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Year 2 – Spring2
English We will be learning to write our own journey text based on Meercat Mail, write postcards from different parts of the world, create instructions for making bug hotels as well as writing a leaflet explaining recycling.
Maths We will be learning to find fractions of shapes and amounts including halves, quarters, thirds and three quarters. We will be learning about division and using our multiplication knowledge to help us.
Art & Design/Design Technology
Computing
In Art we will be learning to develop skills of mark making using a wide range of tools. We will also be finding out how to add texture to drawings.
PE
We will be learning how to use spreadsheet by creating our own through purple mash.
PSHE
We will learn how to use our bodies to keep healthy . We will create different circuits and work on improving our ball skills and counterbalance in gymnastics.
Our theme this term is 'Healthy Me'. We will learn how to keep our minds and bodies healthy, learn how to use medicines safely and the importance of a healthy diet.
Geography/History
Music
We will be continuing our topic of Great Fire of London in History.
In Geography we will be learning about our world including continents and oceans
This term we will ask the question:
'Did Jesus really come back to life at Easter?'
We will be learning songs based on story time and the seasons. We will be exploring sounds and pitch.
Science We will be learning about whether things are alive, dead or never alive. We will be making bug hotels and thinking about micro habitats. We will also be learning about food chains.
I have come so that you might have life. Life in all its fullness.
John 10:10 | <urn:uuid:b55ca342-1829-4724-b9f2-64a32f915dfc> | CC-MAIN-2024-10 | https://www.st-christophers-pri.oxon.sch.uk/wp-content/uploads/2023/02/Spring-2-Termly-Map-year-2.pdf | 2024-03-02T13:18:42+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475825.14/warc/CC-MAIN-20240302120344-20240302150344-00376.warc.gz | 987,461,843 | 356 | eng_Latn | eng_Latn | 0.997827 | eng_Latn | 0.997827 | [
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12.0 WRITING THE ABSTRACT
The abstract is the last part of the project report to be written. It is written after the project is completed. It is a short summary of your project that informs the reader what the project covered, and what has been accomplished.
Often the abstract has to conform to a specified space or number of words. Making every word count is very important when you are completing an abstract.
Only minimal, if any, reference to previous research and experimental work may be included. The abstract focuses on this year's work. It should not include acknowledgments or the work done by a mentor.
An abstract should include:
* A statement of purpose or a hypothesis.
Four Paragraph Format
* The experimental design, descriptive outline of the procedures or methods.
* A summary of results.
1. Brief Background and Statement of Purpose
2. Method or Design
* Application of the research project, if you have space, and your ideas for future studies.
* Your conclusion.
3. Results
4. Conclusions and Applications
The conclusion should include a summary and analysis of the results and answer the reader's questions of how the results related to the purpose. It should state the relevance or significance of the results and state practical applications of the research to everyday situations.
Writing, editing, and rewriting to make every word count is a very important part of the abstract-writing process.
Sample Abstract
Effects of Marine Engine Exhaust Water on Algae
Mary E. Jones, Hometown High School, Hometown, MA
This project in its present form is the result of bioassay experimentation on the effects of two-cycle marine engine exhaust water on certain green algae. The initial idea was to determine the toxicity of outboard engine lubricant. Some success with lubricants eventually led to the formulation of "synthetic" exhaust water which, in turn, led to the use of actual two-cycle engine exhaust water as the test substance.
Toxicity was determined by means of the standard bottle or "batch" bioassay technique. Scenedesmus quadricauda and Ankistrodesmus sp. were used as the test organisms. Toxicity was measured in terms of a decrease in the maximum standing crop. The effective concentration - 50% (EC 50) for Scenedesmus quadricauda was found to be 3.75% exhaust water; for Ankistrodesmus sp. 3.1% exhaust water using the bottle technique.
Anomalies in growth curves raised the suspicion that evaporation was affecting the results; therefore, a flow-through system was improvised utilizing the characteristics of a device called a Biomonitor. Use of the Biomonitor lessened the influence of evaporation, and the EC 50 was found to be 1.4% exhaust water using Ankistrodesmus sp. as the test organism. Mixed populations of various algae gave an EC 50 of 1.28% exhaust water.
The contributions of this project are twofold. First, the toxicity of two-cycle marine engine exhaust was found to be considerably greater than reported in the literature (1.4% vs. 4.2%). Secondly, the benefits of a flow-through bioassay technique utilizing the Biomonitor was demonstrated. | <urn:uuid:1df2a77b-c3fc-4960-b229-41f90f57700d> | CC-MAIN-2024-10 | https://www.mountunion.edu/Documents/About%20Mount%20Section/Camps%20and%20Conferences/Ohio%20District%2013%20Science%20Day/writingtheabstract.pdf | 2024-03-02T12:39:07+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475825.14/warc/CC-MAIN-20240302120344-20240302150344-00373.warc.gz | 909,955,055 | 662 | eng_Latn | eng_Latn | 0.997615 | eng_Latn | 0.997615 | [
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Teaching reading at HAS
In Infants, children are taught to read and write using the Read Write Inc phonics programme; they encounter a variety of reading books (detailed below).
Children in Juniors move on to reading books from the library. These are banded according to challenge level, and children are advised which level of books to select from. This ensures that pupils encounter books at the appropriate level of difficulty, but enjoy having the opportunity to select their own books. In English lessons, children learn how to write different text types using the Talk For Writing method. This ensures they encounter a variety of examples of text types with an ambitious range of vocabulary, and are able to identify features common to a particular text type, learning punctuation alongside. As part of each unit, children will have opportunity to read a variety of appropriate and high quality texts. Also in Juniors, the children take part in Guided Reading sessions – both as a whole class lesson, and in a smaller group with their teacher. A few pupils continue to follow the RWI scheme into juniors until they have the confidence and understanding to move on.
Please write in your child's reading diaries to indicate what reading (or reading activity) they have completed each day.
In addition, to promote a love of stories, teachers read every day to their class; these texts have been selected for their high quality. | <urn:uuid:09421772-feea-4225-941c-4ea263883b7f> | CC-MAIN-2024-10 | https://huttonallsaints.co.uk/new%2023%20Teaching%20reading%20at%20HAS%20(1).pdf | 2024-03-02T12:15:47+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475825.14/warc/CC-MAIN-20240302120344-20240302150344-00375.warc.gz | 301,866,813 | 278 | eng_Latn | eng_Latn | 0.999073 | eng_Latn | 0.999073 | [
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20.11.20
LI: To draw lines to the nearest cm
C: ruler
Draw a line 8cm long.
Draw a line 5cm long.
Draw a line 11cm long.
Draw a line 14cm long.
Draw a line 9cm long.
Draw a line 7cm long.
Draw a line 4cm longer than this line.
Draw a line 3cm shorter than this line.
Draw a line 6cm longer than this one.
Draw a line 5cm shorter than this line. | <urn:uuid:c98841d2-7458-4208-aa56-813f243729d6> | CC-MAIN-2024-10 | https://www.parkgate-coventry.org.uk/_site/data/files/documents/close%20down%20activities/year%202/55599ABFC4474757D836914A9B16C680.pdf | 2024-03-02T12:09:54+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475825.14/warc/CC-MAIN-20240302120344-20240302150344-00376.warc.gz | 911,882,130 | 136 | eng_Latn | eng_Latn | 0.7798 | eng_Latn | 0.7798 | [
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Air is invisible, and it can push things around. Air, like everything else in the universe that you can touch, is made up of molecules, tiny pieces of stuff. And air molecules are always moving -- bouncing around and bumping into things. When air molecules bump into things, we say the air has pressure. Try this:
What you need:
1. A regular sheet of paper, the kind you might use in a printer or copy machine
What you do:
1. Put the paper on a table so that the long sides go left to right. Bring the short sides in so they meet in the middle and crease them.
2. Place the folded paper near the edge of a table so that it looks like an upside down U.
3. Put your mouth down even with the table and blow under the paper. The paper doesn't fly up, it goes flat!
What's Happening?
There is air pressure all around us pushing in all directions at once. The pressure is even up and down and side to side, so the paper just sits there. But when you get air molecules moving with your breath, the molecules push more in the direction they're going, and not so much up or down. Meanwhile, the air molecules above the paper are still pushing down as hard as ever. Since there's more air pressure pushing down above the paper then there is underneath pushing up, the paper goes flat. It's all done with moving molecules. | <urn:uuid:c4fe6557-9830-4f9e-b26b-b224e91f8c6e> | CC-MAIN-2024-10 | https://www.billnye.com/pdf/homedemo19.pdf | 2024-03-02T13:10:40+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475825.14/warc/CC-MAIN-20240302120344-20240302150344-00375.warc.gz | 660,040,977 | 295 | eng_Latn | eng_Latn | 0.999324 | eng_Latn | 0.999324 | [
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Using Exciting Sentences
Putting words in ABC Order
Instead of using simple or boring words change them to make your sentences more exciting.
Example:
My house is pretty.
To make your sentence more exciting, change the word pretty.
New Sentence: My house is spectacular.
If my spelling words for the week are: horse clown, crown, and pencil. I can put them in ABC order by starting with words closest to A. Clown and crown both start with C, so I need to look at the 2 nd letter to see which goes first.
Spelling words in ABC order:
clown, crown, horse, pencil | <urn:uuid:b2d36620-05d3-4906-8a21-1c18d0c87217> | CC-MAIN-2024-18 | https://mrchambers.net/index_htm_files/Backpage%20Homework.pdf | 2024-04-17T22:19:35+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817181.55/warc/CC-MAIN-20240417204934-20240417234934-00612.warc.gz | 371,978,686 | 128 | eng_Latn | eng_Latn | 0.999256 | eng_Latn | 0.999256 | [
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Collards
Collard (also known as tree-cabbage or nonheading cabbage), is a cool-season vegetable green that is rich in vitamins and minerals. It grows better in warm weather and can tolerate more cold weather in the late fall than any other member of the cabbage family. Although collard is a popular substitute for cabbage in the Deep South, it can also be grown in northern areas because it is frost tolerant. Hybrid varieties recently have been introduced, bringing hybrid uniformity and vigor to collards.
Recommended Varieties
Champion (60 days to harvest; dark green; long-standing, compact plant; good cold tolerance)
Georgia LS (75 days; wavy leaves; slow to bolt)
Vates (75 days; low growing plant with smooth leaves)
Flash (73 days; hybrid; early; long, dark green leaves; slow to bolt)
When to Plant
Plant in early spring for summer harvest and again in midsummer for fall and early winter harvest.
Spacing & Depth
Sow the seeds 1/4 to 1/2 inch deep. Thin the seedlings to 6 inches apart, allow them to grow until they begin to touch, then harvest whole plants to give 18 inches between plants. This allows enough space for plants to mature. Thinned plants may be eaten. Allow at least 3 feet between rows because plants become large.
Care
If you maintain ample soil moisture during hot periods in the summer and control insect and disease pests, collards produce an abundant harvest.
Harvesting
All green parts of the plant are edible and may be harvested at any time during the growing season. Plants grown 6 inches apart can be cut at ground level when they reach 6 to 10 inches in height. Plants left at wider spacing should be harvested by picking the larger leaves when the plants are 10 to 12 inches tall. This harvesting method allows the younger leaves to continually develop for later use.
Some gardeners prefer the young, tender leaves and cut the inner rosette of young growth. This "loose head" may be blanched by tying the outer leaves together to keep out the sun. As with other cole crops, frost improves the flavor in the fall.
Common Problems
Aphids — Watch for buildup of colonies of aphids on the undersides of the leaves.
For more information on aphids, see our feature in the Bug Review.
Cabbage worms - Three species of cabbage worms (imported cabbage worms, cabbage loopers and diamond back moth worms) commonly attack the leaves and heads of cabbage and related cole crops. Imported cabbage worms are velvety green caterpillars. The moth is white and commonly is seen during the day hovering over plants in the garden. Cabbage loopers ("measuring worms") are smooth, light green caterpillars. The cabbage looper crawls by doubling up (to form a loop) and then moving the front of its body forward. The moth is brown and is most active at night. Diamondback worms are small, pale, green https://web.extension.illinois.edu/veggies/collards.cfm
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caterpillars that are pointed on both ends. The moth is gray, with diamond-shaped markings when the wings are closed. The damage caused by diamondback larvae looks like shot holes in the leaf.
The larval or worm stages of these insects cause damage by eating holes in the leaves and cabbage head. The adult moths or butterflies lay their eggs on the leaves but otherwise do not damage the plants. The worms are not easy to see because they are fairly small and blend with the cabbage leaves. Cabbage worms are quite destructive and can ruin the crop if not controlled. They are even worse in fall plantings than in spring gardens because the population has had several months to increase. About the time of the first frost in the fall, moth and caterpillar numbers finally begin to decline drastically.
For more information on cabbage worms, see our feature in the Bug Review.
Selection & Storage
Collards, also known as collard greens, are a member of the cabbage family. Collard greens have always enjoyed grand popularity in the southern states and lately it's popularity has grown throughout the nation. Collards grow from a main stalk with leaves that grow outward on inedible stems. The smooth, green firm leaves should be picked from the bottom of the stalk, as the stalk will continue to produce greens well into late fall. Pick clusters of lower leaves before they are full-sized, tough and woody.
Collards store better than most greens. Wrap unwashed leaves in moist paper towels and place in sealed plastic bag. They will stay fresh for 4-5 days in the crisper drawer of the refrigerator. When ready to use wash thoroughly. Greens tend to have dirt and grit clinging to the leaves. Swish through several changes of cold water.
Nutritional Value & Health Benefits
Collards are fibrous, tough, mild-flavored greens that require long cooking. Hiding under the green chlorophyll pigment is an excellent source of beta carotene and some vitamin C and calcium. The darker the leaf the more beta carotene provided. Like broccoli and cabbage, the antioxidants and phytochemicals in collards may help to reduce the risk of some forms of cancer and heart disease. Collards contain very small amounts of fat and sodium.
Nutrition Facts (1/2 cup cooked collard greens)
Calories 56 Protein 1 gram Dietary fiber 2.9 grams Carbohydrates 2.5 mg Dietary fiber 0.4 mg Calcium 74 mg Vitamin A 2,109 IU Vitamin C 9 mg
Preparation & Serving
Wash collard greens in several changes of cool water to remove all dirt and grit. Remove the tough stems and central vein as well. Collard greens are tough and depending on the maturity of the leaves, may require 20 minutes to one hour of cooking time. The green leaves turn dark green during this long cooking process, and the cooking water will be greatly reduced.
Unfortunately, nutrients are leached out into the cooking liquid that many people pour down the drain. This cooking liquid or "pot likker," as it is called in Southern states, is full on valuable nutrients. Save it to add to soups or soak it up with a piece of hot cornbread.
