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In The Name Of Allah A: Vocabulary. ( 2 points ) - Fill in the blanks with appropriate words. ( 1 point ) 1. ……………… people use sign language to communicate. 2. My aunt has high ……………….. . 3. My brother ……………. himself every month. 4. I agree with you a hundred ……………. . -Match the words to their definition. ( 1 point ) A B 1. To form a picture or idea in your mind about something ( ) a. despite 2. Without worry ( ) b. imagine 3. Being able to do something ( ) c. recent 4. Happening or starting a short time ago ( ) d. ability e. calm B : Grammar . ( 2 points ) -Look at the pictures and complete the following sentences with correct measures. 1. It is hot. Do you like to eat. 2.I'd like to drink. -Fill in the blanks with the correct form of the verb. ( 1 point ) 1. ____________ you ever _____________ to a foreign country? ( travel ) 2. She _______________ a job yet . ( not get ) C. Writing ( 4 points ) -Read the sentences below and write each word in a correct box. ( 2 point ) 1. I have a math class on Wednesday. 2. Ali ate two apples at school. -Rearrange the words to create the correct sentences. ( 1 point ) 1. twenty years / been / have / a police man / I / for. 2. sing / a song / my grandfather / did ? -Change the following verbs into gerunds if necessary. Then complete the sentences. ( 1 point ) 1. ________________ fast food makes you fat. 2. Has she finished _________________ her homework? D. Reading . ( 4 points ) Healthy food is good for you. You need it for shiny hair and strong bones .You need it so you can grow tall and feel good .The best part about healthy food is that it is tasty! You can find grains in bread and rice. You should eat four servings of grains every day. Milk , cheese , and yogurt are also important .These will give you strong bones. Meat, beans , fish and nuts give your body iron and protein. You can also eat an egg or some peanut butter to help keep your body healthy. Fruit and vegetables are good to eat .Eat many kinds each week. Chips and cookies are tasty, but try to eat rarely .When you eat healthy food , your body will thank you! But don't forget to exercise. " A healthy diet " without exercise doesn't have enough influence on you. -Write a complete answer for each question. ( 2 points ) 1. Is a healthy diet without exercising effective ? 2. How many servings of grain is enough in a day ? -Choose the correct answer. ( 1 point ) 1. Healthy food will make you ……………. . a) sick b) unhealthy c) strong 2. What kind of vegetables should you eat each week ? a) light vegetable b) green vegetables c)one kind -True or False? ( 1 point ) 1. There is no need to do exercise. ( true - false ) 2.You should eat cookies instead of grains. ( true - false ) writing + listening ₌ Total score : Designer : Manizheh Hassani d) tasty d) many kinds Good luck	<urn:uuid:1ee1e78f-c762-4412-90f1-43f39dc06f44>	CC-MAIN-2019-04	http://dl.englishy.ir/download/soal/class11/Deymah96/vision2--9610%20kordestan.pdf	2019-01-21T08:43:19Z	crawl-data/CC-MAIN-2019-04/segments/1547583763839.28/warc/CC-MAIN-20190121070334-20190121092334-00540.warc.gz	66,398,663	749	eng_Latn	eng_Latn	0.998331	eng_Latn	0.999054	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 737, 1469, 2933 ]	[ 3.921875 ]	2	0
Title Tuktel yati he. O Tuktel yati hwo. ∆ Grade Level K-6. Theme Where are you from? (using the Lakota camp circle diagram.) Goal * Students will learn where they are from using demonstration. (Oceti Sakowin Oyates) * Students will know who they are. * Students will know who their relatives are. SD Standards Go to SD Ed web site. Cultural Concept How are we related? Wazi kanke. Cultural Background Oceti Sacowin. Activities Use a real buffalo skull and kids to play out diagram from Lakota camp circle. Kids will represent each Oyate. Assessment Kids will know who they are and where they are from. References Lakota myth. Otokahekagapi (First Beginning). Sioux Creation Story. Walker's Literary Cycle. Developer Martin Tom Ziegler 611 Church St. Box 624 Lake Andes, SD 57548 (605) 487-7450 (605) 491-4004 Date 5 June 2009	<urn:uuid:24186f9c-71f6-4088-8e91-9fdb25b0f7ed>	CC-MAIN-2019-04	http://nativecairns.org/CAIRNS/Lessons_files/Tuktel%20yati%20he%3Ahwo.pdf	2019-01-21T08:31:19Z	crawl-data/CC-MAIN-2019-04/segments/1547583763839.28/warc/CC-MAIN-20190121070334-20190121092334-00540.warc.gz	163,431,671	237	eng_Latn	eng_Latn	0.934813	eng_Latn	0.934813	[ "eng_Latn" ]	false	docling	[ 860 ]	[ 3.484375 ]	1	1
FASHION/2 (90 Hours) Course No.: 74-55-60 COMPETENCY CHECKLIST Student Name __________________________________________________________________________ Teacher Name _________________________________ School Site _______________________________ Start Date ________________ Completion Date _________________ Certificate Date________________ Teacher Signature ___________________________ Student Signature ____________________________ (Signatures verify completion of course competencies) A. INTRODUCTION AND SAFETY (2 hrs) _____ 1. Scope and purpose of class _____ 2. Course as part of Linked Learning Initiative _____ 3. Class policies and procedures _____ 4. Class/workplace first-aid/emergency _____ 5. Occupations available in industry _____ 6. Promoting gender equality and non-trad. _____ 7. EPA impact on fashion & design practices _____ 8. MSDS as applies to fashion industry _____ 9. OSHA & fashion designers/manufacturers ____ 10. Employee/employer safety responsibility ____ 11. Safety test B. RESOURCE MANAGEMENT (1 hr) _____ 1. Resource management in fashion/design _____ 2. Management of time, materials, personnel _____ 3. Effective resource management examples _____ 4. Profitability in resource management _____ 5. Managing environmental resources C. TRADE MATHEMATICS REVIEW (4 hrs) _____ 1. Application of math in fashion design _____ 2. Problem solving using whole numbers _____ 3. Problem solving using fractions _____ 4. Problem solving using decimals _____ 5. Changing fractions to decimals _____ 6. Changing decimals to fractions _____ 7. English and metric units of length _____ 8. English and metric units of weight _____ 9. English/metric units of volume/capacity ____ 10. English/metric measurement problems ____ 11. Measure using tools common to industry ____ 12. List metric units in powers of ten ____ 13. Convert English numbers to metric system ____ 14. Convert metric units to English numbering ____ 15. Square roots of English numbers ____ 16. Geometric problem solving ____ 17. Algebraic problem solving ____ 18. Problem solving using percentages ____ 19. Reading and interpreting graphs ____ 20. Techniques using a calculator D. DESIGN AND ILLUSTRATION II (27 hrs) _____ 1. Flat sketch vs. an illustration _____ 2. Demonstrate illustration techniques _____ 3. Definitions related to illustration _____ 4. Discuss listed illustration techniques _____ 5. Draw various listed items/techniques E. SEWING & CONSTRUCTION TECHNIQUES (27 hrs) _____ 1. Discuss sewing and garment techniques _____ 2. Demonstrate sewing & garment techniques _____ 3. Demonstrate cutting & sewing items listed _____ 4. Define listed items related to competency _____ 5. Demonstrate listed techniques F. PATTERNMAKING AND DRAPING (27 hrs) _____ 1. Features & functions of listed patterns _____ 2. Drafting techniques for listed items _____ 3. Review the basic figure types _____ 4. Demonstrate measuring & fitting techniques _____ 5. Draping _____ 6. Marking muslin/draping/transferring/fitting _____ 7. Define grade _____ 8. Grade rules _____ 9. How to grade a pattern ____ 10. Define terms related to competency ____ 11. Discuss listed production issues ____ 12. Develop cost sheet and price for garments G. EMPLOYABILITY SKILLS REVIEW (2 hrs) _____ 1. Employer requirements _____ 2. Identify thru traditional & internet sources _____ 3. Electronic social networking in job search _____ 4. Update sample resumes _____ 5. Accurate/complete/legible job app _____ 6. Sample job application _____ 7. Importance of job enthusiasm _____ 8. Importance of appropriate job appearance _____ 9. Importance of upgrading of job skills ____ 10. Customer service in building relationships ____ 11. Appropriate interviewing techniques ____ 12. Resources to use for successful interview ____ 13. Appropriate follow-up procedures Los Angeles Unified School District Course No.: 74-55-60	<urn:uuid:ed073ad1-531a-4133-b9ce-e4048269ed4b>	CC-MAIN-2019-04	https://wearedace.org/wp-content/uploads/2015/10/Fashion-2.pdf	2019-01-21T08:17:22Z	crawl-data/CC-MAIN-2019-04/segments/1547583763839.28/warc/CC-MAIN-20190121070334-20190121092334-00539.warc.gz	670,010,316	908	eng_Latn	eng_Latn	0.821236	eng_Latn	0.876993	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3463, 4156 ]	[ 2.296875 ]	1	0
Native Americans: Understanding Climate Change Impacts Tea CHUMBURIDZE* Abstract Climate change is affecting the planet, societies and will continue to do so for generations to come. Differences in how regions are affected by varying degrees of warming, precipitation and changes in animal and plant species are likely to get even more extreme as climate change continues. Nowadays, Native Americans are experiencing the effects of dislocation and food shortages, which they attribute to the Climate Change. The article aims to elaborate the impact of the Climate Change on Native American communities, particularly, the research examines the basis for Native Nations to consider how they may be affected by changes in climate and extreme measures they can take in order to proactively address those impacts. Keywords: Alaska Natives, Climate Change, environment, Native Americans, weather events Introduction The unique relationship of Native Americans with the nature and environment is expressed in their religious beliefs. For example, the religion of one of the largest Native American Nations - the Cherokee, was based on the principles of Zootheism, these indigenous people strongly believed in supernatural forces which according to them linked human beings to all other living things. Everything in their environment, starting from corn and tobacco to eagles, deer and snakes to fire had an intelligent and supernatural spirit. This approach occupied a central place not only in the Cherokee myths, but in their daily lives and practices as well (Raley, 1998). They feared that a loss of balance could cause sickness, bad weather, failed crops, poor hunting and many other problems. They considered themselves as the part of the environment in which they existed. According to their belief, it was not necessary to rule over nature, instead they had to keep their proper place within the nature. For example, a healer might listen to the spirit of a plant to find out what disease that plant could cure, or a hunter might pray to the spirits of animals for guidance and forgiveness (Raley, 1998). As Raley admits, the responsibility of human beings was to keep the balance within the Cherokee people themselves and between the animals, the plants and other people, in order to respect and cooperate with all of nature, the natives found ways to conserve its parts. When Cherokees gathered medicinal plants in the forest, they harvested only every fourth one they found, leaving the other three to grow undisturbed for a future use (Raley, 1998). An American anthropologist and ethnographer James Mooney, who lived among the Cherokee people for several years, highlighted the Cherokee beliefs, relations between humans, animals and plants; in the old days, the animals and plants could talk, and they lived together in harmony with humans. But the humans spread over the earth, crowding the animals and the plants out of their homelands and hunting and killing too much. The animal tribes called a council to declare war on the humans. They each selected a disease to send to the humans that could cripple them, make them sick, or kill them. When the plants heard what had been done to the humans, they agreed this action was too severe and called a council of their own. They agreed to be cures for some of the diseases the animals had sent (Mooney, 1891). Nowadays, there are 566 federally recognized Tribes in the United and an American Indian and Alaska Native population comprise 5.2 million people (Bureau, 2012). The main purpose of these practices was to maintain the balance of their world, the Cherokees believed that if the balance of nature was upset, everyone would have trouble. Most of the reservations and trust lands are located in the Western part of the U.S. and more than one-half of these indigenous people live Arizona, California, New Mexico, Oklahoma and Washington. As it is known, most reservations are located in isolated areas and much of the housing lacks electricity and running water. Native American communities strive toward greater self-determination, however they face the challenges in terms of lack of economic resources to allow for self-sufficiency, contradictory federal * Ph.D. Candidate, Faculty of Education and Humanities, International Black Sea University, Tbilisi, Georgia E-mail: firstname.lastname@example.org Supervisor: Vasil KACHARAVA, Prof. Dr., Ivane Javakhishvili Tbilisi State University, Tbilisi, Georgia E-mail: email@example.com policies, insufficient access to federal programs supporting state and local governments, federal and state attacks on their sovereignty and the challenge of maintaining and revitalizing cultural identity (Federation, 2011). In general, Native Americans have high rates of poverty and unemployment. Many Tribal members live below the poverty level and the average unemployment rate among Tribes is 45 percent (Federation, 2011). A Native American Perspective on Climate Change Nowadays, Native Americans experience the effects of dislocation and food shortages, which they attribute to climate change. These people make up 1% of the U.S. population and occupy 4% of the land (Disparities, 2010). Though there is no national climate change polls of this diverse group, feedback from selected Native American individuals, organizations and tribes indicates that they hold the same full spectrum of opinions that exists within the rest of the country. Jose Aguto, policy advisor on climate change, environment and natural resources for the National Congress of American Indians admits, that compared to other indigenous people of North America, who continue to practice traditional and subsistence lifestyles, the Alaska natives occupy the highest degree; according to Aguto, 80% of the diet comes from the immediate surroundings (Disparities, 2010). Del Laverdure, a member of the Crow tribe in Montana and deputy assistant secretary with the Bureau of Indian Affairs admits that Alaska population have been some of the most vocal about climate change. Other tribes, such as the Quinault Indian Nation in Washington, in the Pacific Northwest has been active on the climate change issues, particularly in response to changes in fish and forests that have already appeared (Disparities, 2010). "For some Native Americans, traditional knowledge developed over millennia of living on specific lands has been rendered almost meaningless, with many tribes evicted from the ecosystems they historically occupied and confined to reservations, sometimes on harsh, unproductive land" (Disparities, 2010, p. 65). In recent decades, some Native American nations have discovered that beneath their land lie economically valuable resources, such as, coal, oil and natural gas. These are major emitters of carbon dioxide and other pollutants when burned is outweighed in the minds of some members of these tribes by the immediate economic rewards (Disparities, 2010). Pete Homer, a member of the Mojave tribe in the Southwest and president of the National Indian Business Association admits that environmental issues are at the bottom, Native Americans have encountered many other problems like poverty and unemployment, "we got to create that economic base on the reservations. We hear about climate change. But our members tell us it's not much of a problem. They haven't seen anything that is going to hurt them" (Disparities, 2010, p. 65). Many Native Americans insist their rights to be recognized as sovereign nations. Despite the fact that the status of federally recognized tribes as sovereign nations has long been on the books, it has been a point of contention as well. According to Jerry Pardilla, a member of the Penobscot Nation in Maine and executive director of the National Tribal Environmental Council (formed in 1991 and now supported by about 190 tribes) this status will enable Native population to have the same access as states to financial and technological resources and to have the same standing when dealing with federal regulations (Disparities, 2010). As Aguto emphasizes, many tribes are not provided with the organization infrastructure and capacity to address the impacts of climate change upon their natural resources and physical infrastructure, "although thirty-two states have adopted or are in the process of developing climate change action plans, only one tribe has formally done so, although additional tribes have taken some related measures. Some of these circumstances can be attributed to historical neglect and a lack of funding from the federal government. The tribes are working to change this template through the proposed climate legislation" (Disparities, 2010, p. 65). Winona LaDuke, executive director of Honor the Earth and a member of the Ojibwa tribe in Minnesota, states that it will take several years to see how organizations such as tribes, federal agencies and Congress decide the ways how to address climate change. Meanwhile, those who are feeling the heat already likely will continue to follow their basic instincts. "I don't have anything better to do than to try to survive" (Disparities, 2010, p. 68). Impact of Climate Change on Native Americans According to the Intergovernmental Panel on Climate Change, Native Americans are disproportionately hurt by climate change. The most vulnerable industries, settlements and societies are located in coastal and river flood plains; these are the settlements whose economies are closely linked with climate-sensitive resources; we can say that, almost all tribes fit into one of those categories. As for Alaska Native communities, they fit into all three categories (Climate Change , 2016). According to the National Congress of American Indians, Alaska Native villagers are considered to be the first climate refugees in the U.S. "temperatures in Alaska are rising at twice the rate of other parts of the world and a federal report finds that 184 out of 213 (86 percent) Alaska Native villages are susceptible to flooding and erosion, with 31 villages qualifying for permanent relocation. The Environmental Protection Agency predicts that the next 40 to 80 years will see the loss of more than half of the salmon and trout habitats throughout the United States" (Climate Change , 2016, p. 1). A large number of tribes rely on the fish for subsistence, cultural practices and economic development. It should be admitted that Native foods and fishers are declining as well, moreover, tribal access to traditional foods and medicines is often limited by reservation boundaries, "the large role of climate change in separating tribal people from their natural resources poses a threat to Indigenous identity" (Climate Change , 2016, p. 1). Furthermore, tribal ecological wisdom and practices which are acquired through the accumulation of centuries of practices, customs, distinct interactions with the natural world, are increasingly recognized by the larger society's efforts to address climate change. According to Weinmann, due to the ecological shifts and more frequent and extreme weather events, Native American communities are significantly harmed by climate change. As it is known, Native nations are heavily dependent on natural resources, "severe weather events like droughts, floods, wildfires and snowstorms make tribal communities particularly vulnerable and impact American Indians and Alaska Natives more than they impact the general population" (Weinmann, 2016, p. 1). In 2011, the National Wildlife Federation, in collaboration with Tribal Lands Program, Institute for Tribal Environmental Professionals, National Congress of American Indians, Native American Fish and Wildlife Society, National Tribal Environmental Council, Native American Rights Fund and University of Colorado Law School released a report on Indian Tribes, Climate-Induced Weather Extremes and the Future for Indian Country. According to this report, climate change adversely affects Indian Tribes, whose economic, cultural and spiritual lives heavily rely on a healthy environment (Federation, 2011), "tribes are already feeling the effects of climate change. Predictions and increasing manifestations of worsening impacts, such as the continuing disappearance of roots, berries, salmon, caribou and other traditional food sources, will severely distress Tribal communities. The impacts are profound: economic and subsistence livelihoods may disappear, healthy foods may be replaced by foods known to increase the incidence of obesity and diabetes and traditional practices and ceremonies that have bound Tribal peoples and societies together for generations may begin to unravel" (Federation, 2011, p. 8). The report highlights severe weather events such as: * Droughts - which are considered to be the most pervasive climate-induced weather impact on Indian Tribes. As water is the foundation of many Tribal cultures' lifestyles, economies, subsistence, treaty rights, etc., it is crucial for the sustainability of fish, wildlife and plants on which Tribes rely. Extreme droughts weaken trees' ability to resist pests and to curb erosion and siltation. On the nation's 326 reservations, there are approximately 18.6 million forested acres. Droughts also lower water levels and impair agricultural productivity (Federation, 2011, p. 6). Water scarcity in the West complicates Tribes' unresolved water rights claims (Federation, 2011, p. 6). * Wildfires - another problem is increased frequency and intensity of large wildfires, when warmer, drier and longer fire seasons lead to more dead trees, dry grasses and other fuel sources (Baron, et al., 2008). In recent decades, western part of the United States has suffered the frequency of large wildfires (Westerling, Hidalgo, Cayan, & Swetnam, 2006) which pose acute risks to human health, ecosystems and property. Due to warmer springs and drier summers, wildfires have increased fourfold since the mid-1980s, the fire season is 78 days longer and individual fires are 30 days longer (Westerling, Hidalgo, Cayan, & Swetnam, 2006). * Flooding - due to the climate change, Native Americans suffer from an increasing number of heavy rainfall events (more wintertime rain instead of snow and earlier seasonal melting of snowpack). As it is admitted in the report, "floods are among the most costly kind of weather and climate disasters in the United States, with impacts including destroyed homes and infrastructure, disease outbreaks, loss of cultural sites, and lost crops. Tribes are especially vulnerable to more severe flooding because of their limited resources for recovery" (Federation, 2011, p. 11). As for the causes of flooding, we can say that it can have multiple effects for Tribal communities, e.g., in Alaska, flooding can be caused by early snowmelt, melting permafrost, heavy rain and snowfall, melting sea ice and rising sea levels, "studies in 2003 and 2009 by the U.S. General Accountability Office found that more than 200 Native Villages were affected to some degree by flooding and erosion and 31 villages face imminent threats that are compelling them to consider permanent relocation" (Federation, 2011, p. 12). * Snowstorm - another severe nature event suffered by the Native American communities is snowstorm. Scientists predict that the next few decades will bring more unusually warm winters and more record-breaking snowstorms to the U.S. If it gets much warmer, snowfall will become less and less common after mid-century. Meanwhile, Tribes in the northern part of the country will have to contend with increased challenges associated with heavy snowfall events (Program, 2008, p. 115). Conclusion A disproportionate impact of climate change upon Native American nations requires strong and urgent action from the federal government of the U.S. This includes the need for the federal government to enforce tribal rights to natural and cultural resources, support for tribal efforts to build resilience and preserve the uniqueness and diversity of tribal cultures, moreover, it is important for the tribes to include climate impacts in their planning efforts and to use their sovereign authority and knowledge to address climate change and its impacts. Nowadays, National Congress of American Indians continues to work with Congress and the Administration to ensure consistent inclusion of tribal interests and expertise across the array of climate-related laws, policies and programs. NCAI also seeks to assist with unifying tribal efforts to address climate change. References Baron, J., Joyce, L. A., Griffith, B., Kareiva, P., Keller, B. D., & Palmer, M. (2008). Preliminary review of adaptation options for climate-sensitive ecosystems and resources. USA: The U.S. Climate Change Science Program. Bureau, U. S. (2012). The American Indian and Alaska Native Population: 2010. USA. Climate Change. (2016). Retrieved October 12, 2016 from National Congress of American Indians: http://www.ncai. org/policy-issues/land-natural-resources/climate-change Disparities, H. (2010). Climate Change and Health: A Native American Perspective. Environmental Health Perspectives, 118(2), 64-66. Federation, N. W. (2011). Indian Tribes, Climate-Induced Weather Extremes and the Future for Indian Country. USA. Mooney, J. (1891). The Origin of Disease and Medicine. In R. DeRosa, The Open Anthology of Earlier American Literature. Simple Book Production . Program, U. C. (2008). Weather and Climate Extremes. Regions of Focus. North America, Hawaii, Caribbean, and U.S. Pacific Islands. USA. Raley, K. (1998). Maintaining balance: The religious world of the Cherokees. Tar Heel Junior Historian, 37(2), 2-5. Weinmann, A. (2016). Climate Change Hurts Indian Tribes Disproportionately, Report Finds (2011). Retrieved October 27, 2016 from National Wildlife Federation: https://www.nwf. org/News-and-Magazines/Media-Center/News-by-Topic/ Global-Warming/2011/08-03-11-Climate-Change-Hurts-Indian-Tribes-Disproportionately.aspx Westerling, A. L., Hidalgo, H. G., Cayan, D. R., & Swetnam, T. W. (2006). Warming and Earlier Spring Increase Western U.S. Forest Wildfire Activity. Science, 313(5789), 940-943.	<urn:uuid:ea1528f4-7583-4260-b274-33d89fb6568f>	CC-MAIN-2019-04	https://jh.ibsu.edu.ge/jms/index.php/SJH/article/download/320/336	2019-01-21T07:06:33Z	crawl-data/CC-MAIN-2019-04/segments/1547583763839.28/warc/CC-MAIN-20190121070334-20190121092334-00544.warc.gz	550,691,141	3,735	eng_Latn	eng_Latn	0.823239	eng_Latn	0.994426	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 4509, 10611, 16564, 18196 ]	[ 2.703125 ]	2	2
``` 1 288 2 272 3 Kiev 14 4 Correctly matched pairs 5 3hours 47minutes 6 08:52:00 7 Various answers 8 3.90 £ 18 9 Answer depends on printed scale 10 The missing digits are 2 and 2 11 513 12 2.45 13 160,000 163,000 162,800 14 92° 15 £11.30 16 145 17 18 £16,935.00 19 448pages Any correct explanation making the link between the number of children and the proportion shown on pie chart ```	<urn:uuid:f0bac35c-6115-4724-9727-1f9facf46994>	CC-MAIN-2019-04	http://emaths.co.uk/index.php/student-resources/past-papers/ks2-sat-2016-practice-papers?task=callelement&format=raw&item_id=4287&element=954118d5-70f0-4eb6-9865-c9a8f982de42&method=download	2019-01-21T07:10:58Z	crawl-data/CC-MAIN-2019-04/segments/1547583763839.28/warc/CC-MAIN-20190121070334-20190121092334-00544.warc.gz	76,157,437	141	eng_Latn	eng_Latn	0.980873	eng_Latn	0.980873	[ "eng_Latn" ]	false	docling	[ 387 ]	[ 2.109375 ]	5	1
Hamilton Key Stage 3 Curriculum For Music… The above table shows a broad overview of the modules taught in Music at KS3. Colour coding indicates the different skill sets covered and developed over years 7 and 8; Percussion, Keyboards, Guitars, Vocals, Theory, Bandwork. Our curriculum is intended; to allow students to access a range of musical skills, to give a broad understanding of not only instrumental technique but of a range of musical genres. The year 9 curriculum is now standardised across Music and Drama through the delivery of the Bronze Arts Award (Level 1 Qualification) in order to best prepare students for an effective and successful into GCSE and BTEC. Students leave KS3 with a comprehensive understanding of the Arts and are well placed to go on to achieve highly at KS4.	<urn:uuid:a2a86f02-a123-432d-9afa-28d48b9b699b>	CC-MAIN-2019-04	https://www.hamilton-rmet.org.uk/wp-content/uploads/2018/02/MUSIC-KS3-Curriculum-2016-2017.pdf	2019-01-21T08:27:21Z	crawl-data/CC-MAIN-2019-04/segments/1547583763839.28/warc/CC-MAIN-20190121070334-20190121092334-00543.warc.gz	791,637,693	168	eng_Latn	eng_Latn	0.997323	eng_Latn	0.997323	[ "eng_Latn" ]	false	docling	[ 794 ]	[ 2.796875 ]	1	0
TOP 5 CROPS: KANSAS 1. WHEAT 2. CORN 3. SOYBEANS 4. HAY 5. COTTON Crop Protection Leaders Kansas is home to two leading crop protection companies: Monsanto Company and PBI/Gordon Corporation. These companies provide thousands of jobs, boosting our economy and securing our state food supply. * In the Sunflower State, an investment of $1.00 in crop protection products yields anywhere from 10 to 14 in direct economic returns, which the farming community can then reinvest to make Kansas' agricultural economy even stronger. * The net benefits Kansas' agricultural economy gains from securing crops with various crop protection technologies ranges from $468,000 to $479 million, depending upon the product. KANSAS CropLife America: Helping to Feed a Hungry World America's crop protection industry is helping to feed a hungry world, decrease food costs, drive our economy, and protect our environment. Crop protection technologies help control the thousands of weed species, harmful insects, and numerous plant diseases that afflict crops and threaten both the abundance and the safety of our food supply. * The crop protection industry is one of the most highly-regulated in the U.S. today, ensuring the safety of users and consumers, and reducing environmental impacts. As the nation and the world confront the threat of climate change, the industry stands at the forefront of sustainable agriculture, helping farmers do more with less through innovation, while protecting the soil and natural habitats of the land they farm. * Crop protection products help American farmers improve agricultural productivity, generating robust crop yields that drive local economies and create jobs from the farm, to the distribution system, to the grocery stores and restaurants who sell these plentiful foods. The strong crop yields made possible by crop protection also help keep food costs down so American families can afford meals for their table. In Kansas, the crop protection industry brings these same commitments, values, and technologies to the state's $15.4 food and agricultural economy, safeguarding the state's food supply and protecting its environment. Agriculture in Kansas: Driving the State Economy Agriculture is the number one industry in Kansas – providing jobs for one in five Kansans and ranks 5th in the nation for total agricultural cash receipts. 65,531 farms 65,531 farms cover more than 46,345,827 acres across our state, powering a diverse agricultural economy. $14.4 billion Kansas agricultural products have an annual market value of $14.4 billion, including 34% from crop production – valuing $4.9 billion annually. ranks 1st Kansas is the top-producing wheat state, providing nearly a quarter of the nation's wheat. Kansas is also one of the top producers of sorghum, soybeans, and sunflowers. Without crop protection, the vital economic impact of Kansas' agricultural industry would be virtually devastated. CROP PROTECTION IN THE SUNFLOWER STATE Ensuring Kansas' Robust and Healthy Food Supply The food supply nourishing Kansas families—and exported around the globe—is fundamentally reliant upon crop protection technologies. Every spring and summer, plant diseases reproduce in countless numbers, infecting – and ultimately killing – Kansas crops. Each year, 2.5 million weeds prepare to emerge on every acre of Kansas' cropland, competing with crops for water, nutrients, space, and sunlight. And across Kansas, crop feeding insects reproduce in countless numbers, feeding on crops, reducing yields, making crops unmarketable, and in some cases killing the plant entirely. These infestations threaten Kansas' food supply, economy, environment, and health of our citizens. Crop protection products stem those threats, preventing crop loss and protecting the agricultural base. Safeguarding Kansas' Environment and its Citizens Few industries play a greater role in driving sustainable agriculture than crop protection. Crop protection technologies enable Kansas farmers to manage weeds without plowing or tilling the soil, reducing erosion and avoiding runoff into rivers and streams, while also reducing fuel consumption. Nationwide, this practice saves 337 million gallons of tractor fuel annually, and prevents 356 billion pounds of disturbed soil from eroding into rivers and streams. In Kansas, crop protection technologies enable no-till production on 3.1 million acres, preventing 11.4 billion pounds of soil erosion annually. Planting more acres of arable farmland decreases animal habitats, impacting biodiversity. Crop protection technologies enable Kansas farmers to do more with less, reducing the need to convert additional acreage for crops. Many invasive weeds and nuisance plants grow back when mowed or pulled. Far from being a simple annoyance, weeds kill native plants, suffocate lakes, and plug reservoir intakes, destroying the natural habitats of fish, birds, and mammals. Crop protection products are indispensible weapons, enabling Kansas growers to successfully preserve several endangered species populations that had nearly vanished. Crop protection also guards the health of the food supply that sustains Kansas families and the world. The ever-increasing reach of the global economy has allowed infectious agents like salmonella and E. coli to enter our food supply. The U.S. commitment to crop protection technologies serves as a first line of defense, attacking these threats and generating a safe, healthy, and robust food supply for Kansas and the nation. What would the Sunflower State's food supply look like WITHOUT crop protection? NO WHEAT From sandwich bread to cereal, to pasta, wheat is a staple of the American diet, but without crop protection Kansas' contribution would be reduced by up to 40%, draining $71 million from the state's economy. NO CORN The delicious sweet taste of corn is a classic American summer experience, but without crop protection technologies one on Kansas' leading crops would be cut by 25%. NO SOYBEANS It seems like every day a new study demonstrates the extraordinary health benefits of soybeans, and in fact, because of their variety of uses (oil, tofu, etc.) they are actually the second most valuable U.S. agricultural export. Without crop protection, imagine what a 40% reduction in Kansas' soybean crop would do to our agricultural export strength (not to mention the millions of vegetarians who rely on it for protein).	<urn:uuid:0fd3a783-5f3e-4db0-8279-b7f694a6b7d6>	CC-MAIN-2019-04	http://tellmemore.croplifeamerica.org/wp-content/uploads/2011/07/16-CropLife_KS.pdf	2019-01-21T08:35:47Z	crawl-data/CC-MAIN-2019-04/segments/1547583763839.28/warc/CC-MAIN-20190121070334-20190121092334-00543.warc.gz	213,178,982	1,275	eng_Latn	eng_Latn	0.996117	eng_Latn	0.996198	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2950, 6462 ]	[ 2.375 ]	1	0
Life Science Lesson Plan 5e Model Introduction Chapter 1 : Life Science Lesson Plan 5e Model Introduction Elementary science plant life cycle unit plan template !!!! lesson plan #1 grade 3 lesson summary/science ideas and content questions: students will learn the parts of a seed and its purpose. they will be able to organize their thoughts, observe/dissect a lima bean, and have the opportunity to reflect in their science Lesson plans term 2 life sciences foreword . the following grade 10, 11 and 12 lesson plans were developed by subject advisors from 09 march – 13 march 2009. teachers are essential elements of a lesson plan have been retained. this change has been made to assist teachers and lighten their administrative load.1–7 : limitations of science . thinking christianly about science . christian vs. non-christian worldviews . loving god by studying his creation . searching scripture to see if things areModule 6 sample lesson plans in science 2 lessons. the section gives examples of english that can be used in particular activities. by using the actual content of the sample lessons, it helps pupils to understand science content better.Teacher natalie slade page 3.1 . subject/topic/unit life science: respiratory and circulatory systems date 4-12-10 grade 6 . lesson plan. ii. specific objectives * enrichment objectives7th grade life science lesson plans lesson plan 1: unit – human body systems chapter(s) – nutrients & digestion - respiration & excretion - regulation & reproduction - circulation standard(s): 7.l.1.2. (comprehension) identify and explain the function of the human systems and the organs within each system. 7.l.2.1.Lesson plan #1 title: it's a bug's life (to be used first in the sequence of 3 lesson plans) grade: first/second grade hand out students' science notebooks and their bug worksheets from the last class session. go over the bug worksheets and reviewed science notebook National curriculum statement grades 10-12 subject: life sciences teacher training manual 2006 . development of the lesson plan for grade 11 4.5 hour day 5 incremental implementation of the life sciences curriculum for grades 10-12 1.3. brief overview of subject developments - comparing ncs and nated 550The body systems lesson plan science standards addressed (from the colorado department of education) standard 2-life science grade: outcome 2: the human body is composed of atoms, molecules, cells, tissues, organs 7th and organ systems that have special functions and interactions. Related PDF Files Elementary Science Plant Life Cycle Unit Plan Template, Province Of The Eastern Cape Education Primex, Lesson Plan Overview For Life Science 3rd Ed Bju Press, Module 6 Sample Lesson Plans In Science, Life Science Respiratory And Circulatory Systems Lesson Plan, 7th Grade Life Science Edec Esa2, It S A Bug S Life Lesson Plans Grades 1 2 Written And, National Curriculum Statement Grades 10 12, The Body Systems Lesson Plan Inside Mines	<urn:uuid:11bd2bcf-b95b-4495-bf81-9a1bc8b5b80d>	CC-MAIN-2019-04	http://realtimeyankees.com/life_science_lesson_plan_5e_model_introduction.pdf	2019-01-21T07:31:12Z	crawl-data/CC-MAIN-2019-04/segments/1547583763839.28/warc/CC-MAIN-20190121070334-20190121092334-00544.warc.gz	188,520,516	641	eng_Latn	eng_Latn	0.976609	eng_Latn	0.976609	[ "eng_Latn" ]	false	docling	[ 2973 ]	[ 3.640625 ]	1	0
Canadian Forest Service, Great Lakes Forestry Centre Bulletin No. 20 GYPSY MOTH A male and female gypsy moth. The gypsy moth, Lymantria dispar (L.), is a notorious defoliator of broadleaved trees in temperate regions. It is native to Europe and Asia. The European form of the gypsy moth was introduced accidentally to North America near Boston in 1869. There are over 300 known host plants for the gypsy moth: in North America, the list of preferred hosts includes oak, cherry, white birch, maple, alder, willow, elm and trembling aspen. Since its arrival in North America, the gypsy moth has spread rapidly. By 1992, the gypsy moth was established throughout all of Ontario to the south and east of Lake Huron and there was evidence of resident populations along the northern shore of Lake Huron, extending to Lake Superior. Established populations of gypsy moth exist throughout the St. Lawrence River and Ottawa River valleys in Quebec and Ontario. In spite of quarantine and eradication programs, evidence of new infestations is found annually in New Brunswick, Nova Scotia and British Columbia. The gypsy moth caterpillar. LIFE CYCLE The gypsy moth's life cycle is characterized by four distinct stages: egg, larva (caterpillar), pupa and adult. The gypsy moth produces one generation per year. The female adult moth lays all her eggs in a single, buff-colored egg mass that resembles a sponge or chamois. Egg masses are placed in sheltered positions on trees, rocks or fallen logs. The gypsy moth embryo develops into a small caterpillar and overwinters in the egg. Larvae or caterpillars emerge from their eggs in early spring and in one day, climb to the top of a tree, where they may venture off a branch and hang by a silk thread. Breezes then "balloon" these caterpillars to neighbouring trees. Once the caterpillars become established on foliage, they feed and grow throughout May and June. The caterpillars pass through stages called instars, separated by a molt in which the entire skin is shed or replaced with a new one. Male moths have five instars and females have six. The large, final instar caterpillar is voracious, and may consume as much as 1,000 square centimetres of foliage in their lifetime, which represent approximately 10-15 entire leaves of red oak. Development of caterpillars is complete by early to mid-summer, at which time they pupate. This stage lasts approximately two weeks. Emerging female moths are swollen with eggs and cannot fly, despite having full-sized wings. Instead, the female moth remains near the pupation site and releases a pheromone (odor) that attracts the mobile, responsive males. The female mates only once and then lays all her eggs in one mass. DAMAGE AND NUISANCE and allergic reactions in humans, are the most obvious and alarming impacts. However, the relationship between these immediate impacts and more long-term impacts, including tree mortality, is not clear. Many areas may become infested, but the long-term impact may be slight. The short-term impacts of a gypsy moth infestation, such as defoliation, nuisance Broadleaved trees are, in general, resilient and will survive single bouts of defoliation unless they are already stressed by other factors. Repeated outbreaks tend to be restricted to forests dominated by tree species such as oaks, on which the gypsy moth prefers to feed. Within this forest type, long-term impacts including the death of trees are often restricted to poor growing sites where trees may have low vigor. Even low INTRODUCTION Not all impacts of levels of gypsy moth infestation can cause economic impacts in newly infested areas. Forest products from these areas may be subject to quarantine and require costly inspections before entering the market. Large populations of caterpillars can also reduce aesthetic and recreational value of infested property. Gypsy moth egg masses on a tree. gypsy moth are considered negative. Thinning of densely stocked stands, release of understory plant species, and acceleration of stand conversion to more desirable species as a result of infestations may be considered beneficial by some. NATURAL CONTROL Natural mortality agents of the gypsy moth include predators such as insects, small mammals (e.g., the white-footed mouse, skunks, and raccoons), and some bird species (e.g., robins, chickadees, and bluejays), which eat gypsy moth larvae. Predators are important at maintaining low population levels of gypsy moth or reducing habitat susceptibility. Other natural control mechanisms include insect parasitoids that kill the moths by laying their eggs inside this pest, pathogens such as the nuclear polyhedrosis virus (NPV), Entomophaga mamaiga, a fungus specific to the gypsy moth that can cause extensive mortality under some environmental conditions. Extreme conditions of prolonged cold (<30 o Celsius) can also kill unprotected eggs. WHAT CAN I DO? to early spring for the presence of eggs. If practical, scrape and destroy all egg masses off the trees and off any rocks or logs. Once the caterpillars have hatched, consider removing them by hand, but wear gloves to avoid skin irritation from larval hairs. Double-layer burlap tree bands can be placed around the trunks of the trees to impede the movement of the caterpillars to the tree crowns and foliage. Daily removal of gypsy moth larva from the burlap traps will aid in reducing future population levels. Sticky tape can also be used to impeded caterpillar movement but should not be placed on the tree bark. If spraying is warranted, the use of an insecticide registered for use against the gypsy moth could be considered. It is important to remember that care in handling insecticides is essential, and manufacturer's instructions should be strictly adhered to at all times. SOURCES OF RELEVANT INFORMATION Nealis, V.G., and S. Erb 1993. A Sourcebook for Management of the Gypsy Moth. Forestry Canada, Ontario Region, Great Lakes Forestry Centre, Sault Ste. Marie. Ontario Ministry of Natural Resources 1991. Gypsy Moth in Ontario: Facts about Protecting Property Against Gypsy Moth Infestation. Ontario Ministry of Natural Resources and the Gypsy Moth Management Committee. CONTACT Gordon Howse, Forest Health Monitoring Unit, Canadian Forest Service, Great Lakes Forestry Centre 1219 Queen Street East Sault Ste. Marie, ON P6A 2E5 (705) 541-5542 email@example.com http://www.glfc.forestry.ca There are a number of ways the homeowner can deal with gypsy moth infestations on their property. As a first line of defence, a homeowner should check their property from fall Taylor Scarr, Provincial Forest Entomologist Ontario Ministry of Natural Resources 70 Foster Drive, Sault Ste. Marie, ON P6A 6V5 (705) 945-5723 firstname.lastname@example.org For more information on Frontline Express Contact: 1219 Queen Street East Canadian Forest Service - Great Lakes Forestry Centre Sault Ste. Marie, Ontario P6A 2E5	<urn:uuid:969c464e-6ac9-47e8-835e-861f2f2c43a7>	CC-MAIN-2020-40	http://hawoa.com/files/gypsymothbulletin.pdf	2020-09-26T19:12:10+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400244353.70/warc/CC-MAIN-20200926165308-20200926195308-00496.warc.gz	50,246,160	1,543	eng_Latn	eng_Latn	0.994892	eng_Latn	0.99665	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3543, 6958 ]	[ 3.109375 ]	2	1
Knee-High Nature Week 10- Walk on the wild side Get out in your backyard or trail near your house and test all of your senses! * Smell a yellow flower * Look at a pink flower * Rub your cheek on tree bark * Listen for birds * Taste a cranberry * Smell grass * Look up the side of a tree * Touch a puddle * Press your ear to the ground... do you hear anything? * Taste a rose petal * Smell Labrador tea * Flip over a rock and look for ants * Squish a berry * Listen to the sound of running water * Taste sap * Smell tree bark * Look at thorns * Squeeze a pinecone' * Listen for the sound of squirrels	<urn:uuid:a7a77d80-6221-4a3f-92c7-7a4f642cd03d>	CC-MAIN-2020-40	https://yukon.ca/sites/yukon.ca/files/env/week_10_activity.pdf	2020-09-26T19:14:40+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400244353.70/warc/CC-MAIN-20200926165308-20200926195308-00495.warc.gz	1,052,588,810	169	eng_Latn	eng_Latn	0.887044	eng_Latn	0.887044	[ "eng_Latn" ]	false	docling	[ 602 ]	[ 3.515625 ]	1	0
Peanut Allergy - What You Need To Know Prepared by "Allergy, Asthma and Immunology Society of Ontario" The Peanut Problem Peanuts, a cheap source of dietary protein predominantly ingested as peanut butter, have indeed become one of the world's most allergenic foods. They are, unfortunately, progressively finding their way into more and more food products either directly, or by indirect contamination of food products during the manufacturing process. Peanut may be designated on a food label in a less easily recognized term such as "hydrolysed vegetable protein" or "groundnuts". It is important to realize that for the sensitive person, this is a lifelong allergy, and that even trace amounts can kill. Sensitization may possible occur during a pregnancy when the mother overindulges in or perhaps even just eats peanut products, and peanut proteins have even been found in breast milk. The Allergic (Anaphylactic) Shock Reaction This reaction can begin and proceed rapidly, occasionally proving fatal within minutes. It must be treated with epinephrine immediately at the first signs of reaction, and the reaction may recur after initial therapy so that ongoing observation and care are required. Possible symptoms of reaction to peanuts may include (not necessarily in this order): * sense of foreboding, fear, or apprehension * tightness in mouth, chest or throat * flushed face, hives, swollen or itchy lips, mouth, eyes, or tongue * difficulty breathing or swallowing, drooling, wheezing, choking, coughing * vomiting, nausea, diarrhea, stomach pains * running nose, voice change * dizziness, unsteadiness, sudden fatigue, rapid heartbeat, chills * pallor, loss of consciousness, coma, death Factors Which May Contribute To Fatal Peanut Reactions A. Failure Of Institutions * Ignorance of food allergy problems by restaurants, school personnel, etc. * Incomplete or inadequate labelling of foods or packages thereof * Non-availability of medications or resuscitation equipment or inappropriate use thereof * Peanuts may be altered and sold as walnuts, almonds or pecans * Having peanut products in the home or school lunchroom of a peanut sensitive individual B. Failure To Prevent Problem * Not always inquiring about contents of foods regardless of where prepared * Failure to always read food labels carefully * Trying to taste a tiny bit of an unknown but suspected food to see if it contains peanut * Obtaining foods from others when the contents may be unknown * Sharing foods or utensils * Relying on the service personnel in restaurants instead of the chef * Kissing someone or being kissed by someone who has eaten peanut products C. Failure To Identify Problem Failure to appreciate that minimal amounts of peanut material can kill * Minimization of, or denial of, symptoms of previous non-fatal reactions * * Failure to speak out when one even suspects that a reaction may be occurring * Not wearing a bracelet showing "Allergy To Peanut" D. Failure Of Treatment * Failure to carry and know how to use in-date epinephrine (EpiPen®, Ana-Kit ®) at all times. (In some cases, failure of a caregiver to understand fully or to administer this.) It is often wise to have a child's picture on the epinephrine container. * Failure to use epinephrine immediately for a peanut reaction * Attempting to use an oral antihistamine alone to control symptoms * Failure to have a second epinephrine dose available if necessary * Failure to be taken to a nearby hospital quickly after epinephrine use * Taking Beta-Blocking Medications (check with a physician or pharmacist) * Impaired awareness of potential peanut product due to alcohol or other drug influence Lifestyle Adjustments * The sensitive individuals must recognize that they are different, bear a large responsibility, and know they can die of a reaction * Residue of peanut material on a wiped counter top, cutlery or plates may induce a reaction. Aerosolized peanut material (e.g. opening a sealed jar of peanut butter, or fumes from cooking) may cause asthma in a susceptible individual. Some may experience nausea if people nearby are eating suspected foods. * Peanut butter may be used to thicken chili, or to seal egg rolls. Bakery products and ice creams may easily be contaminated. * It is unsafe to pick out a "safe" nut from a mixture containing peanuts. Avoid all nuts. * Parents of the susceptive person must be vigilant, and yet worry about a possible fatal mistake. Most exposures are accidental. * Peer pressure may be large -- One child received anonymous E-Mail saying "I'm Peanut, You're Dead"; another was chased about the schoolyard by a bully brandishing a peanut, while a third had the pouch containing life saving epinephrine taken as a prank. * The parents of non-sensitive children may selfishly (or for financial reasons) argue that, "Why should my child be deprived of peanut when the problem is that of another child?" Perhaps the answer lies in the counter-argument that if their child had the life threatening reaction, would they not be the first to demand that all peanuts be removed from the child's environment. Fortunately, many schools and summer camps have come to realize the magnitude of the problem and controlled the problem. * Some individuals also must avoid other foods in the legume family e.g. soya bean, pea, and garbanzo (chickpea) if allergy to these has been previously demonstrated. * Education of friends, relatives and acquaintances is essential. Divorce situations may pose a special threat where one of the parents chooses to deny the problem. * Pure peanut oil is generally non-allergenic, but cold pressed peanut oil or oil contaminated with peanut protein through cooking may be dangerous. Future Hope Immunotherapy has been worked upon with encouraging results, but it is too early to tell if this will be effective form of therapy for all peanut sensitive individuals. This article provided courtesy of the Calgary Allergy Network Web site at http://www.calgaryallergy.ca.	<urn:uuid:622851d4-49c7-4fe0-8d9b-8f78150a58de>	CC-MAIN-2020-40	https://pulsediagnosis.co.uk/Articles/English/Adobe/PeanutAllergyWhatYouNeedToKnow.pdf	2020-09-26T18:36:37+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400244353.70/warc/CC-MAIN-20200926165308-20200926195308-00496.warc.gz	523,673,767	1,267	eng_Latn	eng_Latn	0.997319	eng_Latn	0.997515	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2974, 6021 ]	[ 2.859375 ]	1	0
Brown teal Anas chlorotis Pateke A threatened endemic, this duck is one of the rarest in the world and has been protected since 1921. They were ﬁ rst introduced to Tiritiri Matangi Island in 1987. They are extremely active and conﬁ dent at night, but spend much of the day hidden in grass and rushes overhanging waterways. Brown teal can often be seen on the dam just above the wharf. What do they look like? Brown teal are small ducks with a narrow head and dark brown face. They are usually an overall warm dark brown colour with pale edges to the feathers. In breeding plumage, the male has a dark glossy green head, a narrow indistinct white collar at the front of the neck, a chestnut breast and a white patch on the ﬂ anks. The bill is bluish-black and the legs and feet are slate grey. What do they sound like? Males give a quiet but high-pitched whistle, while females growl and quack. What do they eat? They are mainly nocturnal feeders, and eat aquatic invertebrates scooped from the surface of water, or from the mud below. They can often be found on a Tiritiri Matangi night walk as they travel over open grassland and rummage through scrub, eating fruit, seeds and vegetation. Breeding Between June and October, brown teal build nests of grass, well-hidden under dense vegetation. The male guards the nest and territory while the female incubates the eggs and raises the ducklings. They are strongly territorial during the breeding season. When ducklings mature, they are aggressively driven from the territory by their father. Where else can they be found? In the 1840's they were common and widespread throughout New Zealand and could be found in their millions in mountain and coastal areas, wetlands, rivers, lakes and ponds. Only small populations – in 2002 estimated at 1000 – now remain. Most are on Great Barrier Island (about 700) and in eastern Northland. Small numbers can be found in parts of the Waikato, Coromandel, and Fiordland, as well as on predator-free islands. Hunting by early Maori and later by Pakeha, drainage of favoured habitat, and predation by cats, dogs, weasels, stoats and ferrets has led to their rapid decline. Did you know? Although they are strong ﬂ iers, they are more likely to escape from danger by running for cover if on land or by diving if on water. There are two other closely related brown teal species – in the Campbell Island group ( Anas nesiotis ) and on the Auckland Islands ( Anas aucklandica ). These are ﬂ ightless. Whitehead Mohoua albicilla Popokatea Whitehead are protected endemic birds which disappeared from the Auckland area 120 years ago. They were introduced to Tiritiri Matangi Island in 1989. They usually live for ﬁ ve to eight years but have been known to live for 16 years. Whitehead move around in sociable groups. If one of them is chased by a tui or bellbird, others have been known to intervene and distract the chaser. What do they look like? Males have a distinctly white head, pale brown body and black legs, bill and eyes. The heads of females and juveniles are a brownish white. Whitehead are a bit smaller and more ﬁ nely-built than a sparrow. What do they sound like? They have a wide variety of chirps, squeaks and buzzes for keeping in contact with the ﬂ ock, for giving alarms and for marking territory. Calls include ones that sound like the song of a canary. Constant, slightly harsh chattering sounds as they keep in contact with their fast-moving group of sometimes 30 birds, can also be heard a lot on the island. They are vocal all year round. What do they eat? Mainly beetles, spiders, moths and caterpillars, but also some berries from native shrubs, especially mahoe on Tiritiri Matangi. 56 Tiritiri Matangi: An education resource for schools They can be seen gleaning insects from the leaves, branches and the bark of tees, often as they hang upside down or climb up the tree trunk in a series of runs and pauses. They also feed on insects that have been dislodged by other birds such as saddleback, kakariki and silvereyes. Adult birds crush the insects they are about to feed to their babies. Breeding Whitehead build tidy nests out of rootlets, twigs, grass, moss and thin strips of manuka or kanuka bark. Usually three eggs are laid, and the young are raised by a group of adults. Some observers have noted four adults per nest, with three feeding the young and one remaining on lookout. Whitehead are able to breed at one year old but when population densities are high, most young birds delay breeding and act as helpers instead. On the mainland, the long tailed cuckoo, often lays its eggs in the nests of the whitehead, and this can be expected to eventually occur on Tiritiri Matangi. The cuckoos are three times as long and about nine times the weight of the little whitehead! Where else are they found? Whitehead are found in native forest and in older exotic forest throughout the North Island mainland, and on Hauturu / Little Barrier, Mokoia and Kapiti islands. They are more common in some places than others, and until recently were absent on the mainland from Auckland north. In recent years, whitehead from Tiritiri Matangi have been released in the Hunua ranges, the Waitakere Ranges and Tawharanui Regional Park. Although endemic to the North Island, two closely related species, the yellowhead and brown creeper, can be found in the South and Stewart Islands. In ancient times, large ﬂ ocks of whitehead travelling through an area were thought to warn Maori of the presence of kehua (ghosts). References: 'Dawn Chorus' Bulletins 59, November 2004 & 62, August 2005. Narena Olliver, New Zealand Birds Ltd Greytown. 'A longevity record for whitehead Mohoua albicilla, Pachycephalidae' by I. Southey and B.J. Gill in: 'Notornis', Vol. 50, Part 4, December 2003. Tiritiri Matangi: An education resource for schools Takahe Porphyrio hochstetteri Notornis Protected endangered endemic bird. The ﬁ rst two takahe on Tiritiri Matangi, Mr Blue and Stormy, arrived on the island in 1991. Both were males. The ﬁ rst female, JJ, arrived a few months later. The last survivor of these three, JJ, died in 2006. Takahe are the largest living member of the rail family. Takahe fossils and bones discovered in ancient middens have proven that these birds were once plentiful and widespread throughout New Zealand. Between 1800 and 1900 there were only four ofﬁ cial sightings and they were declared extinct in 1930. The last population, about 250 birds, survived undiscovered in the Murchison Mountains in the South Island, until found by Dr Geoffrey Orbell in 1948. By 1982 numbers had dropped to 118 due to predators and loss of habitat, which was being eaten by deer. Tiritiri Matangi: An education resource for schools The total adult population of takahe in 1999/2000 was 221. In 2004/2005 it was 259. Takahe have been placed on islands such as Tiritiri Matangi to insure against the extinction of the mainland population, and to be ambassadors for all endangered birds. What do they look like? Takahe look like a very large plump pukeko (they are related) but with feathers that are much more beautiful. Their heads and chests are a dark blue, but their backs and wings a mix of olive green and blue. Their wings are quite small for the size of the bird and useless for ﬂ ying, but they ﬂ ap them in courtship or aggression displays. Takahe have very sturdy red legs and an extremely large and powerful red beak. What do they sound like? When males and females call to each other their piercing, raucous call is similar to that of a weka. When up close to a takahe you can also hear a quiet deep 'oomph' sound which appears to resonate from the chest area. This sometimes indicates unease but has been heard being used to calm a chick. What do they eat? When ﬁ rst rediscovered, takahe were eating snow tussock and fern rhizomes in the South Island high country. On Tiritiri Matangi they mainly eat introduced grasses, and can be seen pulling grass stem bases out by their beaks, then holding the stems in their claw while 'chewing' the base to extract the juices, which contain sugars and protein. The grass ﬁ bres are passed out, largely unchanged, in their droppings, and these can be seen on the island's tracks. They spend most of the day grazing. Takahe will also eat worms and insects if they come across them but don't appear to actively search for them. Breeding Takahe are usually about two years old before breeding. They lay one or two eggs in a ground nest and parents take turns to incubate. Eggs take about 30 days to hatch. Newly hatched chicks have black ﬂ uffy down, black legs, and a black beak with a white spot on the tip. Their feathers, beaks and legs change colour gradually as they mature. Tiritiri Matangi: An education resource for schools Unfortunately, takahe have a high number of infertile eggs, as well as a high chick mortality rate, so success in a breeding season causes great excitement. On Tiritiri Matangi, most years see just one or maybe two chicks successfully raised to maturity. Both parents feed their chick for about three months while the chick is learning how to feed itself by copying them. Where else can they be found? Burwood Bush (Southland) where takahe are captive-bred, Maud Island (Marlborough Sounds/Cook Strait area), Mana Island (Wellington), Kapiti Island (Wellington), Maungatautari Mountain Wetlands(Waikato) and of course the 500 sq km special reserve set aside in the Murchison Mountains where they were rediscovered in 1948. References: Lee, W.G.; Jamieson, I.G. (ed) 'The Takahe. Fifty Years Of Conservation Management and Research, Dunedin: University of Otago Press 2001. Baber & Craig, 'Notornis', Vol.50, Part 2, June 2003. Grzelewski,& Morris, 'Takahe – The Bird That Came Back From The Dead' in 'New Zealand Geographic', No 41 ,1999. Tiritiri Matangi: An education resource for schools North Island robin Petroica longipes Toutouwai Robins are protected endemic birds. Those on Tiritiri Matangi were ﬁ rst introduced in 1993, translocated from the Mamaku pine plantations in Rotorua. These birds were all colour banded before release, so when in 2006 the female with the bands YM – RR disappeared, researchers knew that she was the last of those 'Mamakuans' and was over 12 and a half years old! Dr Doug Armstrong from Massey University has been involved since that ﬁ rst transfer and says that the chance of robins surviving that long is about seven percent. Other robins on Tiritiri Matangi are known to be ten to 12 years old. They have thrived and so can be seen in all the bush areas of the island. What do they look like? Robins are very inquisitive and trusting birds, a little larger than a house sparrow. The North Island male is a dark slaty grey, with a pale greyishwhite lower chest. Males grow darker with age. The female and the juvenile are a lighter grey. They have short white feathers on the top edge of their bill, and when the bird is alert or disturbed by humans, these feathers stand up noticeably. Robins have quite long legs for their size and a perky, upright stance. Tiritiri Matangi: An education resource for schools What do they sound like? Robins will give a short chirp as a contact call to its mate. Otherwise their main territorial call is very loud and can be heard from a long distance. Heather and Robertson describe the call as a 'loud, clear and sustained string of phrases . . . including "pwee-pwee-pwee" phrases'. Robins can be belligerent. When other robins approach they will drive them away with loud snapping of the beak and a rising of their crown feathers. What do they eat? Robins can often be seen sitting on branches watching for insect movement on the forest ﬂ oor. They have excellent eyesight. They eat mainly insects, spiders, slugs and earthworms, and will tremble one foot on the ground in order to entice prey to the surface. Most of their food is caught on the forest ﬂ oor, although sometimes they will take insects from under the bark of a tree trunk or from leaves. They will also eat small fruits. In times of plenty they have been known to store extra food in the forks of trees to eat later. Unfortunately for them though, stitchbird and bellbird sometimes ﬁ nd these caches of food and steal them. Because they are so inquisitive, robins can be encouraged to come closer by scratching the surface of forest litter to reveal insects. Breeding They are strongly territorial and hold their territory all year round. They usually also keep the same mate year after year. Female YM – RR outlived three mates! Female robins usually build their bulky nests in the lower canopy, in the hollows of rotting trees, the fork of tree trunks or between larger branches. They take about ﬁ ve days to build a nest. Both parent birds will perform distraction displays if humans get really close to their nest. Where else can they be found? The North Island species can be found on Little Barrier and Kapiti islands, in a band across the central North Island, and more recently, have been translocated to predator-controlled areas in Auckland (such as Wenderholm Regional Park, Great Barrier Island, Tawharanui Regional Park and the Hunua and Waitakere Ranges) and the Waikato. Tiritiri Matangi: An education resource for schools Did you know? The North Island robin is now considered a separate species from the South Island and rarer Stewart Island robins. Scientiﬁ c studies of robins have helped further the understanding of other native birds. For example, in trying to minimise the kill of native birds while poisoning mammalian predators in mainland bush areas, trials carried out on two populations of robins showed that they preferred not to eat anything blue or brown but didn't mind green, which most poison bait is coloured! Further work is needed to see if that still holds true in other seasons of the year. Also, research on Tiritiri Matangi has shown that the lighter plumage of juvenile robins helps protect them from being considered a threat by the darker grey adult male robins. References: SOTM Bulletin 26, Winter 1996, P6. 'Dawn Chorus' 58, August 2004, p3 (research study results from Åsa Berggren). 'Dawn Chorus' 65, May 2006, p3. NZ Journal of Ecology, Vol 23 No 2, 1999, L.Hartley, C. O'Connor, J. Waas, L. Matthews. Armstrong, Ewen, Dimond, Lovegrove, Bergstrom, Walter: 'Notornis' Vol 47 Part 2, June 2000, pp 106-118. Powlesland, Knegtmans, Marshall: 'Notornis' Vol 47 Part 2, June 2000, pp97-105. Armstrong , 'Notornis Vol 48 Part 2, June 2001, pp76-80 Powlesland. 'Notornis' Vol 49 Part 4, December 2002, pp263-265. Alexander, Duthie, Fyfe, Haws, Hunt, Montoya, Ochoa, Siva, Stringer, Van Horik, Burns: 'Notornis' Vol 52 Part 3, September 2005, pp138-142. Steer & Van Horik, 'Notornis' Vol 53 Part 3, September 2006, pp315, 316. Tiritiri Matangi: An education resource for schools Little spotted kiwi Apteryx owenii Kiwi pukupuku An endemic bird, as are all kiwi. They were ﬁ rst introduced to Tiritiri Matangi Island in 1993, from Kapiti Island. What do they look like? This is New Zealand's smallest kiwi and it is similar in height and weight to a rather fat, ﬂ uffy domestic hen. It has been described by Derek Grzelewski as 'a shaggy, pear–shaped ball of feathers'. The little spotted kiwi's barbless feathers and their tiny vestiges of wings mean they are unable to ﬂ y. 'Little spots' are brown-grey with whitish horizontal mottled bands, and have a long ivory-coloured bill, with nostrils near the tip. They have small eyes, but still have good vision both day and night. Hidden under their feathers are large ear holes, which give them excellent hearing. Females are bigger and heavier than males. What do they sound like? The male little spotted kiwi makes a high-pitched, ascending, repetitive whistling call; the female's call is lower, a sort of hoarse trill. They also grunt, and at night may also be heard snufﬂ ing a bit like a hedgehog, as they search for food. Tiritiri Matangi: An education resource for schools What do they eat? Little spotted kiwi eat mostly earthworms, larvae, spiders, ﬂ ies, moths and beetles. They snufﬂ e loudly and tap the ground, then probe into leaf litter, soil or rotten logs to ﬁ nd these creatures. Sometimes their bills go quite deeply into the ground. Sometimes they also eat leaves and fruit that has fallen on the ground. Breeding Pairs stay together all year and between years. Nesting burrows are dug well ahead of time so that regrowth will disguise them, though they will also nest in hollow logs. Most eggs are laid between September and January. Usually one egg is laid, weighing 20 percent of the female's body weight, and is made up of 65 percent yolk, compared to about 40 percent for most birds. Only the male takes care of the incubation. The chick hatches with a big fat stomach full of yolk and lives on that for a week to ten days before it starts foraging for itself. It hatches out with adult plumage, looking just like a smaller version of its parents. Where else are they found? Kapiti Island, Hen Island, Red Mercury Island, Long Island and Karori Wildlife Sanctuary. Fossil remains show they used to be widespread throughout mainland New Zealand. Did you know? 1. Ten little spotted kiwi were introduced to Tiritiri Matangi in 1993 and six in 1995. There are now (2007) estimated to be about 60 – 80 on the island. 2. There are records of these birds reaching the age of at least 22 years on Kapiti Island, and it is believed they may live 30 – 40 years. 3. Ornithologists expect that as long as predator-free islands containing little spotted kiwi remain free of mammalian predators, they are now at low risk of extinction compared to other kiwi. 4. Their ﬂ eshy footpads allow them to move silently, and their powerful legs mean they can run fast (as fast as a human) and kick strongly. This added to their razor-sharp claws and their short temper make fully-grown adult kiwi pukupuku well able to take care of most predators. 5. Kiwi have heavy bones full of marrow, just like mammals, whereas other birds have light bones full of air sacs, which help them ﬂ y. 6. Most other birds have a strong keel bone in their chests which provides strength for their wing attachments. However, because kiwi don't ﬂ y, they have no keel bone so their chests are their weak point. Even if a gentle dog were to pick one up, it would almost certainly damage or kill it. 7. There are now ﬁ ve known types of kiwi: North Island brown, little spotted, great spotted, tokoeka and rowi. References: 'Icon In Trouble' by Derek Grzelewski In 'New Zealand Geographic' No. 45, January – March 2000. Robertson & Colbourne: 'Notornis' Vol. 51 Part 3, September 2004, pp 161 – 163. Tiritiri Matangi: An education resource for schools North Island kokako Callaeas wilsoni Blue wattled crow An endemic bird. The ﬁ rst three kokako arrived on Tiritiri Matangi Island in 1997, coming from Mapara and Mount Bruce, and kokako have bred well on the island since then. What do they look like? Kokako are wattlebirds, which is an ancient species. The other surviving New Zealand wattlebird is the saddleback. North Island kokako have bluish-grey feathers and are a little smaller than a magpie. They have a black 'robber's' mask, powerful long black legs, a long broad drooping tail, and bright blue wattles tight against the throat below the short black bill. The wattles of the chicks are pink and gradually turn blue as they mature. Kokako have short rounded wings, which makes them poor ﬂ iers. They prefer to bound along branches using their long strong legs to move through the forest. They leap from branch to branch up to the tops of trees, and then often use their wings to glide back down. They can move extremely quickly through the trees, hence the Maori proverb: 'Hoki i kona e kore e mau I a koe te kokako e Whareatua' (You can turn back, for you will never catch the kokako of Whareatua) Tiritiri Matangi: An education resource for schools Kokako have a wide repertoire of calls, one of which sounds like their name, a quick 'ko-ko-ko'. They also sing loudly from a high tree at dawn and in the evening, often ﬂ apping their wings as they do so (an action known as 'archangel'). This call is to maintain territory and is long, haunting and mournful. During the day family members keep in contact with regular quiet calls to each other. What do they eat? Kokako will eat seasonal berries and fruit from native trees and bushes, and feed on leaves all year round, at all levels of the forest. They need a varied forest structure for an all-year-round food supply. They supplement their diet with insects, especially when they have chicks to feed. Breeding Kokako remain in pairs all year round. They breed from October to March. Their nest is usually placed where it is concealed from above, and made of a twig base with woven vines and ferns, and lined with fern scales, moss and lichen. The parents always approach the nest from below. Only the female incubates the eggs but the male visits her regularly with food. Both parents feed the chicks. They may feed them for up to twelve months, even though the chicks are independent by four months. Some nest more than Tiritiri Matangi: An education resource for schools once a year, and may raise two or more chicks at a time. Some kokako form male / male pair bonds. This may have developed as a result of a long-term shortage of females due to nest predation. Where else can they be found? Kokako are endangered. They were once widespread but there are now only small numbers left on the mainland. In July 1999 there were only 270 pairs left. The main areas in which they can still be found include the King Country (Mapara), Rotoehu (Rotorua) and Northland. The largest population is in the Urewera Ranges. The population has declined rapidly due to the predation of chicks and adults by introduced mammals, especially rats, stoats and possums, as well as by harriers. The destruction of the understorey food plants by deer, goats and possums, and clearance and fragmentation of tall lowland forest (including 'selective logging' which removes many food plants) has also played a part. In some areas the gene pool is too small to be safe, so translocation has been necessary. From time to time Tiritiri Matangi kokako are translocated to other places as part of the Department of Conservation's North Island Kokako Recovery Plan. Did you know? The South Island kokako, which is thought to be extinct, had the same features as the North Island subspecies, but with orange wattles instead of blue ones. They were also considered to be more secretive and therefore harder to ﬁ nd. It has been observed that the songs of Tiritiri Matangi kokako (descended from captive birds) are less complex than those of kokako in remote areas. References: 'Dawn Chorus' Bulletin 62, August 2005, p7. Birds Australia, 'Wingspan' vol. 15 no. 4; republished by Ornithological Society of New Zealand Inc. 'The State of New Zealand's Birds, 2005'. Flux & Innes 'Notornis' Vol 48 Part 4, 2001. Flux, Bradﬁ eld & Innes: 'Notornis' Vol 53 Part 2, 2006. Birds Australia, 'Wingspan' vol. 15 no. 4; republished by Ornothological Society of New Zealand Inc. 'The State of New Zealand's Birds, 2005'. Tiritiri Matangi: An education resource for schools Stitchbird Notiomystis cincta Hihi A threatened endemic North Island bird. The last self-sustaining population is on Hauturu/Little Barrier Island. Hihi were ﬁ rst released on Tiritiri Matangi Island in 1995 with few birds surviving the stress of transfer. They have successfully bred there since, with the island's current population large enough for transfers to other protected areas. What do they look like? Hihi are about the size of korimako (bellbird). Male and female hihi colouring is different, with the female being greyish brown with white wing bars. The male is larger and more colourful. He has a velvety jet-black head with white feather ear tufts, bright yellow feathers across the shoulders and upper breast, white wing bars and a grey-brown body. The tails of both males and females are usually tilted upward when perched. Tiritiri Matangi: An education resource for schools What do they sound like? Both male and female make a 'stitch' sound. They also have a range of whistles, including warbling ones when they are close to each other. Males also give out a loud, explosive high-pitched call quite unlike that of any other bush bird – a three-toned squeak. What do they eat? Hihi prefer nectar, but also eat fruits, berries and insects. Because tui and korimako compete aggressively with hihi for nectar, supplementary feeders containing a mix of raw sugar and water have been made available on Tiritiri Matangi. Breeding In their natural habitat, hihi nest in hollow parts of large old trees such as puriri, rata, pohutukawa and kohekohe. On Tiritiri Matangi there are few suitable old trees so nest boxes have been built. Nests are built on a high base of sticks, with a small soft cup made of fern scales, lichen and spider web, where the eggs are laid. Hihi have an unusual mating system, as a female may mate with more than one male, and a male with more than one female. They do not mate for life. Sometimes hihi will mate face to face – the only bird in the world known to do so. Where else can they be found? Until the early 1870's hihi were common in parts of the North Island, but are now only found on Hauturu/Little Barrier Island, and in small, managed populations that have been translocated to Kapiti island, Mount Bruce, Karori and the Waitakere Ranges in West Auckland. Hihi from Tiritiri Matangi Island were sent to Karori Sanctuary (Wellington) and Waitakere Ranges (West Auckland) to begin mainland breeding colonies. References: New Zealand Journal of Ecology Vol 28 No 2, 2004, pp 233 – 240 (John G. Ewen, Doug P. Armstrong, Brice Ebert, Lars H. Hansen)www.nzes.org.nz/nzje. New Zealand Journal of Ecology Vol 29 No 2, pp 231 – 242. (Matthew Low) www.nzes.org.nz/nzje. New Zealand Geographic Number 53, pp86 – 95, ' A Stitch in Time', Shaarina Taylor. Jones, Jenny. 'Stitchbird Hihi' Auckland: Heinemann, 1997. Matt Lowe in 'Dawn Chorus' Bulletin 57, May 2004, p3. Birds Australia, 'Wingspan' vol. 15 no. 4; republished by Ornothological Society of New Zealand Inc. 'The State of New Zealand's Birds 2005'. Tiritiri Matangi: An education resource for schools Fernbird Bowdleria punctata Matata Fernbird are endemic birds. They were released on Tiritiri Matangi Island as part of a rescue translocation in 2001 when their habitat was destroyed by the development of the Northern Motorway in the Orewa area. They are secretive, but sometimes can be seen or at least heard in the clumps of pohuehue vine or bracken, which line the roadway from the wharf, although they are all over the island. In some places in New Zealand they are common but in others rare, because their natural habitat of fern and scrubland has been destroyed by farming and other development. What do they look like? These little secretive birds are pale brown underneath, heavily streaked and spotted dark brown, with a warmer brown streaked with dark brown above. They have a whitish eye stripe and a distinctive long frayed tail. When they ﬂ y, which is rare, they whirr past with their tail drooping. Mostly they run about like mice in thick vegetation because their short stubby wings are not good for ﬂ ying. What do they sound like? They have several different calls, including bell-like notes, but the most common is a sharp metallic 'U-tick' sound. Sometimes this is given by the male alone, but at other times the male sounds the ﬁ rst half and the female instantly responds with the second half. This is to maintain their territory. What do they eat? Matata mainly eat insects, caterpillars and spiders gleaned from low vegetation or from the ground. Breeding Male and female birds both build the nest, which is a neatly woven deep cup of dry grass and rushes, usually lined with feathers. On Tiritiri Matangi the nest will be in pohuehue, regenerating scrub or other dense vegetation and not more than two metres off the ground. Where else can they be found? Fernbird live throughout New Zealand in small numbers in places where their natural habitat remains. They are found in greatest numbers on the South Island West Coast, as well as coastal Southland and Otago, and in the North Island in Northland and the volcanic plateau. They are abundant on Stewart, Codﬁ sh and Snares Islands. Did you know? Maori regarded matata as wise birds whose cries could foretell the future and considered them tapu. References: Orbell, Margaret. 'Birds of Aotearoa : A Natural and Cultural History' Auckland: Reed, 2003. 