s Mill |
| ADOBE | A ditch that drains water away from machinery |
| BRANNAN | The kind of rock within which gold is found |
| SAWMILL | An odd-shaped chunk of gold |
| GRISTMILL | A deposit of sand with gold dust in it |
| MORMONS | A brick made out of dried mud |
| SUTTER | Native Americans who lived near Sutter’s Mill |
| MERCURY | Looking for gold |
| ADZE | A forest of large shrubs found in the foothills|
| TAILRACE | A small machine to wash out placer gold |
| NISENAN | He built a sawmill and discovered gold |
| QUARTZ | A machine that cuts lumber from logs |
| NUGGET | A machine that grinds grain into flour |
| CHAPARRAL | The owner of New Helvetia, a fort and a mill |
| PROSPECTING| He announced the news of the gold discovery |
| CRADLE | A tool for making the sides of a log flat | | <urn:uuid:e9f2ed7a-c66e-4d1c-8d92-fb7de8c0bf7b> | CC-MAIN-2020-40 | https://worldstrides.com/wp-content/uploads/2020/04/CA-Sutters-Fort.pdf | 2020-09-25T01:32:57+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400221382.33/warc/CC-MAIN-20200924230319-20200925020319-00652.warc.gz | 670,553,562 | 1,413 | eng_Latn | eng_Latn | 0.994701 | eng_Latn | 0.999496 | [
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An alligator hatchling 8 inches long grows about 12 inches per year. The expression $8 + 12a$ represents the length in inches of an alligator that is $a$ years old.
Since 10 feet 4 inches equals $10(12) + 4$ or 124 inches, the equation $8 + 12a = 124$ can be used to estimate the age of the alligator in the photograph. Notice that this equation involves more than one operation.
**Solve Multi-Step Equations** To solve equations with more than one operation, often called **multi-step equations**, undo operations by working backward.
**EXAMPLE Solve Using Addition and Division**
1. Solve $7m - 17 = 60$. Check your solution.
\[
\begin{align*}
7m - 17 &= 60 & \text{Original equation} \\
7m - 17 + 17 &= 60 + 17 & \text{Add 17 to each side.} \\
7m &= 77 & \text{Simplify.} \\
\frac{7m}{7} &= \frac{77}{7} & \text{Divide each side by 7.} \\
m &= 11 & \text{Simplify.}
\end{align*}
\]
**CHECK** $7m - 17 = 60$
\[
\begin{align*}
7(11) - 17 &= 60 & \text{Substitute 11 for } m. \\
77 - 17 &= 60 & \text{Multiply.} \\
60 &= 60 & \checkmark
\end{align*}
\]
**CHECK Your Progress**
Solve each equation. Check your solution.
1A. $2a - 6 = 4$
1B. $8 = 3r + 7 \frac{1}{3}$
1C. $\frac{t}{8} + 21 = 14$
\[-56\]
EXAMPLE Solve Using Multiplication and Addition
2 Solve \(\frac{p - 15}{9} = -6\).
\[
\begin{align*}
\frac{p - 15}{9} &= -6 & \text{Original equation} \\
9\left(\frac{p - 15}{9}\right) &= 9(-6) & \text{Multiply each side by 9.} \\
p - 15 &= -54 & \text{Simplify.} \\
p - 15 + 15 &= -54 + 15 & \text{Add 15 to each side.} \\
p &= -39 & \text{Simplify.}
\end{align*}
\]
Your Progress
Solve each equation. Check your solution.
2A. \(\frac{k - 12}{5} = 4\) 32
2B. \(\frac{n + 1}{-2} = 15\) \(-31\)
Real-World EXAMPLE Write and Solve a Multi-Step Equation
3 SKIING Hugo is buying a pair of water skis that are on sale for \(\frac{2}{3}\) of the original price. After he uses a $25 gift certificate, the total cost before taxes is $115. What was the original price of the skis? Write an equation for the problem. Then solve the equation.
| Words | Two-thirds of the price minus 25 is 115. |
|-------|------------------------------------------|
| Variable | Let \(p\) = original price of the skis. |
| Equation | \(\frac{2}{3}p - 25 = 115\) |
\[
\begin{align*}
\frac{2}{3}p - 25 &= 115 & \text{Original equation} \\
\frac{2}{3}p - 25 + 25 &= 115 + 25 & \text{Add 25 to each side.} \\
\frac{2}{3}p &= 140 & \text{Simplify.} \\
\frac{3}{2}\left(\frac{2}{3}p\right) &= \frac{3}{2}(140) & \text{Multiply each side by } \frac{3}{2}. \\
p &= 210 & \text{Simplify.}
\end{align*}
\]
The original price of the skis was $210.
Your Progress
3. Write an equation for the following problem. Then solve the equation. Sixteen is equal to 7 increased by the product of 3 and a number. \(16 = 7 + 3n; 3\)
Solve Consecutive Integer Problems Consecutive integers are integers in counting order, such as 7, 8, and 9. Beginning with an even integer and counting by two will result in consecutive even integers. Beginning with an odd integer and counting by two will result in consecutive odd integers.
Consecutive Even Integers
\[-4, -2, 0, 2, 4\]
Consecutive Odd Integers
\[-3, -1, 1, 3, 5\]
The study of numbers and the relationships between them is called number theory.
EXAMPLE Solve a Consecutive Integer Problem
NUMBER THEORY Write an equation for the problem below. Then solve the equation and answer the problem.
Find three consecutive even integers whose sum is \(-42\).
Let \(n =\) the least even integer.
Then \(n + 2 =\) the next greater even integer, and \(n + 4 =\) the greatest of the three even integers.
| Words | The sum of three consecutive even integers | is | \(-42\) |
|-------|------------------------------------------|----|--------|
| Equation | \(n + (n + 2) + (n + 4)\) | = | \(-42\) |
\[
\begin{align*}
n + (n + 2) + (n + 4) &= -42 & \text{Original equation} \\
3n + 6 &= -42 & \text{Simplify.} \\
3n + 6 - 6 &= -42 - 6 & \text{Subtract 6 from each side.} \\
3n &= -48 & \text{Simplify.} \\
\frac{3n}{3} &= \frac{-48}{3} & \text{Divide each side by 3.} \\
n &= -16 & \text{Simplify.}
\end{align*}
\]
\(n + 2 = -16 + 2\) or \(-14\)
\(n + 4 = -16 + 4\) or \(-12\)
The consecutive even integers are \(-16, -14,\) and \(-12\).
CHECK \(-16, -14,\) and \(-12\) are consecutive even integers.
\[-16 + (-14) + (-12) = -42 \checkmark\]
4. Write an equation for the following problem. Then solve the equation and answer the problem. \(n + (n + 1) + (n + 2) = 21; 6, 7, 8\)
Find three consecutive integers whose sum is 21.
Online Personal Tutor at algebra1.com | <urn:uuid:0c6db885-6c01-4952-a8b6-50fde67f0b2a> | CC-MAIN-2020-40 | https://www.owenmathclass.com/uploads/1/3/4/1/13414009/solving_multi-step_equations_notes.pdf | 2020-09-25T00:59:09+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400221382.33/warc/CC-MAIN-20200924230319-20200925020319-00648.warc.gz | 970,335,645 | 1,561 | eng_Latn | eng_Latn | 0.813683 | eng_Latn | 0.818664 | [
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Idaho Average Score vs. the Other States—White Students
NAEP 2015 Science, Grade 4
The National Assessment of Educational Progress (NAEP) science assessment used multiple-choice and constructed-response items to examine student knowledge and skills in the earth, life and physical sciences. Scores range from zero (0) to 300, where 131 is Basic (grade C or B, i.e., meets grade-level expectations), 167 is Proficient (grade A, i.e., higher than grade level performance), and 224 is Advanced. NAEP did not sample students enrolled in virtual charter schools.
NAEP 2015 Science Assessment, Grade 4:
- Idaho’s White fourth graders had a NAEP 2015 average science score that was *higher* than their peers in three (3) states: MS, NV, and WV.
- Idaho’s White fourth graders had a NAEP 2015 average science score that was *not significantly different* from their peers in twenty-two (22) states: AL, AR, AZ, CA, DE, HI, IA, KS, KY, ME, MI, MO, MT, NM, NY, OH, OK, OR, RI, SD, TN, and VT.
- Idaho’s White fourth graders had a NAEP 2015 average science score that was *lower* than their peers in twenty (20) states: CT, FL, GA, IL, IN, MA, MD, MN, NE, NC, ND, NH, NJ, SC, TX, UT, VA, WA, WI, WY.
- Idaho’s White fourth graders in 2015 scored higher in science knowledge and skills that their peers in the nation’s public schools.
*Note:* Comparisons based on statistical tests (.05 level) using unrounded numbers that considered the magnitude of difference and standard errors. *Source:* U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Science Assessment. | <urn:uuid:070e3023-b593-4cd2-b94a-8ff4f78716ac> | CC-MAIN-2017-26 | http://k12researchidaho.com/naep/2015/n15-013w_sci-crossstate-gr4-white.pdf | 2017-06-26T02:03:20Z | crawl-data/CC-MAIN-2017-26/segments/1498128320666.34/warc/CC-MAIN-20170626013946-20170626033946-00143.warc.gz | 215,381,380 | 419 | eng_Latn | eng_Latn | 0.935159 | eng_Latn | 0.935159 | [
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(2) All the questions are **compulsory**.
(3) Figures to the **right** indicate full marks of the questions.
(4) Simple calculator can be used.
(4) Statistical tables and graph papers would be supplied on request.
1 (a) Explain the following terms:
(i) Linear constraint
(ii) Feasible solution
(iii) Basic solution.
(b) Two types A and B of hens are kept in a poultry farm. Type A costs Rs. 20 and type B costs Rs. 30 each. Type A lays 4 eggs per week and type B lays 6 eggs per week. At the most 40 hens can be kept in the poultry. Not more than Rs. 1050 is spent on hens. How many hens of each type should be purchased in order to get maximum eggs? Use graphical method.
2 (a) Use Simplex method to solve the following LPP.
Maximize $Z = 4x_1 + 10x_2$
subject to the constraints:
$2x_1 + x_2 \leq 50,$
$2x_1 + 5x_2 \leq 100,$
$2x_1 + 3x_2 \leq 90$
$x_1, x_2 \geq 0$
(b) Solve the assignment problem to get maximum value of the objective function:
| Origin | Destination |
|--------|-------------|
| | $D_1$ | $D_2$ | $D_3$ | $D_4$ |
| $O_1$ | 4 | 5 | 12 | 10 |
| $O_2$ | 6 | 8 | 9 | 10 |
| $O_3$ | 6 | 7 | 7 | 8 |
| $O_4$ | 5 | 7 | 9 | 9 |
(c) Define: Primal problem and Dual problem.
3 (a) Find an initial basic feasible solution (IBFS) by Vogel’s method.
| Origins | Destinations | Supply |
|---------|--------------|--------|
| | 1 | 2 | 3 | 4 | |
| 1 | 21 | 16 | 25 | 13 | 11 |
| 2 | 17 | 18 | 14 | 23 | 13 |
| 3 | 32 | 27 | 18 | 41 | 19 |
| Demand | 6 | 10 | 12 | 15 | |
(b) An amount is invested in SIP would be three times the deposited amount after 8 years. Find the rate of compound interest. Also find the rate of simple interest.
(c) Gurucharan opens a recurring account for 15 years period. He deposits Rs. 2,500 in the recurring account in the beginning of every year. If the rate of interest is 12.5%, what amount will he receive at the end of 15 years period from this account?
4 (a) Explain: Future value, Present value, Effective rate of interest.
(b) A person sets up a sinking fund in order to collect Rs. 50,00,000 after 19 years for his child education in Sydney University, Australia. How much amount should be set aside into an account paying 5% p.a. compound half yearly.
(c) A man borrowed some money and returned it in 3 equal quarterly installments of Rs. 4630.50 each. What sum did he borrow if the rate of interest was 20% p.a. compounded quarterly? Find also the interest charged. | <urn:uuid:b5a56336-255d-4704-ab44-97f3d1518f69> | CC-MAIN-2024-38 | https://www.vnsgu.ac.in/Old%20Question%20Papers/Old%20Question%20Papers/EXAM%20PAPER%20FOR%202016%20YEAR/BCOM%20HON/D-2654%20-%20First%20Year%20B.%20Com.%20(Honours)%20(Sem.%20II)%20Examination%20March%20%20April%20-%202016%20Mathematics%20&%20Statistics%20%20Paper%20-%20II.pdf | 2024-09-11T00:45:40+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651323.1/warc/CC-MAIN-20240910224659-20240911014659-00530.warc.gz | 1,001,463,798 | 816 | eng_Latn | eng_Latn | 0.990724 | eng_Latn | 0.995451 | [
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1. Write a story problem for $1 \frac{2}{5} \div \frac{4}{5}$, answer the problem you created, then use an area model to illustrate the operation. Explain your remainder and how that relates to your diagram as well.
Sammy has a special ribbon that is one and 2/5ths feet long. He wants to use this to make special art gifts for his family. Each art gift requires 4/5ths of a foot of ribbon. How many art gifts can he make and what does he do with what is left over?
SOLUTION:
We see that the original Ribbon available (in blue) is enough for one special gift (which requires the ribbon shown in yellow). We then have 3/5ths feet left over and this is 3 of 4 chunks needed for another gift. i.e. to make the second gift we need just one additional 1/5th of a foot of ribbon (i.e. a 4th of a project) So the answer is 1 and 3/4ths.
2. David bought a shirt on sale that was 20% less than the original price.
a) If the original price was $10 more than the sales price, what was the original price?
So $10 represents 20% of the original price i.e. 1/5th of the original price. Thus the original price must have been 5x$10=$50.
b) If the sales price was $100, how much was the original price?
Now we have that $100 is 80% or 4/5ths of the original price. Dividing $100 into 4 equal parts gives $25 for each part. Thus each 1/5th of the original price is $25 so the original price is $100+$25=$125.