Home Preservation
Collards are best eaten fresh. Come winter, if you have large quantities left in your garden, freezing is the best way to preserve them. Like all vegetables, collards must be blanched before freezing. If not, the leaves https://web.extension.illinois.edu/veggies/collards.cfm
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will become tough and flavorless upon thawing and cooking. The blanching time for collard greens is 3-4 minutes per pound.
1. In a blanching pot or large pot with a tight fitting lid, bring 5 quarts of water to a rolling boil.
2. Meanwhile, wash collards, trim stem ends and cut into 1-inch pieces or leave whole.
3. Blanch no more than one pound at a time. Add collards to boiling water and immediately cover with a tight fitting lid.
4. Start timing immediately and blanch for 3-4 minutes.
5. Prepare an ice water bath in a large 5-quart container or the sink.
6. Remove collards from water with a slotted spoon or blanching basket.
7. Emerge in the ice water bath for five minutes or until cooled. If you do not have ice, use several changes of cold water or running cold water. Remove and drain.
8. Pack cold collards in zip-closure freezer bags or freezer containers. Squeeze out as much air as possible before sealing bags.
9. Label and date each container or bag. Immediately place in the freezer, allowing an inch of space around each container until it is frozen. Freeze for up to one year at 0 degrees F. or below.
10. Blanching water can be used over and over again. Add more water if necessary. Remember to always bring water back to a rolling boil before blanching more vegetables.
Recipes
The bitter flavor of cooked collards is enhanced when served with vinegar. Flavored vinegar such as chili vinegar or the vinegar from pickled peppers is especially good. Also use onions, sun-dried tomatoes, garlic, and crushed red pepper to season collards.
Collard Greens with Smoked Turkey
Traditionally, collards and other types of greens, are cooked with bacon fat or ham hocks, which adds too much fat and salt to the greens. To retain desired flavor with less fat and salt, try this variation on an old southern recipe.
1 smoked turkey drumstick (about 1 1/4 lb.)
2 lbs. fresh, young collard greens
2 quarts water
3 cloves garlic
2 hot chili peppers, seeded and chopped
1 large onion, chopped
2 cups chicken stock, canned or homemade
Heat water to a boil and add turkey. Simmer for 1-1/2 hours, or until turkey is almost tender. Drain and reserve cooking liquid. While turkey is cooking, pick through collards, removing yellow leaves, thick stems and large central veins from leaves. Fresh greens can be very dirty. Wash greens in several changes of cold water. Run the sink full of water, add the greens and wash the greens by swishing them through the water one handful at a time. Make sure all of the grit and dirt are removed from the greens before cooking. The final rinse should leave no grit in the bottom of the sink. Stack the wet greens and roll into a scroll. Slice crosswise into thin strips, or chop. Bring chicken stock to a boil. Add greens, garlic, onion, peppers, and turkey. Reduce heat to simmer and cook 20 minutes. Stir greens from the bottom as they cook down. Continue cooking until greens are tender. Depending on maturity of collards, cook 30 to 40 minutes.
https://web.extension.illinois.edu/veggies/collards.cfm
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Schedule 2020
GHE 1 : 2 may - 15 may
GHE 2 : 16 may - 29 may
GHE 3 : 6 june - 19 june
GHE 4 : 20 june - 3 july
GHE 5 : 4 july - 17 july
GHE 6 : 18 july - 31 july
GHE 7 : 1 aug - 14 aug
GHE 8 : 15 aug - 28 aug
GHE 9 : 29 aug - 11 sep
GHE 10 : 12 sep - 25 sep
Tour theme: Adventure and Cultural
Duration: 14 days / 13 nights
Region: Southern and Central part of Mongolia
Tour description:
This adventure trip of 14 days, allows us to discover two of the most beautiful regions of Mongolia from the Great Gobi to the Khangai mountain range on 4x4, provides a quintessential glimpse of life and landscape, experience the hospitality of nomads while exploring the country's extraordinary contrast.
The first part of our journey will take us into the mythical Gobi Desert, where we will be surprised by its natural diversities. Everyday, we will discover different unique landscapes such as exuberant rocky formations, sandstone cliffs towering above the sands of the Gobi. Then we will progress to the majestic sand dune Khongoriin Els, on camelback.
Arriving in the Orkhon Valley, we enter the true cradle of Mongolian people. The contrast with the Gobi is striking. We are now in the midst of verdant plains interspersed with rivers, yurts, and herds grazing in the wild. This is the perfect place to stay longer with nomads and discover some horse and yak herding activities such as dressing a semi-wild horse and milking a yak, testing some dairy products. We will also discover and make mongolian traditional foods by ourselves such as Buuz - a dumpling and Khorkhog- mongolian barbecue where we taste it alongside a camp-fire.
Day 1 : Ulaanbaatar
We will welcome your arrival at the airport and transfer to the hotel. Time to rest in a hotel. For lunch, we will taste the famous Mongolian barbecue in the traditional restaurant. Then, we will visit the religious center Gandan Monastery, National History Museum, the central square where we will discover the statue of Chinggis Khaan. At the end of the day, we will enjoy the folk art concert featuring traditional Mongolian dance and khoomii /throat singing/, followed by dinner at your hotel.
Nomadic Adventure between Desert and Steppes
Day 2 : Ulaanbaatar - Tsagaan Suvarga
Early in the morning, we begin our adventure towards the Gobi Desert. We drive to the south through vast steppes and discover our first images of Mongolia: vast open space where livestock graze freely. On the way, we will stop at an "Ovoo-cairn" to ask for protection from the spirits of nature.
Our destination for today is Tsagaan Suvraga cliffs.This place was covered, a few million years ago, by an ocean. Today, the remains of the marine world are still present. With a height of 30 m and a length of 400 m, this amazing limestone rock reveals many treasures such as ammonites or fossilized wood. The valley that constitutes the bottom of the cliff reminds us of the death valley in the United States, with its red soil and its different colored layers.
We will meet our first nomad family, the camel herder. According to Mongolian tradition, we will be offered by Suutei Tsai - the traditional milk tea, as well as Aaruul -dry Mongolian curd. Plus, we take advantage of this family exploring activities related to camel breeding such as camel milking and making dairy products. At the end of the day, we prepare our dinner together: Buuz - Mongolian dumpling. Everyone can get their hands busy - a real moment of cultural sharing!
Vehicle trip : 450 km, hiking : 1 – 2 h, Overnight with nomad family in a yurt
Day 3 : Tsagaan Suvarga – Yoliin Am
Today we wil enter the Gobi-Gurvan Saikhan National Park - Gobi and Three Beauties referring to the 3 mountain ranges which cross the national park. It's the biggest park in the country, which has a remarkable fauna and flora: the saxaul bushes, the wild goats, the wild ass and even the wild camels. After lunch in Dalanzadgad, the center city of Umnugobi (Southern gobi) province, we hike along a stream joining the Gorge of Yolin Am ( Vulture Valley). This place is known for its very special climate. Located in the middle of the Gobi desert where temperatures can reach +30 ° C and ye ice remains during summertime. It is an ideal place to observe the life of vultures and eagles. If we are lucky we can even see ibex at the top of the surrounding mountains.
Vehicle trip: 180km, hiking : 1 – 2 h, Overnight with nomad family in a yurt
Day 4 : Yoliin Am – Khongor Sand Dunes
Today we will discover the Khongor sand dune which is one of the largest and most spectacular sand dunes in Mongolia standing as high as 200 meters above the ground, 7-8 km wide and 180 km long. The dunes rise up between Sevrei mountain to the south, stream and oasis on the north side with lush green. Climbing to the sand dunes is exhausting but it has a breathtaking view at the top. It surprises climbers that the sand dunes make a singing sound while we climb.
We will do camel riding in this pleasing landscape mixed with dunes and lush green plains. We can also take a walk to the top of the dune to enjoy a remarkable panorama with sunset. The highest peak of the sand dune is called Duut Mankhan - Singing Dunes, due to the sound produced by its movement. It is considered as one of 3 singing sand dunes in the world.
Vehicle trip :180 km , hiking : 1 – 2 h,Camel riding : 1 – 2 h, Overnight in a tourist camp,
Day 5 : Khongor Sand Dunes - Uush Shakhlaga
Today we begin our great ascent to the Khangai region. First, we cross a vast dry step, where the view is lost on the horizon. The spectacular crossing of Arts Bogd mountain range by a narrow pass, where we will discover petroglyphs dated back to the Bronze age following up with the discovery of Uush cliffs which has an impressive color of red and orange. At the top, we will have a magnificent panorama view where red-colored Uush cliffs contrast with the surrounding valleys and mountains in the background. Also, feel free to wander Mongolian naturally formed pyramids. Plus, arriving in our next nomad family, the camel herder.
Vehicle trip : 160 km, hiking : 1 – 2 h, Overnight with nomad family in a yurt
Day 6 : Uush Shakhlaga - Khujirt
Here we are in the province of Uvur Khangai (Southern Khangai) which is known for its natural diversity. Leaving the Great Gobi behind, we run through our last kilometers before the Khangai massif. For the Mongols, Khangai refers to a mountainous region with abundant resources, where animals graze freely, sheltered from the wind. This day will be intended to familiarize with the equestrian culture of Mongolia, the country of the horse. We will first discover in the steppe of Arvaikheer the monument created to honor of legendary race horses. Here, herders and trainers of racing horses, come to find and ask for protection. In Mongolia, winning in the horse racing competition is a great honor, and everyone who hopes to win comes here to pray. Lunch in Arvaikheer, capital of the province of Uvur Khangai (Southern Khangai ). Then we will meet the family of Lkhavgaa, a horse herder, who lives in southern slope of the Khangai range.
Vehicle trip: 220 km (70 km paved road, 150 km off road), walking: 1 - 2 h, overnight in with nomad family in a yurt
Day 7 : Khujirt - Orkhon valley
After breakfast, we dive into the famous Orkhon Valley, the true cradle of the Mongolian people, registered as a World Heritage by UNESCO. The diversity of landscapes makes this region a painting of a thousand colors. This valley is rich with its archaeological sites.
We cross the valley from East to West to reach the encampment of the next nomadic family, located about fifty kilometers at the bottom of the valley. Surrounded by ancient dormant volcanoes, we cross vast grassy plains, dotted with basaltic rocks. The Orkhon river flows between Edelweiss floor and narrow canyon just next to us. We will discover the Orkhon waterfall. This waterfall is about 20m high and appeared 20,000 years ago by the consequences of repeated earthquakes and volcanic eruptions.
Our slow driving on the bumpy road gives us plenty of time to observe the different scenes of the nomadic life. Tonight we will arrive Batsukh's family who is a famous yak herder and an excellent wolf hunter.
Vehicle trip : 3 - 4 h, walking : 1 – 2 h, Overnight with nomad family in yurt
Day 8: Staying with nomad
We spend the day with this family to capture and observe their customs and traditions. Those who wish can take part in the different daily tasks of herding.
In this free time, enjoy being cut off from the world and your daily life, to live the moment in contemplation.
This wonderful natural setting is ideal for outdoor activities (hiking, horseback riding, fishing). Those who wish, It will be possible to do horseback riding through this peaceful valley.
Day 9 : Orkhon valley - Tuvkhun Monastery
A cultural day awaits us today. After thanking our nomad friends, we will head to Tuvkhen Monastery that was founded in 1648 built by Zanabazar, who is the first Buddhist spiritual leader of Mongolia. Tuvkhun Monastery is located on the top of Shireet Ulaan sacred mountain. We can either go hiking or horseback riding through the forest to the top of the mountain. When we arrive at the bottom of the rock formations, we will see the monastery that is perfectly integrated in its natural environment. Immediately, we will feel calm and the serenity emerging from this sacred place. In the afternoon, we will be greeted by another nomad family, who lives near the monastery in an isolated mountain gorge. In the afternoon, we will be welcomed by another nomad family, yak herder. Vehicle trip: 80 km for off road / 3 - 4 h, Hiking : 2 - 3 h, overnight with nomad family in a yurt
Day 10: Tuvkhun Monastery - Tsenkher Hot Spring
Spectacular crossing of the Khangai mountain range to the north. Then we enter the territory of Arkhangai province (North Khangai) whose beauty is often praised in Mongol songs and poems. We discover the Tsenkher hot spring which emerges from the ground at 86.5 ° C. Located in a beautiful setting, these springs supply outdoor pools where we can enjoy a hot spa. Containing hydrogen sulphate, this water is renowned for its healing ability that assists in treating articular diseases and nervous system diseases. .
Vehicle trip: 4 - 6 h, hiking : 1-2 h; Overnight in a yurt camp
Day 11 : Tsenkher – Kharkhorin
Today, we reach Kharkhorin, founded in 1220. Kharkhorin was first capital of Mongol Empire and prosperous center on the Silk Road in the 13th century. It played an important role in the world economic, political and cultural life. Adjacent to the ancient capital, there is a monastery "Erdenezuu" which was built in the 16th century. Stones from the ruins of the ancient capital were used in its construction. During the socialist period in Mongolia, most of the monasteries were destroyed. Despite these facts, the Erdenezuu monastery's some of the important temples rescued. At the current time, it operates as a museum that makes most Mongolians appreciation.
Vehicle trip: 3 - 4 h, walk : 1-2 h; Overnight with nomad family in a yurt
Day 12 : Kharkhorin - Khugnu Khan
We will meet an interesting site on our route. This is the Khugnu Khan Nature Reserve, where the beauty of Mongolian nature makes sense. Indeed, there is an interesting coexistence of the green steppe and the great sand dune "Elsen Tasarkhai".
We go there and do a short hike among the unusual rocky forms of Mount Khugnu Khan, allowing you to discover the ruins of Erdenekhamba monastery.
Vehicle trip: 3 - 4 h, walk : 1-2 h; Overnight with nomad family in a yurt
Day 13 : Khugnu Khan - Ulaanbaatar
We take our final step in the heart of the Mongolian steppes, contemplating one last time its landscapes before reaching the busy capital where we arrive in the afternoon.
Afternoon free (souvenirs, visits, walks in the city, ...) and the possibility to visit the cashmere factories. Farewell dinner.
Overnight in a hotel
Day 14 : Return
Early morning transfer to Chinggis Khaan International airport.