'Dawn Chorus' 46, Winter 2001, pp 1 & 4. Tiritiri Matangi: An education resource for schools North Island tomtit Petroica macrocephala Miromiro Tomtit are endemic to New Zealand, and 32 were translocated to Tiritiri Matangi Island from the Hunua Ranges in 2004. Unfortunately they do not appear to have established on the island as sightings have been very infrequent. However, vagrant individuals have been observed periodically for many years. What do they look like? They are very attractive small birds with a large head and sharp little bill. The very smart-looking males have a black head and back, and white wing bars and tail sides. Underneath, the males are white. Females have a brown head and back, a grey-brown chin and upper breast, and white underneath. Wing bars and tail sides are a buff colour. Both have a white spot above the bill which enlarges under stress. What do they sound like? The song of the male is described in the ﬁ eld guide as 'ti oly oly oly oh', with the female making a softer version of this. Males also have a high pitched 'swee' call. What do they eat? Tomtit mainly eat spiders, beetles, caterpillars, moths, weta and other insects, but they will also sometimes eat small fruits. To catch their prey they usually wait and watch, then ﬂ y quickly to the branch or trunk it has been hiding on. Breeding Tomtit usually keep the same partner year after year. Their nests can be found in a tree cavity, a tree fork, a treefern trunk, or a tangle of muehlenbeckia or other vine. They lay their eggs between September and January, raising up to three broods, but if nests fail, they have been known to lay again up to six times in a season. Babies ﬂ edge at about four weeks of age and then parents feed the ﬂ edglings for up to ten days after that. Where else can you ﬁ nd them? They can be found all over New Zealand, especially in the central North Island and throughout the South Island. Whereas the North Island males have a white breast, the breast of the South Island males is more yellowish, and is a brighter yellow or orange colour at the point where it joins the black-coloured head. Did you know? The tomtit were carried by helicopter from the Hunua Ranges to Tiritiri Matangi island (about 56km in a straight line) shut in boxes, and yet, when the capture site in the Hunua was checked just two months later, one of the translocated birds was found back in his territory. He had ﬂ own all that way back home! No one knows how he managed to ﬂ y all that way across sea and land, and ﬁ nd his way back to the Hunua. References: 'Dawn chorus' 57, May 2004, p5. 'Notornis' vol. 46 Part 4, December 1999, pp 446 – 456. 'Notornis' vol 51 Part 4, December 2004, pp 238/239. 'Notornis' vol 52 Part 3, September 2005, p 173. Tiritiri Matangi: An education resource for schools Riﬂ eman Acanthisitta chloris Titipounamu A protected, endemic bird. The riﬂ eman belong to the New Zealand wren family. This is an ancient family of tiny birds with no close afﬁ nity to other groups of birds. There are only two members of this family left, the riﬂ eman and the rock wren. What do they look like? Measuring only eight centimetres this is New Zealand's smallest bird, although the grey warbler is about the same weight but with a longer tail. The male is a vivid green above, whilst the female is streaked dark and light brown above. They are whitish below and have a white eyebrow stripe, rounded wings, a very short stumpy tail and a ﬁ ne slightly upturned bill. What do they sound like? The common call is a sharp, repetitive squeak, which is so high pitched that it is beyond the hearing range of some people. What do they eat? Riﬂ emen eat beetles, spiders, small wetas, ﬂ ies, moths, caterpillars, a few bugs, snails and lacewings. Some ripe fruit is also taken. They are usually seen feeding by working their way up trees and shrubs. They are constantly on the move and continuously ﬂ ick their wings while exploring small crevices, mosses and the bark and lichen of trunks, branches and leaves. They don't normally feed on the ground. Tiritiri Matangi: An education resource for schools Breeding Pairs remain on their territory all year. The male usually starts building several nests before the female joins in. As they normally use a tree hole to build their nest, nest boxes have been provided on Tiritiri Matangi to make sure they have plenty of choice. These 150 millimeter cubed boxes have a 25 millimetre entrance hole so no other birds can use the boxes. Both sexes incubate the eggs and, while the male does more of the daytime incubation, the female does the night shift. Often the male will feed the ﬁ rst clutch, while the female starts laying eggs in a second nest. When they are old enough, the offspring can help raise this second clutch. Where else can they be found? Riﬂ emen occur only rarely north of Te Aroha, with populations on Great Barrier and Little Barrier islands. The North Island subspecies is found mainly in lowland tawa forest, while the South Island subspecies is found in high altitude beech forest or lowland areas forested with podocarp trees. Riﬂ emen do not ﬂ y over open water or pasture. Both the Pakeha and Maori names refer to the birds' colour. 'Riﬂ eman' comes from the 19th century New Zealand military riﬂ emen's green uniform. The Maori name, titipounamu means little piece of greenstone. Did you know? Five hundred riﬂ emen weigh about the same as one takahe. The female (seven grams) is larger than the male (six grams). (For such a small bird she produces relatively large eggs – the egg mass is on average 84% of her body weight. Perhaps she needs to be larger to cope with the physiological stress of laying this huge egg mass.) References: Heather, Barrie & Robertson, Hugh. 'The Field Guide to the Birds of New Zealand'. Hutching, Gerard. 'The Natural World of New Zealand'. 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POLICY AND PROCEDURES MANUAL ICT Usage and Social Media Policy CONTENTS 1. OVERVIEW Rehoboth Christian College seeks to provide a learning environment in which all students are protected from harm and places the highest possible priority upon the safety and nurture of young people. The College expects all stakeholders to espouse this approach and to be aware of the Child Safe Framework, accessible from the College website. a) 'So if there is any encouragement in Christ, any comfort from love, any participation in the Spirit, any affection and sympathy, complete my joy by being of the same mind, having the same love, being in full accord and of one mind. Do nothing from selfish ambition or conceit, but in humility count others more significant than yourselves. Let each of you look not only to his own interests, but also to the interests of others' (Philippians 2:1-4). b) Recent advances in information and communication technologies have radically changed, and will continue to change, the way that Rehoboth Christian College ("the College") interacts with the outside world and provides resources for learning. As we learn to make use of the computer network and travel this electronic highway, maps to find information and rules to keep travelling safely become vital to successfully completing the journey. This document is intended as a guide in helping you to make informed and appropriate decisions about the best use of Rehoboth Christian College's computer resources. c) This policy documents the College's stance on usage of its computer and network systems and associated devices, as well as the requirements it places on students for fair and proper usage. d) Any questions about any aspect of this policy or its applicability to a particular situation should be directed to the to the ICT Manager. 2. RATIONALE AND SCOPE a) This policy applies to students and parents. It should be read prior to signing the Device Loan Agreement. b) The College believes the educational benefits of a technology-rich learning environment far outweigh any disadvantages of access, such as potential exposure to inappropriate materials. The aim of this policy is therefore to equip students with the knowledge and skills needed to make informed and appropriate decisions when using the College's ICT resources. The purpose of this policy is therefore to outline the expectations and requirements for student usage of those resources, and to provide guidelines for you to be able to meet those requirements. 3. RESOURCES There are a number of resources available for students and parents in addition to the guidelines provided in this policy, particularly in the areas of cyber safety. Some of these include: - Australian Government Cybersmart Website - Australian Communications and Media Authority (ACMA) - Australian Government NetAlert Parent's Guide to Internet Safety (2007) (Available on request from your campus office) - ACMA Online Social Networking Factsheet (Available on request from your campus office) 4. DEFINITIONS ICT stands for Information and Communications Technology. At Rehoboth, this includes all the computer, network, and internet resources currently used, and that we may use in the future. Generally, it does not refer to audiovisual technology such as TVs, projectors, or telephones, though there can be some crossover which you will need to be aware of. Other key terms in the policy will be defined in their relevant sections. 5. CODES OF CONDUCT FOR ICT ACCESS 5.1 Introduction Just as you learn and are expected to abide by social, moral, and ethical codes and behaviours that are acceptable in our College, you need to learn the correct procedures and rules for using our network of information services. All students, without exception, are required to obey the guidelines. If you break any of these rules, you will not be allowed to continue to use the system. 5.2 Expected Behaviour a) The network is provided for students to conduct research and process information in connection with their College work. You are expected to use the network to pursue intellectual activities, seek resources, and access other libraries. We want you to explore this new "cyberspace", and discover what is available there which is of real value for learning and for serving God. We encourage you to learn new things and share that newfound knowledge with your friends, your parents and your teachers. b) Each network or system has its own set of policies and procedures. Actions that are routinely allowed on one network or system may be controlled or even forbidden on other networks that you may access through the Internet. It is the user's responsibility to abide by the policies and procedures of the network or system being used. c) Remember, the fact that a user can perform a particular action does not imply that they should take that action. You continue to be a testimony for Jesus Christ in person and on the Internet. As a condition for use of the Rehoboth Christian College computing facilities, all users are expected to: i. Respect the privacy of others. If a user on the network asks that you no longer send them mail or in any other way contact them, you are obliged to stop all contact immediately. You may feel you have the right to freedom of expression, but others have the right to be free from harassment. ii. Respect the integrity of the College's computing systems. Users must not intentionally use programs that damage or alter the software on Rehoboth Christian College's network. If you are responsible for a computer becoming infected with malware, you will be held liable. In addition, "hacking" and computer piracy, or any tampering with hardware or software, or any vandalism of computer equipment are serious offences which will result in immediate suspension of all network privileges, together with further disciplinary action up to and including criminal charges if applicable. You may also be required to pay the cost of repairing any damage you cause to equipment or data. iii. Respect the legal protection provided by copyright and licenses. For example, users must not make unauthorised copies of proprietary software for their own use, even when that software is not physically protected against copying. iv. Respect the shared nature of our systems and our shared Internet pipe. Limit your own use and size of your files and downloads so as not to interfere unreasonably with the activity of others. v. Respect the procedures established to manage the use of the network. vi. Report any violation of these guidelines by any other individual. You are also required to report any flaw in, or bypass of, computer or network security that you may discover while working on the network. d) All users should be aware that the inappropriate use of electronic information resources could be a violation of local, state, and federal laws. Violations can lead to prosecution. e) The use of Rehoboth Christian College's computing facilities is a privilege, not a right. Inappropriate use will result in suspension or cancellation of those privileges. Each person who is given access to the network will first participate in an orientation course as to proper behaviour on the network. 5.3 Cyber Bullying a) Using the College systems to defame any person is not permitted. Generally, defamation occurs when a person publishes a statement or media that harms or damages the reputation or standing of another person within the community. A statement is published once it is accessible to a third person. This includes, but is not limited to: i. defamatory mobile phone messages ii. defamatory email messages iii. defamatory web pages iv. defamatory use of programs such as Usenet groups, chat rooms, email, Telnet, bulletin boards, etc. b) Cyber bullying will be dealt with in accordance with the College Bullying Policy. Cyber bullying that takes place outside College hours will almost inevitably continue to impact a targeted student while he or she is at College. The College reserves the right to implement the Bullying Policy in these circumstances. 5.4 Fairness of Use a) It may seem that there is no limit to the resources on the Internet, but the College network has a limited capacity to handle traffic, and this capacity is shared amongst everyone. This means the more users there are on the network, the more congested the network becomes. If there are too many users at any given time, the traffic on the network grinds to a crawl, just like a traffic jam on a freeway. Some users may even be cut off altogether. If you obey the following rules, it will help avoid 'gridlock'. b) Do not tie up the network with idle activities. c) Do not play games with others on the network or on the Internet. The College network is not designed for computer games. Play games on your own time and on your own equipment. d) Do not download large files where a smaller version will suffice. Do not download unnecessarily; only take the information you need. The best thing to do is get into the Internet, get what you need, and get out. Remember, there are many students who need to use this network. e) Users are expected to store their data or document files on their own computers or media, not on the College network. 5.5 Moral and Ethical Issues 5.5.1 Inappropriate Material a) The moral and ethical issues involving the use of worldwide information systems deal with the appropriate access to information, the type of information, and the behaviour of the user. Rehoboth Christian College wants to provide you with a stimulating educational environment, but at the same time we want to protect you from information that is not appropriate for students to use. We want you to use this valuable educational tool, but at the same time we cannot condone the use of inappropriate information on the Internet. b) We cannot weed out all of the materials that are unacceptable for students, but it should be clearly understood by all students that access to such material in any form is strictly forbidden. The network is designed to achieve and support instructional goals, and any information that does not support classroom learning is to be avoided. c) Although the actual percentage of unacceptable materials is small, it can cause concern for students and parents if a student stumbles onto the information while doing legitimate research. If you have a question or concern regarding any information you find, contact your teacher or the ICT Manager. 5.5.2 Plagiarism a) Plagiarism can be defined as "taking ideas or writings from another person and offering them as your own". A student who leads readers to believe that what they are reading is the student's original work when it is not is guilty of plagiarism. Credit must always be given to the person who created the original article or the idea. b) Be careful when you are using the Internet. Cutting and pasting ideas into your own document is very easy to do, so be sure that you give credit to the author by referencing your work accordingly. That way your teacher will know which ideas are yours, and you won't be guilty of plagiarism. Bibliographies, reference lists, and citations are all examples of references – if you are unsure how to prepare a reference, your teacher will be able to help. c) Teachers are able to use a variety of tools to automatically scan your work and check it against a variety of sources such as Wikipedia, blogs, websites and other online sources. It is very easy to uncover plagiarised work. d) The penalty for plagiarism is laid down in the College's Fairness in Student Work Policy, which is available from the College office and is issued to all students annually. You will lose credit for any assessment containing plagiarised material. 5.5.3 Copyright a) Copyright is another issue altogether. According to the Copyright Act of 1968, as amended, "Fair Use" means that you may freely use any information that you legally find on the Internet as long as you do so only for scholarly purposes; you may not plagiarise or sell what you find. Suppose, for example, that you find a copy of Photoshop on the Internet. Could you legally copy it? The answer is NO. This is copyrighted software. You have to purchase commercial software packages before you use them legally. Suppose you find an article about the use of Photoshop on the Internet. Can you legally copy it? The answer is yes, as long as you give credit to the author and do not sell the article for profit, but only use it to learn about the use of the program. b) The same rules apply to music and video files. These may be legally downloaded (from iTunes, for example) but sharing them with others, whether over the Internet, via AirDrop, or other local sharing mechanisms, is not permitted. This rule remains in force even where copyright does not directly apply, such as the case of a creative commons license on a media file. 5.5.4 Etiquette and Privacy a) You are expected to abide by the generally accepted rules of network etiquette in all of your online activity. These rules include (but are not limited to) the following: i. Be polite: never send, or encourage others to send, abusive messages. ii. Use appropriate language: remember that you are a representative of our Christian College and community. You may be alone with your computer, but what you say and do can be viewed globally. Never swear, use vulgarities, or any other inappropriate language. Illegal activities of any kind are strictly forbidden. iii. Maintain privacy: do not reveal your home address or personal phone number, or the addresses and phone numbers of students or colleagues. iv. Email is not guaranteed to be private. Messages relating to or in support of illegal activities must be reported to the authorities. v. Disruptions: do not use the network in any way that would disrupt use of the network by others. b) Other considerations: i. Be brief. People will be less likely to bother reading a long message. ii. Minimise spelling errors and make sure your message is easy to understand and read. iii. Use accurate and descriptive titles for your articles. Tell people what it is about before they read it. iv. Remember that humour, satire, and sarcasm is very often misinterpreted. Without face-to-face communications your joke may be viewed as criticism or worse. v. Cite references for any facts or direct quotes you present. vi. Remember that all network users are human beings. Don't attack correspondents personally; courteously persuade them with fact. vii. Only capitalise a whole word to highlight an important point or to distinguish a title or heading. Asterisks surrounding a word also can be used to make a stronger point. viii. It is considered extremely rude, and may sometimes be illegal, to forward personal e-mail to mailing lists or Usenet without the original author's permission. 6. NETWORK SECURITY 6.1 Security Principles a) Security in every aspect is about trading convenience for safety. Just as it is not convenient to put a lock on your front door but you do it to increase your safety, so there are measures necessary to increase your safety online. For example, it is not convenient to have to enter a password to use your computer, but it is safer. b) Consistency and reliability are paramount for Rehoboth Christian College's computer network to serve you optimally. Therefore, the following guidelines are set out to help you understand our security concerns: i. Masquerading or pretending to be someone else is forbidden. This includes message forgery, spoofing or impersonation. ii. Attempts to change desktop or system settings on College PCs are not permitted. iii. No hacking: attempting to break into or go around any of our security measures is considered a major violation of College rules, whether or not you are actually successful. This includes servers, workstations, networks and other people's resources. Consequences of attempted hacking will be extremely serious. 6.2 Passwords a) All students with access to the College network will be issued with a password. In addition, many online services that are available to students will secure access with a password. These password guidelines should therefore be followed as closely as possible. b) Don't give out your passwords to anyone else for any reason. Actions performed by another person using your account will be attributed to you. c) Use good passwords. Poor passwords are the most common way computer systems are compromised. To help us maintain a properly secure system, please follow these password guidelines: i. Use passwords that aren't words in the dictionary ii. Use between 5 and 8 characters in your passwords iii. Do not use your phone number or home street number as part of your password. iv. Use special characters if possible (e.g.: @#$%A*) d) When you change your password, try not to follow a predictable pattern. e) Change your password often – especially if you suspect someone else knows it. f) Don't reuse your password on multiple websites or systems. If one system is compromised then your one password will be known and may be reused by unauthorised persons. g) Your password should be easy for you to remember. A good way to create this kind of password is to use a sentence that relates to yourself – e.g.: Bill Taylor has 2 cats Ziji and Tiger! So the password for the above sentence would be: BTh2cZaT! 7. ACCEPTABLE USE POLICY 7.1 Acceptable and Unacceptable Behaviours a) Students are required to be familiar with this policy as a condition of their network privileges. b) The College considers unethical and unacceptable behaviour just cause for taking disciplinary action, revoking networking privileges, and/or initiating legal action for any activity through which an individual: i. uses the network for illegal, inappropriate, or obscene purposes, or in support of such activities. Illegal activities shall be defined as a violation of local, state, and/or federal laws. Inappropriate use shall be defined as a violation of the intended use and/or purpose and goal of the network. Obscene activities shall be defined as a violation of generally accepted social standards for use of a publicly-owned and operated communication vehicle; ii. uses obscene language, harass, insult, or attack others; iii. sends or receives messages that indicate or suggest pornography, unethical or illegal solicitation, racism, sexism, discrimination, or inappropriate language; iv. sends or displays offensive messages or pictures; v. uses the network for any illegal activity, including violation of copyrights or other contracts violating such matters as institutional or third party copyright, licence agreements and other contracts; vi. intentionally disrupts network traffic or crashes the network and connected systems; vii. joins to the wireless network any unapproved personal computing devices such as smartphones or gaming devices; viii. installs any software onto the College computers or network without permission; ix. degrades, disrupts, or damages equipment or system performance; x. uses the College computing resources for commercial or financial gain, or fraud; xi. steals data, equipment, or intellectual property; xii. gains unauthorised access to others' files, or vandalises the data of another user; xiii. gains or seeks to gain unauthorised access to resources or entities; xiv. forges electronic mail messages, or uses an account owned by another user; xv. wastefully uses finite resources; xvi. invades the privacy of individuals; xvii. uses passwords belonging to others; xviii. trespasses in or open folders or files belonging to others; xix. posts anonymous messages; xx. possesses any data that might be considered a violation of these rules in paper, magnetic (disk), or any other form; xxi. engages in any other activity that may be expressly or implicitly forbidden in this document. 7.2 Consequences of Violation a) Consequences of violations may include, but are not limited to: i. suspension or cancellation of internet access; ii. suspension or cancellation of network privileges; iii. suspension or cancellation of computer access; iv. disciplinary penalties not related to use of the computer network; v. College suspension; vi. College expulsion; vii. legal action and prosecution by the authorities. b) Please note that Section 440A of the WA Criminal Code recognizes the crime of "unlawful operation of a computer system". This includes any use of other people's passwords to gain access to someone's workspace, or any other hacking or misuse of the computers. The police computer crime squad have indicated that they would be prepared to prosecute individuals involved in such activities in schools. 7.3 Remedies and Resources a) Violations, or allegations of violations, of the expectations for College computer network access, will be dealt with in the first instance by the class teacher or the teacher-librarian, as applicable. Most violations will be reported to the ICT Manager and also to the College Administration, who may take further action. Serious violations may be reported to the College Board and/or the police, if appropriate. b) If you are accused of any violations of the requirements for using College computer resources, you will have all of the rights and privileges that you would have if you were accused of any other offence in the College, such as vandalism, fighting and so forth. c) The ICT Manager has the right to restrict or terminate network and Internet access at any time and for any reason. Furthermore, the ICT Manager has the right to monitor network activity in any form that necessary to maintaining the integrity of the network. 8. SOCIAL MEDIA a) Social media refers to the use of web-based and mobile technologies and associated platforms that allow users to easily publish, share, and discuss content in highly interactive communications. The ever-changing and inherently public nature of these and other forms of online communication present a range of challenges in safeguarding the College community, its staff, and most importantly the safety and security of the College's students. b) The College recognises the potential value of Social Media as an effective educative and social tool for expressing views, comments, ideas and criticism on a whole range of issues. The College expects students to use Social Media in a respectful and responsible manner. Social Media should not be used to insult, present offensive or inappropriate content or to misrepresent the College or any member of the College community. c) It is expected that students will uphold the ethos of the College both within and without; this includes the context of all Social Media interactions. 8.1 Social Media Channels and Platforms a) There are various forms of social media channels and there are always new forms of social media being developed. Generally, we consider any platform or channel that offers individuals the opportunity to connect with people, create and share information and ideas, and develop relationships through online communities and networks as 'social media'. b) The main forms of social media may include, but are not limited to: i. social networking sites (e.g. Facebook, MySpace, Google+, Foursquare, LinkedIn, Bebo, Friendster, Reddit); ii. video and photo sharing sites (e.g. YouTube, Instagram, Pinterest); iii. micro-blogging sites (e.g. Twitter, Posterous, Dailybooth); iv. blogs, including corporate blogs and personal blogs or blogs hosted by traditional media publications; v. podcasts, including corporate podcasts and personal podcasts; vi. forums, chat channels, and discussion boards (e.g. local discussion boards such as Whirlpool, Yahoo! Groups or Google Groups, or chat programs such as Discord); vii. virtual game worlds (e.g. World of Warcraft, Mnecraft, Roblox); viii. virtual social worlds (e.g. Second Life); ix. online encyclopaedias (e.g. wikis such as Wikipedia, Geo-wiki, GeoNames and Sidewiki); x. any other websites that allow individual users or companies to use simple publishing tools, (collectively called Social Media). 8.2 Procedures and Guidelines a) Students are expected to show respect to others, including members of the College community. Students are also expected to give due respect to the reputation and good name of the College. b) When using Social Media, students are expected to ensure that they: i. respect the rights and confidentiality of others; ii. do not impersonate or falsely represent another person; iii. do not bully, intimidate, abuse, harass or threaten others; iv. do not make defamatory comments; v. do not use offensive or threatening language or resort to personal abuse towards each other or members of the College community; vi. do not post content that is hateful, threatening, pornographic, or incites violence against others; vii. do not harm the reputation and good standing of Rehoboth Christian College or those within its community; viii. do not film, photograph or record members of the College community without permission of the College or use film, photographs or recordings without permission of the College. c) A breach of this policy will be considered by the Principal or his/her delegate, such as Deputy Principal or Head of Department and will be dealt with on a case-by-case basis. All reports of cyber bullying and other technology misuses will be investigated fully and may result in a notification to Police where the College is obliged to do so. Sanctions may include, but are not limited to, the loss of computer privileges, detention, suspension, or expulsion from the College. Students and Parents must be aware that in certain circumstances where a crime has been committed, they may be subject to a criminal investigation by Police over which the College will have no control. 8.3 Responding on Social Media The Australian Communication and Media Authority (ACMA) Online Social Networking Factsheet also provides further tips and useful information on managing your online identity. A copy of this is available on request from your campus office. 9. CYBER SAFETY a) Cyber safety refers to the safe usage of the Internet and ICT equipment/devices. Many if not all of the previous sections have touched on this already, as it should rightly be involved in every action we take online. b) So that you can stay up to date on this issue, the College will run an annual Cyber Smart course, which you will be expected to attend. There are some specific aspects of Cyber-Safety that are always good to know and which we will now examine. 9.1 User Vigilance When you are using the Internet to communicate with others, keep the following in mind: - You cannot see them; - You cannot tell how old they are or even what gender they are; - They can tell you anything, and you cannot always be sure what they are telling you is true; - Absolute privacy cannot be guaranteed in a network environment, so you need to think carefully about what you say and how you say it. - For your own safety and for the safety of others, remember to exercise caution when you are communicating with people in the outside world. Do not give out your home phone number or your address to anyone. They do not need to have that information. - If you feel there is a problem or if you feel uncomfortable with the information someone is giving you, tell your teacher or the ICT Manager immediately. 9.2 Filtering policies a) As part of our cyber safety plan, the College applies filtering to all on site connections. Although this can never be 100% effective, the policies are based on the fact that, to the greatest degree within our power, we desire to: i. protect our students from accidental or intended viewing of inappropriate content; ii. protect our students from malicious outside influence; iii. prevent time wasting and maintain a focus on learning; iv. prevent malware infection and maintain a secure network. b) Although these filters may be overridden under the supervision of a teacher in class and in order to support specific learning outcomes, our filtering normally aims to prevent access to the following types of content: i. sites that promote or sell alcohol; vii. iii. information about illegal manipulation of electronic devices, encryption, misuse, and fraud; iv. sites that promote relationships and dating; v. gambling, lottery, casinos, online poker, and betting agencies; vi. use or information on drugs, misuse of prescription drugs, and other compounds, including, but not limited to: - sites giving non-clinic descriptions or stories about being high; - sites on legalising marijuana; sites with adult content, including, but not limited to: - sites that discuss sex and sexuality, pregnancy, and abortion; - sites that use profanity or are offensive, disgusting, or tasteless. - sites with pornographic or nude imagery; viii. sites containing instructions on how to commit violence, including, but not limited to: - militancy, torture, crime scene photos, descriptions, or pictures of a gory nature; - sites that promote violence or sedition; - guns and weapons; ix. sites that exist primarily for users to chat to each other in real-time; x. sites used to send text messages to phones. xi. sites dedicated to forums, newsgroups, or bulletin boards. xii. warez and other illegal software or copy-protected content. xiii. download sites such as such as peer-to-peer (P2P) and BitTorrent sites, and any site with a repository of downloadable items such as software, screen savers, web templates, ringtones, etc; xiv. sites about TV, movies, celebrity gossip, and entertainment, including, but not limited to: - sites devoted to video content and download; - in-browser clips, shows, or movies. xv. computer games and related sites, including massive multiplayer, flash, and other forms of online gaming; xvi. politically extreme right/left-wing groups, sexist or racial remarks, religious hate, or the promotion of bigoted views; xvii. portal sites and parked domains that contain no information of their own; xviii. social networking and related websites, which are designed with the purpose of giving users a public space to talk about themselves, upload media, and link to their friends; xix. sites responsible for hosting online advertisements, including advertising graphics, banners, and pop-up content; xx. proxies and anonymisers for accessing web-based content, including any site that can be used to bypass filtering; xxi. sites that have been compromised by someone other than the site owner, including, but not limited to: - sites that are vulnerable to particular high-risk attacks; - sites that contain malware, infected images, or that have been defaced; xxii. manipulated websites and emails for fraudulent purposes (phishing), including sites that impersonate other sites with the intent of stealing information from visitors; xxiii. websites found inside junk messages; xxiv. sites hosting software that installs on a computer with the intent of collecting information or making system changes without user consent; xxv. sites that attempt to trick users or exploit browser vulnerabilities in order to install software automatically. c) Any queries about the nature of these filters should be directed in the first instance to the ICT Manager. 9.3 Predatory Behaviour and Child Protection a) Safe usage of the internet involves a whole range of issues to consider, and many have been covered already. However, the issue of paedophilia and other predatory behaviours in online environments is an important one for students and parents to be aware of, even if it is unpleasant to talk about. b) Below are some Australian Government NetAlert guidelines worth remembering while online: i. Paedophiles can socialise together, trawl for inappropriate content (such as child pornography), and easily make collections of this that can be distributed to others. ii. They can pretend to be people other than themselves and they find a sense of security by operating from the confines of their homes. iii. Grooming children online with the intention to meet them in real life is an activity many undertake. iv. They often set up bogus email accounts and handles (a nickname a person may adopt while on the Internet) to protect their identity online. v. Students need to think carefully about the handles they choose for themselves. Handles such as 'Angel-Babe', 'Sweet-Sixteen', or 'SexyKid' may appear harmless on the surface; however, they can attract the wrong attention. Paedophiles are often attracted to people with these types of names. vi. Paedophiles may also erase the history of what they have done online from their personal computers, making it a lengthy task for authorities to charge them with an offence. vii. Paedophiles conduct numerous activities online, including: - swapping pornographic images of children in chat rooms, through email, or via P2P networks; - swapping personal information of children that they have collected; - participating in online communities with the intention of grooming children for personal sexual gratification or to meet them in person; - forming networks with other paedophiles; - trading techniques on how to avoid the authorities. c) The WA Police, in conjunction with AISWA, the Department of Education and Training, and the Catholic Education Office have formed the Internet Safety Working Party. The aim of the working party is to implement strategies through schools and community networks to educate students and parents on safe internet behaviours. d) The working party has produced a DVD titled Keeping Safe on the Internet. The DVD features two presentations – one aimed at students aged 12 to 16, and the other specifically for parents. 9.4 Platform Security and Student-Owned Equipment a) The platform used to access the College network will vary depending on circumstances. This may include one or more of the following: i. College-owned Mac or PC; ii. College-owned iPad or tablet; iii. College-owned netbook b) Where the equipment used is College-owned and used on the College network, the College will assume responsibility for security and filtering. Where the equipment is parent-owned, security and filtering will be the responsibility of parents. The College will assist parents in this role with the provision of instruction, support, resources, and where applicable, direct advice from the ICT Manager. 10. DEVICE LOAN PROGRAM a) Before a device will be issued to a student, parents and students must have read and completed the ICT Student Device Loan Program Agreement. This agreement contains the terms and conditions for the loan. b) When signed by the student and their parent/guardian, the Agreement t becomes a legally binding contract. Any questions or concerns about the Agreement should be directed to the ICT Manager. 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COVID-19 Recommendations for passengers arriving in Finland While travelling, one should remember to avoid physical contact, maintain a safe distance from other people and follow good hand and coughing hygiene. Coronavirus is primarily transmitted as a droplet infection when a diseased person coughs or sneezes. Coronavirus causes a sudden respiratory tract infection. The symptoms include e.g. a cough, sore throat, fever, shortness of breath, muscle aches and headache. Wash your hands with soap often and carefully. If you cannot wash your hands, use an alcohol-based or other hand sanitizer approved by the chemical authority. Do not touch your eyes, nose or mouth. Fever Fatigue Cough, sore throat Runny nose Shortness of breath Muscle aches Nausea Diarrhoea Cough and sneeze into a disposable tissue. Put the used tissue in the rubbish bin immediately. If you do not have a tissue, cough or sneeze into your sleeve, not into your hands. Stay one to two metres away from other people at all times. Avoid crowds and physical or near physical contact as much as possible. If you cannot avoid physical contact, wash your hands with soap and water immediately after contact. If you suspect you may be infected Contact healthcare immediately. You can make a symptom assessment at Omaolo.fi or call the local health centre, emergency clinic or the emergency support number at 116 117. Please note that in many parts of the world, there are significantly more cases of the COVID-19 disease compared to Finland. Most often, symptoms start within four to six days after the initial infection, and within two weeks at the latest. If you suspect you might be infected after your trip, you should get tested for COVID-19. That way you can protect also your loved ones and other people. Further information About COVID-19 on the website of the Finnish Institute for Health and Welfare: thl.fi About border crossing on the website of the Finnish Border Guard: raja.fi	<urn:uuid:5bf17c28-2460-4580-bd61-af574a7582fb>	CC-MAIN-2020-40	https://www.finnlines.com/sites/default/files/thl_yleisohje_en_160720_0.pdf	2020-09-26T18:01:20+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400244353.70/warc/CC-MAIN-20200926165308-20200926195308-00495.warc.gz	776,555,962	420	eng_Latn	eng_Latn	0.99859	eng_Latn	0.99859	[ "eng_Latn" ]	false	docling	[ 1974 ]	[ 2.328125 ]	1	0
Curriculum Overview "And Jesus grew in wisdom and stature, and in favor with God and man." -Luke 2:52 Preschool - K3 (3 Year Olds) Bible: (Purposeful Design) Over the course of the year we will be discussing many Bible Truths that emphasize God's love. We cover areas such as prayer, creation, sin, forgiveness, God's promises, obedience to God, and the life of Jesus. Our school has a school wide weekly memory verse that focusses on a Godly character trait. We also have a weekly chapel on Thursdays from 8:45-9:30 with worship and a message from Pastor Scotty Brown. Math: (Abeka) In our math curriculum we learn to count by 1s and 10s. We learn to recognize the numbers 1-15. We also introduce addition, subtraction, tell time, measure, and identify money. We use a variety of hands-on activities in our math lessons. Phonics and Reading: (BJU Press) Our phonics program teaches the students letters and sounds. Our program develops their fine motor skills which prepare them for letter formation. Since we cover short vowels and consonants we love to incorporate fun activities and high level thinking to help facilitate these lessons. In order to create a fun reading atmosphere, we have a group reading time with all the K3 classes that corresponds with our daily lessons. Towards the end of the program, we introduce word families to encourage reading in class to prepare for Kindergarten. Social Studies and Science: (BJU Press) This is our History and Science portion of the K3 Program. For example we learn about plants, animals, seasons, weather, books, presidents, mailing system, community helpers, etc. We encourage hands on exploration and activities in order to teach these concepts. School and Music Programs: We have a Christmas Program and an End of the Year Program. These programs are used to showcase the students in singing songs and performing in front of family and friends. Field Trips: Every year our students take an exciting field trip to the Tautphaus Park Zoo. We welcome and encourage parents to attend our field trip.	<urn:uuid:726e9a7f-496b-4745-ae2f-d305e62395a4>	CC-MAIN-2020-40	https://waterspringsschool.net/i/docs/Curriculum-Overviews/Curriculum-Overview-K3.pdf	2020-09-26T17:07:08+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400244353.70/warc/CC-MAIN-20200926165308-20200926195308-00500.warc.gz	613,988,662	452	eng_Latn	eng_Latn	0.995389	eng_Latn	0.995389	[ "eng_Latn" ]	false	docling	[ 2064 ]	[ 3.09375 ]	2	1
EVERWIN VIDHYASHRAM-MATHUR YEARLY ASSESSMENT ENGLISH READING 18.03.2020 20 MARKS NAME : _____________________________ LKG - __________________ I. Identify the letters 2 x 2 = 4 b p II. Read the following 4 x 2 = 8 rat ten lot sun III. Read the following 4 x 2 = 8 W T ENGLISH RECITATION 20 MARKS Recite the Rhymes 10 X 2 = 20 I am a Choo – Choo Train Rain on the green Pronunciation – 4 Marks Completion - 4 Marks Action - 2 Marks Pronunciation – 4 Marks Completion - 4 Marks Action - 2 Marks	<urn:uuid:fca44f16-27ba-45b1-a897-46726eb3aed0>	CC-MAIN-2020-40	http://edc.evermathur.com/examinations/documents/108-question-1584504826.pdf	2020-09-26T18:21:50+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400244353.70/warc/CC-MAIN-20200926165308-20200926195308-00500.warc.gz	32,243,083	178	eng_Latn	eng_Latn	0.654109	eng_Latn	0.654109	[ "eng_Latn" ]	false	docling	[ 544 ]	[ 2.21875 ]	2	0
STAY SAFE We hope you have a safe and enjoyable visit to the City Farm. There are some risks to watch out for. The ground around the farm can sometimes be uneven – please wear sensible shoes and mind your step. Wellies might be a good idea in wet weather as it can get muddy. Beware that some work caring for the animals and gardens takes place while you are here. Keep an eye on young children and don't let them play with any tools. Under 8's must be accompanied by an adult (even in the playground). Be aware that even clean and healthy animals can carry diseases that can be transferred to humans. Fortunately it's easy to reduce the risks by following some simple rules: * Always wash your hands with soap and water after you have touched animals, fences or other surfaces in animal areas (including your wellies), especially before eating. * Don't use gels or wipes instead of soap and water – they don't work on E. Coli found in dirt. * Never eat, drink or smoke in areas where there are animals (this includes sweets and snacks). Use the picnic area or the café (after washing your hands). * Never eat anything that has fallen on the floor. * Never kiss animals or allow children to put their faces close to animals. * Supervise children and vulnerable adults in your care closely to ensure that they wash their hands thoroughly. If you are pregnant you should take extra care to avoid animal contact and thoroughly wash your hands before eating and after your visit. More information about risks at the Farm is available on our website, including specific information for teachers and group leaders. Windmill Hill City Farm is a charity. It provides recreation, education and therapy using food, farming and the environment as a theme. The Farm is about 15 minutes walk from Temple Meads Station or from the Centre of Bristol. The closest bus stops are on Bedminster Parade (numbers 52, 75, 76, 90, 121, 510, 511, 672). We have a small car park including bays for disabled drivers. Please make a donation if you use it. Windmill Hill City Farm Ltd. Registered Charity 277287 Philip Street, Bedminster, Bristol, BS3 4EA Telephone: 0117 963 3252 Email: email@example.com Facebook: facebook.com/WindmillHillCityFarm Twitter: @windcityfarm Web: www.windmillhillcityfarm.org.uk WHAT'S HERE As well as produce food, the Farm & Gardens are a good way to learn about food and farming and a popular attraction for visitors who enjoy this green oasis in the city centre. It's absolutely free to visit (we appreciate a donation). The Café serves a tasty range of locally-sourced, high-quality meals at affordable prices in a friendly, relaxed atmosphere. It's the social heart of the organisation. WHAT WE DO We run a wide range of courses from one-day workshops on keeping chickens to 10-week sessions on writing a novel. We have two active groups for older people who go out on day trips and get involved in events and activities on the Farm. Volunteering is central to making the City Farm work across all areas of activity: in the farm, gardens, café and administration. Our professional team supports people with mental health issues, people recovering from addictions, and those with learning difficulties to play an active role helping us to keep the site running. Children aged 8 – 14 enjoy pushing their boundaries on the outdoor structures of the Adventure Playground and engage in a range of activities indoors from cooking to arts, crafts to film-making. We look after over 100 children each week in our Nursery, and have both a crèche and parent and toddler groups as well. Seven different Community Rooms are ideal for events, training, children's parties or craft classes and the all-weather sports pitch has a regular array of teams playing. We host drop-in groups for people with mental health issues, those affected by Alzheimer's, autism, Alcoholics Anonymous and an LGTB group. Education is a key part of our activity. School visits can be arranged to give local children an insight into farming and we run animal care courses up to NVQ level 2 standard. Each year we stage community events with music, stalls and children's activities: the summer festival and Christmas fayre are the jewels in our eventing crown. As a hub of community activity we both host and initiate projects that improve the lives of the people in our neighbourhood and involve local people in taking action. OPENING TIMES (subject to change, please check before visiting) Farm and Gardens - Open 9 - 5 (4 in winter) Monday to Sunday, including Bank Holidays. Reception - Open 9.30 - 4 Monday to Friday. Café - Open 10 - 4 Monday to Friday, 9 - 3 Saturday and Sunday. Day-Care Nursery- Open 8 - 6 Monday to Friday. Adventure Playground - Open (Term Time) 3.30 7 Tuesday to Friday, 12 - 4 Saturday. Open (School Holidays) 10 - 5 Tuesday to Friday. Community Buildings and All Weather Sports Pitch - Open 8 - 10 every day by prior booking only. GET INVOLVED You can help the Farm to grow. * Volunteer in the gardens, café, administration or on the farm. * Give us a donation or become a Farm Friend. * Join as a member if you'd like a greater say in how we're run. * Use the farm, gardens, café, playground, nursery or rooms. * Support our events – just come along or help us to organise them. * Tell your friends about us. * Visit our website.	<urn:uuid:8e866f20-bc1b-4f38-8fde-326aade77037>	CC-MAIN-2020-40	https://www.windmillhillcityfarm.org.uk/wp-content/uploads/2013/11/WHCF_visitor_info_leaflet.pdf	2020-09-26T18:52:48+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400244353.70/warc/CC-MAIN-20200926165308-20200926195308-00499.warc.gz	1,026,706,969	1,184	eng_Latn	eng_Latn	0.998556	eng_Latn	0.998655	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2313, 5391 ]	[ 2.109375 ]	2	4
Setting SMART Goals Keep your New Year's resolution by setting SMART goals: ■ Specific – Make sure your goals are clear and concise. ■ Measurable – Define how many and/or how much. Having something you can measure along the way can help you stay on track and stay motivated. ■ Attainable – Goals should be attainable. Achieving small milestones builds confidence. ■ Realistic – Be realistic in setting your goal. Understand your limitations. ■ Timely – Set a target date so that you have a deadline to work towards.	<urn:uuid:c007d30d-2d45-4586-b451-d2820218b113>	CC-MAIN-2020-40	https://rsu18.org/wp-content/uploads/2020/01/OnlifeposterJanuary2020.2.pdf	2020-09-26T17:41:42+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400244353.70/warc/CC-MAIN-20200926165308-20200926195308-00498.warc.gz	527,719,405	109	eng_Latn	eng_Latn	0.997474	eng_Latn	0.997474	[ "eng_Latn" ]	false	docling	[ 517 ]	[ 2.953125 ]	1	1
Summarised inspection findings Wellshot Primary School Glasgow City Council 23 April 2019 Key contextual information Wellshot Primary School is a Victorian red sandstone building situated in the east end area of Tollcross in Glasgow. The school is spread over three floors with balconies looking over a central area. It has a large playground area, which has been developed to accommodate outdoor learning. The dining hall is in a separate, purpose built room adjacent to the school. Wellshot Primary School is part of the Eastbank Learning Community. At the time of the inspection there were 309 children attending the school. Sixty-nine of the children who attend have English as a second language. The headteacher took up her post in 2007 and the other members of the senior leadership team (SLT) have worked at the school for a reasonable period of time. There have been a few changes to the staff team over recent years and this is now beginning to stabilise. 1.3 Leadership of change very good This indicator focuses on collaborative leadership at all levels to develop a shared vision for change and improvement which is meaningful and relevant to the context of the school within its community. Planning for continuous improvement should be evidence-based and linked to effective self-evaluation. Senior leaders should ensure the need for change is well understood and that the pace of change is appropriate to ensure the desired positive impact for learners. The themes are: n developing a shared vision, values and aims relevant to the school and its community n strategic planning for continuous improvement n implementing improvement and change n Wellshot Primary School is a very nurturing, caring and inclusive school. All stakeholders have been consulted to inform the school's shared vision, values and aims. The vision is that the school and its local community join as a 'family'. This sense of 'family' is evident in the very positive relationships within the school between all adults and children, which are built on mutual respect. The school is held in high regard by its local community. Its values of happiness, friendship, co-operation, trust and respect were chosen through a rigorous consultation process involving children, parents, staff and the wider community. They are embedded through weekly assemblies, class discussions, in learning conversations with groups and individuals and through the school's Values Charter. Children speak confidently about their school values and refer to them appropriately in a variety of contexts. They are very proud of their school and its nurturing ethos and can explain their school vision in detail. The school's vision, values and aims provide a very clear sense of direction and purpose for the school. The SLT have ensured that the school's vision, values and aims are based on their sound knowledge of the economic, social and cultural context of the school community. n The headteacher, very well supported by her two depute headteachers and, two principal teachers funded by the Pupil Equity Fund (PEF), has embedded nurturing approaches through her strong strategic direction over a number of years. Her passionate commitment to nurturing approaches creates a calm and positive school climate to facilitate effective learning and teaching for all children. The headteacher is held in very high regard by the school 'family' who appreciate her drive and commitment to improve outcomes for all children. The SLT have high expectations of staff and the progress of all learners. Teachers regularly discuss children's progress in their learning with the SLT. This ensures that most children are on track to achieve appropriate levels of attainment and that interventions are implemented to improve progress. n The school improvement plan reflects the aims of the Glasgow Improvement Challenge to raise attainment. It helps to translate the school's vision, values and aims into priority activities and improved outcomes for children. Effective self-evaluation which involves all staff results in real ownership of improvement priorities. The headteacher consults with her staff team to manage the pace of change effectively by focusing on a small number of well-considered priorities. These are expressed as measurable and achievable outcomes for learners which focus on literacy, numeracy and digital literacy. The progress of the implementation of the improvement plan priorities is discussed regularly with staff and parents. n The SLT incorporate self-evaluation activities into all of the school's work and this very good practice is beginning to demonstrate improvement in priority areas. They support, challenge and encourage staff towards continuous improvement. Almost all staff have a sound understanding of their role in driving forward change and improvement. An extensive range of evidence is used to develop the key improvement priorities in line with the Glasgow Improvement Challenge. n All staff including support staff undertake leadership roles across the school which is resulting in improved outcomes for children. Staff work collaboratively and feel valued and respected. Their professional learning needs are developed through effective professional review and development procedures. The headteacher encourages her staff to be creative, innovative and to use practitioner enquiry to influence change processes. Staff consider that they are well supported to take forward new initiatives. A very good example of this is the school's approach to playful pedagogy in the early years. Early years staff have been very well supported by the SLT to develop this innovative approach to learning and teaching. Prior to implementation the headteacher, principal teacher and the early years staff researched play pedagogy thoroughly and evaluated practice in other establishments to ensure an effective implementation process. Play based approaches to learning and teaching are now improving outcomes for learners and the children are developing the four capacities of Curriculum for Excellence. Parents are very supportive of this new approach and the impact it has on their children's progress in learning. n The teaching and learning community is another positive example of leadership with staff leading professional reading, research and discussion sessions. The most recent focus is to revisit and develop further strategies which improve how they involve children in learning more effectively. This is improving the quality of teachers' questioning and use of relevant feedback to improve outcomes for children. n The SLT have used their extensive knowledge of the school's socio-economic context to enhance learning and life experiences creatively for each child. The allocation of the Pupil Equity Fund (PEF) has been used to employ staff to enhance the children's experience in early years and to support improved outcomes. This ensures equity for all learners. PEF has also been used to employ additional staff to raise attainment in literacy in targeted classes and with targeted children. The impact of this approach is beginning to show an improvement in the attainment of these children. n Children consider that their voice is heard and their views and opinions are sought and valued. Recently, they were consulted and involved in choosing new house names. Most children are given the opportunity to take on leadership roles. This could be extended further to include all children. Children make choices about their learning in the majority of classes. Their ability to lead their learning is an area for further development. 2.3 Learning, teaching and assessment good This indicator focuses on ensuring high-quality learning experiences for all children and young people. It highlights the importance of highly-skilled staff who work with children, young people and others to ensure learning is motivating and meaningful. Effective use of assessment by staff and learners ensures children and young people maximise their successes and achievements. The themes are: n learning and engagement n quality of teaching n effective use of assessment n planning, tracking and monitoring n The very welcoming ethos in Wellshot Primary School reflects the nurture principles. The positive ethos impacts on children's learning experiences. Children enjoy coming to school and interact well during their learning activities. As a result of a range of strategies, including nurture boxes in every class, children's resilience has improved. The majority of children are becoming more independent in their learning. n In most classes, children enjoy high quality learning experiences and are fully engaged in learning. This is not yet consistent across all stages. The staff team have collaborated to reach a shared understanding of features of effective practice in some curriculum areas. For example by implementing the Glasgow Counts Framework for Mathematics. n The school is part of the Scottish Attainment Challenge and have focussed effectively on raising attainment in writing and numeracy. As a result staff have accessed a range of high-quality professional learning activities to improve the teaching of writing skills and conceptual mathematics. This has ensured that learners experience more consistency in learning and teaching approaches across the school. n Children in the early stages engage fully in the 'Baby Strings' project funded by the PEF. By P3 all children confidently play a violin, viola or cello. Children's motivation, confidence and skills in teamwork and listening have been improved through this regular music practice. Many of the children have now progressed to learning another musical instrument. This experience is impacting positively on most children's progress with developing their skills in reading and writing. The school should continue to progress with this approach, as planned, for all children as they move on through the school. n Across the school resources are well organised, labelled and easily accessible to children. This allows children to be more independent learners. Children's learning experiences are enhanced by a wide range of planned play opportunities in the early stages. This approach provides children with more personalisation and choice. In best practice staff have used educational research to improve learning and teaching. Staff across the school should now agree standards for highly effective learning and teaching at Wellshot Primary School. n All children have regular opportunities to learn through well-planned, motivating educational excursions. Children also benefit from quality outdoor learning, particularly in numeracy and mathematics. The school provides children with a range of real and relevant learning contexts. These support children to apply their learning and make links to the World of Work. n Pupil voice is evident throughout the school, for example children's comments about their learning are displayed alongside their work. Learner participation could be further developed by using How Good is OUR school. This will enable all children to play an active role in the school Wellshot Primary School (8430926) Glasgow City Council and wider community. The improved pupil voice will promote confidence, increased choice and independence for the children. n Staff are beginning to make effective use of questions to ask children to justify their answers and explain their thinking. This is most evident during numeracy and mathematics lessons. The use of questioning techniques should be developed further to give children opportunities to provide their own explanations which will support their understanding. n In the best lessons staff involve children fully in identifying the learning and evaluating success in learning. This is leading to improvement in attainment in reading, writing, mathematics and numeracy. The majority of children talk about their strengths in literacy and numeracy. In the majority of lessons children receive regular feedback and have opportunities to give feedback to their peers. There is scope to improve the pace and challenge in a few lessons across the school. n Children's achievements are recognised and celebrated widely. Children record and share their 'Magic Moments'. This practice enables children to self-assess and to reflect on the skills they have achieved. Children's achievements are regularly celebrated at assemblies when they are awarded certificates. Children are highly motivated to receive one of the monthly red letters that are awarded for demonstrating the four capacities. Children who receive red letters are rewarded by attendance at a tea party with the SLT. Participation in after school clubs and out of school activities is very well monitored. Appropriate targeted support is provided to ensure inclusion in after school clubs. n Digital technologies are used regularly as a teaching tool to enhance learning and teaching. There is a need for progression in children's digital technologies skills. There is scope to widen the use of digital technologies across the school. n The SLT have six weekly planning, tracking and monitoring meetings with staff. Systems are in place to track and monitor children's progress across literacy and numeracy. These include information based on summative and diagnostic assessments. Attainment data from a range of standardised assessments is also systematically gathered and tracked. This provides data to inform planned learning activities, assessment and targeted interventions. Currently staff review assessment data every six weeks to monitor and evaluate progress and inform next steps in learning. This should be further developed by teachers co-constructing learning targets with children. n There are opportunities for children to be involved in planning thematic work and to make personalised choices. The school plans to increase opportunities for children to take more of a lead role in planning their own learning across curricular areas. n Approaches to planning the curriculum need to be more consistent across the school. The SLT should support staff to plan and track progress for learners across the broad general education. Teachers should continue to develop collaborative approaches to planning across and within levels. 4 \| Summarised inspection findings Wellshot Primary School (8430926) Glasgow City Council 2.2 Curriculum: Learning pathways n See choice QI. Wellshot Primary School (8430926) Glasgow City Council 2.7 Partnerships: Impact on learners – parental engagement n Almost all parents are very positive about their relationship with the school and are confident about raising concerns or offering suggestions. They welcome the opportunities they have to speak to staff particularly during 'Soft Start' in the morning. They were fully consulted and involved in the revision of the school's vision, values and aims. n Parents are actively encouraged to engage with their children's learning. They value the termly curriculum newsletter and information leaflets provided by all teachers. This gives parents helpful guidance as to how they support their children at home with literacy and numeracy. Parents of children in Primaries 1–3 are invited to 'Tea with the Teacher,' events each term. Recently the focus has been to share how parents can help their children with phonics. These events are well attended and evaluated very positively by parents. n The Parent Council supports the school's inclusive ethos very well. These parents have a really good understanding of the social context and augment the school's approaches to developing children's wellbeing. For example, every Monday and Friday at the end of the school day they provide soup for children and parents as they leave school. The Parent Council is aware that they are not currently representative of the culturally diverse school community. They plan to engage with the wider parent body by inviting parents to share their cooking skills which reflect the traditions of a range of cultures. 2.1 Safeguarding n The school submitted self-evaluation information related to child protection and safeguarding. Inspectors discussed this information with relevant staff and, where appropriate, children. In addition, inspectors examined a sample of safeguarding documentation. At the time of the inspection, there were no identified areas for development. 7 \| Summarised inspection findings Wellshot Primary School (8430926) Glasgow City Council 3.1 Ensuring wellbeing, equality and inclusion very good This indicator focuses on the impact of the school's approach to wellbeing which underpins children and young people's ability to achieve success. It highlights the need for policies and practices to be well grounded in current legislation and a shared understanding of the value of every individual. A clear focus on ensuring wellbeing entitlements and protected characteristics supports all learners to maximise their successes and achievements. The themes are: n wellbeing n fulfilment of statutory duties n inclusion and equality n Wellshot Primary School has a nurturing and inclusive ethos where children benefit from warm and caring relationships with staff. The headteacher and staff demonstrate a strong commitment to creating a place where almost all children feel safe and valued. All staff know children and their families very well, and work together effectively to ensure their wellbeing. All children are cared for, respected and included. Staff and partners have created an environment where children feel listened to. Children feel they can talk to a key adult if they are worried or upset as a result of the of the quality of relationships. n Ensuring children's wellbeing is a major strength of the school. As a result, this is having a positive impact on how well the children learn and achieve. On a daily basis the school uses a variety of approaches to successfully prepare children for learning. Parents and staff highlight the value of 'Soft Start,' for children in Primaries 1-3. This provides worthwhile opportunities for the adults to share relevant information about children, which may help to prepare them for the school day. This approach could be developed further in all stages of the school. Almost all teachers very effectively support children to regulate their emotions at points of transition through the school day in readiness for learning. Children have a very good understanding of the relationship between their emotional wellbeing and their ability to learn. They understand the challenges faced by some children who find it harder to learn. n Nurture and nurturing principles are understood, applied and embedded within core learning and teaching. The school very effectively provides universal and targeted support through nurture. This results in children developing a good understanding of their emotions. They feel safe and understand that all behaviour is communication. Children receiving targeted nurture support have a very good understanding of their personal targets. They are well supported to reflect on these and to achieve them. The headteacher leads professional development annually, which ensures that nurturing approaches continue to permeate the life of the school. This supports all staff to continually develop nurturing approaches, which meet the needs of all children. n Almost all children feel safe, healthy, achieving, nurtured, active, respected, responsible and included. They have a good understanding of the wellbeing indicators and describe health and wellbeing as an important element of school life. Almost all children are able to discuss knowledgeably what they are learning in health and wellbeing. They now need to be helped to understand and reflect on the progress they are making. As part of this process they would benefit from setting focused and specific wellbeing personal learning targets. The SLT is aware of the need to evaluate and assess progress in health and wellbeing against National Benchmarks. Staff will then be able to track the children's progress in this area. n Staff promote the benefits of physical activity and almost all children are well supported to take regular exercise. Children may choose to attend 'Rise and Shine' before the start of the school day to help prepare them for learning. Children of all ages have opportunities to attend a range of lunchtime and after-school clubs such as Zumba, dance and badminton. Children are able to explain some of the physical, mental and social benefits of taking part in physical exercise. The pupil council, in response to suggestions from children across the school, are at the early stages of developing the playground space and facilities to promote active play. n School documentation shows that teachers plan for two hours of quality physical education (PE). Slow transitions limit the actual time that the children are active. The school needs to monitor arrangements to ensure that all children receive their entitlement and access progressive skills development in PE. n Almost all children demonstrate the agreed school values of happiness, friendship, cooperation, trust and respect. Most children have good awareness of the importance of children's rights. An increased focus on the United Nations Convention on the Rights of the Child will further enrich the children's experiences and their sense of self-worth. The school is well placed to extend this work. The school's approach to promoting positive behaviour should be reviewed in light of this development. n The school fulfils its statutory requirements. Individual children's plans involve children, parents and staff effectively in their development and review. The SLT recognises that children need to engage with their targets routinely in order to understand what they need to do to achieve. Members of the SLT meet with staff regularly to review the progress of children facing additional challenges and the effectiveness of targeted interventions. Clear guidance provides support to teachers in the early identification of children who face barriers to learning. As a result prompt action is taken. Children are very well supported to overcome any barriers which they face to their learning. n With the support of the SLT, staff make informed judgements about appropriate interventions to support children's development. A range of very high quality targeted supports are in place. Staff including support staff, are trained very effectively to deliver these supports. A significant number of children in the school have English as an additional language (EAL). They are very well supported with their learning. The school has access to advice and support from the authority EAL service. Teachers are also advised regarding appropriate approaches and teaching materials to use. Children have access to counselling support provided by a charity organisation. The children speak with warmth and enthusiasm about the support they receive. n The school clearly values diversity and challenges discrimination. Children learn about a wide range of different religions through assemblies and the Religious and Moral Education (RME) curriculum. Almost all are able to talk knowledgeably about their understanding of others' beliefs. As a result, there are very few incidents of bullying or prejudice. Cultural diversity is valued, celebrated and contributes to the richness of the school community. n Parents also value highly the many ways in which they receive support from the school. For example, monthly support meetings are organised for the parents of children diagnosed with autism. The school helpfully provides a crèche during these meetings. Parents appreciate the information shared with them about school initiatives at these meetings. They also value the support they receive from each other. n Children describe a range of ways they feel included and involved in school life. For example, they enjoy the responsibility of being buddies for younger children and run a fruit shop at playtime. There are opportunities for older children to be involved in a number of pupil groups. The school should consider how to extend opportunities for children of all ages to be more fully involved in influencing school improvements. 