3. At Camp Wigwam there are 150 campers with a 3 to 2 ratio of boys to girls. At Camp Richardson there is a 2:3 ratio of boys to girls and there are 40 boys.
a) The two camps are getting together for a dance. What will the ratio of boys to girls be at the dance?
For Camp Wigwam we split the 150 kids into 5 equal parts of 30 kids each. Three of these (i.e. 90) are boys and two of these (i.e. 60) are girls.
At camp Richardson the 40 boys are 2 of 5 parts so each part is 20 boys. Three of these parts is 60 girls.
| CAMP | BOYS | GIRLS |
|--------|------|-------|
| Wigwam | 90 | 60 |
| Richardson | 40 | 60 |
| TOTAL | 130 | 120 |
So at the Dance will have a ratio for boys to girls of 13:12.
b) At another camp the ratio of boys to girls is 3:1. If 4 more girls join the camp the ratio changes to 3:2. How many children are now at this camp?
Let \( x \) be the number of boys at the camp originally. Thus the original number of girls is \( x/3 \). Now with the revised numbers we have \( x/3 + 4 \) girls. With the revised ratio we see that the number of boys is 3 halves of this or \( 3(x/3+4)/2 \). Since the number of boys has not changed we must have
\[
3(x/3+4)/2 = x \\
\text{So } 3(x/3+4) = 2x \\
\text{So } x + 12 = 2x \\
\text{So } x = 12.
\]
Therefore the original camp had 12 boys and \( 12/3 = 4 \) girls.
This changed to 12 boys and \( 4 + 4 = 8 \) girls for a final total of 20 kids.
4. Write a story problem for $\frac{2}{3} \times \frac{4}{5}$, answer the problem you created, then use an area model to illustrate the operation.
Richie Rich is considering the purchase of Teruni Corp for the listed price of $2/3$rd of a billion dollars. After crunching the numbers he decides that he is only willing to pay 80% or $4/5$ths of the list price. What is the price that Richie Rich is willing to pay for Teruni Corp?
SOLUTION: He pays $8/15$ths of a billion dollars for Teruni Corp.
2/3rds of a Billion Dollars
4/5ths of a whole
Overlap is 8 equal sized rectangles of a total of 15 equal sized rectangles for the whole
5. Cathy works two jobs. At Learners she earns $18 per hour and 10% of each sale she makes.
a) Write an expression that shows how much Cathy earns over time.
Let \( S \) be the total dollar amount of sales Cathy makes at Learners and let \( H \) be the number of hours she works. Then she will make \( 18H + 0.1S \).
b) At Seagles she earns $12 an hour and $5 for each sale. Write an expression for her sales at Seagles. Explain the similarities and/or differences between the two expressions, Learner’s and Seagles.
Let \( N \) be the total number of sales Cathy makes at Seagles and let \( T \) be the total number of Hours she works there. Then she will make \( 12T + 5N \).
With the information given it is impossible to say which is the better paying environment. Suppose that in one hour Cathy sells 20 Gumballs for 5 cents each. At Seagles she would make $12 + $5(20) = $112. At Learner’s she would make (with total sales of $1.00) $18 + 0.1($1.00) = $18.10.
In contrast if she took 1 hour to sell one Mazerati for $100,000 then at Learners she would make $18 + 0.1($100,000) = $10,018 whereas at Seagles she would only bring in $12 + $5(1) = $17.
6. Explain how you would use Mental Math to solve each of the following.
a) \((24 * 8) + (6 * 8) = (24+6)*8 = 30*8 = 240\)
b) \(53 - 27 = 56 - 30 = 26\)
c) \(40 * 99 = 40*(100-1) = 40*100 - 40 = 4000 - 40 = 3960\).
d) \(235 + 123 = 235 + 100 + 20 + 3 = 335 + 20 + 3 = 355 + 3 = 358\)
e) \(220 \div 5 = (220 * 2) \div (5 * 2) = 440 \div 10 = 44\)
7. Southwest Baking is creating a tortilla that is made of a blend of corn and rice flour. The company is not disclosing the percentage of each ingredient in the blend, but we know that the corn in the blend contains 9% protein, and the rice flour in the blend contains 6% protein. Overall, each 100 gram serving of tortilla contains 7.8 grams of protein. How much corn and how much flour is in one serving of the tortillas?
Let \( x \) be the percentage of Corn in the mix and \( y \) the percentage of Rice in the mix. Thus the 100 grams of mix is comprised from \( x \) grams of Corn and \( y \) grams of Rice. Also, in 100 grams of the mix we have \( 0.09x \) grams of protein (from the Corn) and \( 0.06y \) grams of protein (from the Rice). This makes for a total of 7.8 grams of Protein
\[ x + y = 100 \text{ or } 9x + 9y = 900 \]
\[ 0.09x + 0.06y = 7.8 \text{ or } 9x + 6y = 780 \]
Subtracting the second equation from the first equation gives us
\[ (9x - 9x) + (9y - 6y) = 900 - 780 \text{ or } 3y = 120 \]
Thus \( y = 40 \) (Grams of Rice) and \( x = 60 \) (Grams of Corn) are in the mix.
8. Tables for a wedding are being set up outside. The sit 8 people as shown below.
a) How many people will 2 tables seat if the shorter ends are butted together.
b) Create an expression for how many people \( n \) tables will seat.
\[ 6n + 2 \text{ people can be seated at the } n \text{ tables (each new table gives 6 more seats) but the two tables on the end always give 2 more seats as long as we have } n \geq 2. \]
9. Jeff had one-fourth as much money as Peggy. Ed had twice as much money as Peggy. They counted out their money and then gave $20 to one of their friends. If they now have a total of $84, how much money did each initially have? Write an equation for this problem and solve it.
They originally had $84 + $20 = $104. Ed has 4 times as much as Jeff and twice as much as Peggy so in total that is 1 (for Jeff) + 4 (for Peggy) + 8 (for Ed) = 13 parts to the money. $104 divided by 13 is 8. Thus we have that
Jeff had $8.
Peggy had four times this much or $32.
Ed had twice this much or $64. (Note that 8 + 32 + 64 = 104)
10. Tom and Lucy had both just run out of money when they got to start their summer jobs. For every 3 hours Tom works, he earns $27. Lucy’s earnings are listed below.
| Time | Total Earnings |
|------|----------------|
| | |
a) Create equations for both Tom and Lucy’s earnings given how many hours they have worked, and graph them.
Tom earns $27/3 = $9 per hour and Lucy earns $22 per hour (Total earnings in her table equals 22 * time). Thus for Tom we have \( T = 9h \) and for Lucy we have \( L = 22h \). Here \( h \) represents the number of hours worked and \( T \) and \( L \) are the earnings of Tom and Lucy respectively.
b) If Tom started working 10 hours before Lucy did, how long will it be until they have made the same amount of money? Show this algebraically as well as graphically.
Before Lucy starts Tom will have earned $9(10) = $90. Let \( h \) be the number of hours of work starting when Lucy begins. Thus we have
90 + 9h = 22h so 13h = 90 and this h = 90/13 hours or equivalently 6 and 12/13 hours. (Will they pay for partial hours worked?) In the graph below we want the point where the lines 90 + 9h and 22h intersect. Notice the colors are reversed from above and this is a different interpretation of h.
c) What is the constant of proportionality in Tom’s equation and what does it mean in terms of earnings and time? Where is this found on the graph?
These are the slopes of the lines. For Tom this is $9 dollars per hour and for Lucy this is $22 per hour. Slope always has units of the y-axis (in this case dollars) divided by the units of the x-axis (in this case hours). | <urn:uuid:fae67e32-3197-47bd-a12a-bf2c976cd0c0> | CC-MAIN-2017-26 | http://nevadamathproject.com/wp-content/uploads/2014/04/NMP-Teachers-PreTest-SOLUTIONS.pdf | 2017-06-26T01:59:27Z | crawl-data/CC-MAIN-2017-26/segments/1498128320666.34/warc/CC-MAIN-20170626013946-20170626033946-00143.warc.gz | 281,384,249 | 2,601 | eng_Latn | eng_Latn | 0.995716 | eng_Latn | 0.998175 | [
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Q1. Fill in the blanks.
a. The ratio of drawing to the object is called ...........
b. Front view is projected on ..............
c. Length of the scale = ..............x Maximum length to be shown on a scale.
d. In first angle projection top view is below ..............
e. For the identification of surfaces ............... projections must be drawn.
f. Section lines are drawn at an angle of ..................
g. An isometric view shows ................. Surfaces of the objects.
h. A plane which is at right angle to two principal planes is ............
i. Plain scale represents ............. Units.
j. Front view lies above H.P. in ............... Quadrant.
SECTION-B
Q2. Attempt any five questions.
i. What is RF and how it is calculated? What are Plain Scales?
ii. Draw a plain scale to show metres and decimeters when 1 metre is represented by 2.5 centimetres. The scale should be long enough to measure upto 5 metres. Mark a distance of 4 metres and 3 decimeters on the scale.
iii. Write in freehand vertical lettering the following sentence taking size 10 mm.
“I AM PROUD OF MY COUNTRY”
iv. What is the difference between third angle and first angle projection?
v. Give conventional representation of different types of lines.
vi. A point L is placed in first Quadrant. It is 60 mm above H.P. and 20 mm in front of V.P. draw its projections.
SECTION-C
Q3. Attempt any two questions.
2x25=50
a. Figure 1 shows pictorial view of a block. Draw front, side and top views in full size in first angle projection.
b. Draw the isometric view of a cube 40 mm side and on a square block 25 mm thickness and 70 mm side. The cube and block are placed axially with their edges parallel to each other.
c. Figure 2 shows an isometric view of an object. Draw to a full size scale the following views in First angle projection method.
i) Sectional Front view ii) Sectional side view iii) Top view | <urn:uuid:ba7db56e-e228-4b28-8e20-a620da5671b0> | CC-MAIN-2024-26 | https://www.psbteonline.com/papers/common-1-sem-engineering-drawing-1-may-2018.pdf | 2024-06-24T14:16:05+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198865383.8/warc/CC-MAIN-20240624115542-20240624145542-00890.warc.gz | 851,697,170 | 450 | eng_Latn | eng_Latn | 0.991499 | eng_Latn | 0.991499 | [
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Review
Birth of an island
by Dr George Walker
Surtsey
Evolution of life on a volcanic island
by Sturla Fridriksson
Butterworths, pp 198, £5·00
Towards the end of 1963 a rare and exciting event—the birth of a new island, Surtsey—took place when a great column of steam and volcanic ash rose from the cold Atlantic water off Iceland. By early 1964 Surtsey was a horseshoe-shaped mound rising 300 m above the sea floor and built of loose ash which fell from the eruptive column. For months it was touch and go whether it would survive, for during the winter storms the sea washed away the island faster than new ash was added, and indeed three other islands formed off Surtsey during the same eruption were completely washed away. Eventually however the crater of Surtsey was closed to the sea and quiet effusion of lava took place to produce the armour of tough lava that guaranteed survival of the island.
Scientists were on the scene from the beginning. Volcanologists were there first, and learned much about the characteristics of volcanism of "surtseyan" type in a marine environment. Later, when the eruption quietened down, the main scientific effort passed gradually to the biologists. The Surtsey Research Society was founded, and a new journal (Surtsey Research Progress Reports) was created. The birth of Surtsey was as important an event to biologists as to volcanologists, since it offered a rare opportunity to test ideas on the dispersal of plants and animals and the sequence of colonisation on a new land. Colonisation was extremely rapid in the tropical climate of Krakatoa in 1883, but with the more rigorous climate of Surtsey it took place much more slowly and could therefore be studied in all its details.
That the scientific work has been very competently done is clear from reading Sturla Fridriksson's Surtsey: Evolution of Life on a Volcanic Island. He tells a fascinating story of how Surtsey was born and how it was then colonised by organisms of various kinds, plant and animal, terrestrial and marine. Vascular plants were growing on the beach from seeds washed ashore as early as 1965, before volcanic activity had ceased. The sea rocket was the first to flower and bear seeds, and by 1973 more than 1200 individuals of 12 species were growing. Mosses were among the most successful plants. Their spores arrived by air, and 16 species grew on the lava flows in 1967. Now there are 69 species. The hostility of the environment is shown by the low biomass, averaging only 3·4 grammes per square metre in 1973 but increasing extremely rapidly.
All modes of dispersal were investigated; for example the beach was examined for washed up seeds, tests were made of the viability of seeds after immersion in sea water, traps were set to catch air-borne insects and micro-organisms, scuba divers studied the advance of marine creatures on the submerged pedestal, and the feet, plumage and internal organs of bird visitors were examined to see what they carried. Among the seeds found in the gizzards of snow buntings were some probably carried from the British Isles, demonstrating that seeds can be transported long distances by birds. Following another line of research, experiments were conducted to test the possibility that life might even be created by volcanic action, and amino acids were produced by plunging hot lava into water.
This 198-page book is well illustrated with maps, diagrams, tables and some 70 photographs (although the offset litho process does not do justice to the latter, and the colour photographs are small). There are plenty of references to the literature. The book is a report of an interdisciplinary study, carried out by many scientists working as individuals but contributing to a common goal, and it reveals the great diversity of tasks undertaken by field workers. One senses however, that the real heroine of the book is the bird, a fulmar, which first nested and successfully bred on Surtsey in 1970 and, so to speak, set nature's seal of approval on Surtsey and emphasised the transient character of the volcanic violence which brought the island into being.
The sciences, the humanities and the technological threat
edited by W. Roy Niblett
University of London Press, pp 168, £3·80
Despite showing breadth, learning and wisdom, this collection of essays is deeply depressing. The authors agree in their loss of the old faith in natural science; but in its place the main positive offering seems to be the even older faith, the humanities. Hence the subjects of the title are very unequally treated.
No one seems to have a good word for traditional academic science education. Its traditional claim to "liberal arts" status is quite discredited, and any curriculum innovation encounters subject-interest and professional barriers. Sir Frederick Dainton speaks as succinctly and pungently as ever on this theme, while David Edge shows in detail how deep would be the changes in structures and attitudes necessary for genuinely "integrated" science schemes.