Tour pricing:
Price In USD – Valid Till: Oct 2020
The price includes:
* Airport / hotel / airport transfers
* Accommodation: 2 nights in hotel, 2 nights in a tourist camp, 9 nights with nomad family
* All transportation 4x4/ Fuel / Drivers
* English speaking tour guide
* Full board for 13 days
* Entrance fees to the parks and museums as mentioned
* Folk art concert
* Camel riding
It does not include:
* Air ticket for international flights
* Visa fees
* Travel insurance (assistance, repatriation)
* Extra meals (excluding 3 meals a day) and personal drinks
* Tips
Highlights:
* Exploring capital city by visiting Gandan monastery, National History Museum, and central square
* Folk art concert
* Discovery of Ovoo custom
* Exploration of Gobi desert : beautiful Tsagaan Suvraga cliffs, Gobi Gurvan Saikhan National Park, Vulture Valley, Khongoriin Els sand dunes, and Uush cliffs
* Camel riding
* Climbing to the sand dunes
* Staying with yak and horse herders family, exploring activities related with livestock
* Trying and making Mongolian traditional meals and drinks such as buuz (dumpling) and milk tea with little bit of salt
* Hiking to the mountains
* Giving tribute to famous mongolian horse monument
* Discovery of Orkhon Valley, true cradle of Mongolians
* Walking to the Ulaantsutgalan waterfall
* Hiking to the Tuvkhen monastery
* Enjoying in Tsenkher hot spring
* Discovery history by visiting Kharkhorin museum
* Visiting Erdenezuu monastery
* Exploration of Khugnu Khan Nature Reserve
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Mr. Schlick Create a Game – MP4 Honors Chemistry Project
Part 1: DUE _________Part 2: DUE _____________
Late Policy: 10% penalty per day prior to grading. Nothing accepted after 5 school days.
Directions: Create a chemistry game that reviews a concept that we have studied this year. I want you to come up with your own, creative way of reviewing a concept from the course. Your game can be one that is played alone, with a partner, with a group, or with the entire class. The game should be grade level appropriate. If you are not sure if it is grade level appropriate, ask or use the textbook for a reference. Your game must include at least 20 chemistry problems/concepts and answers. You may use the internet to get ideas, but do not copy or replicate something you find. You must make the game yourself. Be creative!
Examples:
Board game
Matching game
Bingo game
Card game
Partner Game
Memory Game
Folder Game
Jeopardy Game
Deal or No Deal Game
Wheel of Fortune Game
Who wants to be a Millionaire Game
Your own original idea
Concepts to choose from: (It would be a good idea to choose a concept that you personally need to review…ie…you didn't do so well on the test from that unit. If you have a concept you would like to do that is not listed, please see Mr. Schlick for approval. You may combine concepts or do multiple concepts if you would like. You should get approval before completing Part I)
- Chapter 3: Matter
- Chapter 4: Atoms
- Chapter 5: Electrons
- Chapter 6: Periodic Table
- Chapter 7: Chemical Formulas
- Chapter 8: The Mole
- Chapter 9: Chemical Reactions
- Chapter 10: Periodic Properties
- Chapter 12: Chemical Bonding
- Chapter 13:
Part I: DUE ______________. You will turn in a typed paper clearly explaining what concept your game will cover and what type of game you will be creating. The paragraph needs to be at least half a page in length. You do not have to be exact with the details of the game, in this paragraph, but the paragraph should state the concept you have chosen and should show me that you have done some thinking and planning already. This does not include the instructions on how to play the game. You may not change your idea after turning in Part 1, so make sure you are happy with your choice.
Part II: DUE _______________. You will turn in your game, typed instructions, answer key with all problems worked out and work shown, and all pieces necessary to play the game. You will introduce and explain the concept of your game to your classmates.
Grading: Project grades count towards 20% of your marking period grade. This project could improve your overall grade. However, not completing the project will harm your grade. Once the projects have been turned in and graded, we will play the games as part of our review for the Final exam.
Create A Game - Scoring Rubric
Part 1
concept and idea of game explained and turned in
6 points
Part 1 is typed 2 points
Part 2
Creativity of Game
12 points
Accuracy of Chemistry Concept in Game
16 points
Game is grade level appropriate
4 points
Evidence that time and effort were put into creating an engaging activity
12 points
Neatness(no mistakes or errors, everything is legible)
12 points
Contains all games pieces needed to play the game
4 points
Typed directions which are easy to understand
8 points
Presentation of Game to the Class- explain concept and how to play
4 points
Game has at least 20 questions
10 points
Answer Key with questions correctly solved on a separate document 10 points
Total: 100 points
Score: _______/100
Good Luck and Have Fun!
Be creative and come up with something that you feel would be enjoyable for all. Please ask any questions if you are not sure about any part of this project and do not wait until the last minute! | <urn:uuid:19c3be00-aab9-4e63-a33a-89bf4e55fb9c> | CC-MAIN-2024-18 | http://www.schlickscience.com/uploads/3/9/4/8/39482287/create_a_game.pdf | 2024-04-17T22:42:41+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817181.55/warc/CC-MAIN-20240417204934-20240417234934-00611.warc.gz | 52,223,234 | 943 | eng_Latn | eng_Latn | 0.998684 | eng_Latn | 0.998743 | [
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ORANGE YOU SMART!
Fill-in-the-blank game using ORANGE:
O___ ___ ___ ___ ___ ___
(an underwater creature with eight legs)
R___ ___ ___ ___ ___ ___ ___ ___ ___ ___
(the smallest state in the United States)
A___ ___ ___ ___
(a favorite fruit given to a teacher)
N___ ___ ___ ___
(a popular orange variety named for its bellybutton)
G___ ___ ___ ___
(another color that oranges can be)
E___ ___ ___ ___ ___ ___ ___
(how often you should eat colorful fruits and vegetables)
Total Fat 0g
Saturated Fat 0g
Trans Fat 0g
Cholesterol 0mg
Sodium 2mg
Total Carbohydrate 19g
Dietary Fiber 3g
Sugars 13g
Protein 1g
Vitamin A 8%
Vitamin C 152%
Source:
www.nutritiondata.com
Eat the Rainbow!
Fruits and vegetables come in a rainbow of colors. Eat a variety of colorful fruits and vegetables every day — red, yellow/orange, white, green and blue/purple. Oranges are in the yellow/orange color group.
■ Yellow/orange fruits and vegetables help maintain a healthy heart, vision and immune system. Examples include oranges, lemons, grapefruit, tangerines, yellow figs, persimmons, rutabagas, yellow and orange peppers, carrots, sweet potatoes, sweet corn, yellow winter squash and yellow potatoes.
Count your fruit
Most kids need 1 to 2 cups of fruit a day to stay healthy. An orange about the size of a baseball equals 1 cup.
Answers: Octopus, Rhode Island, Apple, Navel, Green, Every day
Market Basket of the Month is a WellSpan Growing Healthy Kids School Partnership initiative.
Growing Healthy Kids is coordinated by the Community Health Improvement Department with fi nancial support from the York Hospital Auxiliary and the Gettysburg Hospital Foundation.
Permission to adapt and reproduce this material for educational purposes has been granted by the California Department of Public Health's Network for a Healthy California. Original development was made possible by funds from the USDA Food Stamp Program. These institutions are equal opportunity providers and employers.
Nutrition Facts
Serving Size: 1 medium orange (154g)
Calories 75
Calories from Fat 0
% Daily Value
0%
0%
0%
0%
6%
14%
Calcium 7%
Iron 1% | <urn:uuid:94b86dd6-9c5c-4e66-b83f-8cb4c439452d> | CC-MAIN-2024-18 | https://delta.sesdweb.net/common/pages/UserFile.aspx?fileId=38018389 | 2024-04-17T21:52:10+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817181.55/warc/CC-MAIN-20240417204934-20240417234934-00612.warc.gz | 178,086,176 | 515 | eng_Latn | eng_Latn | 0.786832 | eng_Latn | 0.786832 | [
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0
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Story Time
Read this story about Suki the little penguin with your baby or child.
How to:
Children can participate by speaking their 'part' and blowing at each moment they're directed to (pink text).
4
5
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Kindergarten
Sunny sight words
Sight words
1. Trace the words.
2. Only color the pictures with the word "came".
Kindergarten
Sunny sight words
Sight words
1. Trace the words.
2. Only color the pictures with the word "into".
Kindergarten
Sunny sight words
Sight words
1. Trace the words.
2. Only color the pictures with the word "on".
Kindergarten
Sunny sight words
Sight words
1. Trace the words.
2. Only color the pictures with the word "ran".
Sunny sight words
Sight words
1. Trace the words.
2. Only color the pictures with the word "ride".
Kindergarten
Sunny sight words
Sight words
2. Only color the pictures with the word "there".
Sight words
1. Trace the words.
Sunny sight words
was was was was
2. Only color the pictures with the word "was".
Kindergarten
Sunny sight words
Sight words
2. Only color the pictures with the word "what". | <urn:uuid:42dd2cbc-c75b-4cea-9450-48abe321c9d1> | CC-MAIN-2024-18 | https://ecoland.esc7.net/upload/page/0063/Sunny%20sight%20words%20printable.pdf | 2024-04-17T21:37:36+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817181.55/warc/CC-MAIN-20240417204934-20240417234934-00615.warc.gz | 193,455,720 | 227 | eng_Latn | eng_Latn | 0.998156 | eng_Latn | 0.997389 | [
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SUPPORTING YOURSELF
You may be experiencing feelings of loss about your child living as another gender, or you may be anxious about their future and the effect on the rest of your family. The more support that parents can find for themselves, the better they can provide support to their child.
Research has also shown that, if given the chance to learn about 2SLGBTQ identities and experiences, and to understand the negative impacts that their rejection has on children and youth, parents, caregivers, and other family members may become more supportive.
If you feel anxious, confused, or uncomfortable, you are not alone. Help and support are available.
* It can be helpful to talk with parents who have a similar experience, or with a nonjudgmental counsellor. Talking to others can help you work through some of your own feelings and understand what you can do to support your child.
* If you don't understand what your child is experiencing, learn about what it's like to be gender independent, or to identify as trans or gender non-conforming.
* There are also helpful books and videos available, and the organizations on the back of this pamphlet can help to locate these resources.
LOOKING TO THE FUTURE
Like all children, there is no way to know who a gender independent child will be as an adult. They may grow up to be lesbian, gay, bisexual or heterosexual. Some may identify as gender fluid, gender non-conforming or with their gender assigned at birth. Others may come to identify as trans and may want to transition to a new gender role. All of these paths are healthy.
Though children may not transition, some parents may find it helpful to get more information about this option. Please see our brochure: Information for Parents - Gender Affirming Options for Gender Independent Children and Adolescents.
No matter who they grow up to be, gender independent children can be happy and healthy with the support of their caregivers.
For help navigating the transition, seek the guidance of a supportive primary care provider, pediatrician, and/or therapist who is trans-positive and trans-competent.
For information about gender transitions, visit RainbowHealthOntario.ca to find our other brochures, Information for Parents - Gender Affirming Options for Gender Independent Children and Adolescents or Parenting Gender Independent Children.
* If the advice of a helping professional does not feel right, don't be afraid to look elsewhere.
OTHER RESOURCES
If you are looking for support or information regarding your child's gender health, or if you would like to connect to a network of parents, here are some helpful resources:
Rainbow Health Ontario rainbowhealthontario.ca
Gender Creative Kids GenderCreativeKids.ca
PFLAG (find a local chapter) pflagcanada.ca/ontario
Family In Transition Guidebook – A Resource Guide for Families of Transgender Youth ctys.org/wp-content/uploads/CTYS-FITFamilies-in-Transition-Guide-2nd-edition.pdf
Gender Spectrum genderspectrum.org
SUPPORTS FOR CHILDREN AND YOUTH
Kids Help Phone kidshelpphone.ca
Phone: 1-800-668-6868
LGBT Youthline youthline.ca
Gender and Identity Support & Resources teens.aboutkidshealth.ca/article?con tentid=3964&language=english
supporting your child's gender identity and expression
INTRODUCTION
Many parents struggle with understanding their child's experience of gender, especially when it is different than they expected.
In the past, gender variance has been framed as a psychological disorder. More recently, we have come to better understand and accept that gender is complex and not limited to male or female.
For many people, the sex they are born with (assigned at birth) aligns with who they are. But for some, their sex and gender identity are not aligned. For example, a child whose sex is assigned male at birth, is a girl on the inside; or a child whose sex is assigned female at birth, is a boy on the inside; or a child who does not identify completely as either a boy or a girl. These kids are sometimes called gender independent. Other terms are non-binary, gender creative, gender nonconforming, gender-expansive, trans, and for some Indigenous children, Two Spirit.
When a child expresses their gender in nontraditional ways, people sometimes blame the parents or suggest that there is something wrong with the child. However, being gender independent is not an illness and is not caused by something parents do or don't do. It is also not something that children do on purpose to defy their parents. Gender diversity exists across all cultures and is normal and healthy.
Learning that your child doesn't identify with their sex assigned at birth can be a lot to handle, and it's okay to feel confused. Parenting a gender independent child can raise difficult feelings and worries, especially if that child belongs to other identities that are discriminated against because of race, ethnicity, and/or disability. Parents worry about what other people will think, how they will behave towards the child, and how their child will fit into or be accepted by their family, cultural or faith community, and society. Parents may feel shame or grief because their child is different than they expected and many worry that their child will be picked on or bullied. In some families, there may be anger and serious conflict over a child's gender independent behaviours.
THE IMPORTANCE OF PARENTAL SUPPORT
Children sometimes worry that if they tell you how they feel, you won't love them anymore. Signs of distress in a child can include anxiety, withdrawal, destructive behaviour, or depression. It's also likely that such behaviours will have been noticed at school.
Every child's identity is important to them, and every child needs to know that they are loved and welcomed by their caregivers for who they are.
Research tells us that supportive relationships with family are an important element in the healthy development of young people who are exploring their gender or have identified as Two Spirit, lesbian, gay, bisexual, trans, or queer (2SLGBTQ). For example, children and youth whose exploration and identification of their gender are accepted by their families are healthier, have higher self-esteem and are less likely to use drugs, be depressed or attempt suicide.
SUPPORTING YOUR CHILD
* Remind your child that you love them unconditionally and thank them for their honesty in sharing their feelings with you.
* Allow space for gender expression and give the child permission to be themselves.
* Listen to your child. This can help you identify what challenges they are experiencing and together work out how you can best support them.
* Respect the child's preferences regarding pronouns and names.
* Find opportunities to show your child that Two Spirit, trans, non-binary, gender independent, and gender non-conforming people exist, are valued, and belong to many communities who appreciate and love them.
* Offer to connect children to safe spaces and helpful resources in the community.
* Read books or watch videos with your child that talk about many different ways to be a boy, a girl, or have another gender identity.
* Be aware that a child who is worrying about gender may show signs of depression, anxiety, and poor concentration. They may not want to go to school.
* Don't pressure the child to change who they are.
In the home environment, you as a parent may be able to provide a loving and affirming place. However, children constantly receive messages about gender from social environments outside the home and these messages can be negative or distressing. While a safe home environment can foster emotional wellbeing and help children cope with gender-related stress, challenges around authenticity and safety often emerge in settings such as at extended family gatherings, schools, extracurricular activities, and community spaces. Safety concerns are real and may arise as teasing, harassment, rejection, exclusion, and violence. The physical and emotional risks can be significant. Parents are faced with tough choices about how to support their child's authentic gender while keeping them as safe as possible.