3.2 Raising attainment and achievement good This indicator focuses on the school's success in achieving the best possible outcomes for all learners. Success is measured in attainment across all areas of the curriculum and through the school's ability to demonstrate learners' achievements in relation to skills and attributes. Continuous improvement or sustained high standards over time is a key feature of this indicator. The themes are: n attainment in literacy and numeracy n attainment over time n overall quality of learners' achievement n equity for all learners Overall attainment in literacy and numeracy n Overall, the data presented by the school indicates that children's attainment in numeracy and literacy is good. Children receiving targeted interventions in literacy and numeracy are making good progress. Children with EAL are also making good progress in literacy and numeracy. Children with additional support needs are making good progress towards their targets. n The SLT discuss the analysis of a range of standardised assessments, including the Scottish National Standardised Assessments (SNSA) and teachers' professional judgements of Curriculum for Excellence levels with teachers, to put in place interventions for improving children's attainment. There is an over-reliance on the wide range of standardised assessments used. Teachers are building their confidence in the use of National Benchmarks. They should ensure that they widen the range of evidence used to inform their professional judgement of progress and achievement within and across Curriculum for Excellence levels. Literacy and English n The school has adopted the local authority's 'Literacy for All' strategy with a view to increasing staff confidence and improving outcomes for learners. To date, the school has focused on developing writing assessments to be used by all teachers. This is being complemented in Primaries 1-3 by the introduction of literacy initiatives based on increasing children's vocabulary and active participation in storytelling. Teachers report positively on the success of these initiatives. Reading n Overall, children's progress in reading is good across the school. Most children demonstrate high levels of enjoyment and access a variety of reading materials. At early level, children experience a literacy rich environment. The school has placed a significant emphasis on the development of the whole school phonics programme, which has been received well. Children explore sounds and letters through playful pedagogy, using a range of resources to develop their reading skills. At first level, children confidently distinguish between the features of fiction and non-fiction texts. They can identify favourite authors and genres, and are able to explain their preferences. Children are familiar with common strategies for decoding unfamiliar words and deducing their meaning. Digital technology is used effectively to increase children's engagement with texts for enjoyment. There is scope for more challenge to be provided for children finding and using information. At second level, children develop a range of skills and strategies to help them understand texts including skimming, scanning and summarising. Comprehension skills are developed through engagement with higher order questions related to the text. A few pupils would benefit from increased pace and challenge in their reading activities. Writing n Overall, children's progress in writing is satisfactory across the school. At early level, children explore writing using a wide range of materials and are encouraged to write for enjoyment. They develop an understanding that words are written from left to right, with spaces between them. They are able share ideas and experiences in pictures and print. There is scope to develop the children's letter formation skills. At first level, most children can accurately punctuate sentences using capital letters, full stops, question or exclamation marks. Some children make use of speech marks in their writing. They can organise extended writing into paragraphs and are beginning to explore a range of different openers and connectives. At second level, children can write for a range of purposes including instructional texts, persuasive arguments and informative fact files. They make use of specialised and interesting vocabulary as appropriate to the context. A focus on features of imaginative stories such as characterisation and setting the scene ensures that children can engage the reader. They are encouraged to see themselves as authors with one pupil undertaking his book signing at a local supermarket. Listening and talking n Overall, children's progress in listening and talking is good. As a result of a recent initiative where talk is used to promote vocabulary acquisition and wider literacy skills at early level, children engage well in listening to, and actively participating in, stories, songs and rhymes. Most children listen and respond appropriately to questions, and are able to follow simple instructions. Most children can share their feelings, thoughts and ideas through the opportunities provided by playful pedagogy. This is supporting children with EAL to engage successfully with their peers. At first level, children are familiar with, and can apply, techniques for engaging with others such as making eye contact and using appropriate body language. They can talk in groups, understanding the need to listen to others respectfully without interruption. Children express a strong interest in learning modern foreign languages. At second level, children talk confidently and articulately about their ideas and opinions. They can respond to a range of questions to demonstrate understanding. There is scope for children to develop further skills required for presenting and debating. The school has identified that planning for learning, teaching and assessment in listening and talking should be a priority to ensure that attainment data is valid and reliable. Attainment in numeracy and mathematics n Overall children are making good progress in numeracy and mathematics. The raising attainment strategy for numeracy introduced mathematical mindsets to children in 2016-2017. In 2017-2018, staff adopted the Glasgow Counts Framework and approaches to the teaching of numeracy and mathematics. This supports more effective planning for progression, and attainment is beginning to improve. Number, money and measurement n Children are developing a range of strategies to solve problems and apply them in different contexts. Through recent work on developing approaches to problem solving, reasoning and fluency, staff are able to demonstrate positive signs of improved outcomes for children at early, first and second levels. n Across the school, most children can collect and organise information, and interpret data using types of graphs as appropriate for their stage. n At early level, most children count forwards and backwards to ten. Almost all can identify numbers in groups to six. The majority of children can create sequences with numbers to 20. Most children can use practical objects or number lines to add and subtract within 20. They are beginning to order days of the week, and answer questions about time sequences. The Wellshot Primary School (8430926) Glasgow City Council majority of children can identify 1p, 2p, 5p and 10p coins and are learning to pay the exact value for an item up to 10p by applying skills of addition and subtraction. n At first level, most children ably use different mental maths strategies, and confidently add and subtract two-digit numbers. Children's understanding of measurement using standard units such as centimetres, metres and kilogrammes is very good. Most children tell the time using the 12-hour and 24-hour clock and are developing their knowledge of money. A few children can confidently give change from £10. They confidently explain what a fraction is using concrete materials and the role of the numerator and denominator. n At the second level, children work well with a range of whole numbers up to and beyond 100 000. Most read, write and count numbers to 1 000 000 and can confidently estimate and round to the nearest 1 000, 10 000 and 100 000. Children confidently link their knowledge of multiplication and division work with decimals. Most children use their knowledge of equivalent forms of common fractions, decimal fractions and percentages to solve problems. Children confidently use 24-hour times to calculate duration in hours and minutes. Most children confidently carry out money calculations including working on comparing costs and managing a budget. All children confidently demonstrate their understanding of the benefits and risks of using bank cards. Shape, position and movement n At early level, almost all children confidently name two-dimensional shapes. They can describe and sort three-dimensional objects. Almost all children can identify, describe and create symmetrical pictures with one line of symmetry. At first level, most children can discuss the properties of two-dimensional shapes and can confidently use mathematical language to describe the properties of a range of common two-dimensional shapes and three-dimensional objects including side, face, vertex and angle. They know that a right angle is 90 degrees. They use 'right, acute and obtuse' to accurately describe angles. At the second level, almost all children confidently use mathematical language including acute, obtuse, straight and reflex to describe and classify a range of angles identified within shapes. They know that complementary angles add up to 90 degrees and supplementary angles add up to 180 degrees. Information handling n Overall, children are confident with their skills in data analysis. At early level, children sort objects into sets of shape and colour and draw simple diagrams to sort everyday objects. They confidently contribute to concrete and pictorial displays where one object or drawing represents one data value. They can gather information using tally marks and represent this in pictograms, Venn diagrams and simple bar charts. At first level, children use tally marks to gather information and present them in bar graphs, tables and diagrams. They confidently interpret information in tables, charts and bar graphs by answering a series of questions. At the second level, children carry out investigations and gather, collate and organise their information in a variety of ways including pie charts, bar graphs and diagrams with improving confidence. Most children confidently use the language of probability accurately to describe the likelihood of simple events occurring. Attainment over time n Children in P1, P4 and P7 have undertaken the Scottish National Standardised Assessments (SNSA). The school uses this data, alongside other standardised assessment data, to identify areas for improvement in both literacy and numeracy. Senior leaders scrutinise standardised assessment data for all classes to determine progress over time. n Attainment in P7 numeracy over the last three years has not been as positive as in other areas. The school has implemented appropriate training and support for staff to improve attainment in numeracy. A variety of interventions have been introduced to raise attainment. It is not yet possible to measure the impact of these. There are positive signs that almost all children are making good progress. n Attainment in literacy and mathematics and numeracy over the last three years is not consistent. According to the school's data, most children are making good progress in reading with an improving picture in writing and listening and talking. The school has identified the next steps required to improve literacy for all children. Children across the school are making good progress in mathematics and numeracy according to the school's data. Overall quality of learners' achievements n Children's achievements, both in and out of school, are celebrated and shared. The school tracks and monitors wider achievement very well. This information is used to identify those children who are not participating with a view to encouraging engagement in wider activities. Relevant opportunities are signposted by the school to children and their parents/carers. Targeted support is provided to enable those unable to access clubs to benefit from these activities and their progress is closely monitored. School data demonstrates this approach has been successful in increasing levels of participation. n 'Magic moments' are used in Primaries 1-3 to identify and record achievements. There are regular assemblies to celebrate successes and achievements. The school participates well in the 'Baby Strings' programme, providing access to stringed instruments for all pupils in Primaries 1-3. Pupils engage enthusiastically and staff and parents speak very positively about the range of benefits this experience brings for the children. Along with other participating schools, the children's achievements will be showcased and celebrated when they perform at Glasgow City Hall. n A range of leadership opportunities exist for children including the school's house system, eco committee, fair trade committee and the recently trained digital leaders. There is scope to increase the number of children involved in such leadership roles. n The school provides a range of after school clubs for all children including dance, choir, football and basketball. Children are consulted about the activities to be offered. The school participates in inter-school sporting tournaments as appropriate, for example, badminton and football. This allows children wider opportunities to develop a range of skills. n All children benefit from planned trip and visits to enhance their learning experience. Examples include a trip to Edinburgh as part of the tourism topic and a trip to Bannockburn as part of the knights and castles topic. The local context is also used well with regular use made of the local park, library and leisure centre. Children speak very highly of these opportunities and the benefits to them. Equity for all learners n All teaching and non-teaching staff know the children very well and demonstrate a very clear understanding of the socio-economic background of all children and their families. They work hard to create an environment with positive and respectful relationships where children feel nurtured and ready to learn. n Senior leaders have a firm grasp of the factors which might impact on children's attainment. They receive significant additional resourcing from PEF and use this effectively to reduce barriers to learning. Some interventions form part of the school's holistic approach to increase self-esteem and confidence in the children such as 'Baby Strings' for Primaries 1-3. n Additional staffing is used to support a variety of initiatives including play based pedagogy and the school's approach to nurture. PEF principal teachers are responsible for leading a number of initiatives in the school, for example, the development of literacy, numeracy and digital learning. n Where there are targeted interventions, impact on children's attainment is tracked and monitored. Evidence provided by the school indicates improvements in attainment. Senior leaders evaluate the effectiveness of interventions and act accordingly. They should continue to support all teachers to identify a wider range of evidence when evaluating the effectiveness of these interventions on children's attainment. Choice of QI: 2.2 Curriculum n Rationale and design n Development of the curriculum n Learning pathways n Skills for learning, life and work n The school is a learning environment at the heart of its community, which aims to promote care and respect in all aspects of school life. The curriculum aims to meet the needs of children, preparing them for learning, life and work and taking account of the Curriculum for Excellence contexts. There is scope to review the curriculum rationale to ensure its relevance and coherence for all stakeholders, involving children and their parents. n The school has evaluated and updated learning pathways, with a particular focus on literacy and numeracy, in line with the local authority progression frameworks. To date, most of the work in literacy has concentrated on developing reading and writing skills. The whole school approach to phonics is having a positive impact on learners' spelling and decoding. As identified, senior leaders should now develop progression frameworks for talking and listening which take account of the National Benchmarks. n A recent curriculum review has led to the introduction of a pupil-led topic theme with a view to exploring interdisciplinary learning (IDL). When planning, care should be taken to ensure that any duplication of themes has a sound rationale to build on prior learning and develop further learners' skills. It would be useful to build awareness of national guidance on IDL to ensure relevant and meaningful opportunities are embedded in the curriculum. n Children speak confidently about a range of health and wellbeing topics in the curriculum such as substance misuse, sexual health and emotional wellbeing. The health and wellbeing programme supports the school's nurturing approach to Getting It Right For Every Child (GIRFEC). n An enquiry-based approach to learning through play is leading to effective delivery of the Primaries 1-3 curriculum. When this approach is taken beyond the classroom into the surrounding environment, outdoor experiences allow the children opportunities to extend and transfer their learning. The school should continue with its plans to develop play-based outdoor learning across the school. n Work on the Career Education Standard (CES) and Developing the Young Workforce (DYW) is at an early stage. However, there are examples of well-planned activities for children to explore the world of work, for example, combining a mock court with a visit from a solicitor. Staff, along with a range of partners, are helping children develop an understanding of skills for learning, life and work. This is aimed at widening the horizons and raising the aspirations of children to allow them a greater understanding of the different types of work available and the skills required for success. This culminates in an annual world of work week. n A group of teachers is contributing to the development of the school's digital learning and teaching strategy. This is in preparation for the next phase of the local authority's digital implementation strategy. Preparation activity to date includes professional learning using tablets for time-lapse photography as well as training P6 pupils as digital leaders. This area should be further developed as the infrastructure becomes available. n There is scope for senior leaders to develop a progressive skills framework incorporating existing opportunities across the curriculum. This would allow skills for learning, life and work to be tracked effectively. Wellshot Primary School (8430926) Glasgow City Council n Science, technologies, engineering and mathematics (STEM) activities are well-planned and provide opportunities for active learning. 'Clyde in the classroom' has been developed to introduce topics such as biodiversity in a local context. STEM boxes are being provided for Primaries 1-7. Literacy across curricular areas is being promoted through initiatives such as 'STEM-a-story'. n As part of its curriculum, the school has a programme for French from Primaries 1-7. French language is delivered during discrete lessons as well as embedded as appropriate into daily learning. In line with the 1+2 national policy, there are plans to introduce British Sign Language (BSL) as the second additional language across the school. A rising number of children have EAL and senior leaders recognise that working with children, families and partners will allow the school's curriculum to be enriched. Practice worth sharing more widely Playful pedagogy in P1 Over a period of three years, the headteacher, along with early years staff, has made significant changes to P1 pedagogy based on sound research. The aim of this approach is to engage and motivate children to learn independently in an active learning environment. This will ultimately raise attainment. Direct teaching with the whole class is very limited. Children are engaged in learning through working in groups and pairs and playing games to improve and develop their literacy and numeracy skills. Teaching takes place in small group situations and during engagement in the planned activities. The teacher uses high quality questioning skills to enhance the learning experience and extend the learning. PEF Child Development Officers are used to plan active learning experiences along with the teacher. They scaffold children's learning by effective questioning and purposeful discussion. Children's ideas and suggestions are taken on board to further develop a particular theme. The development of writing skills is enhanced by an approach which promotes story maps and story scripts so that children can effectively retell a story even when they cannot read. The impact of this approach is evident in the children's engagement in learning and their levels of independence. The four capacities are clearly being developed by this active pedagogy and children are making sound progress in their learning over time. Key processes and leadership: - Leadership of change by headteacher and staff - Commitment of teachers and practitioners - Staff's engagement in professional learning and practitioner enquiry - Effective communication with parents and other professionals. Baby Strings Over the past three years PEF has been used to ensure that all children from P1-P3 are taught to play either violin, viola or cello. By P3 every child can play competently one of these stringed instruments. The children are taught by Glasgow City instrumental tutors supported by their class teachers. This project allows the children to develop a wide range of knowledge and skills. They develop their knowledge and skills in reading music and playing a stringed instrument. Consequently they develop their fine motor skills and skills which will help their language and mathematical development. This includes listening, concentration, keeping the beat and rhythm, vocabulary and counting. It improves their social skills and enables them to be part of a team. It also develops an appreciation of music and performing. Children are already expressing an interest in learning to play other musical instruments. Parents and staff are very supportive of this development and its positive impact on the children. Key processes and leadership: - Leadership of the headteacher and staff - Knowledge and skills of music tutors - Communication with parents - Support of council in organising events so that children can perform with other schools e.g. concert at City Halls. Explanation of terms of quantity The following standard Education Scotland terms of quantity are used in this report: Other quantitative terms used in this report are to be understood as in common English usage. 20 \| Summarised inspection findings Wellshot Primary School (8430926) Glasgow City Council	<urn:uuid:9bd1c88f-10c4-498e-ad1c-fefc47ec0130>	CC-MAIN-2020-40	https://blogs.glowscotland.org.uk/gc/public/wellshotprimary/uploads/sites/6715/2019/05/Wellshot-Inspection-Report.pdf	2020-09-26T18:31:50+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400244353.70/warc/CC-MAIN-20200926165308-20200926195308-00500.warc.gz	260,335,554	8,604	eng_Latn	eng_Latn	0.992716	eng_Latn	0.998605	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 92, 4082, 7639, 11235, 14445, 14555, 16108, 16564, 20381, 24246, 24389, 27829, 31772, 35520, 39139, 40036, 43616, 44512, 47278, 47538, 47849 ]	[ 1.203125, 2.9375 ]	1	0
Modern Physics Week 2 - Tutorial 1-3 07 th September, 2012 1. Lorentz Transformations at work: Consider a railway man standing at the middle of a freight car of length 2L. He ﬂicks on his lantern and a light pulse travels out in all directions with the velocity c. Find the time of arrival of the light pulse at each end of the freight car in the following two frames: i. Frame of the railway man standing at the middle of the freight car. ii. Frame of a man standing outside the freight car, whose frame is coincident with railway man's frame initially, before the train starts to move with speed v in his frame. 2. Simultaneity of events: For any two events A and B, can we always go to frame where they are simultaneous? 3. Speed of light in moving media: The velocity of light in matter is less than c. The index of refraction, n, is used to specify the speed in a medium: n = 1 corresponds to empty space; in matter n > 1. The slowing can be appreciable: for water n = 1.3. The problem is to ﬁnd the speed of light through a moving liquid. For instance, consider a tube ﬁlled with water. If the water is at rest, the velocity of light in the water with respect to the laboratory is u = c/n. What is the speed of light when the water is ﬂowing with speed v? 4. Save Julius Caesar: Julius Caesar was murdered on March 15 in the year 44 B.C. at the age of 55 approximately 2000 years ago. Is there some way we can use the laws of relativity to save his life? Let Caesar's death be the reference event, labelled O: xo = 0, to = 0. Event A is you reading this exercise. In the Earth frame the coordinates of event A are xA = 0 light-years, tA = 2000 years. Simultaneous with event A in your frame, Spaceship D cruising the Andromeda galaxy sets oﬀa ﬁrecracker: event B. The spaceship moves along a straight line in space that connects it with Earth. Andromeda is 2 million light-years distant in our frame. Compared with this distance, you can neglect the orbit of Earth around Sun. Therefore, in our frame, event B has the coordinates xB = 2 ∗ 10 6 light-years, tB = 2000 years. Take Caesar's murder to be the reference event for the spaceship too (x ′ o = 0 , t ′ o = 0). i. How fast must the spaceship be going in the Earth frame in order that Caesar's murder is happening NOW (that is, t ′ B = 0) in the spaceship rest frame? Under these circumstance is the Enterprise moving toward or away from Earth? ii. Draw a spacetime diagram for the Earth from that displays event O (Caeasar's death), event A (you reading this exercise), event B (ﬁrecracker exploding in Andromeda), your line of NOW simultaneity, the position of the spaceship, the worldline of the spaceship, and the spaceship NOW line of simultaneity. The spacetime diagram need not be drawn to scale. iii. In the spaceship frame, what are the x and t coordinates of the ﬁrecracker explosion? iv. Can the spaceship ﬁrecracker explosion warn Caesar, thus changing the course of Earth history? Justify your answer.	<urn:uuid:d942a61b-a4cf-4840-ba55-1c7c0730b672>	CC-MAIN-2020-40	https://physcourses.lums.edu.pk/wp-content/uploads/2020/03/T-1.2.pdf	2020-09-26T17:55:43+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400244353.70/warc/CC-MAIN-20200926165308-20200926195308-00501.warc.gz	526,598,658	749	eng_Latn	eng_Latn	0.996619	eng_Latn	0.997366	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2864, 2985 ]	[ 3.265625 ]	1	0
A BIBLE TIMES QUEEN Bible Story: Esther 1-2 Bible Verse: Proverbs 3:5-6 Text Truth: People Should Trust God Christ in Context: Esther, through God, delivered her people from certain destruction. Bible Skills: -Hear the names of God, Jesus, and some Bible people. -Hear the names of Bible books. Bible Story Nuggets: 1. The King wanted a new queen. 2. Esther went to the king's house. 3. The King chose Esther to be queen. ESTHER BECAME A QUEEN Esther 1-2 The king wanted to find a new queen. So the king's helpers went throughout the country to look or young women who could become the queen. One of the women the helpers took the king's fortress was Esther. Esther's uncle was like a father to Esther. Esther did all the things the helpers told her to do. She learned how to be a queen. When it was time for the king to choose someone to be his queen, he chose Esther. The king put a crown on Esther's head and held a party to celebrate. Now Esther was queen. A BIBLE TIMES QUEEN Craft: Make A Crown Items Needed: Gold Poster Board, Scissors, Glue, Sequins, Glitter As your child is making the crown, remind them of the bible story. Say: "In our Bible Story today Esther became queen. She got a crown." Ask them questions like: 1. If you were king/queen for one day what would you do? 2. If you could give your crown to someone who would you give it to? Prayer: "God, we know You love and care for us. Please help us learn to trust You in everything we do. Amen."	<urn:uuid:ba26c1ca-eba8-4c57-9e4a-3b650de58c27>	CC-MAIN-2020-40	https://firstkenner.org/wp-content/uploads/2020/05/prekMay24.pdf	2020-09-26T19:03:35+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400244353.70/warc/CC-MAIN-20200926165308-20200926195308-00503.warc.gz	377,138,376	380	eng_Latn	eng_Latn	0.98511	eng_Latn	0.987228	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 975, 1505 ]	[ 2.796875 ]	1	0
Interpreting Political Cartoons Activity 16 Answer Key Yeah, reviewing a book interpreting political cartoons activity 16 answer key could amass your close connections listings. This is just one of the solutions for you to be successful. As understood, attainment does not recommend that you have extraordinary points. Comprehending as with ease as understanding even more than further will allow each success. adjacent to, the declaration as competently as sharpness of this interpreting political cartoons activity 16 answer key can be taken as without difficulty as picked to act. You can also browse Amazon's limited-time free Kindle books to find out what books are free right now. You can sort this list by the average customer review rating as well as by the book's publication date. If you're an Amazon Prime member, you can get a free Kindle eBook every month through the Amazon First Reads program. Interpreting Political Cartoons Activity 16 ANSWER LIST Interpreting Political Cartoons 16 1. The two people in the cartoon are Bill Clinton and Hillary Clinton. 2. The Clintons in 1996 were thinking about adopting a child and it also represents that Bill Clinton adopted Republican ideas into his own democratic ideas to help win the vote of the houses of congress. 3. interpreting political cartoons 16.docx - *ANSWER LIST ... interpreting political cartoons activity 16 answer key. As you may know, people have look numerous times for their favorite books like this interpreting political cartoons activity 16 answer key, but end up in harmful downloads. Rather than enjoying a good book with a cup of coffee in the afternoon, instead they cope with some malicious bugs inside their desktop computer. interpreting political cartoons activity 16 answer key is available in our book Interpreting Political Cartoons Activity 16 Answer Key nterpreting Political Cartoons 16<br/>Political Parties<br/>The United. States' two major political parties are often represented by symbols. Traditionally the Republicans are represented by an elephant, and the Democrats are represented by a donkey. Each party has its own platform on vital issues. nterpreting Political Cartoons 16 Political Parties The ... A Cartoon Analysis Checklist, developed by Jonathan Burack, is presented here as a tool for helping students become skilled at reading the unique language employed by political cartoons in order to use them effectively as historical sources.The checklist is introduced through a series of classroom activities, and includes the following core concepts. Interpreting Political Cartoons in ... - Teachinghistory.org v y 16 Political Humor with an Edge The famous confrontation between Nast and Boss Tweed established political cartooning as part of American culture. The prestigious Pulitzer Prize for Journalism includes a cat-egory for editorial cartoons. In the 1960s, political protesters used broadsheet-size cartoon posters to communicate their messages. Chapter 16 Resources - williston.k12.sc.us INTERPRETING POLITICAL CARTOONS (A) Activity 24 THE NEW DEAL Franklin Roosevelt's New Deal had three main goals in response to the Great Depression: to provide immeJiate help to millions of Americans, to improve the economy, and to reform laws that favored the rich and powerful over the poor and the powerless. These goals Home - Fayette County Schools Analyzing and Interpreting Political Cartoons Political cartoons must make their point succinctly and forcefully. The most successful cartoonists rely on one or more of the following techniques to make a bold visual statement. Analyzing and Interpreting Political Cartoons Exaggeration An object, person, situation or idea is overstated. Analyzing and Interpreting Political Cartoons Glencoe/McGraw-Hill Glencoe/McGraw-Hill political cartoons, we encourage you to visit www.politicalcartoons.com — a comprehensive website that includes lesson plans and classroom resources on a wide array of subjects. Table of Contents Analyzing Political Cartoons (Student Worksheet) Monsters Under the Bed Tsunami, War, Recent Events (2004-2005) 4 Political Cartoons for the Classroom about 3 17b attributes of quadrilaterals yahoo horoscopes Keeves technologies placement papers with solution Sergeants course communication answers Interpreting political cartoons activity 26 Read Book Activity 19 Interpreting Political Cartoons Answers interpret the cartoon's message. A Time of Upheaval, 1954–1975 - Glencoe Interpreting Political Cartoons Activities These activities give students the opportunity to review Activity 19 Interpreting Political Cartoons Answers cartoon, the political cartoon. The political cartoon has a very subjective viewpoint. The goal of a political cartoonist is to try to influence the viewer to a particular viewpoint and predispose him or her to a particular action. Political cartoons are drawings with a partisan message for viewers about what they should think or do politically. USING AND ANALYZING POLITICAL CARTOONS Activity 13 Writing About a Political Cartoon 25 Activity 14 Interpreting Primary Sources 27 Activity 15 Forming Hypotheses 29 Activity 16 Making Decisions 31 Activity 17 Identifying and Evaluating Evidence 33 Activity 18 Writing to Inform an Audience 35 Activity 19 Recognizing Forms of Propaganda 37 Activity 20 Interpreting and Writing ... Standardized Test Skills Practice Workbook - Student Edition Interpreting Political Cartoons Activities These activities give students the opportunity to review different periods of history by learning how to interpret political cartoons. Each activity provides a political cartoon, background infor-mation about it, and critical thinking questions to help students interpret the cartoon's message. A Time of Upheaval, 1954–1975 - Glencoe Interpret a political cartoon. Infer the reasons underlying differing approaches to addressing the economic problems of the 1890s. Combine data from a variety of primary sources to evaluate a hypothesis about past events. LESSON 3.4 The Panic of 1893 and the Election of 1896 3.3 Analyzing Political Cartoons R24 3.4 Interpreting Maps R25 3.5 Interpreting Charts R27 3.6 Interpreting Graphs R28 3.7 Using the Internet R29 4. Presenting Information 4.1 Creating Charts and Graphs R30 4.2 Creating Models R31 4.3 Creating Maps R32 4.4 Creating Databases R33 4.5 Creating Written Presentations R34 4.6 Creating Oral ... SKILLBUILDER HANDBOOK A political cartoon, a type of editorial cartoon, is a graphic with caricatures of public figures, expressing the artist's opinion. An artist who writes and draws such images is known as an editorial cartoonist.They typically combine artistic skill, hyperbole and satire in order to question authority and draw attention to corruption, political violence and other social ills. Political cartoon - Wikipedia Interpreting political cartoons? For my AP English class we must learn how to interpret political cartoons and I'm having some trouble doing so. For the following political cartoon, what would you consider the speaker, occasion, audience targeted, purpose, and tone? Interpreting political cartoons? \| Yahoo Answers Interpreting Political Cartoons Answers when we have bad dreams about our children. teacup pigs questions and answers men s news daily. general education program lt university of wisconsin la crosse. teacup pigs questions and answers men s news daily. how the jews took the white house real jew news. presentations and Interpreting Political Cartoons Answers After completing this activity, students should be able to (1) consider discourse on an environmental issue by creating succinct political cartoon captions, (2) express varied perspectives about an environmental issue by writing cartoon captions from different viewpoints, and (3) interpret the discourse revealed by cartoons through discussion. 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The Ins and Outs of Peer Pressure Written by Liisa Hawes. Liisa is a Marriage and Family Therapist in Calgary, Alberta, Canada. She is a parent educator with the Family Program at the Calgary Community Learning Association. Imagine getting together for coffee with a group of friends. There is the laughter of adults enjoying the company of other parents. The conversation turns to a discussion of a recent Oprah show. "I just love that show" you chime in (you really hate it). Later, someone suggests a movie. "Yes, let's!" you reply, even though you'd rather walk along the river and continue talking. By the end of the evening, in spite of excellent coffee, old friends and a reasonably good movie, you still feel "something" was missing. It was. Each time you concealed your true feelings, you disregarded a part of yourself. You were missing. When we pretend to take on another's perspectives, go along when we really don't want to or fail to state our preferences, we hide ourselves from others. We become invisible, and smaller somehow, diminished in even our own eyes. "I just like to go along," we say, yet if we see our children doing likewise, we may wonder if they experiencing 'pressure' from their peers. "As parents...we are the first 'peers' our children will know." Peer influences are normal and necessary in our lives. From earliest childhood, each time our needs are met, our wants are considered and our expressions recognized we develop a sense of ourselves as being worthy and valuable. Encouraged by these favorable positive experiences, we reach out to supportive others again and again, learning confidence. In time, the occasional let down from others doesn't disturb us overly much. The balance of our experience is positive. We often refer to this inner resiliency as "healthy self-esteem" or a "solid sense of self." But even when others don't grant our requests, if respectful, they teach us that open disagreement has no negative effects on one's self. We learn again that we can 'be' ourselves; we esteem ourselves. As parents, we seldom think of ourselves as peers to our children. In a broad human sense, however, we are the first 'peers' our children will know. If we respond to our children's feelings with respect, even when we disagree, they will come to expect respect. If we encourage them to develop and express their own viewpoints, they will become accustomed to healthy interactions. Within this kind of healthy relationship, parents often notice more overlap then difference in their values and those of their children's peer group. In some instances, such as the anxiety associated with those dreaded skin breakouts, peers provide more support than parents ever can! Even on a "pretty good" day, one's peers do much to support one's sense of self and offer a sense of belonging. WHAT CAN HARM A CHILD'S SENSE OF SELF? * Abandonment * Neglect * Arbitrariness * Ridicule * Heavy judgments * Contempt * Insistence on conformity * Sarcasm * Parental insecurity * Mockery * The need to overpower * Any kind of abuse * Belittling feelings * Stifling communication WHAT CAN STRENGTHEN A CHILD'S SENSE OF SELF? The right to say no The freedom to say yes Respect for feelings * Enhancement of uniqueness Support for personal process * Acceptance of differences * Permission for expression Source material: "Boundaries: Where You End and I Begin." Anne Katherine, MA. Parkside, 1991. Most parental objections regarding peer group influences follow an incident when children take a position contrary to our values. This is often expressed as "everyone's doing it" but may mean, "I don't want to do it your way!" Peer influences are not negative unless a child is feeling that she has no choice. Children appear most vulnerable to negative peer pressure when their self-esteem is low or when parental influence is weak, with limits only vaguely defined and seldom enforced. It is not helpful to assume that peer influences are all-embracing -- parents will be the strong influences in many areas. If peer influences are normal and necessary, how do we as parents support positive peer experiences? When we pay attention to our own needs, wants and preferences, expressing ourselves clearly and openly within our peer group, we model for our children how healthy relationships thrive. When we honor our children with the same respect as we hope their peers will extend to them, we teach them to be satisfied with no less. Children who develop healthy, confident "solid selves" will seldom experience peer influences as pressure. Used by permission of the author and Calgary's Child Magazine. Appeared in Calgary's Child, November/December 1999. For more parenting information, check out the Calgary's Child web site. For information regarding workshops or on peer pressure and other topics, contact Celia at (403) 290-5757. May be reproduced for educational, non-profit purposes only.	<urn:uuid:a1cd68cf-d9f4-424a-8cf5-14f09ec8d442>	CC-MAIN-2020-40	https://pulsediagnosis.co.uk/Articles/English/Adobe/Peer%20Pressure.pdf	2020-09-26T17:07:42+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400244353.70/warc/CC-MAIN-20200926165308-20200926195308-00502.warc.gz	541,566,642	1,074	eng_Latn	eng_Latn	0.995855	eng_Latn	0.99693	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2724, 4975 ]	[ 3.03125 ]	1	0
The Jewish Kingdom - Lesson 17 David and Goliath Today we look at what is arguably the most famous story in the Old Testament. This episode illustrates the rise of David and the decline of Saul as leader of Israel. 42. David and Goliath- I Samuel 17:1-58 * These ancient battles were typically not the most organized aﬀairs. Generally, a battle such as this would have been basically two mobs running at each other and clashing in to chaos. One side would see the other lineup and begin to approach and they would go out to meet them in battle. * vs. 4 - Goliath would have been one of the descendants of the giants of Canaan that Joshua drove out (Joshua 11:21-22). * vs. 5-7 - Note that Goliath is not only a behemoth of a soldier, but that he is very heavily armored. This would probably make him, in ancient warfare at least, the equivalent of a tank. * Goliath by the numbers: * Coat of mail - 126 pounds * Height - about 9 1/2 feet * Spear head - 15 pounds * vs. 11 - Saul should have been the one to ﬁght Goliath. He was the tallest man in Israel. * vs. 12 - we are reintroduced to David and his family. Note that Jesse was counted an honored man. * vs. 15 - this verse helps explain the continuity from Chapter 16. David's music had ministered to Saul. Saul's condition had improved and David had returned home. Remember that these armies were not standing armies but were common people mustered from their farms and livelihoods and pressed into service. * vs. 17-18 - this would have been 10 days rations * vs. 25 - "free" - exempt from tax and tribute. Saul is trying to bribe other men into doing his job. I kind of picture this being announced to the soldiers in vain attempt to get one to ﬁght Goliath. * vs. 20-22 - note that both sides are prepared to begin the battle. * vs. 33 - David is probably about twenty and thus an inexperienced soldier. * vs. 38-39 - Saul may have been one of the few Israelites to even have such armor. Maybe he should have used it to ﬁght Goliath. * vs. 43 - Staves is the plural of staﬀ. * vs. 46 - Goliath said that he would give David's dead body to the wild beasts, David says he will give the dead bodies of all the Philistines to the wild beasts. * vs. 49 - "Why did he fall backwards? It is a notable fact, witnessed a thousand times on the battleﬁeld, and in executing men by shooting, that when the ﬁring squad ﬁres and the bullets enter the man's heart, he always falls on his face, never backwards. It is one of the natural things that continually creep into Samuel's narrative that makes on know it is a true story. I have seen thousands of men fall in battle, and I never saw a man shot through the brain or heart that did not fall backwards." - B.H. Carroll, Baptist theologian and Civil War veteran. * vs. 54 - David kept a couple of trophies from the victory * vs. 55-58 - These verses cause a lot of confusion. Saul doesn't appear to know who David is, though he met him in the previous chapter. Some speculate that the chronology is bit oﬀ and these events take place before those of the previous chapter. In all likelihood, Saul is inquiring simply where David had come from. Maybe its because he is jealous and suspicious, or perhaps it is to make sure the reward of verse 25 is properly given. * Once again, Saul should be the hero in battle but is upstaged when another takes the initiative. Jonathan had been the hero before, and now David is.	<urn:uuid:7e36eeca-2a12-4e07-bbf4-a4db0abb9f58>	CC-MAIN-2020-40	https://www.baptistbasics.org/wp-content/uploads/2020/09/Lesson-17.pdf	2020-09-26T17:03:05+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400244353.70/warc/CC-MAIN-20200926165308-20200926195308-00505.warc.gz	679,423,708	867	eng_Latn	eng_Latn	0.998666	eng_Latn	0.998872	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2622, 3432 ]	[ 2.015625 ]	1	1
Long Island National Wildlife Refuge Complex 340 Smith Road Shirley, New York 11967 Fax: 631-286-4003 Contact: Terra Willi 631-286-0485 FOR IMMEDIATE RELEASE July 31, 2020 Wertheim National Wildlife Refuge Opens Little Neck Run After Bald Eagle Nesting The staff of Wertheim National Wildlife Refuge (NWR) is excited to report that the nesting pair of bald eagles successfully fledged two eaglets this year. The refuge has now re-opened Little Neck Run to canoes and kayaks. Refuge staff thank refuge visitors and boaters for respecting the closure, which helped to reduce disturbance and protect the birds and their nest. Favorable locations to view eagles and other wildlife can be found along the Black Tupelo trail at Indian Landing and at refuge overlooks along the Carmans River, with the use of a spotting scope or binoculars. As always, visitors are reminded to obey closed area boundary signs and to adhere to refuge regulations. Bald eagles reach sexual maturity at five years of age, when they obtain the characteristic white head and tail. They build large nests in tall trees and prefer undisturbed areas along the shorelines of rivers, marshes and large lakes. In the northern United States, eagles generally initiate nest building in December - January. Egg laying and incubation (33-35 days) can start in February and chick hatching and rearing takes place in March – May. Eaglets make their first unsteady flights 10-12 weeks after hatching and begin fledging in June – August. Juvenile (immature) bald eagles are very large bodied and mostly brown overall with white mottling under the wings. Bald eagles were removed from the endangered species list in 2007, but remain federally protected under the Migratory Bird Treaty Act and the Bald and Golden Eagle Protection Act. These acts help to ensure the safety of eagles and their parts (feathers, nests and eggs) from hunting, collection, harassment and other harmful actions. Wertheim National Wildlife Refuge, established in 1947, is located along the Carmans River in Suffolk County, New York. The refuge protects one of the last undeveloped estuaries on Long Island. Wertheim was established to preserve habitat for migratory birds. Refuge management has expanded to also include the protection of federally threatened and endangered species, the conservation of native flora and fauna, and opportunities for wildlife-dependent public uses, where appropriate and compatible. For further information, please contact us at 631-286-0485 or visit www.fws.gov/refuge/wertheim. The Visitor Center is open Monday through Saturday 8:00 a.m. - 4:00 p.m., unless otherwise noted closure for federal holidays or management purposes. The mission of the U. S. Fish and Wildlife Service is working with others to conserve, protect and enhance fish, wildlife, plants and their habitats for the continuing benefit of the American people. We are both a leader and trusted partner in fish and wildlife conservation, known for our scientific excellence, stewardship of lands and natural resources, dedicated professionals and commitment to public service. For more information on our work and the people who make it happen, visit www.fws.gov.	<urn:uuid:b6e617a1-8946-4cc3-a687-e5b50b39d85d>	CC-MAIN-2020-40	https://www.fws.gov/uploadedFiles/Eagle%20Nest_LN%20Run%20OPEN_2020.pdf	2020-09-26T17:59:33+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400244353.70/warc/CC-MAIN-20200926165308-20200926195308-00504.warc.gz	757,633,474	682	eng_Latn	eng_Latn	0.995538	eng_Latn	0.995538	[ "eng_Latn" ]	false	docling	[ 3211 ]	[ 2.125 ]	1	0
CLASS 8 th SYLLABUS & SAMPLE QUESTIONS Analogy, Comprehension, Classification, Spelling Test, Jumbled words and sentences, Types of sentences, Parts of speech, Tense, Error Finding, Voice, Direct and Indirect speech, Subject-Verb agreement, Article, Modals , Determiners, Clause, Antonyms/Synonyms, Homonyms, Sentence Completion, Idioms and phrases, One word substitution, Story and Paragraph writing, Notice writing, Letter writing, Message writing, Report writing, Differentiating between facts and opinion, Functional English, Mental Aptitude. 1. Below given is a notice with four blanks. Fill those blanks with the options provided to make it a sensible one. NOTICE ATTENTION! MUSIC LOVERS! The school is hosting the _______I________ on 28 th April, 2016 at the Siri Fort Auditorium, Khel Gaon Marg, New Delhi, at 4:00 p.m. All the talented ______II____ to be conducted in the presence of Sh. Sonu Nigam, ________III_______,on 15 th April, 2016 at 9:00 a.m. in the school auditorium. _______IV_____. Sashi Kumar Secretary, Music Club South Delhi Public School P: For further details contact the undersigned. Q: 6 th Inter-School Musical carnival for classes VI – IX R: well-known playback singer from Bollywood S: students with gifted voices may appear for the audition (A) QPRS (B) QSRP (C) PRQS (D) SRQP (E) None of these 2. Insert a verb in agreement with its subject. I _____ him only once since last Monday in the classroom. (A) see (B) saw (C) had seen (D) have seen (E) None of these 3. A sentence is given in four parts. One of the parts contains a grammatical error. Find the part. A leader is a group member which (P) / exerts profound influence (Q) / on the behaviour and attitudes (R) / of other members of the group.(S) (A) P (B) Q (C) R (D) S (E) None of these 4. Fill in the blanks with suitable modals. Rita: _______I go to visit my friend in Shimla? Father: No, you _______. (A) Can, cannot (B) May, may not (C) Might, might not (D) All of these (E) None of these The Actual Question Paper Contains 50 Questions. The Duration of the Test Paper is 60 Minutes. International Olympiad of English Language - iOEL' 19 5. Give the antonym of the word underlined in the given sentence. He was a sulky disposition. (A) Mild (B) Cheerful (C) Loving (D) Kind (E) None of these 6. Which one of the following is an example of gerund? (A) He saw a man sleep. (B) The man has climbed the wall to reach the window. (C) She has little sense of honesty. (D) Maria's first love is singing. (E) None of these 7. A sentence that contains only one subject and one finite verb, expressed or understood is a: (A) Complex sentence (B) Compound sentence (C) Simple sentence (D) Imperative sentence (E) None of these 8. Give the usage of the word underlined. Both the boys must be guilty. (A) Adjective (B) Pronoun (C) Noun (D) Adverb (E) None of these Direction: For Q9-10: Read the given passage carefully and answer the questions that follow. India is the only country in the world to have the distinction of having three main species of cats in its tally, which are the lions, the tigers and the leopard along with many other smaller cat species. Even though they differ from each other in appearance yet they all belong to one single family, the Felidae. ANSWERS 1. (B) 2. (D) 3. (A) 4. (A) 5. (B) 6. (D) The cat family includes many kinds of wild animals with similar body characteristics. Most members of the cat family have many of the same habits. They are clever hunters and stalk their prey on padded feet. They use their sharp claws and teeth to tear their food. Some also use their claws to climb trees to seek food or escape enemies. Several of the big cats can be man-eaters, including lions and leopards and tigers. Tigers are the largest of the cats, they employ a 'stalk and ambush' strategy. Tigers usually attack deer, but have been known to kill elephants and buffaloes. Humans, unable to run very fast, do fall prey to tiger although usually it is only old or injured tigers that become man-eaters. All cats move in the same way. They walk on the tips of their toes, not on the soles of their feet as do humans and many other kinds of animals. All cats can swim, and many are excellent fishermen. The ancient Egyptians used cats not only as hunters of mice but as catchers of fish as well. Some cats can and do swim for pleasure, and some, especially the tiger, can swim for long distances. Members of the cat family, including the domestic cat, are among the most highly specialized of all the meat-eating animals for hunting game. Cats are solitary animals and usually hunt alone. 9. The family of cat includes: (A) Lions and tigers (B) Leopards and other cat species (C) Many wild animals (D) Wild animals with similar body characteristics (E) None of these 10. The largest members of the cat family are: (A) Tigers (B) Lions (C) Leopards (E) None of these 7. (C) 8. (B) (D) Man-eaters 9. (D) 10. (A)	<urn:uuid:6669204d-d540-44a1-bba7-c72eb53f732f>	CC-MAIN-2023-14	https://olympiadhelper.com/subject/english/sample_papers/ioel_sample_papers/class-8-ioel-sample-paper.pdf	2023-03-23T05:59:09+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296944996.49/warc/CC-MAIN-20230323034459-20230323064459-00420.warc.gz	508,192,891	1,262	eng_Latn	eng_Latn	0.993064	eng_Latn	0.996536	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2116, 4984 ]	[ 4.09375 ]	1	0
GRADE 3 AT A GLANCE ENGLISH LANGUAGE ARTS ART I can make it look even better! Your Grade 3 child will focus on improving the things they make and on making their art look more realistic. They will look closely at the qualities of objects to make their work as good as possible. Your child will also use art to express feelings and ideas. PHYSICAL EDUCATION What are the benefits of an active lifestyle? Your child will take part in various activities that will help them to lead a healthy, active lifestyle. They will grow to appreciate the importance of physical activity, while discovering essential life skills, such as cooperation, leadership, fair play and teamwork. A spotted cow walked through the deep grass. Grade 3 students use their language skills to describe things in greater detail. They make their own stories more interesting and notice how they can add excitement by saying certain words louder or at a higher pitch. Words become more colourful than ever! SCIENCE Can you hear me? Grade 3 science students learn about sound and about rocks found on Earth's surface. They test and evaluate building materials and apply problem-solving strategies to build structures for a specific classroom challenge. These young scientists also study the life cycles and needs of animals. HEALTH AND LIFE SKILLS I know what to do if someone tries to give me a cigarette. Thanks, but NO WAY! Your child will become more confident about saying no to bullies and taking a stand in making safe and healthy choices. They will know what to do in an emergency and how to express feelings, even anger, in an appropriate way. SOCIAL STUDIES What is life like in other countries? How are people in those countries like me? Your child will examine communities in India, Tunisia, Peru and Ukraine. They will explore how people live in these communities, gaining an understanding of the global community and Canada's role within it. The Grade 3 classroom is a busy, exciting place. Grade 3 students take eight required subjects: Art, English Language Arts, Health and Life Skills, Mathematics, Music, Physical Education, Science and Social Studies. Some schools may offer additional optional subjects. MATHEMATICS MUSIC Introduction to multiplication and division. Your child will learn about numbers to 1000, using place value. They will understand, apply and recall addition facts up to and including 9 + 9 and related subtraction facts, and add and subtract 2- and 3-digit numbers, including the use of mental mathematics strategies. Your child will understand and recall multiplication to 5 x 5 and related division facts. They will solve problems involving number, patterns, measurement and data, and use symbols to solve one-step addition and subtraction equations. OPTIONAL SUBJECTS DRAMA FIRST NATIONS LANGUAGES INTERNATIONAL LANGUAGES LOCALLY DEVELOPED COURSES Feel the beat! In Grade 3, students listen to different kinds of musical instruments and recognize that sounds are made in different ways. Through movement, dance and singing, your child will explore various kinds of music and discover different beats and dynamics of music. GRADE 3 AT A GLANCE LEARN MORE ABOUT YOUR CHILD'S EDUCATION BY VISITING http://www.mychildslearning.alberta.ca My Child's Learning: A Parent Resource ASSESSMENT Your child's learning is assessed using a variety of tools and strategies within the classroom. Ask your child's teacher what methods they are using. The different assessment methods tell you and your child's teacher about your child's strengths, the areas in which they might grow and how well your child is doing throughout their courses. Your child's teacher can then change or refine their teaching plans to ensure that learning activities better meet the needs of your child. Student Learning Assessments (SLAs) are digitally based provincial assessments available to teachers as a tool to use at their discretion. They provide a beginning-of-the-year "check in." This enables parents and teachers to learn about and identify student strengths and areas of growth at the start of the school year. The SLAs are based on outcomes related to literacy and numeracy in language arts and mathematics in Alberta's current Grade 2 provincial programs of study. Some questions include contexts from arts education, health, science and social studies. Provincial assessment programs, including SLAs, are meant to complement, not replace, day-to-day teacher observations and classroom assessment. For more information about provincial assessment for Grade 3, contact the Provincial Assessment Sector at 780–427–0010 (toll-free within Alberta by first dialing 310–0000). You play an integral role in your child's education by providing the encouragement and support your child needs to succeed. RESOURCES A variety of digital and print resources, developed by publishers, Alberta Education or Alberta teachers, are available to help students learn. Teachers may select, and bring into the classroom, numerous innovative and creative resources to create rich learning experiences for your child. Visit LearnAlberta.ca (https://www.learnalberta.ca/) to learn more about the resources your child may encounter. WHERE CAN I GET MORE INFORMATION? Early Middle Years, French Education and Indigenous Curriculum Sector E-mail: email@example.com 780–422–7996	<urn:uuid:8cfe43e5-2eb3-46e2-9210-fb61d5c1c2d0>	CC-MAIN-2023-14	https://www.learnalberta.ca/content/mychildslearning/gradeataglance/grade3.pdf	2023-03-23T05:10:35+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296944996.49/warc/CC-MAIN-20230323034459-20230323064459-00419.warc.gz	985,695,454	1,077	eng_Latn	eng_Latn	0.997114	eng_Latn	0.99781	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3153, 5396 ]	[ 3.640625 ]	26	2
History of Mary's Month For Catholics since the fifteenth century, the first day of May heralds an entire month that is dedicated to Mary. In many parts of the world, May also marks the beginning of spring. Who better represents the hope and rebirth of spring than Mary, the one who bore and raised Jesus? Next to her son, Jesus, Mary is the most beloved and revered of all who populate Catholic history and tradition. She also had the most miraculous and astounding life of any known saint. First, she was born without sin and remained without sin throughout her life. No other human can claim this distinction. 'Catholic Seasonal Celebrations' / Bayard Marian Months: May and October as "Marian" months must always reflect and support the context of the Liturgical Year. Weekdays of May generally fall within the Easter Season. Thus, May devotions highlight the special sharing of the Blessed Virgin in the Paschal Mystery of Christ her Son, including the Pentecost event in which she joined with the Apostles awaiting the gift of the Holy Spirit. October often includes the rosary, always recited as a prayerful reflection on the entire Paschal Mystery. On Sundays especially, celebrations must always respect the best traditions of the Church and its liturgical regulations. Ordo 2020 p.53 Various Solemnities, Feasts and Memorials for Mary on the Calendar January 1 The Solemnity of Mary, the Holy Mother of God February 11 Our Lay of Lourdes (optional memorial) March 25 The Annunciation of the Lord (Mary's Yes!) April 26 Our Lady of Good Counsel May 31 The Feast of The Visitation of the Virgin Mary to Elizabeth The Monday following Pentecost: Blessed Virgin Mary, Mother of the Church (memorial) The Saturday following the Sacred Heart of Jesus: The Immaculate Heart of the Blessed Virgin Mary (memorial) July 16 Our Lady of Mount Carmel (optional memorial) August 15 The Solemnity of The Assumption of the Blessed Virgin Mary August 22 The Queenship of the Blessed Virgin Mary (memorial) September 8 The Nativity of the Blessed Virgin Mary (Feast) September 15 Our Lady of Sorrows (memorial) October 7 Our Lady of the Rosary (memorial) November 21 The Presentation of the Blessed Virgin Mary (memorial) December 8 The Solemnity of The Immaculate Conception of the Blessed Virgin Mary December 12 Our Lady of Guadalupe (Feast) The Blessed Virgin Mary The Catechism of the Catholic Church states: 487 What the Catholic faith believes about Mary is based on what it believes about Christ, and what it teaches about Mary illumines in turn its faith in Christ. This pamphlet has been put together by the Prince Albert Roman Catholic Diocese, Liturgy Office. Mary's Motherhood with regard to the Church 967 By her complete adherence to the Father's will, to his Son's redemptive work, and to every prompting of the Holy Spirit, the Virgin Mary is the Church's model of faith and charity… 968 Her role in relation to the Church and to all humanity goes still further. "In a wholly singular way she cooperated by her obedience, faith, hope, and burning charity in the Saviour's work of restoring supernatural life to souls. For this reason she is a mother to us in the order of grace." 969 "This motherhood of Mary in the order of grace continues uninterrupted from the consent which she loyally gave at the annunciation and which she sustained without wavering beneath the cross, until the eternal fulfillment of all the elect. Taken up to heaven she did not lay aside this saving office but by her manifold intercession continues to bring us the gifts of eternal salvation… "Catechism of the Catholic Church" second edition /Libreria Editrice Vaticana /CCCB Mary in the Liturgy Mary is referred to in the creeds, mentioned in the Eucharistic Prayer, alluded to in some options of the penitential rite, honoured with a choice of Marian prefaces, and memorialized with fourteen feast days in the liturgical calendar. In addition, there is a choice of votive Masses and common Masses of the Blessed Virgin which include a choice from among dozens of Scripture readings to provide appropriate texts and to harmonize the occasion with the liturgical season. Titles of Mary Marian titles are virtually countless. Many are collected in the Litany of the Blessed Virgin. Some, like 'Our Lady of Guadalupe', come from apparitions through the years. All, like 'Our Mother of Perpetual Help,' have a story to tell. 'The Catholic Sourcebook' /Harcourt Religion Publishers Prayers and Devotions to Mary, Mother of God Angelus The angel of the Lord declared unto Mary. Behold the handmaid of the Lord. R. And she conceived of the Holy Spirit. (Hail Mary) R. May it be done unto me according to your Word. (Hail Mary) And the Word was made flesh. R. And dwelt among us. (Hail Mary) R. That we may be worthy of the promises of Christ. Let us pray: O Lord, it was through the message of an angel that we learned of the Incarnation of Christ, your Son. Pour your grace into our hearts, and by his Passion and Cross bring us to the glory of his Resurrection. Through Christ, our Lord. Amen. Pray for us, O holy Mother of God. Queen of Heaven: 'Regina Coeli' (Prayer during the Easter Season instead of the Angelus) Queen of Heaven, rejoice, alleluia. Pray to God for us, alleluia. Rejoice and be glad, Virgin Mary, alleluia. R. The Son whom you were privileged to bear, alleluia, has risen as he said, alleluia. R. For the Lord has truly risen, alleluia. Let us Pray: O God, it was by the Resurrection of your Son, our Lord Jesus Christ, that you brought joy to the world. Grant that through the intercession of the Virgin Mary, his Mother, we may attain the joy of eternal life. Through Christ, our Lord. Amen. Remember, O Most Gracious Virgin Mary: 'Memorare' Remember, O most gracious Virgin Mary, that never was it known that anyone who fled to your protection, implore your help, or sought your intercession was left unaided. Inspired with this confidence, I fly to you, O virgin of virgins, my mother. To you I come, before you I stand, sinful and sorrowful. O Mother of the Word Incarnate, despise not my petitions, but in your mercy, hear and answer me. Amen. 'Catholic Prayers' / A Redemptorist Pastoral Publication What is a Rosary? The Rosary of the Blessed Virgin Mary is a string of beads used for counting prayers… The idea is to let your mind focus on the prayers instead of on counting them. Since it is a long series of prayers, the goal is for the rosary to become a way to enter into meditation, where even the words of the prayers become less important than the times spent meditating upon Christ and his saving acts. 'Catholic FAQs' by Dr. Glenn Byer and Catherine Mulroney Hail Holy Queen (This prayer is prayed following the last decade of the rosary) Hail! Holy Queen, Mother of Mercy, our life, our sweetness, and our hope. To you do we cry, poor banished children of Eve. To you do we send up our sighs, mourning and weeping in this valley of tears. Turn then, O most gracious advocate, your eyes of mercy toward us; and after this our exile, show unto us the blessed fruit of your womb, Jesus. O Clement! O loving! O sweet Virgin Mary! V. Pray for us, O Holy Mother of God R. That we may be worthy of the promises of Christ. Consecration to Mary This devotional act, promoted by Saint Louis de Montfort (1673-1716), consists of the entire gift of self to Jesus through Mary, being a habitual attitude of dependence on her. 'The Catholic Sourcebook' /Harcourt Religion Publishers.	<urn:uuid:f1c0cacf-0d75-4faf-afd2-db89eee6cfc9>	CC-MAIN-2023-14	https://www.padiocese.ca/_files/ugd/630804_de74ffa1c35541e79c856f12e323f82a.pdf	2023-03-23T04:25:17+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296944996.49/warc/CC-MAIN-20230323034459-20230323064459-00420.warc.gz	1,035,250,153	1,766	eng_Latn	eng_Latn	0.994537	eng_Latn	0.996659	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2701, 7572 ]	[ 2.25 ]	1	0
2023 ACCEPTABLE USE AGREEMENT (Grades 2-6) ICT (Information and Communications Technology) Bellbridge Primary School uses the internet and digital technologies as valuable resources for teaching and learning. All students must agree to use these resources responsibly at school. Parents/carers should be aware that, while our Internet Service Provider offers a substantial level of filtering, full protection from inappropriate content can never be guaranteed. Cybersafety and responsible online behaviour must be actively promoted – at school and at home. STUDENT AGREEMENT When I use the internet and ICT equipment at school, I agree to: (Please tick each box after reading) Be a safe and responsible user. Be respectful of others and never participate in online bullying (including not forwarding messages and supporting others in harmful, inappropriate or hurtful online behaviour). Talk to a teacher if I feel uncomfortable or unsafe online or see others participating in unsafe, inappropriate or hurtful online behaviour. Protect the privacy of myself and others by never giving out personal details including full names, telephone numbers, addresses and images or other private information. Only use the internet for educational purposes – as directed by teachers. Remember copyright rules and the importance of seeking permission before using content created by others. Never attempt to use a login other than my own for the network and internet, nor interfere with network security or files that are not my own. Keep my password private from anyone except staff. Never bring or download unauthorised programs – including games, music or videos – to school or run them on school computers, and only access the internet using school equipment while at school. Only take photos, video or sound recordings as part of authorised use by a teacher, and seek permission before publishing any such files online. I have read the Acceptable Use Agreement carefully and understand the importance of the agreement and will follow these rules. I understand that access privileges to the internet and ICT equipment can be suspended by school staff following irresponsible online behaviour. Student First Name: _____________________ Surname: _________________________ Year Level: _________ Grade: ________ Date: _________________ Student Signature: ________________________________________ PARENT USE: I have read the above information and discussed each point with my child. Parent/Carer Signature: ________________________________________ }	<urn:uuid:6ea36712-9cd3-4fc2-b5b5-5a35cdd16a44>	CC-MAIN-2023-14	https://www.bellbridgeps.vic.edu.au/uploads/1/8/7/3/18736602/2023_acceptable_use_agreement_-_grade_2-6.pdf	2023-03-23T04:01:36+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296944996.49/warc/CC-MAIN-20230323034459-20230323064459-00420.warc.gz	750,130,425	473	eng_Latn	eng_Latn	0.998484	eng_Latn	0.998484	[ "eng_Latn" ]	false	docling	[ 2569 ]	[ 2.796875 ]	1	0
FOOD SAFETY IN EMERGENCIES This factsheet will help you make the right decisions to keep your food safe in emergencies such as flood, bushfire, severe weather and power outage Be prepared Basic hygiene Plan ahead. Where possible prepare by having food on hand that doesn't need refrigeration or heating. Foods with a long shelf life such as long-life milk, bottled water and canned goods should be part of an emergency food supply. Keep a manual can opener ready. Clean and sanitise food utensils, food contact surfaces and other surfaces If needed, ensure there will be enough ready-to-use formula for infants and food for pets. If items have a use-by date, use before the date expires. In areas that could be affected by a flood, plan to store food well above floodwater levels. Have eskies ready with ice bricks or gel packs to keep food cold in case the power goes out. Have a supply of drinking quality water, detergent, chlorine bleach and alcoholbased hand sanitiser available. Remember the golden rules of food safety * keep it cold * keep it clean * keep it hot * check the label. Keep it clean! It's critical to practise basic hygiene. Wash hands thoroughly with soap using clean, drinking quality water before preparing food or eating, after toilet use, after clean-up activities and after handling articles that might be contaminated with chemicals, floodwater or sewage. Use alcoholbased hand sanitiser to clean hands if the supply of drinking quality water is limited. After a flood Floodwater can be contaminated with sewage, agricultural and industrial waste, and other substances that can cause illness. There is a danger that any food, food surfaces and cooking utensils that have come into contact with floodwater might be contaminated. Throw out food that might not be safe to eat * Throw out food that has come into contact with floodwater or has an unusual odour, colour or texture. Do not taste or cook it. * Check canned food and throw out any cans that are dented, swollen or damaged. 1. Carefully check dishes, pots, pans, cutlery and kitchen equipment that might have been in contact with floodwater. Throw away damaged or cracked items, items made from porous material such as wood, plastic or rubber including wooden chopping boards as they cannot be adequately cleaned and sanitised. 2. Wash utensils and surfaces in hot, soapy, drinking quality water. Take apart and clean the non-electrical pieces of any kitchen equipment that can be safety taken apart and then rinse in drinking quality, hot water. 3. Sanitise silverware, metal utensils, pots, pans and kitchen equipment in pieces by boiling in water for 10 minutes. Sanitise dishes by immersing glass, porcelain, china and enamelware for 10 minutes in a sanitising solution (200ppm) made by adding 25mL of 4% non-fragranced household chlorine bleach to 5L of cold water. Then rinse with drinking quality water. Clean cupboards and counters with hot soapy water then sanitise with a 200ppm chlorine bleach solution before storing dishes or food. 4. Air dry items because towels might have been splashed with contaminated water. Commercial and most domestic dishwashers are capable of sanitising all eating and cooking utensils as part of their normal cycle. Check instructions for domestic dishwashers to ensure the appropriate cycle is used. Water for drinking In an emergency such as a flood, tap water and private water supplies such as from tanks, wells and bores might not be safe to drink or use for cooking and cleaning. Monitor public announcements and those from the local water supplier to know if tap water is safe to use. Private water supplies should be tested before using again – contact your local council. If the water is unsafe: * use only bottled, boiled or treated water for drinking, making ice, cooking or preparing food, washing utensils or contact surfaces, as well as handwashing, brushing teeth and bathing * only treat contaminated water if no drinking quality water can be obtained: o filter cloudy water through a clean cloth or allow it to settle, then pour off the clear water for boiling. Boil the water vigorously for 10 minutes then leave it to cool and store in a clean and sanitised covered container. Boiling will ensure water is safe from most types of harmful microorganisms but will not remove chemical contaminants o if water cannot be boiled, treat it with chlorine or iodine tablets. Follow the directions that come with the tablets. This might not kill all microorganisms and won't remove chemical contaminants. Thoroughly clean and sanitise any containers used to store water. After a fire One of the dangers of a fire can be toxic fumes from burning materials. Chemicals used to fight the fire can also contain toxic materials. The heat from a fire can cause bacteria in food to multiply and grow. It is best to throw out any food that has been near a fire, including food in cans and jars even if it appears okay. Any raw food, or food in packaging such as cardboard, plastic wrap, screw topped jars and bottles should also be thrown out. As the refrigerator seal isn't airtight, fumes can get inside. Throw out food from a refrigerator. Wash cooking utensils exposed to fire-fighting chemicals in soapy hot water, then sanitise with a sanitising solution (200ppm) made by adding 25mL of 4% household unfragranced chlorine bleach to 5L of cold water. Rinse with drinking quality water. After a power failure It is useful to make a note of the time the power failed. Keep it cold! If the power supply is out for more than 4 hours, food in the fridge can spoil. Keep the refrigerator door closed as much as possible. A closed refrigerator should keep food cold for 4 hours. If food stored in the fridge has been at temperatures between 5ºC and 60º for a total of: * less than 2 hours – refrigerate at or below 5ºC, or use immediately * longer than 2 hours but less than 4 hours – use immediately * 4 hours or longer – throw out. Freezers will usually not defrost and allow food to spoil for at least 24 hours, provided the door has been kept shut. If frozen foods have thawed, do not re-freeze them. Keep thawed food cold (at 5ºC or less) and eat as soon as possible and as per the manufacturer's instructions. Keep it hot! Throw out food that was being cooked when the power failed if cooking cannot be completed properly within 2 hours. If food is already properly cooked, eat it within 2 hours or throw it out. Food businesses Salvaging canned food for resale is not recommended for food businesses. Food businesses must not re-label packaged foods unless permission is obtained from the NSW Food Authority. Ensure that discarded food cannot be collected by consumers. Councils may offer special collection. Food businesses can contact their local council for assistance with reopening their business. More information * Visit the State Emergency Services (SES) website at: www.emergency.nsw.gov.au, or phone the SES on 13 25 00. * Visit the Food Authority's website at: www.foodauthority.nsw.gov.au/c onsumer/keeping-foodsafe/flood-fire-power-cutemergiences * Email the helpline at firstname.lastname@example.org * Phone the helpline on 1300 552 406 About the NSW Food Authority: The NSW Food Authority is the government organisation that helps ensure NSW food is safe and correctly labelled. It works with consumers, industry and other government organisations to minimise food poisoning by providing information about and regulating the safe production, storage, transport, promotion and preparation of food. Note: This information is a general summary and cannot cover all situations. Food businesses are required to comply with all of the provisions of the Food Standards Code and the Food Act 2003 (NSW). Aug 2020 foodauthority.nsw.gov.au nswfoodauthority nswfoodauth NSW/FA/FI014/2008	<urn:uuid:706c8f23-f4e9-47c5-85dd-97ffa6c40d2c>	CC-MAIN-2023-14	https://www.foodauthority.nsw.gov.au/sites/default/files/2020-09/food-safety-in-emergencies.pdf	2023-03-23T05:43:04+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296944996.49/warc/CC-MAIN-20230323034459-20230323064459-00420.warc.gz	867,536,448	1,688	eng_Latn	eng_Latn	0.993714	eng_Latn	0.997846	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2896, 6478, 7868 ]	[ 3.609375 ]	1	2
CORONAVIRUS COVID-19 ISOLATION AT HOME This document is for individuals with a confirmed infection with the new coronavirus (SARS-CoV-2). WHAT DO YOU AND PEOPLE CLOSE TO YOU (LIVING UNDER THE SAME ROOF, INTIMATE RELATIONS) HAVE TO DO IF YOU ARE ISOLATED AT HOME? You have a confirmed infection but you do not have to be hospitalised because your general condition is good. Nevertheless, you have to be isolated at home. People who are living under the same roof as you and intimate relations should quarantine for a period of 7 days. These recommendations will explain to you which precautions you and your environment have to take in order to limit transmission of the virus. You are going to find all the necessary information about the new coronavirus on the government website: www.covid19.lu Monitor your state of health * Contact a general practitioner by phone (teleconsultation) if your respiratory symptoms get worse (e.g. difficulties breathing) and follow the instructions. If you live alone * Get foodstuffs and other essential products, e.g. medication, delivered at your doorstep by family, friends or a delivery service. CORONAVIRUS COVID-19 ISOLATION AT HOME If you live together with other people * Stay alone in your room, with the doors closed, and take your meals there. Air your room regularly. * Avoid all visits and contact and do not leave your room unless necessary. * Avoid all contact with domestic animals. * Use a bathroom by yourself. If this is not possible, clean the shared sanitary instal lations (shower, toilets, sinks) after each usage with a standard household disinfec tant. * Do not share dishes, glasses, cups, kitchen utensils, napkins or bedding with other people. After having used any of these items, wash them carefully in the dishwasher, or with water and soap. * All of the clothes, bed linen and towels have to be washed regularly in a washing machine. * All individuals who come into your room and come closer than 2 metres have to wear a hygienic mask. * Get foodstuffs and other essential products, e.g. medication, delivered at your doorstep by family, friends or a delivery service (during the 7 days period during which the people living together with you under the same roof are in quarantine). Washing your hands * You and your environment have to wash their hands regularly using water and soap for at least 20 seconds. You should repeat this after having prepared a meal, before and after eating, after having used the bathroom and at any time if your hands appear to be dirty. * If water and soap are unavailable, clean your hands with a hand disinfectant. Cover all of the surfaces of your hands while rubbing them against each other until they are dry. Cover your mouth if you cough or sneeze * Cough or sneeze into the crease of the elbow or in a tissue. * The material you use to cover your mouth has to be discarded or washed. * Discard used tissues into a dedicated bin in the room where you are. CORONAVIRUS COVID-19 ISOLATION AT HOME Wear a surgical mask * Each time you leave your room. * Each time you find yourself in the presence of other people, especially if someone enters the room you are in. Correct use of a surgical mask. * Carefully put on the surgical mask so as to cover the nose and mouth and pull it tight, so as to best adjust it to your face. * If you have to wear a surgical mask, avoid touching it. Each time you touch a used surgical mask, for example when pulling it off, wash your hands with water and soap, or with a disinfectant solution. * If the mask starts getting humid replace it with a new, clean and dry surgical mask. One mask can last up to 8 hours. * Never reuse surgical masks. * Discard single-use surgical masks after each use and immediately after having pulled them off. * The Health Directorate will have masks delivered to you as soon as possible. Take all the necessary precautions * Waste that has been contaminated with bodily fluids (feces, blood, mucus) has to be discarded into a dedicated bin in the room where you are, before evacuating it together with other household waste. * Clean and disinfect surfaces which have been touched, i.e. bedside tables, bed frames and other bedroom furniture daily with an ordinary household disinfectant. * Clean and disinfect surfaces in bathrooms and lavatories after each usage with a standard household disinfectant. Advice to parents * If you are isolated as parent(s), your child(ren) should be taken care of outside of your place of residence, e.g. by relatives. * If your child is isolated, a person close to him/her should ideally be designated to take care of him/her. In practice, and especially if more children live in the household, the recommendation can be that the whole family be kept in isolation. Personalised advice about necessary measures will be given, according to the age of the child(ren), especially the possibility of them remaining in their room(s) and wearing a mask. CORONAVIRUS COVID-19 ISOLATION AT HOME Ceasing isolation at home * 48 hours after symptoms cease to exhibit, if at least 14 days have passed after the symptoms' appearance. How should I behave towards people living under the same roof with me and intimate relations? During 7 days after the confirmed diagnosis, people close to you (living under the same roof, intimate relations) have to: * Stay at home (quarantine); this is the period during which most of the people will show the first symptoms. You will find an information sheet about quarantine on the government's website: www.covid19.lu * Avoid contact with other people. * Monitor their state of health and isolate themselves as soon as they show symptoms. Follow the same recommendations as those described on this information sheet. * For an additional 7 days, measure their temperature twice a day and make sure there are no breathing problems or coughing. During auto-monitoring, normal activities can be continued. * People in close contact who are especially vulnerable* are given the advice to immediately call a doctor if these symptoms manifest. Report that you are a person with risk factors and that you have symptoms of a severe respiratory infection. At the end of isolation and quarantine * Continue to follow hygiene rules. * Definition of particularly vulnerable people: Individuals over 65 years, as well as individuals with diabetes, a cardiovascular condition, a chronic illness of the respiratory tract, an immune system weakened by a condition or treatment, or cancer and individuals suffering from morbid obesity (body mass index > 40 kg/m2). covid19.lu version 2.2	<urn:uuid:b0af5c6c-2ddb-4ebc-a95f-d648bad6acda>	CC-MAIN-2020-40	https://msan.gouvernement.lu/dam-assets/covid-19/fiches_information/en/FICHE-isolement-au-domicile-200612-v2-2-EN.pdf	2020-09-26T17:22:00+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400244353.70/warc/CC-MAIN-20200926165308-20200926195308-00504.warc.gz	453,379,429	1,411	eng_Latn	eng_Latn	0.997459	eng_Latn	0.998031	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1143, 2979, 4977, 6635 ]	[ 2.046875 ]	2	0