On the "technological threat" itself, only Leo Marx makes an explicit analysis. | <urn:uuid:0f5a4077-07e3-4db2-aeff-c13e9f4e5f57> | CC-MAIN-2024-26 | https://breiddalssetur.123.is/fs/Walker-papers/Walker%201975-Birth%20of%20an%20island.pdf | 2024-06-24T12:30:06+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198865383.8/warc/CC-MAIN-20240624115542-20240624145542-00886.warc.gz | 127,079,641 | 1,077 | eng_Latn | eng_Latn | 0.99905 | eng_Latn | 0.99905 | [
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GRAPHING DISTANCE VS. TIME
Plot the following data on the graph and answer the questions below.
| Distance (km) | Time (s) |
|--------------|---------|
| 0 | 0 |
| 5 | 10 |
| 12 | 20 |
| 20 | 30 |
| 30 | 40 |
| 42 | 50 |
| 56 | 60 |
1. What is the average speed at t = 20 s? ________________
2. What is the average speed at t = 30 s? ________________
3. What is the acceleration between 20 s and 30 s? ________________
4. What is the average speed at t = 40 s? ________________
5. What is the average speed at t = 60 s? ________________
6. What is the acceleration between 40 s and 60 s? ________________
7. Is the object accelerating at a constant rate? ________________
GRAVITY AND ACCELERATION (I)
The acceleration of a freely falling body is 9.8 m/sec/sec due to the force of gravity.
Using the formula, \( a = \frac{v_f - v_i}{t} \), we can calculate the velocity of a falling object at any time if the initial velocity is known.
**Example:** What is the velocity of a rubber ball dropped from a building roof after 5 seconds?
**Answer:**
\[
9.8 \text{ m/sec/sec} = \frac{v_f - 0}{5 \text{ sec}}
\]
\[
v_f = 49 \text{ m/sec}
\]
Solve the following problems.
1. What is the velocity of a quarter dropped from a tower after 10 seconds?
Answer: __________
2. If a block of wood dropped from a tall building has attained a velocity of 78.4 m/s, how long has it been falling?
Answer: __________
3. If a ball that is freely falling has attained a velocity of 19.6 m/s after two seconds, what is its velocity five seconds later?
Answer: __________
4. A piece of metal has attained a velocity of 107.8 m/sec after falling for 10 seconds. What is its initial velocity?
Answer: __________
5. How long will it take an object that falls from rest to attain a velocity of 147 m/sec?
Answer: __________
Find the resultant force in each of the following diagrams and draw the resultant vector. Use a ruler and a protractor where necessary. Scale: 1 cm = 10 N, where N represents newtons of force.
1.
2.
3.
4.
5.
6.
FORCE AND ACCELERATION
A force is a push or a pull. To calculate force, we use the following formula,
\[ F = ma \]
where \( F = \) force in newtons
\( m = \) mass in kg
\( a = \) acceleration in m/sec\(^2\)
Example: With what force will a rubber ball hit the ground if it has a mass of 0.25 kg?
Answer:
\[ F = (0.25 \text{ kg}) (9.8 \text{ m/s}^2) \]
\[ F = 2.45 \text{ N} \]
Solve the following problems.
1. With what force will a car hit a tree if the car has a mass of 3,000 kg and it is accelerating at a rate of 2 m/s\(^2\)?
Answer: __________
2. A 10 kg bowling ball would require what force to accelerate it down an alleyway at a rate of 3 m/s\(^2\)?
Answer: __________
3. What is the mass of a falling rock if it hits the ground with a force of 147 newtons?
Answer: __________
4. What is the acceleration of a softball if it has a mass of 0.50 kg and hits the catcher’s glove with a force of 25 newtons?
Answer: __________
5. What is the mass of a truck if it is accelerating at a rate of 5 m/s\(^2\) and hits a parked car with a force of 14,000 newtons?
Answer: __________
MOTION MATCHING
Match the correct term in Column I with its definition in Column II.
| I | II |
|------------|--------------------------------------------------------------------|
| 1. ______ kinetic | a) amount of matter in an object |
| 2. ______ centripetal | b) amount of force exerted on an object due to gravity |
| 3. ______ mass | c) distance covered per unit of time |
| 4. ______ acceleration | d) rate at which velocity changes over time |
| 5. ______ velocity | e) speed in a given direction |
| 6. ______ weight | f) unit of measurement for force |
| 7. ______ gravity | g) energy of motion |
| 8. ______ Inertia | h) tendency of a moving object to keep moving |
| 9. ______ speed | i) depends on the mass and velocity of an object |
| 10. ______ momentum | j) type of force that keeps objects moving in a circle |
| 11. ______ newton | k) attractive force between two objects | | <urn:uuid:9cd8a024-68a5-4bc5-8378-a1ecf591d5cb> | CC-MAIN-2017-30 | http://mrescience.com/physical_stuff/physical_ws_2.pdf | 2017-07-27T06:43:49Z | crawl-data/CC-MAIN-2017-30/segments/1500549427749.61/warc/CC-MAIN-20170727062229-20170727082229-00703.warc.gz | 214,563,043 | 1,162 | eng_Latn | eng_Latn | 0.989235 | eng_Latn | 0.997831 | [
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Part A
[Answer the questions from the followings]
1. a) What is use-case? Consider a scenario of library management system where a library consists of library admin, users (teachers and students), and stakeholders such as suppliers. Draw a use-case based on this concept.
1 b) Why validation of requirements is needed? Which check should be done during requirements validation?
or
1. a) What does a software design specify? Draw a general model of software design process.
1 b) What do you know about viewpoints in requirement engineering? Describe different types of viewpoint.
2. a) Suppose you have developed a Bank ATM system for a newly started bank. Stakeholders of this ATM includes bank customers, representative of other banks, bank managers, counter staff, database administrators, security managers, marketing department, hardware and software maintenance engineers, banking regulators. Classify these stakeholders into primary, secondary and ternary for this system. Justify your answer.
2 b) What is coupling and cohesion? According to the classification, which cohesion is the best? Why? Which are the worst? Give example for your answer.
Part B
[Answer the questions from the followings]
3. a) What is software maintenance? Explain the software maintenance types of the following scenario:
i) Introducing new operating system
ii) A new non-functional requirement emerged
iii) User discover an error while running the software
3 b) What is software documentation? Briefly describe the factors affecting software maintenance.
4. a) What is beta testing? Suppose, Mr. X has given input to a program and the program gives wrong output. Which general testing approaches Mr. X should apply in order to overcome the problem? Explain.
4. b) Determine the Cyclomatic Complexity of the following graph using graph matrix.
5. a) State some reasons to make your software project Crash and Burn.
5 b) Mention some strategies to make a software project better.
or
5. a) Describe the necessary steps in the COCOMO model.
5 b) The fan in and fan out of module X is 3 and 4 respectively. The complexity of the system is 2000. The number of lines in module X is 200, i.e LOC of module X is LOC(X) = 200. Calculate the structural complexity of module X using Card and Glass’s system complexity. Using combined Henry Kafura’s approach and Card glass’s approach calculate the data complexity of module X. | <urn:uuid:6ad7ae1d-a9cc-406e-a5a5-5eaf1e1afcd8> | CC-MAIN-2024-26 | http://dspace.iiuc.ac.bd/server/api/core/bitstreams/6f41a923-aeac-4e41-9583-01070cb2b730/content | 2024-06-24T12:11:11+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198865383.8/warc/CC-MAIN-20240624115542-20240624145542-00882.warc.gz | 7,935,427 | 503 | eng_Latn | eng_Latn | 0.988599 | eng_Latn | 0.993327 | [
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An after school STEM Club
Connah’s Quay High School
Flintshire
Introduction
Connah’s Quay High School is a co-educational 11-18 comprehensive school with 1003 learners from surrounding areas of Flintshire. The school is proud to offer a welcome to students and parents of all abilities, with facilities and activities, recreational, sports and creative classes, to support the whole community.
Brief Summary
Teachers in the science department set up an after-school club for years 7 and 8 in Autumn 2012 with grand plans from the start. Club members chose their own projects, and explored them through the year, each working towards a CREST Award. Depending on the level of complexity of the project and commitment to the work, students all achieved Bronze or Silver CREST. The club put on a science showcase evening for Yr 6 pupils from feeder schools and their parents as a finale to their work.
Links to Curriculum
• Solve a relevant, science-based problem, set within a context
• Work in pairs or small groups, independently of adults
• Take part in practical, hands-on science activities
• Think and talk about science
• Share ideas using a variety of media
Quick facts for teachers
What is a STEM Club?
Although they complement the curriculum, they are not designed to be about writing, tests, or exams. Activities may involve practical experiments, investigation, discussion and reflection. Most of all, they should be fun.
They can motivate and build confidence in young people who struggle with STEM subjects, and provide an extra outlet for children who already show aptitude and are interested in furthering their learning.
The aims of STEM Clubs are to:
• enrich, enhance and extend the secondary school curriculum
• improve attainment in, interactions with, and experiences of, the STEM subjects among pupils
• improve collaboration between schools and also between schools and industry
• encourage pupils to continue their education in STEM beyond GCSE and Diploma (or equivalent qualification) level.
Details of Club activity
At the start of the club science teachers Alison Frost and Sara Thirlwell used links to websites provided by their STEMNET coordinator to help students gather ideas for they would like study. Some students chose ready-made projects from stemclubs.net and British Science Association CREST Awards; some designed their own projects based on questions of their own they would like to answer through research and experimentation. As a result, 15 different CREST Award projects were undertaken by 30 students.
The club also invited STEM Ambassadors to drop in the club – this gave members the opportunity to make some connections with how their research manifested itself in the workplace; it also gave them contact with new people to present their findings to and to hear new perspectives on their work.
To give club members an addition goal to work towards, an open evening for the club was offered to the parents of members and to Yr 6 pupils from feeder schools who would like to see the more of the science department in action. Club members created a display board to present each project and developed hands-on experiments for visitors to try out. The evening was well attended by primary aged children and their parents.
Benefits and Impact
Students chose their own projects from a range already available on the web. Although there is a wealth of off-the-peg ideas to choose from, teachers were pleased to see many of the students creating ideas and wanting to explore their own avenues of interest. The ready-made projects helped them to form their own ideas into viable projects, showing them what would be an appropriate level of work for the CREST award scheme and helping them understand what could be achieved in the time and with the facilities available.
Sara Thirlwell has moved on to a new teaching post in Blacon High School in Chester for 2013 and was keen to carry this successful clubs format with her. We wish her the very best of luck in her new school and look forward to seeing what the Cheshire pupils get up to under her guidance.
Having so many projects on the go at once has required a big commitment from the teachers and students but Alison Frost said she would do again all the same. She was however, very interested in the idea of encouraging sixth formers to help run the club in 2013 to ease the strain and provide mentors from the upper school. | <urn:uuid:904ced3c-5bb4-4863-a9ee-f1aaa20cc1e2> | CC-MAIN-2017-30 | http://see-science.co.uk/downloads/STEM-Club-case-study-9.pdf | 2017-07-27T06:46:58Z | crawl-data/CC-MAIN-2017-30/segments/1500549427749.61/warc/CC-MAIN-20170727062229-20170727082229-00703.warc.gz | 279,195,723 | 873 | eng_Latn | eng_Latn | 0.998737 | eng_Latn | 0.999059 | [
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California Roach, *Lavinia symmetricus*
**Appearance and Identification:**
- Small chunky fish, usually less than 100cm TL, rarely exceed 120 mm SL
- Large head, small downward turned mouth
- Coloration: body is usually grey to blue on top, silvery underside.
- Spawning adults: may develop orange and red colorations on chin and paired fins.
- Breeding males may develop series of nodes or tubercles on head.
- Fin rays: dorsal 7-9, anal 6-8
- Lateral line scales: 47-63
**Life History:**
California roach are capable of adapting to varying habitats from coastal streams to mountain foothill streams. They are predominately found in small warm streams but are capable of thriving in larger colder streams with diverse conditions. They may actually occupy several different habitat types within a single drainage. Extreme tolerance includes temperatures ranging from 30-35°C and dissolved oxygen levels as low as 1-2ppm. In-stream location may vary depending on geography and predators. When California roach share water with Sacramento pikeminnows, roach will stick to the stream margins, whereas in the absence of these piscivorous fish roach may venture into deeper pools. California roach are omnivorous and diet may depend on stream size and food availability. In smaller rivers roach feed mostly on filamentous algae, supplementing their diet with crustaceans and insects. In larger rivers these fish may focus on a diet of aquatic insects year round. The growth and development of California roach is largely seasonally dependent. Most growth occurs during the summer months and roach may grow 20-40 mm in a year. Most fish of this species reach sexual maturity at age 2-3 and rarely live beyond three years total. Spawning occurs in March through early July, and timing is temperature dependant. California roach breed in gravel beds or riffles where groups of females lay eggs on and into the substrate. One or two males follow each female closely to fertilize the groups of eggs. Each female may produce 250-2,000 eggs per year depending on body size. The eggs hatch in 2-3 days, but the larvae remain in the protection of the gravel substrate before emerging to swim.
Here’s a list of California watersheds where California Roach may be found | <urn:uuid:3176aa58-0b2c-40af-b013-ad4b050f7fb7> | CC-MAIN-2024-26 | https://calfish.ucdavis.edu/newsletters/California_Roach,_Lavinia_symmetricus31581.pdf | 2024-06-24T12:02:15+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198865383.8/warc/CC-MAIN-20240624115542-20240624145542-00884.warc.gz | 128,351,727 | 490 | eng_Latn | eng_Latn | 0.981281 | eng_Latn | 0.996356 | [
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Care and Structure of the Compound Microscope
1. Label all indicated parts of the microscope.
2. Explain the proper technique for transporting the microscope.
when transporting the microscope it should be held in a upright position, with one hand on the arm and other supporting its base.