YOUR CHILD'S SAFETY
In the home environment, you as a parent may be able to provide a loving and affirming place. However, children constantly receive messages about gender from social environments outside the home and these messages can be negative or distressing. While a safe home environment can foster emotional wellbeing and help children cope with gender-related stress, challenges around authenticity and safety often emerge in settings such as at extended family gatherings, schools, extracurricular activities, and community spaces. Safety concerns are real and may arise as teasing, harassment, rejection, exclusion, and violence. The physical and emotional risks can be significant. Parents are faced with tough choices about how to support their child's authentic gender while keeping them as safe as possible.
DECREASING RISK FOR YOUR CHILD:
* Be aware of potentially negative issues that your child may face. Let your child know that you want to hear about any bullying or intimidation towards them.
* Observe their behaviours and reactions.
* Keep open and regular communication with your child - give them a chance to talk about their day and their feelings.
* Make sure your child can reach you or another support person if they are feeling unsafe.
* If you are concerned about your child's safety or emotional health, talk to your child's school or teacher, your child's family doctor, paediatrician, or other mental health professional.
* Make sure your child knows that there is nothing wrong with them, that it is others in the world who have issues with gender.
* Find professionals who are transpositive and trans-competent.
* It is very important to seek help if there is a threat of abuse or violence within your family. | <urn:uuid:696ef6eb-3bf6-460d-8881-a4fc93f90a5b> | CC-MAIN-2024-18 | https://www.rainbowhealthontario.ca/wp-content/uploads/2022/03/Supporting-Your-Childs-Gender-Identity-and-Expression-1.pdf | 2024-04-17T22:32:16+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817181.55/warc/CC-MAIN-20240417204934-20240417234934-00617.warc.gz | 875,974,105 | 1,962 | eng_Latn | eng_Latn | 0.995727 | eng_Latn | 0.997635 | [
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Music (A to H) in Spanish vocabulary list
band - la banda bell - las campanillas
banjo - el banjo conductor - el director
choir - el coro cello - el violoncelo
clarinet - el clarinete cymbals - los platillos
drum - la batería flute - la flauta
guitar - la guitarra harp - el arpa
To access Music (A to H) in Spanish worksheets, visit http://www.saveteacherssundays.com/spanishvocabulary/all/625/musical-instruments-in-spanish-worksheets-1/
To access Music (A to H) in Spanish games, visit http://www.saveteacherssundays.com/spanishvocabulary/all/625/musical-instruments-in-spanish-games-1/ | <urn:uuid:98b556b3-849d-44b9-b5a5-db3715dd1f29> | CC-MAIN-2024-18 | https://www.saveteacherssundays.com/wp-content/uploads/worksheet-uploads/Musical%20Instruments%201%20in%20Spanish%20list.pdf | 2024-04-17T23:00:30+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817181.55/warc/CC-MAIN-20240417204934-20240417234934-00618.warc.gz | 903,919,107 | 177 | eng_Latn | eng_Latn | 0.91534 | eng_Latn | 0.91534 | [
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Bad Hair Day
Suggested Activities
Pre-viewing
Discussion questions
* Can you remember any stories or films about students being bullied at school?
* Have you ever been bullied? How did it make you feel? What were the reasons?
* Why do some students bully others?
* Was there a time you felt like an outsider and did you overcome this?
Vocabulary
* Show a still of Jane from the film. Label parts of her body including her bushy hair.
* Show other stills of Jane at school. Students guess what the film might be about.
* Discuss words that Jane might use to describe her feelings about her hair.
Main Viewing
Speaking
* While watching the film, pause it occasionally and ask simple questions in Indonesian. For example, the film can be paused at the beginning when Jane is sitting at the mirror. Questions can be "Jane benci apa?" or "Bagaimana rambut Jane?". A moment later the film can be paused again when Jane is at the kitchen table with the questions; "Jane di mana?" or "Jane minum apa?"
* After watching the film, give students about 5 stills from the film to use as prompts to retell the story in Indonesian. To guide students on language use, the stills could be accompanied by captions. For example, a still of Jane at the start of the film can have the caption "Jane tidak suka rambutnya." or "Rambut Jane panjang dan tebal". This can also be done as a writing activity.
Reading
* Give students cut-outs of six pre-written Indonesian sentences that explain the story. Students put these sentences in the correct order. This can be done individually or as a group activity.
Grammar
* Select some phrases used in the film to explore in more detail. Phrases such as "namaku" and "impianku" can be used to show students how the pronoun "aku" can become a possessive and attach itself to the preceding noun that is "owned". This idea
can be expanded by having students fill in gaps in a constructed text. For example, "Aku tinggal di Melbourne, rumah ........ kecil."
* A variety of verbs are used to describe managing one's hair. Students can play guessing games by acting out verbs describing hair styling. Verbs to use include menyisir, memotong, menguncir, meluruskan, and merapikan.
* "Bohlam" and "si Semak" are two nicknames uttered. Although these ones are especially cruel, nicknames are often used affectionately, reflecting people's obvious traits. Students can explore Indonesian nicknames (including use of "si", a diminutive and "sang", an honorific) and create a short list for other classmates to guess. For example, "si cerdas" or "si pintar" can be used for someone who is clever while "si nakal" can be used for someone who is naughty.
* Other terms of address like "mas", "mbak", "kak", "dik", and "bang", and "bung" can be introduced to explore ways to refer to others in a familiar way.
Post Viewing
Writing
* Students complete a biodata form for Jane and Bohlam in Indonesian, using their imagination to add details that are note stated in the film. For example, they could provide information including age, hobbies, favourite food and siblings and parents' names.
* Students complete a chart / list by choosing words that describes themselves. For example:
* A class discussion after this task could focus on how students felt about saying what they are good at and how this related to the theme of self-esteem.
Rambut saya ......................... [pendek / panjang / lurus / keriting] Saya pintar ........................ [berolahraga / belajar / berdansa / berbicara] Teman-teman saya adalah .......................[names or {Indonesian} nicknames of friends] Hobi saya termasuk ............................ [berdansa, bermain olahraga, bergambar, etc]
Roleplay
In small groups, students write and perform a short skit similar to Bad Hair Day. Ideally, this should be completed in Indonesian, however if too difficult, English can be used with key parts of the story in Indonesian. For example, a narrator can introduce each scene in Indonesian.
Discussion
* Why did Jane change her mind about her hair?
* Do you think Jane and Bohlam become friends? Why/Why not? | <urn:uuid:f82dae51-833e-4d01-8ce6-de89a5ed5cef> | CC-MAIN-2024-18 | https://www.resourcefulindonesian.com/uploads/1/1/2/5/11252883/bad_hair_day-suggested-activities.pdf | 2024-04-17T22:22:34+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817181.55/warc/CC-MAIN-20240417204934-20240417234934-00618.warc.gz | 888,458,399 | 939 | eng_Latn | eng_Latn | 0.996986 | eng_Latn | 0.99799 | [
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Glencoe Biology Teacher Edition
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Biology McGraw-Hill Reading Essentials provides an interactive reading experience to improve student comprehension of science content. It makes lesson content more accessible to struggling students and supports goals for differentiated instruction. Students can highlight text and take notes right in the book! Biology for AP Courses McGraw-Hill Education Glencoe Science provides students with accurate and comprehensive content coverage of a balance of the three fundamental science disciplines in each course. The concepts
covered are explained in a clear, concise manner that can be easily understood by students. This strong content coverage is integrated with a wide range of hands-on experiences, criticalthinking opportunities, realworld applications, and connections to other sciences and non-science areas of the curriculum. Dynamics of Life McGraw-Hill Education Helping you to do your best on exams and excel in the biology course, the Study Guide contains many types of questions and a variety of exercises for each chapter in the textbook. Tennessee Biology Teacher's Annotated Edition McGraw-Hill Education Tennessee Biology. Teacher Wraparound EdGlencoe Biology, Student EditionMcGraw-Hill EducationScience Notebook BiologyMcGraw-Hill/Glenc oeBiologyMcGraw HillGlencoe Biology,
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Human Biology McGrawHill Education Over a million students have transformed adequate work into academic achievement with this best-selling text. HOW TO STUDY IN COLLEGE sets students on the path to success by helping them build a strong foundation of study skills, and learn how to
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Glencoe Biology Teacher Edition gain, retain, and explain information. Based on widely tested educational and learning theories, HOW TO STUDY IN COLLEGE teaches study techniques such as visual thinking, active listening, concentration, note taking, and test taking, while also incorporating material on vocabulary building. Questions in the Margin, based on the Cornell Note Taking System, places key questions about content in the margins of the text to provide students with a means for reviewing and reciting the main ideas. Students then use this technique--the QSystem--to formulate their own questions. The Eleventh Edition maintains the straightforward and traditional academic format that has made HOW TO STUDY IN COLLEGE the leading study skills text in the market. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
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Reading Essentials provides an interactive reading experience to improve students comprehension of science content. It makes lesson content more accessible to struggling students and supports goals for differentiated" -- publisher. Benchmarks assessment workbook Brooks/Cole Publishing Company Biology Standards Practice
Living Systems McGraw Hill Biology for AP® courses covers the scope and sequence requirements of a typical two-semester Advanced Placement® biology course. The text provides comprehensive coverage of foundational research and core biology concepts through an evolutionary lens. Biology for AP® Courses was designed to meet and exceed the requirements of the College Board's AP® Biology framework while allowing significant flexibility for instructors. Each section of the book includes an introduction based on the AP® curriculum and
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Edition, the authors examples from their colleagues across the disciplines as well as new instructional routines that have been researched and validated since the publication of the last edition. Also, this edition has been re-organized, adding three new chapters, to focus on the ways in which teachers can use reading, writing, speaking, and listening in their classes, emphasizing reading and comprehending texts, creating graphic organizers, developing vocabulary knowledge, and writing to learn. Biology Cengage Learning Study Guide and Reinforcement Worksheets allow for differentiated instruction through a wide range of question formats. There are worksheets and study tools for each section of the text that help teachers track students' progress toward understanding concepts. Guided Reading Activities help students identify and comprehend the important information in each chapter. Glencoe Biology: The Dynamics of Life, Reading Essentials, Student Edition Tennessee Biology. Teacher Wraparound EdGlencoe Biology, Student Edition
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17 lab activities correlated to the AP biology course of study; challenges students by using AP lab topics; prepares students for AP biology programs. Biology McGraw-Hill Education General biology text with National Geographic features in each unit and test-taking tips written by the Princeton Review. Glencoe Biology: An Everyday Experience,
Student Edition McGraw Hill
Teacher edition Merrill Publishing Company
Claifornia Edition Prentice Hall
April, 17 2024 | <urn:uuid:ded2488b-9489-4851-a4ce-e748f7068145> | CC-MAIN-2024-18 | https://ahecdata.utah.edu/stated/data-bank/Glencoe%20Biology%20Teacher%20Edition/view_all.cgi?y=LH66OF | 2024-04-17T23:09:48+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817181.55/warc/CC-MAIN-20240417204934-20240417234934-00618.warc.gz | 77,706,383 | 1,535 | eng_Latn | eng_Latn | 0.993626 | eng_Latn | 0.99407 | [
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R.E. Overview 2022/2023
Exploring the Easter story during our first
Christianity unit gives us the opportunity to
lives.
In upper school, we
build on the children's
knowledge of the core
beliefs in religions that
they have learned in
lower school.
We explore how
Christians use the Gospels
to make sense of their core
beliefs.
We explore the religious festivals of
During our lower school
curriculum, one of our key
themes is how influences the
way people live their lives.
This unit allows us to pursue
beliefs can influence the
way you live | <urn:uuid:80ed1e36-a843-4dde-9169-f4cd3e4a6650> | CC-MAIN-2024-18 | https://newsite.moatfarm-jun.sandwell.sch.uk/wp-content/uploads/2023/06/RE-overview.pdf | 2024-04-17T22:34:05+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817181.55/warc/CC-MAIN-20240417204934-20240417234934-00620.warc.gz | 390,714,638 | 132 | eng_Latn | eng_Latn | 0.994834 | eng_Latn | 0.994834 | [
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BROCCOLI ACTIVITIES
Broccoli Brain-Buster
(answers below)
1. Broccoli is dark green. This means it is very high in________________.
A.) water
B.) air
C.) nutrients
D.) green particles
2. Broccoli provides_____________________________________________.
A.) fiber
B.) calcium C.) Vitamin C
D.) all three
3. Which state grows the most broccoli for the United States?
A.) California
B.) Texas
C.) Ohio
D.) Florida
Answers: 1. C, 2. D, 3. A
Fruit and Veggie Word Jumble
Some of your favorite fruits and vegetables have been tossed into a jumble. To unscramble their names, pick the word pieces one from each column (starting with A, then B, then C). (answers below)
Total Fat 0g
Saturated Fat 0g
Trans Fat 0g
Cholesterol 0mg
Sodium 30mg
Total Carbohydrate 6g
Dietary Fiber 2g
Sugars 2g
Protein 3g
Vitamin A 11%
Calories 31
Calories from Fat 0
% Daily Value
0%
0%
0%
1%
2%
9%
Calcium 4%
Vitamin C 135%
Iron 4%
Source: www.nutritiondata.com
Count Your veggies
Most kids need 1 1/2 to 3 cups of vegetables a day to stay healthy. About two cupped handfuls of broccoli equals one cup.
Market Basket of the Month is a WellSpan Growing Healthy Kids School Partnership initiative Growing Healthy Kids is coordinated by the Community Health Improvement Department with fi nancial support from the York Hospital Auxiliary and the Gettysburg Hospital Foundation.
Permission to adapt and reproduce this material for educational purposes has been granted by the California Department of Public Health's Network for a Healthy California. Original development was made possible by funds from the USDA Food Stamp Program. These institutions are equal opportunity providers and employers. | <urn:uuid:f71b5b58-45d7-417b-8a74-a8fe27f26587> | CC-MAIN-2024-18 | https://delta.sesdweb.net/common/pages/UserFile.aspx?fileId=38957645 | 2024-04-17T20:56:35+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817181.55/warc/CC-MAIN-20240417204934-20240417234934-00619.warc.gz | 171,306,469 | 435 | eng_Latn | eng_Latn | 0.985828 | eng_Latn | 0.985828 | [
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Woodcocks' Well CE (VA) Primary School
Behaviour Policy
* Amendments to policy: September 2022
* Policy effective from: October 2022
* Review date: July 2024
* Full Governing Body
Aims and expectations
It is a primary aim of our church school that every member of the school community feels valued and respected, and that each person is treated fairly and well. In the book of 1 Corinthians 13:13 in the Bible we learn that So now faith, hope, and love abide, these three; but the greatest of these is love. It is this love of God that empowers us through the actions of the Holy Spirit in our lives (Galatians 5:22-23, School Vision Statement) to be the caring community we are, whose values are built the Fruit of the Spirit and as such showing mutual trust and respect for all. The school behaviour policy is therefore designed to support the way in which all members of the school can live and work together in a supportive way. It aims to promote an environment where everyone feels happy, safe and secure.