Reading Writing Math 2 nd Grade Assignment Choice Board May 4 th – 15 th Directions: Pick 10 choices to work on over the next 2 weeks. Do more if you want! Read The Wild Swan on RAZ Kids. Stop on the following pages and make an inference based on the clues the author gives you. Page 4, page 8, and page 12. FLOTSAM by David Weisner is a fun, wordless, picture book. Watch the video on youtube, Make inferences on each page as the story continues. Here are some questions to help: Where is the boy? What do you think he finds? What do you notice? Who do you think the photographs of people are? Write down 3-5 observations or things you can see in the picture. What do you think is happening in this picture? Then, make an inference. What do you think is happening? How did your observations help you figure it out? Like "Flat Stanley," what if you could be put in a package and mailed somewhere? Where would you want to go and why? What would you expect to see? Give Me Half is a book about halves. Click on the link and watch the video on YouTube. Make a list of items that you might need to divide into halves. (EX: A cookie that you want to share with a friend.) What do you see that makes you say that? What more can you find? Make your inferences & if you can, reveal the answer here. Persuade your friend to let you borrow something special of his or hers Draw four shapes and split them into halves, thirds or fourths. Color in parts of your shapes and write what fraction of the shape is colored in. Or IXL: Practice these skills: 2 nd Grade: W. Fractions 5: Identify halves, thirds and fourth. ( Identify halves, thirds and fourths ) 2 nd Grade: W. Fractions: Make halves, thirds and fourths in different ways ( Make halves, thirds and fourths in different ways ) How is the boy feeling? Why do you think the boy take a picture of himself? Why do you think he throws the camera back in the ocean? Where do you think the camera will end up next? Imagine that you can stop time whenever you want. What are some things you would do? Find a recipe that uses fractions in the ingredient list (EX: ½ cup sugar, ¾ cup water) and read through it. Make up your own recipe for a food using at least 4 fractions in your ingredient list. Have fun and be creative with your recipe! Write a story about the job you hope to have someday. Why do you think you would be good at this job? FRACTIONS! Symmetry is when an object looks the exact same on one side as the other. Make a piece of art or draw shapes that show symmetry. Be sure to draw a line of symmetry on them. An example is below. How do you know it is symmetric? Explain your work to another person. Parts of a Plant Diagram Draw a diagram of a plant. It can be any plant that you choose (sunflower, tomato, oak tree etc.) Be sure to include and label all of the parts- roots, stem/trunk/branches, leaves, flowers/fruit etc.. Seed Jar This simple to set up seed jar is a favorite spring science project that you can do inside! SEED JAR SUPPLIES: * Paper Towels * Water * Seeds (Pea and bean seeds grow quickly) * Large jar 1: Fill the jar with paper towels. Kids can fold them and push them down into the jar. This is also great work for little hands. 2: Gently water your seed jar to wet the paper towels. DO NOT FLOOD IT! 3: Carefully push seeds down into the paper towels around the edge of the jar so they can still be seen. Make sure they are firmly held in place. * You are looking for a root to pop out of the side. * Next, you are looking for root to push down into the soil. * Then, you are looking for root hairs. * Next, you are looking for the seed to push up while the root hairs push down. * Lastly, you are looking for the shoots to come up! Let's Watch Videos To Learn About Plants! (If you have Netflix then you can watch these episodes on there.) Magic school Bus goes to seed (Season 1 Episode 11) - https://www.youtube.com/ watch?v=WzMj9dp0va4 Magic school Bus gets planted (Season 3 Episode 11) - https://www.schooltube.co m/media/The_Magic_Scho ol_Bus_Gets_Planted/1_xrj uii43 Brain Pop Jr. - Plant Life Cycles https://jr.brainpop.com/science/pla nts/plantlifecycle/ - Parts of Plant https://jr.brainpop.com/science/pla nts/partsofaplant/ Brain Pop - Pollination https://www.brainpop.com/science /cellularlifeandgenetics/pollination/ - Plant Growth https://www.brainpop.com/science /cellularlifeandgenetics/plantgrowt h/ Paint with Chlorophyll 1. Draw a tree or plant on a piece of paper 2. Grab some leaves or grass from outside 3. Rub them on the part of your drawing where the leaves of the plant would be. 4. Why do the leaves make the paper green? Celery Stalk Experiment 1. Get a few stalks of Celery 2. Get some food coloring 3. Fill 4 cups with water and add the food coloring of your choice in 3 of them. Leave the 4 th one clear. 4. Put 1 stalk in each cup 5. Over 2 or 3 day write down what you see happening on a piece of paper and share it with your teacher. Take pictures to document it, Predict what you think will happen? What is happening? Why do you think it is happening? Draw a picture to share with your class. Social Studies Powhatan Indians 1. Where do they live? 2. What were their occupations (jobs)? ABC Order Can you put these words in ABC order? Powhatan Virginia canoe eastern hunt farm tribe longhouse 1. ________________ 2. ________________ 3. ________________ 4. ________________ 5. ________________ 6. ________________ 7. ________________ 8. ________________ Word Search Can you find these words? Powhatan Pocahontas Coast Virginia Canoe Longhouse Hunt Vhief Powhatan Diorama Use items around the house to create a diorama (model) of a Powhatan Village. Be sure to show their occupations, transportation, and type of housing. Example: 1. Where do they live? 2. 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PASSPORT OF THE EDUCATIONAL PROGRAM * 6B02119 - Architectural design Learning Outcomes (LO): LO 1-classify modern processes of historical and political character in the global and national context, assessing the sociopolitical prospects of development and the policy of forming a new historical consciousness of the student on the materials of design and architecture; LO 2-to present and argue your own opinion in the course of conversation, business communication and discussion on the problems and prospects of development of design and architecture in the state (including Latin), Russian and foreign languages; LO 3-to model the educational process in architectural design, based on technical achievements with the use of the latest software tools and capabilities of various information resources; LO 4-to adapt the philosophical, sociological, political, cultural and psychological aspects of modern science, as well as issues of national consciousness and techniques of effective intercultural communication; LO 5-analyze material on the basics of Economics and business, entrepreneurship and leadership, life safety and healthy lifestyle, ecology and sustainable development, legal and anti-corruption culture for the field of design and architecture; LO 5-use the most effective modern materials and structures in terms of design, comfort and safety; LO 6-conduct an economic assessment and control the cost of project solutions, be aware of the dangers and threats that arise in this process, and comply with the basic requirements of information security, including the protection of state secrets; LO 7-form your own professional skills, increase interest in professional training, provide an opportunity for self-expression, monitor news and innovations during training in order to adapt to the rapidly changing trends in design and architecture; LO 8-possess practical skills of drawing, project graphics, painting, composition, color studies in order to create a project and its implementation using various modern materials and means of expressing the idea; LO 9-to organize design and experimental, demonstration and other research in the field of promotion of design and architecture, modern technologies, as well as to design ways of organizing various types of design and management activities; LO 10-carry out teaching and teaching activities in colleges and universities and other educational organizations in the field of design and architecture, LO 11-to use various methods of studying and analyzing the diversity of art manifestations with all its specific patterns in professional scientific activities, including evaluation, project expertise; LO 12-understand computer and engineering graphics and apply modern computer technologies for architects and designers in 2D drawing and 3D modeling, focused on architecture	<urn:uuid:3a8807e0-0908-44e3-a62b-b451ea186a02>	CC-MAIN-2023-14	https://www.kaznpu.kz/docs/inst_iskustv_kulturi_sporta/op/6B02119_-_Architectural_design.pdf	2023-03-23T05:59:29+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296944996.49/warc/CC-MAIN-20230323034459-20230323064459-00422.warc.gz	962,793,872	506	eng_Latn	eng_Latn	0.600753	eng_Latn	0.99129	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 69, 2849 ]	[ 2 ]	1	0
Bronte Park: 'A pleasure resort at Nelson Bay' The sheltered gully at Bronte, with its permanent fresh water creek and waterfall, access to ocean food sources, as well as land animals, would have been well used by local Indigenous people. Although no middens or carvings, such as those at Bondi and Tamarama, have yet been found at Bronte, Aboriginal people were well established throughout Waverley before European arrival. There may be sites of Aboriginal significance in Bronte Gully, including those used for axe-grinding and engraving purposes. Early expansion of the centre of Sydney to the eastern beaches was limited by a lack of transport routes, and there was little interest by the new European population in living in such a wild and remote environment. It was not until 1836 that the first new arrivals started claiming land in the area, with William Mortimer Lewis, Colonial Architect, owning land which fronted Nelson Bay. His land included the whole of Bronte Park and the Gully, the shopping strip opposite the park and the area on which Bronte House stands. The property was known as the Bronte Estate. Waverley Council had been petitioning the NSW government since 1863 to resume 14 acres on the beachfront at Bronte for use as a public park. In the mid-1880s there was a strong movement throughout NSW to create such parks, with many Sydney reserves dating from this period. In 1885 Council wrote to the Government: 'In view of the attraction of Nelson Bay as a pleasure resort and the desirableness of securing some grassed land adjoining the beach for public use the Government is requested to obtain and dedicate for public recreation an area of three of four acres of Bronte Estate opposite the Bay.' The following year the land was purchased and Waverley Council was appointed Trustees of Bronte Park. The park was proclaimed in 1887 and two further resumptions of land increased its size. The waterfall in Bronte Gully fed a creek which ran across Bronte Park forming a series of pools, almost a lagoon. A bridge crossed the creek allowing access to the beach from the park. This creek ran parallel to the beach, then turned and ran across the beach, flowing out to sea at the southern end of the beach near the bogey hole. The creek still runs, for many years it has been diverted into a storm water drain, coming out at the northern end of the beach. Under a new water-saving project Waverley Council will harvest water from the creek to irrigate Bronte Park and help regenerate the bush maintained by the Bronte Gully Bushcare Group. The park now occupies the steep-sided Bronte Gully and part of the ocean foreshore; it has a large central lawn and a main picnic area. Remnants of the original Bronte House garden can still be seen in the park today, including Moreton Bay figs and giant bamboo. Bronte Park: a picnicker's paradise By the 1910s summer picnickers were flocking to Bronte Park attracted by its grassy slopes, picnic shelters, shady Norfolk Island pine trees and ocean breeze. A children's play ground with swings and a razzle-dazzle was later established, further increasing the park's popularity. On weekends the park was full of families, social and sporting groups, a situation which continues today. From the 1940s to the 1970s a business in the park hired out striped canvas sun shelters and in photos from these decades the park can be seen dotted with tiny tents. Like many local churches, for years the MacNeil Memorial Presbyterian Church at Bondi Junction held its annual Sunday school picnic in Bronte Park. Activities included classic Australian outdoor entertainment, most involving running of some kind: three-legged races, egg and spoon races and sack races. In the 1960s the Australian Labor Party also held regular picnics in Bronte Park. As well as the standard races they also included Punch and Judy puppet shows and entertainers performing on the back of a table top truck. One of the most loved and enduring of Bronte Park's features is the miniature railway, whose engine and carriages run on a 100-metre circular track at the southern end of the park. Coleman & Son built the Bronte train in 1947 and it has now entertained generations of locals and visitors. The Coleman family owned the business until 1975 when it was taken over by Tom Hill. Bronte Park is a popular destination on Christmas Day, particularly with international visitors, when the distinctive lattice work picnic shelters can be seen decorated with tinsel and festive ornaments. 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Should We Care that Military History is Neglected in School? In his book Ten Ways to Destroy the Imagination of Your Child, Professor Anthony Esolen relays the following story of two homeschool brothers: "[They] got their hands on battle plans, pored over them, committed them to memory, and turned the basement into a battlefield. They drew out the woods and hills and rivers in chalk, marked the battalions with counters, and then played a game of strategy with declared decisions and dice, reenacting the battle not as it actually happened but as it might have happened. When they'd made a move or two on the sprawling 'board' of the basement floor, they would then go outside to play it out with their arms and legs and voices." In brief, the kids exercised their memories, practiced critical thinking through strategy, got their creative juices flowing, and blew off energy through play – four things which experts view as facets of a healthy childhood – all because they learned a few facts of military history. But as historian Dr. Robert Neer recently observed in Aeon, military history is rarely taught these days on college campuses. And if it's not taught there, it seems unlikely that the subject receives much attention in grade schools or high schools either. "This," Dr. Neer explains, "is a tragedy. … Insofar as we neglect to study our military, we reduce our ability to understand it, and weaken ourselves." Dr. Neer goes on to say: "US students deserve a chance to learn about the country's military past, given its immense impact on their lives and those of others around the world. Robust sales of books and movies on military subjects demonstrate strong interest in the subject." It's an old cliché that those who don't know history are doomed to repeat it. Are we simply setting ourselves up for failure if the next generation isn't given the opportunity to learn about the conflicts, strategies, and mobilizations which America's military has dealt with over the last several centuries? Image Credit: Christ Yarzab bit.ly/1iowB8m	<urn:uuid:10d19d63-e277-4167-b4fe-68808dd2ea94>	CC-MAIN-2023-14	https://intellectualtakeout.org/2016/03/should-we-care-that-military-history-is-neglected-in-school/?print=pdf	2023-03-23T04:55:10+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296944996.49/warc/CC-MAIN-20230323034459-20230323064459-00421.warc.gz	383,233,930	465	eng_Latn	eng_Latn	0.999343	eng_Latn	0.99933	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1731, 2103 ]	[ 2.234375 ]	1	0
GRAMMAR 1 Underline the correct word(s). Example: Katya offered lending / to lend me her bicycle when mine was being repaired. 1 Felipe convinced me not to give up / not giving up playing rugby. 2 I'm so glad Mariana encouraged me to try / that I try that new hairdresser's! 3 I suggested to buy / buying Ella some flowers, but Jasmin said she'd prefer chocolates. 4 The blackmailer threatened to post / posting copies of my private emails online. 5 Benjamin regretted not asking / to not ask how much the hotel was before he booked it. 6 Renata insisted to pay / on paying for our meal. 2 Complete the sentences with the correct passive form of the verb in brackets. Example: Nobody has been told (tell) the date of the trial yet. 1 Drivers shouldn't ________ (fine) for parking ten minutes longer than they've paid for. 2 Fish and chips used to ________ (wrap) in old newspapers. 3 The couple ________ (think) to have escaped to Europe with the money. 4 Real Madrid refused ________ (beat) and ended up winning the match. 5 That restaurant ________ (say) to be one of the best in the world. 6 It's difficult to avoid ________ (follow) by paparazzi when you're famous. 7 I saw Marie in the art exhibition. She ________ (show) around by one of the artists. 8 The community centre is closed this week – it ________ (redecorate). 3 Order the words to make sentences. Example: my / going / out / tooth / have / I'm / bad / to / tomorrow / taken I'm going to have my bad tooth taken out tomorrow. 1 our / installed / solar / having / we're / new / two / weeks / panels / in 2 before / it / my / checked / I / fully / bought / had / car / I 3 kitchen / you / same / exactly / your / will / painted / have / colour / the / ? 4 expert / valued / the / an / we / get / to / jewellery / by / decided 5 police / anyone / would / why / officer / to / become / want / a / ? 6 my / the / taken / I / photo / in front of / Eiffel / had / Tower 4 Underline the correct word(s). Example: Although / In spite of the city is overcrowded, it has a good public transport system. 1 We should rent that apartment in the city centre, though / in spite of it's more expensive. 2 In spite of / Although the cost, I'm really glad we flew business class. 3 We ignored the boss's mistake so as not to / to not embarrass her. 4 I phoned the company so as / so that they would know we'd be late. 5 We need to meet early next week in order to / for discuss the merger. 6 I enjoy the dance class, even though / despite I'm not very good at it. 5 Underline the correct word(s). Example: Politics is / are a dirty business sometimes! 1 All the staff in the travel agency was / were very helpful. 2 Could you pass me a / a piece of paper for the printer, please? 3 Bring two trousers / pairs of trousers in case you need to change. 4 The scenery in New Zealand is / are absolutely spectacular! 5 Do you have any advice / advices about travelling in India? 6 I live on the outskirts / on an outskirt of Cape Town. 7 Everyone come to the meeting room – I have some / a piece of good news! 8 The Shard is a famous London building, made mostly of glass / the glass. 6 Complete the sentences with the correct words. to for as in is that are Example: I'm learning Mandarin so as to speak to my colleagues in the Beijing office. 1 We managed to get our connecting flight, ________ spite of the earlier delay. 2 It's disgusting – there ________ so much rubbish on the streets! 3 We entered the meeting room quietly in order not ________ interrupt the presentation. 4 This machine is ________ making car parts. 5 The police ________ investigating the robbery. 6 Despite the fact ________ my grandfather is 90, he still runs the family business. 7 Complete the sentences with the correct word(s). Example: There's no milk. Do you like black coffee? none no any 1 ________ in this exhibition was made by undergraduate science and technology students. Most of Everything All 2 Neither Jim ________ Alastair can come on Thursday – they're both too busy. or and nor 3 So far ________ one of the Brahan Seer's predictions have come true. all every all the 4 It's a shame that there aren't ________ places left on the sci-fi film course. any some no 5 The talk isn't just for university students – ________ can come. all anyone all of students 6 Volunteers can either take part in clinical trials ________ complete online surveys. nor or and 7 The children have eaten ________ biscuits again! all of all of the all 8 A company offered us money to complete the trial, but ________ of us felt we should accept it. no any none 9 Anja's a vegetarian. She doesn't eat ________ fish or meat. either both neither 10 ________ people in the team were volunteers. Most of the Most the The most 8 Complete the sentences with a / an, the, or – (no article). Example: My sister has just bought a new tablet. 1 At nearly 7,000 metres, Aconcagua is the highest mountain in ________ Andes. 2 It's 9.30. Marta will be at ________ work by now. 3 Is there ________ life on Mars? 4 ________ M1, which opened in 1959, is Britain's oldest motorway. 5 I read ________ article about elephants the other day. 6 ________ Lake Windermere in the Lake District is the largest lake in England. 7 It's 11.00 and you've been up since 6.00 this morning. You really should go to ________ bed. 8 Shakespeare must have been ________ genius to write all those incredible plays! 9 My brother studied genetics at ________ Edinburgh University. 10 Let's go to the coast today. I feel like I need to see ________ sea. VOCABULARY 9 Complete the words in the sentences. Example: After being questioned by police for several hours, the woman confessed to the crime. 1 Both women were a________ because of a lack of reliable evidence. 2 The j________ gave the woman a shorter sentence because she had pleaded guilty. 3 The politician was b________ by a colleague who knew some of his guilty secrets. 4 The police couldn't charge the men because there were no w________ to say what they'd seen. 5 Cigarettes are often s________ into the UK because the tax is so high on them there. 6 Both men were foundg________ and sentenced to five years in prison. 7 A man has been charged with s________ after following Miss Jones everywhere for months. 8 The p________ for murder is usually a life sentence. 9 The man had c________ several previous crimes for which he was also charged. 10 The v________ of the jury was that Mr Martin was guilty of all charges. 10 Complete the sentences with the correct word. newsreader biased sensational commentator freelance gossip vows agony aunt censored paparazzi reviews Example: Celebrities must get so fed up of paparazzi trying to photograph them all the time. 1 This show has been given very favourable ________ by critics. Shall we get tickets for it? 2 The ________ on the football final screamed with joy when his former team mate scored the winning goal. 3 Government ________ to reduce air pollution before next election. 4 John doesn't work for one single newspaper. He's a ________ photographer. 5 Lena is an ________. She writes answers to people's letters in the local paper and gives them advice. 6 This journalist always uses such strong language in his news stories – it's too ________ for me. 7 I read that magazine for all the celebrity ________ – it's fun but I know it's not all true! 8 The internet isn't ________ so it's easier to spread fake news on it. 9 I loved it when that very serious ________ couldn't stop laughing as he read one story! 10 That news report isn't at all objective – it's very ________ actually. 11 Complete the words in the sentences. Example: The annual board meeting is held in the head office in Edinburgh. 1 I'm going to the bank to discuss a loan to help me s________ u________ my new business. 2 Unfortunately, my brother had to close his café because it wasn't making a p________. 3 We do b________ with companies all over the world. 4 Let's m________ the two companies – it will cost less to run as one large company. 5 What type of products does your company m________ in this factory? 6 We've kept the business small but it's time now to e________ into bigger markets. 7 It's a huge chain with over a thousand b________ across the country. 8 OK, before we finish the meeting, is there any o________ business? 9 Don't believe those adverts – their claims are totally m________. 10 If we don't act soon, we'll be taken o________ by a multinational company. 12 Write the words in brackets with the correct prefix or suffix. Example: a type of public transport that runs on a rail through the city (rail) = monorail 1 when something is impossible to damage (break) = ________ 2 to say a word wrongly (pronounce) = ________ 3 to sleep longer than you intended to (sleep) = ________ 4 when there is a lot of something (abundant) = ________ 5 not getting a high enough salary (paid) = ________ 6 something that's already been paid for before you use it (paid) = ________ 7 the result of making something better (improve) = _______ 8 to think about others, i.e. how you can help them or how they might feel (thought)________ 9 the economic system run for private profit (capital) = ________ 10 the area around where you live (neighbour) = ________ 13 Complete the words in the sentences. 1 I wouldn't volunteer to be a g________ p________ in a clinical trial unless I was desperately ill. 2 Sometimes one scientist comes up with a theory, and another one p________ it later. 3 Pharmacists say they need to do more r________ into the new drug. 4 The new l________ will allow researchers to carry out their experiments more effectively. 5 Helium is the only element that can be either a gas or liquid but never s________ at normal atmospheric pressure. 6 S________ researchers are discovering increasing amounts about how DNA works. 7 'Eureka!' is a word that's still associated with major scientific d________. 8 Scientists have to c________ out repeated experiments to check the results are reliable. 9 A Would you c________ yourself if you had the opportunity? B No way! One of me is quite enough! 10 These tablets help with my headaches but they have some strange side e________. 14 Choose two words and put them together in the correct order with and or or to make phrases. Example: sun / shine / rain rain or shine 1 nothing / all / less _____________________ 2 law / rules / order _____________________ 3 cons / positives / pros _____________________ 4 less / more / extra _____________________ 5 pieces / things / bits _____________________ 15 Order the words to make sentences. Example: results / the / positive / trials / were / of / very / clinical / the The results of the clinical trials were very positive. 1 later, / to / you're / you'll / sooner / that / or / have / admit / wrong 2 of / were / missing / safe / fortunately, / the / children / and / sound / both / discovered 3 so / result / wait / see / have / uncertain / the / we'll / is / and / to 4 and / I / my / well / large, / think / speech / went / by 5 answers / them / didn't / or / I / the / I / guessed / so / know / less / more READING Read the article about the spread of fake news. Five sentences have been removed. Which sentence (A–F) fits each gap (1–5)? There is one extra sentence which you do not need to use. Why fake is faster In 2018, a study published by the Massachusetts Institute of Technology revealed that fake news travels faster and reaches more people than genuine news. The research team had decided to do the study in the early 2000s when many people were beginning to use social media as their main source of news. The official study started in 2006. (----1----) Each of the stories was carefully checked to determine whether it contained fake or genuine news. When the results of the study were published in the journal, Science, they showed several shocking facts. Firstly, they found that people were 70% more likely to share or re-post false news stories than true ones. In fact, real news stories were rarely shared further than 1,000 people, while the most popular fake news stories could reach up to 100,000. Secondly, the results showed that real news stories took around six times longer to reach readers than fake ones. (----2----) Other fast-spreading topics included celebrity news, urban legends, science, terrorism, and natural disasters. The research also corrects a common media myth. There is a widespread belief that automated 'bots' are responsible for spreading most of the fake news on social media. (----3----) The researchers had analysed the accounts they identified as bots and found that although they did spread fake news, they also shared true news at the same rate. This means they were not responsible for the speed and spread of fake news. But why are people more likely to share fake news? One theory is that it could be because fake news tends to be more attractive to readers and is therefore more likely to get a reaction from people. In this age of social media, we are exposed to news 24/7 so we tend to almost switch off and stop listening to it unless it is really shocking or unexpected. (----4----) It could be that people who post fake news want that power – regardless of whether the news they are spreading is true or not. The excitement attached to posting fake news and watching it go viral could be addictive. Psychologists have also compared the rapid spread of fake news with the more traditional habit of gossiping. It is human nature to share news and gossip about each other. The best gossip is full of dramatic detail. It has to be surprising at the very least, even shocking. Once people start sharing that fake news on social media, the last thing they, or their readers, are worried about is whether it is accurate or not. While fake news may be a source of entertainment for some, real news is genuinely important to society. According to journalists, a problem which is caused by fake news is that people don't believe anything anymore. So, what can genuine news agencies do about fake news? Traditionally, newspapers competed to be the first to publish a good story. Media experts have said it is now more important than ever to publish news which is correct and accurate. (----5----) The priority now must be to remain honest and make sure the content of their story is 100% accurate before they publish it. A However, the findings of the study suggest that it is in fact humans that are most likely to share fake news. B They say that journalists should not try to compete with the speed of social media as it is a battle they can't win. C When they looked at news content on several popular social media sites, they realized that a large proportion of the so-called 'news' stories seemed to be based on rumours, were incorrect, or had key facts missing. D During the study, the team followed the spread of 126,000 stories shared by three million people on social media over a period of eleven years. E Of the types of fake news available online, the most common subject matter was politics. F There is a position of power associated with being the person who shares news that others have not heard before. WRITING Write an essay on the following topic: 'Nowadays there is too much fake news.' Write 140–180 words. Include the following information: - explain what type of fake news is most commonly available for you to read - say why you think this type of false news exists and what the consequences of it are - give your opinion on whether action should be taken to prevent the spread of fake news. _________________________________ ___________ ____ _______________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ LISTENING 1 Listen to five newsreaders reporting news about crime. Which situation does each newsreader describe? Choose from the list (A–F). Use the letters only once. There is one extra letter which you do not need to use. A The suspect is not yet known. B There is proof that the suspect is guilty. C The suspect escaped. D The suspect was arrested. E The suspect has been sentenced. F The suspect was acquitted. Speaker 1: [ ] Speaker 2: [ ] Speaker 3: [ ] Speaker 4: [ ] Speaker 5: [ ] 2 Listen to a presentation by media student, Mia, about television crime dramas. Underline the correct answer. 1 Mia has done some research into people who are obsessed by real crimes / why TV crime dramas are so popular / problems associated with watching crime dramas. 2 Mia says, if you are concerned about your crime TV habits you needn't worry / you should seek psychological support / your family could be in danger. 3 Mia says people are attracted to stories of good versus evil because of psychological problems / because we have problems controlling our fear / whatever age we are. 4 Mia thinks that people enjoy crime stories because we think we could commit a crime and not get caught / they exercise our brains / we enjoy feeling like 'the hero'. 5 According to Mia, crime dramas might make us feel that society is safe / make families feel closer / help us to understand the world. SPEAKING 1 Make questions and ask your partner. 1 Why / think some people believe fake news? 2 How / work out / news story / fake? 3 Does your family prefer / read news online / buy newspapers? Why? 4 What level / crime / your area? Why? 5 How / print newspapers compete with fake news? Now answer your partner's questions. 2 Listen to your partner talking about fake news. Do you agree with him / her? 3 Read out the statement below about crime and punishment. Tell your partner whether you agree or disagree. Give reasons. 'Criminals in my country should receive help to behave better rather than long prison sentences.' 1 Answer your partner's questions. Now make questions and ask your partner. 1 Why / think / people use social networking sites / spread fake news? 2 Is / important / limit / time / children spend online? Why / Why not? 3 Do / ever read fake news stories? Why? 4 What level / crime / your local area? 5 Should criminals / commit / serious crimes / sent / prison? Why / Why not? 2 Read the statement below about fake news. Tell your partner whether you agree or disagree. Give reasons. 'Spreading fake news should be treated as a crime and the person responsible should be punished.' 3 Listen to your partner talking about crime and punishment. Do you agree with him / her?	<urn:uuid:aae4d7cd-e6f9-4bef-b8da-b2aca502f160>	CC-MAIN-2023-14	https://www.centrepointcoslada.com/media/download/66465	2023-03-23T04:59:47+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296944996.49/warc/CC-MAIN-20230323034459-20230323064459-00424.warc.gz	804,914,934	4,173	eng_Latn	eng_Latn	0.996336	eng_Latn	0.999618	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1945, 4191, 6405, 8995, 11353, 14625, 16724, 18130, 19436 ]	[ 3.875 ]	1	0
Sheil Avenue, Bundoran, Co. Donegal. Tel: (071) 9841711. Email: firstname.lastname@example.org Website: www.stmacartans.ie HEALTHY EATING POLICY INTRODUCTORY STATEMENT This healthy eating policy was updated in spring 2015 in consultation with representatives from the Parents Association RATIONALE It was decided to focus on this area due to the rise in obesity among children. It was felt that a policy was necessary to enable students to increase control over and to improve their health. The healthy eating programme will relate to S.P.H.E. - Strand Unit: Taking care of my body. Food and Nutrition Infants - 6 th Class. - Making choices. - Science. - Strand Living Things: Strand Unit: Myself. - Human life processes (Junior Infants - 6 th class) AIMS: - To increase awareness among parents and children of the importance of a healthy breakfast. - To heighten an awareness of the importance of a balanced diet. - To encourage the children to make wise choices about food and nutrition. - To raise levels of concentration within class due to consumption of healthy food. - To encourage pupils to be aware, alert and responsive to litter problems caused by junk food, prepared food, etc. CONTENT: - List of appropriate foods for lunch - Roles and responsibility - List of foods not permitted in school Principal: Mr. Ronan Tighe Chairperson: Very Rev. Canon Ramon Munster Roll No.: 19686S A Roman Catholic Primary School under the Patronage of the Bishop of Clogher. Sheil Avenue, Bundoran, Co. Donegal. Tel: (071) 9841711. Email: email@example.com Website: www.stmacartans.ie ROLES AND RESPONSIBILITY: Every year a healthy eating week will be organised by the teacher with responsibility for S.P.H.E. in the school. Outside personnel eg. Nutritionists, dietician may be invited. Parents may be invited to talks, cookery demonstrations, etc. Teachers and parents should: - Encourage children to eat all of their lunch-uneaten food will be sent home to allow parents monitor their child's eating habits. - Remind children about the importance of a healthy breakfast (Examples of a healthy breakfast-porridge, Weetabix, non-sugary cereals, toast fruit, eggs, beans) - Encourage children to bring home non-recyclable waste - Encourage children to use re-usable bottles for drink, preferably with sports caps. - Remind children that swapping lunches is not allowed. - Generally give good example by their healthy eating habits. Teachers should return home any food from the "Foods/Drinks not permitted" list. Teachers may on special occasions allow/give a sweet treat. Appropriate Lunches Food Brown/ White Bread, Sandwiches, Wraps, Pitta Bread, Scones, Bagels, Crackers/Crisp Breads, Pancakes, Yogurt/Fromage Frais (But not with chocolate/sweet corners), Fresh fruit, Dried fruit, Chopped Vegetables, rice cakes (not chocolate), cheese portions/dunkers/dippers, pasta (plain or with healthy mix), noodles. Sandwiches wraps etc to have healthy fillings eg ham, cheese, tuna, tomatoes, chicken, egg, banana, salad Drinks Water, Milk, Unsweetened pure fruit juice, sugar free squash. Principal: Mr. Ronan Tighe Chairperson: Very Rev. Canon Ramon Munster Roll No.: 19686S A Roman Catholic Primary School under the Patronage of the Bishop of Clogher. Sheil Avenue, Bundoran, Co. Donegal. Tel: (071) 9841711. Email: firstname.lastname@example.org Website: www.stmacartans.ie Foods/Drinks not permitted X Chewing Gum X All croissants/biscuits/cakes/buns/muffins X Chocolate/sweets X Yogurt with sweet mix (eg Crunch Corner with chocolate balls) X Nuts/ Nutella/Peanut Butter (risk of choking/allergy) X Crisps X Popcorn X Cereal bars/Milk slices/ belvita etc (High in sugar) X Fizzy drinks/Energy Drinks/Yogurt Drinks/Glucose Drinks (Unless required medically) X Fruit Winders TIMEFRAME FOR IMPLEMENTATION: Policy will be fully implemented from 1 st September 2015. REVIEW: Policy will be reviewed in 2018. RESPONSIBILITY FOR REVIEW: Staff, pupils, parents, post holders and Board of Management. PUBLICATION AND RATIFICATION: This will be published on the school website, and all parents will be given a copy of key food lists. Parents are asked to sign to say they have read the policy and agree to be bound by it. Ratified by Board of Management on 15 th June 2015 Signed ___________________________________	<urn:uuid:755348dc-5361-400b-8354-b16b0bfac416>	CC-MAIN-2023-14	https://storage.googleapis.com/siteassetsswd/461/downloads/Healthy-Eating-Policy.pdf	2023-03-23T05:32:09+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296944996.49/warc/CC-MAIN-20230323034459-20230323064459-00421.warc.gz	637,846,228	1,065	eng_Latn	eng_Latn	0.987672	eng_Latn	0.990832	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1493, 3308, 4381 ]	[ 3.09375 ]	2	2
CODE OF CONDUCT Personal/School iPad Reviewed: 31 st May 2022 Teachers will: - Ensure that students in their class have been given permission by administration before students access their iPad. - Supervise and monitor students when using Apps on iPads - Communicate with parents to show how the ipads are integrated into teaching and learning. - Inspect student ipads as required. Students will: - Be responsible for their iPad and ask permission before accessing their iPad. - Ensure their iPad is charged for the start of each school day by re-charging it at home each night. - Be required to leave their iPad in the classroom and transport their iPad to and from home in a suitable case - Be required to create a passcode with their parents to secure a lock on their device. Ensure their security codes and passwords are kept private from other students. - Demonstrate care and respect for their iPads and those of others. If broken or if failing to work properly the student will alert the classroom teacher. - Only use their iPad with permission under adult supervision for educational purposes exercising responsible behaviour - Use personal and recommended headphones with their iPad to prevent disruption to student's learning. - Only play games using the iPad if teacher's has given permission. - Allow other students to use their personal iPad for accessing to online programs. - Follow the BPS school's Code of Conduct Online Policy and other related policies. - Follow the signed Student iPromise Agreement for using personal or school iPads at school. Parent & Families need to: (Personal iPads) - Be responsible for ensuring all school recommended Apps are up to date an available as required on their child's iPad for use at school. - Set up an iTunes account for use with their child's iPad. Password/s should be kept by parents. - Be aware of how their child is using the iPad at home. (It is essential to talk to children about the values and standards that they should follow on the use of the internet, just as you would on the use of all media information sources such as television, movies and radio.) See Parent iPad Information Booklet - Ensure the iPad is kept charged and returned to school each day. - Support the school in their delivery of consequences for inappropriate use of the iPad at school. - Ensure that if a family iPad is used at school that personal Apps are age appropriate and are kept separate to school Apps. A folder which is named Personal Apps is recommended. This folder should not be accessed at school. - Regularly celebrate student's work and achievements on the ipad - Will be responsible for the outcome for malfunctions, loss or damage to their child's ipad. - Need to to be aware that the school doesn't cover insurance for personal ipads at school or to and from home. School insurance will not cover school ipads. - Need to contact their insurance company if the iPad is damaged or stolen at school. - Be responsible for negotiating any other items used to support SAER students in the classroom that are linked to their child's ipad eg. printing devices - Support and remind their child about the effect on the iPad when exposed to extreme temperatures direct sunlight or ultraviolet light for extended periods of time. - Ensure data is turned off if ipad has a sim card installed. The Consequences for Conduct Breaches are: - Loss of iPad privilege for a given time, according to the severity of the breach. - Parent's will be contacted and informed about the breach. - A parent meeting will be organised with the student and parent to discuss any breaches. - Being held legally liable for offences committed using online services.	<urn:uuid:995eca82-3f7a-4916-9dc8-6936ded3ac24>	CC-MAIN-2023-14	https://www.bunburyps.wa.edu.au/uploaded/files/client_added/BYOD/BPD-Policy-Code-Of-Conduct-iPad.pdf	2023-03-23T04:46:43+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296944996.49/warc/CC-MAIN-20230323034459-20230323064459-00422.warc.gz	797,918,950	733	eng_Latn	eng_Latn	0.998624	eng_Latn	0.998624	[ "eng_Latn" ]	false	docling	[ 3704 ]	[ 2.015625 ]	1	0
Internet Safety Information on internet safety and cyber-bullying There are many ways you can help keep your child safe when using the internet, including: Discuss internet safety with your child Monitor your child's internet activity by making sure they use a computer that is in a common area such as a family room rather than a child's bedroom Remind your child to never share personal information (name, address, phone number, school, etc.) with anyone on the internet and never to agree to meet anyone on the internet Do not allow your child to enter private chat rooms	<urn:uuid:c158fec8-a77e-4efe-9fc5-95413a728fc0>	CC-MAIN-2023-14	https://resources.finalsite.net/images/v1572291841/ossuorg/lph3kvvqfc0hz9cslsii/InternetSaftey.pdf	2023-03-23T04:29:59+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296944996.49/warc/CC-MAIN-20230323034459-20230323064459-00425.warc.gz	572,168,425	121	eng_Latn	eng_Latn	0.997499	eng_Latn	0.997499	[ "eng_Latn" ]	false	docling	[ 581 ]	[ 2.71875 ]	1	0
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Study and Master Natural Sciences and Technology Grade 6 CAPS Learner's Book David Green 2013-07-01 Life Skills, Grade 4 Elizabeth Ryke 2012-10-05 Study & Master Life Skills has been specially developed to support the Curriculum and Assessment Policy Statement (CAPS). The innovative Teacher's Guide with CD-ROM includes: * a detailed work schedule for the whole year * step-by-step guidance on the teaching of each lesson and form of assessment, as well as Remedial and Extension activities for each Unit * photocopiable record sheets and templates * recordings to support the Performing Arts topic. the Life Skills curriculum * contains Weekly Readings especially developed for the series * oﬀers current and relevant content set out according to the curriculum document * gives clear, illustrated instructions for Physical Education and Creative Arts activities. It also has an innovative Teacher's Guide with CD-ROM. Making Physics Fun Robert Prigo 2007-04-05 In easy-to-understand language, this resource presents engaging, ready-to-use learning experiences that address the "big ideas" in K–8 science education and help students make larger, real-world connections. Study and Master Geography Grade 11 CAPS Study Guide Helen Collett 2014-08-21 Platinum Technology Fiona Clitheroe 2013 Life Skills, Grade 5 Elizabeth Ryke 2012-10-12 Study & Master Life Skills has been specially developed to support the Curriculum and Assessment Policy Statement (CAPS). The comprehensive Learner's Book: * provides activities that develop learners' knowledge and understanding of each of the topics covered in platinum-technology-grade-7-learners Study and Master Technology Grade 8 for CAPS Teacher's Guide Ria de Jager 2014-05-01 Social Sciences, Grade 4 Lee Smith 2012-09-28 Study & Master Social Sciences has been specially developed by an experienced author team for the Curriculum and Assessment Policy Statement (CAPS). The comprehensive Learner's Book: * provides activities that develop learners' skills and understanding of each of the modules speciﬁed by the CAPS curriculum * includes good-quality illustrations, photographs and diagrams in full colour * oﬀers current and relevant content clearly set out according to the curriculum document. The innovative Teacher's Guide includes: * step-by-step guidance on the teaching of each lesson and activity as well as each form of assessment * Remedial and Extension activities for each module * bright ideas to extend the curriculum into the world outside the classroom * a complete section on Formal Assessment, with sample examinations and their memoranda as well as photocopiable record sheets and templates. Technology Matters Grade 8 Learner's Book Lin Bassett 2006-09-30 Study & Master 1/5 Technology Grade 8 meets all the requirements of the RNCS. The material is presented in a userfriendly to stimulate and encourage learners to explore and enjoy Technology. The Learner's Book includes: ' activities building skills and knowledge that will guide learners to solve problems in capability tasks ' practical activities planned around accessible resources ' a module that explains the design process, and a module on communicating with drawing ' extension activities and tasks for fast learners ' 'How are you doing?' sections, ensuring continuous assessment. The Teacher's Guide includes ' a learning programme, a detailed work schedule, a year plan and a list of resources needed in each activity, to facilitate eﬀortless planning ' extension and remedial activities as well as tips to ensure inclusion ' photocopiable worksheets and assessment grids for each type and method of assessment ' a photocopiable template for the project portfolio. Cambridge IGCSE® and O Level Accounting Coursebook Catherine Coucom 2018-03-31 Covers the Cambridge IGCSE Accounting syllabus (0452) and Cambridge O Level Accounting syllabus (7110), ﬁrst examination 2020. With more practice questions than the previous edition and content matched to the Cambridge IGCSE and O Level Accounting syllabuses, this coursebook increases understanding of accounting best practice. Clear step-by-step explanations and instructions help students learn how to record, report, present and interpret ﬁnancial information while gaining an appreciation of the ways accounting is used in modern business contexts. The coursebook is ideal for those new to accounting. Also available in the series - workbook, revision guide, teacher's resource and Cambridge Elevate enhanced edition. Answers to the coursebook and workbook questions are in the teacher's resource. Graph Algorithms Mark Needham 2019-05-16 Discover how graph algorithms can help you leverage the relationships within your data to develop more intelligent solutions and enhance your machine learning models. You'll learn how graph analytics are uniquely suited to unfold complex structures and reveal diﬃcult-to-ﬁnd patterns lurking in your data. Whether you are trying to build dynamic network models or forecast real-world behavior, this book illustrates platinum-technology-grade-7-learners 2/5 how graph algorithms deliver value—from ﬁnding vulnerabilities and bottlenecks to detecting communities and improving machine learning predictions. This practical book walks you through hands-on examples of how to use graph algorithms in Apache Spark and Neo4j—two of the most common choices for graph analytics. Also included: sample code and tips for over 20 practical graph algorithms that cover optimal pathﬁnding, importance through centrality, and community detection. Learn how graph analytics vary from conventional statistical analysis Understand how classic graph algorithms work, and how they are applied Get guidance on which algorithms to use for diﬀerent types of questions Explore algorithm examples with working code and sample datasets from Spark and Neo4j See how connected feature extraction can increase machine learning accuracy and precision Walk through creating an ML workﬂow for link prediction combining Neo4j and Spark Death Weavers Brandon Mull 2017-03-14 Includes an excerpt from Fablehaven Adventure book 1: Dragonwatch. Study and Master Life Sciences Grade 11 CAPS Study Guide Gonasagaren S. Pillay 2014-08-21 Digital Storytelling in the Classroom Jason Ohler 2013-03-26 Harness digital storytelling as a powerful tool to teach traditional and 21stcentury literacy skills to help students reach deeper understandings in all areas of the curriculum! Platinum Technology Fiona Clitheroe 2013 Theory of Music Workbook Grade 2 Naomi Yandell 2007-06-15 Complete ICT for Cambridge IGCSE Stephen Doyle 2017 The most practical and up-to-date approach to the latest Cambridge IGCSE ICT syllabus. This second edition encourages students to apply practical ICT skills in context, building exam conﬁdence and achievement. To strengthen students' assessment potential, interactive tests are included via online access. Where the Red Fern Grows Wilson Rawls 2016-05-03 For fans of Old Yeller and Shiloh, Where the Red Fern Grows is a beloved classic that captures the powerful bond between man and man's best friend. This special edition includes new material, including a note to readers from Newbery Medal winner and Printz Honor winner Clare Vanderpool, a letter from Wilson Rawls to aspiring writers, original jacket artwork, and more. Billy has long dreamt of owning not one, but two dogs. So when he's ﬁnally able to save up enough money for two pups to call his own—Old Dan and Little Ann—he's ecstatic. It's true that times are tough, but together they'll roam the hills of the Ozarks. Soon Billy and his hounds become the ﬁnest hunting team in the valley. Stories of their great achievements spread throughout the region, and the combination of Old Dan's brawn, Little Ann's brains, and Billy's sheer will seems unbeatable. But tragedy awaits these determined hunters—now friends—and Billy learns that hope can grow out of despair. Praise for Where the Red Fern Grows A Top 100 Children's Novel, School Library Journal A Must-Read for Kids 9 to 14, NPR A Great American Read's Selection (PBS) Winner of Multiple State Awards Over 14 million copies in print! "A rewarding book . . . [with] careful, precise observation, all of it rightly phrased....Very touching." —The New York Times Book Review "One of the great classics of children's literature . . . Any child who doesn't get to read this beloved and powerfully emotional book has missed out on an important piece of childhood for the last 40-plus years." —Common Sense Media "An exciting tale of love and adventure you'll never forget." —School Library Journal "A book of unadorned naturalness." —Kirkus Reviews "Written with so much feeling and sentiment that adults as well as children are drawn [in] with a passion." —Arizona Daily Star "It's a story about a young boy and his two hunting dogs and . . . I can't even go on without getting a little misty." —The Huﬃngton Post "We tear up just thinking about it." —Time on the ﬁlm adaptation Social Sciences, Grade 6 Lee Smith 2012-09-28 Study & Master Social Sciences has been specially developed by an experienced author team for the Curriculum and Assessment Policy Statement (CAPS). The comprehensive Learner's Book: * provides activities that develop learners' skills and understanding of each of the modules speciﬁed by the CAPS curriculum * includes good-quality illustrations, photographs and diagrams in full colour * oﬀers current and relevant content clearly set out according to the curriculum document. The innovative Teacher's Guide includes: * step-by-step guidance on the platinum-technology-grade-7-learners 3/5 teaching of each lesson and activity as well as each form of assessment * Remedial and Extension activities for each module * bright ideas to extend the curriculum into the world outside the classroom * a complete section on Formal Assessment, with sample examinations and their memoranda as well as photocopiable record sheets and templates. Educating the Net Generation Diana Oblinger 2005-01-01 This e-book oﬀers an insightful look into the way today's students think about and use technology in their academic and social lives. It will help institutional leaders help their students to become more successful and satisﬁed. Spot on Life Orientation Marleen Carstens 2013 Skreeu en ander verhale Saamgestel deur Adinda Vermaak en Marieta Nel 2015-02-01 Die 30 splinternuwe kortverhale in hierdie bundel is geskryf deur 22 uiteenlopende skrywers - van bekende skrywers soos Jan van Tonder, Riana Scheepers, Martie Preller en Jaco Jacobs tot opwindende nuwe stemme soos Lydia du Plessis en Johnny Malgas. Contraception - Healthy Choices Family Planning NSW. 2010 `It's a really great book: friendly, comprehensive, complete and up-to-date. It is an explanatory guide to help you judge and choose the contraception to use. I recommend the book highly.' Dr Cindy Pan, general practitioner, media broadcaster and author of Pandora's Box. Choosing a method of contraception isn't simply about preventing pregnancy. It's also about making the best choice for your future, your lifestyle, your health and your peace of mind. This updated edition of Contraception-Healthy Choices provides both women and men with information to help make that choice. Forms of contraception covered include condoms (male and female), progestogen-only injections, implants, diaphragms, cervical caps, intrauterine devices (IUDs), natural family planning, traditional methods and sterilisation. The book also includes an update on the contraceptive pill, a new chapter on the increasingly popular vaginal ring, and new information on emergency contraception. There is information on how pregnancy happens, reducing the incidence of sexually transmissible infections and abortion. Written in an easy-to-read Q&A format and illustrated throughout, Contraception-Healthy Choices is a practical and contemporary guide for people who want to make an contraception they use. STEM Activity: Sensational Science Steph Clarkson 2018-10-04 STEM Activity: Sensational Science will inspire you with super-fun activities and puzzles related to atoms, genes, gravity, acids, magnets, and more! Bite-size factoids explain the scientiﬁc theories, scientists and discoveries behind them. Complete the electrical circuits, unscramble the renewable energy sources, spot the diﬀerences in the space station, test your magnet knowledge, colour in the shapes to reveal the awesome x-ray! These are just some of the write-in activities featured in STEM Activity: Sensational Science. Also available: STEM Activity: Amazing Maths, STEM Activity: Extreme Engineering and STEM Activity: Terriﬁc Technology Technology, Grade 9 Ria de Jager 2013-07-25 Study & Master Technology Grade 8 has been specially developed by experienced educators to meet all the requirements of the Curriculum and Assessment Policy Statement (CAPS). Study and Master Natural Sciences and Technology Grade 6 CAPS Teacher's Guide David Green 2014-03-20 Study and Master Creative Arts Grade 7 for CAPS Learner's Book Joseph Bolton 2013-07-08 Social Sciences, Grade 5 Inga Norenius 2012-09-26 Study & Master Social Sciences has been specially developed by an experienced author team for the Curriculum and Assessment Policy Statement (CAPS). The comprehensive Learner's Book: * provides activities that develop learners' skills and understanding of each of the modules speciﬁed by the CAPS curriculum * includes good-quality illustrations, photographs and diagrams in full colour * oﬀers current and relevant content clearly set out according to the curriculum document. The innovative Teacher's Guide includes: * step-by-step guidance on the teaching of each lesson and activity as well as each form of assessment * Remedial and Extension activities for each module * bright ideas to extend the curriculum into the world outside the classroom * a complete section on Formal Assessment, with sample examinations and their memoranda as well as photocopiable record sheets and templates. Social Sciences Today John Earle 2005 platinum-technology-grade-7-learners 4/5 Platinum Natural Sciences and Technology R. Adatia 2013 The Last Kids on Earth and the Doomsday Race Max Brallier 2021-09-14 A Netﬂix Original series! The highly-anticipated seventh book in the New York Times, Wall Street Journal, and USA Today bestselling series, with over 7 million copies in print! "Terrifyingly fun! Delivers big thrills and even bigger laughs."—Jeﬀ Kinney, author of the #1 New York Times bestseller Diary of a Wimpy Kid With his zombie-controlling powers growing stronger, Jack Sullivan and his buddies are roadtripping toward the mysterious Tower, where they must once and for all stop Rezzoch the Ancient, Destructor of Worlds, from descending upon our dimension. But their journey is sidetracked when they are swept up by the Mallusk, an enormous centipede monster carrying the world's largest shopping mall on its back. On board, the kids discover a thriving monster society: Mallusk City! There, they encounter old allies—as well as old foes, who are ruling over Mallusk City with an iron ﬁst. Beating these bad guys in battle is not an option, but beating them in an election is… so Jack runs for mayor of Mallusk City! At ﬁrst, proving his leadership skills just means shaking monster hands, kissing monster babies, and promising to ﬁll the water fountains with strawberry Nesquik. But when the Mallusk falls under attack, Jack must learn how to be a true leader—before it's too late. Told in a mixture of text and black-andwhite illustration, this is the perfect series for any kid who's ever dreamed of starring in their own comic book or video game. Hero Story Collection (DC Super Friends) Various 2012-08-07 Batman, Superman, and all the DC Super Friends come together in this actionpacked collection of ﬁve Step into Reading leveled readers for boys ages 4-6! Study and Master Economic and Business Management Grade 7 for CAPS Learner's Book Marietjie Barnard 2013-07-11 Vis & tjips (CAPS) Jaco Jacobs 2014-06-01 Agterin die KABV-goedgekeurde skooluitgawe van hierdie gewilde boek verskyn opsommings, opwindende, uitdagende pre- en postlees-aktiwiteite en volledig uitgewerkte vrae en antwoorde wat aan die KABV-riglyne voldoen. Study and Master Economic and Management Sciences Grade 8 CAPS Excercise Book Marietjie Barnard 2013-10-31 Oﬃcial Gazette of the United States Patent and Trademark Oﬃce 2003 Study and Master Technology Grade 7 for CAPS Teacher's Guide Ria de Jager 2013-07-26 My Book of Writing Words Kumon Publishing 2005-08 Introduce your child to reading and writing with our Verbal Skills Workbooks. Through fun activities such as tracing and color-by-letter, platinum-technology-grade-7-learners 5/5 our workbooks gradually introduce new concepts. The eye-catching illustrations and captivating content reinforce lessons and help children stay motivated, encouraging them to be lifelong readers and writers. New Wave Spelling: 2006 Economic and Management Sciences, Grade 9 Marietjie Barbard 2015-05-29	<urn:uuid:bc4bb5df-16f2-4468-828f-bda1de59db74>	CC-MAIN-2023-14	https://www.sfeg.it/Platinum_Technology_Grade_7_Learners_Book/	2023-03-23T04:42:44+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296944996.49/warc/CC-MAIN-20230323034459-20230323064459-00427.warc.gz	1,106,995,833	3,900	eng_Latn	eng_Latn	0.984369	eng_Latn	0.992017	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3675, 8206, 12828, 17338, 18047 ]	[ 2.1875 ]	1	0
Dear Parents, Welcome back to school. We hope you have had a restful Christmas and we wish you all a very Happy New Year! Thank you for all the lovely Christmas gifts and best wishes we received at the end of last term; it was very kind of you Our topic this term is Our Wonderful World of Animals. As part of this exciting topic, we will be looking at the life and work of James Herriot and we will be learning about farming in the past. We have re-scheduled our One Snowy Night trip to the 24 th January; fingers crossed for better weather! Our Science topic is Animals including Humans. We will begin by learning about body parts and senses and then we will move onto classifying animals using a range of different criteria. In English we will be focusing on story telling. We will be looking at the structure of stories and thinking about adjectives to describe the different characters. The children will then plan and write their own stories. The Reception children will continue with their phonics work, learning lots of new sounds made up of two letters (digraphs) such as ai, ee and oi. These will be added to the children's sounds books for practise at home. In Maths we will be working on addition and subtraction using a variety of resources and methods. We will be thinking about how we can apply our knowledge to solve problems. We will then move onto place value work and we will continue to develop our mental maths skills with Big Maths and mental arithmetic sessions using Mathletics. Please keep up the good maths work at home (don't forget to bring in your certificates to share on a Friday). PE will be on a Tuesday afternoon for this half term and we will be working both in the hall and outside (weather permitting). Please ensure that the children have an indoor and warm outdoor PE kit in school at all times as this may change. In RE we will be thinking about questions which puzzle us; the children will have the opportunity to think of their own 'mystery' or puzzling questions and share their own beliefs and ideas in simple ways. They will learn that some of their questions have no certain answers and people may have different answers and beliefs to them. Forest School This term the children will be taking part in Forest School sessions on Monday afternoons, commencing on Monday 21 st January, with Mr Houghton. The sessions will be held in all weathers on the school field, so please ensure that your child has suitable warm outdoor clothing including wellington boots as it is likely to be muddy. (We will provide waterproofs). Homework Please continue to support your child at home with reading and spelling practise; it really makes a huge difference! Spellings will be given out on a Friday and tested the following Friday. Please can all children have a pair of wellies and a coat in school at all times; unfortunately we cannot allow children on the grass or in the mud kitchen in our outdoor area this time of year without wellies - it's very muddy! As always, if there is anything you wish to discuss about your child then please feel free to call in and speak to a member of the Byland team. Mrs Bennison and Mrs Wells	<urn:uuid:3cfee5ca-731a-4c3e-b3ed-2a435e35b118>	CC-MAIN-2023-14	http://sessay.n-yorks.sch.uk/wp-content/uploads/2020/02/Byland-Class-Spring-2019-Newsletter.pdf	2023-03-23T05:12:55+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296944996.49/warc/CC-MAIN-20230323034459-20230323064459-00426.warc.gz	45,988,023	653	eng_Latn	eng_Latn	0.999367	eng_Latn	0.999354	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2196, 3179 ]	[ 2.109375 ]	1	0
The Short North Railroad Service Comes to Columbus and The Rise of Union Station Historical Context and Overview By the 1840s, railroads were replacing canals as the primary means of long-distance transportation of people and products. Early trains could travel up to twenty miles per hour, about five times faster than canal boats. Columbus entrepreneur William Dennison chartered the Columbus and Xenia Railroad in 1844. Six years later, the Columbus and Xenia Railroad brought the first passenger train to Columbus. To serve railroad traffic, the Columbus and Xenia Railroad and the Cleveland, Columbus and Cincinnati Railroad acquired an eighteen-acre site north of Naghten Street and east of High Street for the construction of the first Union Station in 1851. The second Union Station was completed on February 14, 1875. Railroad transportation brought thousands of immigrants and new industries to urban areas. By the late 19th and early 20th centuries, industrial pollution and overcrowding had made cities undesirable places to live. In response, progressive city leaders started the City Beautiful Movement, a reform movement in architecture and city planning. City Beautiful leaders believed creating a beautiful city would inspire its residents to morality and civic virtue. The first major showcase of the City Beautiful Movement was in Chicago during the 1893 World Columbian Exposition, directed by architect Daniel Burnham. In 1897, Daniel Burnham came to Columbus and designed the third Union Station in Beaux-Arts Classical style. Standards Alignment Ohio's New Learning Standards: K-12 Social Studies Grade 3, Content Statement 3: Local communities change over time. Grade 3, Content Statement 7: Systems of transportation and communication move people, products and ideas from place to place. Grade 3, Content Statement 10: Individuals make the community a better place by solving problems in a way that promotes the common good. Grade 4, Content Statement 1: The order of significant events in Ohio and the United States can be shown on a timeline. Grade 4, Content Statement 14: Ohio's location and its transportation systems continue to influence the movement of people, products and ideas in the United States. Grade 8, Content Statement 15: The movement of people, products and ideas resulted in new patterns of settlement and land use that influenced the political and economic development of the United States. Grade 8, Content Statement 22: Choices made by individuals, businesses and governments have both present and future consequences. HS American History, Content Statement 10: The rise of corporations, heavy industry, mechanized farming and technological innovations transformed the American economy from an agrarian to an increasingly urban industrial society. HS American History, Content Statement 14: The Progressive era was an effort to address the ills of American society stemming from industrial capitalism, urbanization and political corruption. Columbus Neighborhoods: The Short North l Railroads and Union Station Learning Objectives * Explain how the means of transportation in Columbus changed through the years and how this affected the development of the High Street/Short North area. * Describe the short-term and long-term effects, both positive and negative, of the railroad on Columbus. * Explain how the railroad contributed to the development of the city of Columbus. * Compare the development of the railroad in Columbus to similar developments in the nation. * Explain the relationship between the construction of the third Union Station and the City Beautiful Movement. Discussion Questions 1. How did the development of the railroad in Columbus affect the economy? What new businesses and industries emerged in Columbus during this period? 2. How did the development of the railroad in Columbus affect the movement of people within the city? 3. How did the physical appearance of Columbus change as a result of the railroad? 4. What were some long-term positive effects of the railroad? Do any of these still affect us today? 5. The railroad provided additional opportunity for the development of industry in Columbus. How did this industrial development affect Columbus? Give some specific examples. 6. How did the construction of the third Union Station reflect the goals of the City Beautiful Movement? 7. Compare the effects of railroad development in Columbus to effects of railroads nationwide. Extension Activities Have students research one mode of transportation, and develop a project of their choice demonstrating the evolution of that transportation technology. Projects should incorporate timelines, what factors affected the need for the technology and the current status of that particular form of transportation. This project could also include an advertisement for that transportation here in Columbus today. Have students examine several historic maps of Columbus. These can be found on the Teaching Columbus website at http://teachingcolumbus.omeka.net/collections/show/14. Students compare the maps, particularly noting areas of growth and its relation to the railroad, making connections to the points in the video segments. Investigate the role of the railroad in Columbus today. Where do the trains run? What do they carry? Why are trains still important today? What has been done with railroad tracks that are no longer in use? How does railroad usage in Columbus compare with usage in other areas of the world (e.g. New York City, Washington DC or Europe)? Compare the development of transportation routes over time. Do roads follow the old Native American trails? Did railroads try to follow roads? What roads exist in current Franklin County/Ohio that were built on the oldest roads or trails? Additional Resources Columbus Railroads - www.columbusrailroads.com Columbus Ohio Union Station - home.roadrunner.com/~unionstation/ Ohio Historical Maps - http://library.osu.edu/find/subjects/maps/ohio-historical-maps/ Historic Railroad Structures and Rail-Served Industries http://rrstructuresandindustries.org/columbus/ Historic Transportation Maps - http://railsandtrails.com/Maps/ Funding provided by:	<urn:uuid:dc1c18a8-1cd4-4442-ab0b-86ca58b836d0>	CC-MAIN-2023-14	https://columbusneighborhoods.org/wp-content/uploads/lesson-plans-pdf/Railroads.pdf	2023-03-23T05:13:37+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296944996.49/warc/CC-MAIN-20230323034459-20230323064459-00427.warc.gz	220,082,060	1,208	eng_Latn	eng_Latn	0.887534	eng_Latn	0.994481	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3070, 5814, 6228 ]	[ 4.9375 ]	1	0
JFS Physical Education Long Term Medical and Home Teaching Assignments: Marking Period (MP) Question Topics to choose from 3- (01/26-04/04) (Example of what can be considered as problem solving) - Identifying the problem - Understanding the problem Can physical education and physical activity have a positive impact on critical thinking skills and problem solving?	<urn:uuid:7b74a0da-6d00-41f4-b9f6-c7af609c3fc7>	CC-MAIN-2023-14	https://www.uek12.org/Downloads/JFS%20PE%20Long%20Term%20Medical_Hometeaching%20Assignments.pdf	2023-03-23T04:28:10+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296944996.49/warc/CC-MAIN-20230323034459-20230323064459-00427.warc.gz	1,166,684,738	78	eng_Latn	eng_Latn	0.84373	eng_Latn	0.97586	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 126, 373 ]	[ 2.09375 ]	1	0
ADAPTIONS ACTIVITIES 1ST CLASS AND UPWARDS ANIMAL ADAPTIONS Pick a bird that lives in each of these environments and right down how it is adapted to survive: BIRD BRAIN ACTIVITY SHEETS	<urn:uuid:50dc5de8-09da-438e-827e-fce1571f044d>	CC-MAIN-2023-14	https://www.birdbrain.ie/_files/ugd/57d6da_5c3229bf4365421dbf505d0e19d2ed0a.pdf	2023-03-23T05:06:25+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296944996.49/warc/CC-MAIN-20230323034459-20230323064459-00425.warc.gz	786,788,040	51	eng_Latn	eng_Latn	0.992299	eng_Latn	0.992299	[ "eng_Latn" ]	false	docling	[ 188 ]	[ 2.484375 ]	1	0
Floor Plan Design Summary This lesson provides students with an opportunity to design and draw to scale a floor plan for a home including but not limited to; a living room, a kitchen, a bathroom, and a bedroom. Main Core Tie Interior Design 1 Strand 6 Standard 1 Additional Core Ties Interior Design 1 Strand 6 Standard 3 Time Frame 5 class periods of 60 minutes each Group Size Individual Life Skills Thinking & Reasoning, Communication, Employability Materials The following materials are needed for this lesson: an example floor plan--drawn to meet all stated specifications (according to assignment sheet) graph paper an assignment sheet for each student furniture templates (can order these from NASCO) Background for Teachers Please be familiar with the techniques used to draw floor plans. It may be helpful if you draw one as an example--for students to look at and to help you review/practice what you are teaching them to do. Student Prior Knowledge Students should have been taught what scale is and how to draw things to scale. Students should also be familiar with the rules to follow when arranging furniture. It may also be helpful if students have looked at a variety of floor plans so that they have an idea of how rooms should be placed throughout a home--room relationships--in order to make it "flow" well. Intended Learning Outcomes This lesson should act as a culminating effort to display all that a student has learned throughout the design and function section of an interior design class. It is a way for students to apply all the knowledge they have accumulated to see if they can put it all together correctly. Instructional Procedures Hand out the assignment sheet to each of the students and go over the directions as a class. Discuss the reasoning behind them only drawing one level of a home--if they start out trying to two levels, they may get overwhelmed and just give it up. One level must be complete before they can start on the second. The one level that they start with must have the four required rooms. Students may question how they can fit a bedroom in on the main floor when they want all their bedrooms to be located on the 2nd floor. Discuss the possibility of having a guest bedroom on the main floor or maybe the master suite, etc.. Their floor plans must include furniture placement in all rooms. At this point you may want to show students the templates that they can use to draw in their furniture. Rules for template use should be covered at this point as well. Templates can be purchased through NASCO (catalog orders) or may be available in an art supply store near you. Make sure that templates are 1/4 inch scale. Discuss the idea of scale. Every square on the graph paper represents one square foot of space on their floor plan. This makes the floor plan much smaller than what students may be comfortable with. Showing them the example that you have drawn may be helpful at this point for students to visualize exactly what they will be doing and generally what size their end product should be. Floor plans must show the lighting and electrical plan for each room. Remind students that every room need to have a light switch near each door way, each room needs to have some sort of light source, electrical outlets are necessary for all appliances and in all bedrooms. Answer any and all questions as you go. Remind them that neatness is very important and that they should draw everything in pencil before they start in ink. It may be helpful if you require students to check off their pencil drawn floor plan with you before they can start going over it in ink so that you can check for windows, doors etc... before they have made them permanent. Assessment Plan Refer to the assignment sheet for the point break down for grading purposes. Authors SUNSHINE CHRISTENSEN	<urn:uuid:699491e6-5655-4330-80e2-907d45cb6359>	CC-MAIN-2023-14	https://www.uen.org/lessonplan/print/9047.pdf	2023-03-23T05:45:10+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296944996.49/warc/CC-MAIN-20230323034459-20230323064459-00428.warc.gz	1,167,940,271	786	eng_Latn	eng_Latn	0.997993	eng_Latn	0.998359	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1782, 3865 ]	[ 3.65625 ]	2	0
Kowloon True Light Middle School Name of Awarded Teacher : Chan Pui Yee, Pearl Extending English Learning Horizons through IT Introduction English learning involves development of language skills. It takes a long time to master English. Self-motivation and a positive attitude towards English learning are crucial. Effective English teaching practices can establish English as the main language of communication between the learners and themselves both inside and outside the classroom. Effective English teaching practices foster a genuine liking of learning English independently and continuously, even after class and graduation. Weaker students may not make an immediate, remarkable improvement in their performance in the English examinations but, with a positive attitude towards English learning and the correct approach of developing essential language skills and study skills, sooner or later, they will be proficient in English. "Practice makes perfect" is always true provided that learners practise persistently with proper, effective strategies. The role of a good English teacher is not a transmitter of knowledge of English but a facilitator to promote the development of essential English skills and a positive attitude towards English learning in order to maintain an everincreasing capability for improvement throughout life. The mission of an English teacher is to enable students to see the need to improve and ways of improving their English proficiency, to meet the demands of the 21st century. Effective English teaching should promote not only instrumental motivation but also intrinsic motivation. Intrinsic motivation facilitates lifelong, pleasurable learning of English. To foster intrinsic motivation to acquire English, language learning activities must be related to the learners' needs, interests and daily life experiences; they must be authentic and purposeful, as well as engaging the learners in genuine acts of communication. Language tasks and projects such as tourist interviews, variety shows, sending e-cards, chatting on the bulletins in the e-class, helping to run English activities for other students in other forms and the Thanksgiving project, are effective activities for the development of communicative competence. Learning through these communicative activities enhances learners' long-term language development. Since these activities are learner-centred, teaching efficiency and effectiveness are improved. Students are actively involved in the learning process and they have autonomy of their own learning. They treasure the time they cooperate with their peers and the products they create. They experience the use of English in authentic situations. With the accomplishment of the tasks and projects, students boost their confidence by applying their knowledge of English and generic skills (collaboration skills, communication skills, critical thinking skills, problem solving skills, self-management skills, negotiation skills, creativity, information technology skills and study skills) for purposeful communication in real-life situations. With the introduction of the English mass media like the SCMP, the RTHK, TVB Pearl, ATV World,Discovery Channel and magazines, students are gradually exposed to a widening range of contexts, thereby extending their experience beyond that of their immediate environment. Effective English teaching enables learners to develop the awareness that there are many varieties of English, as the language is used in many parts of the world with different traditions. It is vitally important, in this day and age, that, as teachers, we recognize the strengths and weaknesses of our students. They are individuals and, thus, by adopting a wide range of teaching methods and adapting programmes to suit particular needs, teachers cater for each student in the class. A range of these, as set out below, focusing on Information Technology. 79 (1) School-based Curriculum Project - Using e-cards to promote creative writing This project covers the use of e-cards and word processor from F.1 to F.7 to promote creative writing and peer editing. It exposes students to authentic social English and arouses their interest to read and write to others beyond the formal curriculum. Some assigned writing tasks strengthen students' reasoning while others boost their creativity. It enlivens the traditional English lessons with some Language Arts activities and information technology skills. Peer editing enhances the confidence of S.6 students in using English and their understanding of English grammar. The rationale and procedures of running the project, the students' work and feedback and the evaluation report are kept as CDs. (2) Thanksgiving Project This is an extended task from the previous project about festivals. It has been carried out, with constant modifications, with my sixth formers, since 2001. The students' work is getting more sophisticated in terms of understanding this unique western festival, creativity and IT skills. Students' oral presentations of their original webpages about Thanksgiving demonstrate their collaborative efforts and confidence in using English. Students admit that they enjoy doing this project and really learn a lot about Thanksgiving from it. Integrated preparatory materials, which prepare students for this project and students' work, are available. Projects about other issues such as environmental protection and creativity can be run in a similar way. (3) Using an e-class to enhance English learning The AS Use of English is a real challenge for F. 6 students and, in particular, to those studying in the CMI schools, as they have very little exposure to English in the school context. Extra efforts have to be made to maximize students' exposure to, and use of, English in school and beyond school. Establishing an electronic platform to foster English learning and communication outside the classroom after class is an effective way to enhance English learning. In an e-class, teachers can upload reference notes and foundation courses whilst students can share their opinions and masterpieces. For details, please refer to Appendix ufff . 80 Way of Accessing Further Information on the above Teaching Practice Those who are interested in using e-cards or festivals to promote creative writing may go to the English Language Resource Centre to view the project. Those who are interested in the Thanksgiving IT Project and e-class learning may visit our e-class by using a guest account. URL: http://eclass30.broadlearning.com Login: email@example.com Password : eclass Preferred Way of dissemination / collaboration Sharing sessions, class visits or establishing an e-class for joint schools Contact Miss Chan Pui Yee, Pearl at 2336 4758 during school hours. Remarks of the Assessment Panel To foster her students' intrinsic motivation for lifelong, pleasurable learning of English, Ms Chan relates teaching to students' needs, interests and daily life experiences using authentic and purposeful communication. She maximizes their exposure to, and use of, English in school and beyond school in an integrated learning approach (ILA) across different levels. Her multi-dimensional practice reflects her zeal in embracing and contextualizing new ideas to develop creative materials and a good curriculum for her students to acquire English in a more meaningful, pleasurable and effective way. She has motivated her students from being passive, quiet learners to become active, self-motivated ones with good results. 81	<urn:uuid:dd0cc573-9791-4b36-ad81-c9cd63322978>	CC-MAIN-2023-14	https://www.ate.gov.hk/teachingpractice/CEATE0304_Compendium_list_teaching_practices_award_ELKLA_04.pdf	2023-03-23T03:53:56+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296944996.49/warc/CC-MAIN-20230323034459-20230323064459-00428.warc.gz	738,874,389	1,401	eng_Latn	eng_Latn	0.995667	eng_Latn	0.996299	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3953, 6225, 7615 ]	[ 2.9375 ]	2	1