3. Each of the following statements is either true or false. If true, write T on the answer blank. If false, correct the statement by writing on the blank the proper word or phrase to replace the one that is underlined.
special grit-free lens paper 1. The microscope lens may be cleaned with any soft tissue.
scanning objective lens 2. The microscope should be stored with the oil immersion lens in position over the stage.
T 3. When beginning to focus, use the scanning objective lens.
T 4. When focusing on high power, always use the coarse adjustment knob to focus.
T 5. A coverslip should always be used with wet mounts.
4. Match the microscope structures in column B with the statements in column A that identify or describe them.
| Column A | Column B |
|----------|----------|
| I | 1. platform on which the slide rests for viewing |
| | a. coarse adjustment knob |
| B | 2. used to adjust the amount of light passing through the specimen |
| | b. condenser |
| E | 3. controls the movement of the slide on the stage |
| | c. fine adjustment knob |
| D | 4. delivers a concentrated beam of light to the specimen |
| | d. diaphragm lever |
| C | 5. used for precise focusing once initial focusing has been done |
| | e. mechanical stage |
| F | 6. carries the objective lenses; rotates so that the different objective lenses can be brought into position over the specimen. |
| | f. nosepiece |
| | g. objective lenses |
| | h. ocular lens |
| | i. stage |
5. Define the following terms.
total magnification: it is when the objective magnification X ocular magnification. 10x objective and 10X ocular. the image being viewed will be 100 times its actual size.
resolution: to observe distinguish detail.
Viewing Objects Through the Microscope
6. Complete, or respond to, the following statements:
working distance 1. The distance from the bottom of the objective lens to the surface of the slide is called the ____________.
right 2. Assume there is an object on the left side of the field that you want to bring to the center (that is, toward the apparent right). In what direction would you move your slide? ________________
field 3. The area of the slide seen when looking through the microscope is the ________________
95x 4. If a microscope has a 10x ocular lens and the total magnification is 950x, the objective lens in use at that time is ___________ x.
to provide contrast viewing of the cells
5. Why should the light be dimmed when looking at living (nearly transparent) cells?
6. If, after focusing in low power, you need to use only the fine adjustment to focus the specimen at the higher powers, the microscope is said to be ____________.
0.75mm 7. You are using a 10× ocular and a 15× objective, and the field diameter is 1.5 mm. The approximate field size with a 30× objective is ____________ mm.
1.5mm 8. If the diameter of the low-power field is 1.5 mm, an object that occupies approximately a third of that field has an estimated diameter of ____________ mm.
7. You have been asked to prepare a slide with the letter F on it (as shown below). In the circle below, draw the F as seen in the low-power field.
F
8. Estimate the length (longest dimension) of the object in μm:
Total magnification = 100×
Field diameter = 1.6 mm
Length of object = _______16______ μm
9. Say you are observing an object in the low-power field. When you switch to high power, it is no longer in your field of view.
Why might this occur? ________________________________________________________________
______________________________________________________________
this will make the object not focused. it will be unclear to you so you will need you adjust the light
What should you do initially to prevent this from happening? look at the object and help focus it with the knobs.
10. Do the following factors increase or decrease as one moves to higher magnifications with the microscope?
resolution: __________increase________________ amount of light needed: __________increase________________
working distance: __________decrease________________ depth of field: __________decrease________________
11. A student has the high-power lens in position and appears to be intently observing the specimen. The instructor, noting a working distance of about 1 cm, knows the student isn’t actually seeing the specimen.
How so? __________________________high powet lenses are used for a shorter working distance than 1cm___________________________
12. Describe the proper procedure for preparing a wet mount.
place specimen on the slide with the medicine dropper or place the water on the slide. Use toothpick to mix specimen into drop, slowly. lower the cover down slowly. remove the access with the paper towel.
13. Indicate the probable cause of the following situations during use of a microscope.
a. Only half of the field is illuminated: the lens is not in its correct placement.
b. The visible field does not change as the mechanical stage is moved: the lens is not placed correctly.
14. A blood smear is used to diagnose malaria. In patients with malaria, the protozoa can be found near and inside red blood cells. Explain why a microscope capable of high magnification and high resolution would be needed to diagnose malaria.
you need high magnification in order to see the cells.
15. Histopathology is the use of microscopes to view tissues to diagnose and track the progression of diseases. Why are thin slices of tissue ideal for this procedure? the slices of tissue is ideal because it makes it easier to observe.
Anatomy of the Composite Cell
1. Label the cell structures using the leader lines provided.
- nucleus
- nuclear envelope
- nuclear pole
- Plasma membrane
- nucleolus
- smooth endoplasmic reticulum
- cystol
- mitochondrion
- lysosome
- centrioles
- microvilli
- microfilament
- micotubules
- intermediate filaments
- peroxisome
- rough endoplasmic reticulum
- ribosomes
- golgi apparatus
2. Match each cell structure listed on the left with the correct description on the right.
| | | |
|---|---|---|
| F | 1. ribosome | a. main site of ATP synthesis |
| H | 2. smooth ER | b. encloses the chromatin |
| A | 3. mitochondrion | c. sac of digestive enzymes |
| B | 4. nucleus | d. examples include glycogen granules and ingested foreign materials |
| J | 5. Golgi apparatus | e. forms basal bodies and helps direct mitotic spindle formation |
| C | 6. lysosome | f. site of protein synthesis |
| K | 7. centriole | g. forms the external boundary of the cell |
| E | 8. cytoskeleton | h. site of lipid synthesis |
| D | 9. inclusion | i. packaging site for ribosomes |
| G | 10. plasma membrane | j. packages proteins for transportation |
| I | 11. nucleolus | k. internal cellular network of rodlike structures |
**Differences and Similarities in Cell Structure**
3. Choose the specimen observed in Activity 5 (squamous epithelium, sperm cells, smooth muscle, or human red blood cells) that fits the description below.
1. **SPERM** cell has a flagellum for movement
2. **SMOOTH** cells have an elongated shape (tapered at each end)
3. **SQUAMOUS EPITHELIUM** cells are close together
4. **human red blood** cells are circular
5. **squamous** cells are thin and flat, with irregular borders
6. **human red blood cells** cells are anucleate (without a nucleus)
7. **smooth muscle** mitotic is longest cell
**Cell Division**
4. What is the function of mitotic cell division? Mitotic cell division is when the cell reproduces itself by dividing.
5. Identify the four phases of mitosis shown in the following photomicrographs, and select the events from the key that correctly identify each phase. On the appropriate answer line, write the letters that correspond to these events.
**Key:**
- a. The nuclear envelope re-forms.
- b. Chromosomes line up in the center of the cell.
- c. Chromatin coils and condenses, forming chromosomes.
- d. Chromosomes stop moving toward the poles.
- e. The chromosomes are V shaped.
- f. The nuclear envelope begins to close.
- g. Chromosomes attach to the spindle fibers.
- h. The mitotic spindle begins to form.
| | Phase: | Events: |
|---|--------|---------|
| 1. | metaphase | b,f |
| 2. | prophase | c,h |
| 3. | anaphase | e |
| 4. | telophase | a,d |
6. Draw the phases of mitosis for a cell that contains four chromosomes as its diploid, or $2n$, number.
7. Describe the events that occur during interphase.
Interphase is when the cell carries out its normal metabolic activities and grows.
8. Complete or respond to the following statements:
Division of the ___1___ is referred to as mitosis. Cytokinesis is division of the ___2___. The major structural difference between chromatin and chromosomes is that the latter are ___3___. Chromosomes attach to the spindle fibers by univalved structures called ___4___. If a cell undergoes mitosis but not cytokinesis, the product is ___5___. The structure that acts as a scaffolding for chromosomal attachment and movement is called the ___6___. ___7___ is the period of cell life when the cell is not actively in division. Three cell populations in the body that do not routinely undergo cell division are ___8___, ___9___, and ___10___.
1. nucleus
2. cytoplasm
3. condensed
4. centromeres
5. binucleate cell
6. spindle
7. interphase
8. skeletal muscle
9. cardiac muscle
10. neurons
9. Plasma cells are key to the immune response because they secrete antibodies. Given that antibodies are made of protein, which membrane-enclosed cell organelle would you expect the plasma cells to have in abundance? Why?
Ribosome
10. Name which organelle you would expect to play the largest role in decomposition of the human body. Why?
Lysosomes
11. Some antifungal medications work by blocking DNA synthesis in the fungal cell. Describe where in the cell cycle such a medication would halt the fungal cell and the consequences of this early termination of the cycle.
This can occur during interphase in the S phase. | <urn:uuid:bd7d8fc8-4ddb-496c-a79a-28dad4f0f862> | CC-MAIN-2024-26 | https://openlab.citytech.cuny.edu/?get_group_doc=26665/1614837456-reviews34.pdf | 2024-06-24T13:27:03+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198865383.8/warc/CC-MAIN-20240624115542-20240624145542-00887.warc.gz | 374,185,467 | 2,427 | eng_Latn | eng_Latn | 0.969408 | eng_Latn | 0.998456 | [
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Lesson 1 Advanced
Genesis 35:23-26; 37:1-11
Bible Study Guide For All Ages
Remember It?
1. Jacob had twelve sons. They were:
Reuben, Dan, Issachar, Simeon, Naphtali, Zebulun, Levi, Gad, Joseph, Judah, Asher, Benjamin.
2. Jacob’s father was Isaac. Isaac’s father was Abraham. Number these men in the order they lived (from oldest to youngest).
__ Jacob __ Reuben __ Abraham
__ Isaac __ Joseph
Memory Workout
1. Sing the song, “Twelve Sons of Jacob.” Disc 2, Track 40
2. Learn the Genesis Bible Book Summary Card.
Guess What...
Read the three promises God made to Abraham (Gen 22:17-18), Isaac (Gen 26:4) and Jacob (Gen 28:13-14). Circle the three promises.
many descendants
money
bless the whole world (Jesus)
land
Time Line
1. Write this year and your name in the blanks.
2. Circle Jesus below 0. How many years do you live after Jesus was born? ____________
3. About how many years did Abraham live before Jesus’ birth? Underline one. (600 1000 1500 2000)
Underline Abraham’s son. Draw a box around Jacob’s father. Place a check √ by Joseph’s father.
4. Abraham, Isaac and Jacob lived in tents. Draw a tent near the time when they lived.
5. Who had twelve sons? Circle the 12 and draw Joseph’s coat.
Apply It!
• Read Genesis 37:4. Why did the brothers hate Joseph? How did they show their hate?
• Read 1 John 4:20. Why is it wrong to hate someone?
• What is God saying to you for your life? Answer using the word “I” or “me.”
Get Active
Get paper and some colored markers.
If hate were something you could see, what would it look like? Draw a picture of hate.
When you are finished, share your picture with the group and tell why you drew what you did.
© Copyright 2016 • Do not photocopy.
1. Beneath the mothers, write the names of each of Jacob’s sons. In the box, write the number of Jacob’s sons.
2. In the sign, name the land where Jacob and his family lived. In the bubble, circle the reason Jacob gave Joseph a special coat.
3. Read the Bible verse. Fill in the blanks. By finishing their faces, show how the brothers felt about Joseph.
4. Circle what the brothers’ sheaves did in Joseph’s dream. What did the brothers think the dream meant? (Write your answer in the gray box.)
5. Finish drawing Joseph’s second dream. Did Jacob, Joseph’s father, seem to think the dream would come true? Circle the answer in the bubble. Why were Joseph’s brothers jealous of Joseph?
Genesis 37:4 When his brothers saw that their father loved him more than any of them, they hated him and could not speak a kind word to him.
Joseph’s sheaf
yes no
Hmmm
jealous
Why? | <urn:uuid:9c960b5a-a77f-40a2-932d-deb448789a66> | CC-MAIN-2021-04 | https://www.westerwin.com/hp_wordpress/wp-content/uploads/2020/04/Lesson.1.pdf | 2021-01-22T22:26:17+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703531429.49/warc/CC-MAIN-20210122210653-20210123000653-00404.warc.gz | 1,051,426,284 | 676 | eng_Latn | eng_Latn | 0.986219 | eng_Latn | 0.987518 | [
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Periodic Elements
Need to Knows
Worksheet
Directions: Use your periodic table to find the Symbol, atomic number & atomic mass (round the atomic mass to the nearest whole number). Determine if the element is a metal, nonmetal or metalloid and if it is a solid, liquid or a gas at room temperature.
1. Knowing that the atomic number tells us the number of protons, fill in the “# protons” column.
2. Since the # of electrons is equal to the number of protons in a neutral atom, now fill in the “# electrons” column.
3. Knowing the atomic mass = the # of protons + the # of neutrons, simply subtract the atomic mass from the # of protons to determine the number of Neutrons. Now fill in the “# neutron” column with this number you have just calculated.
| Element | Symbol | Atomic Number | Atomic Mass | # Protons | = Neutrons | # Electrons | Solid Liquid Gas | Metal Metaloid Nonmetal |
|-----------|--------|---------------|-------------|-----------|------------|-------------|------------------|-------------------------|
| Hydrogen | | | | | | | | |
| Oxygen | | | | | | | | |
| Carbon | | | | | | | | |
| Nitrogen | | | | | | | | |
| Calcium | | | | | | | | |
| Phosphorus| | | | | | | | |
| Sulfur | | | | | | | | |
| Helium | | | | | | | | |
| Sodium | | | | | | | | |
| Chlorine | | | | | | | | |
| Aluminum | | | | | | | | |
| Potassium | | | | | | | | |
Periodic Elements
Need to Knows
Worksheet
Directions: Use your periodic table to find the Symbol, atomic number & atomic mass (round the atomic mass to the nearest whole number). Determine if the element is a metal, nonmetal or metalloid and if it is a solid, liquid or a gas at room temperature.