The school has a number of school rules, but the primary aim of the behaviour policy is not a system to enforce rules. It is a means of promoting good relationships, so that people can work together with the common purpose of helping everyone to learn and flourish as a whole person. This policy supports the school community in aiming to allow everyone to work together in an effective and considerate way.
The school expects every member of the school community to behave in a considerate way towards others, using the school's vision and character traits of the Fruit of the Spirit as guidance.
We treat all children fairly and apply this behaviour policy in a consistent way with patience and kindness.
This policy aims to help children to grow in a safe and secure environment, and to become positive, responsible and increasingly independent members of the school community and to effectively communicate the character of the fruit of the spirit not only in their own lives but to encourage the same in those around them. The policy is reflected upon by staff through continuous professional development opportunities so that they know how best to support children to flourish. New members of staff, and volunteers, complete an induction process so that they are fully aware of our policy.
Key Staff
Mrs S. Beckett – Headteacher/SENCO/Designated Safeguarding Lead Mrs J. McKie – Wellbeing Lead/Deputy Designated Safeguarding Lead
Key Governors
Mrs M. Lawless – Chair of Governors Mrs G. Scott – Safeguarding Governor
Legislation and statutory requirements
This policy is based on advice from the Department for Education (DfE) on:
* Behaviour and discipline in schools
* Searching, screening and confiscation at school
* The Equality Act 2010
* Keeping Children Safe in Education
* Use of reasonable force in schools
Woodcocks' Well CE (VA) behaviour policy has evolved following the research led by the DFE (Behaviour in Schools September 2022) and Paul Dix (When the adults change everything changes). The whole school community has received training opportunities to focus on celebrating positive behaviour, as it believes that this will develop an ethos of kindness and co-operation where we are able to grow the fruits of the spirit. This policy is designed to promote positive behaviour, rather than merely deter anti-social behaviour.
Positive Recognition and Rewards
* A quiet word or encouraging smile.
* A tick, smile, 'well done' on the pupil's work.
* Name of the recognition board
* A badge or sticker for the child to wear in school.
* A public word of praise in front of a group, class or whole school collective worship.
* A visit to another member of staff for praise. • A visit to the headteacher for praise or a sticker.
* A sticker from a lunch-time assistant for kind, courteous, well-mannered behaviour or any behaviour that exemplifies the fruit of the Spirit such as gentleness, self-control, kindness.
* Particular mention of achievement or good behaviour on the school report.
* A verbal comment to the child's parents or a message home.
* Pupil nominated for 'star of the week' receives a certificate in the school celebratory worship for learning;
* Class or year group award (such as a popular activity)
The school acknowledges all the efforts and achievements of children, both in and out of school as a flourishing character is demonstrated throughout all the child's life, not just at school.
School Rules
The School Rules are decided upon as a result of consultation between children and staff. Following on from our research, we have decided to have 3 school rules which reflect our vision and values. They are a focal point of our Behaviour Policy and the basis for personal, social, and moral education throughout the school and community. Our rules are:
1. Be Safe
2. Be our best self
3. Be kind
Class Rules
Each class teacher can discuss how to make the classroom a fair and safe place for all linking to our expectations. Each class follows the 'School Rules' ensuring continuity throughout the whole school. The rules will be displayed prominently in the classroom. Specific rules, for a particular area, may be developed – e.g. role-play area, art and craft, computers etc.
We have very high expectations for behaviour and expect our School Rules to be followed by all children.
Expectations in school
1. Everyone will act with courtesy and consideration to others at all times.
2. Always try to understand other people's points of view employing self-control and patience with gentleness.
3. Move carefully and quietly about school. Do not run.
4. Always speak patiently, politely to everyone without interrupting extending faithfulness in a
commitment to show Godly love (remembering love covers a multitude of sins -1Peter 4:8). There is no excuse for rudeness or disrespect.
We strongly disapprove when children are disrespectful towards their teachers and Lunch-Time supervisors.
5.Help to keep the school clean and tidy.
6.No pupil is allowed to leave the school premises during school hours unless accompanied by an adult – children need to be signed in or out via the reception desk
7.Chewing gum must not be brought to school.
8.Pupils must not play in the corridor, the cloakrooms, nor in or around the toilets.
9. No pupil is allowed to bring a mobile phone to school without prior permission from the Headteacher.
Expectations in the classroom
1.Enter the room sensibly and sit down at your place.
2.Listen to the teacher patiently and concentrate.
3.In class, employing self-control, make it as easy as possible for everyone to learn and for the teacher to teach.
4.When the class is asked a question, do not shout out.
5.Work sensibly; do not distract or annoy others.
6.Eating and chewing are not allowed.
7.Pupils may drink still water from a bottle brought in from home.
School rules are explored and agreed through Collective Worship. If a child is disruptive in class, the teacher draws the child's attention to the class rules and follows our 'responding to misbehaviour'.
Strategies used by all school staff:
Visible consistency
Remaining calm and giving an emotionless response
Having a private word with children
Using a recognition board
Positive recognition to ensure children feel appreciated/important
Focus on effort
Verbal cues
Positive reflections at the end of the day or a lesson
Restorative practice
Responding to misbehaviour:
All pupils and staff are expected to behave in a responsible manner both to themselves and others, showing courtesy and a loving respect and self-control for other people at all times.
Pupils should also move around school and behave in a calm, joyous yet gentle manner. This way we hope to support our children in becoming confident young learners.
An intention to behave better in the future should be recognised trusting in the patience of God with us, so we too are patient with others and this is why private discussions are held with children to explain what rule they are breaking and refocus on the positive. This is an incentive for the pupil.
Humour can also play a vital role in defusing a situation by allowing the teacher to (using gentleness and joy) get the message across while also allowing the pupil to 'take it in' without losing self-esteem.
Sarcasm is damaging and should be avoided.
The scale of the sanction imposed should reflect the level of misbehaviour and the display of all that is opposite to the fruit of the Spirit but the following should be borne in mind:
Improved behaviour and the innate flourishing of the individual is the object of the sanction
In all disciplinary actions we feel it is essential that the pupil understands fully that it is the behaviour which is not acceptable and not the pupil as a person who is loved by God and ourselves.
Always separate the problem from the person
Staff at Woodcocks' Well CE (VA) are implementing strategies that encourage children to reflect upon misbehaviour by following the steps below.
1. A quiet reminder
2. A caution in private – think carefully about your next step
3. Last chance brief conversation in private – scripted intervention
4. Time out – leave the classroom, breathing techniques, short walk, grounding time, refocus
5. Repair in private – end of lesson discuss using restorative questions
Work will be sent home if not completed in school.
Additional sanctions to sustain improved behaviour may include:
* Loss of privileges for a stated period of time, such as membership of a club.
* Loss of status for a specified period of time, such as team leader or being a monitor.
* A requirement to work at a separate desk within the classroom.
* Withdrawal from the class activity and temporary placement in another class or with the Headteacher. Ideally if a pupil is sent to another class, appropriate work should be sent with them.
* A verbal or written apology to the person concerned.
* Referral to a member of the senior leadership team or Headteacher.
* A phone call to the parents from the class teacher aiding the opportunity for the child and parent to flourish through the situation, using the same as a point of growth, not regression.
* A meeting with the parents. This also has the advantage of throwing more light on the problems behind the misbehaviour and of providing joint/consistent action between school and home; seeing the child as part of the whole family unit that may also benefit from the boundaries and consistencies of faithful loving care.
* Temporary exclusion such as during the midday break.
* Fixed Term or Permanent Exclusion.
Children who are repeatedly disruptive will be isolated from the rest of the class until s/he calms down, and is in a position to work sensibly again with others. The safety of the children is paramount in all situations. If a child's behaviour endangers the safety of others, the class teacher stops the activity and prevents the child from taking part for the rest of that session. If a child threatens, hurts or bullies another pupil, the class teacher records the incident and involves another member of staff i.e. from the school leadership team. If a child repeatedly acts in a way that disrupts or upsets others, the school in their commitment to aid the development of child and the whole family employing the Fruit of the Spirit, contacts the child's parents and seeks a meeting in order to discuss the situation, with a view to improving the behaviour of the child.
Consistency and Flexibility
While a consistent 'whole school' approach to managing behaviour is the desired aim there will be a need for a degree of flexibility in the application of rewards and sanctions. Hence some of the rewards and sanctions practised at Woodcocks' Well Primary School are unique to the age of the child e.g. rewards and consequences may be slightly different for children in EYFS or with SEND but all equally within the loving framework of our school vision.
Fixed Term and Permanent Exclusions
A variety of methods are tried to prevent exclusion. These are as follows:
* The use of an adult to diffuse the situation and to show patience to 'calm' the child.
* Use of 'Time-out' either as a break from the situation or with another teacher in another class aiding reflection and peace yet faithfully ensuring their education receives minimal disruption.
* Placement with the Headteacher.
* Discussion and counselling with the child and other parties involved.
* Meetings and/or conversations with parents at early stage to encourage as much potential for the child to flourish through the situation as early as possible.
* Use of external agencies such as play therapy, counselling.
Only the Headteacher or an Acting Headteacher has the power to exclude a pupil from school. The Headteacher may exclude a pupil for one or more fixed periods, for up to 45 days in any one school year. We aim to keep exclusions to a minimum. We will aim to keep exclusions to half days (either side of lunchtime) or 1 to 2 days. The Headteacher may also exclude a pupil permanently. It is also possible for the Headteacher to convert a fixed term exclusion into a permanent exclusion, if the circumstances warrant this. Please see the school exclusion policy for further details.
Fixed Term Exclusions:
Should incidents occur to warrant fixed term exclusion the Headteacher must inform the parents in writing of the length and type of exclusion and of their right to make representation to the governors Pupil Discipline committee. A fixed term exclusion is a serious issue and will be made if a child is repeatedly defiant, verbally abusive and involved in activities that can be identified as bullying. Under no circumstances will the school tolerate any form of racism.
Incidents of racism will be dealt with severely and, through employing loving boundaries for all, may result in a fixed term exclusion.
Permanent Exclusions:
A child will only be excluded from school as a last resort but, exceptionally, severe offences can result in an automatic exclusion. A pupil may be permanently excluded if:
* They have been seriously or persistently badly behaved.
* They would seriously harm the education and welfare of themselves or other pupils if they stayed in school.
A pupil may be automatically excluded after incidents such as serious actual or threatened violence, sexual abuse or assault, carrying an offensive weapon or supplying an illegal drug. Offences like these will usually require police involvement.
An exclusion will only be applied in serious cases of misconduct or for persistent disruptive behaviour and then, only after careful, loving consideration and proper application of the appropriate regulations. This decision can only be made by the Headteacher. Exclusion is seen as an opportunity to reflect, employ the characteristics of the school vision statement and to move forwards, we will not necessarily make exclusion longer for repeat incidents.
Any exclusion will involve work being sent home to complete, as part of the school's commitment to loving faithfulness towards the child. For any exclusion of more than 5 days the school will provide full time education off the school site.
Governors will review exclusion data termly and will review any pupil exclusion amounting to more than 15 days.
Referral to external agencies with a view to additional support for the pupil in school, will be considered if appropriate.
A reintegration meeting will be offered to ensure a smooth transition, for the pupil, back in to school.
Inappropriate Sanctions
Corporal Punishment is forbidden.
Detention outside normal school hours is not used.
General or arbitrary use of the curriculum as a punishment, for example extra mathematics, is not appropriate.
Exclusion from a curriculum activity including P.E., swimming and educational visits is not appropriate unless on the grounds of safety or potential disruption to the good order of the group.
It is not appropriate to stand a child out where they are not near to, and under the supervision of, a member of staff.
It is not appropriate to punish the whole group because of inappropriate behaviour by a few individuals. Such action is likely to create resentment and may invoke an inappropriate group response and cause the vision of the school to come into disrepute. Sanctions against the
whole group or class should only be imposed when the inappropriate behaviour relates to the whole class.
Physical Control and Restraint
Staff will only restrain children to prevent injury to a child, or if a child is in danger of hurting him/herself. The actions that we take are in line with government guidelines on the restraint of children. Training is provided for staff where the potential need for physical restraint has been identified. All positive physical interventions are in accordance with 'Guidance on the use of Reasonable Force in School' (DFES 1998 and updated in 2012), and the guidance set out in Section 93 of the Education and inspections Act 2006. Positive handling techniques are adopted in response to NFPS training.
It should never be used as a sanction, or to humiliate the child in front of other children or adults. All sanctions should be used within the framework of the school vision statement which demonstrates faithfulness towards the staff and child alongside loving boundaries encouraging flourishing for all concerned.
All staff should strive to avoid the need for physical control by patient foresight and diversion. If it should be necessary to employ physical restraint, then only the minimum force required to ensure control should be used, seeking to maintain as much gentleness as is possible in the situation. Care should be taken to preserve as much of the child's self-respect as possible and to encourage the child to regain self-control and gain empowerment in their life situations through seeking the outcome of the whole vision statement of the school in their lives.
If a child is exhibiting violence and/or acute levels of distress it may be appropriate and in the best interests of the individual and their peers to remove the 'audience' and take the peer group somewhere safe and quiet till the crisis is over. The wellbeing of all our pupils is paramount.
We acknowledge that during positive physical interventions a pupil may be hurt. Minor bruising or marks may occur during the process of positive physical intervention. Whilst this is always avoided wherever possible, this outcome is preferable to more severe physical harm to the child in crisis resulting from their behaviour, or serious harm occurring to another individual as a result of the incident.
Our commitment to safe, positive handling includes:
* Monitoring and evaluating our responses to challenging behaviour, with particular regard to monitoring the use and effectiveness of any positive physical interventions.
* Reviewing any positive handling plans that may be in place for individual pupils at agreed intervals that allow for swift adaptations to be made to meet the child's needs
* An acknowledgement of our duty of care to all pupils and that sometimes it may be necessary to use a positive handling technique to safeguard a student or students in crisis; or the pupils, adults or property at risk from a student in crisis.
* All positive physical interventions are for the minimum amount of time, using the lightest possible hold and are reasonable, proportionate and necessary.
* All positive physical interventions are recorded and stored in line with the data protection act, and parents/carers are made aware of the use of such interventions if/when they occur. It is the responsibility of the staff member to report incidents directly to the Headteacher or, in their absence, the next senior teacher.
Staff have completed positive handling training September 2021 and received an annual refresher November 2022.