PLAN SEMANAL PRIMER GRADO PRIMARIA MAR 13 A MAR 17 2023 INGLES CONTENIDO Commands: Sit down, stand up, open your notebook, close your notebook, line up, stop, go, pay attention, listen, clean up, one at a time, keep quiet, come in, go out, clap your hands. hands up, hands down, sing. Review Order your desk, clean up, sharpen your pencil, and pick up your things. BOOK LOOK AND SEE 2 Speaking: Greetings: Review Good morning, good afternoon, good evening, good night. Review Structure: Who's this? This is my grandpa. She is my friend. Listen and repeat. Colors: Review red, blue, yellow, orange, purple, green, black, white, gray, pink, and brown. Numbers: Review 1 to 10 (one, two, three. four, five, six, seven, eight, nine, ten) counting and identifying. Counting 10 to 1 Unit 1 At School Songs, listening, and vocabulary. Review Vowels: a, e, i, o, u. Vocabulary and pictures and exercises. Days of the Week: Review(Monday, Tuesday, Wednesday, Thursday, Friday, Saturday. Sunday) Months of the Year: Review (January, February, March, April, May, June, July, August, September, October, November, December) Review Words Blocks, friend, family, father, mother, son, daughter, sister, brother, grandfather, grandmother, grandparents, parents, nuclear family, friend, Valentine´s Day. Review New Words bridge, small—house, tower. UNIT 2 ARE YOU HAPPY? VALUE: GET A GOOD SLEEP ARE YOU HAPPY? Speaking: New Words: Thirsty, angry, excited, hungry, sad, sleepy. Speaking: Review: ears, mouth, foot, feet, knee. The Human Body Words: head, hands, arms, fingers, legs, toes, shoulders, eyes, nose, Review: Right and Left Speaking Structure: Are you happy? Yes, I am. Are you sad? No, I´m not. Value: Get a Good Sleep p.14 WB page 12 Writing Letters and Sounds: Letter d/D and T/t SB p.15 and WB p.13 Parts of the body activities. (Worksheets)	<urn:uuid:d2728823-134a-44ca-a81a-c54511476647>	CC-MAIN-2023-14	https://centroescolarfamoreorg.files.wordpress.com/2023/03/ingles-sexto-grado-primaria-mar13-a-mar17-2023-matias-robles.pdf	2023-03-23T05:50:53+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296944996.49/warc/CC-MAIN-20230323034459-20230323064459-00430.warc.gz	192,743,707	512	eng_Latn	eng_Latn	0.990006	eng_Latn	0.990006	[ "eng_Latn" ]	false	docling	[ 1874 ]	[ 4.28125 ]	4	0
Information on Noise Noise is simply unwanted or unpleasant sound. Too much noise can cause annoyance and stress. It can disturb sleep and disrupt simple day-to-day activities, such as reading or watching TV. In the longer term it may cause adverse health effects. Regulation and enforcement The Environmental Protection Act 1986 and the Environmental Protection (Noise) Regulations 1997 are administered by local government Environmental Health Officers. The legislation aims to protect people from unnecessary noise while letting them carry out their business and social activities. Residential Noise Complaints You should attempt to resolve any dispute with a neighbour by talking and trying to reach a satisfactory solution. After all, you may be living alongside each other for years to come and it is in both your interests to be on reasonable terms. The ten tips below provide some useful advice on raising issues and communicating with your neighbour. Ten tips for discussing a problem with your neighbour. Assuming there is no threat of physical violence or verbal intimidation: * Deal directly with the person you are in dispute with. This is usually far better than letters, messages, shouting, banging on walls, throwing things, or talking to everyone else except "that person". * Think beforehand about what you want to say. It is important to be clear about what you think the problem is and how you feel about the dispute. * Plan a convenient, sensible time and place to talk to the other person. Bad timing can increase and escalate the dispute rather than diminish the tension. * Don't be too quick to lay the blame on the other person. Finger-pointing and insulting behaviour will cloud the issue and make it harder for the other side to actually take in what you are saying. * Give your neighbour a chance to say their side of the story. Let them know you are listening to what they are saying even if you disagree with what they are saying. * Don't interpret your neighbour's behaviour. "You park outside our entrance deliberately to wind us up" sounds much worse than "parking outside our entrance causes a lot of inconvenience". * Let them know that you are pleased that you can get together to discuss the problem. This can help you both to feel positive and bring you closer to an agreement. * Bring all the issues out into the open. Take the time to work on all the issues involved. Make sure that the difficult ones don't get swept under the carpet. * Work on the problems co-operatively. See what you can both do to resolve the dispute. Two people working towards a mutual agreement can get a lot further than one person dictating to the other on how they should change or improve their behaviour. * Look ahead. Agree to meet each other at specific future dates to check on how things are going. City of Melville Directorate: Community Development Senior Environmental Health Officer When talking doesn't work... If your neighbour is unapproachable or denies a problem exists, mediation may be the next best option. Visit the Citizens Advice Bureau's website www.cabwa.com.au for further information on mediation services available. Alternatively, for complaints about residential, commercial and small industrial noise issues, please contact the City of Melville. The City of Melville Environmental Health Officers administer regulations for these types of noise. For complaints about noise from large industries or premises licensed under the Environmental Protection Act 1986, please contact your Department of Environment Regulation (DER) regional office. Residential noise complaints Air conditioner noise Noise emissions from air conditioners must comply with the assigned levels set by the Environmental Protection (Noise) Regulations 1997 at all times. If a complaint is lodged and an air conditioner doesn't comply with the assigned levels, legal action can be taken against both the owner and the installer of a noisy air conditioner. If you are planning to buy an air conditioner, the Fairair website (www.fairair.com.au) will help you make sure the air conditioner you buy meets the noise regulations, saving you money and energy and helping to prevent future noise issues. It provides simple, practical and easy-to-use calculators for air conditioner sizing, energy consumption and noise levels based on the department's brochure "An Installers Guide to Air Conditioner Noise". This brochure is available below. For complaints or further advice on noise from air conditioners please contact the City of Melville Environmental Health Officer on 1300 635 845. Residential equipment Most households will need to use residential equipment such as lawnmowers, power tools and musical instruments from time to time. The regulations define this type of equipment as "specified equipment" and this specifically refers to any item of equipment, which requires the constant presence of an operator for normal use. The noise regulations provide for reasonable use of this type of equipment and provide guidance regarding the hours of use. Specified equipment other than musical instruments may be used for up to two hours per day and musical instruments may be used for up to one hour per day that is not amplified. All specified equipment may be used between the hours of 7am and 7pm Monday to Saturday and 9am to 7pm on Sunday and Public Holidays. The equipment should be used in a reasonable manner, which does not unreasonably interfere with the health, welfare, convenience, comfort or amenity of surrounding neighbours. The equipment should be used for the purpose for which it was intended and kept in a good operating condition. For complaints or further advice on noise from residential equipment please contact the City of Melville Environmental Health Officer on 1300 635 845. City of Melville Directorate: Community Development Last Review date: 01/08/2013 Party noise Music noise from a party will generally exceed the assigned levels set by the Environmental Protection (Noise) Regulations 1997, however, most neighbours will generally tolerate "one off parties" if they have been advised of the following in advance: * The date of the party. Neighbours can make alternative arrangements to go out for the evening. * A phone number to ring if the music gets too loud. * The music will be switched off or turned down to a quiet level after 10pm. Even if the above guidelines have been followed neighbours can still lodge a complaint with the Police or Council. Authorised Noise Officers and Police Officers have the power to ensure music is turned down or confiscate equipment if the noise continues to cause a disturbance to neighbours. The WA Police advice on hosting a party has information on strategies to help ensure minimal disturbance to neighbours and others in your local area. If you plan on hosting a party, you should also consider registering your party with the WA Police. For complaints or further advice about party noise please contact the City of Melville Environmental Health Officer on 1300 635 845. Barking dogs Noise from dogs is controlled by the Dog Act 1976. For complaints or further advice please contact the City of Melville Ranger Services on 1300 635 845. Audible alarms The Environmental Protection Act 1986 gives WA Police the power to silence audible alarms that have been sounding for more than 30 minutes causing unreasonable noise. Construction Noisy construction work may be carried out on a building site between the hours of 7am and 7pm Monday to Saturday. Noisy construction activities are not permitted on Sundays or Public Holidays without an approved noise management plan. All construction work is to be carried out in accordance with control of environmental noise practices set out in section 6 of AS 2436-1981 Guide to Noise Control on Construction, Maintenance and Demolition Sites. In addition, the equipment used on the premises is required to be as quiet as what is reasonably available. For complaints or further advice about construction noise please contact the City of Melville Environmental Health Officer on 1300 635 845. Other Noise Vehicle – Main Roads - 9323 4111 Passenger Trains – Public Transport Authority - 9326 2000 Freight Trains – WestNet – 9212 2501 Air Craft Noise – Perth International Airport – 1300 302 240 - Jandakot Airport – 9417 0900 Boat Noise – Department of Planning and Infrastructure – 9216 8999 Concerts Special rules apply to outdoor concerts. The noise regulations allow local councils to approve concerts, as well as any sporting, cultural or entertainment type of event, where the activities may result in noise emissions exceeding the prescribed noise levels. For complaints or further advice on noise from outdoor concert and like events please contact the City of Melville Environmental Health Officer on 1300 635 845. Community Events Noise from some community activities is "exempt noise" under the noise regulations. Exempt noise includes children in school playgrounds, crowds at sporting events, church services, fairs and fetes. The Local Council can take action over an exempt noise if it considers that the impacts outweigh the benefits to the community. For complaints or further advice on noise from community events please contact the City of Melville Environmental Health Officer on 1300 635 845. Industrial and commercial There are a number of commercial and industrial sites that can generate unwanted noise emissions. In most instances noise problems can be handled by the local council/shire office. However, some major industrial premises are licensed with the Department of Environment and Conservation (DEC). In these cases, noise problems from major industrial premises are handled by DEC inspectors. If you have an industrial or commercial related noise complaint, your first point of contact the City of Melville Environmental Health Officer on 1300 635 845. However, in the case of a noise complaint about a known licensed premises, please contact your regional DEC office. Directorate: Community Development Pubs and clubs With the mix of suburban and inner city areas changing and growing in density, the likelihood of residents and licensed venues being in close proximity to each other is increasing and this requires careful management. For complaints or further advice on noise from licensed or live music venues please contact the City of Melville Environmental Health Officer on 1300 635 845. CONTACTS Department of Environment Regulation (DER) – 08 6467 5000 City of Melville Health Services – 1300 635 845 City of Melville Community Safety Service – 1300 653 643 WA Police – 13 14 44 Last Review date: 01/08/2013	<urn:uuid:c1d08c5f-34c7-4891-979a-f706768eedb0>	CC-MAIN-2021-39	https://www.melvillecity.com.au/CityOfMelville/media/Documents-and-PDF-s/Noise-Information-Sheet.pdf	2021-09-27T22:03:05+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780058552.54/warc/CC-MAIN-20210927211955-20210928001955-00451.warc.gz	869,673,423	2,127	eng_Latn	eng_Latn	0.995348	eng_Latn	0.998188	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2921, 5926, 8164, 10125, 10748 ]	[ 2.015625 ]	4	1
SMALL GROUP RESOURCES BIG IDEA: If we don't USE IT we might LOSE IT! SCRIPTURE READINGS: ll Chronicles 34 & 35 Psalm 119:9 16 2 Timothy 3:14 17 Psalm 1 Deuteronomy 17:14 20 2 Peter 1:16 21 DISCUSSION QUESTIONS: Psalm 1 How would you describe a tree planted near plenty of water? Information comes at us from all directions. What should be our primary source? How much time should we invest in drawing from this source? Psalm 119:9 16 What does it mean to hide God's Word in our heart? How do you do this? What is the benefit of doing this? Deuteronomy 17:14 20; ll Chronicles 34 What is God's instruction to the kings of Israel? From the story of Josiah, was this instruction being followed? What had happened to Israel as a result? What happens in your life when you don't spend regular time reading and memorizing the Bible? What happens in your life when you do spend regular time reading and memorizing the Bible? Why don't we spend more time reading the Bible? What would you need to change this? PRAYER FOCUS: Praise God for the gift of language. Confess your desire to be entertained rather than instructed. Thank God for the people who taught you to read. Pray for the distribution of Bibles to people who don't have them. Ask God to show you how to make time to read the Bible. ACTION: Daily read through Psalm 119 until you find a scripture that is meaningful to you. Copy that scripture and put it in a place where you will see and read it several times throughout your day. Courtesy of www.mygrandmatime.com You may use and reprint these materials for your own non profit use. - FAMILY RESOURCES BIG IDEA: If we don't USE IT we might LOSE IT! READ ll Chronicles 34:1 What important thing happened (or will happen) to you when you were/are 8 years old? How many years was Josiah a king? READ ll Chronicles 34:2 7 Can you think of one thing that you ALWAYS do right? READ ll Chronicles 34:8 13 Choose something that needs to be fixed and work on it together. READ ll Chronicles 34:14 21 Have each person choose an area to clean. What unusual things did you find? READ Psalm ll Chronicles 34:26 33 What are you going to DO with what you found? READ ll Chronicles 35:16 19 Have a family party to celebrate what you have found and what you have done. READ ll Chronicles 35:20 27 Draw a picture of something you want to be remembered for after you die. MEMORY VERSE: "____________ and __________ will pass away, but my __________ will never pass away." Luke 21:33 SCRIPTURE REFERENCE/STORY: God's Word is important King Josiah finds & reads God's Word (II Chronicles 34 & 35) Josiah became a king at a VERY young age, and the kingdom he ruled was not following God. God's Word was lost and the temple building, where people came to worship God, had fallen apart. Josiah chose to learn about God. He destroyed all the idols that the people had been worshipping. Josiah arranged for the temple to be rebuilt. While the temple was being fixed, a scroll with God's Word was found. Josiah read the Word of God to the people and they all agreed to follow God. KEY PHRASES: God gave us His Word. We should read it. THINGS/NOUNS: Josiah; idols; book/scroll; temple; Jerusalem; king; money; prophetess; ACTIONS: repair; remodeling; finding a treasure; cleaning; following God; reading; IDEAS: organization; discipline; changing/growing/learning BIBLE DRILLS: What word/s are found in all these verses? 1 Kings 8:26 2 Chronicles 6:17 Psalm 119:9 Psalm 138:2 Luke 1:38 Luke 5:5 John 17:17 Acts 4:29 OBJECT LESSON: Talk about the difficulty of finding things that you don't use all the time, like glasses, keys, etc. (Note that glasses are hard to find! How can you see to find your glasses without your glasses on to see?!?) How important is it to have a special place to put each thing? We are making a special place to hold our Bibles. (Demonstrate how the stand can hold a Bible that is closed and how it can hold a Bible that is open. If you are putting markers/ribbons in your Bible book covers, talk about how they help you find important things in the Bible.) BUT, the most important place to keep somethings is inside of us, in our minds and in our hearts. MEMORY VERSE OPTIONS: Memory verse puzzles – Set out groups of memory verses that are cut in a unique way (not word by word) and let people put them back together. Be sure the puzzles are read out loud when completed. Use Memory verse relays (Say words aloud as they are placed, word by word, on the floor/table.) "Heaven and earth will pass away, but my words will never pass away." Luke 21:33 "All scripture is God breathed and is useful for teaching, rebuking, correcting and training in righteousness, so that the man of God may be thoroughly equipped for every good work." II Timothy 3:16 17 "Your word is a lamp to my feet and a light for my path." Psalm 119:105 "Let the word of Christ dwell in your richly as you teach and admonish one another with all wisdom, and as you sing psalms, hymns, and spiritual songs with gratitude in your hearts to God." Colossians 3:16 FAMILY ACTIVITIES: What is an idol? Do you see any idols around you? Make a list of things that get between you and God. Pick one of those things and make a plan to have the rest of the family help you to keep it from getting between you and God. GAMES: Hide & seek find the lost scrolls (small pieces of paper rolled and secured with rubber band or string) BIBLE BINGO with names of Books of NT or OT on the playing cards Chart of Bible Books (one for each group) make chart of Bible books, cutting them into the organized sections of history, poetry, prophecy, etc. for both NT and OT. Take turns putting them in order and being timed. (As sessions progress, cut apart the sets and see who can put them in order.) Challenge everyone to learn or help teach the book order of both OT and NT books. Hot Potato toss/pass ball (or potato) to each other. Each person who catches the "potato" must say the next book of the Bible, or next word in the memory verse, before tossing/passing the ball on. (Matthew, Mark, Luke, John) Duck, Duck, Goose (Matthew, Mark, Luke, John, ACTS! ...or any part/section of the books in their order) Can you spell it? Not all of the books are easy to spell! Draw the name of a book and ask someone to write it on a board. If they get it right, they get to draw the next book to spell. Memory Verse Word Puzzles Tic Tac Toe Let the kids put an X or O on the board if they can tell if a book is in the OT or NT. SONG OPTIONS: The BIBLE (learn to play instruments!) Psalm 119:105 God's Holy Book God's Word is for Me The Wisdom of The Lord What Book? CRAFTS: Each person begins on #1 and progresses through the crafts as each is finished. #2 Book Ends/stand (Made of wood bottoms with 4 holes and with bent wire in the holes and shaped to hold their new Bible in either an open or closed position personally painted/finished wood?) #1 Bible Book Cover (These need to be designed to go over the Bibles that will be given to each person. Put their new Bible in them for display and for pick up at the end of the sessions or as completed.) #3 Bible Soap (God sent Jesus so that we could be clean!) - #4 Make "old parchment" for use as a scroll, writing an appropriate verse on it #5 Make a Bible Book mark OTHER OPTIONS Memory verse plaque - COMMUNION OPTIONS: (Act 2:42 47 NIV) The early church did not have our New Testament. Instead, they had the verbal instructions that the apostles gave them. Whenever they could they would gather in the temple courts to receive this instruction, but every day groups of believers would meet together in homes and share what they had heard around a common meal. This particular meal had special meaning and Jesus had provided clear instructions on how to do it and what it meant. Eventually, the church forgot those instructions and the importance of the meal got lost in people's desire to eat and drink. Maybe that's why we have taken this meal and set it apart from the times when we are eating to satisfy hunger. The time we spend in communion should remind us of how often we need to eat (note the song "I heard Your Word" from Love Letters by Rob Evans) and encourage us to spend time daily in God's Word. OFFERING OPTIONS: How many copies of the Bible do you have in your house? How would your life be different if there was only one copy of the Bible for everyone in your church? How often would you get together to read it? There are many organizations who distribute Bibles to people who don't have them. Take a look at one of these and consider sending them a gift to provide a Bible for someone who doesn't have one. * https://www2.gideons.org/ * http://www.biblica.com/ * http://american.bible/ Consider buying a Bible just to give away. Bibles are not expensive. Maybe your family could buy a case of them and see how long it took to give them all away. MORE RESOURCES: * https://www.biblica.com/bible/reading plans/ * http://replicate.org/f260 bible reading plan/ * https://www.bible.com/reading plans/ * http://www.mygrandmatime.com/3019 2/visit with grandma/bible fun with grandma/family bible activities/ bible reading plan/ YouVersion sets aside one week a year as Family Bible Week. You can find their resouces by going to http://blog.youversion.com/ and typing "Family Bible Week" in the search bar.	<urn:uuid:793bb513-021d-4405-a174-70b09a91f110>	CC-MAIN-2021-39	https://mygrandmatime.com/wp-content/uploads/2017/07/BIBLE-LESSON-2.pdf	2021-09-27T23:27:05+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780058552.54/warc/CC-MAIN-20210927211955-20210928001955-00451.warc.gz	434,504,144	2,307	eng_Latn	eng_Latn	0.9708	eng_Latn	0.991548	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2516, 5979, 9110, 9455 ]	[ 3.140625 ]	1	0
G.D.GOENKA PUBLIC SCHOOL Class: 9th Subject: Mathematics gm & Δ Value based question Area of Date of issue: 09-06-2021 Date of submission: 14 June 1 For cleanliness campaign a group of students of a school decided to prepare triangular badges with slogans written in three equal parts of the badges. (i) How can the students divide the badges into three equal parts? (ii) Write two values which were exhibited by the students through this activity. 2 A farmer mahad joo has a land in the shape of a parallelogram ABCD.A government school is situated along the side AD and a factory is situated along a side DC of his land. Both the organizations want the portion ΔAED.The school management in compensation offers him the land BFC adjacent to his land such that BF ⃦ AE. The factory offers him the land BFC along with some money in compensation.Mahad joo agreed to give his land to the school. (i) Is the land given to him by the government justified? (ii) What are the values showed by Mahad joo in giving his land to school instead of the factory? Factory	<urn:uuid:5fd24ac8-c82c-48d3-b0f5-ec9c52a2ca32>	CC-MAIN-2021-39	https://www.gdgoenkasrinagar.com/wp-content/uploads/2021/06/Grade-9th-math-Dated-09.06.21.pdf	2021-09-27T21:51:09+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780058552.54/warc/CC-MAIN-20210927211955-20210928001955-00452.warc.gz	797,064,780	247	eng_Latn	eng_Latn	0.998831	eng_Latn	0.998831	[ "eng_Latn" ]	false	docling	[ 1115 ]	[ 2.90625 ]	1	0
Bemidji Area Schools World Language Objectives Ojibwe I Ojibwe I offers a basic introduction to the Ojibwe language. Listening, speaking, reading and writing are taught with the major emphasis on listening to the sounds of the language and making an effort to speak it. Practice with recordings of native speakers helps students with the correct pronunciation. The cultural background of Ojibwe-speaking people will be presented through various media to place the language in the appropriate context. practices of cultures studied and use this b. Recognize and interpret language and behaviors that are appropriate to the target culture.	<urn:uuid:59cc3392-e9d2-4e9b-8ab4-fc15ef53b4a9>	CC-MAIN-2021-39	https://www.bemidji.k12.mn.us/wp-content/uploads/2013/11/Ojibwe-I.pdf	2021-09-27T22:11:15+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780058552.54/warc/CC-MAIN-20210927211955-20210928001955-00450.warc.gz	680,566,768	128	eng_Latn	eng_Latn	0.995827	eng_Latn	0.995827	[ "eng_Latn" ]	false	docling	[ 643 ]	[ 2.453125 ]	2	0
Richard David Kann Melanoma Foundation SunSmart America™ Melanoma Monday Art Contest Grades: 9-12 Draw a Comic Strip that discusses Sun Smart behavior and includes some Sun Safety Tips! Be creative! Draw a Comic Strip discussing the importance of protecting yourself from too much sun exposure. Include some or all the Sun Smart Rules (listed below). You can draw, color, or digitally create your comic. A minimum of 3 panels, no maximum, as long as it fits on an 8.5"x11" sheet of paper. * Use sunscreen and lip balm with SPF 30-50+. * Wear a wide-brimmed hat, sunglasses, and protective clothing when possible. * Sit under an umbrella or in the shade. * Avoid the sun during the peak hours of 10am-4pm, when rays are strongest. * Do not use tanning beds! Please return this sheet along with your entry to your teacher. Deadline for submissions: Friday, April 20, 2018 Please PRINT! NAME OF SCHOOL: NAME OF TEACHER: TEACHER'S PHONE NUMBER: EMAIL ADDRESS TO CONTACT: Note to Parents, Guardians, and Students: Entering this contest acknowledges that the Richard David Kann Melanoma Foundation ("the Foundation") has the perpetual and exclusive right to use all entries (including names and photographs of contestants) in any form and in any media, now or later developed, for any purposes deemed suitable by the Foundation, including, but not limited to, publicity and education. Entries and photographs are not returnable, and become the sole property of the Richard David Kann Melanoma Foundation. I consent to the above acknowledgement: Student Name: Signature of Parent or Guardian: Date: Name of Parent or Guardian: Date: Be sure to attach this form to your entry!!! Good luck, and have fun as you learn about sun safety! Principal/Teacher, please mail entry to: Richard David Kann Melanoma Foundation 2751 S. Dixie Highway Suite 2A, West Palm Beach, FL 33405 561-655-9655 Entries without a consent form or not in compliance with the guidelines will be disqualified!	<urn:uuid:c4f6c3c7-9151-403b-a548-61dacbec922f>	CC-MAIN-2021-39	https://www.jenniferlovegironda.com/uploads/7/1/8/4/7184838/9-12-guidelines.pdf	2021-09-27T23:26:18+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780058552.54/warc/CC-MAIN-20210927211955-20210928001955-00452.warc.gz	840,159,909	447	eng_Latn	eng_Latn	0.989091	eng_Latn	0.989091	[ "eng_Latn" ]	false	docling	[ 1995 ]	[ 2.796875 ]	1	0
By BRIAN WIERIMA Gulf Coast Humane Society Community Relations Coordinator When a hurricane is blowing in, Florida residents know firsthand how to be prepared and ready for almost anything the wind and rain brings in. That family preparedness needs to also include your pets. As the saying goes, prepare for the worst and make sure your pets are included in those plans. Leaving your pets behind to fend for themselves should not be in that plan. Instead, plan ahead and map out safe havens which accept pets. Research local shelter policies and contact your veterinarian for emergency facilities which do accept pets. Don't wait for a mandatory evacuation order. Some people who have waited were told to leave their pet behind. If evacuation is required by authorities, plans of lodging outside the area need to be made. Research the surrounding areas for hotels, shelters or any other lodging - which can include friends and relative - in which an extended stay can happen with your pets. Now that plans are made for lodging and shelter which accepts pets, have your emergency caretaker's number handy, in case you are not home. This trustworthy individual will have access to your home and knows the plan of taking care of your animals. Always have an emergency kit made up for hurricanes, which can result in long periods of time without water or power. Your pets also need their own emergency kits, as well. Extra water specifically for your animals is the No. 1 and most important item in your pets' emergency kit. A week's worth of water for you, your family and pets is highly recommended. Wet food is also important, because canned items last longer and the moisture in the food will help extend your pets' water rations. Don't forget to have a can opener handy, as well. Have an extra supply of your pets' medications in advance by talking to your vet and securing extra prescriptions in case of an extended evacuation. Extra cat litter and doggy bags will be needed to stay sanitary and lessen the chances of spreading diseases. When arriving at a potential shelter, boarding your pet maybe required. Having papers, proof of recent vaccinations, photos of your pet and proof of ownership, in a water-sealed container will eliminate much hassle in boarding a pet at a shelter. Also have ID tags and vaccination tags on your pets' collar. For more convenient mobility, always have a supply of leashes and pet carriers handy. These will be a big help in your pets' safety or prevent them from running into harmful conditions. Finally, always have your pets' favorite toys and items which will help calm them down. Anything to take the stress off your pets during a frightening time, can take stress off you. Thinking ahead of the storm season is also a way to take pressure off when the wind starts whipping. Having your pet microchipped is important, simply because your chances of being reunited with a lost pet goes up twofold if they can be scanned and identified. Adding stickers to your windows allows rescuers know there are animals which live there. Have your pets vaccinated well in advance, because in the aftermath of a hurricane, diseases are more prevalent due to the flooding which causes sanitary problems. Not all pets are dogs or cats. For birds, they should have a secure cage. A blanket over the cage may help reduce the stress of traveling. Also a spray bottle to moisten your bird's feathers in warm weather will be needed. Be sure to have plenty of liners for the cage and a perch for the bird to grasp. Reptiles need secure housing. Snakes need a sturdy bowl that is large enough to soak in and it may be good to bring along a heating pad or other warming device. Lizards can be transported like birds. Other small animals such as hamsters and mice can be transported in a secure carrier with bedding materials, food and food bowls. Remember to have an extra water bottle and a week's worth of bedding. For more information and a detailed list of disaster preparedness go to aspca.org. Having a plan in place and executing that plan, will only make a very unstable situation go more smoothly. Your family and pets will be the better for it.	<urn:uuid:3b796a7b-3051-4378-9cf6-5eac20b85e33>	CC-MAIN-2021-39	https://www.gulfcoasthumanesociety.org/uploads/7/2/1/5/7215548/hurricane_prep_for_pets_wierima.pdf	2021-09-27T22:48:43+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780058552.54/warc/CC-MAIN-20210927211955-20210928001955-00450.warc.gz	800,105,383	841	eng_Latn	eng_Latn	0.999584	eng_Latn	0.999606	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2548, 4197 ]	[ 2.140625 ]	1	0
Building Understanding and Excitement for Children January 2021 My favorite number Suggest that your child survey family members about their favorite numbers (1–10) and see how her data compares to this fun fact: 7 is the most common favorite number. She can make a picture graph or bar Gene Dillon Elementary graph to show the results and share them with everyone. Was 7 the most popular number? Center of mass Have your youngster sit on a chair with his feet together, flat on the floor. Place your thumb on his forehead—can he stand up without pushing against your thumb? His center of mass (the point at which his weight is most concentrated) is over the seat. To stand, he must lean forward to shift his center of mass. Book picks Your child will enjoy the lift-theflap fun of Mesmerizing Math (Jonathan Litton) with creative examples of decimals, prime numbers, and shapes. Discover how wildlife survives harsh climates and freezing temperatures in Winter Bees & Other Poems of the Cold (Joyce Sidman). Q: How can you make a line longer without touching it? A: Draw a shorter line next to it. Now the first one is longer. © 2020 Resources for Educators, a division of CCH Incorporated Fractions make my day If your youngster reads for 2 hours, that's a fraction of his day ( 2 – 24 , or 1 – 12 ) well spent! Here's how to weave fractions into his whole day. Reading time Encourage your child to create a fraction bookmark. He can draw lines to divide a strip of cardboard into equal sections, one for each chapter in a book he plans to read. When he finishes a chapter, he gets to color one section of the bookmark before sticking it into his book. Can he tell you what fraction of the book he has read? Game time Snack time Make fruit salad with your youngster. Before eating, have him count how many pieces of each type of fruit are in his bowl. Example: 7 grapes, 5 mandarin orange segments, 3 banana slices, 2 apple chunks. Now he could add to find the total number of pieces (7 + 5 + 3 + 2 = 17) and say what fraction of his serving each fruit makes up (grapes = 7 – 17 , oranges = 5 – 17 ). Invite fractions to family game night. Play Scrabble, assigning fractional values to letters. Ten-point letters like Z and Q could be worth more (maybe 2 1 – 2 points) and 1-point letters like A and S worth less (perhaps 1 – 4 point). Your child will add fractions to calculate scores. Or play bingo with fractions instead of numbers. Equivalent fractions count— so if 4 – 5 is called, a player could put a chip on 8 – 10 . What's in an ecosystem? Let your child take an up-close look at an ecosystem—a community of living and nonliving things—with this activity. In your backyard or at a park, help your youngster spread a blanket on the ground. She can lie down and examine the ground through a magnifying glass. Encourage her to draw and label what she observes, perhaps, rocks, grass, plants, soil, and insects. Then, suggest that she think about how everything is related (insects eat plants, plants grow in soil). She could draw arrows from the insect to the plant and from the plant to the soil. Hands-on solid shapes Help your youngster grasp 3-D, or solid shapes, and find real-life examples with this idea. 1. Collect. Have your child label a separate container for each of these 3-D geometric shapes: rectangular prism, cylinder, cone, cube. Each of you can choose a container and gather household objects in that 3-D shape. She might find a tissue box (rectangular prism), an oatmeal canister (cylinder), a Explain your math thinking Q: On math assignments, my son has to explain how he gets the answers. He always says, "Because I know." Why does he need to explain? A: Tell your son that his teacher wants to know what's going on inside his head when he does math! Reading his explanations tells the teacher whether your child understands the steps involved in getting the answer. Plus, explaining math thinking will often lead your youngster to correct his mistakes. Ask your son to pretend you don't know anything about math and he needs to teach you to solve the problem. His explanation might go something like this: "10 + 12 = 22 because 10 + 10 = 20, 12 is 2 more than 10, and 20 + 2 = 22." Then, encourage him to write down what he said. O U R P U R POSE To provide busy parents with practical ways to promote their children's math and science skills. Resources for Educators, a division of CCH Incorporated 128 N. Royal Avenue • Front Royal, VA 22630 800-394-5052 • email@example.com www.rfeonline.com © 2020 Resources for Educators, a division of CCH Incorporated paperweight that's cone-shaped, and a die (cube). 2. Make. Encourage your youngster to build solid shapes out of 2-D shapes. She can look at a solid shape (perhaps a can of beans that's a cylinder), and think about which 2-D shapes it includes (1 rectangle, 2 circles). Then, she could cut the flat shapes from paper and cardboard and use duct tape to make a cylinder. She'll learn which 2-D shapes make up each 3-D one. Parentheses first Play this game to help your child solve equations with parentheses. Materials: index cards, pencils, paper, 2 dice, timer Have each person make a set of index cards with the numbers 0–9, signs for the four operations (+, –, ×, ÷), and opening and closing parentheses. Roll the dice, and use the numbers rolled to create a two-digit number (say, 56 or 65). Set a timer for 5 minutes. Each person arranges her cards to form equations equaling that number and lists the equations on her paper. Every equation must include parentheses and at least two different signs (remind your youngster that problems in parentheses are solved first). For 56, your child might make "8 × (3 + 4)" and "(10 × 5) + 6." When time's up, trade papers, and check each other's math. Get the most correct equations to win the round and roll the dice for the next round. A frosty experiment Your youngster can make frost with this indoor experiment that lets him explore the science of condensation. outside of the bowls. What does he notice after 5 minutes? 10 minutes? You'll need: two metal bowls or empty soup cans (rinsed, labels removed), ice, water, measuring cup, salt, timer What happens? Water droplets collect on the bowl containing only water and ice. Frost forms on the bowl with ice and salt water. Why? Salt makes ice melt faster and lowers water temperature, so the bowl containing salt is colder than the bowl with just water and ice. Water from the air formed condensation on the outside of both bowls, and on the colder bowl, the condensation froze—now it's frost! Here's how: Have your child fill each bowl with 1 – 2 cup cold water and 6 ice cubes. He should add 1 – 4 cup salt to one bowl and stir. Encourage him to observe the	<urn:uuid:bebcfa9b-9025-49d8-992c-3d500f75e9dc>	CC-MAIN-2021-39	https://www.bemidji.k12.mn.us/genedillon/wp-content/uploads/sites/48/2021/02/MI0121E.pdf	2021-09-27T23:17:56+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780058552.54/warc/CC-MAIN-20210927211955-20210928001955-00450.warc.gz	680,386,037	1,613	eng_Latn	eng_Latn	0.998284	eng_Latn	0.998315	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3130, 6817 ]	[ 4.125 ]	7	0
Interview with Andy by Annaleigh (Log Cabin) What is your favorite number? 8. What is your favorite thing to do at camp? Creek play. Why do you like camp so much? It's fun. The Mouse by Mimi (Bear Cubs) One day a little baby mouse left her home but when she left her home she realized she didn't know where it was. Then she found a cat and she didn't know what to do. So she hid under a house. And her home was under the house! The End. Interview with Holly by Juliet (Log Cabin) What is your favorite What is your favorite color? Blue. food? Crab. How old are you? 20. Jokes Which candies like to go to school? DumDums, Smarties, and Nerds! by Indigo (Log Cabin) by Liliana (Log Cabin) the tree? What did the beaver say to It's nice gnawing you! by Jacob (Bear Cubs) Why did the monkey cross the road? To get to the monkey bars! by Piper (Log Cabin) What did one eye say to another? Between me and you something smells! by Maci (Teepee) Why do seagulls fly over the sea? Because if they flew over the bay they'd be bagels! by Hank (Teepee) What is a sheep's favorite food? Ba-Ba-Que! by Thornton (Teepee) Invisible Man on Halloween? Because they Why couldn't the people dress up as The didn't know what he looked like! Interview with Scott by Nicholas (Bear Cubs) What is your favorite food? Burgers. What is your favorite sport? Cross country. Pineapple Bill by a Teepee camper Pineapple Bob has struck again. The PPD (Pineapple Police Department) found traces of grape and orange juice. The End. Drawing by Kate (Teepee) Whippoorwill Weekly Written for campers, by campers Session 6: July 8-12 Rock Climbing by Kate (Teepee) Rock climbing is my favorite activity at camp. For one, it can be really challenging, and you can see Whippoorwill from up high! Rock climbing is super fun! Interview with the Pigs by Steele (Bear Cubs) What is your favorite ice cream? Mud. What is your favorite thing to do? Roll in the mud. What is your favorite food? Garbage. Drawing of pig eating mud ice cream. By Oliver (Bear Cubs). Interview with Meg by Lila (Log Cabin) What is your favorite ice cream? What is your favorite food? Pasta. Favorite horse? Phish food. Favorite activity? Willie. Favorite book? The Rainbow Fish. Tree climbing. Birthday? September 2. Nature Sightings by Eve (Log Cabin) On the bus today I saw a mother deer in a yard with her fawn. At the nature museum I saw a skunk skin, a snake skin, a cow skull, and some crawdads. Log Cabin Song by Anne (Log Cabin) My favorite camp song is the Log Cabin Song: We will, we will rock you. Down. Shake you up. Like a volcano about to erupt. Watch out world, here we come! Log Cabin! Career Day by Hank (Teepee) Career Day is today! Everybody will be dressed up with a career uniform (optional) and wear it today! by Ava (Bear Cubs) Golden's favorite pizza is pepperoni and sausage. Golden the Goat Drawing of pig in the ocean. By Steele (Bear Cubs) Log Cabin wins the Magic Broom Award for Session 6 - congratulations!! News from the Bear Cubs The Bear Cubs have had a great week catching salamanders, crawdads, fish, and other critters! Here's a day-to-day recap (through Wednesday): * Monday: 7 salamanders, 94 crawdads, and 9 fish. * Wednesday: 1 salamander, 156 crawdads, 27 fish, and 1 snake. * Tuesday: 13 salamanders, 88 crawdads, 33 fish, 1 rabbit, and 2 turtles. Interviews by Levi (Bear Cubs) Hannah, would you rather get a gem or a wand? A gem. Hannah, would you rather live in a house or a hotel? House. Colleen, would you rather ride a roller coaster or a ferris wheel? Roller coaster. Interview with Holly by Quinn (Log Cabin) What is your favorite food? Crab legs. What is your favorite activity? What is your favorite color? Blue. What is your favorite sport at camp? Kickball. Creek hike. What is your favorite song? Percy the Paleface Polar Bear. Drawing by Juliet and Annaleigh (Log Cabin) Drawing by Reid (Bear Cubs) Connor Interview by Abigail (Bear Cubs) What is your favorite food? Grilled cheese. What is Golden's favorite ice cream? Neapolitan. What is your favorite activity? Crawdad catching. What is George's favorite pizza? Extra cheese. Interview with Andy by Win (Log Cabin) What are your favorite activities? Art and creek play. What are your favorite colors? Black and purple. Interview with Kaitlyn by Hattie (Log Cabin) Favorite activity? Gaga Ball. Favorite day? Friday. Favorite color? Blue. Favorite movie? Divergent. Favorite animal? Giraffe. Whippoorwill unicorn and monster. By Harrison (Bear Cubs). My Activities by Anne (Log Cabin) I went to Archaeology on Tuesday. It was my first activity. We were digging for a long time. And we dug until the bell rang. But we did not find that silly old key. Then, in creek play on Tuesday, I found a whole rock made out of Indian money. On Wednesday, there was a hayride. There were a lot of people. There was creek play, a creek hike, and a watering hole. The Tiger by Abigail (Bear Cubs) One day a tiger left the zoo and it hid under a big piece of wood. The next morning it went back to the zoo and had a baby and the baby was cute. The End. Interview with Robert by Oliver and Elias (Log Cabin) What is your favorite food? Pizza. Who is your favorite Pokemon? Chimchar. What is your favorite drink? Root beer. How old are you? 25 What is your favorite animal? Emu. What is your favorite activity? Archery. About the Pigs by Harrison (Bear Cubs) Pigs are big and they are fat too. They eat mud and they play in the mud. Interview with Poppy by Cora (Bear Cubs) What do you like Drawing by Tripp to eat? Counselors' (Bear Cubs) pants and campers' hair. Yum! What is your favorite color? I am color blind. Do you like to be brushed? What kind of question is that? Of course I do! Interview with Counselor Carter by Sadie (Bear Cubs) What is your favorite thing to do at camp? What is your favorite color? Teal. I gotta say, the pool is the best. What is your favorite board/ card game? Uno. Drawing at right by Hank (Teepee) Campy Chameleon by Maci (Teepee) Campy Chameleon's bus was late because their pump was stolen. But why? I have the answer! I think that Purple Parrot stole the gas pump because they were here first on Tuesday and they were here first because they had enough gas to get here because they stole Campy's gas. Therefore, Purple Parrot stole Campy's gas pump. Yard Games by Thornton (Teepee) Kids say the new yard games are a hit! The new games are bowling, mini golf, and darts. The Roosters by Ivy (Bear Cubs) The roosters' favorite ice cream flavor is mint chocolate chip.	<urn:uuid:e467c696-d498-4eb9-9672-379fc9e20494>	CC-MAIN-2021-39	http://2n9ld046x45o463fgz2897ue-wpengine.netdna-ssl.com/wp-content/uploads/2019/07/2019Newspaper-Session6Web.pdf	2021-09-27T22:21:07+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780058552.54/warc/CC-MAIN-20210927211955-20210928001955-00453.warc.gz	465,771	1,672	eng_Latn	eng_Latn	0.998285	eng_Latn	0.998408	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3045, 6666 ]	[ 2 ]	2	1
Introduction Introduction It Doesn't Rain on Time: Climate Change and Its Impacts in Eastern and Western Nepal "I am very poor, I don't own land or a house. I work on other people's land and receive half of the total annual production as compensation. During last year's drought, I cultivated everything in small amounts but the seeds germinated and then dried up. They did not bear any fruit and not even the cattle wanted to eat the stalks. So I was forced take a loan to buy food." – 70-year-old man from Terhathum, August 2011 Introduction The study looked at the perceptions of, and responses to, change in rural villages in two different parts of Nepal. Over 80% of Nepal's population is rural (IM undated); the great majority involved in subsistence agriculture. Nearly one quarter of the population lives on less than USD 1 per day, and more than half of the 75 districts are food deﬁ cient (FAO 2010). There is a clear connection between poverty, food security, and worsening agricultural productivity, which is at least in part a result of climate change. For farmers, changes in water availability and timing have become the crucial symptom and effect of climate change. Study Area The studied was carried out in three village development committee areas (VDCs) in Bajhang district in the far west and ﬁ ve VDCs in Terhathum district in the East (Table 7). Bajhang is one of the most underdeveloped districts in the Table 7: Villages surveyed in Nepal masl = metres above sea level; HHs = households; NA = not available *Source: CBS 2002 country; 75% of the residents have insufﬁ cient food for half the year. Food security is very poor in Bajhang, which has an 'extremely alarming' global hunger index value (the worst category on a ﬁ ve-point scale), and only slightly less so in Terhathum, which has an 'alarming' global hunger index value (NPC 2010). The study was carried out in July/August 2010, in a year when Nepal was affected by an extreme drought. Terhathum was revisited in August 2011 in order to validate the data gathered in the previous year under extreme conditions. The primary occupation in both districts was agriculture; approximately 10% of women and 20% of men in the study areas had non-agricultural occupations (production of goods and wage labour). In Bajhang, there was a growing trend towards involvement in the collection of high-value NTFPs, which was seen to be very proﬁ table. Less than 15% of the agricultural land in Bajhang, and 21% in Terhathum, was irrigated. Agriculture was considered to be more proﬁ table in Terhathum than in Bajhang as farmers had high yields of ginger and cardamom. In the past, education has had a low priority and the literacy rate of adults in rural areas, particularly women, is low. The literacy rate was 71% for men and 48% for women in Terhathum and 60% for men and 18% for women in Bajhang. Life expectancy was 42 years in Bajhang and 55 years in Terhathum (DAO 2010). Communities' Perceptions of Change "Betime-ma pani aucha, ke garnu." (It doesn't rain on time, what to do.) The monsoon is the most important seasonal phenomenon for rainfed agriculture. Major food crops such as rice and maize, grown in the summer, depend completely on this annual precipitation. The most signiﬁ cant observation was a trend towards delayed onset of the monsoon, noticed over the last 10 years, but with differences in the delay. People also noted increasing numbers of dry spells during the monsoon period, lasting up to 15 days and damaging crops. Associated with this was a perception that the dry season was longer and more severe. Living in Terhathum A Dalit couple aged 51 and 48 from Sabla, Terhathum described how weather patterns have become increasingly erratic and how this is challenging their livelihoods. "People may say what they want, but I have 41 years experience. These days when it rains it rains heavily and uncontrollably and even the earth cannot hold the water, but sometimes it doesn't rain at all", explained the husband. "There used to be sunny days and rainfall like we wanted, but these days God is not in the mood to give us all that, he doesn't like to see us happy…", his wife continued. "Even if there is a drought and food shortage we need to eat. With a half full stomach it is impossible for us to work. Taking loans has become quite normal. Of course we will pay them off someday but if we don't we will run away from this place, not in the daytime but during full moon so that we don't get hurt", she added smiling. In contrast to 2010, the monsoon rains started early in 2011, and in August 2011 the communities in Terhathum were hopeful for their crops. Nevertheless, they conﬁ rmed the perception expressed a year earlier that the annual total precipitation had decreased and rainfall patterns had become more erratic. Further, they said that there used to be at least some rainfall in almost 11 months of the year, even if it was only once in a month, with 2 to 5 months of heavier precipitation. This low intensity rainfall had disappeared almost completely, with rain falling only in the monsoon months. Winter precipitation – snowfall at higher altitudes and rain at lower altitudes – was thought to have decreased at both study sites. Some communities, accustomed to snow 5 to 6 months a year, with 1 month of high intensity snowfall, claimed that it was snowing less and snow was lasting for a shorter period. Winter rainfall is crucial for recharging of groundwater and replenishing springs, and some springs had already dried up. Hailstorms appeared to be less frequent, resulting in less hail damage. Communities in the east noted that the incidence of ﬂ oods and landslides had decreased with the reduced precipitation, whereas respondents in the west perceived an increase (partly due to high intensity rainfall in 2009 which had caused severe landslides and loss of life and property). Perceptions regarding changes in temperature were mixed, although communities had noticed that both winters and summers were warmer. An increased variability in temperature had been observed particularly at higher altitudes, and there was a sense that the temperature was diverging from regular patterns, but the change itself was hard to pinpoint. One respondent in Terhathum claimed that food would spoil in three days instead of seven in the summer. Mosquitoes had been observed at higher altitudes than previously and during months when it used to be too cold, but this could have been due in part to the recent construction of unpaved roads in the study areas, which had resulted in deep tracks being left by heavy vehicles that were now ﬁ lled with stagnant water. Apart from issues related to water and precipitation, respondents were most concerned about the increase in crop pests and disease. With crops already negatively affected by the changing weather, the increased incidence of pests and disease had exacerbated the food security situation in the areas studied. Not only had there been a signiﬁ cant increase in known diseases and pests, but newer afﬂ ictions were also being observed. 'Ranke' (blight), which had devastated the maize harvest in 2009, appeared to be affecting other crops as well. 'Thaulya' was a new disease; it prevents grain formation in millet and paddy and had affected the millet harvest drastically in 2009 and continued to damage harvests. Communities speculated that the white grub 'khurkulo' thrives in the absence of rain, as both grub size and population seemed to be increasing. Other pests affecting yields included 'sindure', 'bet', and black beetle. Although there was a potential link to climate change, farmers in Terhathum also linked the unprecedented incidence of crop pests with monoculture crops and the increasing use of chemical fertilisers. The perceptions of change are summarised in Table 8. Table 8: Perceptions of change in Bajhang and Terhathum Comparison of Perceptions of Change with Climate Records There is marked topographical and altitudinal variation within small areas in Nepal (as in the Himalayas in general) and data collected at individual stations provide only an indicative idea to compare with local perceptions in villages located some distance away. Nevertheless it is interesting to make the comparison, bearing the limitations in mind. Data were available from two hydro-meteorological stations in Bajhang from 1956 onwards – Chainpur at 1,304 masl and Pipalkot at 1,456 masl – and from one station in Terhathum at 1,633 masl from 1971 onwards. Detailed meteorological data are given in Annex 2; the results are summarised brieﬂ y below. Precipitation Data from the two stations in Bajhang showed clear differences; overall the results indicated the marked interannual variability and localised nature of rainfall, more than any clear trend. Both stations showed a slight increase in average annual precipitation over the whole 50 year period, but there had been a slight decrease in Pipalkot over the 30 years before the survey and a more marked decrease over the 10 years preceding it, while no signiﬁ cant change was identiﬁ ed in Chainpur over the 30 years. Winter rain was highly variable at both stations, but with an indication of a decreasing trend. Pipalkot had had almost no winter rain in the 2 years leading up to the survey. In 2009, the annual rainfall was the lowest in 30 years, considerably less than half that of 1999/2000. In Bajhang the number of rainy days appeared to be decreasing, and the number of extreme rainfall days slightly increasing. Terhathum also showed a slight increase in average annual rainfall over the whole period, but a decrease over the last 20 years. Recent years had shown marked variation with, for example, twice as much precipitation in 2005/06 as in 2004/05. Winter rain was highly variable, with almost none falling in the 2 years before the survey. Overall, the marked variability, and recent dryer trend, matches the local perceptions. °C Temperature Temperature data were only available from Chainpur station in Bajhang from 1980. The mean annual maximum and minimum temperatures over the preceding 30 years (between 1980 and 2009) were 25.8 ° C and 12.1 °C. There was a marked increase in mean annual air temperature during that period in line with local perceptions (Figure 3), with a rate of increase of 0.05 °C/year in the mean maximum temperature and 0.03 ° C/year in the mean minimum temperature. Impacts of Change on Livelihoods and Community Wellbeing Food security Climate variability and change affected livelihoods most markedly through impacts on food production. None of the individual farmers interviewed could sustain their households for more than 6 months from their harvest, and some could do so only for 1 month. Respondents claimed that harvests had decreased drastically due to lack of or untimely rainfall, although farmers in Terhathum felt that thanks to chemical fertilisers, when the rains did come on time, overall productivity had increased. Somfarmers had stopped planting rice and switched to maize, a crop that is less water intensive, or left the land fallow. The World Food Programme (WFP) issued a press release related to this issue in May 2009 claiming that the winter drought of 2008/09 had destroyed crops across Nepal, and wheat and barley production had dropped by 14 and 17%, respectively. Some districts had received less than half the average winter rainfall and had crop yields reduced by more than half (WFP 2009). Livelihoods Cash crops such as black cardamom, ginger, and broom grass have proliferated in Terhathum, but the decrease in water availability had reduced harvests and thus income. Most communities depend on nearby forests for fuelwood and fodder, as well as for NTFPs that provide an additional source of income. Higher altitude villages across Nepal and particularly in Bajhang depend on the collection of yarshagumba (Cordyceps sinensis, also known as caterpillar fungus) which is of extremely high value in eastern medicine. Up to 70% of household income in one village was from yarshagumba. These communities claim that with warmer temperatures and early spring, the caterpillar that hosts the fungus has a shortened life cycle, and it is turning into a moth before the fungus can mature – a threat to this main source of income. However, overharvesting may also be contributing to the problem. Livestock and dairy also provide a crucial supplement to household Man from Bajhang showing his yield of yarshagumba (Cordyseps sinensis), valued for medicinal uses income, and are affected by the reduction in fodder availability and drinking water for animals. Communities close to markets regularly sold milk, but claimed that milk production decreased when livestock could not be fed fresh fodder due to the lack of rain. Poultry is another insurance mechanism, as both eggs and meat can be sold in times of hardship, but with foxes and illness (jhokraune) plaguing the chickens, even this income was reduced. Daily life Climate change also affects other aspects of daily life. Paddy is planted at the beginning of the monsoon, and millet somewhat later. Any delay in the monsoon delays rice planting to the time when millet needs to be planted – and farmers then have to work doubly hard to plant both at the same time. Households that can afford it and are connected to roads can pay for tractors to fetch loads of grass and wood. But most people have to walk several hours to gather these essentials, which increases the workload for women, who are mainly responsible for these activities. Nevertheless, people mentioned that thanks to new technologies such as chemical fertilisers, water taps in villages, and electriﬁ cation, as well as the construction of roads, overall their workloads had decreased greatly. With reduced groundwater recharge, springs for drinking water are drying up. Some families in Terhathum have had to migrate due to a complete lack of drinking water. The Food and Agriculture Organization of the United Nations (FAO) has attempted to improve the diets of the rural poor by distributing vegetable seeds, but the lack of water has reduced production. Residents claimed that stress and other mental tension had increased. With food security already precarious, the reduction in harvest, attributed mainly to climate variability and change, was difﬁ cult to bear. Mothers had to worry about being able to feed their children. Alternate livelihoods, whether through wage labour or migration, had to be considered, involving prospects that carry many responsibilities and difﬁ cult decisions. Community-Based Responses to Change The changes perceived by farmers were not necessarily happening for the ﬁ rst time. However, in the past, ﬂ oods, landslides, and lack of rainfall would be brief and rare occurrences. Coping strategies were developed for the occasional years in which harvests failed. The changes perceived now seem to be more lasting, and also highly unpredictable. The existing coping strategies are mainly effective in the short term, but climate change will require adaptation through long-term adjustment of livelihood activities. Erratic rainfall, including delayed monsoon onset, is a challenge for timely planting of millet in Terhathum Climate Variability and Change in the Himalayas: Community perceptions and responses The main responses to climate and socioeconomic change in the study area are summarised in Table 9 and discussed in more detail in the following paragraphs. Responses to erratic rainfall and decreased water availability Farmers with unirrigated land wait until the rains have started before transplanting rice, as the ﬁ elds need to be ﬂ ooded. If the monsoon arrives late, planting of the major summer crops is delayed. When the winter crops fail due to lack of winter precipitation, the summer crops are planted early if there is sufﬁ cient rain by then. Maize and other crops that do not produce grain are used as fodder. Millet will not produce grain if there is an extended delay in sowing. However, farmers still planted millet late in the hope of obtaining some yield, and used the stalks as animal feed if there was none. If the harvest seemed threatened, farmers would sometimes sow again, but this depended on the availability and affordability of a second batch of seed and was not a viable coping mechanism for the very poor. Respondents from several villages in Bajhang and Terhathum had stopped planting paddy, due to the lack of water, and either left their ﬁ elds fallow or planted maize. This was still the case in August 2011. One farmer said that in spite of the good rains in 2011 he had ceased planting paddy, as the spring he used to irrigate his ﬁ elds had dried out. Farmers in Bajhang had replaced the krisi dhan variety of rice provided by the district agriculture ofﬁ ce with ghaiya dhan, an old variety that does not need to be transplanted and requires less water. Mulching is a traditional way of spreading organic fertiliser composed of dung, leaves, and grass over ﬁ elds to increase soil moisture and add nutrition to the soil. In order to address the problem of reduced soil moisture, farmers ploughed the fertiliser into the soil immediately after dispersing. They also covered millet seedlings with mulch to prevent them from drying out, and farmers in Bajhang dampened maize seeds before dibbling them deeper into the ground than normal at a depth where moisture is higher. Table 9: Community responses to perceived change in Nepal Reinforcing traditional farming practices Farmers in mountainous environments have always had to adapt to variable environmental conditions and have developed many traditional farming practices which can be effective even when conditions are changing fast. Intercropping is one such strategy, with several crops, for example millet or soybean and maize, planted in the same ﬁ eld. Climbing beans are frequently planted in maize ﬁ elds as the bean roots ﬁ x nitrogen and act as a natural fertiliser, while the beans themselves protect the maize to a certain extent during storms. Soybean plants are grown along the ridges of paddy terraces; the roots support the ridges, preventing erosion while providing an additional crop. Another example is crop rotation. Farmers in Bajhang traditionally plant three different crops – gahat (lentil), mas (black bean used as daal), and til (sesame) – in the same ﬁ eld. They alternate the crops each year to minimise pests and disease, as the crops are affected by different pests, and to improve soil nutrition. Living with rising temperatures The rising temperatures are a cause for concern. However, in some areas, the receding snowline and rising temperatures provide an opportunity for agriculture at higher altitudes, and previously unusable areas are now becoming arable land. Residents of high-altitude villages in Bajhang are now able to grow millet in areas where it was too cold to do so before. In Terhathum, it is now possible to grow fruits such as lychee (Litchi chinensis) and mango (Mangifera indica) that require warmer temperatures and were previously unsuitable for these altitudes. Dealing with pests and disease The increased incidence of khurkulo (white grub) was thought to be a result of the lack of rainfall, but was also attributed to mixing of rice husks with the compost fertiliser. With the increase of khurkulo, residents of Bajhang had stopped mixing rice husks with the fertiliser. Thaulya had appeared in millet in the previous 2 years in one village in Bajhang. The disease was observed to spread after weeding, so this practice was stopped to prevent the disease from spreading. Chemical pesticides are also being used to a certain extent, but the high cost deters widespread use. The communities claimed that spraying vegetables with chemicals compromised the taste, so they would use them primarily for cash crops. In order to counteract the increasing use of chemical fertilisers, the district agriculture ofﬁ ce in Bajhang had been training farmers to make organic pesticides and promoting their use over chemical pesticides. Coping with food insecurity Most households were unable to sustain themselves for the entire year from their harvests and supplemented their income with wage labour and by selling livestock and forest products. When this was still insufﬁ cient, they took loans from local moneylenders, generally paying extremely high interest rates. Loans were also taken in the form of credit from stores, and in some places community members could take loans from local saving groups. The last resort when harvests fail is to start selling off assets, ranging from livestock to property. Unfortunately, this reinforces the cycle of poverty as it reduces future livelihood options. This is the ultimate option, and farmers prefer to take loans than to sell assets. However, in some cases selling off may be unavoidable. The Public Works Programme of the World Food Programme (WFP) offers an extra source of food and/or income for farmers in far-western Nepal. Roads, irrigation canals, and schools are constructed with local labour, and the workers are paid in rice or cash through WFP's food or cash-for-work programmes. One day of labour is paid in rice, with lentils given monthly. When the available land is not productive enough, residents of Mayana (Bajhang) sometimes start forest ﬁ res to clear new land for agriculture. However, this practice may not be sustainable and could increase vulnerability in the long term. Diversifying livelihoods Farmers in Terhathum have replaced maize with different types of cash crops including ginger, cardamom, and broom grass, which can raise a high income if the weather conditions are appropriate. In Bajhang, farmers rely on collecting yarshagumba (Cordyceps sinensis) in order to supplement their small incomes from farming or wage labour. In both districts, farmers collected medicinal herbs from forests and sold them to traders. Residents in Bajhang also used to grow marijuana and sell hemp and other products; this was then declared illegal, but some products continued to be sold. In Terhathum, residents from areas near markets sold dairy products, and some farmers engaged in trades such as carpentry to earn additional income. Some better-off families had bought small tea gardens to generate income. Every community gave wage labour as the ﬁ rst option for an alternative livelihood. As one male farmer (aged 35) from Bajhang noted, "If we don't work for wages, there will be nothing to eat, no ﬁ re in the stove". Labour can be in nearby markets or in other countries. The trend of migration to the Gulf and Southeast Asian countries has been escalating. People from Bajhang traditionally migrated to India seasonally to work as labourers. More than 50% of men and close to 50% of the women in one village in Bajhang migrated to support their families. Seasonal migrants travel after the harvest. If the harvest is late they will leave later than usual. If the harvest looks as though it will fail due to lack of water, they will leave earlier. Differences in Vulnerability and Adaptive Capacity Socioeconomic and sociopolitical factors also play a role, in addition to the geophysical environment, in determining the vulnerability and adaptive capacity of communities. The most important factor inﬂ uencing vulnerability and subsequent adaptive capacity is poverty, which is itself strongly inﬂ uenced by socioeconomic and political structures such as caste discrimination, lack of education (especially for girls), and lack of decision-making power and economic autonomy for women. These problems reinforce each other, further hindering the escape from poverty (the poverty trap). As the climate changes, subsistence farming becomes less productive, and people become more reliant on ﬁ nding new sources of livelihood. Women generally lack education and ﬁ nancial assets and must work as wage labourers, but their rates of pay are lower than those of men. Thus the adaptive capacity of women as a group is lower than that of men. Female farmer from the Dalit group, aged 30 – Khalapata (Bajhang) People belonging to the Dalit castes also tend to have a lower adaptive capacity as a group. Traditionally, these people were considered to be 'untouchable' and were limited to low paying professions, for example, tailors, cobblers, blacksmiths, and tanners. They generally have lower rates of education and poorer access to water when the resource is limited. A few are involved in subsistence agriculture, but their landholdings are generally smaller than average. With a smaller resource base, coping and adapting to changes in the climate is more difﬁ cult. Furthermore, the reliance on income from services to farmers means that they are affected by farmers' loss of income. "I never went to school and now it's like being blind. We're poor because we do not have enough land. We don't get money from anything except wage labour. My husband has been working in Tamil Nadu for 14 years as a security guard. He sends 3,000–4,000 rupees (NPR) (approximately USD 40–55) every 2 to 3 months. It is never enough for myself, our two small children, and my husband's second wife. We have taken many loans. Whatever we earn is either spent on food or to pay back some of the loans. We sell some vegetables when we can but it is very infrequent. We mainly do wage labour for about NPR 200–250 (USD 3) a day, in addition to working in our ﬁ eld. Harvests have decreased; insects eat the wheat and rice. Mostly there's no water and when it does come it's too intense and our rice rots. What we get from the land is only enough to feed us for a month." Institutional Opportunities and Constraints The main institutions operating in the study areas were formal ones, including government institutions and governmentaligned and international organisations, and community based institutions such as community forest user groups (CFUGs), leasehold forest user groups (LFUGs), and community savings groups. Unfortunately communities, particularly in the far west, have become dependent on external resources and on initiatives of formal institutions, which are perceived to be endowed with resources. The actions of government bodies are often not demand driven; they are not accountable for their services, and they do not possess the technological, ﬁ nancial, and human resources to inform and support climate change adaptation approaches. Furthermore, processes are lengthy and corruption often limits effectiveness. Effective support to rural communities in tackling the impacts of climate change will require all possible resources to be mobilised (both human and ﬁ nancial) to raise awareness within institutions of climate change risks and adaptation approaches. Some of the more important formal and informal institutions active in the study area are listed below, together with the associated opportunities and constraints. Community-based organisations Community Forest User Groups (CFUGs) and Leasehold Forest User Groups (LFUGs) – These groups have been created so that communities can utilise and protect selected areas of forest and have been quite successful. Such groups could be used as an entry point to raise awareness on climate change among local people. Community savings groups – These groups had been set up in the study areas in order to help local people become less dependent on moneylenders, who charge exorbitant interest rates. The groups act as social safety nets for farmers and others in times of need and could become even more important if harvest failures become more common. Government institutions District development committee (DDC) – The DDC operates government grant programmes for building infrastructure such as bridges, irrigation canals, and drinking water taps. The DDC has allotted grants for tree planting through the community forest user groups. District agriculture ofﬁ ce (DAO) – The district agriculture ofﬁ ces provide information and advice for agriculture, and are especially important in the adaptation process. Farmers currently approach the DAO when problems such as pest infestation and crop failure occur. The DAO supports agroforestry and provides fruit trees so that farmers can grow fruit to supplement income. The DAO has the capacity and resources to gather information and test varieties of crops best suited to the climate. District forest ofﬁ ce (DFO) – The district forest ofﬁ ces assist CFUGs and LFUGs in planting herbs and other incomegenerating products, and developing plans for forest use. Grass and fodder collected from forests are essential for livestock, which are a key insurance mechanism and livelihood asset. Government-aligned and international organisations The Western Uplands Poverty Alleviation Programme (WUPAP) and Environment, Culture, Agriculture, Research, and Development Society, Nepal (ECARDS) – WUPAP operates in the western districts of Nepal as a collaboration between the International Fund for Agricultural Development (IFAD) and the national government and is aimed at strengthening the livelihood systems of the rural poor. ECARDS is WUPAP's counterpart in the eastern districts. These programmes interact with communities on a regular basis, and can play a vital role in communicating the needs of communities to government and non-governmental institutions that have the resources to assist in climate change adaption. World Food Programme (WFP) and Food and Agriculture Organization of the United Nations (FAO) – The mandate of both of these United Nations organisations is to ensure food security. The approach includes humanitarian relief, support for alternative livelihoods, seed distribution, and farmer training. Activities are helping to buffer the food security situation, which has been compromised by various factors, including climate change. These activities might need to be scaled up as climate change reduces crop yields. Climate Change Policy Nepal submitted its National Adaptation Programme of Action (NAPA) in September 2010 (MoE 2010) and the government approved a national climate change policy in early 2011. Local Adaptation Plans of Action (LAPAs) have been drafted to take into account Nepal's wide diversity of ecosystems, micro-climates, cultures, and socioeconomic circumstances (MoE undated) The NAPA recognises that water security is a priority and focuses on broad projects that are likely to reduce vulnerability to climate change. If the measures proposed in the NAPA are implemented successfully, they could greatly assist farmers in dealing with some of their concerns. However, the NAPA is a relatively short-term project-based approach to climate change adaptation and it will be necessary to consider how to scale up these projects to make them relevant for long-term adaptation. Related services should be provided by the DAOs and DDCs. The proposed activities would require investment and efﬁ ciency in government ofﬁ ces. Conclusion The main climate-related challenges faced by the communities in Nepal were erratic rainfall, increasing temperatures, and an unprecedented increase in crop pests and disease. The changes were perceived as stronger in the west (Bajhang) than in the east. This may also be related to the fact that the far-western part of Nepal is comparatively less developed and has higher levels of poverty and food insecurity, and thus more limited adaptive capacity. Climate change is aggravating this already precarious situation and may therefore be perceived more strongly by these communities. Weather patterns in Nepal are extremely variable, and it is difﬁ cult to differentiate between normal short-term ﬂ uctuations and long-term trends. Nevertheless, there is a clear indication that the variability is itself increasing, that changes are taking place in rain and snowfall and temperature, and that it is increasingly difﬁ cult to predict the weather events that affect agriculture and harvests. Thus, diversifying livelihoods and moving away from a reliance on natural resource dependent activities will be unavoidable. Social inequality is still widespread in the study areas and discrimination of people belonging to lower caste and indigenous groups and women is prevalent. It will be important to overcome this in order to address the problems of the most vulnerable in responding to climate change. 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Ideas for using the knowledge organisers A guide for Parents The Knowledge Organisers have been created to support with memory skills in order to retain key facts and to support pupils with their learning in the classroom. Every half term, there will be an organiser for certain subjects. These can provide further opportunities for challenge activities for parents to engage with at home. Why not challenge your child further? Investigate and research the topic independently, play games to remind your child what all the vocabulary words mean and how to spell them. Why not try the following: Mind Map Use the knowledge organiser to create a mind map to organise your learning. Charades Use the vocabulary words and act out their meaning. Others have to guess the word e.g. Speak like a… (scientist/geographer/historian) Use the vocabulary list to talk about the topic. Everytime a word is used correctly in a sentence the child gets a point.	<urn:uuid:e9082e28-fcd1-41d7-8ed7-7710a690e177>	CC-MAIN-2024-30	http://www.princessfrederica.brent.sch.uk/uploads/8/9/1/7/8917260/ideas_for_using_the_knowledge_organisers.pdf	2024-07-14T20:04:40+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514638.53/warc/CC-MAIN-20240714185510-20240714215510-00168.warc.gz	59,875,442	190	eng_Latn	eng_Latn	0.998623	eng_Latn	0.998623	[ "eng_Latn" ]	false	docling	[ 952 ]	[ 3.03125 ]	1	1
Historical Perspective of Cultural Heritage and Sport and Physical Activity OUTLINE 1. About SPACHE 2. History of Sport, physical activity, and Cultural Heritage 3. Understanding the positive aspects of cultural heritage and Sport 4. Progress in Sport and Cultural heritage About SPACHE SPACHE is an acronym for Sports and Physical Activity in Cultural heritage environments. UNESCO explains cultural heritage to encompass "cherished historic monuments and museums to living heritage practices and contemporary art forms, culture enriches our lives in countless ways and helps build inclusive, innovative and resilient communities". https://www.tempolivre.pt/en/ spache/ How does SPACHE seek to achieve its Goals? What is the overall benefit of the SPACHE Capacity building framework In the framework of the SPACHE project sport/physical activity refers to non-competitive activities About SPACHE SPACHE AIMS Enhance Sport/Physical Activity through cultural heritage Strengthen Cultural Participation Give the sense of local and European identity and social capital Enhance active sustainable mobility and promote social inclusion History of Sport, Physical Activity and Cultural Heritage Cultural Heritage "resources inherited from the past, which people identify … as a reflection and expression of their constantly evolving values, beliefs, knowledge and traditions. Key Terms "any bodily movement produced by skeletal muscles that requires energy expenditure," (World Health OrganisationWHO). Physical Activity Sport "all forms of physical activity which, through casual or organised participation, aim at expressing or improving physical fitness and mental wellbeing.." History of Sport, Physical Activity and Cultural Heritage Bale (2000) notes that "sports teams and athletes hold a special place in the community in which they play, while sport sites, such as stadia and sporting venues, are imbued with special cultural meanings by supporters". The history of sports and physical activity is closely tied to cultural heritage, as different cultures have developed unique games, activities, and rituals over time. Throughout history, sports and physical activity have been used to socialise, build community, and foster teamwork and competition. It is essential to safeguard and promote cultural heritage in its different forms, be it tangible or intangible cultural heritage. This can be done through sports, making it a tool for enhancing intercultural dialogue, encouraging ethical sports practices and strengthening youth empowerment. Sports, physical activity, and cultural heritage have a long and rich common history From ancient Greece to modern times, sports and physical activities have been an expression of cultural identity and an important aspect of modern societies. SOURCE: https://expatguideturkey.com/ancient-origins-ofthe-olympic-games/ From Ancient Greece, birthplace of the Olympic Games, to the knights and their tournaments in the Middle Ages, to the emergence of the 19 th century modern sports concept, linked to a rise in leisure time and the need for organized physical activities, today physical activity is recognized as a means of promoting health and well-being. Sport, physical activity, and cultural heritage have been intertwined throughout the history of mankind. From ancient civilizations to modern times, sports and physical activities have been an important part of our culture, with cultural heritage often being expressed through physical pursuits. Value of intergenerational learning and engagement Learning is something that can happen at all ages and in all situations. By engaging with people from other generations we can experience different viewpoints, learn from others, and expand our outlook. The European Network for Intergenerational Learning (ENIL) attempted to identify and analyse the impact of intergenerational learning, and found that "the benefits included the creation of personal bonds; helping to eliminate stereotypes across generations; enhancing reciprocal learning and the motivation to learn; and reducing social anxiety." Using cultural heritage and sports activities can prove to be a powerful tool in reducing the generational gap, and promoting community identity. Understanding the positive aspects of cultural heritage Social benefits of cultural heritage: The power of culture to favour happiness, satisfaction with leisure activities and health and well-being is particularly relevant for enhancing sports/physical activity practice. * Cultural heritage contributes to happiness, overall life satisfaction or satisfaction with domains such as leisure satisfaction or job satisfaction, * Cultural heritage stimulates personal growth, cultural development and creativeness. * cultural heritage stimulates the ability to connect oneself to the past, and to the collective past of others * Cultural heritage contributes to the improvement of health conditions, increased well-being and reduced stress * Cultural heritage fosters feelings of civic pride, belonging and cooperation * Cultural heritage contributes to making neighbourhoods, towns and regions more popular places to live in, work in and visit, increasing their attractiveness for both residents and tourists * Cultural heritage contributes to the economic development of an area Understanding the positive aspects of cultural heritage and Sport Raise awareness, produce knowledge and build capacities on how to integrate cultural heritage and sport/physical activity initiatives to make sport/physical activity more attractive Exploit cultural heritage as leverage for enhancing physical activity/sports practice and increased participation in sports and physical activity. Will contribute to SDG objective 3, "Ensure healthy lives and promote well-being for all at all ages", SDG11 "Make cities and human settlements inclusive, safe, resilient and sustainable", SDG15 "Protect, restore, and promote sustainable use of terrestrial ecosystems" Progress in Sport and Cultural heritage Research: Derom & Ramshaw (2016), underline that sport heritage events have been related especially to spectator consumption sporting events (e.g. Wimbledon, etc.), while little attention has been paid to the "notion of participants actively constructing their own sport heritage, or being motivated to participate because of an event's sport heritage associations." Pernal et al. (2018), reveals the value of heritage –based sport strategies is not only for visitors but also for residents. Ramshaw & Gammon (2016), show that not only does major/special heritage sport events produce interest, but also regular everyday sports. They go further to say that regular everyday sports are increasingly seen as a possibility to experience the heritage potential of a country or community.	<urn:uuid:ade5e68f-0308-4011-beac-9502f42af9b1>	CC-MAIN-2024-30	https://www.docs.tempolivre.pt/wl/?id=uPHOI5eBk7V90XQpHWbY7RtcmBnnuBEH&mode=list&download=1	2024-07-14T19:01:36+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514638.53/warc/CC-MAIN-20240714185510-20240714215510-00167.warc.gz	660,279,784	1,238	eng_Latn	eng_Latn	0.899747	eng_Latn	0.991374	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 78, 278, 895, 1148, 1700, 2576, 3532, 4282, 5370, 6040, 6869 ]	[ 2.421875 ]	1	1