1. Knowing that the atomic number tells us the number of protons, fill in the “# protons” column.
2. Since the # of electrons is equal to the number of protons in a neutral atom, now fill in the “# electrons” column.
3. Knowing the atomic mass = the # of protons + the # of neutrons, simply subtract the atomic mass from the # of protons to determine the number of Neutrons. Now fill in the “# neutron” column with this number you have just calculated.
| Element | Symbol | Atomic Number | Atomic Mass | # Protons | # Neutrons | # Electrons | Solid Liquid Gas | Metal Metalloid Nonmetal |
|-----------|--------|---------------|-------------|-----------|------------|-------------|------------------|-------------------------|
| Hydrogen | H | 1 | 1 | 1 | 0 | 1 | G | NM |
| Oxygen | O | 8 | 16 | 8 | 8 | 8 | G | NM |
| Carbon | C | 6 | 12 | 6 | 6 | 6 | S | NM |
| Nitrogen | N | 7 | 14 | 7 | 7 | 7 | G | NM |
| Calcium | Ca | 20 | 40 | 20 | 20 | 20 | S | M |
| Phosphorus| P | 15 | 31 | 15 | 16 | 15 | S | NM |
| Sulfur | S | 16 | 32 | 16 | 16 | 16 | S | NM |
| Helium | He | 2 | 4 | 2 | 2 | 2 | G | NM |
| Sodium | Na | 11 | 23 | 11 | 12 | 11 | S | M |
| Chlorine | Cl | 17 | 35 | 17 | 18 | 17 | G | NM |
| Aluminum | Al | 13 | 27 | 13 | 14 | 13 | S | M |
| Potassium | K | 19 | 39 | 19 | 20 | 19 | S | M | | <urn:uuid:76513700-647e-4ed1-ba93-e0843f369082> | CC-MAIN-2017-30 | http://mrescience.com/physical_stuff/elements.pdf | 2017-07-27T06:50:22Z | crawl-data/CC-MAIN-2017-30/segments/1500549427749.61/warc/CC-MAIN-20170727062229-20170727082229-00711.warc.gz | 212,649,468 | 1,116 | eng_Latn | eng_Latn | 0.99152 | eng_Latn | 0.990967 | [
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Dear Parents,
The Enrichment Programs will be starting the week of September 16th.
**Bricks 4 Kidz** - will begin on Thursday, September 19th. The program will take place every Thursday from 3:30-4:30 for 8 weeks. Please use the after-care door for arrival and dismissal. Please arrive by 3:20.
**Kidding Around Yoga with CC** - will begin on Friday, September 20th. The program will take place every Friday from 3:30-4:30. Please use the after-care door for arrival and dismissal. Please arrive by 3:20.
If your child needs to attend aftercare before or after the enrichment programs the cost will be $10.00. Please send a note, along with payment, on the days you will need this service. Although the programs are free, there is a $20 registration fee per child.
Thank you
*Ms. Celeste Catalano*
*Mrs. Kristy Mulligan*
Bricks 4 Kidz after school programs will be coming to Sacred Heart. After a full day of learning comes one of those rare activities that makes math, technology and science come to life in a fun and meaningful way.
When you sign up your child for Bricks for Kidz after-school curriculum, he or she will build a different project each week out of LEGO Bricks. Each project begins with a lesson led by a teacher. Then they dive in with their partners and use their creativity and problem-solving skills to build their models, whether it’s a machine, a building or some other structure.
Whatever the theme may be, each new project offers an opportunity to use their hands and minds to explore, solve problems and discover. They learn to cooperate and work with other children, all while picking up the fundamentals of things like architecture and engineering.
Best of all, these classes can reinforce what they are already learning in the classroom. When your child has a hands-on experience with a math or science concept, it comes to life and becomes real, reinforcing what they are doing in school. That will only set them up for continued success in the classroom. In the long run, they will gain the confidence they need to see problems as something that can be solved!
**Course Information:**
Thursdays beginning September 19th
**Time:** 3:30 PM – 4:30 PM
Any questions please contact:
Kristy Mulligan: firstname.lastname@example.org
Kidding Around Yoga is focused on:
* Movements and postures geared at integrating mind and body
* Breathing techniques to relieve stress and sharpen focus
* Mindfulness exercises aimed at improving attention
We dance, march, jog, skip and limbo while practicing traditional yoga poses, all while using our original music.
Namaste
(all the good things in me see all the good things in you)
Course Information: Fridays beginning September 20th
Time: 3:30 PM – 4:30 PM
Any questions please contact:
Kristy Mulligan: email@example.com
Website: https://kiddingaroundyoga.com/cc/
Facebook: facebook.com/kiddingaroundyogawithcc/
Email: firstname.lastname@example.org
After School Computer Coding at Sacred Heart School Fall 2019
With CodeSpeak Labs, students will learn the fundamentals of computer programming!
- Students in grades K-2 will build their own animations and games using block-based visual code.
- Students in grades 3-5 will begin an introduction to Javascript, one of the top programming languages, to build web applications.
- Students in grades 6-8 will gain an introduction to front-end web development, by creating and designing their own webpages.
Parents will receive links at the end of the semester to their work!
Time: 3:30-4:30 pm
Location: Sacred Heart School
Please contact Kristy Mulligan at email@example.com for more info.
www.codespeaklabs.com
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Remember It?
Mark out any incorrect words and write the correct words on the lines below.
1. Joseph's brothers deceived Jacob by using ketchup.
2. Joseph was successful because God was with him.
3. At Potiphar’s house, Joseph was in charge of the food.
4. In jail, Joseph was in charge of all the army.
5. Joseph cared about the other people in prison with him.
6. Joseph said that he was good at interpreting dreams.
Answers: 1) Gen 37:31 2) Gen 39:2 3) Gen 39:6 4) Gen 39:22 5) Gen 40:6-7 6) Gen 40:8
Memory Workout
1. Review the Genesis Bible Book Summary Card.
2. Sing the song, “Twelve Sons of Jacob.” Disc 2, Track 40
Guess What…
A signet ring had a special design cut into it so that a person could press the design into wax or clay and leave an imprint like this:
This imprint could be used as a signature or to seal a letter or book.
Used as a signature Used to seal a letter
Get Active
Make a maze on the floor out of blocks, pipes, straws or anything. Place a toy in your maze.
Who can best lead this toy through the maze? The toy itself or you? Why? Who can best lead you through this life? Why?
Map
1. Draw grain inside the only nation that was ready for the famine.
2. On the dot east of the Nile River, label On.
3. Draw a circle around the land that was Joseph’s home before Egypt. Label it.
4. Draw waves under the name of the water that is on the west side of Canaan.
5. The water on the southern end of the Jordan River is the ________________________.
6. Label the water on the eastern side of the land of Egypt.
Apply It!
• Read Genesis 41:39. According to Pharaoh, why did Joseph have wisdom?
• What is God saying to you for your life? Answer using the word “I” or “me.”
__________________________________________________________
__________________________________________________________
__________________________________________________________
• Why do you need wisdom? What is happening in your life right now that requires wisdom? How do you get wisdom? Read James 1:5.
• Talk to God about what he has taught you in this lesson.
1. In the parentheses, circle how powerful Joseph was. Read the Bible verse. Why did Pharaoh put a young foreigner in charge of Egypt?
2. Draw boxes around what Pharaoh gave to Joseph.
3. Draw an arrow from the center of the dial to Joseph’s age when he was put in charge of Egypt. How many years had Joseph been either a slave or a prisoner (Gen 37:2)? ___ On a building, write what Joseph stored during the seven years of plenty.
4. Label Joseph’s two sons. Draw a line from each son to the reason Joseph gave him that name.
5. In the bubble, write what the people asked Pharaoh to give them. Write what Pharaoh told them to do.
6. Unscramble the reason people from all over the world came to Egypt to buy grain. Draw a box around the picture that shows how they got the grain. Who did they get it from? | <urn:uuid:0d1559bd-2a39-4a42-8fae-42c12ac39983> | CC-MAIN-2021-04 | https://www.westerwin.com/hp_wordpress/wp-content/uploads/2020/04/Lesson.6.pdf | 2021-01-22T21:21:06+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703531429.49/warc/CC-MAIN-20210122210653-20210123000653-00409.warc.gz | 1,046,222,704 | 703 | eng_Latn | eng_Latn | 0.996157 | eng_Latn | 0.999287 | [
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Why Are Bonsai Leaves Small?
Robert E. Cook
The Japanese term bonsai translates literally as “planted in a container,” but in popular usage it also denotes any ornamental plant that is dwarfed by means of pruning.
It seems obvious that plants, unlike most animals, do not have a brain. But it is not so clear where they make those critical decisions that govern their lives. You who garden certainly know that plants have a mind of their own. Given that humans, and the majority of animals, solve many of their stressful problems (say, hunger) with a change in behavior (foraging for food), where are these decisions made in plants?
An intriguing, and visually pleasing, example of such decision-making can be seen in bonsai. These dwarfed trees, which have suffered severe pruning, bondage by wire, and permanent confinement in a small ceramic pot, respond by forming a canopy of miniature leaves that are essential to the aesthetic of this Asian art.
It need not be this way. One could imagine a tiny tree, rooted in shallow soil, with its slender limbs sprouting foliage of normal or nearly normal size, as though someone had planted a well-shaped branch. It would hardly qualify as the elegant and delicate creation characteristic of a refined horticultural sensibility.
In fact, the bonsai leaves of deciduous species may be thirty to fifty times smaller, while conifer leaves or needles are one-fifth or one-eighth the size of those on trees growing unconstrained in the ground. So why are the leaves of bonsai plants so small?
The Modular Organism
The answer can be sought in an understanding of how leaf size in general is determined. Like most living organisms, the body of a plant consists of different kinds of very small cells
arrayed in combinations of types to form organs such as roots or leaves. Plants, however, grow and develop in a way fundamentally different from animals, especially higher vertebrates. In a population of rabbits, for instance, one can determine the size of the population by counting the total number of ears and dividing by two. In general each individual has a very predictable number of any kind of organ: one liver, two eyes, ten toes. That number is determined in the embryo and remains the same throughout growth and maturation.
Plants, on the other hand, are modular organisms. The basic unit of construction, so to speak, is the leaf, with an associated bud capable of growing as a branch and a section of stem connecting the leaf and bud to the other units of the plant. Similarly the root is really an interconnected network of branched, growing root tips. New modules are continually produced by growing shoot tips where decisions about size and shape are made at the time of module construction.
Unlike many animals, plants have no fixed adult size and can continue increasing their stature throughout life through the generation of more modules, each of which is more or less the same size whether produced at the age of twelve or one hundred and twelve. The number of such organs, however, depends upon the history of growing conditions experienced by the individual. It can potentially increase throughout the life of the plant.
Given that individual leaves live only for a year or two, the ability to continue leaf production must also be retained throughout life. How do plants do this? The answer lies in the behavior of the growing tip at the end of each twig or branch. Here, where all the decisions regarding the number, size, and shape of organs are made, the annual production of leaves, stems, and buds (new modules) will, when repeated by multiple growing tips each season, give trees the shapes so distinctive of different species. The growing shoot tip, called the meristem, is the most intriguing plant organ of all.
The Growing Shoot
When I lecture students in introductory biology about plant development, I bring in a loose-leaf head of lettuce with which to search for its meristem. A head of lettuce is really just a growing shoot with lots of green leaves, compact in some varieties and loose in others. With a good deal of dramatic flourish, I hold up the head and proceed to strip away the largest leaves, one by one. Try this sometime. It quickly demonstrates that successively younger leaves toward the center of the head are smaller and smaller, that this sequence of leaves is arrayed in a spiralling geometrical pattern around the center, and that the last identifiable leaf, now sitting atop a tapered stem base, is exceedingly small to the unaided eye. There at its tip, too small to see without a microscope, lies the shoot meristem. It is less than one one-hundredth of an inch across.
This meristem, from which all the lettuce leaves have been formed, consists of a small population of proliferating cells that retain the ability to form daughter cells through cell division. Both parent and daughter cells may continue dividing for several generations until a subset of the descendents stop dividing, begin to expand, and subsequently specialize as a form of functioning tissue for photosynthesis or the transport of nutrients. Newly formed descendent cells remain unspecialized as part of the meristem for a number of division cycles before making the decision to specialize. Thus plant cells in the growing meristem cannot continue dividing and specialize at the same time.
The meristem as a whole has a distinctive dome shape, sometimes broad or narrow, depending upon the species; and the cell divisions occur in such a way that this overall shape is maintained through the life of the shoot. In a sense, the meristem functions like the principal of an endowment in the bank: it generates income (specialized cells in plant organs) to support the whole while remaining more or less the same size over time.
Leaf Formation
Leaves are formed from the meristem when a clump of cells on the side of the dome divide in a different direction such that a bump begins to emerge from the surface. This bump continues growing away from the meristem tip and gradually takes on the shape of a leaf. Within a short time, another bump appears on the opposite side of the meristem, followed by another to form the characteristic spiral sequence of leaves around the stem. Each of these young leaves also develops a small bud at its base. Initially this bud will remain dormant and later it may begin growing away from the stem to form a new branch with its own shoot tip generating new leaves.
While it still lies wrapped within the protection of older leaves, a newly formed leaf will increase in size very slowly because growth consists primarily of continuous cell divisions; each cell appears to divide a certain number of times before specializing and individual cells remain relatively small. After multiple generations this period of cell division gradually declines and the leaf enters a phase of cell expansion, coincident with tissue specialization, which greatly increases its size until the mature leaf size is reached. For many species that are dormant during the winter season, the overwintering bud contains a number of small leaves that have formed most of their cells but have yet to enter the expansion phase. With the coming of warm temperatures and rising sap, these leaves quickly begin expanding to rapidly approach maturity.
Thus the size of a leaf is determined by the average size of its mature plant cells and the number of such cells that are produced in the cell division phase early in the life of the leaf. Returning to our bonsai plant, we can ask whether its miniature leaves are smaller because the average leaf cell is smaller or because there are fewer cells in each leaf.
To answer this question, Professor Ch. Körner, a European botanist working at the University of Innsbruck in Austria, selected six
species of trees—Carambola, *Averrhoa carambola*; Japanese zelkova, *Zelkova serrata*; hedge maple, *Acer campestre*; European linden, *Tilia cordata*; gingko, *Ginkgo biloba*; and European larch, *Larix decidua*—to conduct a comparative study of leaves in samples from normal trees and trees that had been grown as bonsai for six to seventeen years. Five individual leaves per plant were cut and examined with a light microscope to measure the length and width of individual cells, and the thickness of the leaf as a whole. Any differences found between the normal plants and the bonsai were statistically tested for significance.