At Woodcocks' Well CE (VA) Primary School we have adopted the following DFE 2012 guidance to heads and governors. This guidance advises that:
"School staff can search pupils with their consent for any item. Head teachers and staff authorised by the head teacher have the power to search pupils or their possessions, without consent, where they suspect the pupil has a "prohibited item". Prohibited items are: knives and weapons; alcohol; illegal drugs; stolen items; tobacco and cigarette papers; fireworks; pornographic images; any article that has been or is likely to be used to commit an offence, cause personal injury or damage to property; any item banned by the school rules which has been identified in the rules as an item which may be searched for.
Use of reasonable force: All school staff have the power to use reasonable force to prevent pupils committing an offence, injuring themselves or others or damaging property, and to maintain good order and discipline in the classroom. Head teachers and staff authorised by the head teacher can use such force as is reasonable when searching a pupil without consent for prohibited items except where the search is for an item banned by the school rules.
Allegations of abuse against staff: Allegations of abuse must be taken seriously, but schools should ensure they deal with allegations quickly in a fair and consistent way that provides effective protection for the child and supports the person who is the subject of the allegation. Every effort must be made to maintain confidentiality and guard against unwanted publicity while an allegation is being investigated. Suspension must not be used as an automatic response when an allegation has been reported." (Ensuring good behaviour in schools 2012)
At Woodcocks Wells' appropriate disciplinary action will be taken against pupils who are found to have made malicious accusations against school staff to ensure the loving safety and display consistent faithfulness to all in the school community.
Banned Items
The prohibited items listed in the DFE's Searching, Screening and Confiscation document are:
* knives and weapons;
* alcohol;
* illegal drugs;
* stolen items;
any article that the member of staff reasonably suspects has been, or is likely to be used:
* to commit an offence, or
* to cause personal injury to, or damage to property of; any person (including the pupil).
an article specified in regulations:
3 • tobacco and cigarette papers;
4 • fireworks; and
* pornographic images
Restriction of liberty
The physical restriction of a pupil's liberty is a serious step, and must not form part of the sanctions policy of any educational establishment. This includes locking a pupil in any room or part of the school premises with the intention of preventing the pupil leaving, whether or not there are responsible adults present.
Child-on-Child abuse
Children can abuse other children (often referred to as child-on-child abuse) This is most likely to include, but may not be limited to:
* bullying (including cyberbullying);
* physical abuse such as hitting, kicking, shaking, biting, hair pulling, or otherwise causing physical harm
* abuse in intimate personal relationships between children (sometimes known as 'teenage relationship abuse')
* sexual violence, such as rape, assault by penetration and sexual assault
* sexual harassment, such as sexual comments, remarks, jokes and online sexual harassment, which may be stand-alone or part of a broader pattern of abuse
* causing someone to engage in sexual activity without consent, such as forcing someone to strip, touch themselves sexually, or to engage in sexual activity with a third party
* consensual and non-consensual sharing of nudes and semi nudes images and or videos (also known as sexting or youth produced sexual imagery)
* 'Upskirting' is where someone takes a picture under a person's clothing (not necessarily a skirt) without their permission and or knowledge, with the intention of viewing their genitals or buttocks (with or without underwear) to obtain sexual gratification, or cause the victim humiliation, distress or alarm. It is a criminal offence. Anyone of any gender, can be a victim.
* initiation/hazing type violence and rituals
Staff are clear on our procedures with regards to child-on-child abuse and do not take it any less serious than adult to child abuse; they are aware that it should never be tolerated or passed off as "banter", "just having a laugh" or "part of growing up". We ensure that we apply the same thresholds.
In our school we have referred to the Respectful School Communities toolkit for advice on creating a culture in which sexual harassment of all kinds is treated as unacceptable. In our school we have an anti-bullying policy that recognises this. We are able to use service such as the emotionally healthy team and counselling services to support children - both "perpetrator" and "victim".
Where sexual violence or sexual harassment between children is alleged then the school follows the guidance issued by the DfE in Part 5 of Keeping Children Safe in Education 2022.
Where sharing nudes or semi nudes (youth produced sexual images) are part of the abuse then the school follows the UK Council for Child Internet Safety (UKCCIS) Sharing nudes and semi-nudes: advice for education settings
Bullying
The school does not tolerate bullying of any kind. If we discover that an act of bullying or intimidation has taken place, we act immediately to stop any further occurrences of such behaviour. While it is very difficult to eradicate bullying, we do everything in our power to ensure that all children attend school free from fear and in an atmosphere of peace and love. Children are taught that they have a right to be safe.
Bullying is not always easy to recognise but an open, agreed definition of bullying is crucial.
Definition:
Bullying is the wilful, conscious desire to hurt, threaten, frighten or intimidate, someone else.
To do this, the bully must exert some sort of power over the victim, a power not always recognisable to adults. If parents teach their children to stand up for themselves, they may also be teaching them to get their retaliation in first. This immediately brings the values of school with its vision statement and home into conflict.
Bullying takes many forms and can include:
Page 10
Violent and aggressive behaviour
Any incident which involves violence or where a serious threat of violence is perceived should be recorded and subsequently discussed in order that appropriate conclusions may be drawn. Consideration should be given to alternative strategies that could have been employed to peaceably avert the situation. Parents should immediately be informed if any violent or aggressive behaviour has been exhibited by any pupil.
Staff should be aware of the influence of their own body language and the interpretation of other people's body language in the process of violent incidents. This will involve an appreciation of the pupil's cultural background as well as techniques for reducing aggression. Face to face confrontation and physically cornering a pupil are often unhelpful and actually increase the potential for violence. It is at this point where the fruit of gentleness, love and peace may be concentrated on to produce within the staff and, lead by example, onto those concerned in the incidence.
Closed door
Where a pupil is removed to another room as a control measure, staff should be aware of the risks inherent in closing the door, even when there is more than one adult present. While recognising that there may be occasions when it is necessary to ensure the pupil's privacy, staff should always take into account the fact that closing a door may be misconstrued or misrepresented and in all faithfulness to the child and staff concerned, should be avoided if at all possible – this is keep both you and the child safe.
Reflection
After any serious incident the pupil should be offered an opportunity to think through and discuss how it arose. If the pupil wishes to discuss the issue with a member of staff, expressions of disapproval and sanctions should be deferred until this has taken place, as in the framework of the vision statement that encourages reflection, forgiveness and restitution a positive outcome may render them redundant.
The pupil who has been bullied/hurt should be offered an opportunity to tell the person responsible how they feel, in the presence of a teacher or peer support, and employing the vision statement framework, to discuss how the incident arose.
Reporting procedures
A written record is kept of persistent misbehaviour and serious incidents of misconduct and is kept on the child's records. Information recorded includes the date, names of people involved, an account of the incident and details of any advice given or sanctions imposed. This record provides factual, objective and accurate information which may be needed for referral at a later date. We record information as soon as possible while it is still fresh in our mind as relying on memory alone when describing a pupil's pattern of behaviour is open to question.
These records are confidential and this must be respected. This is for internal use and recorded information is not intended for transfer to the pupil's record card, it is nevertheless an important document and the following points should be borne in mind:-
* Relevant information relating to a particular pupil may be referred to and read by those entitled to do so, i.e. the pupil's parents, the Educational Psychologist etc.
*
* Information relating to other pupils should be excluded and the relevant extracts photocopied for entitled readers only.
* Distinguish clearly between;
* Beware of applied psychology and interpretation. Be factual and use plain English. Be positive, honest and unbiased.
i) personal observations and experience
iii) information overheard or acquired generally
ii) information repeated to you
* Quote actual words used if necessary.
Page 11
* Keep relevant evidence.
* Photograph serious damage to a space only.
All serious incidents of misconduct should be reported to the Headteacher or a senior member of staff as soon as possible and be recorded. If a pupil should become repeatedly involved in serious incidents of misconduct then (to restore and aide the pupil's personal ability to flourish in a positive manner) involvement of external support agencies will be sought.
The following action may be taken when dealing with pupils whose behaviour is considered to be particularly disruptive or unacceptable. These procedures will only be initiated after normal sanctions have failed to improve the situation, and after parents have already been fully involved and informed about their child's behaviour. They are taken to seek the very best outcome for the pupil as well as the rest of the school community.
Behaviour at lunchtime
Incidents which are a cause for concern should be reported to a teacher, a senior teacher or Headteacher immediately.
This applies particularly to aggressive or bullying behaviour to other pupils; persistent name calling or racist remarks; rude and uncooperative behaviour to the dinner supervisors.
REPORTING PROCEDURE*
It is very rare for this procedure to be completed but, in serious cases, this will happen and may reach the final stage of a pupil's permanent exclusion from Woodcocks' Well CE (VA) Primary School all within the framework of the school's vision statement.
1) Behaviour system of discussions followed.
3) Class Teacher to monitor behaviour and record on an individual log
2) If step one is repeated more than once, within a week, or a serious incident, the Headteacher will be informed and parents will be asked to take measures to support the school and bring about an improvement in the pupil's behaviour.
4) If there is further repetition of steps one and two, the SENCO will be contacted to support the class teacher in writing an initial Individual Behaviour Plan which will identify strategies to support the child.
5) From this point, if the situation does not improve, the pupil may be excluded from school by the Headteacher for a fixed period of between 1 and 45 days. The Chair of the Governing Body and the LA will be notified.
4) If there is further repetition of steps one and two, the SENCO will be contacted to arrange possible support from outside agencies.
6) If the unacceptable behaviour persists after this, the pupil may be excluded from school permanently pending an investigation by the Governing Body. The Chair of the Governing Body and the LA will be informed immediately.
* In the event of serious/extreme behaviour then the graduated card response may be bypassed and parents contacted on the day.
Pupils leaving school without permission
Staff should take all necessary and reasonable steps to ensure the safety of pupils in their care. However, if a pupil is determined to leave the premises, the powers and duties of staff are limited to persuasion and a reminder of any sanctions that might be incurred.
It is not permitted to physically prevent a pupil from leaving. However, if it is felt that the pupil is acutely distressed or emotionally disturbed to the extent that they may be at risk of significant harm, (i.e. you feel that they might run out into the road without taking due care) then it shall be appropriate for a member of staff to use a level and method of restraint compatible with that of a caring parent.
Page 12
Staff will not be held responsible for pupils who leave the premises without permission. In the event of a pupil leaving school without permission, the parents or emergency contact person will be informed as soon as possible. If the whereabouts of the pupil cannot be determined within a reasonable length of time then local police will be informed.
Behaviour when not on school premises:
The Governors and the Headteacher reserve the right to sanction any pupil whose behaviour may adversely affect other individuals, or affects the reputation of the school, even whilst the pupil may not be on the school premises.
Review
The governing body reviews this policy every two years. They governors may, however, review the policy earlier than this, if the government introduces new regulations, or if the governing body receives recommendations on how the policy might be improved.
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Extension Ideas Using Student Experience Stories
Identify and make flash cards with focus/sight words from the story.
Make a list of opposites. For example, beautiful/ugly.
Match flash cards to words in the story.
Phonics. For example, select a word from the story and ask the student to find other words in the story that begin with the same sound or have the same short vowel sound.
Type the story and then cut it into strips. Have the student put the story in order.
Make a list of words that rhyme with one of the words from the story.
Type the story but inset blanks where the focus words should be. Have the student use the flash card words to complete the text. (Cloze or fill-in the blank exercise.)
Story Starters
Family members
Shopping
Pets
Favorite foods/cooking
Sports
Favorite season
Job
Hobbies or leisure time
Chores around the house
Holidays
Housing / neighbors
Experiences:
Coffee at McDonalds
Look at displays in the Jefferson School
Staples / CVS
Library
Downtown Mall | <urn:uuid:ac6a9c9d-faf4-491f-92f4-7745ebf180c3> | CC-MAIN-2020-16 | https://literacyforall.org/docs/Exper_Stories_Handout.pdf | 2020-03-29T03:38:45+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370493684.2/warc/CC-MAIN-20200329015008-20200329045008-00556.warc.gz | 602,754,599 | 269 | eng_Latn | eng_Latn | 0.997471 | eng_Latn | 0.997471 | [
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Create a WORDLE
Today you will be creating a WORDLE (or word cloud) about yourself in Indonesian.
1) Go to http://www.wordle.net/advanced
2) In the box, type in your first name then add :120 (the colon is needed)
3) Type in 20 things about yourself in Indonesian. This can include your nickname, your age, where you live, as well as your hobbies, likes and dislikes – use a mix of sentences, phrases and single words.
4) Assign a number between 20 and 90 to each sentence / phrase as per the example below. The higher the number, the larger that phrase it will be on your final "word picture."
5) Once you have AT LEAST 20 things, proof-read carefully for spelling errors then COPY it into Word / stickies etc as a back up.
6) Press "go"
7) Play with the layout, colours and fonts until you are happy with it (but don't take too long!) There are 2 versions of the same Wordle below.
8) Take a screen shot of your Wordle to save it. | <urn:uuid:c5753c4c-87cc-4d94-a7e1-2d3cd53f7d7e> | CC-MAIN-2024-18 | https://www.resourcefulindonesian.com/uploads/1/1/2/5/11252883/create_a_wordle.pdf | 2024-04-17T22:49:52+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817181.55/warc/CC-MAIN-20240417204934-20240417234934-00623.warc.gz | 898,055,155 | 234 | eng_Latn | eng_Latn | 0.998412 | eng_Latn | 0.998412 | [
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Verb conjugation
Grade 5 Verbs Worksheet
Circle the letter with the best form of the verb.
1. He __ me to become a teacher.
a. inspired
b. will have inspired
2. By the time you read this letter, we __ the building.
a. left
b. have left
c. will have left
Verb tenses must be consistent in sentences.
3. The boss __ to the store to buy the workers some coffee.
a. had gone
b. will have gone
4. Our house __ by the time we move into our new house. a. sold b. has sold c will have sold
5. The salesman __ all the shrimp that was on the tray.
a. is eating
b. has eaten
c. will have been eating
6. We __ the amount of pizza we ordered this year for the party.
a. doubled
b. had doubled
7.