Name: Grade: Date: Music History Mystery Tour Epilogue: Imagine you could travel to any musical era in the musical history timeline… Choose one of the prompts below and send us your project! If you could be one of the composers you learned about so far this year which would you want to be? Create a poster, essay, book, ect. of your favorite composer with the following information: -Draw a picture of your favorite composer. -Which musical era is your composer from? -What are 3 cool things about your composer? -Which of their pieces of music is your favorite? Think of your favorite musical era (medieval, renaissance, baroque, classical, romantic, 20th century, modern). Write a composer biography for yourself if you were a composer during one of these time periods. -Draw a picture of yourself as a composer -Which musical era are you from? -What are 3 cool things about you life as a composer? -What would your music sound like? We would love to hear from you, so please send letters or projects to the Boise Philharmonic! Boise Phil Education Department 516 S 9th Street Boise, Idaho 83702	<urn:uuid:0b1bc165-a379-468d-8199-48955fdb4cdc>	CC-MAIN-2024-30	https://boisephil.org/wp-content/uploads/2023/08/Epilogue.pdf	2024-07-14T19:26:48+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514638.53/warc/CC-MAIN-20240714185510-20240714215510-00168.warc.gz	134,978,698	244	eng_Latn	eng_Latn	0.997848	eng_Latn	0.997848	[ "eng_Latn" ]	false	docling	[ 1109 ]	[ 3.03125 ]	1	0
Should healthy eating programmes incorporate interaction with foods in different sensory modalities? A review of the evidence Article Published Version Dazeley, P., Houston-Price, C. and Hill, C. (2012) Should healthy eating programmes incorporate interaction with foods in different sensory modalities? A review of the evidence. British Journal of Nutrition, 108 (5). pp. 769-777. ISSN 00071145 doi: https://doi.org/10.1017/S0007114511007343 Available at http://centaur.reading.ac.uk/44784/ It is advisable to refer to the publisher's version if you intend to cite from the work. See Guidance on citing. To link to this article DOI: http://dx.doi.org/10.1017/S0007114511007343 Publisher: Cambridge University Press All outputs in CentAUR are protected by Intellectual Property Rights law, including copyright law. Copyright and IPR is retained by the creators or other copyright holders. Terms and conditions for use of this material are defined in the End User Agreement . www.reading.ac.uk/centaur CentAUR Central Archive at the University of Reading Reading's research outputs online Review Article Should healthy eating programmes incorporate interaction with foods in different sensory modalities? A review of the evidence Paul Dazeley, Carmel Houston-Price* and Claire Hill School of Psychology and Clinical Language Sciences, University of Reading, Reading RG6 6AL, UK (Submitted 8 June 2011 – Final revision received 23 November 2011 – Accepted 7 December 2011 – First published online 23 January 2012) Abstract Commercial interventions seeking to promote fruit and vegetable consumption by encouraging preschool- and school-aged children to engage with foods with 'all their senses' are increasing in number. We review the efﬁcacy of such sensory interaction programmes and consider the components of these that are likely to encourage food acceptance. Repeated exposure to a food's ﬂavour has robust empirical support in terms of its potential to increase food intake. However, children are naturally reluctant to taste new or disliked foods, and parents often struggle to provide sufﬁcient taste opportunities for these foods to be adopted into the child's diet. We therefore explore whether prior exposure to a new food's non-taste sensory properties, such as its smell, sound, appearance or texture, might facilitate the food's introduction into the child's diet, by providing the child with an opportunity to become partially familiar with the food without invoking the distress associated with tasting it. We review the literature pertaining to the beneﬁts associated with exposure to foods through each of the ﬁve sensory modalities in turn. We conclude by calling for further research into the potential for familiarisation with the visual, olfactory, somaesthetic and auditory properties of foods to enhance children's willingness to consume a variety of fruits and vegetables. Key words: Sensory interaction: Fruit and vegetables: Children: Food familiarity In a recent study of the food preferences of 1291 British children, fatty and sugary foods were consistently rated the most popular and vegetables the least popular of a selection of 115 foods (1) . Given that children's consumption of fruit and vegetables is primarily determined by their liking of these foods (2,3) , it is not surprising that only 16 % of preschool children achieve the recommended ﬁve portions of fruit and vegetables a day (4) . This is a cause for concern, as the ﬁrst few years of life act as a critical period for developing food preferences, such that the eating habits that develop during childhood persist into adulthood (5,6) . The present review examines the factors that determine children's food preferences during the early years and interrogates the claim that engaging children in multi-sensory interactions with foods can increase their consumption of fruit and vegetables. only a few days old. Such preferences are assumed to have evolutionary beneﬁts, as sweet tastes indicate that a food has the energy content necessary for growth while bitter or sour tastes suggest the presence of potentially harmful toxins or bacteria (9) . The post-ingestive consequences of eating a food also determine how much it is liked. For example, energy density is a signiﬁcant predictor of liking, even within low-energy-dense foods such as fruits and vegetables (10) . Children's natural predispositions towards foods Early in life, taste preferences are primarily determined by innate predispositions. Desor et al. (7,8) identiﬁed a liking of sugary solutions and a dislike of sour tastes in neonates Alongside their natural predispositions towards certain food types, children commonly develop a reluctance to try new foods towards the end of the second year, termed 'food neophobia' (11,12) . Neophobia is thought to protect the increasingly mobile child from the risks associated with exploring environments containing harmful substances. However, while the evolutionary advantages of having innate taste preferences and food neophobia are clear, both factors contribute to the difﬁculty of inducing a liking for healthy foods, and vegetables in particular, in young children. Fortunately, children's natural food preferences can be overcome by experience. The impact of food familiarity on food liking and consumption Considerable evidence supports the impact of familiarisation with the ﬂavour of an initially disliked or unfamiliar food on children's acceptance of the food (13) . For example, when 2-year-olds were given zero, two, ﬁve, ten, ﬁfteen or twenty exposures to ﬁve unfamiliar fruits (fresh cherries, ﬁgs and lychees; dried apricots and bananas) over a 25 d period, liking of the fruits was found to be a function of the frequency with which they had been tasted (14) . More recently, Birch et al. (15) found that 4- to 7-month-old infants doubled their consumption of a commercially prepared pea or banana meal after only a single exposure, conﬁrming the powerful impact of experience. Such exposure effects have been replicated in more naturalistic settings (16,17) . For example, when 6-year-olds were given the opportunity to taste raw red pepper on eight consecutive days at school, the number of pieces they consumed increased almost 10-fold from the ﬁrst to the last day (17) . In addition to these speciﬁc effects on children's consumption of exposed foods, exposure to a varied diet in early childhood has been linked to children's willingness to try new foods at a later age. For example, correlational work has shown that dietary variety at 2 years of age is a strong predictor of food preferences at 8 years of age (18,19) . Further evidence that early experience forms the basis of long-lasting eating patterns comes from children who have outgrown food allergies that severely restricted their diets during infancy (20) ; these children have been shown to be signiﬁcantly more neophobic and to consume a smaller variety of foods than a control group at age 7 years. Experimental work has produced more direct evidence of a causal relationship between early dietary variety and later food choice. In one study (21) , formula-fed infants were exposed to commercially prepared pure´ed carrots, potatoes, or a carrot and vegetable mixture every day for 11 d during weaning. As would be expected, infants who were fed carrots or mixed vegetables had a greater intake of carrots after the exposure regimen. However, infants who were fed mixed vegetables also consumed more of a pure´ed chicken meal, which was an unfamiliar food for all participants, suggesting that experience with a variety of ﬂavours facilitates acceptance of completely new foods. Dietary variety appears to be equally important for clinical populations. Williams et al. (22) employed an incremental exposure regimen with six children (aged 2–8 years) who had been referred to a feeding clinic for extreme food refusal and/or selectivity. A variety of foods was included, including fruits, vegetables, meats, starchy carbohydrates and dairy products. While the ﬁrst foods children were offered required six to ten presentations before they were accepted, the number of presentations required declined as the number of exposed foods increased. In sum, familiarity with a food increases liking for that food, and familiarity with a variety of foods eases the introduction of yet further foods into the child's diet. Interventions promoting hands-on, sensory interaction with healthy foods Parents, preschools, nurseries and primary schools are increasingly signing up to healthy-eating interventions that claim to increase children's fruit and vegetable consumption by increasing children's familiarity with these foods. In recent years, there has been a particular surge of interest in approaches that emphasise the importance of gaining such familiarity through 'hands-on' exploration of foods. What is the evidence that interacting with foods in this way has an impact on children's fruit and vegetable intake and liking? Garden-based interventions School-based gardening lessons that actively involve children in the planting, watering, harvesting and preparation of fruits and vegetables for consumption are increasingly popular in the UK. By the end of 2011, more than 26 000 schools and nurseries had signed up to the 'Let's Grow!' vegetable garden campaign, run by a national supermarket chain (23) ; this scheme provides schools with gardening supplies, equipment and lesson plans in exchange for vouchers collected in-store. Researchers have investigated the potential for gardening schemes to have an impact on children's willingness to consume the fruit and vegetables they have grown. For example, Morris et al. (24) found that 6- to 9-year-olds who had spent 8 months helping to grow spinach, carrots, peas and broccoli in a school garden were more willing than a control group to taste the raw vegetables that they had grown, although there was no impact on how much children liked the vegetables' taste. Other work has investigated whether helping to grow carrots, courgettes, broccoli, spinach and cabbage in a school garden programme provides additional beneﬁts among 7- to 8-year-olds over and above those gained through a 28-week nutritional education programme (25) . This work reported that both the 'nutritional education' group and the 'gardening plus nutritional education' group were more willing to taste the targeted vegetables than a control group, and that both groups showed increases from baseline in how much they liked the vegetables' taste. Importantly, the children who had taken part in the gardening activities showed the greatest willingness to taste vegetables of all three groups, and they were the only group to report increased levels of liking of raw spinach. In addition, the gardening group was observed to eat signiﬁcantly more vegetables in the school canteen at lunchtime, suggesting that helping in a vegetable garden is more effective than classroom lessons about healthy eating in encouraging children to make healthy food choices. Related research has followed the progress of ninety-three 9- to 12-year-old children who spent 6–12 weeks at a summer camp at which a gardening project was a key component (26) . Participants planted, weeded and harvested the garden twice a week and engaged in discussions about the smell, texture, colour and origins of a large variety of fruit and vegetables. The children also had lessons on how to prepare fruit and vegetable recipes and took part in weekly taste sessions, where they were encouraged to 'taste with all of their senses'. By the end of the camp, signiﬁcant increases were reported in participants' liking of cucumber, spinach, radishes, peppers, courgettes and beetroot. According to their responses to a self-report questionnaire, children also asked their parents to buy fruit and vegetables more often when they returned home from the camp than they had done before they took part in the programme. While the authors acknowledge that this study was limited by the lack of a control group, their results corroborate the potential for interactive garden-based lessons to produce positive changes in children's diets. However, the active component(s) of such garden-based lessons remain unclear. Children's greater willingness to taste the vegetables they have been involved in growing might result from their greater awareness of the origins of the foods, for example, rather than their greater familiarity with the foods' sensory properties. Future interventions should separate the different elements of a typical garden-based programme and systematically compare the effectiveness of these against a non-intervention control group, in order to establish the extent to which familiarity with the sensory properties of foods contributes to the positive effects associated with growing vegetables. Sensory exploration interventions Sense-based interventions are explicit in their aims to encourage healthy eating by encouraging children to engage with foods with all their senses. A sensory engagement intervention that has been empirically evaluated is Le Gouˆt de L'enfant (27) , a popular programme that originated in France and has since been translated into Swedish (28) . This intervention teaches 7- to 11-year-old children how to prepare regional dishes and aims to educate each of the ﬁve senses through classroom lessons focusing on taste, vision, olfaction, touch and hearing. In taste lessons, for example, children explore the sensory properties of drinks with and without added sugar or of foods with differing levels of salt content, or they explore the relationship between a food's ﬂavour and its visual appearance. In a study of 244 7- to 11-year-old children who had participated in the programme, Mustonen et al. (29) found that the younger children, in particular, were better able to identify and distinguish odours and tastes than a control group after receiving ten Le Gouˆt de L'enfant lessons. At the end of the programme, parents also reported a reduction in the participants' food neophobia and an increase in the number of new foods they had tried, relative to controls (30) . Mustonen and colleagues (29,30) suggested that these changes in eating behaviour were achieved by encouraging children to interact with food with all their senses. However, a study of 180 8- to 10-year-olds who had passed through the same programme revealed that sensory education activities have only a short-term impact on children's food neophobia (31) . While this study also reported an increase in children's willingness to try new foods and a decrease in food neophobia after twelve Le Gouˆt de L'enfant classes, these effects had disappeared within 10 months of completing the course. Further research is therefore needed to establish whether the immediate, positive effects of sensory education programmes persist in the longer term, and whether such lessons might be used to enhance children's fruit and vegetable intake, as these food groups are not typically targeted by the Le Gouˆt de L'enfant programme. In the UK, large numbers of nursery schools have signed up for the Taste for Life programme (32) , which is based on the book Mange Tout by Lucy Thomas (33) . Unlike other sensory interaction programmes, Taste for Life does not expect children to taste the new foods, but encourages them to smell them, feel their texture against their skin, make bite marks in them and explore what is inside. The aim is to familiarise children with healthy foods without provoking potential concerns they might have about eating them. The programme includes activities focusing on the sensory properties of foods, such as ﬁnding a material with a similar texture or an object with a similar shape or colour, and activities ﬁnish with a 'song and rhyme time' about the food of the day. A similar emphasis on engaging with foods with all ﬁve senses is seen in Food Loving Kids: Taste with Your Face (34) ; this book encourages children to explore foods during mealtimes by looking at their colour and shape, smelling them, and eating them slowly to savour their ﬂavours. To date, there has been no formal evaluation of the efﬁcacy of the recommendations made by either of these authors in shaping children's dietary habits; a properly controlled study that explores the impact of participating in such programmes is required. It is important to note that a key component of the sensory engagement programmes that have been discussed is that children enjoy taking part in the activities. The success of these interventions may, therefore, derive from the fun children have while engaging with the foods and the positive associations they acquire with the foods as a result; the same point applies to garden-based interventions. However, it is equally plausible that it is children's enhanced familiarity with the sensory properties of the foods used in the activities that is responsible for increasing their interest in eating the foods; we now turn to the evidence that speaks to this issue. Familiarisation with the sensory properties of food With the possible exception of the Taste for Life programme, the interactive interventions described in the previous section all provide children with opportunities to taste the target foods. Given the robust evidence that repeated taste exposures increase food liking (14–17,21) , it is possible that it is this component of sensory exploration interventions that supports their positive outcomes. If this is the case, one might question the need for the elaborate interventions that have been developed; repeated opportunities to taste healthy foods are all that is required to elicit changes in children's diets. However, the same body of research suggests that as many as ten to ﬁfteen exposures to the ﬂavour of a food may be needed before a positive impact is seen on preschoolers' eating behaviour (14–17) . We know that repeatedly feeding a child with a disliked or unwanted food can be challenging and distressing for parents. In fact, 80 % of parents stop offering their toddler a food when it has been refused three to ﬁve times, on the grounds that the child does not like it and will not eat it (35) . Children's unwillingness to taste new and disliked foods is, therefore, a major obstacle to parents' attempts to introduce a healthy diet, and consideration is needed regarding how parents might be supported in their efforts to do so. What is often ignored by researchers in this ﬁeld is that tasting a food typically exposes the consumer to the sight, smell and texture of the food, and to the sound associated with eating it, as well as to its ﬂavour. The potential for familiarity with the non-taste properties of new or disliked foods to increase children's interest in eating them is therefore an avenue worth exploring. Eating a food provides numerous sensory experiences: visual stimulation from the size, shape and colour of the food; olfactory stimulation from the food's odour; somaesthetic stimulation from grasping and holding the food, and from the texture and consistency of the food in the mouth; auditory stimulation from the noise created by biting into and chewing the food. Cardello (36) has described in some detail the role played by the ﬁve sensory systems in adult food acceptance, such as how our expectations about the ﬂavour and nutrient content of a food are inﬂuenced by its colour and texture. However, little is known about the impact of a food's non-taste properties on children's food intake and liking, or about the potential for prior exposure to foods through the non-taste senses to inﬂuence children's willingness to eat them. The following section of the present review explores the literature relating to the impact of exposure to food through each of the ﬁve sensory modalities in turn, drawing on research involving children, adult and animal populations. The impact of exposure to a food's taste on food preferences As has been discussed, most studies offering 'taste exposure' to foods simultaneously provide experiences in several sensory modalities. One way to isolate the impact of a food's taste is to examine the effect of the maternal diet during breast-feeding on infants' acceptance of the food at weaning. The taste of a mother's breast milk is altered by her diet; the infant is therefore exposed to the taste of the foods she eats without receiving visual, auditory, olfactory or somaesthetic stimulation from the food. The evidence suggests that exposure to a food's taste through breast milk enhances later uptake of the food. For example, breast-fed infants are more willing to consume a never-tasted fruit (peach) at weaning if they have experienced that food through their mother's milk (37) . Gerrish & Mennella (21) have also shown that the variety of ﬂavours to which breast-fed infants are exposed before weaning is related to neophobia levels at weaning. Such studies conﬁrm that food acceptance is enhanced by exposure purely through the taste modality. An alternative approach to exploring the inﬂuence of a food's taste in isolation is through 'ﬂavour–ﬂavour learning' (38) , a technique that conditions participants to associate the taste of a target vegetable with an already-liked taste, such as sugar. In this experiment, 5-year-old children were asked to taste two of six vegetable drinks, made by boiling and pure´eing carrots, courgettes, peas, pumpkin, broccoli or cauliﬂower, six times over two consecutive days. For each child, one of the drinks was sweetened with dextrose, one was not; drinks were presented in a lidded cup, so that children could not see or smell the contents. In a subsequent taste test, when neither drink was sweetened, children preferred the vegetable drink that had previously been paired with dextrose, suggesting that positive attitudes transfer from one ﬂavour to another through association. Taken together, these studies demonstrate that food preferences can be manipulated through exposure to the food's taste alone. The impact of exposure to a food's smell on food preferences Olfactory stimulation from a food is also difﬁcult to isolate due to its close link to a food's taste. However, research with young rats has shown that prior exposure to the smell of a disliked food increases subsequent consumption of the food. After rat pups had been immersed in a room with a pungent garlic odour (a food to which rats are intolerant from birth), their intake of a garlic-ﬂavoured food increased (39) . However, the effect did not persist beyond weaning. In another study, Hennessy et al. (40) explored whether exposing rat pups to a variety of odours would encourage them to try new foods. Pups were exposed to thirty-six odours (including scented soap and rosemary) over 14 d, after which their water bottles were replaced with a bottle containing a novel sucrose–milk solution for 1 h. The rats that had been exposed to a variety of smells drank more of the milk solution than controls. Thus, for rats at least, exposure to a food's smell appears to operate similarly to taste exposure in children: smelling a food increases their willingness to eat the food, and exposure to a variety of smells facilitates acceptance of further new foods. Olfactory experience also encourages eating behaviour in some human populations. Fedoroff et al. (41) exposed young women to the smell of a pizza before offering them pizza slices and asked them to rate their desire to eat the pizza and their liking of its taste, smell and spiciness. Restrained eaters expressed a greater desire to eat the pizza and consumed more of it if they had been pre-exposed to its smell. However, while this work demonstrates that the smell of an already enjoyed food can induce consumption, it remains unknown whether similar effects would be found for healthy (or less desirable) foods, such as fruit and vegetables. Given that many vegetables are either disliked by or unfamiliar to young children, research is needed to establish that olfactory experience with these food types encourages (rather than discourages) children's intake of them. The impact of exposure to a food's texture on food preferences Early exposure to a variety of food textures is associated with later dietary quality. For example, children who are not introduced to lumpy foods before 9 months are more difﬁcult to feed, have more rigid food preferences and are signiﬁcantly less likely to eat family meals at 15 months (42) . Others have reported that the introduction of textured foods after 9 months of age is linked with long-term feeding difﬁculties up to 7 years later (43) . Experimental research supports the view that early experience of a variety of textures plays an important role in later food acceptance. For example, Blossfeld et al. (44) found that texture preferences at 12 months were related to children's previous experience of different food consistencies. In this study, infants were offered chopped or pure´ed boiled carrots until they refused the spoon three times or became upset; liking was determined by the mother's impression and the quantity of food consumed. In general, pure´ed carrots were preferred to chopped carrots but there were considerable individual differences and the strongest predictor of liking of chopped carrots was the child's prior familiarity with foods of different textures. Thus, early dietary variety, including variety of textures, facilitates acceptance and uptake of foods with new textures. In addition to the somatosensory experiences associated with biting, chewing and swallowing a food, a food's texture can be experienced through touching and holding it. Tactile experience is integral to eating raw fruits and vegetables (e.g. when holding a carrot stick or orange segment, or when peeling a banana); toddlers also learn about the texture of cooked foods when handling these at mealtimes. Further opportunities to touch fruits and vegetables and feel the texture of their skins may be presented during shopping and food preparation activities. It is therefore surprising that no research to date has considered the impact of holding or feeling a food on the young child's interest in eating it. The impact of exposure to a food's sound on food preferences There is growing evidence that arbitrary environmental sounds, such as background music, loud engine noise or simple auditory tones, affect the quality of the eating experience (see Spence & Shankar (45) for a review). For example, Masuda et al. (46) found that pretzels were perceived as less moist if they were tasted while participants heard loud white noise over headphones. However, the literature is limited in its exploration of how food liking is affected by sounds that are intrinsically associated with foods, such as the sound made when eating. However, it is worth noting the very strong association between a food's texture and the sound made when it is eaten. Vickers (47,48) has discussed the poorly deﬁned boundary between the somaesthetic and auditory stimulation received while experiencing the quality of 'crunchiness', for example. According to Vickers, the judgements of a food's crispness that participants make while listening to the sound of another person biting a food are indistinguishable from the judgements they make when biting into a food and experiencing both the sound and the texture themselves. Vickers therefore suggests that our perception of food quality may be inﬂuenced by the auditory cues associated with biting into and chewing it. To explore this possibility, Zampini & Spence (49) controlled the real-time auditory feedback participants experienced while eating crisps. In this study, twenty adult participants rated the crispness and freshness of each of 180 crisps that were uniform in shape and appearance while biting into them. The loudness and the frequency of the sound made by biting into each crisp were artiﬁcially manipulated when played to participants through headphones. Results showed that ampliﬁcation of either the overall sound level or the higher-frequency components of the sound led participants to perceive the crisps as fresher and crisper. In a similar study (50) , participants rated carbonated water as ﬁzzier when the auditory feedback about the water's sound was manipulated in similar ways, or when the bubbles were heard to pop at a faster rate. Given that crisp and crunchy textures are interpreted as markers of a food's freshness and pleasantness (51) , and that the ﬁzziness of a carbonated drink is similarly indicative of its freshness, it is plausible that hearing favourable auditory cues while eating (or while hearing someone else eating) would increase the listener's interest or pleasure in consuming the food. If so, research should examine whether food-related sounds similarly modulate the pleasure associated with eating in infancy, or whether the inﬂuence of auditory cues develops as children experience a variety of food textures and properties over time and learn to associate differences in food quality with speciﬁc components of the auditory feedback. Further interesting questions remain about the impact of food-related auditory cues that originate outside the eating experience. Spence & Shankar (45) pointed out that the sound of food being crushed in the mouth involves auditory stimulation through bone conduction, and speculated about whether feedback effects similar to those described above would be seen if participants crushed the crisps in their hand, rather than in their mouth. This leads to questions about the role played by the auditory information available through handling foods. Second, research has yet to explore whether familiarity with sounds that are directly or indirectly associated with a food plays a role in its acceptance. It is worth noting the potentially very important role played by foods' names; the auditory label associated with a food may be considered an additional (auditory) property of the food with which children must become familiar. Research is required to explore the possibility that efforts to encourage young children to eat new fruits and vegetables would be facilitated by ﬁrst familiarising the child with the food's name. The impact of exposure to a food's appearance on food preferences The appearance of a food is highly likely to make an impact on children's acceptance of it. One approach to exploring this question has been to investigate recent trends towards presenting food in a way that appeals to children, such as in the shape of an animal, face or ﬂower. Little Food Junction (52) , a graphic designer's blog about how to make food more entertaining for children, attracted over 112 000 visitors in its ﬁrst year, demonstrating the popularity of this approach with parents. In one research study, it was found that presenting food in a visually appealing layout did not affect how much of the food preschoolers consumed but merely served to increase the time they took to eat it (53) . However, this study involved snack foods that may have been familiar to and liked by participants; it therefore remains possible that presenting disliked or unfamiliar foods in appealing, familiar shapes might enhance children's willingness to taste them. Other work has explored the role played by a food's appearance by manipulating its visual familiarity to children. Birch et al. (54) compared the effects of visual exposure and taste exposure in 2- to 5-year-old children, who were asked to either repeatedly look at or taste each of six unfamiliar fruits. Children were exposed to bite-sized chunks of the fresh, dried or tinned fruits for 5, 10 or 15 d; three fruits were tasted at each exposure while three were merely looked at. It is important to note that, in this study, visual exposure involved visual and olfactory stimulation, as the prepared food was placed in front of the child, while taste exposure included taste, olfactory, somaesthetic, auditory and visual experience of the food. At the end of the exposure phase, children were asked which foods they preferred while they looked at them or while they tasted them. Results showed that visual exposure had a positive impact on children's ratings of how much they liked the food while they were looking at it, but no impact on their liking of the food's ﬂavour, leading Birch et al. to conclude that visual exposure is insufﬁcient to enhance food preferences. Recent work by Houston-Price et al. (55,56) has explored the impact of isolated visual exposure on children's looking and tasting behaviour. In one series of studies (55) , parents were asked to read a picture book about a variety of fruits and vegetables with their 17- to 27-month-old toddler every day for 1 to 3 weeks. Books contained photographs showing what the foods look like inside and outside and how they are grown, prepared and cooked. The impact of the books was assessed using visual preference, a looking-time measure of preference for exposed foods over non-exposed foods. Results showed that picture-book exposure enhanced children's visual preferences for fruits and vegetables; this effect generalised to new pictures of the exposed foods, which had not previously been shown in children's books. In another study (56) , parents read similar books with their 21- to 24-month-old toddler every day for 2 weeks. Each book contained pictures of two foods that were familiar to children (e.g. carrots, strawberries) and two foods that were unfamiliar (e.g. radishes, lychees). Children subsequently took part in a taste test, in which they were offered the foods they had seen in their picture book and a set of nonexposed foods. Foods were raw and chopped into bite-sized pieces. Whether the child tasted each food and the order in which they tasted them were recorded. Picture-book exposure was found to reduce children's overall neophobia towards the unfamiliar foods and to increase children's willingness to taste exposed unfamiliar fruits (e.g. lychees) relative to nonexposed unfamiliar fruits (e.g. blueberries). While this study involved only a small sample of twenty toddlers, the results suggest that visual exposure is worth exploring as a means of increasing children's willingness to taste unfamiliar foods (see Heath et al. (57) for a review of this literature). It remains unknown how picture books work to increase children's interest in tasting the foods they display. Enhanced visual familiarity with the foods depicted is one explanation. Alternatively, as was discussed above in relation to gardenbased interventions, children's greater awareness of how the target foods are grown and prepared might enhance their willingness to try the foods shown in their picture books. Thus, the mechanism(s) that underpin the effects of visual exposure deserve further exploration. Conclusions There has been a recent surge in the popularity of interventions seeking to increase children's liking and consumption of fruits and vegetables through exposure to their sensory properties. Most of these community-based programmes have not been subjected to rigorous scientiﬁc evaluation. Several preliminary investigations into the effectiveness of garden-based projects and sensory exploration programmes have produced encouraging results, in terms of producing short-term positive effects on children's willingness to consume new foods. However, many of these studies have failed to adopt an appropriate control group against which to compare the intervention group's changes in food attitudes. Given the inﬂuence of demographic factors such as socioeconomic status on children's fruit and vegetable consumption (58) , it is important that control groups in such studies are closely matched to experimental groups, ideally by drawing both experimental and control participants from the same pool (e.g. from the same school). A second concern is that it has not been clearly established that the increased willingness to consume fruit and vegetables that has been observed in the school or summer camp environment is mirrored in the child's eating behaviour at home, where most meals are taken. Studies that have reported a positive impact of such interventions in the home environment have tended to rely on self-reports by children or parents and have not always included the requisite control groups (26,30) . Third, there is a dearth of research evidence supporting longer-term changes in children's diets after taking part in garden-based projects or sensory interaction programmes; the only follow-up study of sense-based lessons in the literature to date found no continuing impact 10 months after the intervention (31) . The research evidence is therefore insufﬁcient to justify the prevalence of sense-based activities in schools and nurseries across the UK. School-age populations are perhaps better served, at present, by classroom interventions that are not primarily based on sensory interaction with foods, such as the Food Dudes programme, developed for children aged 4–11 years by psychologists at the University of Bangor. This intervention draws on the psychological principles of modelling and rewarding healthy eating behaviour, as well as repeated taste exposure to the target foods. Every day for 16 d, children are presented with a portion of fruit or vegetable, which they are required to taste in exchange for a Food Dudes sticker, with the added incentive of a small prize (such as a pencil case) if they eat a whole portion. The exposure regimen is supported by a daily Food Dudes video, in which four cartoon super heroes gain special powers by eating fruit and vegetables in order to do battle with General Junk and his Junk Punks. Evaluations by Lowe et al. (59–61) , which assessed the impact of the programme in ﬁve schools across the country, revealed signiﬁcant increases in fruit and vegetable consumption at snack time and lunchtime. Importantly, a follow-up study after a 4-month non-intervention period found that children continued to eat signiﬁcantly more fruit and vegetables than they had done before the intervention. However, the lack of similar programmes suitable for younger, preschool children presents an opportunity for sense-based interventions to ﬁll a crucial gap. Research has shown that the ﬁrst few years of life are vital for developing lasting food preferences (5,6) , suggesting that healthy eating programmes may be most beneﬁcial when applied to the infant, toddler and preschool-age groups. The increasing popularity of sense-based interventions such as Taste for Life (32) in nursery schools suggests that the activities involved in such programmes are appropriate and enjoyable for the age groups targeted, and there is evidence that younger participants beneﬁt to a greater extent from sense-based interventions than older children, albeit among a school-age sample (29) . In our view, the preliminary evidence showing that sense-based programmes can have short-term positive outcomes, in combination with the growing literature supporting the involvement of multiple senses in the eating experience, is sufﬁcient to warrant investment in further research into the efﬁcacy of sense-based interventions in the preschool-age group. Such investigations face a host of practical challenges in terms of how best to measure changes in children's liking or acceptance of the target foods. In infancy and toddlerhood, foods are typically provided by parents or teachers and children rarely choose what they eat; this precludes the measurement of spontaneous food choices as adopted in investigations of older children's dietary changes (59,61) . However, instruments have been developed for investigating infants' and toddlers' willingness to taste and liking of new foods (14,16,56,57) . A carefully designed, properly controlled, study should be able to ascertain whether changes arise in young children's attitudes towards fruit and vegetables as a result of participation in sense-based activity programmes. Further research is also required to elucidate the mechanisms that underpin the effects of sense-based interventions, for these may not rest on sensory experiences at all. For example, children's enhanced awareness of the origins of the fruit and vegetables that they have helped to grow in gardening interventions might be sufﬁcient to account for their greater acceptance of these in their diets. However, there are good grounds for anticipating that the familiarity these interventions provide with the taste, sight, smell, texture and sound of the foods also plays a role in driving food acceptance (14–17) . Research is therefore needed to isolate the speciﬁc components of sensory activity programmes that are most effective in promoting fruit and vegetable uptake. While the literature suggests that multiple sensory modalities are implicated in the eating experience (21,37,39,41,43,44,49,51) , little work has investigated the impact of prior familiarity with new foods through the individual non-taste senses on later food acceptance. However, encouraging evidence linking prior visual and olfactory exposure to subsequent eating behaviour (39–41,56) suggests that strategies based on looking at and smelling foods are especially ripe for exploration, in terms of their potential to boost fruit and vegetable intake. Given that olfactory exposure has been shown to make an impact on subsequent eating behaviour in adult and nonhuman populations (39–41) , work is needed to ascertain whether repeated exposure to a cooked vegetable's smell might serve to increase young children's willingness to consume the vegetable and/or their liking of its taste when they do eat it. Similarly, while preliminary evidence suggests that toddlers' willingness to taste unfamiliar foods in a laboratory taste test is affected by prior picture-book exposure to these foods (56) , research is needed to establish whether visual familiarity can be used to increase uptake of healthy foods in the home environment. It may also prove fruitful to pursue familiarity with a food's texture and sound as strategies for enhancing children's interest in the food. Familiarity in these modalities is not easily manipulated without requiring the child to taste the food; however, a food's texture could be experienced by handling its external surface or poking one's ﬁngers inside it, while a food's auditory properties could be explored by cutting into or breaking it, or simply by talking about it. By employing such imaginative approaches to sensory familiarisation, and rigorously testing their consequences, researchers will be able to identify the most effective components of sensebased activity programmes and develop effective interventions to increase fruit and vegetable intake. Acknowledgements This study was partly funded by a Knowledge Transfer Partnership (KTP) between the University of Reading and Ella's Kitchen (Brands) Limited The authors are aware of no conﬂicts of interest and had full control over the contents of the manuscript. P. D. is the Research Associate on the KTP. P. D. carried out the literature search and wrote the ﬁrst draft of the review. C. H.-P. advised on the article's structure and scope and edited the ﬁnal draft. C. H. advised on the content and scope of the review article. References 1. Cooke L & Wardle J (2005) Age and gender differences in children's food preferences. Br J Nutr 93, 741–746. 2. Domel S, Thompson W, Davis H, et al. (1996) Psychosocial predictors of fruit and vegetable consumption among elementary school children. Health Educ Res 11, 299–308. 3. Hervey-Berino J, Hood V, Rourke R, et al. (1997) Food preferences predict eating behaviour of very young Mohawk children. J Am Diet Assoc 97, 750–753. 4. 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Online Safety and Home learning 1. Use the opportunity to chat with your child The most important thing you can do is to chat little and often with your child about how they are using online technology and what it means to them. Ask them what they are doing online, and what they like and dislike about the apps and services they use. If you like, discuss some 'ground rules' like how much time they spend online doing different things and what games and apps are appropriate to use. Thinkuknow is the online safety education programme from the National Crime Agency. They have resources that can help you keep up a positive, supportive conversation about safety online in your home. Take a look at the following link for further online safety advice. www.thinkuknow.co.uk/parents/Support-tools/home-activity-worksheets 2. Remind your child to report anything worrying, and how they can do this It's important that children and young people always know where to go if they come across something that worries them or makes them feel uncomfortable online. To help, you could: - Help them to identify a trusted adult that they can approach, even if this means on the phone. Encourage them to speak to you or another adult immediately if they have any worries or concerns. - Remind them that they can always call Childline (or other helpline such as the one from The Mix) if they have any worries, big or small – whether it's something that has happened online, stress, arguments with siblings or anxiety about what is happening in the world. - Make sure they know that they can always report to CEOP if they are worried about sexual abuse online. Young people can also report to CEOP if they are worried about a friend. The best thing you can do is make sure they would feel they could talk to you if they were ever worried make sure they know that you would never blame them for anything that might happen online. 3. Set up or review your parental controls Parental controls are the names for a group of settings that put you in control of what content your child can see. Combined with privacy settings these can help you protect your children from the things they shouldn't see or experience online. Setting parental controls can be a quick and effective tool to help protect children online and should be installed on all devices that children use. The link below has guidance on how to set-up parental controls for most devices: www.internetmatters.org/parental-controls 4. Screen Time and Other Internet Concerns Many of our young people will have spent a lot of time on their electronic devices during lockdown and school closures. For many this has been a huge benefit as they have been able to keep up with school work and their friendships. If you are worried about the amount of time your child is still spending on their devices, Internet Matters offers lots of advice and information including age specific guides on managing screen time: www.internetmatters.org/issues/screen-time Useful Links Video tutorials for Parents - Advice for parents and carers with video tutorials on how to keep children safe online while at home. https://www.thinkuknow.co.uk/parents/Support-tools/presentations-forparents/ Parent Zone Parents' Area - A hub of advice for families from Parent Zone's experts. Wide range of articles including 'How to spot when your child needs emotional help'. https://www.parents.parentzone.org.uk/ Advice from CEOP on keeping children safe online http://parentinfo.org/articles/all Parent Info – Expert information for parents about building their child's resilience both online and off. Produced by NCA-CEOP and Parent Zone. www.parentinfo.org Brook – Information and advice for young people on sexual health and wellbeing, including staying safe online. www.brook.org.uk The Mix – Support service for young people with information and advice on sex and relationships. www.themix.org.uk Internet Matters – A useful tool showing how to set parental controls across a range of devices and websites. www.internetmatters.org/parental-controls/interactive-guide NSPCC Net Aware – Provides reviews and guidance on the most popular social networks, apps and games that children use. www.net-aware.org.uk Childnet – Information and advice for parents and carers on supporting people online. www.childnet.com/resources/supporting-young-people-online Useful Contacts for parents/carers Papyrus UK - Support for young people thinking about suicide HopeLine 0800 068 4141 papyrus-uk.org Child Bereavement UK - 0800 02 888 40 www.childbereavementuk.org ChatHealth - 07520 631722 a text service for young people aged 13-19 at secondary school to reach out to the School Nurse team for confidential advice on a wide range of issues such as bullying, emotional health and wellbeing, sexual health as well as illnesses. Kooth - Online support including online counselling www.kooth.com Young Devon - 07935 364 652 - Email: email@example.com Face to face counselling (via video call at the moment) www.youngdevon.org/what-we-do/mentalhealth-well-being The Mix - 0808 808 4994 (Freephone) provides safe and confidential group chat and discussion boards, plus messaging support service and telephone counselling for young people under 25. You can visit the website, call the freephone number, or if you need help immediately you can also text The Mix on their crisis messenger text service which provides free, 24/7 crisis support across the UK. If you're aged 25 or under, and are experiencing any painful emotion or are in crisis, you can text THEMIX to 85258. Young Minds offers tips, advice and guidance on where to get support for your mental health during the COVID-19 coronavirus pandemic. They also have a crisis messenger providing free 24/7 crisis support across the UK if you are experiencing a mental health crisis, If you need urgent help text YM to 85258 youngminds.org.uk/find-help/looking-after-yourself/coronavirus-and-mental-health ChildLine 0800 1111 - phone lines open 24/7/365: Remember this service offers lots of helpful advice and support and isn't just a 'report it' service. Child and Adolescent Mental Health Services (CAMHS) CAMHS: are offering additional crisis support during coronavirus. If a child or young person (under 18) is experiencing a mental health crisis, you can now access CAMHS 24/7. Please contact 03300 245 321 during normal hours (8am-5pm, Mon to Fri) or 0300 555 5000 outside these hours. 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Personal Values 1. In my daily life, ___________________________________ is of a value to me, I display this by_______________________________________________. 2. In my daily life, ___________________________________ is of a value to me, I display this by_______________________________________________. 3. In my daily life, ___________________________________ is of a value to me, I display this by_______________________________________________. 4. In my daily life, ___________________________________ is of a value to me, I display this by_______________________________________________. 5. In my daily life, ___________________________________ is of a value to me, I display this by_______________________________________________. Company Values 1. As a company we value_____________________________, we display this by_______________________________________________. 2. As a company we value_____________________________, we display this by_______________________________________________. 3. As a company we value_____________________________, we display this by_______________________________________________.	<urn:uuid:dd84ac1e-fb57-4d04-bf36-ea4f81cfced3>	CC-MAIN-2024-30	https://cdn.asp.events/CLIENT_CL_US_323E7AA7_5056_B733_8303D39C538813E0/sites/fdic-international-2023/media/libraries/speaker-materials/Values-Exercise.pdf	2024-07-14T21:10:43+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514638.53/warc/CC-MAIN-20240714185510-20240714215510-00168.warc.gz	152,990,306	180	eng_Latn	eng_Latn	0.950715	eng_Latn	0.950715	[ "eng_Latn" ]	false	docling	[ 1125 ]	[ 2.25 ]	1	0
1 Momentum And Conservation Of Momentum Answer Key Right here, we have countless books Momentum And Conservation Of Momentum Answer Key and collections to check out. We additionally manage to pay for variant types and after that type of the books to browse. The all right book, ﬁction, history, novel, scientiﬁc research, as well as various other sorts of books are readily easy to get to here. As this Momentum And Conservation Of Momentum Answer Key, it ends stirring being one of the favored ebook Momentum And Conservation Of Momentum Answer Key collections that we have. This is why you remain in the best website to see the unbelievable books to have. Momentum And Conservation Of Momentum Answer Key Downloaded from marketspot.uccs.edu by guest Momentum - Wikipedia MATHEWS CAMRYN Introduction to momentum (video) \| Khan Academy Momentum And Conservation Of MomentumOne of the most powerful laws in physics is the law of momentum conservation. The law of momentum conservation can be stated as follows. For a collision occurring between object 1 and object 2 in an isolated system, the total momentum of the two objects before the collision is equal to the total momentum of the two objects after the collision. That is, the momentum lost by object 1 is equal to the momentum gained by object 2.Momentum Conservation Principle - PhysicsMomentum is a conserved quantity. The total momentum of a closed system is constant. This principle is known as the law of conservation of momentum (often shortened to the conservation of momentum or momentum conservation). When objects interact, their total momentum before the interaction is the same as after the interaction.Conservation of Momentum Summary – The Physics HypertextbookLearn what conservation of momentum means and how to use it. Google Classroom Facebook Twitter. Email. Elastic collisions and conservation of momentum. What is conservation of momentum? This is the currently selected item. Bouncing fruit collision example. Momentum: Ice skater throws a ball.What is conservation of momentum? (article) \| Khan AcademyConservation of momentum, general law of physics according to which the quantity called momentum that characterizes motion never changes in an isolated collection of objects; that is, the total momentum of a system remains constant. Momentum is equal to the mass of an object multiplied by its velocity and is equivalent to the force required to bring the object to a stop in a unit length of time.Conservation of momentum \| physics \| BritannicaAs we said before impulse is equal to the change of momentum. Thus, we can say that momentum changes of the balls are also equal in magnitude and opposite in direction. Conservation of momentum law says that one object loses momentum and other one gains it. Total momentum of the system is conserved.Conservation of Momentum with ExamplesConservation of momentum is very important topic of Physics because conservation of momentum concept state second law of Newton.We will see how Newton's law was derived from conservation of momentum.In our previous post we have already studies about conservation of momentum formula and its basic concept, You can refer the previous post for basic concept and deﬁnition of conservation of ...Conservation of Momentum - Physics Easy TipsConservation of Momentum Momentum is a very important property of a moving object. The momentum of an object is equal to the mass of the object multiplied by the velocity of the object. Since the mass is a scalar, the momentum is also a vector, which has the same direction as the velocity.Diﬀerence Between Conservation of Energy and Momentum ...The total momentum before an interaction is the same as the total momentum after the interaction. Momentum is conserved. The total momentum of a closed system is constant. 1668: John Wallis suggests the law of conservation of momentum. recoil. Action is equal and opposite reaction. collisions. Write something. changing mass problems. Mass in ...Conservation of Momentum – The Physics HypertextbookThis system of two balls is isolated since there are no external forces acting on the balls. Therefore, by the principle of conservation of linear momentum, the total momentum before the collision is equal to the total momentum after the collision. This gives the equation for the conservation of momentum in a collision of two objects,Conservation Of Momentum \| Momentum And Impulse \| SiyavulaThis physics video tutorial provides a basic introduction into solving common conservation of momentum problems. It explains how to ﬁnd the ﬁnal speed of an astronaut after throwing a ball in space.Conservation of Momentum Physics Problems Basic IntroductionThe law of conservation of momentum says that the momentum before an event must be the same as the amount after due to its constant conservation. It is an element of the law of inertia. Exploring Momentum Momentum is an object's mass multiplied by its velocity. This is expressed in a formula that reads p = mv.What Is the Law of Conservation of Momentum? \| Reference.comA summary of Impulse and Momentum in 's Linear Momentum: Conservation of Momentum. Learn exactly what A summary of Impulse and Momentum in 's Linear Momentum: Conservation of Momentum. Learn exactly what happened in this chapter, scene, or section of Linear Momentum: Conservation of Momentum and what it means. Perfect for acing essays, tests, and quizzes, as well as for writing lesson plans. Conservation of Momentum – The Physics Hypertextbook Momentum And Conservation Of Momentum Momentum Conservation Principle - Physics The law of conservation of momentum says that the momentum before an event must be the same as the amount after due to its constant conservation. It is an element of the law of inertia. Exploring Momentum Momentum is an object's mass multiplied by its velocity. This is expressed in a formula that reads p = mv. Conservation of Momentum with Examples Momentum (P) is equal to mass (M) times velocity (v). But there are other ways to think about momentum! Force (F) is equal to the change in momentum (ΔP) over the change in time (Δt). And the change in momentum (ΔP) is also equal to the impulse (J). Impulse has the same units as momentum (kgm/s or Ns). Diﬀerence Between Conservation of Energy and Momentum ... Learn what conservation of momentum means and how to use it. Google Classroom Facebook Twitter. Email. Elastic collisions and conservation of momentum. What is conservation of momentum? This is the currently selected item. Bouncing fruit collision example. Momentum: Ice skater throws a ball. Conservation Of Momentum \| Momentum And Impulse \| Siyavula As we said before impulse is equal to the change of momentum. Thus, we can say that momentum changes of the balls are also equal in magnitude and opposite in direction. Conservation of momentum law says that one object loses momentum and other one gains it. Total momentum of the system is conserved. This system of two balls is isolated since there are no external forces acting on the balls. Therefore, by the principle of conservation of linear momentum, the total momentum before the collision is equal to the total momentum after the collision. This gives the equation for the conservation of momentum in a collision of two objects, Momentum And Conservation Of Momentum 093 - Conservation of Linear Momentum In this video Paul Andersen explains how linear momentum is conserved in all collisions. In completely elastic collisions the kinetic energy of the objects is ... SparkNotes: Linear Momentum: Conservation of Momentum ... One of the most powerful laws in physics is the law of momentum conservation. The law of momentum conservation can be stated as follows. For a collision occurring between object 1 and object 2 in an isolated system, the total momentum of the two objects before the collision is equal to the total momentum of the two objects after the collision. That is, the momentum lost by object 1 is equal to the momentum gained by object 2. Conservation of Momentum - Physics Easy Tips The total momentum before an interaction is the same as the total momentum after the interaction. Momentum is conserved. The total momentum of a closed system is constant. 1668: John Wallis suggests the law of conservation of momentum. recoil. Action is equal and opposite reaction. collisions. Write something. changing mass problems. Mass in ... Conservation of Momentum - Summary – The Physics Hypertextbook Conservation of momentum is a mathematical consequence of the homogeneity (shift symmetry) of space (position in space is the canonical conjugate quantity to momentum). That is, conservation of momentum is a consequence of the fact that the laws of physics do not depend on position; this is a special case of Noether's theorem . Conservation of Momentum \| Physics Conservation of momentum, general law of physics according to which the quantity called momentum that characterizes motion never changes in an isolated collection of objects; that is, the total momentum of a system remains constant. Momentum is equal to the mass of an object multiplied by its velocity and is equivalent to the force required to bring the object to a stop in a unit length of time. happened in this chapter, scene, or section of Linear Momentum: Conservation of Momentum and what it means. Perfect for acing essays, tests, and quizzes, as well as for writing lesson plans.SparkNotes: Linear Momentum: Conservation of Momentum ...093 - Conservation of Linear Momentum In this video Paul Andersen explains how linear momentum is conserved in all collisions. In completely elastic collisions the kinetic energy of the objects is ...Conservation of Linear MomentumConservation of momentum is a mathematical consequence of the homogeneity (shift symmetry) of space (position in space is the canonical conjugate quantity to momentum). That is, conservation of momentum is a consequence of the fact that the laws of physics do not depend on position; this is a special case of Noether's theorem .Momentum - WikipediaExplain the principle of conservation of momentum as it relates to atomic and subatomic particles. Momentum is an important quantity because it is conserved. Yet it was not conserved in the examples in Impulse and Linear Momentum and Force, where large changes in momentum were produced by forces acting on the system of interest.Conservation of Momentum \| PhysicsMomentum (P) is equal to mass (M) times velocity (v). But there are other ways to think about momentum! Force (F) is equal to the change in momentum (ΔP) over the change in time (Δt). And the change in momentum (ΔP) is also equal to the impulse (J). Impulse has the same units as momentum (kgm/s or Ns).Introduction to momentum (video) \| Khan AcademyThe conservation of momentum is a fundamental concept of physics along with the conservation of energy and the conservation of mass. Momentum is deﬁned to be the mass of an object multiplied by the velocity of the object. The conservation of momentum states that, within some problem domain, the amount of momentum remains constant; momentum is neither created nor destroyed, but only changed through the action of forces as described by Newton's laws of motion. Explain the principle of conservation of momentum as it relates to atomic and subatomic particles. Momentum is an important quantity because it is conserved. Yet it was not conserved in the examples in Impulse and Linear Momentum and Force, where large changes in momentum were produced by forces acting on the system of interest. What Is the Law of Conservation of Momentum? \| Reference.com Momentum is a conserved quantity. The total momentum of a closed system is constant. This principle is known as the law of conservation of momentum (often shortened to the conservation of momentum or momentum conservation). When objects interact, their total momentum before the interaction is the same as after the interaction. Conservation of Momentum Physics Problems - Basic Introduction Conservation of momentum is very important topic of Physics because conservation of momentum concept state second law of Newton.We will see how Newton's law was derived from conservation of momentum.In our previous post we have already studies about conservation of momentum formula and its basic concept, You can refer the previous post for basic concept and deﬁnition of conservation of ... Conservation of Linear Momentum This physics video tutorial provides a basic introduction into solving common conservation of momentum problems. It explains how to ﬁnd the ﬁnal speed of an astronaut after throwing a ball in space. Conservation of momentum \| physics \| Britannica Conservation of Momentum Momentum is a very important property of a moving object. The momentum of an object is equal to the mass of the object multiplied by the velocity of the object. Since the mass is a scalar, the momentum is also a vector, which has the same direction as the velocity. What is conservation of momentum? (article) \| Khan Academy The conservation of momentum is a fundamental concept of physics along with the conservation of energy and the conservation of mass. Momentum is deﬁned to be the mass of an object multiplied by the velocity of the object. The conservation of momentum states that, within some problem domain, the amount of momentum remains constant; momentum is neither created nor destroyed, but only changed through the action of forces as described by Newton's laws of motion.	<urn:uuid:620d04c8-107a-4546-b136-5bf43d27d1cf>	CC-MAIN-2024-30	https://marketspot.uccs.edu/access?pdfid=X69w103&FilesData=Momentum+And+Conservation+Of+Momentum+Answer+Key.pdf	2024-07-14T19:51:40+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514638.53/warc/CC-MAIN-20240714185510-20240714215510-00168.warc.gz	345,408,639	2,642	eng_Latn	eng_Latn	0.996614	eng_Latn	0.996614	[ "eng_Latn" ]	false	docling	[ 13560 ]	[ 2.046875 ]	2	0
The Queen Who Loved Candy by Avery J. (Log Cabin) Once upon a time there was a girl. She was a queen. She ate candy a lot and loved it. Her favorite candy is Kit Kats. She ate them all of the time. She loved her candy. She ate so much but one day her candy was gone. Then she thought about it and then she found out that her candy was in her stomach. Interview with Eliza What is your favorite color? Green Do you like splash pad or pool better? Splash pad By Sophia S. (Bear Cubs) What is your favorite animal? Elephant Interview with Sophia Turtles by Hannah (Teepee) Turtles have decided to take over the world. They have eaten our gardens and messed up our houses. We are trying to stop them. They ate everyone's lunch but, worst of all, they stole our chocolate! Interview with Lance By Penelope (Log Cabin) How old are you? 16 Favorite color? Navy blue . . . or maybe Royal Blue Favorite food? A nice cheeseburger Favorite candy? Reese's Pieces Lucky number? Probably 2 Favorite type of tree? Dogwood By Eliza G. (Bear Cubs) By Ella (Log Cabin) Spiders are nice and sometimes scary. They are very good. They eat pesky bugs. Whippoorwill has a tarantula named Rose. About Spiders What is your favorite animal? Cat What is your favorite color? Gold Whippoorwill Weekly Written for campers, by campers Session 6: June 25-29, 2018 The King Has Returned! Interview with Josie by Judah H. (Teepee) What are the main types of turtles? by Atia M. (Log Cabin) Atia was at creek play looking for crawdads when she stumbled across a giant one. She got her net and put it behind the crawdad. Then she scared it into the net. SHE GOT IT! Then she put him in the bucket and reserved the bucket for him. Then she named him King Crawdad or King for short. She hopes she will find him again. Nature at Camp by Charlotte (Bear Cubs) Nature is beautiful and birds are singing in the trees. Camp is peaceful with leaves falling from the trees. My Trip to Vail by Evan B. (Log Cabin) I went to Vail, CO. It was my first plane trip. I went to the Glenwood Caverns. We also went fishing. We caught a fish. We had good ice cream. It was so much fun! What's your favorite animal? Turtles Happy turtle, unhappy turtle, confused turtle, acrobatic turtle, human turtle, and pocket turtle Happy turtle: turtle on all four legs rightside up. Unhappy turtle: turtle stuck on its back. Confused turtle: rolling around on its side. Acrobatic turtle: standing on its head. Human turtle: standing on its back legs like a human. Pocket turtle: in the pocket dimension - feels no emotion in a pocket. Describe the turtles: Butterflies by Ella (Bear Cubs) I like when I see butterflies. Jokes by Campers! by Rowan (Log Cabin) What bug likes to spy? Spy-ders What do you call a 3-humped camel? Pregnant By anonymous (Teepee) What is a witch's favorite food at the beach? A sandwich. What is a lizard's favorite movie? The Lizard of Oz By Judah H. (Teepee) Why did the turtle's friends worry about him? He was a "shell" of his former self. Why did the turtle win the Olympic race? She was too good at the hurtle About Avery Jane By Tate M. (Log Cabin) Favorite candy: Kit Kats Favorite color: black School: CPA Lucky number: 13 Favorite animal: monkey Favorite sibling: Emerson Favorite food: tacos Interview with Destiny By Caroline (Log Cabin) What is your favorite color? Teal What is your favorite food? Spaghetti What is your favorite candy? Rollos Teepee campers built this awesome shelter! I Love Camp By Charlotte (Bear Cubs) I love camp so far. It is so much fun. I am so excited to be at camp. A Witch for Your Thoughts By John Paul K. (Teepee) We all know the Whippoorwill witch is the woman you never see. But what if we did? She is hiding there for some apparent reason. Why is that? Questions for Destiny What is your favorite color? Teal What is your favorite animal? Lynx Who is your favorite friend? Carter What do you like? Rainbows By Rowan (Log Cabin) A Poem By Hannah (Teepee) Turtles, turtles, everywhere. Flying, flying, through the air. Up across a land so grand. Landing softly in the sand. Playing in the sea below. Romping, stomping to and fro, They're flying turtles. Illustration by Lili (Bear Cubs) The Story of the Whippoorwill Monster Once upon a time, there was a boy in Log Cabin who would never listen to the counselors. One day Ben (that was his name) went on a trail hike with his friends. He played a prank so the counselors would think he was lost. He went off the trail and came upon an old broken-down shed. by Kennedy (Teepee) He wondered what was inside. He creeped up to the old shed. Suddenly a giant hand reached out and grabbed Ben around the neck and dragged him inside the shed. An awful odor came from inside, choking Ben. Inside a fire was burning and, holding him by the neck, was the biggest "thing" Ben had ever seen! It was a ten-foot living monster! Right as it almost touched him, a blast of light hit him like a wave standing before him. It was the Whippoorwill unicorn! He hopped on it and it ran away but not before the monster slashed at the Whippoorwill unicorn. As Ben stared in disbelief he realized this was the Whippoorwill monster. It had a knife and started to sharpen it. When it was done it slowly came upon Ben, brandishing the knife. It slowly brought down the knife. About Me by Bridger (Log Cabin) I am 8. I love the Navy, Air Force, Army and Marines. I plan to be in the Army when I'm older. This year my sister almost drowned me in the pool. I used to love trains but I never saw one again, so I quit. I'm very nice. I do not have even 2 friends! Don't worry, I have 1 friend. Right now I'm at Whippoorwill but we leave in 1 hour so I'm almost home. Goodbye! Interview with Destiny When they came out (far away from the shed) the unicorn started to fade away. A nasty streak of blood on its neck and it was gone. 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NASA's OSIRIS-REx to asteroid Bennu: 'You've got a little Vesta on you' September 22 2020, by Bill Steigerwald, Nancy Jones During spring 2019, NASA's OSIRIS-REx spacecraft captured these images, which show fragments of asteroid Vesta present on asteroid Bennu's surface. The bright boulders (circled in the images) are pyroxene-rich material from Vesta. Some bright material appear to be individual rocks (left) while others appear to be clasts within larger boulders (right). Credit: NASA/Goddard/University of Arizona In an interplanetary faux pas, it appears some pieces of asteroid Vesta ended up on asteroid Bennu, according to observations from NASA's OSIRIS-REx spacecraft. The new result sheds light on the intricate orbital dance of asteroids and on the violent origin of Bennu, which is a "rubble pile" asteroid that coalesced from the fragments of a massive collision. "We found six boulders ranging in size from 5 to 14 feet (about 1.5 to 4.3 meters) scattered across Bennu's southern hemisphere and near the equator," said Daniella DellaGiustina of the Lunar & Planetary Laboratory, University of Arizona, Tucson. "These boulders are much brighter than the rest of Bennu and match material from Vesta." "Our leading hypothesis is that Bennu inherited this material from its parent asteroid after a vestoid (a fragment from Vesta) struck the parent," said Hannah Kaplan of NASA's Goddard Space Flight Center in Greenbelt, Maryland. "Then, when the parent asteroid was catastrophically disrupted, a portion of its debris accumulated under its own gravity into Bennu, including some of the pyroxene from Vesta." DellaGiustina and Kaplan are primary authors of a paper on this research appearing in Nature Astronomy September 21. The unusual boulders on Bennu first caught the team's eye in images from the OSIRIS-REx (Origins, Spectral Interpretation, Resource Identification, Security-Regolith Explorer) Camera Suite (OCAMS). They appeared extremely bright, with some almost ten times brighter than their surroundings. They analyzed the light from the boulders using the OSIRIS-REx Visible and Infrared Spectrometer (OVIRS) instrument to get clues to their composition. A spectrometer separates light into its component colors. Since elements and compounds have distinct, signature patterns of bright and dark across a range of colors, they can be identified using a spectrometer. The signature from the boulders was characteristic of the mineral pyroxene, similar to what is seen on Vesta and the vestoids, smaller asteroids that are fragments blasted from Vesta when it sustained significant asteroid impacts. Of course it's possible that the boulders actually formed on Bennu's parent asteroid, but the team thinks this is unlikely based on how pyroxene typically forms. The mineral typically forms when rocky material melts at high-temperature. However, most of Bennu is composed of rocks containing water-bearing minerals, so it (and its parent) couldn't have experienced very high temperatures. Next, the team considered localized heating, perhaps from an impact. An impact needed to melt enough material to create large pyroxene boulders would be so significant that it would have destroyed Bennu's parent-body. So, the team ruled out these scenarios, and instead considered other pyroxene-rich asteroids that might have implanted this material to Bennu or its parent. Observations reveal it's not unusual for an asteroid to have material from another asteroid splashed across its surface. Examples include dark material on crater walls seen by the Dawn spacecraft at Vesta, a black boulder seen by the Hayabusa spacecraft on Itokawa, and very recently, material from S-type asteroids observed by Hayabusa2 at Ryugu. This indicates many asteroids are participating in a complex orbital dance that sometimes results in cosmic mashups. As asteroids move through the solar system, their orbits can be altered in many ways, including the pull of gravity from planets and other objects, meteoroid impacts, and even the slight pressure from sunlight. The new result helps pin down the complex journey Bennu and other asteroids have traced through the solar system. Based on its orbit, several studies indicate Bennu was delivered from the inner region of the Main Asteroid Belt via a well-known gravitational pathway that can take objects from the inner Main Belt to near-Earth orbits. There are two inner Main Belt asteroid families (Polana and Eulalia) that look like Bennu: dark and rich in carbon, making them likely candidates for Bennu's parent. Likewise, the formation of the vestoids is tied to the formation of the Veneneia and Rheasilvia impact basins on Vesta, at roughly about two billion years ago and approximately one billion years ago, respectively. "Future studies of asteroid families, as well as the origin of Bennu, must reconcile the presence of Vesta-like material as well as the apparent lack of other asteroid types. We look forward to the returned sample, which hopefully contains pieces of these intriguing rock types," said Dante Lauretta, OSIRIS-REx principal investigator at the University of Arizona in Tucson. "This constraint is even more compelling given the finding of S-type material on asteroid Ryugu. This difference shows the value in studying multiple asteroids across the solar system." The spacecraft is going to make its first attempt to sample Bennu in October and return it to Earth in 2023 for detailed analysis. The mission team closely examined four potential sample sites on Bennu to determine their safety and science value before making a final selection in December 2019. DellaGiustina and Kaplan's team thinks they might find smaller pieces of Vesta in images from these close-up studies. More information: D. N. DellaGiustina et al. Exogenic basalt on asteroid (101955) Bennu, Nature Astronomy (2020). DOI: 10.1038/s41550-020-1195-z Provided by NASA's Goddard Space Flight Center Citation: NASA's OSIRIS-REx to asteroid Bennu: 'You've got a little Vesta on you' (2020, September 22) retrieved 14 July 2024 from https://phys.org/news/2020-09-nasa-osiris-rexasteroid-bennu-youve.html This document is subject to copyright. Apart from any fair dealing for the purpose of private Powered by TCPDF (www.tcpdf.org) study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.	<urn:uuid:3ee0be37-443c-4878-a4c7-6179786957e2>	CC-MAIN-2024-30	https://phys.org/news/2020-09-nasa-osiris-rex-asteroid-bennu-youve.pdf	2024-07-14T21:03:32+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514638.53/warc/CC-MAIN-20240714185510-20240714215510-00167.warc.gz	408,429,628	1,397	eng_Latn	eng_Latn	0.992592	eng_Latn	0.995877	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 728, 2631, 4607, 6260, 6427 ]	[ 3.234375 ]	2	0