In four out of the six species, the average size of the cells in the bonsai were *larger* than normally grown plants; cells of the remaining two species appeared to be the same size in normal and bonsai leaves. However Körner did find that bonsai leaves are about twenty percent thinner than normal leaves because there are only four cell layers instead of the usual five. Still, this difference cannot account for the much smaller overall size of the leaves in bonsai; clearly each layer has many fewer cells, each of which is normal in size or even somewhat enlarged. Körner concluded that the dwarfed leaves of bonsai result from reduction in the production of cells, not from any shrinkage in average cell size.
Based on evidence from studies of other plants that produce dwarf or miniature leaves under stressful conditions, Körner also concluded that the greatly reduced number of cells in bonsai leaves is not due to a reduction in the rate of cell division; during development such
cells divide as frequently in normal and dwarfed leaves. The decision to form a miniature leaf appears to be made at the time a leaf is first initiated on the surface of the meristem. Körner believes that the bump itself starts smaller (that is, many fewer cells decide to alter the direction of division to form the bump). Consequently, although the future leaf grows at the normal rate and specializes on schedule, its size at maturation is greatly reduced because it commenced growth with a smaller starting capital of cells.
I should mention one note of caution with Körner’s interpretation. It is a practice of some bonsai growers to strip off the first set of leaves produced in spring to stimulate the production of a second set. Körner’s paper gives no indication that the bonsai he examined were so treated, but such spring pruning might have contributed to the very small sizes seen by Körner.
**The Magic of the Meristem**
What remains unclear is how the conditions of growth characteristic of a bonsai cause the many meristems at branch tips to make these decisions for each new leaf. The stressful environment surrounding a bonsai plant is due to the constrained nature of root growth in a very small pot, coupled with occasional, but severe, root pruning. In some way the roots of the plant, restricted in their ability to absorb water and minerals, communicate this stress to the arborescent parts of the plant growing above the soil. At the level of individual growing shoots, each tiny meristem responds by allocating many fewer cells to the initiation of a new leaf and this leads to leaves which, when fully mature, are in a decidedly dwarfed size appropriate for a miniature tree.
At one level, therefore, the bonsai plant responds to stressful growing conditions by reducing the size of its modular building blocks (leaves); but at a second level, each meristem responds to the same conditions by maintaining, or even increasing, the size of the building blocks (cells) and producing fewer of them to form a leaf. Cell size, unlike leaf size, is highly conserved under stress.
Perhaps the larger lesson for the botanist and gardener lies in the magic of the meristem itself. This organ, which sits hidden amidst the packed layers of expanding leaves in the growing shoot, is never seen by the naked human eye. Yet it is here that the critical decisions are made each season that will come to form the final size and shape of the leaves and stems of each individual. Such sequential decisions, made by the entire network of connected branch tips can, carried over the lifetime of the plant, create the characteristic architecture of trees that is so pleasing to our human sense of nature.
How all of this is coordinated, and how such coordination reaches from the deepest root tips to the tallest growing shoots on the tree, is unknown. But it is remarkable that, despite the harsh treatment we humans sometimes impose on bonsai, such coordination survives this mutilation intact, leading to the elegantly miniaturized leaves so essential to the beauty of these plants.
**References**
Dale, J. E. 1992. *How Do Leaves Grow? BioScience* 42 (6): 423-432.
Korner, C., S. P. Menendez-Riedl, and P. C. L. John. 1989. *Why Are Bonsai Plants Small? A Consideration of Cell Size*. *Australian Journal of Plant Physiology* 16: 443-448
Lyndon, R. F. 1990. *Plant Development. The Cellular Basis* London: Unwin Hyman.
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Traffic Regulating Signals at the Stockholm Lock.
In 1922, when through traffic between the North and South tramway systems of Stockholm over the lock bridges was established, it became necessary to regulate traffic passing over the bridges, these being occasionally closed to street traffic and opened to sea traffic through the lock. On such occasions the traffic, which is normally handled by both bridges, must be led over only the one, and the trams and other vehicles are informed as to which bridge may be passed, signals having been arranged on both sides of the lock for this purpose. They were originally intended for the use of the trams, but are equally useful for other vehicles as well.
Signals have been placed at four different points, as shown on the accompanying plan, on which they are denoted by the letters $A$, $B$, $C$ and $D$. Signal $B$ serves the traffic from the Quay side, $A$ the traffic from the Corn market, and $C$ the traffic from East Lock street, these signals being mounted on tramway poles. The signal $D$, which is mounted on the corner building between West Lock street and Lower Lock street, is not for the use of the trams, but, unlike the other signals, only for other vehicular traffic going in the direction of the lock.
Each signal is composed of four lanterns placed in two rows, as shown in fig. 2. The two upper lanterns of each group give intermittent green flash-signals and the two lower ones similar red signals. Two of the lanterns are always simultaneously flashing, the other two being dark. The two right hand lanterns denote the bridge which is to the right when approaching the lock from any direction, while the two lanterns to the left denote the left bridge. A green signal means clear, and a red means stop.
For example, if we advance towards the lock from the Quay side and observe two green flash-signals from the signal group $B$ — the only one visible from this point — it means that both of the bridges are open to traffic. A green signal to the left and a red signal to the right but slightly lower indicate that the bridge nearest the Baltic sea may be passed, but that the bridge on the Lake Mälaren side is closed to street traffic, and so forth.
Thus we see that the entire signal system is extremely simple and effective.
The lanterns are furnished with lenses to make the signals sharper, and are also provided with funnel-shaped screens so as to make the signals visible by daylight.
The signals are controlled from a signal tower $M$, placed close to the pavement on East Lock street, east of Carl Johan's square. The upper part of this tower, as may be seen in fig. 2, is lantern-shaped with windows on all sides, so as to give the watchman posted in the tower a clear view over the entire vicinity of the lock. Ringing signals and telephone communication have been installed between the signal tower and the position occupied by the lock operator, enabling the tower watchman and the lock operator to exchange signals before the opening of a lock bridge for sea traffic. The raising of one of these bridges many not take place without the permission of the tower watchman, who, by altering the flash-signal for the bridge to be raised from green to red, first orders the tramcars to pass over the other bridge. When a lock bridge — after having been raised for the passage of boats — is again lowered, for the passage of street traffic, the lock operator informs the tower-man of the fact so that he may forthwith change the stop signals to clear.
This altering of the respective signals for the one or the other lock bridge is accomplished by one single manipulation, it being only necessary for the watchman to throw a switch from one position to the other, this switch having one position for »stop« and one for »clear«. Two such switches, one for the signals of each bridge, are mounted on an instrument board within the tower. In addition to various devices required for the signalling system, this board is also provided with control lamps for the light signals, by means of which it is possible for the watchman to control these latter.
The flash-signal lights are electric. The flashes are produced by means of a light-flashing device actuated by a 220 volt direct current, as used for the signal lamps. The lighting current for all of the signal lights is led over the contacts of a relay connected to the light-flashing device. The relay contacts are alternately closed and opened by means of the light-flashing device, causing the signal lights to be alternately lit and extinguished about sixty times per minute, the light and dark periods being of equal duration. All of the lamps which glow simultaneously — two in each signal group — flash in unison. Two light-flashing devices with associated relays are installed in the signal tower, one of them being for emergency use.
In addition to the telephone communication between the tower watchman and the lock operator, telephone instruments have been mounted on the tramway poles at $A$, $B$ and $C$, whereby the tramway employees, if necessary, can communicate with the watchman.
The equipment for this signal plant has been furnished by Allmänna Telefonaktiebolaget L. M. Ericsson through Signalbolaget, the erection of the same having been done by A.-B. Stockholms Spårvägar (The Stockholm Tramways Company.)
E. G. W. | <urn:uuid:7c83c001-4a53-4eac-bda1-122413e2db09> | CC-MAIN-2020-40 | https://www.jonroma.net/media/signaling/articles/ericsson/L.%20M.%20Ericsson%20Review.%20Traffic%20Regulating%20Signals%20at%20the%20Stockholm%20Lock.%201924.pdf | 2020-09-24T23:28:08+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400221382.33/warc/CC-MAIN-20200924230319-20200925020319-00649.warc.gz | 858,266,726 | 1,127 | eng_Latn | eng_Latn | 0.999114 | eng_Latn | 0.999104 | [
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The First Decade of the 21st Century:
As the first decade of the 21st century comes to a close, Tool Kits for Kids® would like to wish you and your family a Happy Holiday Season. This decade has brought many advances as well as many challenges, all of which impact on how to raise healthy children in a world dominated by technology and the Internet. This is the focus of our Holiday 2010 Newsletter.
Computers, Technology and Media: The internet, Facebook, YouTube, instant messaging, and other forms of electronic communication have changed the social, intellectual, and emotional functioning of children and teens today. Studies show that kids spend 7 hours 38 minutes a day using electronic media. Even young children at the start of elementary school are adept at technology. The good news is that information is at their fingertips in our 24/7 world. Children can do quality research at rapid-fire speed and the world is theirs. They can interact with parents, grandparents, and friends in a matter of nanoseconds by texting, using video chat, or Skype.
The not so good news is that negative information literally streams into the minds of developing children. The veil of protection has been lifted and children are repeatedly exposed to the scariest parts of human society such as extreme bullying, suicide, murder, serial killers, terrorism, and sexual abuse. As in other decades, today’s kids have lots of questions about the world. The kinds of questions they are asking today are more constant, intense, and emotionally-charged.
Can Children Still Be Protected? Parents are becoming more creative about how to protect children from information that is beyond their maturity level. Some parents limit the amount of time on the computer in non-academically related tasks. Other parents have computers in a central family location, with blocks on inappropriate sites. With the advent of smart phones, it is becoming harder for parents to control all of their youngster’s communications. More than ever, parents need to have frequent discussions with their children about the power and responsibility of today’s technology.
Do Today’s Kids Have More Stress? It’s no longer only juniors in High School who seem to be experiencing intense stress. Kids in grades K-12 acknowledge all kinds of stress these days including social pressure, academic pressure, pressure to be attractive, pressure from sports, pressure from parents, and pressure from themselves. As a result, children and teens often report a drop in self-confidence and an increase in anxiety.
First-Aid for Feelings: Due to repeated exposure of terrifying information as well as increased stress, it is increasingly important for children, teens, and adults to know the best ways to take care of kids’ emotional health. Children and teens need tools to handle criticism, self-doubt, mistakes, and imperfection. They need tools to handle worried and anxious thoughts that are often exacerbated during times of crisis in the world, their school, and in their own home. They need tools to deal with traumatic events such as loss, accidents, natural disasters, violence, and divorce.
Learning Emotional Life Skills Can Help: Now you can have powerful and innovative skill-building Tool Kits with strategies to boost self-confidence, manage worry, and build resilience. The Outsmart Your Worry Tool Kit for Kids® was developed to help young people think in strong and accurate ways, so worries and anxieties stop interfering with school, friends, sports, and other meaningful activities. Charge Up Your Confidence® teaches the best ways to boost self-esteem by helping kids focus on their strengths, face disappointments, value their own opinions, and recognize the importance of effort. And the Build Up Your Resilience Tool Kit for Kids™ helps children and teens in times of crisis and includes tools to help with sadness, loss, guilt, and anger, short-circuit bad dreams and frightening images, and strategies to remain positive about their future.
All have been recognized with prestigious parenting awards and are available in two editions, one for Elementary School children ages 5-11, and one for High School and Middle School teens ages 11-18. The Tool Kits help young people with issues they may face now and prepare them for the issues they may face tomorrow.
Tool Kits for Kids News: Tool Kits for Kids® showcased its products at the recent NY State School Counselors Conference. We are pleased that all of our Tool Kits, which provide emotional first aid solutions for resilience, confidence, and anxiety in children will be used in school settings across New York. Our company will be featured in an upcoming article about anxiety in children. In addition, the Resilience Tool Kit will be used in bereavement groups to help children and teens deal with grief and significant loss. For more information about our products, as well as timely topics of interest to parents and others who help children, please visit our website at www.toolkitsforkids.com.
Happy Holidays 2010
Tool Kits for Kids LLC
PO Box 173, Glen Rock, NJ 07452
© 2010 Tool Kits for Kids, LLC | <urn:uuid:5801e076-73d5-4bb1-b7e5-f7b573b4e9fa> | CC-MAIN-2020-40 | http://toolkitsforkids.com/wp_content/uploads/2010/12/Tool_Kits_for_Kids_2010_HOLIDAY_NEWSLETTER.pdf | 2020-09-25T00:28:45+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400221382.33/warc/CC-MAIN-20200924230319-20200925020319-00654.warc.gz | 134,584,535 | 1,015 | eng_Latn | eng_Latn | 0.996588 | eng_Latn | 0.99697 | [
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Help us to do a survey of the Medes Islands marine protected area
From the Medes Islands marine protected area, we are making a survey of their marine flora and fauna. For that reason we ask you to answer the questionnaire found at the back of this leaflet and post it either in our information centre or send it by post to our address.
QUESTIONNAIRE
Please complete the questionnaire marking the corresponding square with a cross. If you are not sure that you recognise the species just leave the box blank.
DIVING DATE
NAME AND SURNAME
DATE
TIME
BOAT'S NAME
DIVING SITE
MAX DEPTH
WATER TEMP.
BOTTOM TIME
Do you want us to inform you about the activities that the Medes Islands Marine Protected Area organizes?
Please leave your e-mail:
Diving at the Medes islands marine protected area
The Medes islands have been marine protected area since 1983. Due to good continuous management and good state of conservation they are considered one of the best marine protected areas in the whole of Mediterranean. All the activities in the Medes islands protected area are controlled. To dive there is necessary to obtain a licence from the Marine protected area office or from an authorised diving centre.