By the end of the season, I __ thirty points for my team.
a. am scoring
b. have scored
c. will have scored
8. I can't believe he __ the movie without me.
a. is watching
b. will have been watching c. had already watched
9. The principal __ to treat all of the teachers to lunch.
a. is deciding
b. decided
c. will have been deciding
10. The company __ three employees in the last month.
a. has lost
b. has been losing
c. will have lost
Reading & Math for K-5
©
www.k5learning.com
Verb conjugation
Grade 5 Verbs Worksheet
Answers
1. He __ me to become a teacher.
a. inspired
b. will have inspired
2. By the time you read this letter, we __ the building.
a. left
b. have left
c. will have left
3. The boss __ to the store to buy the workers some coffee.
a. had gone
b. will have gone
4. Our house __ by the time we move into our new house.
a. sold
b. has sold
c. will have sold
5. The salesman __ all the shrimp that was on the tray.
a. is eating
b. has eaten
c. will have been eating
6. We __ the amount of pizza we ordered this year for the party.
a. doubled
b. had doubled
7. By the end of the season, I __ thirty points for my team.
a. am scoring
b. have scored
c. will have scored
8. I can't believe he __ the movie without me.
a. is watching
b. will have been watching c. had already watched
9. The principal __ to treat all of the teachers to lunch.
a. is deciding
b. decided
c. will have been deciding
10. The company __ three employees in the last month.
a. has lost
b. has been losing
c. will have lost
Reading & Math for K-5
©
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Students Forum of TEMM14
Final Summary
We, youth representatives from Japan, Korea and China, gathered for Student Forum of the 14 th Tripartite Environmental Ministers Meeting. During the forum, we exchanged our views on 2 themes. The first one is Youth and Our Green Behavior and the second one is Youth and Our Roles in Promoting Sustainable Development and Green Economy. On behalf of the students, I would like to present the summary of this student forum.
Theme 1. Youth and Our Green Behavior
During this section, representatives from Japan, Korea and China delivered presentations and shared various experiences on green behaviors done by youth of the three countries.
The Japanese representatives share green actions by presenting five cases, which can be divided at campus level, community level and global level. On campus, the Japanese youth make efforts against abandoned bicycles and promote power saving activity. At community level, the Japanese youth advocate people moving from cities to depopulated villages to do agricultural and forestry activities in order to revitalize the community life in nature. At global level, the Japanese youth connect people not only domestically but also internationally to solve environmental problem through the case of Eco-League and that of the Northeast Asia Student Round Table.
Representatives of Korea introduced green behaviors via four cases. The
1
Korean youth attempt to reduce the greenhouse gas emission through changing people's eating habits of meat consumption in Meat Free 7 Days action. The Korean youth also launched a campaign called Empty Rice Bowl via various advocacies in order to reduce leftover food. In addition, the Korean youth actively take part in biodiversity protection activities in DMZ area which is border line between Korea and North Korea. Through the Green Energy Town Program, the Korean youth call for enterprises to provide energy assistance in winter for low-income households to reduce energy consumption.
Representatives of China introduced green behaviors by being Environment-friendly Youth Ambassadors (EFYAs). As EFYAs, the Chinese youth not only reduce carbon dioxide and pollution in daily lives, but also make every effort to share environmental knowledge and awareness with families, friends and the public in schools, governments, communities, companies, etc. Creativity and influential ability are highlighted in Chinese youth's green behaviors. The Chinese youth showcase creativity by introducing an environmentally oriented drama---"We are all on the Same Boat", which was played at COP 17. As for influential ability, the Chinese youth actively participate in the Earth Hour activity (WWF) on campus and the Protecting Our Mother River Program.
For theme 2, delegates had deep discussion and addressed some questions. Youths also proposed different solutions in three dimensions including education, communication and leadership.
Question 1: Under the category of education and communication, what can we do?
Talking about education, youths can teach themselves to perform a sustainable behavior and take more actions. Besides, we can teach other people and share skills and knowledge to the elderly, children and the whole public. In addition, youths can disseminate information throughout Asia. Through education, youths can raise public environmental awareness.
Youths also realized that communication method is significant to promote sustainable development and green economy. Youths can take advantages of Social Networking Service (SNS) and create a new website among Japan, Korea and China for data information sharing and sustaining strong ties of communication.
Question 2: How do youths make contributions to green economy?
Youths advocate green production system, such as organic items like cotton towel using green energy in Japan, Low Carbon Emission Green Labeling Project in Korea and Environmental Labeling Product in China. After graduation, youths can choose to enter eco-friendly companies or run our green business. We will guide the whole company to build green office by saving energy, papers and produce green products. Other eco-friendly activities can be done by green consumption, recycling abandoned materials and change them into art products or other creative forms, and nurturing green habits.
Suggestions from delegates of Japan, Korea and China.
To land all these solutions smoothly, the youths need supports from companies, governments and other organizations of societies nationally and internationally. Enterprises and youths can work together using CSR platform to enhance green behaviors.
All of our delegates would like to extend our appreciation to the TEMM 14 for providing such a great opportunity for us to share our experience and learn from each other. We also learned the importance of understanding each other by overcoming the cultural difference and misunderstanding through the deep discussion. After this student forum, we want to keep connections and publicize green ideas to the public. More importantly, given that we have limited time to discuss, we only find out solutions literally. Therefore, we want to make our outcome formed in this meeting practically by exchanging different opinions and receiving more practical and professional training that perhaps from inter-governmental exchange program. | <urn:uuid:5e412af7-3f3e-4de7-8a00-0a8ff316d99f> | CC-MAIN-2024-18 | https://www.env.go.jp/earth/coop/temm/archive/pdf/14Summary_of_StudentSession_E.pdf | 2024-04-17T21:56:08+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817181.55/warc/CC-MAIN-20240417204934-20240417234934-00623.warc.gz | 703,019,686 | 955 | eng_Latn | eng_Latn | 0.994643 | eng_Latn | 0.99663 | [
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Class –X Subject – Science
CHAPTER – 3
METALS AND NON-METALS
CHEMICAL PROPERTIES OF METALS
REACTION OF METAL WITH OXYGEN:
Most of the metals form respective metal oxides when react with oxygen.
Metal +Oxygen → Metal oxide
Examples:
Reaction of potassium with oxygen: Potassium metal forms potassium oxide when reactswith oxygen.
Reaction of sodium with oxygen: Sodium metal forms sodium oxide when reacts withoxygen.
Lithium, potassium, sodium, etc. are known as alkali metals. Alkali metals react vigorouslywith oxygen.
Reaction of magnesium metal with oxygen: Magnesium metal gives magnesium oxidewhen reacts with oxygen. Magnesium burnt with dazzling light in air and produces lot ofheat.
Reaction of aluminium metal with oxygen: Aluminium metal does not react with oxygen atroom temperature but it gives aluminium oxide when burnt in air.
Reaction of Iron metal with oxygen: Iron does not react with oxygen at room temperature.But when iron is heated strongly in air, it gives iron oxide.
Iron fillings give sparkle in flame when burnt.
Reaction of copper metal with oxygen: Copper does not react with oxygen at roomtemperature but when burnt in air, it gives copper oxide.
METAL OXIDES: CHEMICAL PROPERTIES
Metal oxides are basic in nature. Aqueous solution of metal oxides turns red litmus blue.
REACTION OF METAL OXIDES WITH WATER:
Most of the metal oxides are insoluble in water. Alkali metal oxides are soluble in water.
Alkali metal oxides give strong base when dissolved in water.
Examples:
1) Reaction of sodium oxide with water: Sodium oxide gives sodium hydroxide when reacts with water.
2) Reaction of magnesium oxide with water: Magnesium oxide gives magnesium hydroxide with water.
3) Reaction of potassium oxide with water: Potassium oxide gives potassium hydroxide when reacts with water.
4) Reaction of zinc oxide and aluminium oxide: Aluminium oxide and zinc oxide areinsoluble in water. Aluminium oxide and zinc
oxide are amphoteric in nature.
Amphoteric oxide(substance)
Anamphoteric oxide (substance) shows both acidic and basic character. It reacts with base like acidand reacts with acid like a base.
a) When zinc oxide reacts with sodium hydroxide, it behaves like an acid. In this reaction,
sodium zincate and water are formed.
Zinc oxide behaves like a base when reacts with acid. Zinc oxide gives zinc chloride andwater on reaction with hydrochloric acid.
b) In similar way aluminium oxide behaves like a base when reacts with an acid and behaveslike an acid when reacts with a base.
Aluminium oxide gives sodium aluminate along with water when reacts with sodiumhydroxide.
Aluminium oxide gives aluminium chloride along with water when it reacts withhydrochloric acid.
Anodising
Anodising is a process of forming a thick oxide layer of aluminium. Aluminium develops a thin oxide layer when exposed to air. This aluminium oxide coat makes it resistant to further corrosion. The resistance can be improved further by making the oxide layer thicker. During anodising, a clean aluminium article is made the anode and is electrolysed with dilute sulphuric acid. The oxygen gas evolved at the anode reacts with aluminium to make a thicker protective oxide layer. This oxide layer can be dyed easily to give aluminium articles an attractive finish.
REACTION OF METALS WITH WATER:
Metals form respective metal hydroxide and hydrogen gas when react with water.
Metal + Water → Metal hydroxide + Hydrogen gas Alkali metals react vigorously with water.
Examples:
Reaction of potassium metal with water: Potassium metal forms potassium hydroxide andliberates hydrogen gas along with lot of heat when reacts with water.
Reaction of sodium metal with water: Sodium metal forms sodium hydroxide and liberateshydrogen gas along with lot of heat when reacts with water.
Reaction of calcium metal with water: Calcium forms calcium hydroxide along withhydrogen gas and heat when reacts with water.
Calcium starts floating because the bubbles of hydrogen gas formedstick to the surface of the metal.
Reaction of aluminium metal with water: Reaction of aluminium metal with cold water istoo slow to come into notice. But when steam is passed over aluminium metal; aluminium oxide and hydrogen gas are produced.
Reaction of Iron with water: Reaction of iron with cold water is very slow and come intonotice after a long time. Iron forms rust (iron oxide) when reacts with moisture present inatmosphere.
Iron oxide and hydrogen gas are formed by passing of steam over iron metal.
CHEMICAL PROPERTIES OF NON-METALS
REACTION OF NON-METALS WITH OXYGEN:
Non-metals form respective oxide when react with oxygen.
Examples:
When carbon reacts with oxygen, carbon dioxide is formed along with production of heat.
When carbon is burnt in insufficient supply of air, it forms carbon monoxide. Carbonmonoxide is a toxic substance. Inhaling of carbon monoxide may prove fatal.
Sulphur gives sulphur dioxide when react with oxygen. Sulphur caught fire when exposedto air.
NON-METAL OXIDE:
Non-metal oxides are acidic in nature. Solution of non-metal oxides turns blue litmus red.
Examples:
Carbon dioxide gives carbonic acid when dissolved in water.
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Critical Support
Evacuating Yourself and Your Family
Plan to Evacuate
A wide variety of emergencies may cause an evacuation. In some instances you may have a day or two to prepare, while other situations might call for an immediate evacuation. Planning ahead is vital to ensuring that you can evacuate quickly and safely, no matter what the circumstances.
Before an Evacuation
* Learn the types of disasters that are likely in your community and the local emergency, evacuation and shelter plans for each specific disaster.
* Plan how you will leave and where you will go if you are advised to evacuate.
– Identify several places you could go in an emergency such as a friend's home in another town or a hotel. Choose destinations in different directions so that you have options during an emergency.
– If needed, identify a place to stay that will accept pets. Most public shelters allow only service animals.
– Be familiar with alternate routes and other means of transportation out of your area.
– Always follow the instructions of local officials and remember that your evacuation route may be on foot depending on the type of disaster.
* Develop a family/household communication and re-unification plan so that you can maintain contact and take the best actions for each of you and reunite if you are separated.
* Assemble supplies that are ready for evacuation, both a "go-bag" you can carry when you evacuate on foot or public transportation and supplies for traveling by longer distances if you have a personal vehicle.
* If you have a car:
– Keep a full tank of gas in it if an evacuation seems likely. Keep a half tank of gas in it at all times in case of an unexpected need to evacuate. Gas stations may be closed during emergencies and unable to pump gas during power outages. Plan to take one car per family to reduce congestion and delay.
– Make sure you have a portable emergency kit in the car.
* If you do not have a car, plan how you will leave if needed. Make arrangements with family, friends or your local government.
2
During an Evacuation
* A list of open shelters can be found during an active disaster in your local area by visiting the Emergency Planning Society website at the-eps.org
* Listen to a battery-powered radio and follow local evacuation instructions.
* Take your emergency supply kit.
* Leave early enough to avoid being trapped by severe weather.
* Take your pets with you but understand that only service animals may be permitted in public shelters. Plan how you will care for your pets in an emergency now.
* If time allows:
– Call or email emergency contacts in your family communications plan. Tell them where you are going.
– Secure your home by closing and locking doors and windows.
– Unplug electrical equipment such as radios, televisions and small appliances. Leave freezers and refrigerators plugged in unless there is a risk of flooding. If there is damage to your home and you are instructed to do so, shut off water, gas and electricity before leaving.
– Leave a note telling others when you left and where you are going.
– Wear sturdy shoes and clothing that provides some protection such as long pants, long-sleeved shirts and a hat.
– Check with neighbours who may need a ride.
* Follow recommended evacuation routes. Do not take shortcuts; they may be blocked.
* Be alert for road hazards such as washed-out roads or bridges and downed power lines. Do not drive into flooded areas.
3
3
After an Evacuation
If you evacuated for the storm, check with local officials both where you're staying and back home before you travel.
* Residents returning to disaster-affected areas after significant events should expect and prepare for disruptions to daily activities, and remember that returning home before storm debris is cleared is dangerous.
* Let friends and family know before you leave and when you arrive.
* Charge devices and consider getting back-up batteries in case poweroutages continue.
* Fill up your gas tank and consider downloading a fuel app to check for outages along your route.
* Bring supplies such as water and non-perishable food for the car ride.
* Avoid downed power or utility lines; they may be live with deadly voltage.
* Stay away and report them immediately to your power or utility company.
* Only use generators away from your home and NEVER run a generator inside a home or garage, or connect it to your home's electrical system.
Critical support when you need it
Visit optumeap.com/criticalsupportcenter for additional critical support resources and information.
This programme should not be used for emergency or urgent care needs. In an emergency, call 999 or go to the nearest A&E. This programme is not a substitute for a GP's or professional's care. Consult your GP for specific health care needs, treatment or medication. Due to the potential for a conflict of interest, legal consultation will not be provided on issues that may involve legal action against Optum or its affiliates, or any entity through which the caller is receiving these services directly or indirectly (e.g. employer or health plan). This programme and its components may not be available in all areas or for all group sizes and is subject to change. Coverage exclusions and limitations may apply.
Optum® is a registered trademark of Optum, Inc. in the U.S. and other jurisdictions. All other brand or product names are trademarks or registered marks or the property of their respective owners. Optum is an equal opportunity employer. | <urn:uuid:d4cb785d-82ae-495d-a312-4ee72c7f1a57> | CC-MAIN-2024-18 | https://cdn.optumwellbeing.com/pdf/Evacuating%20Yourself%20and%20Your%20Family_en-GB.pdf | 2024-04-17T23:10:13+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817181.55/warc/CC-MAIN-20240417204934-20240417234934-00624.warc.gz | 147,243,466 | 1,131 | eng_Latn | eng_Latn | 0.998965 | eng_Latn | 0.999249 | [
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Initial Intake Questionnaire
General
Child's Name __________________________________________ Gender _________
Street, Town, Zip Code __________________________________________________
Home Phone _____________________________ Email ________________________
Best Contact Phone ________________ Emergency Phone _______________________
Emergency Contact Person _______________________________________________
Date of Birth __________________Place of Birth ____________________________
Is your child adopted? ____________________ At what age? ___________________
Answers to the following areas helps us to better understand your child as an individual.