英文練習 prepositions-1(小五適用) Part I Fill in the blanks with the correct prepositions.(17 marks, 1 mark each) from to of for out 1 There was a piece paper on the table. 2 I took my pencil. 3 I sent an e-mail my brother two days ago. 4 My bowl noodles is full chicken. 5 I borrowed a pencil my brother. 6 I will give the pen you. 7 I would like to have a plate rice lunch. 8 I received a reply my sister yesterday. 9 Can you lend a rubber him ? 10 We went for dinner last Monday. 11 Could you make a copy this report for tomorrow's meeting, please? 12 He opened the drawer and took a pair of socks. 13 Mr. White will stay dinner tonight. 14 I made sandwiches dinner last night. 15 I jumped of bed and ran downstairs. Part II Fill in the blanks with the correct prepositions.(6 marks, 1 mark each) 1 I ordered rice meat for dinner. 2 She takes her hat and sits a tree. 3 Can you look my dog tomorrow ? 4 Make sure the computers are all off you go home. 5 Let's go the playground after school. End 英文練習 prepositions-1(小五適用)-答案 Part I Fill in the blanks with the correct prepositions.(17 marks, 1 mark each) 1 There was a piece of paper on the table. 2 I took out my pencil. 3 I sent an e-mail to my brother two days ago. 4 My bowl of noodles is full of chicken. 5 I borrowed a pencil from my brother. 6 I will give the pen to you. 7 I would like to have a plate of rice for lunch. 8 I received a reply from my sister yesterday. 9 Can you lend a rubber to him ? 10 We went out for dinner last Monday. 11 Could you make a copy of this report for tomorrow's meeting, please? 12 He opened the drawer and took out a pair of socks. 13 Mr. White will stay for dinner tonight. 14 I made sandwiches for dinner last night. 15 I jumped out of bed and ran downstairs. Part II Fill in the blanks with the correct prepositions.(6 marks, 1 mark each) 1 I ordered rice with meat for dinner. 2 She takes off her hat and sits under a tree. 3 Can you look after my dog tomorrow ? 4 Make sure the computers are all off before you go home. 5 Let's go to the playground after school. End	<urn:uuid:561473ba-55d8-4c43-840c-5cad51401a35>	CC-MAIN-2024-30	http://happyfree.hk/%E8%8B%B1%E6%96%87%E7%B7%B4%E7%BF%92/%E5%B0%8F5%E8%8B%B1%E6%96%87%E7%B7%B4%E7%BF%92-prepositions-1.pdf	2024-07-14T21:04:57+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514638.53/warc/CC-MAIN-20240714185510-20240714215510-00170.warc.gz	13,440,649	544	eng_Latn	eng_Latn	0.999019	eng_Latn	0.999263	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 971, 1342, 2417 ]	[ 3.59375 ]	2	0
Fall Semester Exam Analysis Taking an exam is another way of learning. Analyze what knowledge and skills you have learned this first semester, and what you have learned about test taking. Then answer the questions at the bottom of the page. Finally, take this analysis home to share the results with your parents/guardians. Have them sign below, then return to sheet to me by _________ this week. I. Reading and Writing about Literature A. Vocabulary in Context (1-10) _____/10 B. Finding the Facts (11-20) _____/10 C. Literary Analysis (Blue Book) _____/20 D. Writing about Literature _____/80 II. Literary Terms A. Definitions (21-35) _____/15 B. Indentifying Literary Devices (36-50) _____/15 C. Themes from Braided Lives Anth. (51-55) _____/05 D. Ethnic Connections (56-65) _____/10 III. Grammar A. Parts of Speech (66-75) _____/10 B. Parts of Sentence (76-85) _____/10 C. Comma Usage (86-90) _____/05 D. Sentence Combining (91-100) _____/10 TOTAL _____/200 Bonus: The Business Letter _____/10 GRAND TOTAL _____/200 GRADE FOR EXAM_______ Analysis 1. I am pleased that_____________________________________________________________________________ 2. I am surprised/disappointed that_________________________________________________________________ 3. My score is lower because of (mark appropriate reasons) _____ misread instructions _____ careless errors _____ inaccurate not enough details _____incomplete answers _____wrong material studied _____ other (explain) 4. To prepare for this exam, I ____________________________________________________________________ 5. This exam accurately/inaccurately reflects what we learned this semester. (Please explain) ____________________________________________________________________________________________ Qtr 1_______ x 37.5% + Qtr 2_______ x 37.5% + Exam ______ x 25% = Semester Grade_______________ Based on this analysis, I see my strengths are ________________________________________________________ _____________________________________________________________________________________________ This next semester, I must focus on ________________________________________________________________ ________________________________________ ____________________________________________ Student Signature Parent/Guardian Signature	<urn:uuid:73a2b1d0-466a-41e6-89ec-44f28ceca8cb>	CC-MAIN-2024-30	https://teachingenglishlanguagearts.com/wp-content/uploads/2013/01/Semester-Exam-Analysis.pdf	2024-07-14T21:06:29+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514638.53/warc/CC-MAIN-20240714185510-20240714215510-00170.warc.gz	500,352,569	483	eng_Latn	eng_Latn	0.960159	eng_Latn	0.960159	[ "eng_Latn" ]	false	docling	[ 2343 ]	[ 2.75 ]	1	0
Name:__________________________ Date:______________ Per:_______ Lesson 2.2.1 Homework * 236.Read the Math Notes box in this lesson. Then use generic rectangles to complete the following multiplication problems. a. 54 ·32 b. 91 ·78 ■ 237.Below are some new distances with given lengths to help Cecil cross the tightrope. Find at least two ways to get Cecil across. Write your solutions as numerical expressions. ■ 238.Simplify each of the following expressions to find the length of the tightrope. A. 5 + 2 + 8 B. 4 + 9 + 3 C. 7 + 3 + 2 + (−4) a. Span of tightrope: 6 feet Given lengths: 1, 3, 4 feet b. Span of tightrope: 8 feet Given lengths: 2, 5, 7 feet D. 8 + 6 + 2 + ( − 5) * 239.Label the missing numbers on each of them. * 240.One of the topics you will review in this course is reading graphs. Look at the graph at right. This graph shows positive and negative values on both axes. It divides the flat surface into four parts, or quadrants, and is therefore called a fourquadrant graph. a. The coordinates (the x ‑ and y ‑ values) for point A are ( − 3, 5). Explain how these numbers tell you the position of pointA using the graph. b. Name the coordinates (x, y) for pointsB andC . c. If Samantha moved pointA9 units down and 6 units to the right, at what point would she end up? ■ 241.Gracie loves to talk on the phone, but her parents try to limit the amount of time she talks. They decided to keep a record of the number of minutes that she spends on the phone each day. Here are the data for the past nine days: 120, 60, 0, 30, 15, 0, 0, 10, and 20. a. Find the mean and median for the information. b. Which of the two measures in part (a) would give Gracie's parents the most accurate information about her phone use? Why do you think so?	<urn:uuid:4da2ff57-eaf7-479a-8f36-e80b9a677406>	CC-MAIN-2024-30	http://paineinthemath.net/wp-content/uploads/2016/09/2.2.1-Homework.pdf	2024-07-14T19:07:54+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514638.53/warc/CC-MAIN-20240714185510-20240714215510-00171.warc.gz	24,208,087	811	eng_Latn	eng_Latn	0.996394	eng_Latn	0.996402	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1365, 1836 ]	[ 4.3125 ]	1	0
Version: 2024-03 Farm Ball - Coaches Overview The Coaches Overview document is designed to give coaches a starting point for the season by reviewing: (a) High Level Objectives for the Season (c) Practice Ideas (b) The Highlands Way - a Standardized Routine for Players at the start of each Game or Practice (d) Game Setup and Rules A. High Level Objective: Keep Players Engaged and Learning At this age, baseball is still a new sport to many Players. Throughout the season, aim to teach them some of the core fundamentals of the sport, such as: * Progression to hitting soft toss from a coach * Learning to run to first base after contact and running through the bag * Learning to swing the bat and not throwing the bat during follow through * Introduction to fielding a ground ball * Introduction to catching a fly ball * Introduction to throwing and catching * "Play is to first base" B. The Highlands Way: Daily Warm up Routine At this age, the key points we want players to focus on are (a) glove contact with the ball, and (b) pushing the glove forward, through the ball. These drills should be the starting point of each practice or game. Ten minutes will suffice. Drills Pair up the athletes and have them stand 10 feet away from each other in an athletic stance. Athletes will roll the ball, taking turns performing the fielding drills below. They should be able to touch the ground with their glove. Knees bent, back straight. 1. Ground ball position up the middle (x10 per partner) b. Glove starts between the toes and works through the ball. a. Feet a little bit over shoulder width apart 2. Forehand position (x10 per partner) a. Standing at a 45-degree angle to your partner with your glove-side-leg back b. Start with glove touching the ground near their back foot c. Field the ball by swiping arm forward 3. Backhand position (x10 per partner) b. Start with glove touching the ground near their back foot a. Standing sideways with glove side closest to their partner c. Field the ball by swiping to front leg with elbow pointing to their partner Activity Set up cones as a net and have athletes try to save baseballs from being rolled past them using these mechanics. Send them rapid fire and keep it quick. You can set up multiple nets side by side and have athletes work as a team to save as many as possible. C. Practice Structure and Concepts Practice time is where players will develop the most. In Farm Ball, one of the big challenges is to keep players focussed and engaged. Try to keep it fun and keep it moving. To ensure the kids get to Play every day they come to the ballpark we want to enlist a 50/50 Practice. Half of practice time is drills and skill development and half of practice is playing the game. 1. Highlands Way (detailed above, 10 Min) 3. Game (30 Min) 2. Skills & Drills (20 Min) D. Skills and Drills Station 1 – Hitting ) Soft Toss (https://www.youtube.com/watch?v=rV3EQ5tHcNE * Coach tossing the ball - if you're willing to stay in front try to serve up some meatballs, go for it, but if you prefer to toss from a 45 degree angle, aim for the right front hip * Kids will often have a consistent swing (even if it's not fundamentally sound), if they are struggling, aim the ball towards their hitting zone to help create positive reinforcement Focus on proper stance, as a coach you will often be next to the player adjusting how they are standing * Front foot is even (perpendicular) with where the plate starts to angle back * Straight line from back toes to front toes to the 'pitcher' * Stand one bat length from the tee (not a bat length and arm's length) * Feet to be slightly wider than shoulder width apart * Hands together on the bat * Hands back across the chest, knob of bat pointing down towards the 'catcher' * Make sure they have their eyes focused on the ball Station 2 – Fielding Defend the castle (https://youtu.be/xc-l7B0PGcs?si=6lU1DVuMVAebBe07&t=52 * Fun drill to get players moving side to side Focus on good footwork and body position * Running to the ball * Get knees bent and low to the ground when fielding * Slow down and get wide feet to field the ball (feet squared to the ball) * Get feet moving again into a proper throwing motion (rotate so shoulders point at target) Note: Recommend throwing or rolling ground balls instead of using a bat. Much easier to control placement and speed. Station 3 – Throwing Target Practice (https://www.youtube.com/watch?v=o3Qz0LtQZ_I ) * Have players throw to a specific target (ball on a tee, bucket, bow net, hoop, etc) Focus on learning proper technique * Face body sideways (shoulders aligned with the target) with the ball in the throwing hand and in the glove (ready position) * Step toward the target with the glove hand foot and throw the ball, finishing with the throwing hand foot coming forward * Break hands from ready position – simultaneously the elbow of the glove hand points to the target and the throwing hand comes up and back with the ball facing away from the target (the kid should see the back of their hand if they look at their throwing hand) Recommend a slow and cautious approach for kids playing catch with each other. Most kids won't be able to catch so only look to progress with kids that are able to consistently able to catch the ball. Use soft balls as necessary. Station 4 – Catching Coach soft toss (https://www.youtube.com/watch?v=jUDsOkGwPHk ) * Ball to either side of the child (avoid aiming towards the body until they have demonstrated they can catch * Have them stand on a base to get them rooted if they keep diving away from the ball * Start with no glove and get them used to squeezing and receiving the ball towards their body Below is an illustration of where we want to throw the ball to get kids comfortable building up their catching skills (avoid aiming it at their body until they have shown they can consistently catch the ball – some kids will not get to this point by the end of the year). ) Focus on the glove being in the correct position (above the waist the glove fingers point up and below the waist the glove fingers point down) Station 5 – Baserunning Run Around the Bases Place 2-3 kids at each base. Holler 'go' and the first player at each base runs. A second or two later yell for the next player at each base to go, and so on. After they are all running, let them run around the bases 2-3 times. Running To First Base Teach the kids the fundamentals of running to first base after making contact with the ball with an emphasis on running through the bag (i.e. Not stopping on first base) and turning out away from the field after stepping on first base. Focus on creating good habits out of the batter's box from a young age. * Get them moving and looking towards first base after making contract * Teach them to run through first base (can't emphasise this one enough, large amounts of A-ball kids still struggle with this concept – let's teach it early) Station 6 – Athleticism Highlands has purchased ladders for team use. These are great for developing co-ordination and footwork. Based on your team's ability, run them through a variety of single leg and double leg coordination drills. Be creative and encourage some competition. E. Game Play Like Tee Ball, Farm Ball games are all about fun and giving everyone a chance to succeed. Guidance on field set up, coaching and rules is below. Just like the practice portion, try to keep it fun and keep it moving. Relay Race Save this for the very end and after the game. Divide the players into two evenly matched groups; one at home, one at second base. In the relay race the players run all the way around the bases, returning to tag the next player on their relay race team. After tagging their teammate that runner sits down. F. Field Set up and Equipment * Home team should set up the field, however visiting team is encouraged to assist * Bases should be set up approximately 50 feet apart * Bases and a hitting tee will be located in the equipment box at the Tee/Farm Ball field. Coaches will be provided the access code. Please ensure the equipment box is locked up after the completion of the game * Softy baseballs should be used for Farm Ball. Team managers will be provided balls at the beginning of the season with some spares placed in the equipment box. * Each player must have a baseball glove * Each player must wear a protective helmet while at bat and running the bases * Players are not required to wear a cup at this level G. Coaching * Coaches are allowed on the field, including one parent/coach at each base to assist kids on where to run and rules of the game * Coaches should be focused on teaching the basic fundamentals of the game and safety on and off the field at all times, not winning or losing * A coach/parent can play the role of catcher as well to expedite game play H. Rules * Each team will hit through their roster once each inning. The inning is over after the last player hits. * When the ball is hit in the field of play, the batter runs to first base. One base per hit for hits that do not go beyond the infield. * Coach tosses the ball. If a player is struggling the coach can use discretion to hit off the tee. * Players are allowed to run more than one base on a hit that goes beyond the infield. Once the ball is returned to the infield area, the runners must stop advancing on the bases. * When the ball is hit, the ball must travel approximately six feet from the tee to be considered a hit (Coaches should use their discretion). * Players are not to advance on overthrows. * The coach of the batting team should announce to the defence when the last batter of each inning is at the plate, which allows unlimited running. Each player on base can run through to home plate * Coaches should rotate the kids around to new fielding positions each inning * Only the batter is permitted to hold a bat. No on deck hitter * Coaches should make sure fielders aren't standing too close to the hitter in the infield and staying closer to their bases and base path * Maximum of 6 fielders in infield positions: Pitcher, First base, Second Base, Short Stop, Third Base and an extra Short Stop is between 1st and 2nd base. * Coaches should instruct fielding players to not block base paths during a live ball with runners in play * No score keeping	<urn:uuid:d4b317ee-8e3d-4170-814e-e8be3d9a145f>	CC-MAIN-2024-30	https://www.highlandsbaseball.com/wp-content/uploads/sites/508/2024/04/Highlands-Baseball-Farm-Ball-Coaches-Overview-2024.pdf	2024-07-14T19:54:02+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514638.53/warc/CC-MAIN-20240714185510-20240714215510-00169.warc.gz	712,933,427	2,347	eng_Latn	eng_Latn	0.996677	eng_Latn	0.997625	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1729, 3843, 5998, 7267, 9624, 10388 ]	[ 3.84375 ]	1	0
©CARE Ecuador Case Study in Brief "Comités de Investigación" in Ecuador: Using data to make policy change In the Pichincha province of Ecuador, community-level "comités de investigación" (investigative committees) monitor dry season water sources and collect data on water quantity and quality that was previously un-measured. This data has informed municipal government and public utilities and triggered investment in the conservation of key recharge zones. Introduction: Ecuador and the Páramos In Ecuador, 70% of the nation's water supply comes from mountain grasslands, called páramos, which have sponge-like soils that capture and retain water, feeding lakes, rivers, and groundwater that sustain downstream communities. In the Pichincha province, the water stored in the paramo is the main water source for the communities in lower altitudes, and feeds communities during the dry season when other seasonal sources dry up. However, over-cultivation and unsustainable agriculture practices, in tandem with climate change and longer dry seasons, have affected the paramo's ecological health and its water holding capacity. This has increased water insecurity and vulnerability in nearby communities. Project Name: ACCRE – Climate Change Adaptation for Andean populations through the management, conservation, and restoration of páramos Dates: 2016-2019 Project Areas: Pedro Moncayo district in the Pichincha region Donor: Fondation Ensemble (France) Budget: 379,500 euros Partners: Pedro Moncayo local government Beneficiaries: 1,000 households and 3,000 small farmers (1,500 women) Intervention: Linking Finance and Monitoring Through the ACCRE program (2016-2019), CARE sought to facilitate adaptation and resilience to climate change within high altitude communities of the Pichincha province, including management, conservation and restoration of the region's páramos. As part of the project, CARE Ecuador worked with juntas (WASH committees), local government, and public utilities over three years to negotiate the creation of a revolving water fund at the municipal level. The fund is comprised of tariffs paid to the public utility, which in turn commits to invest 5% of its yearly cost recovery into conservation activities. The goal of this fund was to encourage utilities to look beyond routine maintenance of infrastructure and focus on watershed protection and the conservation of key recharge zones that sustain water supply. However, in order to secure commitment and investment, the utility needed rigorous data on quantity and quality of water sources. Only water sources that were routinely monitored would be eligible for conservation funds. Local governments, Juntas and communities thus needed to be able to collect and relay data on local water sources. The Juntas, however, did not have sufficient resources (personnel and time) to monitor and collect data on water sources used exclusively for the dry season. Thus, CARE created community-level "Comités de Investigación" to be able to monitor these water sources. Each Comité is made up of five community-members (with an average of 3 women per group), some of which are also part of the Juntas. The public utility provided initial capacity building and now supervises the Comités and consolidates monitoring data, while the Director of the Municipal Department of Environment provides technical oversight as the Technical Director of the Comité. This structure creates a strong link and accountability between communities, Juntas and local government. Data from the "Comités de Investigación" has identified water sources in important recharge zones, thereby triggering the public utility's allocation of conservation funds and the inclusion of these water sources into the local government's Climate Adaptation Plans. This has helped to institutionalize financial commitment and ensure ongoing resources for conservation of key water sources. To read more about this initiative (in Spanish), please visit www.care.org.ec/project/accre-2 For more information, please contact: CARE Water+: Kelly Alexander, Senior Technical Advisor firstname.lastname@example.org CARE Ecuador: Monica Tobar, Program Quality and Resource Mobilization, CARE Ecuador email@example.com 2 Case Study in Brief \| Ecuador 2019	<urn:uuid:fe775037-4b1d-4317-afe0-fdb85e9f1e54>	CC-MAIN-2024-30	https://www.washagendaforchange.org/wp-content/uploads/2020/04/care_ecuador_case_study_watershed_data_making_policy_change_2019.pdf	2024-07-14T19:14:22+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514638.53/warc/CC-MAIN-20240714185510-20240714215510-00173.warc.gz	938,624,802	853	eng_Latn	eng_Latn	0.988897	eng_Latn	0.989844	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1602, 4308 ]	[ 2.21875 ]	1	0
Early Settlement The 1847 arrival of Mormon pioneers in the Salt Lake Valley brought about the rapid settlement of surrounding lands before outsiders could move in. Settlement in present day Box Elder County began within sixteen days of their arrival in Utah when Mormon leader Brigham Young sent out scouts to explore the surrounding lands. Orrin Porter Rockwell homesteaded what became known as Porter Spring in 1849, and was followed by others in the fall of 1850 who created Davis Fort. By 1852, at the location of present day Brigham City, Davis Fort had nearly 1400 residents (Huchel 1999: 55-57). Within a year, the Mormon church had sent in more settlers to strengthen the community along with a large wave of new converts from Denmark, Sweden, and Norway. This Mormon settlement on traditional Shoshone homelands resulted in raids by Shoshone bands in the ensuing years. The fort became a haven for the white settlers, who only ventured outside its confines to tend to crops or livestock. In 1852, a slight decrease in hostilities led the residents of the fort to move onto farm plots which had been laid out the previous year. The Shoshone raids resumed in 1853, and Brigham Young ordered the settlers to return to the fort. In addition to the original occupants, about two dozen more families had made their homes at Davis Fort by that time (Tullidge 1889:291). In order to strengthen and develop the small settlement, Brigham Young ordered Mormon leader Lorenzo Snow to take 50 families from the Salt Lake Valley to Box Elder, as the settlement is now called, in 1854. The new settlers were specially selected to include a schoolteacher, a mason, carpenters, blacksmiths, and other skilled craftsmen who would ensure the economic success of the community (Arrington 1964:200). The area was known as Brigham City by 1855 (Huchel 1999: 63-71). With the influx of additional settlers, residents of Brigham City resumed the establishment of farms. Hostilities between whites and the Shoshone increased once again in the early 1860s throughout northern Utah, due to the increasing number of farmers settling in the area and mining parties passing through on their way to Montana. Under the leadership of Chief Bear Hunter, the Shoshone struck back in 1862, raiding Mormon cattle herds and attacking miners. Conflict culminated the following year in the Battle of Bear River. During the battle soldiers dispatched from Camp Douglas in Salt Lake City killed at least 250 Shoshone men, women and children, along with Chief Bear Hunter, near the village of Franklin, Idaho (Christensen 1995:41). The remainder of his band, along with nine other Shoshone bands, signed the Treaty of Box Elder in July of 1863. With the signing of the treaty, Shoshone and white relations began to improve, bringing peace to the region (Powell 1994:498). Prelude to the Transcontinental Railroad Promoters of the railroad were foremost interested in its commercial importance, as well as connecting the east and the west. As historian, Robert Utley notes: The settlement of the Oregon question in 1846, the discovery of gold in California in 1848, and the admission of California to statehood in 1850 swelled the population of the Pacific Coast. With commerce almost wholly dependent upon the long, slow journey around Cape Horn or across the Isthmus of Panama, both	<urn:uuid:f08b5c8b-aa63-40ac-b3df-424b3dadf8f9>	CC-MAIN-2024-30	https://dl.mospace.umsystem.edu/umsl/islandora/object/umsl:288303/datastream/PDF/view	2024-07-14T19:55:08+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514638.53/warc/CC-MAIN-20240714185510-20240714215510-00177.warc.gz	187,831,946	747	eng_Latn	eng_Latn	0.997352	eng_Latn	0.997352	[ "eng_Latn" ]	false	docling	[ 3375 ]	[ 3 ]	1	0
Episode 2: Exploring high and low pitches (instrument families) Student Learning Objectives: I can identify high and low pitches I can perform high and low pitches Activity 1: 20-25 min -Teacher explains very instrument can play high and low pitches, but some can play higher or lower than others. -Discussion: Which animals makes low sounds and high sounds? -Teacher introduces instrument families (strings, brass, woodwinds, percussion, vocal) and plays/performs high and low pitch musical examples. -Students choose one high instrument and one low instrument from different instrument families to color and label that would help Silence in their universe exploration. extended lesson: have students choose instruments and draw their own instrument poster Recommended Items: -Character cards/powerpoint -Instrument Examples: Boise Phil Sonic Boom Close Encounters/Learning resources, Boise Phil Carnival of the Animals – Saint Saens -Musical Staff to show differences in pitch Activity 2: 15-20 min -Teacher has students echo Vroom on a grade appropriate high pitch then on a low pitch, and siren calls (up and down vocalization) (try different vowels "Vreem" "Vraam" "Vriim" "Vroam" etc.) -Teacher has students echo "Vroom" on a "F" pitch (try different vowels "Vreem" "Vraam" "Vriim" etc.) -Teacher has students echo "Vroom" on grade appropriate interval or melodic lines. (examples below) -Teacher points out notes climbing up higher/down lower on the staff (use your most comfortable class notation system) -Teacher sings/plays (do, sol) (do, mi) (do, fa) (do, re, mi) and has students echo and points out which is low and which is high on staff and with movement and motions (i.e. stand up, sit down) (hand up, hand down) -Teacher has students stand and plays scale high to low and low to high. While scale descends students slowly sit back down, while scale ascends, students stand up. Discussion/Review: All instruments can play high and low. Which instruments are the highest/lowest? Extended lesson: Camille Saint Saens spotlight	<urn:uuid:407bafa5-ec64-4a59-8801-42f1da07d265>	CC-MAIN-2024-30	https://boisephil.org/wp-content/uploads/2023/08/Intergalactic-Musical-exploration-ep-2.pdf	2024-07-14T19:26:03+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514638.53/warc/CC-MAIN-20240714185510-20240714215510-00176.warc.gz	118,377,739	474	eng_Latn	eng_Latn	0.994962	eng_Latn	0.994962	[ "eng_Latn" ]	false	docling	[ 2054 ]	[ 4.09375 ]	2	0
Easter Celebration Each year in spring the Christian world celebrates a holiday called Easter. Many assume that this holiday originated with the resurrection of Jesus Christ. Easter is a worldwide tradition involving many customs that people believe to be Christian. Most people follow along as they have been taught, assuming that what they believe and do is right. They take their beliefs for granted. Most do not take time to prove why they do the things that they do. Since hundreds of millions keep it, supposedly in honor of Jesus Christ's Resurrection, then certainly the Scriptures must have much to say about it. Surely there are numerous verses mentioning rabbits, eggs and egg hunts, baskets of candy, hot cross buns, Lent, Good Friday and sunrise services—not to mention Easter itself. No other Springtime custom encapsulates these celebrations of new life quite like Easter. From baby animals, to Easter eggs and Easter egg hunts, to sunrise Sunday services and more, Easter is a beloved tradition of many people. Easter Sunday is the highlight of the Roman Catholic liturgical year when the resurrection of Jesus Christ is celebrated. According to the Roman Catholic Catechism: Easter is not simply one feast among others, but the "Feast of feasts," the "Solemnity of solemnities," just as the Eucharist is the "Sacrament of sacraments" (the Great Sacrament). St. Athanasius calls Easter "the Great Sunday" and the Eastern Churches call Holy Week "the Great Week." The mystery of the Resurrection, in which Christ crushed death . . . . (Catechism of the Catholic Church, Part 2, Sec. 1, Chapter 2, Article 1, #1169.) The origins of Easter, however, reveal that it flows directly from ancient paganism. Shortly after the flood, Nimrod reestablished idolatry in the earth. After his death, Nimrod was promoted as the original sun god. His widow, Semiramis, was called the "queen of heaven." Various cultures continued the idolatry of these original pagans under different names. To the Egyptians, Semiramis was Isis. To the Babylonians, she was Beltis, consort to the god, Bel. To the Cannaanites she was Astarte. The Assyrians called her Ishtar. The worship of these goddesses involved occult fertility practices. These degrading rites were practiced even by the Yasharalites when in apostasy. Yahuah clearly denounced any Yasharalite involvement in these pagan celebrations. "Do you not see what they do in the cities of Yahdah (Judah) and in the streets of Yarusalym (Jerusalem)? The children gather wood, the fathers kindle the fire, and the women knead their dough, to make cakes for the queen of heaven; and they pour out drink offerings to other alahym (gods), that they may provoke Me to anger." (Jeremiah 7:17-18) "And He said to me, 'Turn again, and you will see greater abominations that they are doing.' So He brought me to the door of the north gate of . . . [Yahuah's] house; and to my dismay, women were sitting there weeping for Tammuz." (Ezekiel 8:13-14) All the traditions of Modern Easter are pagan. Rabbits and dyed Easter eggs symbolize fertility. Hot cross buns were the "cakes" offered to the queen of heaven. The forty (40) days of weeping for Tammuz are now the 40 days of Lent leading up to Easter. Sunrise services were performed by pagan priests to honor the sun god. Celebration of Easter does not honor the death and resurrection of the Saviour. Participation in these pagan practices honors HaSatan. No amount of renaming it by Christian names can purify Easter of its pagan origins. Easter is much more than a pagan imposter pretending to be Christian. Lurking behind the pretty facade, Easter is a cover-up for the greatest fraud of all time: a calendar change which hides the true day of the resurrection and the true seventh 7th day Sabbath. The Church in Rome, greedy of ever greater power, sought ways to increase her influence. "To conciliate the Pagans to nominal Christianity, Rome, pursuing its usual policy, took measures to get the Christian and Pagan festivals amalgamated, and, by a complicated but skillful adjustment of the calendar, it was found no difficult matter, in general, to get Paganism and Christianity – now far sunk in idolatry – in this as in so many other things, to shake hands. . . . This change of the calendar in regard to Easter was attended with momentous consequences. It brought into the Church the grossest corruption and the rankest superstition . . . ." (Alexander Hislop, The Two Babylons, pp. 105-106.) This change of calendar also changed the day of worship. This is admitted by Roman Catholics who point to it as the sign of their authority. "Sunday . . . is purely a creation of the Catholic Church." (American Catholic Quarterly Review, January 1883) "They [the Protestants] deem it their duty to keep the Sunday holy. Why? Because the Catholic Church tells them to do so. They have no other reason . . . The author of the Sunday law . . . is the Catholic Church." (Ecclesiastical Review, February 1914) One Catholic bishop went so far as to state: "It was the Catholic Church which made the law obliging us to keep Sunday holy. The church made this law long after the Bible was written. Hence said law is not in the Bible. The Catholic Church abolished not only the Sabbath, but all the other Jewish festivals." (T. Enright, Bishop of St. Alphonsus Church, St. Louis, Missouri, June, 1905, emphasis supplied.) The Hebrew Yasharalite (Israelite) festival which was outlawed in favor of Easter was Pesach (Passover). All early Natsariym kept the feasts of Yahuah as outlined in Leviticus 23. Paganized Christians still wanted to celebrate Easter while apostolic Natsariym, still clinging to a pure faith, observed Pesach (Passover). "Since the second (2nd) century A.D. There has been a divergence of opinion about the date for celebrating the paschal (Easter) anniversary of the Lord's passion (death, burial and resurrection). The most ancient practice appears to have been to observe the fourteenth (the Passover date), fifteenth, and sixteenth days of the new month regardless of the day of the [Julian] week; these dates might fall on from year to year. The bishops of Rome, desirous of enhancing the observance of Sunday as a church festival, ruled that the annual celebration should always be held on the Friday, Saturday, and Sunday following the fourteenth day of the new month. . . . This controversy lasted almost two centuries, until [the Emperor] Constantine intervened on behalf of the Roman bishops and outlawed the other group." (Robert L. Odom, Sunday in Roman Paganism, p. 188, emphasis supplied.) "The point of contention appeared deceptively simple: Pesach (Passover) versus Easter. The issues at stake, however, were immense. The only way to determine when Pesach (Passover) occurs is to use the Scriptural calendar . . . " (eLaine Vornholt & L. L. Vornholt-Jones, Calendar Fraud, p. 49 "These contentions had agitated the churches of Asia since the time of the Roman bishop Victor, who had persecuted the churches of Asia for following the '14th-day heresy' as they called it, in reference to the Pesach (Passover). . . . The future Easter observance was to be rendered independent of Hebrew calculation." (Grace Amadon, Report of Committee, Part V, Sec. B., p. 17.) Here is the real significance of Easter. Sunday is kept as a day of worship because of Easter Sunday! It is claimed that the Saviour was resurrected then. Hebrew scholars understand that Christianity stepped free of its Scriptural roots when the pagan Easter was substituted for the true Pesach (Passover). "At the Council of Nice [Nicæa] the last thread was snapped which connected Christianity to its parent stock. The festival of Easter had up till now been celebrated for the most part at the same time as the Hebrew Yasharalite Pesach (Passover), and indeed upon the days calculated and fixed by the Sanhedrin in Judæa for its celebration; but in future its observance was to be rendered altogether independent of the Creators calendar. "[Emperor Constantine stated], 'For it is unbecoming beyond measure that on this holiest of festivals we should follow the customs of the Hebrews. Henceforward let us have nothing in common with these odious people; our Saviour has shown us another path. It would indeed be absurd if the Hebrews were able to boast that we are not in a position to celebrate the Pesach (Passover) without the aid of their rules ([time] calculations).'" (Heinrich Graetz, History of the Jews, The Jewish Publication Society of America, Vol. II, pp. 563-564, emphasis supplied.) Easter is a cover-up. Easter is a fraud. It is not the day upon which the Saviour arose from the grave. Easter is and has always been a pagan holiday celebrating fertility. It was substituted for Yahuah's Pesach (Passover) at the Council of Nicæa in the fourth century when the Church of Rome decided to set aside the Hebrew calculation of time. Now, in this last generation, truth is to be restored. All who wish to express their gratitude for the death of their Saviour will commemorate it on the day upon which He died: Pesach (Passover). If Yahuah tells us to observe days he calls Qadosh (Holy), why does the church observe other days that honor false Alahym (God)'s, even if they use the name of Jesus as their reasoning? There is no command in Scripture for the observance of Easter as a holy day, rather the contrary, such observances are contrary to the principles of the scriptures and are conducive to willful false worship and is not in agreement with the Gospel of Yahusha HaMashiach or the Word of Yahuah (the Bible). Pagan Meaning and Definition 1. (n.) One who worships false gods; an idolater; a heathen; one who is neither a believer, nor a Hebrew. 2. (n.) Of or pertaining to pagans; relating to the worship or the worshipers of false goods; heathen; idolatrous, as, pagan tribes or superstitions "The term 'Easter' was implemented to replace the Hebrew celebration and festival of Pesach or Passover and the feast of unleavened bread. Pesach (Passover) is celebrated to mark the freedom of the Yasharalites (Israelites) from bondage and slavery after 400 years. It was during Pesach (Passover) in 30 A.D that Yahusha was crucified and the resurrection of happened three days later and is the reason Yahuah gave us the Qadosh festival of Pesach (Passover) to observe forever. The pagan festival of 'Easter' was quite distinct and was introduced into the apostate Western religion as part of the attempt to adapt pagan festivals to Christianity. The festival of which we read in Church history under the name of Easter, in the third (3rd) or fourth (4th) centuries was quite a different festival from that now observed in the Church today and at that time was not known by any such name as Easter. It was called Pasch or the Passover and though not of apostolic institution it was observed by many early professing believers in commemoration of the death and resurrection of Mashiach, It is a memorial of Yahusha's death, not His resurrection. That festival agreed originally with the time of the Hebrew Pesach (Passover) when Yahusha was crucified. That festival was not idolatrous as with the images of the cross, crucifixion, bunnies, eggs, candy, lilies, etc… and it was preceded by no Lent. The name Easter was originally derived from the word Eostre or Eastre, an Anglo-Saxon goddess of spring, in her honor sacrifices were offered at the time of the vernal equinox. It was believed that every year, Eostre/Eastre returned to Earth after a long, cold winter and brought along with her the light and warmth of spring. Thus, ancient Greeks held pagan festivals to welcome Eostre/Eastre and herald the onset of spring. The name of a feast, according to the Venerable Bede, comes from Eostre/Eastre, A Teutonic goddess whose festival was celebrated in the spring. The name was given to the festival in celebration of the resurrected Eostre/ Eastre, it was who, according to the legend, opened portals of Valhalla to receive Baldur, called the white god because of his purity and also the sun god because his brow supplied light to mankind. It was Baldur who, after he had been murdered by Utgard Loki, the enemy of goodness and truth, spent half the year in Valhalla and the other half with the pale goddess of the lower regions. As the festival of Eostre/Eastre was a celebration of the renewal of life in the spring it was easy to make it a celebration of the resurrection from the dead of Jesus. "The English word Easter is derived from the names 'Eostre'/'Eastre', 'Astarte' or 'Ashtaroth'. Astarte was introduced into the British Isles by the Druids and is just another name for Beltis or Ishtar of the Chaldeans and Babylonians. The book of Judges records that 'the children of Yasharal (Israel) did evil ...in the sight of Yahuah, and served Baalim, and Ashtaroth, and forsook Yahuah, and served not Him.' Easter is just another name for Ashteroth 'The Queen of Heaven.' Easter was not considered a 'Christian' festival until the fourth century. Early Christians celebrated Pesach (Passover) on the 14th day of the first month and a study of the dates on which Easter is celebrated will reveal that the celebration of Easter is not observed in accordance with the prescribed time for the observance of Pesach (Passover). After much debate, the Nicaean council of 325 A.D. decreed that 'Easter' should be celebrated on the first Sunday after the vernal equinox. Why was so much debate necessary if 'Easter' was a tradition passed down from the Apostles? The Pagan festivals always coincided with the vernal Equinox on the 21st of March every year. Though the Greek were not fully cognizant of why and when spring comes, they believed Eostre/Eastre must be pleased to ensure that she returns year after year. The festivals were lavish feasts that celebrated the booming of new flowers, the chirping of birds, butterflies, and sunshine and in general the feeling of rejuvenation that is inherent in spring. A Greek legend tells of the return of Persephone, daughter of Demeter, goddess of the earth, from the underworld to the light of day; her return symbolized to the ancient Greeks the resurrection of life in the spring after the desolation of winter. Many ancient peoples shared similar legends. The Phrygians believed that their omnipotent deity went to sleep at the time of the winter solstice, and they performed ceremonies with music and dancing at the spring equinox to awaken him. The Roman Catholic and Eastern Orthodox religious changed the Pagan festival from a celebration of spring to a celebration of the resurrection of Jesus in spite of the command to observe Pesach (Passover) by Yahuah himself. In 325 A.D. The church also changed the date of the festival. The festival was no longer held on the spring equinox. Instead, as per the Church Council of Nicaea henceforth it was to be held on the very first Sunday following the full moon on or after the vernal equinox. Thus, today Easter is celebrated on different dates every year and can occur as early as March 22nd or as late as April 25th. There is evidence that Early Christians originally celebrated the resurrection of Christ every Sunday, with observances such as Scripture readings, psalms, the Eucharist, and a prohibition against kneeling in prayer. At some point in the first two centuries, however, it became customary to celebrate the resurrection especially on one day each year. Many of the religious observances of this celebration were taken from the Hebrew Pesach (Passover). The specific day on which the resurrection should be celebrated became a major point of contention within the Roman Catholic and Eastern Orthodox Church leaders. First, should it be on Jewish Passover no matter on what day that falls, or should it always fall on a Sunday? It seems Christians in Asia took the former position, while those everywhere else insisted on the latter. The eminent church fathers Irenaeus and Polycarp were among the Asiatic Christians and they claimed the authority of St. John the Apostle for their position. Nevertheless, the Roman Catholic and Eastern Orthodox Church majority officially decided that Easter should always be celebrated on a Sunday. A question of no small importance arose at that time [c. 190 AD]. The dioceses of all Asia, as from an older tradition, held that the fourteenth day of the moon, on which day the Hebrews were commanded to sacrifice the lamb, should always be observed as the feast of the life-giving pesach, contending that the fast ought to end on that day, whatever day of the week it might happen to be. However it was not the custom of the churches in the rest of the world to end it at this point, as they observed the practice, which from Apostolic tradition has prevailed to the present time, of terminating the fast on no other day than on that of the Resurrection of our Saviour. Synods and assemblies of bishops were held on this account, and all with one consent through mutual correspondence drew up an ecclesiastical decree that the mystery of the Resurrection of Jesus should be celebrated on no other day but the Sunday and that we should observe the close of the paschal fast on that day only. The next problem was to determine which Sunday to celebrate the resurrection. The Christians in Syria and Mesopotamia held their festival on the Sunday after the Hebrew Pesach (Passover) (which itself varied a great deal), but those in Alexandria and other regions held it on the first Sunday after the spring equinox, without regard to the Pesach (Passover). This second (2nd) issue was decided at the Council of Nicea in 325, which decreed that Easter should be celebrated by all on the same Sunday, which Sunday shall be the first following the paschal moon (and the paschal moon must not precede the spring equinox), and that a particular church should determine the date of Easter and communicate it throughout the empire (probably Alexandria, with their skill in astronomical calculations). The policy was adopted throughout the empire, but Rome adopted an 84-year lunar cycle for determining the date, whereas Alexandria used a 19-year cycle. Use of these different "paschal cycles" persists to this day and contributes to the disparity between the eastern and western dates of Easter. Popular Easter Customs and symbols Over the centuries, these religious observances have been supplemented by popular customs, many of which were incorporated from springtime fertility celebrations of European and Middle Eastern pagan religion. Rabbits and eggs, for example, are widely-used pagan symbols for fertility. Christians view the Easter eggs as symbols of joy and celebration and of new life and resurrection. A common custom is to hide brightly colored eggs for children to find. Easter Bunny The Bible makes no mention of a long-eared, short-tailed creature who delivers decorated eggs to well-behaved children on Easter Sunday; nevertheless, the Easter bunny has become a prominent symbol of Christianity's most important holiday. "Nobody seems to know precisely the origin of the Easter bunny, except that it can be traced back to pre-Christian fertility lore. It has never had any connection with Christian religious symbolism. The exact origins of this mythical mammal are unclear, but rabbits, known to be prolific procreators, are an ancient symbol of fertility and new life. The Easter Rabbit lays the eggs, for which reason they are hidden in a nest or in the garden. The rabbit is a pagan symbol and has always been an emblem of fertility. "The Easter hare was no ordinary animal, but a sacred companion of the old goddess of spring, Eostre." According to some sources, the Easter bunny first arrived in America in the 1700s with German immigrants who settled in Pennsylvania and transported their tradition of an egg-laying hare called "Osterhase" or "Oschter Haws." Their children made nests in which this creature could lay its colored eggs. Eventually, the custom spread across the U.S. and the fabled rabbit's Easter morning deliveries expanded to include chocolate and other types of candy and gifts, while decorated baskets replaced nests. Additionally, children often left out carrots for the bunny in case he got hungry from all his hopping. Easter Eggs Easter eggs are linked to pagan traditions. The egg, an ancient symbol of new life has been associated with pagan festivals celebrating spring. From a Christian perspective, Easter eggs are said to represent Jesus' emergence from the tomb and resurrection. Decorating eggs for Easter is a tradition that dates back to at least the 13th century, German Protestants wanted to retain the Catholic custom of eating colored eggs for Easter, but did not want to introduce their children to the Catholic rite of fasting. Eggs were forbidden to Catholics during the fast of Lent, which was the reason for the abundance of eggs at Easter time. . One explanation for this custom is that eggs were formerly a forbidden food during the Lenten season, so people would paint and decorate them to mark the end of the period of penance and fasting, and then eat them on Easter as a celebration. The precise origin of the ancient custom of coloring eggs is not known. Many eastern Christians to this day typically dye their Easter eggs red, the color of blood, in recognition of the renewal of life in springtime (and, later, the blood of the sacrificed Christ). Some also use the color green, in honor of the new foliage emerging after the long dead time of winter. The idea of an egg-laying bunny came to the United States in the 18th century. German immigrants in the Pennsylvania Dutch area told their children about the "Osterhas," sometimes spelled "Oschter Haws." "Hase" means "hare," not rabbit, and in Northwest European folklore the "Easter Bunny" indeed is a hare, not a rabbit. According to the legend, only good children received gifts of colored eggs in the nests that they made in their caps and bonnets before Easter. "The egg has become a popular Easter symbol...In ancient Egypt and Persia, friends exchanged decorated eggs at the spring equinox, the beginning of their New Year. These eggs were a symbol of fertility for them....Christians of the Near East adopted this tradition, and the Easter egg became a religious symbol. It represented the tomb from which Jesus came forth to new life In ancient times eggs were used in the religious rites of the Egyptians and the Greeks and were hung up for mystic purposes in their temples. From Egypt these sacred eggs can be distinctly traced to the banks of the Euphrates. The classic poets are full of the fable of the mystic egg of the Babylonians; and thus its tale is told by Hyginus, the Egyptian, the learned keeper of the Palatine library at Rome, in the time of Augustus, who was skilled in all the wisdom of the native country: 'An egg of wondrous size is said to have fallen from heaven into the river Euphrates. The fishes rolled it to the bank, where the doves having settled upon it, and hatched it, out came Venus, who afterwards was called the Syrian Goddess'--that is, Astarte. Hence the egg became one of the symbols of Astarte or Easter; and accordingly, in Cyprus, one of the chosen seats of the worship of Venus, or Astarte, the egg of wondrous size was represented on a grand scale. "In northern Europe, Eostre, the Teutonic-Anglo-Saxon goddess of dawn, evolved from Astarte in Babylon and from Ishtar from Assyria. Eggs dyed blood-red and rolled in the newly sown soil at spring equinox, ensured fertility of the fields. The Moon Hare, sacred animal totem of Eostre, laid more colored eggs for children to find. From the name, Eostre, Astarte, and Ishtar, we derive the scientific terminology for the female hormone and reproduction cycle: estrogen and estrus. Easter also derives from Eostre Easter Candy Easter is the second best-selling candy holiday in America, after Halloween. Among the most popular sweet treats associated with this day are chocolate eggs, which date back to early 19th century Europe. Eggs have long been associated with Easter as a symbol of new life and Jesus' resurrection. Another egg-shaped candy, the jelly bean, became associated with Easter in the 1930s (although the jelly bean's origins reportedly date all the way back to a Biblical-era concoction called a Turkish Delight). According to the National Confectioners Association, over 16 billion jelly beans are made in the U.S. each year for Easter, enough to fill a giant egg measuring 89 feet high and 60 feet wide. For the past decade, the top-selling non-chocolate Easter candy has been the marshmallow Peep, a sugary, pastel-colored confection. Bethlehem, Pennsylvania-based candy manufacturer Just Born (founded by Russian immigrant Sam Born in 1923) began selling Peeps in the 1950s. The original Peeps were handmade, marshmallow flavored yellow chicks, but other shapes and flavors were later introduced, including chocolate mousse bunnies. Easter Lilies "The so-called 'Easter lily' has long been revered by pagans of various lands as a holy symbol associated with the reproductive organs. It was considered a phallic symbol!" Sunrise Services "The custom of a sunrise service on Easter Sunday can be traced to ancient spring festivals that celebrated the rising sun." "Cults of the sun, as we know from many sources, had attained great vogue during the second, third, and fourth centuries. Sun-worshipers indeed formed one of the big groups in that religious world in which Christianity was fighting for a place. Many of them converted to Christianity . . . Worshipers in St. Peter's turned away from the altar and faced the door so that they could adore the rising sun." (Gordon J. Laing, Survivals of Roman Religion, p. 192) Lent "The word Lent is of Anglo-Saxon origin, meaning spring." "The celebration of Lent has no basis in Scripture, but rather developed from the pagan celebration of Semiramis's mourning for 40 days over the death of Tammuz (cf. Ezek 8:14) before his alleged resurrection---another of Satan's mythical counterfeits." Pagans Still Celebrate Easter "Sabbats in Modern Witchcraft--Spring Equinox--A solar festival, in which day and night, and the forces of male and female, are in equal balance. The spring equinox, the first day of spring, marks the birth of the infant Sun God and paves the way for the coming lushness of summer. Dionysian rites are performed. The Christian version of the sabbat is Easter. "Witches celebrate eight major festivals or sabbats each year. The sabbat is a religious ceremony deriving from ancient European festivals celebrating seasonal and pastoral changes. The first is Yule, 20 or 21 December, celebrating the winter solstice. The next is 1 or 2 February, Oimelc, Imbolc, or Candlemas, at which initiations often take place. 20 or 21 March, Eostre, the vernal equinox, is a fertility festival. 30 April is Beltane." There is no indication of the observance of the Easter festival in the New Testament. The sanctity of special times or the Holy Days appointed by Yahuah was in the minds of the early believers who continued to observe the Hebrew Holy festivals given by Yahuah, but in a new spirit, as commemorations of events which those festivals had foreshadowed. Thus the Pesach (Passover) was now observed with a new attitude recognizing Yahusha, as the true Lamb of Yahuah and the first fruits from the dead, which is how we are to continue to observe today. There is no doubt that the church in its early days adopted the old pagan customs and gave a Christian meaning to them." The pagan festival of Easter originated as the worship of the sun goddess, the Babylonian Queen of Heaven who was later worshiped under many names including Ishtar, Cybele, Idaea Mater (the Great Mother), or Astarte for whom the celebration of Easter is named. Easter is not another name for the Feast of Pesach (Passover) and is not celebrated at the Biblically prescribed time for Pesach (Passover) as commanded by Yahuah to observe. "HaSatan, the great counterfeiter, introduced a counterfeit Sabbath (Sunday) to take the place of the true Sabbath of Yahuah. Sunday stands side by side with Ash Wednesday, Palm Sunday, Holy (or Maundy) Thursday, Good Friday, Easter Sunday, Whitsun day, Corpus Christi, Assumption Day, All Souls' Day, Christmas Day, and a host of other ecclesiastical holidays too numerous to mention. This array of Roman Catholic feasts and fast days are all man made. None of them bears the divine credentials of the Inspired Word of Yahuah. "The Roman Catholic Church took the pagan philosophy and took the pagan Sunday and made it the Christian Sunday and they took the pagan Easter and made it the day to observe Jesus' resurrection. Sunday and Easter are much the same if we consider how they were derived. The pagan Sunday observance was in effect an unconscious preparation for Easter." Thus saith Yahuah, Learn not the way of the heathen, and be not dismayed at the signs of heaven; for the heathen are dismayed at them. Jeremiah 10:2 You shall not add unto the word which I command you, neither shall you diminish ought from it, that ye may keep the commandments of Yahuah your Alahym (God) which I command you. Deuteronomy 4:2 The well-known Pesach (Passover) story centers on Yahuah's deliverance of Yasharal (Israel) from Mytsrym (Egypt) through ten (10) miraculous plagues. These included how the death angel would "pass over" all the houses where the Yasharalites lived. They were instructed to put blood over their doorposts to ensure that only the firstborn of Mytsrym (Egypt) would die. In this first Passover, it was only the blood of the slain lamb that protected each Yasharalite home. While Mytsrym (Egypt) suffered the plague of death, the Yasharalite firstborn were delivered by blood. By obeying Yahuah's command and by Amunah (faith) in His promise to protect them, they were spared from death.	<urn:uuid:301539f6-14b3-4db0-9f44-bd2367dcc5a1>	CC-MAIN-2024-30	https://www.yahuahkingdom.com/uploads/8/3/6/9/8369443/the_history_of_easter__1_.pdf	2024-07-14T20:05:03+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514638.53/warc/CC-MAIN-20240714185510-20240714215510-00174.warc.gz	958,144,053	6,689	eng_Latn	eng_Latn	0.997377	eng_Latn	0.997759	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1997, 3801, 5739, 7454, 9335, 11754, 14048, 17643, 18871, 21249, 23905, 25874, 27960, 30045 ]	[ 2.359375, 2.71875 ]	1	0
Identification Guide Bumblebees (Hymenoptera) Very hairy/fluffy Rounded, almost a ball shape Tail tucked under when visiting flowers Red-tailed Bumblebee Queens larger than most solitary however worker bumblebees can be smaller Early Bumblebee Honeybees (Hymenoptera) Smaller than most bumblebees Only one species Antenna long and can be 'elbowed' (bent) Abdomen colours can range from bright orange to nearly all black Solitary bees (Hymenoptera) Smaller than most bumblebees Generally smaller than honey bees Some can be tiny! Longer antenna than flies Common Furrow-bee Can be a range of colours and sizes Watch out for the hairy- footed flower-bee often mistaken as a bumblebee Hairy-footed Flower-bee Hoverflies (Diptera) Shorter antenna than bees Large eyes Marmalade Hoverfly Fast hovering flight Long Hoverfly Wasps (Hymenoptera) Less hairy than bees Wings often rolled up Ichneumon Wasp Long antenna and ovipositor All photo credits to Tim Ransom Butterflies & moths (Lepidoptera) Butterflies fold their wings vertically or sit with them open Painted Lady Butterfly Most moth wings fold down like a paper aeroplane Both are part of the Lepidoptera group which translates as 'scalewing' Gatekeeper Butterfly Beetles (Coleoptera) Hard wing cases called elytra that join in a straight line down the middle of the insect Chewing mouth parts called mandibles unlike true bugs Beetles smaller than 3mm should be recorded as Small Insects Other insects (Includes true bugs) Wings not in a wing case and often leathery and cross in an X shape in the middle True bugs have a long narrow feeding tube called a rostrum usually tucked beneath its head Ants that walk across the flower heads can also me counted in this group Common Ant Small insects (3mm or less) Includes small beetles as they are <3mm Includes aphids which can sometimes be spotted in flower heads Some solitary bees are very small but they are all bigger than 3mm so they should be recorded as bees Other flies (Diptera) Shorter antenna than bees Large eyes Doesn't hover and moves slower than a hoverfly Long proboscis Sawflies sometimes confused with wasps but have no 'waist' All photo credits to Tim Ransom	<urn:uuid:8e5c4a86-984a-4c2e-a9a1-f6ca1db98169>	CC-MAIN-2024-30	https://pollinatorproject.je/wp-content/uploads/2020/05/ID-Pollinator-FIT-Count-JE-Insect-Guide.pdf	2024-07-14T20:07:27+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514638.53/warc/CC-MAIN-20240714185510-20240714215510-00177.warc.gz	409,779,156	544	eng_Latn	eng_Latn	0.991008	eng_Latn	0.994873	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 984, 2234 ]	[ 2.453125 ]	1	1
Visitor Centers Ardenwood Historic Farm, Fremont (510) 544-3286.....firstname.lastname@example.org Ardenwood is a working farm dating back to the late 1800s. Docents help bring history alive by demonstrating old-fashioned crafts and activities such as grinding corn, making rope, and spinning wool. Learn to handle farm animals, cook on a woodburning stove, assist with Victorian crafts, games and farm chores, and dress in period clothing. Big Break Regional Shoreline at the Delta, Oakley (510) 544-3050.......... email@example.com Big Break is dedicated to sharing the wonders and importance of California's Delta while working closely with community partners. Docents assist with providing an understanding of how the SacramentoSan Joaquin River Delta directly affects the life of all Californians. By increasing our knowledge, imagination, and curiosity of the Delta through scientific exploration, we increase our capacity to make informed decisions about this region's future. Black Diamond Mines Regional Preserve, Antioch (510) firstname.lastname@example.org Nestled in the northern foothills of Mt. Diablo, Black Diamond Mines was the site of California's most productive coalfield and was a major source of glass-making and foundry sands. Docents assist naturalists with activities in the late 19th-century coal-mining townsite of Somersville, the historic Rose Hill Cemetery, and the Hazel-Atlas Mine, as well as on hikes and at community events. Coyote Hills Regional Park, Fremont (510) 544-3213....... email@example.com Ohlone culture and marsh ecology are at the core of our interpretive programs. Docents participate in educational activities, helping teach traditional games, string-making, fire-starting, and bead-making. Assist in the Butterfly Garden and Visitor Center, as well as conduct pond studies, nature observations, and snake/turtle talks with school groups. Docents play an integral part in special events, including the annual Ohlone Gathering. Crab Cove at Crown Memorial State Beach, Alameda (510) 544-3187.......... firstname.lastname@example.org From the shores of the SF Bay to the redwoods of the Oakland Hills, docents assist naturalists at a variety of parks throughout the Central East Bay. Activities include helping with educational school programs, walks, campfires, gardening, community science projects, and special events like Alameda's Sand Castle Contest and July 4th Parade! Tilden Nature Area /Little Farm, Berkeley (510) 544-2233................email@example.com Located in the heart of the Wildcat Creek watershed, Tilden Nature Area and Little Farm serves thousands of schoolchildren each year. Docents assist naturalists with school and other public programs, work with farm animals, lead educational activities at the Little Farm, Kid's Garden, and Environmental Education Center, help with restoration projects, and much more. Sunol Regional Wilderness, Sunol (510) 544-3249................ firstname.lastname@example.org Join the longest-standing docent program in the East Bay Regional Park District. Founded in 1971, the docent program brings together a community of lifelong learners who love sharing the outdoors and history. Docents assist naturalists with school programs on California Native American culture, California history, stream studies, and various other natural history subjects. Docents also polish their skills through enrichment trainings and engage the community at special events. For more information: ebparks.org/vc Docent Volunteering in the Regional Parks BECOME A DOCENT 2950 Peralta Oaks Court, Oakland, CA 94605 1-888-EBPARKS or 1-888-327-2757 (TRS 711) ebparks.org Soy Ink Bug Become a Member Share your love of the parks. Become a member of the Regional Parks Foundation. Your membership lets you visit parks easily, sustains the parklands and introduces underserved communities to the wonder and healing benefits of nature. (510) 544-2220 • regionalparksfoundation.org Cover: Ardenwood Historic Farm, Fremont Photo: H. Van Austen Docent Program Docents work with naturalists to teach about nature, the environment and the history of our Regional Parks while promoting a greater understanding and appreciation of these precious resources. Each visitor center has developed a specialized training program that focuses on what docents need to know to assist with the educational programs offered. Docents help with school field trips, special events, public programs, resource protection and much more! Benefits A few of the benefits of being a docent include: * Making a difference in a child's life * Becoming acquainted with a dedicated naturalist staff and their programs * Camaraderie with like-minded people * Learning more about your East Bay Regional Parks * Being in beautiful natural and historic settings * Receiving recognition and awards Become a Docent Volunteer Qualifications Do you love the outdoors? Would you like to be more involved in your community? Consider becoming a docent at an East Bay Regional Park District visitor center. Our East Bay lands have a rich heritage of natural and cultural history waiting and ready for us to explore and enjoy. You can make a difference in the lives of your neighbors of all ages by sharing your love of nature and history in a park! Some requirements such as minimum age, time commitment and hours of weekday and weekend availability will vary at each visitor center. Fingerprinting is required. Our Mission The Interpretive and Recreation Services Department inspires East Bay residents to enjoy and value their Regional Parks through innovative programs and services that are educational, uplifting and empowering. Successful docent candidates will: * Be interested in the environment * Be friendly and patient with people of all ages and backgrounds * Be dependable and flexible * Have good communication skills Please visit ebparks.org/docent to fill out an interest form online. If you have questions, call or email the docent coordinator at the visitor center. Black Diamond Mines Regional Preserve, Antioch • Be enthusiastic To apply • Be enthusiastic Coyote Hills Regional Park, Fremont Ardenwood Historic Farm, Fremont Photo Tilden Little Farm and Environmental Education Center, Tilden Regional Park, Berkeley	<urn:uuid:94732910-c29b-48df-b762-86ce7c40a06e>	CC-MAIN-2024-30	https://www.ebparks.org/sites/default/files/DocentRecruitmentBrochure20180110.pdf	2024-07-14T19:34:48+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514638.53/warc/CC-MAIN-20240714185510-20240714215510-00173.warc.gz	658,215,513	1,364	eng_Latn	eng_Latn	0.991958	eng_Latn	0.9927	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 4086, 6355 ]	[ 2.171875 ]	2	0
Satellite images show rapid growth of glacial lakes worldwide Number of glacial lakes rose by 53% in 1990-2018 to reveal impact of increased meltwater Ian Sample Science editor @iansample Mon 31 Aug 2020 16.00 BST Glacial lakes have grown rapidly around the world in recent decades, according to satellite images that reveal the impact of increased meltwater draining off retreating glaciers. Scientists analysed more than quarter of a million satellite images to assess how lakes formed by melting glaciers have been affected by global heating and other processes. The images show the number of glacial lakes rose by 53% between 1990 and 2018, expanding the amount of the Earth the lakes cover by about 51%. According to the survey, 14,394 glacial lakes spread over nearly 9,000 square km of the planet's surface. Basedon the figures, the researchers estimate the volume of the world's glacial lakes grew by 48% over the same period and now hold 156.5 cubic km of water. "Our findings show how quickly Earth surface systems are responding to climate change, and the global nature of this," said Stephan Harrison, a professor of climate and environmental change at Exeter University. "More importantly, our results help to fill a gap in the science because, until now, it was not known how much water was held in the world's glacial lakes." Glacial lakes are an important source of fresh water for many of the world's poorest people, particularly in the mountains of Asia and parts of South America. But the lakes also present a growing threat from outburst floods that can tear down villages, wash away roads and destroy pipelines and other infrastructure. The fastest-growing lakes are in Scandinavia, Iceland and Russia, which more than doubled in area over the study period. Because many of the lakes are relatively small, the rise in volume is not substantial on a global level. Elsewhere, such as in Patagonia and Alaska, glacial lakes grew more slowly, at about 80%, but many of the lakes in these regions are vast, making the absolute increase in water volume huge. According to the report, published inNature Climate Change, three of the largest Patagonian lakes grew at a much slower rate, but still reached 3,582 square km in 2018, up 27 square km since 1990. In other regions, the picture was more variable. In the north of Greenland, glacial lakes were growing rapidly, in line with global heating being more extreme in the Arctic. In south-west Greenland, some glacial lakes had shrunk, but often this was because they had already drained. Though meltwater is crucial for many communities living in valleys beneath glaciers, sudden outbursts from glacial lakes can be devastating. Writing in the journal, the scientists highlight particular threats to hydroelectric power plants in the Himalayas; the Trans-Alaska pipeline, which traverses mountains hosting glacial lakes; major roadways such as the Karakoram highway between China and Pakistan, a corridor that carries billions of dollars of goods annually. "As lakes get bigger there is more water in them to drain quickly and produce glacial lake outburst floods," Harrison said. "These are a real hazard in many valleys connected to retreating glaciers in parts of the Himalayas and Andes, for example. "Such glacial lake outburst floods, or GLOFs, have killed tens of thousands of people over the past century and destroyed valuable infrastructure such as hydroelectric power schemes. However, this is a complex issue. Some lakes become less vulnerable to GLOF triggers as they get bigger, but the more water that is available will tend to make the GLOF worse if one occurs."	<urn:uuid:a1ebfd88-0627-4135-9654-a40d4a8a47e6>	CC-MAIN-2024-30	http://www.dhushara.com/Biocrisis/20/9/glacial%20lakes.pdf	2024-07-14T20:21:42+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514638.53/warc/CC-MAIN-20240714185510-20240714215510-00181.warc.gz	42,823,844	767	eng_Latn	eng_Latn	0.999155	eng_Latn	0.999225	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 821, 3037, 3661 ]	[ 3.15625 ]	1	3
Come Camping with Me "You're going – that's all there is to it," Tom said, staring at Noah. "In your dreams," his friend replied. Noah scowled across the table at Tom with an angry expression on his face. "What kind of chicken are you?" Tom went on. "Okay, I admit it. I'm a chicken, if you really have to know," Noah shot back. The two friends had been through this conversation many times before. Tom was always pushing to try something adventurous. Noah would always say no, and then give in. It was a pattern that had started back in Grade One, back when Tom dared Noah to ride his bike down Jefferson Street hill. Noah kept saying no. But Tom kept pushing and daring him. That's how it always went, until Noah gave in. And Noah ended up with a sprained wrist. "You know you want to go on this trip," Tom told him. "Look at it this way: You can be back at school, doing math problems or a spelling test – or you can be hiking out under the stars, in the crisp mountain air." "Right," Noah replied, laughing. "Freezing in the crisp mountain air. With my luck, I'll probably fall off a cliff." He paused and looked right at Tom. "You can't talk me into it this time. I'm not going and that's final." Tom sat back in his chair. "Well, at least come to the information meeting with me. Keep me company, okay?" PASSAGE 40: "Come Camping with Me" (First 110 words) Student's Name: Date: ANECDOTAL NOTES: Total Miscues ______________ Significant Miscues ______________ J Independent Level: 0–5 miscues J Instructional Level: 6–10 miscues J Frustration Level: 11+ miscues Comprehension Check: "Come Camping with Me" 1. LITERAL: In what ways are the two friends different? (Tom is more adventurous than Noah.) 2. LITERAL: Why doesn't Noah want to go on the trip? (Noah thinks he will get hurt or cold.) 3. VOCABULARY: How can you figure out the meaning of "scowled" in this passage? (It says "with an angry expression on his face".) 4. INFERENTIAL: What does Noah mean when he says, "In your dreams"? (It won't happen in real life.) 5. INFERENTIAL: Why do you think Tom asked Noah to come to the meeting? (Tom doesn't want to go by himself/ he thinks Noah might be encouraged to go on the trip if he goes to the meeting.) 6. SYNTHESIS (PREDICTION): Do you think Tom will be able to persuade Noah to go on the trip? Why or why not? (Yes, because Noah always goes along with Tom in the end/No, because Noah has said that this time he really is not going to go along with Tom. "I'm not going and that's final." Accept any answer supported from the text.) RETELLING NOTES COMPREHENSION ANALYSIS: Literal: _______/2 Vocabulary _______/1 Inference _______/2 Synthesis _______/1 _______ Independent Level 5-6 correct or Excellent retelling _______ Instructional Level 3-4 correct or Adequate retelling _______ Frustration Level 0-2 correct or Inadequate retelling "Come Camping with Me" is an excerpt from Avalanche by Paul Kropp. The complete passage is 243 words long. Comprehension questions are based on the entire passage. Questions on "Come Camping with Me" ___________________________________________ name Answer each of these questions on the passage "Come Camping with Me." Give as complete an answer as you can. Offer proof from the passage when the question asks for it. Do you think Tom will be able to persuade Noah to go on the trip? Why or why not? Why do you think Tom asked Noah to come to the meeting? What does Noah mean when he says, "In your dreams"? How can you figure out the meaning of "scowled" in this passage? Why doesn't Noah want to go on the trip? In what ways are the two friends different?	<urn:uuid:6bd6a820-9d66-4fc8-8488-0d31c68aa816>	CC-MAIN-2024-30	https://www.hip-books.com/wp-content/uploads/2020/09/grade-4.pdf	2024-07-14T20:45:47+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514638.53/warc/CC-MAIN-20240714185510-20240714215510-00179.warc.gz	724,628,142	893	eng_Latn	eng_Latn	0.967762	eng_Latn	0.999717	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1318, 1585, 3045, 3649 ]	[ 3.953125 ]	2	0
Energy Efficient Homes with Shutters and Blinds The hot topic is the rising cost of energy, so it makes sense to reduce the amount we use! Did you know that heat gain and heat loss through windows are responsible for 25 – 30% of residential heating and cooling energy use? So, there's no better time to start thinking about taking practical steps to improve energy efficiency in your homes. Not only are shutters and blinds stylish, they're practical too, and they add another insulating barrier to your window, helping to improve temperature and comfort in your homes. It's worth considering how you use shutters and blinds....For optimal cooling benefits, they should be closed when it is hot outisde and there is direct sun glare shining on that window. Then they should be opened when the window is in shade, or the sun has set to allow a cooler breeze in. In the winter, shutters and blinds should be opened in the morning to harvest solar energy. Then closed when the sun goes down to help retain heat. Automating shutters and blinds will save you time and effort because you can programme them to close at sunset. THE 4 KEY AREAS TO HELP YOU SAVE ENERGY Reduce Heat Loss: Adding shutters or blinds to your windows improves insulation. Shutters can reduce heat loss by 64%* 1 ! Reduce Heat Gain: Shutters and blinds prevents overheating. Solar energy transmittance (Gtot) with a double glazed window can be reduced from 0.85 to 0.24, with a shutter or a blind you can reduce this further to 0.15 gtot* 2 . Control HVAC: Blinds and shutters are considered a passive cooling technique and are identified as non-energy intensive means of reducing or eliminating the need for Heating, Ventilation, and Air Conditioning units. Control Light & Glare: Artificial lighting can be reduced by controlling and optimising the amount of daylight with shutters and blinds. They also help prevent overheating and reduce solar glare, therefore reducing the g-value (solar gain). REDUCE HEAT GAIN CONTROL HVAC CONTROL LIGHT & GLARE SHUTTERS & BLINDS SAVES ENERGY REDUCE HEAT LOSS A simple and lower cost option, as opposed to replacing the whole window, is to install a shutter or a blind. Shutters and blinds will always improve the U-Values and have the potential to improve the windows U-values by over 40%! Improving the U-values will reduce heating bills and will save you money. What is a U-value? A U-value, or thermal transmittance, is the rate of transfer of heat through a structure, divided by the difference in temperature across that structure. The units of measurement are W/m2 K. The better insulated a structure is, the lower the U-Value will be. DID YOU KNOW?... 2.0W/m K The graph above displays the reduction in heat loss with different window coverings compared to a single glazed window alone. SHUTTERS 64% reduction in heat loss with wooden shutters, compared to a single glazed window alone. U-value = 2.0W/m 2 K* 1 . ROLLERS HONEYCOMB 60% reduction in heat loss with honeycomb blinds, compared to a single glazed window alone. U-value = 2.1W/m 2 K* 1 . SUSTAINABILITY 37% reduction in heat loss with roller blind, compared to a single glazed window alone. U-value = 3.4W/m 2 K* 1 . 80 million tonnes of CO2 could potentially be saved by installing shutters and blinds, as quantified by an ESCORP/EU25 study* 2 . * 2 https://www.shadeit.org.uk/resource/solar-shading-saves-energy-thats-just-start/ * 1 https://courses.shadeit.org.uk/ ®/™ TRADEMARKS © S:CRAFT AND IT'S AFFILIATES	<urn:uuid:fc45a0dc-46c6-42fe-a0a7-58009092ef91>	CC-MAIN-2024-30	https://www.briteblinds.co.uk/pdfs/881735_s-craft-energy-efficiency.pdf	2024-07-14T20:45:53+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514638.53/warc/CC-MAIN-20240714185510-20240714215510-00178.warc.gz	622,647,128	832	eng_Latn	eng_Latn	0.996716	eng_Latn	0.997563	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2081, 3520 ]	[ 2.546875 ]	3	0
Climate change: Warmth shatters section of Greenland ice shelf By Jonathan Amos BBC Science Correspondent • 3 hours ago A big chunk of ice has just broken away from the Arctic's largest remaining ice shelf - 79N, or Nioghalvfjerdsfjorden - in north-east Greenland. The ejected section covers about 110 square km; satellite imagery shows it to have shattered into many small pieces. The loss is further evidence say scientists of the rapid climate changes taking place in Greenland. "The atmosphere in this region has warmed by about 3C since 1980," said Dr Jenny Turton. "And in 2019 and 2020, it saw record summer temperatures," the polar researcher at Friedrich-Alexander University in Germany told BBC News. Nioghalvfjerdsfjorden is roughly 80km long by 20km wide and is the ﬂoating front end of the Northeast Greenland Ice Stream - where it ﬂows off the land into the ocean to become buoyant. At its leading edge, the 79N glacier splits in two, with a minor offshoot turning directly north. It's this offshoot, or tributary, called Spalte Glacier, that has now disintegrated. * 'Unprecedented' ice loss as Greenland breaks record * Milne Ice Shelf: Satellites capture Arctic ice split * Satellites record history of Antarctic melting Image copyright COPERNICUS DATA/ESA/SENTINEL-2B Image caption The ice is being attacked from above and below The ice feature was already heavily fractured in 2019; this summer's warmth has been its ﬁnal undoing. Spalte Glacier has become a ﬂotilla of icebergs. Look closely at the satellite pictures and the higher air temperatures recorded in the region are obvious from the large number of melt ponds that sit on top of the shelf ice. The presence of such liquid water is often problematic for ice platforms. If it ﬁlls crevasses, it can help to open them up. The water will push down on the ﬁssures, driving them through to the base of the shelf in a process known as hydrofracturing. This will weaken an ice shelf. Oceanographers have also documented warmer sea temperatures which mean the shelf ice is almost certainly being melted from beneath as well. "79N became 'the largest remaining Arctic ice shelf' only fairly recently, after the Petermann Glacier in northwest Greenland lost a lot of area in 2010 and 2012," explained Prof Jason Box from the Geological Survey of Denmark and Greenland (GEUS). "What makes 79N so important is the way it's attached to the interior ice sheet, and that means that one day - if the climate warms as we expect - this region will probably become one of the major centres of action for the deglaciation of Greenland." * Greenland and Antarctica ice loss accelerating * Greenland Ice Sheet: 'More than 50 hidden lakes' detected * Climate change: Greenland's ice faces melting 'death Image copyright COPERNICUS DATA/ESA/SENTINEL-2B Image caption The Northeast Greenland Ice Stream drains about 15% of the interior ice sheet. The stream funnels its ice either down N79 or the glacial member just to the south, Zachariae Isstrom. Zachariae has already lost most of its ﬂoating ice shelf area. Prof Box said N79 could resist longer because it was penned in right at its forward end by some islands. This lends a degree of stability. But, he added, the shelf continues to thin, albeit mostly further back along the trunk. "This will likely lead to N79 disintegrating from the middle, which is kind of unique. I guess, though, that won't happen for another 10 or 20 years. Who knows?" he told BBC News. July witnessed another large ice shelf structure in the Arctic lose signiﬁcant area. This was Milne Ice Shelf on the northern margin of Canada's Ellesmere Island. Eighty sq km broke free from Milne, leaving a still secure segment just 106 sq km in size. Milne was the largest intact remnant from a wider shelf feature that covered 8,600 sq km at the start of the 20th Century. The fast pace of melting in Greenland was underlined in a study last month that analysed data from the US-German Grace-FO satellites. These spacecraft are able to track changes in ice mass by sensing shifts in the pull of local gravity. They essentially weigh the ice sheet. The Grace mission found 2019 to have been a record-breaking year, with the ice sheet shedding some 530 billion tonnes. That's enough meltwater running off the land into the ocean to raise global sea-levels by 1.5mm.	<urn:uuid:b7acdad4-5240-4d68-947b-bea0755e1a11>	CC-MAIN-2024-30	http://www.dhushara.com/Biocrisis/20/9/greenland.pdf	2024-07-14T21:35:57+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514638.53/warc/CC-MAIN-20240714185510-20240714215510-00181.warc.gz	42,918,964	1,002	eng_Latn	eng_Latn	0.998284	eng_Latn	0.998909	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 485, 1311, 2845, 4370 ]	[ 2.96875 ]	1	3