Diving sites of the Medes islands
LEGEND
- Buoy depth
- Diving Tourist Centres
- Private divers
- Snorkelling
- Private Boats < 9 metres
- Private Boats > 9 metres
- Glass bottom boats
Information and procedure of licenses
Passeig del Port, s/n - 17258 l'Estartit
Telf. 972 75 11 03
Telf. 972 75 17 01
Telf. 972 75 20 04
email@example.com
Timetable: de 9:00 a 13:00 h
Participate!
The respectful diver
Diving is not an aggressive activity but if not practised correctly it can produce a negative effect on underwater life.
The respectful diver dives without interfering with the environment.
To be a Respectful diver you have to follow some simple guidelines.
**Buoyancy**
Diving without control over your buoyancy negatively affects the flora and the fauna; every time you touch the bottom you can harm all the organisms that live there. Being a respectful diver means diving correctly, using diving techniques and controlled buoyancy as not to harm underwater life.
**Interacting with our surroundings**
Our presence underwater already has a disturbing affect. We must try to keep this disturbance to a minimum and make sure that it doesn’t have a negative affect on the organisms that live there.
When we enter a cave, the bubbles we expel are retained on the ceiling (even it is momentarily), and these negatively, affect the delicate organisms being surrounding them by a bubble of air.
Feeding the submerged fauna food is very bad for the health of the animals and negatively affects the natural food chain.
Do not leave any waste, which will affect the environment where you have dived.
---
**The good diver code**
01 De-Briefing of the diving site before starting the dive, and respect the specific regulations that effect the areas.
02 Check out the weather forecast, and factors that can affect you during the dive.
03 Keep yourself fit and technically prepared.
04 Check your equipment periodically.
05 Practice in controlled environment and under the supervision of your instructor.
06 Learns different buoyancy techniques in order to be able to observe the bottom without spoiling it.
07 Avoid touching the bottom with your fins, during the dive.
08 Stop your descent on the buoy line, before reaching the bottom.
09 Avoid entering caves, the bubbles of air will affect negatively on all ceiling marine life.
10 Do not interfere in the marine life, do not touch the flora and the fauna.
---
**Questionnaire**
| Question | I have not seen any | I have seen some | I have seen many | I have seen lots |
|----------|---------------------|------------------|-----------------|-----------------|
| Amount of fishes | | | | |
| Fishes seen with little frequency | | | | |
| Amount of divers underwater | | | | |
| Amount of boats on your diving zone | | | | |
---
**To be a respectful diver:**
Follow training courses to improve your diving technique and to learn more about the underwater environment.
Dive respectfully and safely.
Participate in ideas to preserve the environment.
Be a good scuba diver!
---
This information will help us have a global idea about the Medes islands, biodiversity and detect possible changes in the equilibrium of the underwater populations in the future.
Thank you for your collaboration! | <urn:uuid:00b1fce0-9702-40ff-8366-90c095caf880> | CC-MAIN-2020-40 | https://www.calypsodivingestartit.com/wp-content/uploads/2018/10/43_133409.pdf | 2020-09-25T00:52:00+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400221382.33/warc/CC-MAIN-20200924230319-20200925020319-00652.warc.gz | 731,197,258 | 977 | eng_Latn | eng_Latn | 0.991531 | eng_Latn | 0.995116 | [
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The European Environment Agency (EEA) is an independent agency of the European Union, established in 1990. It monitors and reports on Europe's environment, providing information to help make decisions that protect the environment and improve human health. The EEA works closely with member states, the European Commission, and other international organizations to promote sustainable development and environmental protection across Europe.
The EEA's main objectives include:
- Monitoring and reporting on the state of the environment in Europe
- Providing scientific advice and support to policy makers
- Promoting the use of environmental information and data
- Fostering cooperation between countries and stakeholders
The EEA has a network of over 300 experts from various disciplines, including scientists, economists, and social scientists. They work together to develop and implement projects that address key environmental issues facing Europe today.
Some of the EEA's most important projects include:
- The European Environment Information and Observation Network (Eionet): A network of national environmental agencies that share information and data to improve decision-making at all levels.
- The European Environment Agency's Assessment Reports: Comprehensive assessments of the state of the environment in Europe, covering topics such as air quality, water quality, biodiversity, and climate change.
- The European Environment Agency's Indicators: A set of indicators that track progress towards achieving environmental goals, such as reducing greenhouse gas emissions or improving air quality.
The EEA's work is funded by the European Union and its member states. The agency is headquartered in Copenhagen, Denmark, with offices in Brussels, Belgium; Helsinki, Finland; and Ljubljana, Slovenia. The EEA also has a network of regional offices throughout Europe, including in Albania, Bosnia and Herzegovina, Croatia, Montenegro, Serbia, and Turkey.
In summary, the European Environment Agency is a crucial organization for monitoring and reporting on the state of the environment in Europe, providing scientific advice and support to policy makers, and promoting sustainable development and environmental protection across the continent. | <urn:uuid:9ac4d6cd-7f37-40fd-9ac7-18cfab213b95> | CC-MAIN-2018-34 | http://www.eecca-water.net/index2.php?option=com_content&do_pdf=1&id=52 | 2018-08-17T09:16:26Z | crawl-data/CC-MAIN-2018-34/segments/1534221211935.42/warc/CC-MAIN-20180817084620-20180817104620-00150.warc.gz | 523,270,245 | 400 | eng_Latn | eng_Latn | 0.991965 | eng_Latn | 0.991965 | [
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I recall as a teen-ager hearing my father say, "You can be whatever you want to be. Decide what you want, dedicate yourself to attaining it and your mother and I will dedicate ourselves to helping you achieve it." The words sounded good, however, I had not given any consideration to what contributions I wanted to make in this life. At that time, my primary concern was finishing high school and hanging out with my friends. Even as I prepared to go to college, I did not know what field of study to pursue. Of course, I had been exposed to numerous employed people. Some of them were teachers, doctors, clerks and blue-collar workers. They were all in honorable professions and seemed to genuinely enjoy their jobs. However, I had no interest in any of these professions. Was something wrong with me? Surely, by now, I should have known what I wanted to be or do with the rest of my life. Eureka, that's it! Why should I limit myself to the career paths that other people have chosen? Why not create my own?
I have always been touched by the pervasiveness of drug use, homelessness, crime, teen-age pregnancies and many other issues confronting our communities. For me, it appeared as though we were at the point of no return. More than 50 percent of marriages end in divorce, and there is a high correlation between the number of young black males in college and those incarcerated — even our commitment to high moral values and principles has weakened. I was compelled to do everything I could to educate and assist in providing a better quality of life for all African-Americans.
As so many people have said, "One picture can say a thousand words." I wanted to use art as a medium for communicating in a positive and creative manner those major issues facing blacks in the 90s. I have the profound belief that art is not simply a financial investment; but most importantly, it is a cultural investment. It can be a teaching tool for today's youth and tomorrow's leaders.
Numerous galleries do not carry African-American art. Some of them say they do not have a large enough clientele that will buy it. There are others that will sell black art; however, they do not want to sell art that conveys a positive message to African-Americans. One gallery owner said he only marketed art that was like memorabilia: he was only interested in art that reminded him of yesterday. For him, yesterday meant when women and people of color did not have equal rights under the law. Although it's important for us to be educated about the past, I believe we must also look to the future with a positive frame of mind. That's why it's still important for us to keep positive black images alive.
As a small business, I had to learn the industry. It was necessary to find out who my customers are, what they like and how to best market to them. I spoke with businesses that were already successful in the art industry. That helped me to understand what I should and should not do. I tried to deliver a product that would exceed their expectations.
As a new business, I have faced numerous challenges. There have been some people who did not share our level of optimism about Positive Black Images, but I believe it's important to keep our dream alive. As with so many other African-American-owned businesses, we have not been able to obtain the necessary funds to expand our business. If a business is not able to obtain the necessary capital buildup, an infrastructure that leads to profitability and high levels of customer satisfaction can be difficult. It's still important for us to keep our dream alive.
We should all have a vested interest in improving the quality of life for each other. African-Americans spend millions of dollars a year on products and services. Only a small percentage of the businesses in the United States are owned by African-Americans. As a race, we have buying power. It's imperative that we patronize one another. Of course, there will be problems. Most African-American-owned businesses are first generation businesses. Usually, they are financed on personal funds and start out being operated on a part-time basis. It takes a unique blending of time, knowledge, access to capital and resources to achieve profitability and a high level of customer satisfaction. There is always room for progress however. African-American-owned businesses and consumers must support and be tolerant of each other as we grow and learn. I believe it is our best opportunity to seize the future for our community, race and especially our children. | <urn:uuid:c265e7b8-8abe-40e7-9920-734399de55ab> | CC-MAIN-2023-50 | https://www.positiveblackimagesfineart.com/_files/ugd/e27796_0411bd4445f3403b91826a1214fc9af6.pdf | 2023-12-06T05:15:58+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100583.13/warc/CC-MAIN-20231206031946-20231206061946-00468.warc.gz | 1,049,416,793 | 915 | eng_Latn | eng_Latn | 0.999579 | eng_Latn | 0.999579 | [
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The School believes that healthy students are more likely to successfully complete their formal education. The School recognizes that it plays an important role in the development of students’ health and nutrition habits by providing nutritious meals and snacks, supporting the development of good eating habits, and promoting increased physical activity.
The Board sets forth the following goals in an effort to enable students to establish good health and nutrition habits:
**Nutrition Promotion and Education Goals**
- The School shall provide for interdisciplinary, sequential skill-based health education that supports hands-on classroom activities that promote health and reduce obesity.
- Nutrition and healthy living skills shall be integrated into classroom curriculum when appropriate.
- Students in grades pre-K – 12 shall receive nutrition education that is interactive and teaches the skills they need to adopt healthy eating behaviors.
- Nutrition education shall be offered and promoted in the School cafeteria as well as in the classroom with coordination between the foodservice staff and teachers.
- Nutrition education and promotion information will be shared with parents and the community.
**Physical Education and Activity Goals**
- Students shall be provided opportunities for physical activity during the school day through physical education classes, daily recess periods for elementary students, and the integration of physical activity in the classroom.
- Physical education classes shall stress physical fitness, encourage healthy, active lifestyles and consist of physical activities as part of the curriculum.
- Physical activity will not be used as a form of discipline or punishment.
- Physical activity and promotion information will be shared with parents and the community.
- The School shall encourage parents and the community to support physical activity, to be physically active role models, and to include physical activity at events.
**Other School Based Activities**
- School based activities shall promote student wellness and, if appropriate, shall encourage nutrition and physical education.
- Nutrition shall be considered when planning school-based activities such as classroom snacks, fundraisers, etc.
- The School will provide students with a clean and safe environment and adequate time for eating meals.
*Board Approved 4-12-17*
* 1999 Amy J. Borman
Nutrition Guidelines
- In accordance with the School’s Food Standards Policy, the food service program shall comply with Federal and State regulations pertaining to the selection, preparation, consumption, and disposal of food and beverages sold in the School.
- Any food provided outside of the food service program, but not sold during the school day on the School premises, shall align with the goals and standards stated in this Wellness Policy.
- Marketing of foods and beverages at the School during the school day shall be limited to those foods and beverages that meet the standards set forth in the School’s Food Standard Policy. The Board reserves the right to further limit marketing of food and beverages.
- The food service program will provide all students affordable access to a variety of nutritious foods.
Implementation and Evaluation
- The Principal shall ensure that the School implements, complies with, and annually evaluates this Policy.
- The School will consult with administrators, board members, parents, students, community members, school health professionals, physical education teachers (if applicable), or representatives of the school food authority. The committee will be provided the opportunity to participate in the development, implementation, periodic review, and update of the Policy. In developing or updating goals, the committee will review and consider evidence-based strategies and techniques.
- At least once every three years, the School will measure the implementation of this Policy, focusing specifically on the extent to which the School has complied with the Policy, the extent to which the Policy compares to model local wellness policies, and the extent to which the School has progressed toward achieving its stated goals in the Policy. The School will create a written assessment for each periodic measurement that it will disseminate to students, their families, and other members of the community or post on its website. The School will make appropriate modifications to this Policy, if necessary, based on this assessment.
- At the start of each school year, the School will disseminate this Policy and information about its implementation to families of school children and other members of the community or post it on its website and will notify such individuals of changes to the Policy in the same manner.
The School shall retain documentation demonstrating compliance with this Policy, including requirements related to community involvement, triennial assessments of this Policy, and public dissemination of this Policy and any updates thereto.
42 U.S.C. 1758b; 42 U.S.C. 1771; 7 CFR 210.31; R.C. 3313.814; R.C. 3313.816; R.C. 3313.817
See also Policy 455 Food Standards Policy; Appendix 455-A Nutritional Standards for Food and Beverages | <urn:uuid:763223e5-4ca9-4b2c-bc29-0536c67d96e8> | CC-MAIN-2020-40 | http://lakeland-academy.org/downloads/WellnessPolicy.pdf | 2020-09-25T00:17:11+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400221382.33/warc/CC-MAIN-20200924230319-20200925020319-00654.warc.gz | 75,947,363 | 942 | eng_Latn | eng_Latn | 0.994567 | eng_Latn | 0.995476 | [
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The School Day Just Got Healthier!
Your child’s school day just got healthier! School lunches include more fruits, vegetables, and whole grain-rich foods; only fat-free or low-fat milk; “right-sized” meals with portions designed for a child’s age; and less saturated fat, sodium and zero trans fat. Here are some important facts about the school meals:
- The school breakfast and lunch are comprised of nutrient-dense, age-appropriate meals.
- Some highly active students, like athletes, may need more calories. Some schools may offer second helpings of food components a-la-carte.
- School meals are required to meet the following sodium targets:
| Grade | Lunch | Breakfast |
|-------|---------|-----------|
| K-5 | ≤1,230mg| ≤540mg |
| 6-8 | ≤1,360mg| ≤600mg |
| 9-12 | ≤1,420mg| ≤640mg |
- The Smart Snacks in School rules set limits on calories, fats, sugar and sodium and encourage the consumption of dairy, whole grains, protein, fruits and vegetables. No “empty calorie” foods will be offered a la carte. Please see the current year’s price list on your website for pricing and selections.
- Our staff continues to gain a wealth of knowledge and the tools they need to successfully plan and prepare nutritious, safe and enjoyable school meals through continuing education/training standards set forth for school nutrition professionals.
- Your child can learn good habits for life by making healthy food choices and engaging in proper physical activity now. The past few years have been transition years as schools implement child nutrition standards and work together with parents, to ensure that every child, in every community across America, has access to healthy and nutritious meals. Encourage them to try new foods and choose the healthy food offered. Reinforce healthy eating by offering similar new foods at home.
For more information visit www.fns.usda.gov/healthierschoolday
Lunch
All meals include:
Grains/Breads*
Meat/Meat Alternative
Fruit
Vegetables
Refreshing Milk
Students must choose at least 3 of the 5 components—Make sure 1 is a Fruit or Vegetable!
*Whole-Grain Rich
Lunch Begins: Sept. 6, 2016
Meal Prices and Payments
Student Lunch $3.00
Reduced Lunch $0.40
Adult Lunch: $3.50
LUNCH TICKETS AVAILABLE BY CASH OR CHECK.
5 Meals—$15.00
10 Meals—$30.00
20 Meals—$60.00
Please make checks payable to: BLOOMSBURY ELEMENTARY SCHOOL.
Free & Reduced Meals
Parents may apply at any time during the school year for Free or Reduced meals. Contact your school board office for an application or online on the district website.
Contact Information
If you have any questions, suggestions, or concerns please contact INSERT CONTACT NAME of Maschio’s Food Services at XXX-XXX-XXXX and/or INSERT EMAIL.
Please visit your school website for our monthly menus, price lists, Cafeteria Connection newsletters and updates.
For nutrition information, please visit: www.maschiofood.com.
We greatly appreciate your cooperation and look forward to a great year!
Visit us online! | <urn:uuid:2b109b17-34fd-4a9c-a2bf-bff988419baf> | CC-MAIN-2017-26 | http://bburyes.org/wp-content/uploads/2013/07/BLOOMS-Welcome-Letter-2016-Lunch-Only-1.pdf | 2017-06-26T01:56:08Z | crawl-data/CC-MAIN-2017-26/segments/1498128320666.34/warc/CC-MAIN-20170626013946-20170626033946-00146.warc.gz | 36,933,482 | 680 | eng_Latn | eng_Latn | 0.995689 | eng_Latn | 0.995689 | [
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The bobcat is a member of the Cat Family which also includes lions, leopards, tigers, pumas, lynxes, ocelots, jaguars, cheetahs and servals. The common name refers to the short or bobbed tail.
**Description.** The predominant color is yellowish to reddish brown, streaked and spotted with black. Although the bobcat is only a medium-sized member of the Cat Family, it is one of the largest wild mammals in Missouri. Its total length ranges from 22½-50 inches (571-1,270 mm), and its weight from 10-40 pounds (4.5-18.1 kg). The bobcat is distinguished from the domestic cat, which sometimes lives in the wild, by its distinctive color pattern, larger size, proportionately longer legs, much shorter tail, and 28 teeth.
In the wild, bobcats may live to 10 or 12 years of age and in captivity up to 25 years. They have a very strong odor which is characteristic of their dens.
Bobcats are generally quiet but may give high-pitched screams or low growls. During the breeding season when they are more vociferous than at other times, their caterwauling consists of squalls, howls, meows and yowls. When captured, they growl, hiss and spit.
Distribution and abundance. In Missouri, bobcats live primarily in the Ozark Highland and in the Mississippi Lowland where they are sparse.
Scattered populations occur along the Missouri and Mississippi rivers and in northern Missouri. In the Missouri Ozarks, the estimate is one bobcat per six square miles (9.6 square km). In recent years, the bobcat has been extirpated from much of its former range in the central United States.
Habitat and home. The bobcat lives in heavy forest cover, preferably second-growth timber with much underbrush, broken with clearings, rocky outcrops and bluffs, and in timbered swamps. During most of the year, a fresh rest shelter such as a thicket, standing or fallen hollow tree, or a recess in a rocky cliff is used each day. In the breeding season, similar but usually more inaccessible places are chosen for a den. The nest is made of dried leaves and soft moss.
Habits. In Missouri, males have an annual home range of 18-28 square miles (28.8-44.8 square km) while females have smaller ones. Within these home ranges, individuals may travel 3-7 miles (4.8-11.2 km) a night. The home range is marked by scent places containing droppings or urine.
Bobcats are curious and investigate many objects along their way, which accounts for their customary zigzag trail. They usually walk, trot or take leaps 7-10 feet (2-3 m) long.
In locating prey, a bobcat depends more upon its keen eyesight and hearing than its sense of smell. When stalking, it usually creeps stealthily along, then pounces on its prey; or it may crouch on a game trail or tree limb and await an unwary victim. Bobcats can kill animals as large as deer by biting the throat at the jugular vein.
Bobcats are both nocturnal and diurnal, but most hunting occurs around sunrise and sunset. They are active all year. However, they often remain in a resting place during a storm and avoid deep, soft snow because of difficulty walking in it. Bobcats are capable of swimming and readily cross streams. They are good climbers and take to trees as a refuge from dogs, or for resting or observation. They often stretch against some hard snag to sharpen their front claws, much in the manner of domestic cats.
Foods. A study of the food habits of 41 bobcats in Missouri showed the following foods and their percentages by volume: rabbits 67.0; mice, rats and shrews 0.7; squirrels 9.9; deer 8.6 (some of which is probably carrion); opossums 1.9; domestic cats 1.7; wild turkeys 7.9; quail 1.7; undetermined meat 0.5; and grasses 0.1.
Bobcats gorge when food is plentiful, and may not feed again for several days. They seldom return to feed on an old kill unless food is scarce. They waste considerable meat and kill more than they eat. They use their feet to bury any surplus food under snow or leaves.
Reproduction. Breeding begins in December and may extend into June. After a 50- to 70-day gestation period, the litter of usually two or three young is born. Most litters arrive from mid-May to mid-June, but some are born as late as September or October.
At birth, each kitten weighs about 12 ounces (340 g) and measures 10 inches (254 mm) long. They have spotted fur and sharp claws. When about 9 to 11 days old, their eyes open. They soon come outside the den where they gambol and play, although they return inside to feed. Weaning occurs around 2 months of age, but the young stay with the female until fall or even later. Some females mate when 1 year old.
Importance. The bobcat hide provides strong leather, but the fur is brittle and wears poorly. In recent years, however, the demand for bobcat fur has increased due to the ban on importation of pelts of various cat species outside the United States. Where bobcats are common, hunting them with dogs furnishes considerable sport. The meat of young animals is reported to be sweet and tender. As predators and scavengers, bobcats play an important role in the wildlife community.
Management. The Missouri Department of Conservation maintains a close watch to determine whether and when a harvest can be taken safely.
Destructive individuals should be removed from an area by hunting or trapping. Unless causing heavy damage to man's interests, bobcats should be tolerated and regarded as part of a vanishing wilderness. | <urn:uuid:2995618c-5120-485a-809c-1cf8eaef2306> | CC-MAIN-2017-26 | http://4h.missouri.edu/doc/bobcat-guide.pdf | 2017-06-26T01:53:08Z | crawl-data/CC-MAIN-2017-26/segments/1498128320666.34/warc/CC-MAIN-20170626013946-20170626033946-00144.warc.gz | 3,146,209 | 1,269 | eng_Latn | eng_Latn | 0.996967 | eng_Latn | 0.99797 | [
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General Tips
**Plan ahead.**
Read the route directions before beginning the ride.
**Obey safety laws.**
Obey all rules of the road! Keep right; ride with traffic, not against it. Obey all traffic signs and signals. In New Jersey, a bicyclist has the same rights and responsibilities as a motor vehicle driver.
**Use signals.**
Show your intention clearly when turning and changing lanes.
**Share the road/trail.**
Be aware of and respect the rights and safety of other road and trail users, especially children, pedestrians, and joggers.
**Be aware of road conditions.**
Users should take the trail as they find it. NJDOT does not guarantee that the trail is completely free from conditions that may be a hazard to bicycle traffic. In preparing this route, every attempt has been made to select roads that can provide a quality bicycle touring experience. However, some route segments may have adverse conditions. Road conditions continually change: pavements deteriorate, roads are resurfaced, more development leads to increased traffic. Conditions listed in this route were effective at this printing.
Your comments will be useful in updating or revising the route. E-mail comments to firstname.lastname@example.org.
**Be aware of traffic patterns.**
Plan trips to avoid peak traffic hours. This route generally utilizes low traffic volume roads. However, be careful if you bicycle during peak commuter traffic.
The following is a list of the most common types of data that can be collected and analyzed using the methods described in this paper.
- **Demographic Data**: Information about the age, gender, race, ethnicity, education level, income, employment status, and other demographic characteristics of the population being studied.
- **Behavioral Data**: Information about the behaviors and activities of individuals or groups, such as their consumption habits, travel patterns, and social interactions.
- **Environmental Data**: Information about the physical environment, such as temperature, humidity, air quality, and noise levels.
- **Health Data**: Information about the health status of individuals, including their medical history, symptoms, and treatment outcomes.
- **Financial Data**: Information about the financial transactions and assets of individuals or organizations, such as their income, expenses, investments, and debts.
- **Educational Data**: Information about the educational attainment and performance of individuals, including their academic records, test scores, and graduation rates.
- **Legal Data**: Information about legal proceedings, court cases, and criminal records.
- **Political Data**: Information about political affiliations, voting behavior, and public opinion on various issues.
- **Social Media Data**: Information about the content and interactions on social media platforms, such as tweets, posts, and comments.
- **Weather Data**: Information about weather conditions, such as temperature, precipitation, wind speed, and cloud cover.
- **Traffic Data**: Information about traffic flow, congestion, and accidents on roads and highways.
- **Retail Data**: Information about sales, inventory, and customer behavior in retail stores and online marketplaces.
- **Sports Data**: Information about the results, statistics, and analysis of sports events and competitions.
- **Transportation Data**: Information about transportation modes, routes, schedules, and usage patterns.
- **Tourism Data**: Information about tourist destinations, attractions, and travel trends.
- **Urban Planning Data**: Information about urban development, infrastructure, and land use.
- **Waste Management Data**: Information about waste generation, disposal, and recycling practices.
# D&R Canal Towpath Ride
## Northern Section 12.2 Miles
| Cumulative Mileage | Route Direction |
|--------------------|------------------------------------------------------|
| 0.0 | Bridge St, Frenchtown, Access Point |
| 0.8 | S. Washington St Access Point |
| 1.0 | Kingwood Fishing Access Parking Area, Access Point |
| 2.6 | Access point near Fair View Rd |
| 3.5 | Access point near Kingwood Station Barbertown Rd |
| 4.1 | Access point near Warsaw Rd |
| 5.0 | Access point: Informal parking |
| 7.9 | River Rd. Access Point |
| 8.4 | Byram River Access, Access Point (Boat Launch Delaware River Access), Access Point |
| 9.3 | Bull’s Island Recreation Area (at Quarry Rd.) Access Point |
| 10.3 | Wooden pedestrian bridge |
| 11.2 | Access point |
| 12.2 | Prallsville Mills and Lock, Access Point |
## Central Section 4.0 Miles
| Cumulative Mileage | Route Direction |
|--------------------|------------------------------------------------------|
| 12.2 | Prallsville Mills and Lock, Access Point |
| 12.7 | Ferry St. Access Point |
| 12.8 | Bridge St, Stockton, Access Point |
| 13.4 | Canal switches sides |
| 15.2 | Route 202 overpass |
| 15.3 | Jimison Farm, Access Point/Trail switches sides |
| 15.8 | Buttonwood St. Access Point |
| 15.9 | Coryell St. Access Point/Several Access Points from here to Bridge St, Lambertville |
| 16.0 | Bridge St, Lambertville, Access Point |
## Southern Section 10.8 Miles
| Cumulative Mileage | Route Direction |
|--------------------|------------------------------------------------------|
| 16.0 | Bridge St, Lambertville, Access Point |
| 16.05 | Ferry St. Access Point |
| 16.1 | Wooden bridge |
| 16.2 | Mt. Hope St (Cavallo Park), Access Point |
| 16.4 | Bridge |
| 16.6 | Bridge (Path switches sides) |
| 17.4 | Old River Rd, Access Point/bridge/parking area |
| 19.2 | Access Point/bridge/parking area |
| 21.8 | Access Point/bridge/parking area near Fiddler’s Cr Rd|
| 22.4 | Church St. Access Point |
| 23.1 | Grant St. Access Point |
| 23.6 | Washington Crossing State Park, Access Point |
| 25.1 | Exercise area |
| 25.5 | Bridge |
| 26.0 | Scudder Falls Access Point/bridge |
| 26.1 | River Rd. overpass |
| 26.3 | I-95 overpass |
| 26.9 | W. Upper Ferry Rd, Access Point |
| 27.3 | Wilburtha Rd, Access Point |
| 27.6 | Railroad trestle |
| 27.8 | Lower Ferry Rd, Ewing Twp, Access Point |
The State of New Jersey has published this map to aid the cyclist and takes no responsibility for user’s safety and in no way endorses or guarantees fitness of the suggested routes. Ride carefully. This map illustrates the route and should be used for general wayfinding purposes.
Map by The Louis Berger Group, Inc. | <urn:uuid:e2a094be-516e-4a78-a991-c874a74213e5> | CC-MAIN-2024-38 | https://www.nj.gov/transportation/commuter/bike/application3/pdf/DRCanalTowpathRide.pdf | 2024-09-10T23:17:52+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651323.1/warc/CC-MAIN-20240910224659-20240911014659-00527.warc.gz | 862,859,457 | 1,533 | eng_Latn | eng_Latn | 0.991388 | eng_Latn | 0.994622 | [
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