Muslim A follower of the religion Year 1 RE Islam In RE, we learn about thinking, believing and living. Key question: What does it mean to be a Muslim? Islam is the second largest religion, with around 1.9 billion Muslims around the world. Islam can be traced back to 610 AD, when the Prophet Muhammad saw the Angel Jibril and shared the words of Allah. Mecca – where the Prophet Muhammad was born. Eid – a celebration that marks the end of Ramadan.	<urn:uuid:95dea051-71c2-4df1-9f90-4a10d7f1d4ed>	CC-MAIN-2024-30	http://www.princessfrederica.brent.sch.uk/uploads/8/9/1/7/8917260/y1_re_knowledge_organiser_-_islam_sum_1_24.pdf	2024-07-14T19:23:11+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514638.53/warc/CC-MAIN-20240714185510-20240714215510-00182.warc.gz	58,288,926	106	eng_Latn	eng_Latn	0.996191	eng_Latn	0.996191	[ "eng_Latn" ]	false	docling	[ 457 ]	[ 2.9375 ]	1	0
Yo-Yee Integrated Flashcard User Guide Skills: Target Group: Elementary Level Material: House and rooms flashcards (additional preposition or daily routine flashcards) Vocabulary: attic, basement, bathroom, bedroom, dining room, downstairs, garage, garden, hallway, house, kitchen, laundry room, living room, office, stairs, storage room, upstairs, home office Process: Introduce house and rooms vocabulary to students. Ask them questions about their houses. Create a short story on the board as an example. After students have to rewrite the story using their own house layouts. Additionaly use prepositions to ask more detailed questions. Where is the bathroom? It is next to the laundry room e.g.. You can also use daily routines vocabulary. Where do you eat dinner? Where do you cook food? Where do you brush your teeth? e.g.. House and rooms vocabulary; spelling; word-picture association; word-picture recognition; sentence structure; grammar; reading; conjunctions; verbs; describing places and locations; telling time; daily schedules; basic prepositions Game Idea: Fly Swats Much like the traditional whiteboard game, fly swats, several flashcards are stuck against the whiteboard. Divide students into 2 or 3 teams, giving one player from each teach a "fly swatter" (very fun with real fly swatter, but rolled paper will work). Yo-Yee Education Ltd. © Copyright - All Rights Reserved - Website: www.yo-yee.com	<urn:uuid:24f218f1-3949-4fa5-bccb-b89953e3bd9b>	CC-MAIN-2024-30	https://www.yo-yee.com/pdf_downloads/Flashcards_House_and_Rooms_Teaching_Activities.pdf	2024-07-14T19:27:24+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514638.53/warc/CC-MAIN-20240714185510-20240714215510-00181.warc.gz	947,023,105	306	eng_Latn	eng_Latn	0.997198	eng_Latn	0.997198	[ "eng_Latn" ]	false	docling	[ 1433 ]	[ 3.890625 ]	1	0
Imagine a word-search, but you've got to figure out the words, too! Meet the SUPER SEARCH! In this hexagonal grid, there are 36 hidden words (forwards, backwards, or diagonally) that fall under SIX categories. Circle the answers as you find them -- like with a traditional word-search, letters can be used in multiple words. When you are finished, there will be SIX letters that aren't used in any words, which, when written in order, will give you your final code. Your SIX word categories (with SIX words each): Classic Disney Characters, Shapes, Colleges/Universities in Michigan, Chocolate Bars, Insects, and Things You Lick There is ONE plural answer because the WORD is part of a COMMON PHRASE, and remember that SOME product names (I'm looking at YOU chocolate bars!) end in an S. (For example, if "3 Musketeers" were in the puzzle, the S would definitely be a part of the word.).	<urn:uuid:44a5cd6a-6a3b-4d01-b079-f2c65511b29e>	CC-MAIN-2023-50	https://aadl.org/sites/default/files/2023-06/Super%20Search%205.5.pdf	2023-12-01T02:38:37+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100264.9/warc/CC-MAIN-20231201021234-20231201051234-00662.warc.gz	104,452,489	205	eng_Latn	eng_Latn	0.99875	eng_Latn	0.99875	[ "eng_Latn" ]	false	docling	[ 891 ]	[ 2.484375 ]	1	0
Dear Family, In my class today, I explored moving like an airplane and a boat. Did You Know? * Vehicles use movement to get people from place to place. * Children can express themselves through movement. * Movement activities help children by improving alertness, attention, and motivation. Ask Your Child: * Explain how an airplane moves differently from a boat. * Describe how you moved like an airplane. * Describe how you moved like a boat. Activities To Do With Your Child: * Gather some old magazines or newspapers, and help your child cut out pictures of different vehicles. Discuss the different ways the vehicles move. Have your child choose and cut out a picture of their favorite vehicle. Tape or glue it to a sheet of paper, or allow them draw it on a sheet of paper. Send it to school to share with us. Vocabulary To Use With Your Child: * movement – a way of changing position or place. * vehicle – a thing used to carry and move people or things. * boat – an open vehicle that moves on water. * airplane – a machine with wings that can fly. * take-off – the act of leaving the ground in preparation for flight. * row – using oars to move a boat forward. Vehicles and Movement pncgrowupgreat.com/lessoncenter	<urn:uuid:bae6c6b1-f6ed-4a63-a61e-091dc9d071d2>	CC-MAIN-2023-50	https://www.pnc.com/content/dam/es/pnc-com/pdf/GUG/LessonCenter/Transportation/English/Vehicles%20and%20Movement_English.pdf	2023-12-01T03:36:53+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100264.9/warc/CC-MAIN-20231201021234-20231201051234-00661.warc.gz	1,061,206,703	277	eng_Latn	eng_Latn	0.994428	eng_Latn	0.994428	[ "eng_Latn" ]	false	docling	[ 1233 ]	[ 3.859375 ]	2	1
Older Adults Nutrition and Hydration Staying healthy includes eating well and keeping hydrated. This is important for older adults, 65 years and older. Choose vegetables and fruits * Eating well can help your body meet its nutrition needs and keep you feeling strong. * Keeping hydrated means you are drinking enough fluids to feel alert and well. Use Canada's food guide A healthy diet should include a variety of foods from Canada's food guide. * Fill half your plate with vegetables and fruits. * Include protein foods from a variety of sources. * Choose whole grain foods. * Include fluids throughout the day. Limit sugary drinks. * Vegetables and fruits are high in fibre, vitamins, and minerals. They can help with digestion and bowel movements (pooping). * Eat lots of vegetables and fruits. * Fresh, frozen, or canned vegetables and fruit, are all good choices. Eat protein foods * Protein helps keep the muscles in your body healthy. * Older adults need more protein to stay healthy and recover when sick. * If you do not eat a protein food at each meal, include it as a snack. * Examples of protein foods include beans, lentils, nuts and seeds, lean meats, poultry, fish, shellfish, eggs, milk, and dairy products, such as cheese, cottage cheese, and yogurt. Choose whole grains * Whole grain foods have fibre, vitamins, and minerals. Fibre can help with digestion and bowel movements (pooping). * Examples of whole grain foods include whole grain bread, cereals, pasta, oatmeal, wild and brown rice, and quinoa. Staying hydrated Older adults are more likely to get dehydrated as they have reduced thirst. Drink fluids throughout the day to stay hydrated. Don't wait to feel thirsty. Why do you need fluids? * Fluids help to keep the body healthy. * Fluids may help prevent constipation, and urinary tract infections (UTIs). * Not having enough fluids can cause dehydration. * Dehydration may lead to confusion, dizziness, falls, and muscle weakness. How much fluid do you need? * 6–8 cups (1500 mL–2000 mL) daily What are fluids? * Fluids are liquid at room temperature. * Examples of fluids include water, tea, coffee, milk, almond or soy beverage, broth, vegetable or fruit juice, soda or pop, and nutrition supplement drinks (such as Ensure Plus ® , Boost High Protein ® , or a store brand). * Examples of foods high in fluids include gelatin desserts, ice cream, milkshakes, puddings, smoothies, soups, vegetables, and fruits. \ How can you keep hydrated? * Have 6–8 cups (1500 mL–2000 mL) of fluid daily. * Drink fluids at meals and in-between meals. * Eat foods high in fluid. * Keep a jug of water in the fridge or on the table. This will remind you to drink it. * Fill a water bottle and carry it with you. You can drink from it during the day. * Try flavouring water with cucumber or mint. * Take medications with a full glass of water. * If you need extra calories, drink milk, milkshake, or nutrition supplement drinks instead of water. What affects the fluids in your body? * The amount and type of fluids and food you drink and eat. * Fluid you lose through urine (pee), stool (poop), diarrhea, vomiting, blood loss, sweating, and breathing. * Activity and hot weather can make you sweat more. * Salty foods may make your body hold more water. * Some medications may make you go to the bathroom more often. * Conditions such as heart, kidney, or liver disease. Page 2 of 4 404283-NFS Older Adults Nutrition and Hydration What about caffeine and alcohol? * Caffeine and alcohol can interact with some medications. * Limit drinks with caffeine to 1–2 cups (250–500 mL) per day. * Check with your healthcare provider if you choose to drink alcohol. * Drinking less is best for your health. * Canada's Guidance on Alcohol and Health (2023) suggests the following: o To ensure low risk to your health, limit alcohol to 2 or less standard drinks per week. Vitamins and minerals * Take a 1000 IU (25 ug) vitamin D pill (supplement) every day unless your healthcare team tells you to take a different amount. * If you are not able to get all the nutrition you need from food, you may need a vitamin and mineral pill (supplement). * Ask your healthcare team if you are not sure about taking a vitamin and mineral pill (supplement). Older Adults Nutrition and Hydration Sample meal plan Breakfast * Banana * Hot cereal with milk * Greek yogurt * 1 cup (250 mL) tea or coffee* Snack * Bran muffin * Cheese slice * 1 cup (250 mL) tea or coffee* Lunch * Lentil vegetable soup * Tuna sandwich on whole grain bread * Orange slices * 1 cup (250 mL) milk Snack * Carrot sticks * Whole grain crackers and hummus * ½ cup (125 mL) milk Supper * Baked chicken * Brown rice * Steamed broccoli * Pudding * 1 cup (250 mL) water* Snack * Cottage cheese * Canned fruit * Nuts * ½ cup (125 mL) milk If you need more nutrition, drink fluids such as milk, milkshakes, or nutrition supplement drinks instead of water, coffee, or tea. Page 3 of 4 404283-NFS Some snack ideas Boiled eggs * Cheese and crackers * Cottage cheese with fruit * Custard or pudding * Hummus with vegetables * Milk, milkshake, fortified soy beverage, or smoothie * Nuts and seeds * Peanut butter sandwich * Soup and crackers * Soybeans or tofu * Tuna salad * Yogurt * Nutrition supplement drinks, puddings, or bars Other resources For healthy eating tips, and quick and easy recipes visit healthyeatingstartshere.ca. For information on where to find free food in Alberta visit Free Food in Alberta 211 Alberta * Free and confidential service. * Provides information on community services. * Includes information on food hampers, and free or low-cost meals. * Call, text, or phone 211 Alberta: o dial 211 o text INFO to 211 o visit www.ab.211.ca and click "live chat" * Health Link has dietitians to answer nutrition questions. * Call 811 and ask to talk to a dietitian or complete a self-referral form on ahs.ca/811. .	<urn:uuid:3c5a20f3-4d76-475a-bcfe-5c5e65fd0bd5>	CC-MAIN-2023-50	https://www.albertahealthservices.ca/assets/info/nutrition/if-nfs-older-adults-nutrition-and-hydration.pdf	2023-12-01T03:43:52+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100264.9/warc/CC-MAIN-20231201021234-20231201051234-00663.warc.gz	713,804,986	1,425	eng_Latn	eng_Latn	0.990604	eng_Latn	0.996181	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1532, 3470, 4998, 5944 ]	[ 3.140625 ]	1	0
KINETON PLAYGROUP NEWSLETTER Ideas at home – 19 March 2020 IDEAS AT HOME If you are at home for any length of time, you may wish to continue to follow some sort of routine every day. We know the children often enjoy playing register time or story time, so you could begin and end every morning and afternoon with 'register time' at the start and 'rhyme time' at the end of the morning and 'story time' at the end of the afternoon. It may be that you take the grown-up's role, but more likely your child would enjoy doing that for an audience of you, any siblings, teddies and dolls and maybe even pets. The children are all very good at remembering the register time routine, and can be very strict about it too! It is always the same, and runs as follows: Register time Reminder: Good Sitting (crossed legged or with legs out in front) Good listening Good looking Three deep breaths: Put your hands on your tummy Close your eyes (you may need to peek at this point – we do!) Breathe out slowly as you count to five Breathe in slowly Repeat three times Call the register: Now we're ready to call the register. Children like to tick off names on a sheet of paper. Depending on their stage, they may tell you names of their friends to 'read', 'write' names themselves, or just pretend. Counting: Hold up your hands, wiggle your fingers and get ready – count to 10, holding up one finger at a time as you say the number name, then back down to zero. Wind the bobbin up: Traditional action song, with a little change of words – 'up to the ceiling, down to the floor, across to the window, behind to the door' – to help learn positional language Days of the week: (to the tune of The Addams Family theme song) 'Days of the week [slap, slap], days of the week [slap, slap], days of the week, days of the week, days of the week [slap, slap]. There's Sunday and there's Monday, there's Tuesday and there's Wednesday, there's Thursday and there's Friday, and then there's Saturday. 'Days of the week [slap, slap], days of the week [slap, slap], days of the week, days of the week, days of the week [slap, slap]. *means slapping your hands on your thighs! IDEAS FROM ALI We're all going to take turns thinking of different ideas. If you have any you would like to share, please let us know. This isn't a check list – different children will prefer to do different things, but we just thought it would be helpful to have ideas. You may be able to adapt some for older or younger children too. - Find things you can see, hear, touch or smell. - Let's think colours: collect 5 things that are eg, yellow, and see who can find them the fastest. Use them to play hide and seek. - Parachutes: use a floaty scarf or a sheet, float it high, low, quickly, slowly, pop a teddy on top and bounce him high. - Patterns: collect twigs, grass, leaves or stones and arrange as a pattern or see if you can make a picture from them. - Make a shaker: collect an old plastic bottle or cardboard tube with a lid, half fill with buttons or beads and make a band. - Tubes: post different types of balls/marbles in tubes, drainpipes, guttering or cardboard tubes, experiment how to make the balls move slowly/quickly. - Skittles: half fill plastic bottles with water and arrange in a triangle shape, roll a ball toward them and see how many you can knock down, perhaps keep a tally, great for using our addition skills. - Make wooden spoon people, puppets or peg people - you could create a mini show, great for communication skills. - Feely bags/ treasure baskets or boxes: you can fill them with anything, get the children to pop in their hand and describe how they feel, suggest what it could be without peeking. - Encourage movement to music and singing, just pop on some music and have a dance, great for physical health but also mental health, you could even make a drum kit, upturned pans and wooden spoons, thinking about rhythm. - If possible and on warmer days, go barefoot, it helps children strengthen their feet and lower legs, increases agility and mobility, connect to the earth and encourages joy and freedom…one for the adults too? - Challenge the children to spot 2D and 3D shapes and items in our homes, such as circles, round, balls, clocks, plates etc. - Make a miniature garden on a plate, be creative! You could include, pools, beaches, pebbles, sand, grass, little people, encourage chats about textures/ describing words. - Make a dolls house/ rocket with a box, there are so many possibilities with a box, scissors and a bit of glue! Get creative!	<urn:uuid:f080ad64-9e9b-4543-a91e-ea2b6378c1f6>	CC-MAIN-2023-50	https://www.kinetonplaygroup.org.uk/_files/ugd/3cba9a_bd127cb83c8f45b598f630489f6861e2.pdf	2023-12-01T04:33:29+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100264.9/warc/CC-MAIN-20231201021234-20231201051234-00667.warc.gz	926,714,318	1,094	eng_Latn	eng_Latn	0.998126	eng_Latn	0.998701	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2181, 4582 ]	[ 3.703125 ]	1	0
White Spruce Tree Type This tree is an evergreen and will keep its foliage year-around. Planting Do not fertilize in the fall as the new growth will not harden off for winter. Refer to back for best planting practices for your bareroot. Watering Once established, the tree will have some drought tolerance. Refer to watering guidelines on back for specific watering directions. Pruning Little pruning is needed except for the removal of dead or diseased branches which can be cut down to the trunk in the fall. Preferences White spruce prefers full sun, meaning it should get at least 6 hours of direct, unfiltered sun each day. The tree grows in acidic loamy, moist, sandy, well-drained and clay soils. Can not handle growing in an urban area. Attributes This tree will grow to a height of 40 to 60 ft with a spread of 10 to 20 ft at maturity. White Spruce grows at a moderate rate with height increases between 13 to 24 inches per year. This spruce can withstand wind, heat, cold, drought, crowding and some shade. They work well as rural windbreaks and grows in a pyramidal shape, becoming more columnar with age. Frost heaving and spring frost damage usually affects smaller trees but when the tree reaches 12 to 20 ft in height, the damage becomes negligible. Wildlife Value Besides providing nesting sites and shelter, White Spruces provide food for many kinds of wildlife. Crossbills, evening grosbeaks and red-breasted nuthatches prefer the seeds. The foliage is eaten by grouse, rabbits and deer. Red squirrels cut open cones to eat the seeds, and feast upon young, tender spruce shoots. When newly planted trees go without enough water, growth slows to a crawl. This delays establishment and may even lead to the death of leaves, branches, roots or the whole tree. For the most part, trees can only take up water from soil that is in direct contact with roots. Even in the best conditions, newly transplanted trees use water from a relatively small volume of soil. To make matters worse, roots of bare root, balled & burlaped, and spaded trees are cut during transplanting. Within two to three days after spring or summer planting, the soil around the roots of trees dries enough to impede root growth. Newly transplanted trees in the Midwest benefit from daily watering for the first one to two weeks. Apply 1 to 1½ gallons of water for each inch of trunk diameter. After that, water trees every two to three days for the next two to three months and then weekly until established. The more closely you match your watering frequency to the optimum, the quicker trees become established. After it rains, stop watering until the rainwater drains from the soil. Stop watering in the autumn once leaves fall from trees. Reduce watering in cool, cloudy, or wet weather if the soil is poorly drained (soil drains less than 3/4 inches per hour). Eliminate daily irrigation in poorly drained soil. Mulch reduces evaporation and conserves water. An investment in frequent watering helps insure against tree death and the cost of replanting trees.	<urn:uuid:9ac0cd14-f4e2-4181-9550-1f0777eda35e>	CC-MAIN-2023-50	https://wabashaswcd.com/files/2023/11/White_Spruce.pdf	2023-12-01T04:26:31+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100264.9/warc/CC-MAIN-20231201021234-20231201051234-00667.warc.gz	671,697,165	676	eng_Latn	eng_Latn	0.99784	eng_Latn	0.998055	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1610, 3078 ]	[ 3 ]	1	0
Pray for persecuted children! You can make a difference! a November 2022 Now is the time of darker nights here in the UK but, with Jesus, we always have the light of His love in our hearts. Unscramble the words below to find different kinds of lights. (Answers at the end – no peeking!) Dear Jesus, You told us that You are the light of the world! Shine the light of Your love into the heart and mind of every child and youth who are being persecuted for loving and following You. Protect them and their loved ones by Your Almighty power from attack, bullying, killing and every kind of harm. Help them remember that You are with them every second of the day and night. Let them feel the warmth of Your love and give them great hope in You. Amen Dear Jesus, Please be very close to the Christian children and youth in Afghanistan. They must be terrified because the Taliban, who rule the country, are knocking on doors, searching for Christians to take them away or kill them. Keep their families safe and help them not be found. Let the Taliban not find any Christian songs or information on the Christians' mobile phones when they look at them to check them. Let both girls and boys be able to go to primary and secondary school as well as University. Protect the girls from being taken as Taliban wives and the boys from being taken as Taliban soldiers. Help the youngsters and their families trust You and feel You with them. Make them brave and strong and keep them safe in Your mercy and love. Amen How many words can you find in the word: brightness You can use each letter once. Words can be from one letter upwards. Dear God, We pray for a Mum called Lau Y Pa in Vietnam who is not allowed to see or even speak or write to her two sons because she has become a Christian. The boys are teenagers and they must miss their Mum very much. Her heart must be breaking not to be able to see her boys. Pour Your great love, strength and hope into all their hearts. Speak to the boys dear God in dreams, through the internet, radio or however You choose – so that they too believe in Jesus. Touch the hearts of the people stopping the Mum from seeing her sons so they believe in Jesus as well. By Your power, help the Mum and her sons be able to live happily and safely together again. Thank You. Amen Fill in the missing consonants below to complete the Bible verse. It can be found in John 1:5 (NIV). Dear Jesus, Thank You that You are with us in our happiest times but, also, in our saddest, most worrying and most frightening times as well. On Sunday 6 th November, we remember all Christians around the world who suffer because they love and believe in You. Help Christian children and youth know that Your light and love will always shine in their hearts – whatever they are going through. Holy Spirit, remind them that Jesus will always win – nothing and no-one is more powerful than Him – He is the only Son of God! Dear God, Help children and youth in China keep believing in You. Millions of them have been forced to say they don't believe in Jesus anymore. 8 - candle 7 – sun 4 – bulb 3 – fire 2 – stars 1 – torch	<urn:uuid:c60051c1-3342-4c13-8636-c189ad0611da>	CC-MAIN-2023-50	https://releaseinternational.org/wp-content/uploads/2023/01/CPS-Nov22.pdf	2023-12-01T02:28:33+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100264.9/warc/CC-MAIN-20231201021234-20231201051234-00671.warc.gz	558,108,108	690	eng_Latn	eng_Latn	0.996554	eng_Latn	0.996741	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1634, 3148 ]	[ 2 ]	2	0
AUSTRALIAN COUNCIL FOR THE DEFENCE OF GOVERNMENT SCHOOLS PRESS RELEASE 934 PUBLIC EDUCATION, THE HISTORY CURRICULUM, AND A KHAKI ELECTION 27 April 2022 In the never-ending debate about the funding of public and private education, relatively little consideration is given to the effects of the declining influence of state governments and the increasing exercise of power by the Commonwealth. Strictly speaking, the National Government has only limited constitutional power over schools. But the authority it does exercise – with increasing intrusiveness into state decision making – derives from its powers to make conditional grants under Section 96 of the Constitution to states and territories. It is now a major player, not only in funding, but also in assessment and curriculum development. In the last week, citizens have not only been shocked to discover the neglect of our Government in diplomatic relations with our close Pacific neighbours. As Morrison attempts to mount a khaki election, citizens who lived through the second World War and their children and children's children could only feel betrayed. But we have been even more shocked by the attempt of Defence Minister Dutton to beat the drums of war at an ANZAC ceremony. Put this together with the demands of the Morrison Government to reduce sections of the Australian history syllabus to jingoistic glorification of war so that our youth will more easily be persuaded to 'fight for Queen and Country' and public school teachers and parents can only be wondering what has happened to curriculum decision making for our schools. Where are the teachers, the State Education Departments, and curriculum experts in all this. The following article by distinguished historian Henry Reynolds which was published in the Conversation on April 25 2022 outlines the current problems facing history teachers in our public schools ANZAC'S CONTESTED LEGACY Henry Reynolds, April 25, 2022 The evidence suggests that the Federal government sees Anzac as an attractive tool to open a new front in the culture wars and one where the Labor party might well be wedged. The ongoing discussion between State and Federal education ministers about a national curriculum drafted by the Australian Curriculum Assessment Authority is still not finalised. There have been a number of sticking points, none more persistent than what history should be offered in secondary schools and how it should be taught. Disagreement spilt out into the main stream media late last year when Federal education minister Alan Tudge attacked the proposed history syllabus grading it with a 'C' and declaring that it would teach students a 'negative, miserable view of Australia.' And that could have serious consequences leading students to developing 'a hatred' of Australia which might affect their willingness to defend the country. Indeed, he wanted students to emerge from school 'having learned about our country with a love of it rather than a hatred of it.' It was the question of Anzac Day which Tudge found particularly confronting. The draft curriculum for year nine history included reference to 'the commemoration of the first world war, including different historical interpretations and contested debates about the nature and significance of the Anzac legend and the war.' The minister was adamant. The Anzac legend, he declared, was 'not going to be a contested idea on my watch.' The matter was quite clear. 'Anzac Day', he explained, 'should not be a contested idea. It is the most sacred day in the Australian calendar.' Tudge's reaction illustrated a central feature of Anzac Day. It serves two quite different purposes. It is a day of national remembrance, when all those killed in our wars are honoured. It is a day of collective lament. But it is also the occasion to pay tribute to a far more contentious proposition—that the Anzac landing in 1915 was a defining moment in Australian history. As generations of children have been assured this was when we became a nation: that the young men who attacked the Ottoman Empire died so we could be free. Anyone who has talked to Australian schools in recent years will be aware how wide and deep this nationalist myth has been perpetuated. The two aspects of our 'one day of the year' become fused. To question the historiography is to disrespect the fallen, to trample on the sanctity of their sacrifice. It is only when this is appreciated that we can understand Tudge's insistence that the Anzac legend should never be questioned in our school rooms. But by any measure it is an extraordinary proposition. The origin, nature and consequences of First World War remain among the most contentious and widely debated historical questions. The allied assault on the Ottoman Empire does not escape this continuing scrutiny. And then there is the ongoing assessment by a whole phalanx of Australian historians about our involvement in the war in general and the Gallipoli campaign in particular. Arguments which counter the proposition that the nation was made in an Imperial campaign on the other side of the world have become widely accepted among modern historians. The belief that nations achieve maturity in war was widespread in the late C19th and early C20th but it did not survive the horrors of the First World War itself. It is a case of irresponsible atavism to maintain such an old and dangerous idea. Do we really suggest that all nation states need a war as a foundational experience? And then there is the equally extraordinary proposition that the young men at Gallipoli achieved in a few months a more enduring legacy than the achievements of far greater number of colonists and the Australian born children during a century and more of nation building. The Anzac legend gives priority to war over civil life and events on the other side of the world over what was achieved here at home. Tudge was right about one thing. If seriously contested the Anzac legend will not survive in its current form. His vehemence requires further interrogation. The evidence suggests that the Federal government sees Anzac as an attractive tool to open a new front in the culture wars and one where the Labor party might well be wedged. The recent decision by the acting education minister Stewart Robert to delay his final approval to the new curriculum until just before May's election clearly gestures in this direction. It is safe to assume that liberal party strategists are aware of pertinent developments in the United States. History teaching has become a potent weapon in republican campaigning with strident demands to ban what is known as critical race theory or more generally to prevent teaching of the history of racism. At least 15 Republican states have introduced laws to ban teachers from emphasising the history of racial oppression. Late last year history teaching became the dominant issue in the election for the governorship of Virginia giving an unexpected victory to the republican challenger Glen Youngkin. Henry Reynolds Henry Reynolds is an eminent Australian historian. LISTEN TO THE DOGS PROGRAM 855 ON THE AM DIAL: 12.00 NOON SATURDAYS http://www.3cr.org.au/dogs	<urn:uuid:ed7490c3-3b35-486c-84e0-19fc6f73fa40>	CC-MAIN-2023-50	https://www.adogs.info/sites/default/files/press_releases/pr%20934.pdf	2023-12-01T03:35:25+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100264.9/warc/CC-MAIN-20231201021234-20231201051234-00671.warc.gz	721,771,048	1,398	eng_Latn	eng_Latn	0.998984	eng_Latn	0.999181	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2134, 5511, 7214 ]	[ 2.03125 ]	1	1
Catechumenate This is a time for formation and growth in the faith, during our sessions and in the liturgy (Sunday Mass). Along with your companions and the faith community you will continue to study, pray upon and learn more about the teachings of the Catholic Church. The Church community prays with and for you as you make this journey of faith. Period of Purification & Enlightenment This period consists of more intense preparation and prayer. It begins with the Rite of Election/Call to Continuing Conversion and ends with the celebration of the Sacraments of Initiation at the Easter Vigil. Mystagogy The fourth stage in the process is mystagogy. While this period formally extends into the 50 days of the Easter season, in reality it is a lifelong process of learning what it means to be a Disciple of Jesus Christ! Making the Journey Becoming a Catholic is a life long journey that begins with our baptism and continues throughout our life. It is a continual saying "Yes" to the Lord. Together we are called to strengthen one another in faith. We invite you to learn more and join us in living this great mystery of faith! The Rite of Christian Initiation of Adults (RCIA) Saint Elizabeth of the Trinity Parish "Working to bring about the fullness of the Kingdom of God" For over 2,000 years, the Catholic Church has been faithful to the truth of Jesus Christ and His Gospel, which has been revealed by the Holy Spirit. As Christians, we are made members of God's Holy Family through the Sacrament of baptism. We receive grace from God to live a life of faith through reception of the Sacraments, especially the Eucharist-the gift of Christ's abiding presence. Strengthened by the Eucharist, we seek to become the hands and feet of Jesus in service to our brothers and sisters in need and working for His Kingdom here on earth. The Rite of Christian Initiation of Adults (RCIA) The formation and the process for initiation into the Catholic Church is called the "Rite of Christian Initiation of Adults", or the "RCIA". It is centered around the liturgical calendar of the Church and will help you enter into the life, death and resurrection of Jesus Christ which is central to our Faith. The RCIA has several stages and steps, each tailored to foster your relationship with Jesus and learn more about His Church. What Can I Expect In RCIA? When people asked Jesus about His way of life, He told them to "come and see" (John 1:38-39). He taught these followers His way of life through stories, teachings, questions and experiences. He gave them opportunities to commit themselves to Him more deeply until they could say with St. Paul, "the life I live now is not my own; Christ lives in me" (Galatians 2:20). The early Church followed Jesus' example, inviting inquirers to "come and see", teaching them and leading them through stages of commitment to new life in Christ. This is RCIA, the process of initiation used by Jesus and by the early Church, adapted to meet today's needs. Who Should Attend RCIA? The Unbaptized - these are adults or children, who have attained the age of reason, approximately age 7, have discerned God's call to conversion and faith, and are seeking to answer that call. They are called catechumens. Those Baptized in another Christian Church - these are men and women who have been baptized and formed in another faith community other than the Catholic Church. These individuals are seeking full communion with the Catholic Church. They are called candidates. Baptized, but uncatechized Catholics - these are individuals who were baptized as an infant in the Church but received little or no formal religious education. These men and women and children will be catechized to receive the Sacraments of Penance, Confirmation and Holy Eucharist The Stages of RCIA: Inquiry/Pre-catechumenate This is the "come and see" stage. You are invited to join others interested in the faith to learn more about the Gospel of Jesus Christ and the Church. This is a time for reflection on your own life's journey in light of the Gospel values. It allows for you to ask questions and to learn more about what it means to be a Catholic. This period can take as long as you need, and it assists you to determine if you are ready to make this step. If you choose to continue, you will be formally accepted through the Rite of Acceptance into the order of catechumens or the Rite of Welcoming (for candidates). This rite allows for you to state publicly that you wish to follow Jesus Christ as a member of the Catholic Church.	<urn:uuid:65707448-38a3-4197-b73d-52d32faafb37>	CC-MAIN-2023-50	https://setmoncton.com/wp-content/uploads/2020/10/RCIA-Brochure-Oct-2020.pdf	2023-12-01T03:08:50+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100264.9/warc/CC-MAIN-20231201021234-20231201051234-00668.warc.gz	572,300,940	1,009	eng_Latn	eng_Latn	0.998094	eng_Latn	0.998411	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1297, 4583 ]	[ 2.0625 ]	2	0
Reading Food Labels Food labels give you information to compare foods and make healthier choices. They can also be really confusing! Join a Dietitian to learn about: * Reading food labels and understanding the nutrition facts table * Nutrient and health claims * What is in the food you eat * Building skills to help you make the healthiest choices at the grocery store These classes are for Albertans over the age of 18. Online classes are on Zoom and participants should have access to: * A computer, tablet, or smartphone with a working camera and microphone; * An internet connection; visit this webpage to learn how to join a Zoom class; * A private space in Alberta while attending the class.	<urn:uuid:6995559c-ba89-40e1-af32-a9b40852f2ed>	CC-MAIN-2023-50	https://www.albertahealthservices.ca/assets/info/phc/if-phc-cdm-ahlp-rfl.pdf	2023-12-01T03:54:33+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100264.9/warc/CC-MAIN-20231201021234-20231201051234-00669.warc.gz	719,532,515	143	eng_Latn	eng_Latn	0.998623	eng_Latn	0.998623	[ "eng_Latn" ]	false	docling	[ 702 ]	[ 2.40625 ]	1	0
Specimen Care & Handling Guide Natural History specimens are amazing tools for scientists, researchers, artists, historians, etc. and we're excited to share some of our specimens with your classroom! That being said, specimens can be hard to come by and take time to make, so we ask that you and your classroom handle them with care to help us ensure that many other classrooms have the chance to interact with them in the future. Below is an overview of how best to handle and care for different types of specimens. Please review these guidelines with your classroom and ensure that specimens are handled properly throughout your lesson. Bird Study Skins Study skins are bird specimens that have been prepared to lay flat and fit more comfortably in drawers. These specimens can be delicate and should be handled one at a time and treated respectfully. * We encourage you to touch the birds, but please do not ruffle the feathers. Pet them in the direction of the feathers like you would pet a cat or dog. * Do not pick up by the beak/bill, tail, leg, or wings as these can break off and cause damage to the specimen. Take extra care not to pull on the heads of the birds as these can also become detached over time. * Some study skins may have a wooden dowel sticking out of them. These can be picked up by the dowel. * Never handle a study skin by its tag or label. * Never stack study skins on top of each other. * Place your bird on its back on the desk in front of you when you can and try to avoid dropping it. Skulls These specimens tend to be on the more robust side, but always handle with care and do your best to handle from the thickest part of bone when possible. * Do not pull on the teeth as they may come loose from the jaw. * Do not smash the jaws together as if you're pretending to "bite" with the skull. Other Specimens - Handle all other specimens with care as well! If you notice damage on a specimen or parts of a specimen fall off, break, etc. during your lesson, carefully pack away the specimen, make note of the damages, and contact us to let us know. If you're unsure how to handle a specimen or have further questions, please email firstname.lastname@example.org. Packing Each kit comes with photos of packing instructions. Please do your best to put away the specimens as close to the packing instructions as possible and be sure not to stack specimens unless otherwise instructed to do so.	<urn:uuid:0d8b3d00-7561-46b7-8ed6-f283df00abca>	CC-MAIN-2023-50	https://www.pugetsound.edu/sites/default/files/file/specimen-care-handling-guide-1.pdf	2023-12-01T04:26:43+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100264.9/warc/CC-MAIN-20231201021234-20231201051234-00671.warc.gz	1,075,017,750	516	eng_Latn	eng_Latn	0.999101	eng_Latn	0.999101	[ "eng_Latn" ]	false	docling	[ 2429 ]	[ 3.390625 ]	1	0
FIRST MIDNIGHTSOUTH BEND, 1865 South Bend's First Midnight on May 22, 1865, facing east. Panorama of 1865 night sky shows constellations and the visible planets Jupiter and Saturn. Lines of right ascension (celestial longitude) converge at Polaris, the North Star. The sky was certainly dark, with no visible moon that night. Highlighted is the star Eltanin in the head of Draco the Dragon. Starlight that left Eltanin about 150 years ago, traveling at 186,00 miles per second, is just now reaching South Bend! As South Bend celebrates its 150th anniversary, this star chart of the 1865 sky is painted on the crosswalk at Washington and Michigan Streets. For more First Midnight details and local astronomy events, see www.nightwise.org. Fun Facts -Eltanin has been dubbed Queen of the Poles, for it will be the north pole star in the year 92020, and the south pole star in the year 2083470. - Eltanin is 600 times brighter than the sun, and 50 times the sun's diameter. - Eltanin means "the serpent" in Arabic. - Eltanin is moving toward us, and will make a close pass at a distance of 28 light years 1.5 million years from now, when it may be the brightest star in the sky. NW South Bend Midnight May 22, 2015, facing south. After 150 orbits of earth around the sun, the constellations appear the same as they did in 1865. Near midnight on May 22, 2015, the planets Saturn, Jupiter, and Venus are visible along with a crescent moon. To keep the stars visible in South Bend's future, please prevent light pollution. Darksky tips at www.nightwise.org. Observe the night sky with members of the Michiana Astronomical Society at www.michiana-astro.org.	<urn:uuid:614d087c-3352-46bf-b71f-b0788cd71ec5>	CC-MAIN-2022-27	https://www.nightwise.org/_files/ugd/4c0e6f_a188fccb0c20464f8d20992048e5a43d.pdf	2022-07-01T14:21:17+00:00	crawl-data/CC-MAIN-2022-27/segments/1656103941562.52/warc/CC-MAIN-20220701125452-20220701155452-00592.warc.gz	986,438,128	419	eng_Latn	eng_Latn	0.994138	eng_Latn	0.994138	[ "eng_Latn" ]	false	docling	[ 1664 ]	[ 2.59375 ]	1	0
Drainage Monitoring System using IOT Dr.R.Senthil Kumar, Pavin D G, Gopinath. V, Manikandaprasanth. P, Shalini. B B. E. Electrical and Electronics Engineering SNS College of Technology, Affiliated to Anna University Coimbatore,India Abstract Safety plays a major role in today's world and it is necessary that good safety systems are to be implemented in places of education and work. This work modifies the existing safety model installed in industries and this system can also be used in homes, villages, cities and offices. Most of the drainage and unused wells are forming Drainage Monitoring. In this project fully explaining about the Drainage gas detection for that we using carbon monoxide sensor and methane sensor and the value of two Monitoring are displayed in IOT through Mobile phone. The main objective of this work is designing microcontroller based Drainage gas detecting, alerting system and gas purification.The hazardous Monitoring like , CO and Methane will be sensed and displayed each and every second in the LCD display then the DC Fan will get ON to exhaust the Drainage Gas. If these Monitoring exceed the normal level then an alarm is generated immediately and also an alert is sent to the authorized person through the IoT. The advantage of this automated detection and alerting system over the manual method is that it offers quick response time and accurate detection of an emergency and in turn leading faster diffusion of the critical situation using gas purification process convert a Drainage Monitoring into pure air. The garbage alerting system is used to control the air pollution. All the gas sensor values are continuously monitoring through the mobile application using wifi module. This system is very much useful to make a city smart as well as reduce the human death. Keywords: Drainage monitoring system, Node MCU, Iot, wifi . 1. INTRODUCTION These days harmful gases leakage is the main reason for industrial accidents and depths of workers in industries. Pollutants released by industries in to atmosphere is also a cause for the environmental pollution and such the reason greatly effects humans and animals health by minimizing the levels of oxygen and increasing the levels of harmful gases like ammonia, carbon monoxide, nitrogen trifluoride, sulfur hexafluoride etc,, .These gases are mainly the reason for increasing the no of pollutants in atmosphere. These environmental pollutants are mainly released by industries working with chemicals. Industries management only have a eye on profits and consider environmental safety as least priority which in turn affects the atmosphere and industrial workers health who are living in and around industries as the level of harmful gases are high around industrial areas compared to normal living places. As the population depends more on usage of oil, gas and coal for generating energy to meet the energy demand by increasing population the release of harmful pollutants increases day by day .it is observed that about a 1.1 billion of human population respiration is done through unhealthy air and recorded 7 million deaths occur globally .Industries started peoples or industries owner fully focus on the profit oriented. They do not focus on the workers, people safety and environment safety also. Generally industries are located in the outside cities. But some industries are located at the middle of the cities and village because of the transport reasons or for the availability of raw materials. Due to human error and machine failures etc gas leakage accidents occur often but ceases many workers in to death beds. Gas leakage and detection of gas leakages and harmful gases in and around industries and can be effectively handled by using sensors and automation using IoT . Here we developed a basic model for detection of harmful gases and measurement of harmful gases on a self-calibrated ppm scale and notifying the workers of industry by sms in case any gas leakage is occurred in any sector of the industry. 2. EXISTING SYSTEM The existing drainage monitoring system is not automated.Therefore, when a jam occurs, it is difficult to determine the exact location of the jam,leakage of the gases.There is also no early fall warning. Therefore, it takes a long time to identify and eliminate the blockage. Became very uncomfortable. Deal with the situation where the pipeline is completely blocked. People have a big problem due to the failure of the drain pipe. 3. PROPOSED SYSTEM Since most cities in India have underground drainage systems,the normal operation of the system is very important to keep the city clean, safe and healthy. If they do not maintain the drainage system, then clean water may be contaminated by drainage and infectious diseases may spread. Therefore, various types of work have been carried out to locate, maintain and control these underground systems. In addition, leaks and explosions are unavoidable aspects of water distribution system management and may represent a large amount of water loss in the distribution system. If the project is not discovered for a long time, it will represent the implementation and design function of using different methods to monitor and manage the underground drainage system.In this system, we use ultrasonic sensors, gas sensors, temperature sensors, tilt sensors and flow sensors[2],[3]. All these sensors are connected to Arduino UNO. Depending on the sensor parameters, warnings or messages will be sent to authorize personnel. Used to detect waste water leakage. The gas sensor detects toxic gases leaking from underground pipelines. The sensor is used to determine whether the hatch cover is open. When any of the above sensors detects an abnormality, a message will be sent to authorize personnel indicating where the problem occurred. All these sensor values are updated on the website via the Wi-Fi module. 4. METHODOLOGY The methodology is based on IoT, which helps in monitoring the hazardous gases present in sewage. Whenever the gas level crosses the threshold value, the sewage workers are alerted through a buzzer indicating whether it is safe for the worker to work or not through an app in the smartphone. 5. SYSTEM DESIGN Hardware Design: It includes Node MCU, connecting cables, relay circuit,LDR 1. Node MCU ESP8266 The ESP8266 itself is a self-contained WiFi networking solution offering as a bridge from existing micro controller to WiFi and is also capable of running self-contained applications. This module comes with a built in USB connector and a rich assortment of pin-outs. With a micro USB cable, you can connect Node MCU Dev kit to your laptop and flash it without any trouble, just like Arduino. It is also immediately breadboard friendly. 2. Gas Sensor Gas sensors (also known as gas detectors) are electronic devices that detect and identify different types of gasses. They are commonly used to detect toxic or explosive gasses and measure gas concentration. Gas sensors are employed in factories and manufacturing facilities to identify gas leaks, and to detect smoke and carbon monoxide in homes. 3. Ultrasonic Sensor An ultrasonic sensor is an instrument that measures the distance to an object using ultrasonic sound waves. An ultrasonic sensor uses a transducer to send and receive ultrasonic pulses that relay back information about an object's proximity. High-frequency sound waves reflect from boundaries to produce distinct echo patterns. As shown above the HC-SR04 Ultrasonic (US) sensor is a 4 pin module, whose pin names are Vcc, Trigger, Echo and Ground respectively. This sensor is a very popular sensor used in many applications where measuring distance or sensing objects are required. The module has two eyes like projects in the front which forms the Ultrasonic transmitter and Receiver. The sensor works with the simple high school formula that Distance = Speed × Time 4. LDR The Light Dependent Resistor (LDR) is just another special type of Resistor and hence has no polarity. Meaning they can be connected in any direction. They are breadboard friendly and can be easily used on a perfect board also. The symbol for LDR is just as similar to Resistor but adds to inward arrows .The arrows indicate the light signals. 5.GPS Module The NEO-6MV2 is a GPS (Global Positioning System) module and is used for navigation. The module simply checks its location on earth and provides output data which is longitude and latitude of its position.It is from a family of stand-alone GPS receivers featuring the high performance u-blox 6 positioning engine. These flexible and cost effective receivers offer numerous connectivity options in a miniature (16 x 12.2 x 2.4 mm) package. The compact architecture, power and memory options make NEO-6 modules ideal for battery operated mobile devices with very strict cost and space constraints. Its Innovative design gives NEO-6MV2 excellent navigation performance even in the most challenging environments. 6. BLOCK DIAGRAM Fig5.block diagram 7.SOFTWARE DESCRIPTION Arduino IDE IDE stands for "Integrated Development Environment" :it is an official software introduced by Arduino.cc, that is mainly used for editing, compiling and uploading the code in the Arduino Device. Almost all Arduino modules are compatible with this software that is an open source and is readily available to install and start compiling the code on the go. In this article, we will introduce the Software, how we can install it, and make it ready for developing applications using Arduino modules. 8.CONCLUSION In this work a clever framework for Drainage gas and radiation discovery checking cautioning has been created to defeat the drawback looked in more established techniques by utilizing Wi-Fi module and web of things. When LDR,Gas sensor ,Ultrasonic sensor is connected to the Node MCU ESP8266 , The node MCU ESP8266 receive messages with the help of IOT and GPS module where buzzer indicates the blockage .Consequently the utilization of serial correspondence makes the framework with Arduino controller and IoT. The IoT door associate remote sensor connects with the web, guarantee the operation of the gas and alcohol observing framework. It utilized just constrained sensor. If the Gas is detected in Sensors means then the GPS will get ON to exhaust the Gas. Created application additionally utilized for checking gas and radiation in android portable. 9. ACKNOWLEDGEMENT We would like to express our sincere gratitude to our mentor Dr.R.Senthil Kumar, Associate Professor in Department of Electrical and Electronics Engineering, SNS College of Technology, Coimbatore for his guidance,encouragement and valuable suggestion. We would also like to thank faculty of EEE, Coimbatore who helped us to complete our project successfully. 10.REFERENCES [1] Chang-Su Ryu "IoT-based Intelligent for Fire Emergency Response Systems "International Journal of Smart Home" Vol. 9, No. 3 (2015), pp. 161-168. [2] Guohong Li, Wenjing Zhang, Yi Zhang "A Design of the IOT Gateway for Agricultural Greenhouse" Sensors & Transducers, Vol. 172, Issue 6, June 2014, pp. 75-80. [3] JinfengSuna "The intelligent crude oil anti-theft system based on IoT under different scenarios" 20th International Conference on Knowledge Based and Intelligent Information and Engineering Systems, KES2016, 5-7 September 2016, York, United Kingdom. [4] JebahJayKumar, AbishlinBlessy" Secure Smart Environment Using IOT based on RFID" International Journal of Computer Science and Information Technologies, Vol. 5 (2) 2014 2493-2496. [5] Kumar.A" Application of Gas Monitoring Sensors in Underground Coal Mines and Hazardous Areas "International Journal of Computer Technology and Electronics Engineering (IJCTEE) Volume 3, Issue 3, June 2013. [6] Suresh Kumar "Integration of Wireless Sensor Network with Virtual instrumentation in a Hazardous Environmental" Vol. 2, Issue 4, April 2014. [7] Thangalakshmi "Poisonous Gas Detector with Electrochemical Nose" Second National Conference On Recent Advancements In Electrical And Electronics Engineering. [8] Vishwajeet "A Survey on the Smart Homes using Internet of Things (IOT)"International journal of Advance Research in computer science and management studies .volume 2, Issue 12, December 2014. [9] UNEP. United Nations Environment Program. Environmental threats to children. In: Children in the new millennium. United Nations Environment Program, United Nations Children's Fund and World Health Organization, Geneva, pp. 43-86, 2002. [10] World Health Statistics, World Health Organization, Geneva,2014. [11] R. Raghavan, John Singh. K, Thippa Reddy G, Sudheer K and Venkatesh P and Stephen Olatunde Olabiyisi, A Case Study: Home Environment Monitoring System using Internet of Things , International Journal of Mechanical Engineering and Technology 8(11 ), 2017, pp. 173 – 180 . [12] P. Dayaker, Y. Madan Reddy and M Bhargav Kumar, A Survey on Applications and Security Issues of Internet of Things (IoT), International Journal of Mechanical Engineering and Technology , 8(6), 2017, pp. 641–648. [13] Kaleel Ahmed A and Prof. Dr. C.B. Senthil Kumar, Correlating Internet of Things. International Journal of Management, 8 (2), 2017, pp. 68–76. [14] Manan Mehta. ESP 8266: A Breakthrough in Wireless Sensor Networks and Internet of things. International Journal of Electronics and Communication Engineering & Technology, 6 ( 8 ), 2015, pp. 07 - 11 .	<urn:uuid:c213ef04-7155-47ce-86d5-6c433df22145>	CC-MAIN-2022-27	http://ijariie.com/AdminUploadPdf/Drinage_monitoring_system_using_IOT_ijariie16947.pdf	2022-07-01T13:11:32+00:00	crawl-data/CC-MAIN-2022-27/segments/1656103941562.52/warc/CC-MAIN-20220701125452-20220701155452-00595.warc.gz	26,164,626	2,772	eng_Latn	eng_Latn	0.923957	eng_Latn	0.99457	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 5525, 7481, 9000, 12107, 13459 ]	[ 2.0625 ]	2	0
Nightwise.org Home Blog » » Projects » » Chuck Stuff » » Contact Home > Blog > Life Around the Smallest Stars Blog Life Around the Smallest Stars Posted by admin on April 15, 2014 The M-dwarf Opportunity Recent results from NASA's Kepler space mission show that the smallest stars in the universe, the socalled M-dwarfs, have a propensity to form planets similar in size to the Earth. At the regular meeting of the Michiana Astronomical Society Inc. (MAS) on Monday, April 21, 2014, astronomer Justin Crepp will explain why M-dwarfs provide a unique opportunity for detecting terrestrial planets located in the habitable zone, and how forth-coming astronomical telescopes and instruments will allow us to study nearby worlds similar to our own in unprecedented detail. A front page article on April 18 in the South Bend Tribune notes Dr. Crepp had a role in the discovery of a newly-announced habitable zone planet. The MAS meets at 7:00 p.m. EDT in the Lions Room of the Mishawaka-Penn-Harris Library at 209 Lincolnway East in downtown Mishawaka, IN. Dr. Crepp's talk will begin by 7:30 p.m. Dr. Crepp is the Freimann Assistant Professor of Physics at University of Notre Dame, with NASA awarding him an Early Career Fellowship in 2013. In his research he studies exoplanets, which are planets orbiting distant stars, many of which are detected by the NASA Kepler spacecraft using the transit method. Per the Notre Dame website, he also "uses the Doppler method to measure the radial velocity 'wobble' of stars as they gravitationally interact with their planets. Dr. Crepp is the co-discoverer of more than 30 extrasolar planets. He is currently building a precision spectrometer that will detect Earth-like planets orbiting in the habitable zone of the closest and lowest-mass stars in the galaxy: the M-dwarfs. Prior to working at Notre Dame, Dr. Crepp was a senior postdoctoral scholar at the California Institute of Technology. He received a PhD in astronomy from the University of Florida in 2008, and a bachelor's degree in physics from Penn State in 2003." Michiana Astronomical Society Inc. (MAS) is a leading provider of astronomy education and public outreach in northern Indiana. Celebrating it's 40th anniversary in 2014, MAS encourages astronomy and telescope use among its members and the public alike. Its monthly meetings, on most thirdMondays of the month, are free and open to the public. The MAS will host its sixth annual Michiana Star Party on May 30-June 1, 2014, at the Dr. T.K. Lawless Park in Vandalia, MI. Register now to join observers with telescopes under the dark stars. « Previous Next » 2014 October September August July May April Life Around the Smallest Stars March February January 2013 2012 Tags Update April 18 A front page article in the South Bend Tribune notes Dr. Crepp had role in discovery of newly-announced habitable zone planet. Download and Print Flyer © 2014 Nightwise.org. All Rights Reserved. Currently logged in as admin. Sign Out Design by c5mix \| Powered by concrete5	<urn:uuid:71ce86be-1568-46e8-9982-196c6aa893cb>	CC-MAIN-2022-27	https://www.nightwise.org/_files/ugd/4c0e6f_6a7b3506d9ed4a3b970c91c8c2351f00.pdf	2022-07-01T13:33:50+00:00	crawl-data/CC-MAIN-2022-27/segments/1656103941562.52/warc/CC-MAIN-20220701125452-20220701155452-00593.warc.gz	963,351,699	726	eng_Latn	eng_Latn	0.98668	eng_Latn	0.996711	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2679, 3058 ]	[ 2.046875 ]	1	0
Celebration of International Day for the Preservation of the Ozone Layer, 16 September 2015 at IFGTB ENVIS The ozone layer in the upper atmosphere protects all living organisms against ultraviolet (UV) radiation from the sun. With the depletion of the ozone layer, due to indiscriminate use of certain man-made chemicals, an increased level of UV radiations have been reaching the Earth. This has also seriously impacted biodiversity. Increased UV radiation reduces the levels of plankton in the oceans and subsequently diminishes fish stocks. It also has adverse effects on plant growth, thus reducing agricultural productivity. This year marks the 30th anniversary of the Vienna Convention for the Protection of the Ozone Layer, an important milestone in the protection of the ozone layer. The theme for the celebration of the anniversary and this year's International Day for the Preservation of the Ozone Layer to be marked on 16 September is, "30 years of healing the ozone together." The theme is supported by the slogan, "Ozone: All there is between you and UV." The ENVIS Centre on Forest Genetic Resources and Tree Improvement at the Institute of Forest Genetics and Tree Breeding, Coimbatore celebrated International Day for the Preservation of the Ozone Layer by releasing a poster on facts related to the ozone layer for generating awareness on the importance of protecting this fragile layer. The Director, IFGTB, Shri R.S. Prashanth released the poster. On the occasion, the third issue of the newsletter (Van Vigyan) was also released.	<urn:uuid:dd0fe660-3634-4ce2-a19e-cf39bd0f34c6>	CC-MAIN-2022-27	http://ifgtb.icfre.gov.in/news&events/Celebration%20of%20International%20Day%20for%20the%20Preservation%20of%20the%20Ozone%20Layer.pdf	2022-07-01T14:24:57+00:00	crawl-data/CC-MAIN-2022-27/segments/1656103941562.52/warc/CC-MAIN-20220701125452-20220701155452-00594.warc.gz	30,399,635	312	eng_Latn	eng_Latn	0.994419	eng_Latn	0.994419	[ "eng_Latn" ]	false	docling	[ 1554 ]	[ 2.5625 ]	1	0
Case-Study Bhali Deno - Road to Reconstruction Bhali Deno was fortunate enough to be one of the first to know about the approaching floods in the village of Jamal Hajano. Much like the other people of community he salvaged whatever he could of his belongings and evacuated along with his family which included his handicapped son, blind brother in law, a wife and a daughter who made their flight to safety in an adjoining village where they sought refuge with relatives. Safe from the destructive path of the floods, Bhali Deno's problems only seemed to be starting "I had sleepless night wondering about my home and my livestock. I wondered whether I would ever be able to support my family like I previously did." His worst fears were confirmed when he saw his wrecked home and missing livestock upon returning. "I was heartbroken. I did not have the will to reconstruct", he says. With no means of livelihood, he also didn't have the necessary finances to rebuild his home either. Help came in the way of a joint OSDI-UNOCHA intervention under the ERF shelter program where one room shelters were to be provided to the many unfortunate flood victims like him. Had it not been for the ERF shelter program, it was nearly impossible for Bhali Deno, considering his inadequate means to rehabilitate himself. With his family dwelling in the safe confines of their shelter, Bhali Deno is gradually getting his life back on track. "I am very happy. This house is better than our last one", he gleams looking at his new home. Bhali Deno is one of the 182 households that have been given a new lease in life thanks to the program. Being spared from the huge costs of rebuilding their houses, they can turn to other pressing needs such as health and livelihoods. ]	<urn:uuid:c3fc6ca0-bfda-4e33-a417-c2d0d0dfaa9c>	CC-MAIN-2022-27	http://osdi.org/Case%20Study%20of%20Bhali%20Dino.pdf	2022-07-01T14:27:21+00:00	crawl-data/CC-MAIN-2022-27/segments/1656103941562.52/warc/CC-MAIN-20220701125452-20220701155452-00595.warc.gz	43,263,900	373	eng_Latn	eng_Latn	0.999674	eng_Latn	0.999674	[ "eng_Latn" ]	false	docling	[ 1768 ]	[ 2.015625 ]	1	0
REFERENCE SHEET FOR CHEM 1 FINAL EXAMINATION (Not all data on this sheet will be necessary for any given exam) THIS EXAM HAS 12 PAGES (INCLUDING THE COVER) MAKE SURE YOU HAVE THEM ALL PHYSICAL CONSTANTS c=2.998x10 8 m/s (speed of light) e=1.602x10 -19 C (charge of one electron) me=9.1094x10 -28 g (mass of one electron) Gas Constant: R=8.3145 J/(mol K) = 0.08206 L atm/(mol K) 1 atomic mass unit = 1.66x10 -24 kg Planck's Constant: h=6.62606876x10 -34 J s Rydberg constant: RH =1.10x10 7 m -1 =2.18x10 -18 J 1 cal =4.184 J Specific heat of water: 4.184 J/go C 0.00 o C = 273.15 K 1 atm=760 mmHg YOU MAY TEAR THIS SHEET OFF AND USE IT FOR REFERENCE PUT YOUR NAME ON THE THIRD PAGE, AND ALL FOLLOWING PAGES 1 CHEM 1 FINAL EXAM 2 SPRING 04 NAME_____________________ DATE: INSTRUCTOR (circle): Islam Kazimierska Zhao Voloshchuk SHOW ALL WORK USE CORRECT UNITS AND SIGNIFICANT DIGITS YOU MAY SHOW YOUR WORK ON THE BACK OF THE SHEET, BUT INDICATE YOUR ANSWER ON THE FRONT PERIODIC TABLE AND REFERENCE DATA MAY BE TORN OFF OF EXAM 24 QUESTIONS, 150 POINTS TOTAL (+2 EXTRA CREDIT AT END OF EXAM) 1. (12 points) Indicate whether each of the following statements is true or false: T F A. __ __A salt with a negative enthalpy of solvation can lower the temperature of a solution when it dissolves. B. __ __A C-C single bond is generally shorter than a C=C double bond. C. __ __A compound with an odd number of electrons cannot satisfy the octet rule. D. __ __The Born-Haber cycle allows estimation of the lattice energy of an ionic compound. E. __ __Two hydrogen iodide molecules can engage in hydrogen bonding. G. __ __Osmosis can take place when two solutions of different concentration in the same solute are separated by a membrane, assuming that the membrane is permeable to water but not the solute. H. __ __A nonpolar molecule will usually be insoluble in water. I. __ __In a hydrogen atom, the energy of the electron does not depend on the azimuthal quantum number l. J. __ __An ionic solid will not conduct electricity. K. __ __The face centered cubic lattice structure represents a close-packed structure. L. __ __Electronegativity represents the amount of energy released when a neutral, isolated atom in the gas phase acquires an additional electron. M. __ __A precipitation reaction involves the formation of an insoluble product. 2. (6 points) Draw Lewis structures for the following molecules and ions. A. (2 points) ICN (C is the central atom) B. (2 points) PO4 3- C. (2 points) HCO 2 H (1 H is bonded to an oxygen, 1 H is bonded to carbon, and both oxygens are bonded to carbon) 3. (8 points) Name each of these compounds, and circle all forces that would be present in a pure sample of this substance: A. CCl4 NAME: FORCES: Ionic bonding Ion-dipole interactions Dispersion interactions Dipole-dipole interactions Hydrogen-bonding interactions B. Fe2(O2)3 NAME: FORCES: Ionic bonding Ion-dipole interactions Dispersion interactions Dipole-dipole interactions Hydrogen-bonding interactions 4. (8 points) For each of the following molecules, give the name of the molecular geometry, give an approximate value for the specified angle (in degrees), and indicate whether the molecule has a permanent dipole. If an angle is a little smaller than some value, you must specify "greater than" or "less than" the closest angle you can name. A. KrF2 MOLECULAR SHAPE:___________________ F-Kr-F BOND ANGLE:______ PERMANENT DIPOLE? Y / N B. CH2S MOLECULAR SHAPE:___________________ H-C-S BOND ANGLE:______ PERMANENT DIPOLE? Y / N 3 5. (13 points) Consider the reaction: A. (5 points) Use the following bond enthalpies to calculate the heat of reaction. As always, you must show your work to receive credit. B. (5 points) Use the following heats of formation to calculate the heat of reaction. As always, you must show your work to receive credit. o ∆H f kJ/mol H 2 O(g) -241.82 CH 3 OH(g) -201.2 CO 2 (g) -393.5 4 5 NAME_____________________ 6. (9 points) Consider a 0.750 molal solution of glucose (a nonvolatile compound, C6H12O6) in water. Use the following information to answer the questions below. Molal freezing point depression constant of water: 1.86 o C/molal Molal boiling point elevation constant of water: 0.51 o C/molal Vapor pressure of pure water at 25.0 o C: 23.76 torr A. (3 points) What is the boiling point for this solution? B. (3 points) What is the freezing point for this solution? C. (3 points) What is the vapor pressure of this solution at 25.0 o C? 7. (6 points) Use the following data to calculate the energy required to convert 10.0 g of liquid water at 100.0 o C to steam at 115.0 o C under a constant 1 atm pressure. Specific heat of liquid water: 4.184 J/(g K) Specific heat of water vapor: 1.841 J/(g K) Heat of vaporization for water: 40.67 kJ/mol 8. (6 points) Use the phase diagram below to answer the following questions: A.(2 point) What is the name of the point labeled A ? ______________ B. (2 point) What states of matter are present at T=300 K and P=50 atm? C. (2 point) What phase transitions are possible at P=1 atmosphere? 9. (6 points) Consider the following reaction: 2 SO 2 (g) + O 2 (g) → 2 SO 3 (g) A. (4 points) Use the information below to calculate the heat of reaction for the above reaction: B. (2 points) Use the result of part A to calculate the heat evolved or consumed by the reaction of 1.0 g SO 2 (g) with excess oxygen. State in words whether the heat is evolved or consumed. 10. (6 points) Balance each of the following equations. Write your answer on the lines, and specify "1" rather than leaving the space blank. Blank spaces will be counted incorrect. $$A. __C6H12O6(s) + __O2(g) → __H2O(g) + __CO2(g)$$ $$B. __Fe2O3(s) + __Al(s) → __Fe(s) + __Al2O3(s)$$ 11. (6 points) Write the net ionic equation for each of the following reactions. $$A. Fe(NO3)2(aq) + AgNO3(aq) → Fe(NO3)3(aq) + Ag(s)$$ $$B. 2 H3PO4(aq) + 3 Na2S(aq) → 3 H2S(g) + 2 Na3PO4(aq)$$ 12. (4 points) Give the values of the angles indicated below. If an angle is a little smaller than some value, you must specify "greater than" or "less than" the closest angle you can name. N C H H H O A B $$Angle A (H-N-H): Angle B (N-C-O):$$ 13. (2 points) A primitive cubic lattice is taken to have 1 site per unit cell. How many lattice sites are assigned to a single unit cell of a body-centered cubic lattice, if the counting is done the same way? 14. (6 points) Write the electronic configuration of each of the following atoms or ions. You may use condensed notation. A. Co 2+ : B. Ni: C. Si: 7 15. (6 points) Answer each of the following: A. Arrange the following atoms in order of increasing electronegativity: Si S O Na B. Arrange the following species in order of increasing radius: 2 F O - Li C. Arrange the following species in order of increasing ionization potential (if an ion is specified, use the ionization potential of the ion, not the parent atom): F Ne Na + 16. (3 points) You are conducting an experiment on the photoelectric effect, and observe that, at a certain frequency and intensity of light, no current flows. According to classical physics, what should you do to make current flow between the electrodes? Answer in no more than 3 sentences. 17. (6 points) A sample of gas occupies a volume of 200.0 mL at 50.0 o C and 3.0 atm. What will its volume be at 30.0 o C and 1.0 atm? 18. (6 points) The radio station 92.1 FM broadcasts at a frequency of 9.21x10 7 Hz (92.1 MHz). Calculate the wavelength of the broadcast, and the energy of one photon. 19. (4 points) Write the products of the following reactions. If no reaction takes place, indicate "N.R." A. Ag(s) + AuNO3(aq) → B. HNO3(aq) + NaHCO3(aq) → 20. (3 points) Give the number of protons, neutrons and electrons in 24 12 Mg 2+ : Protons: Neutrons: Electrons: NAME:________________________ 21. (6 points) What volume of 0.250 M HNO3(aq) is required to completely react with 10.0 g of zinc metal according to the equation: $$2 HNO3(aq) + Zn(s) → Zn(NO3)2(aq) + H2(g)$$ 22. (6 points) A chemist wants to know the concentration of a solution of H2SO4 in water. She performs a titration against a 0.1005 M solution of sodium hydroxide. It is found that 37.35 mL of the NaOH solution are required to neutralize a 10.00 mL sample of the acid. What is the concentration of the acid? 23. (6 points) Sodium azide, NaN3(s), reacts with chlorine gas according to the equation: 2 NaN3(s) + Cl2(g) → 2 NaCl(s) + 3 N2(g) If 50.0 g of NaN3(s) is placed in a 125.0 L tank pressurized with 4.00x10 2 torr of Cl2(g) at 25.0 o C, calculate the partial pressure of nitrogen and chlorine after the reaction goes to completion and calculate the total pressure in the tank. Assume that chlorine is the only gas is present in the tank before the start of the reaction, that the temperature remains constant during reaction, and that the volume of the solid materials may be neglected. 11 24. (6 points) Chlorine gas is hazardous to human health. The U.S. Office of Occupational Safety and Health Administration (OSHA) sets the maximum safe level of chlorine gas in air at 1 ppm. A researcher stores a 25 mL vial of Cl2(g) at 2 atm of pressure in a room that measures 4.0 m x 3.0 m x 3.0 m. Both the room and the vial are kept at 25.0 o C. In a "worst case" scenario, the vial breaks and releases the gas, and a lack of ventilation keeps the gas confined to the room. If the density of air is 0.00118 g/cm 3 , estimate the concentration of Cl2 in the air, and state whether this worst case scenario would violate OSHA regulations. (Note: Whether it would or would not, hazardous gases should always be stored under safe, well-ventilated conditions.) EXTRA CREDIT: (1 point): Supercritical CO2 (CO2 that has been heated past its critical point) is sometimes used as a solvent. Is it a polar or a nonpolar solvent? (1 point): Name the inventor of dynamite: DON'T FORGET: As indicated in the syllabus, there is assigned reading for Chem 2 that you must do BEFORE the first class. CONGRATULATIONS ON FINISHING CHEM 1, AND HAVE A GOOD SUMMER!	<urn:uuid:008c5874-6815-41bf-af56-aece0570957d>	CC-MAIN-2023-50	http://www.brooklyn.cuny.edu/web/aca_naturalsciences_chemistry/Courses_Chem1100-Sp04-Final.pdf	2023-12-01T03:20:45+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100264.9/warc/CC-MAIN-20231201021234-20231201051234-00672.warc.gz	54,647,735	2,959	eng_Latn	eng_Latn	0.91642	eng_Latn	0.966683	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 731, 2676, 3650, 4053, 4936, 5617, 6728, 7553, 8001, 8524, 9118, 10286 ]	[ 3.0625 ]	1	0
TESS uncovers its first nearby super-Earth NASA's Transiting Exoplanet Survey Satellite (TESS), a mission designed to comb the heavens for exoplanets, has discovered its first potentially habitable world outside of our own solar system -- and an international team of astronomers has characterized the super-Earth, about 31 light-years away. The piping hot planet points the way to additional worlds orbiting the same star, one of which is located in the star's habitable zone. If made of rock, this planet may be around twice Earth's size. Located about 31 light-years away, the super-Earth planet -- named GJ 357 d -- was discovered in early 2019 owing to TESS, a This diagram shows the layout of the GJ 357 system. Planet d orbits within the star's so-called habitable zone, the orbital region where liquid water can exist on a rocky planet's surface. If it has a dense atmosphere, which will take future studies to determine, GJ 357 d could be warm enough to permit the presence of liquid water. mission designed to comb the heavens for exoplanets, according to their new modelling research in the Astrophysical Journal Letters. "This is exciting, as this is TESS's first discovery of a nearby super-Earth that could harbor life -TESS is a small, mighty mission with a huge reach," said Lisa Kaltenegger, associate professor of astronomy, director of Cornell's Carl Sagan Institute and a member of the TESS science team. The exoplanet is more massive than our own blue planet, and Kaltenegger said the discovery will provide insight into Earth's heavyweight planetary cousins. "With a thick atmosphere, the planet GJ 357 d could maintain liquid water on its surface like Earth, and we could pick out signs of life with telescopes that will soon be online," she said. Astronomers from the Institute of Astrophysics of the Canary Islands and the University of La Laguna, both in Spain, announced the discovery of the GJ 357 system July 31 in the journal Astronomy & Astrophysics. They showed that the distant solar system -- with a diminutive M-type dwarf sun, about one-third the size of our own Sun -- harbors three planets, with one of those in that system's habitable zone: GJ 357 d. Last February, the TESS satellite observed that the dwarf sun GJ 357 dimmed very slightly every 3.9 days, evidence of a transiting planet moving across the star's face. That planet was GJ 357 b, a so-called "hot Earth" about 22% larger than Earth, according to the NASA Goddard Space Flight Center, which guides TESS. Follow-up observations from the ground led to the discovery of two more exoplanetary siblings: GJ 357 c and GJ 357 d. The international team of scientists collected Earth-based telescopic data going back two decades -- to reveal the newly found exoplanets' tiny gravitational tugs on its host star, according to NASA. Exoplanet GJ 357 c sizzles at 260 degrees Fahrenheit and has at least 3.4 times Earth's mass. However, the system's outermost known sibling planet -- GJ 357 d, a super-Earth -- could provide Earth-like conditions and orbits the dwarf star every 55.7 days at a distance about one-fifth of Earth's distance from the Sun. It is not yet known if this planet transits its sun. Kaltenegger, doctoral candidate Jack Madden and undergraduate student Zifan Lin '20 simulated light fingerprints, climates and remotely detectable spectra for a planet that could range from a rocky composition to a water world. Madden explained that investigating new discoveries provides an opportunity to test theories and models. "We built the first models of what this new world could be like," he said. "Just knowing that liquid water can exist on the surface of this planet motivates scientists to find ways of detecting signs of life." Lin described the work from an undergraduate perspective: "Working on a newly discovered planet is something of a dream come true. I was among the first group of people to model its spectra, and thinking about this still overwhelms me." In a nod to her institute's namesake, the late Cornell professor Carl Sagan, Kaltenegger said: "If GJ 357 d were to show signs of life, it would be at the top of everyone's travel list -- and we could answer a 1,000-year-old question on whether we are alone in the cosmos." AK, with EarthSky and Wikipedia Notes	<urn:uuid:deb936d5-8e1c-46e3-a3d0-df60a57e6fc0>	CC-MAIN-2022-27	http://auklanddrive.org/Astronomy/U3A/TESS%20discovers%20nearby%20Super-Earth.pdf	2022-07-01T14:36:54+00:00	crawl-data/CC-MAIN-2022-27/segments/1656103941562.52/warc/CC-MAIN-20220701125452-20220701155452-00596.warc.gz	4,848,415	954	eng_Latn	eng_Latn	0.999207	eng_Latn	0.999207	[ "eng_Latn" ]	false	docling	[ 4304 ]	[ 3.078125 ]	1	0
English We will be reading Beetle Boy by M. G. Leonard In our writing, we will be learning to: Develop characters in suspense narratives Plan and write a persuasive advert Write a non-chronological report about minibeasts Maths We will be learning about fractions, including adding and subtracting fractions. Following fractions, we will begin to learn about numbers to two decimal places. Spelling We will be working on homophones, reviewing the spellings from throughout Year 5 and learning strategies at the point of writing: using etymological/ morphological strategies for spelling Ei or ie. Computing We will be planning, capturing, and editing video to produce a short film. We will then share and evaluate our completed videos. Term 5 Beast Creator A bug, a creepy-crawly, a beast. He'll tickle your skin then go in for the sting. Arachnids, insects, molluscs and myriapods, hiding in nooks and beneath darkened rocks. We will learn about the naturalist Chris Packham and then become naturalists ourselves, searching for minibeasts and classifying them. How many legs? How many wings? Who does it eat and who eats it? Can you classify it? Watch them wriggle and burrow, mixing earth as they go. Discover where in the world you'll find the deadliest beasts. Perhaps the Vespa mandarinia japonica is the one that you fear? PE In P.E. this term, through the sport of hockey children will develop their fundamental movement skills. They will learn to accept that accept that mistakes or setbacks that may happen in a game and see them as a chance to improve. RE Noctules Art Inspired by the work of Alexander Calder, using wire and colour, the children will create an insect sculpture. Geography We will use aerial photography to look at the human and physical features of places around the world. We will use geographical data as evidence to support us to make conclusions about an area. Science We will gather and record data and results when classifying mini-beasts, selecting from a range of methods to present our findings (scientific diagrams, labels, classification keys, tables, graphs and models). We will learn and compare the life cycles of different animals, including fish, mammals, insects and birds. We will learn about reproduction in insects. We will finish the term classifying a range of plants and learning about how different plants reproduce. Throughout the topic, we will be learning about the work of Vernard Lewis and Christiane NussleinVolhard and their impact on the biological sciences. French We will continue learning how to talk about animals in French. We will learn how to say 'my name is' and respond to simple questions in French. PHSE We will be learning about rights and responsibilities, with a particular focus on money and financial responsibilities of individuals or groups (such as councils).	<urn:uuid:c93d8636-eb49-47c1-abbe-8ce140152c30>	CC-MAIN-2022-27	https://www.castlemead.wilts.sch.uk/wp-content/uploads/2022/05/CM-Parent-Info-Booklet-Y5-Term-5.pdf	2022-07-01T14:33:50+00:00	crawl-data/CC-MAIN-2022-27/segments/1656103941562.52/warc/CC-MAIN-20220701125452-20220701155452-00597.warc.gz	746,590,028	608	eng_Latn	eng_Latn	0.997137	eng_Latn	0.997137	[ "eng_Latn" ]	false	docling	[ 2865 ]	[ 4.03125 ]	1	0