Family and Home
Father's Name ___________________________ Occupation____________________
Interests:
___________________________________________________________________
Business Phone _____________________________Cell Phone ___________________
Mother's Name ___________________________Occupation____________________
Interests:
___________________________________________________________________
Business Phone _____________________________ Cell Phone __________________
Status of Parents: Please circle
Married
Divorced
Single
Separated
If divorced, who has custody of child?
___________________________________________________________________
Is there any legal documentation we should be aware of? (sole custody, restraining order)
___________________________________________________________________
Who is the primary caregiver of the child during the day and what is his/her relationship to the child?
___________________________________________________________________
Who do we contact first in an emergency? ___________________________________
Who are the members of the family that your child sees daily or weekly? _____________
___________________________________________________________________
Do you have any pets? __________________________________________________
Does your child have a favorite toy or lovie and when does he/she need it? ___________
___________________________________________________________________
Please describe a typical day when your child is not in preschool. __________________
___________________________________________________________________
I'd love to know more about your family's culture, beliefs and traditions. Are there ways I
can support and celebrate your family traditions? ______________________________
___________________________________________________________________
Would you be interested in and able to share a tradition or celebration with our
classroom? ___________________________________________________________
Health
Please describe the overall health of your child.________________________________
___________________________________________________________________
Please describe your child's eating habits to include preferences or dislikes.___________
___________________________________________________________________
Does your child have allergies? If so please describe.____________________________
___________________________________________________________________
1. Does your child take medication for this? How often?_____________________
______________________________________________________________
2. Has your child had a severe reaction? Please describe. ___________________
______________________________________________________________
Does your child have sensitivities? If so please describe. _________________________
___________________________________________________________________
1. Does your child take medication for this? How often? ____________________
______________________________________________________________
2. Has your child had a severe reaction? Please describe. ___________________
______________________________________________________________
Is your child toilet trained? ______________________________________________
What health history should I know about? ____________________________________
Has your child received any outside services like Birth to Three? If so, please explain.
___________________________________________________________________
Does your child have any physical limitations? _________________________________
Are there any adaptations I need to make in the classroom to accommodate him/her?
___________________________________________________________________
Has your child had difficulty with vision, speech or hearing? ______________________
Comments: ___________________________________________________________
Are you seeking special assistance for this? __________________________________
Please describe. _______________________________________________________
Temperament
How does your child approach new things and people? ___________________________
___________________________________________________________________
How strongly does your child express his feelings when excited or angry?_____________
___________________________________________________________________
How sensitive is your child to touch, sounds, taste and light? ______________________
___________________________________________________________________
Does your child have fears I should know about? _______________________________
___________________________________________________________________
Does your child have any habits I should know about? ___________________________
___________________________________________________________________
Language: For most two year olds, language skills are still developing and vary greatly. These questions are meant to help me to learn about your child.
What is your family's home language?________________________________________
Please tell me about your child's language skills. How well do you and others understand him?
___________________________________________________________________
What does he enjoy talking about? _________________________________________
Gross and Fine Motor
Please tell me about your child's physical abilities. Is he able to do most things he wants to do physically like run, climb, dance, paint and draw?_____________________________
What is your child's favorite activity? _______________________________________
Approaches to Learning: Children in this period of development are at different stages. These questions are meant to help me to learn about your child.
Please describe your child's interest in play. Does he stay with one thing for some time or
move around often. _____________________________________________________
What types of toys does your child enjoy? ___________________________________
___________________________________________________________________
Does your child enjoy sitting with books? ____________________________________
What does your child appear to be interested in? ______________________________
___________________________________________________________________
Social and Emotional Development
How does he/she play and get along with others? _______________________________
___________________________________________________________________
When someone is unkind to him/her, how does he/she respond? ____________________
___________________________________________________________________
What emotions do you see expressed most often? ______________________________
What causes him/her to become angry and how does he/she express his anger?
___________________________________________________________________ ___________________________________________________________________
How does your child respond to adults redirecting behavior? ______________________
___________________________________________________________________
What are your child's strengths? __________________________________________
___________________________________________________________________
Has your child been in other programs independently, how did your child respond? ______
___________________________________________________________________
Your Goals
What are your goals for your child as he/she attends Stepaway? ___________________
___________________________________________________________________ ___________________________________________________________________
Communication
What is the best way to reach you? ________________________________________
Are you interested in Parenting Workshops? _________ Topic ___________________
__________________________________
___________________________
Signature
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6
Take it in turns. Say the value of the square then mark with your nought or cross. Get three in a row to win!
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Advanced Morphology and Syntax in EPS / EBL ** If-Clauses **
Sentences with if are used to express possibilities.
² Zero Conditional: sometimes sentences with if express certainty rather than possibility. The Zero Conditional is used to talk about something that is ALWAYS TRUE, or that was always true in the past:
² First Conditional: the First Conditional is used to talk about the consequences of a POSSIBLE action:
² Second Conditional: the Second Conditional is used to talk about the consequences of a HYPOTHETICAL action:
```
If Clause Main Clause If + simple present/simple past simple present/simple past e.g. If you mix blue and red, you get purple. If I asked her to come with us, she always said no.
```
```
If Clause Main Clause If + simple present future tense (will + infinitive) e.g. If I write my essay this afternoon, I will have time to go out tonight.
```
² Third Conditional: the Third Conditional is used to talk about the possible consequences of an IMPOSSIBLE action, i.e. THAT DID NOT HAPPEN:
* * * * * *
ü Put the verb into the correct form – zero, first, second or third conditional:
1. If she had more experience, we ……………………………………………………… (to offer) her that job as a sales manager.
2. If they ……………………………………………………… (to offer) us a unit price of $ 22, we will accept to buy new stationery.
3. If I had £ 10 million, I ……………………………………………………… (to invest) in cancer research.
4. If we ……………………………………………………… (to hire) a factoring agency, we would recover our debts more easily.
5. If Liz passes her exam, her father ............................................... (to give) her a present.
6. If copper oxidizes, it ………………………………………… (to become) green.
7. If I gave your firm order in advance for one year, ……………………………………………………… (to reduce) the price by 10%? 8. If you ……………………………………………………… (to give) me a special price, I'll put it in a bigger order.
9. If the sale of alcohol was banned in Europe, there ……………………………………………………… (to be) fewer road accidents.
10. If we ……………………………………………………… (to ensure) free maintenance, would you buy a new photocopier from us?
11. How long ……………………………………………………… (to hold) your prices, if we order today?
12. If I ………………………………………….. (to do) an MBA, I'll improve my job prospects. 13. If you .................................................. (not/ to want) to
go out tonight, we can stay at home.
MIXED CONDITIONALS
Not all sentences containing if follow the same patterns as those presented on the page above. The sequence of tenses depends on the meaning that has to be conveyed:
− If Robert wasn't so lazy, he could have been promoted. (He is permanently lazy which explains why he failed to get promotion).
− I'll lend you 1,000 euros if it'll help you to set up your business. (There is nothing conditional about this sentence; the advantage is the result of the gift of money. Here if means if it is true that).
− We would be grateful if you would send us your payment made out to the order of 'InfoMart'. (This is a polite request).
EXERCISE ON MIXED CONDITIONALS
ü Read the following sentences and answer the questions about each one:
1. If he hadn't bought a second home in the country, he wouldn't be so short of money now.
a) Did he buy a second home? b) Is he short of money?
2. If he had bought a second home in the country, he would be short of money now.
a) Did he buy a second home? b) Is he short of money?
3. If she weren't so busy, she would have given you a hand.
a) Is she busy?
b) Did she help?
4. If she had been busy, she wouldn't have given you a hand.
a) Was she busy?
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CONTENT-SPECIFIC INSTRUCTIONAL ACTIVITIES
Supporting Students at Home
Grades 9-12
Overview
This guide is designed to provide content-specific instructional activities for student use when schools are closed for inclement weather or other unexpected events. The activities listed below are intended to help keep our students intellectually active while they are at home.
The activities and tasks that students complete at home will not be used as assessment or counted toward a part of the students' final quarter grade. Families should review the list below and select options that are relevant, accessible, and age-appropriate.
Secondary Social Studies
* Enjoy some time with Crash Course Contents (https://www.youtube.com/user/crashcourse). You can use U.S. History, World History, Government, Economics, and more. Start by watching topics you have already learned about in class, but feel free to explore. Be sure to try and identify the claims made in the video and the evidence used to support those claims. Once you have watched an episode, consider researching to find another source you may use as the "Mystery Document." Explain why you chose this document and how it relates to the episode you just watched.
* It's______ History Month! Research the achievements of a successful person being celebrated this month in a field you find interesting and reflect on the following questions:
- What did they achieve?
- What obstacles did they face? How did they overcome those obstacles?
- What do you find inspiring about this person?
* Play GAMES (https://www.icivics.org/games)! There are many games that cover everything from media literacy to history to the functions of government. Be sure to spend some time with Do I Have a Right? to see if you know your Constitutional Rights.
*
Enrolled in American Government? Take some time to try the
HSA Practice Test
(
https://hsapracticetest.measuredprogress.org/student/login
).
- Username: practicegovernment
- Password: student
- Don't want to spend all day on the internet? Try it on paper! (uploaded in the google folder)
* Choose a video from Frontline Films (https://www.pbs.org/wgbh/frontline/films/) that connects to what you are learning about in school. See this document for some thinking questions and activities.
- What new information did you learn?
- How does it connect to what you have already learned about this topic, region, issue?
- What claims does the video raise? What evidence do they use to support their claim?
- Do you find the thesis compelling? Why or why not?
- What questions does this source raise? How could you go about continuing your research in this area?
* Start a public policy debate with your family. Choose a topic, conduct research, and then try to come up with a plan for how you might address the public policy concern using this guide Then research how your solution compares with proposed solutions from the legislative and/or executive branch of government. Possible topics:
* Should Native American nicknames/mascots be banned from high school, college, and professional sports teams?
* Should Supreme Court members be elected by the people instead of appointed by the President [with Senate approval]?
* Should the practice of physician-assisted suicide be allowed?
* It is currently a law that you can be forbidden Federally subsidized students loans for college [such as Stafford and Perkins loans] if you have a prior conviction for drug use, drug possession, or drug dealing. Do you think that this should remain a law?
* Many states have hate crime legislation. Under such laws, crimes motivated solely because of someones race, sex, religion, or sexual orientation are given stiffer and mandatory penalties. How do you feel about those types of laws?
* Is it good policy for schools to ban the sale of soft drinks, candy, and other questionably nutritious snacks in order to promote better eating habits?
* As a means of preventing terrorist activity, do you have a problem with the Federal government having access to your e-mail account, library records, and other personal information?
* A much higher percentage of Australians (88 percent) vote in elections than Americans (about 50%). Many believe that this is due to the fact that Australians who do not vote must pay a fine, typically $20. Should the United States enact similar measures?
* Are professional athletes overpaid, or is this simply a situation where highly skilled and scarce athletes are paid according to supply and demand?
* Should the United States attempt to spread the principles of democracy throughout the World, or should we let the other countries of the World decide for themselves?
Secondary ELA
* Read your anchor text or a book of your choice. Use the Reader Response Questions below to demonstrate your understanding. Consider responding to one question for every 20 minutes of reading:
- What connections are there between the book and your life? Explain.
- What are the most important sentences/paragraphs/passages in this book? The most important event or feeling? Explain.
- What is the best part of the book? Why? What is the worst part? Why?
- What parts of the book seem most believable or unbelievable? Why?
- What makes you wonder in this book? What confuses you?
- In what ways are you like any of the characters? Explain.
- Do any of the characters remind you of friends, family members, or classmates? Explain.
* Additional Resources;
* Independent Reading Prompts: https://tinyurl.com/IRprompts
* Journal Prompts: https://tinyurl.com/jrprompts
*
Mixed Genre-Choice Board: https://tinyurl.com/wrchoice
Creative Writing Prompts. Challenge yourself to respond to one of these prompts and then share your writing with someone.
* Attach an image (photo, magazine, etc.) to a notebook page and write about it.
* What things will people in the future say about how we live now? (Examples: They ate that? They believed that?)
* Imagine a future in which we each have a personalized robot servant. What would yours be like? What would it do? What features would it have?
* What does your name mean? Free write about names: names you like, names you do not like, how a name can affect a person's life, how you feel about your own name, why your parents chose your name, etc.
* Imagine that someone says to you, "Because that's how we've always done it!" Write this out as a scene. (Think: Who said it, what were the circumstances, how did you respond, etc.)
* Think about your strongest emotion right now (irritation, boredom, happiness, contentment, etc.) and find five quotes about this emotion.
* List six true sentences that begin with the words "I'll never forget…"
* List ten places in the world that you would most like to visit and 10 places you would never want to visit and explain why you selected each place.
* Explore books that have been made into films. What differences can you note? What creative ways did the director bring the text to life? Feel free to use this resource https://www.goodreads.com/list/tag/book-to-film
* Review the lyrics to one of your favorite school appropriate songs. Identify three devices that are used within the song and explain their use and impact. Devices include simile, metaphor, hyperbole, symbolism, rhyme, rhythm, mood, and tone.
* Engage in SAT prep practice using Khan Academy (https://www.khanacademy.org/).
* Find news articles of interest on Newsela (available in Clever in https://hcpss.me/). Read the article and respond to the questions.
* Read a series of articles about a topic of interest in Room for Debate (https://www.nytimes.com/roomfordebate). Capture your ideas using this downloadable template (https://tinyurl.com/rfdtemplate).
* Find a person or topic of interest within the website Humans of New York (https://www.humansofnewyork.com/). After learning about this individual, respond to one of the prompts in the Non-Fiction Writing Choice Board (https://tinyurl.com/nfwchoice).
* Access articles from CommonLit (https://www.commonlit.org/) that align with the theme of your current unit and respond to the questions provided. Use the Library tab and search by Theme to find grade-level resources.
Secondary Science
Indoor/Discussion:
* Find a thinking partner. This can be a parent or a sibling. Maybe it's a friend who you can call or text. People always think better when they have someone else with whom to share ideas. Try discussing an engineering problem that you both find interesting. Compare your solutions to determine the qualities that make one better than another under certain constraints.
* Talk with your family about how science affects your everyday life. Is there a particular science topic that interests you? Pick something that really interests you. Consider how you might investigate it to learn more.
- Is there data from a reputable source on this topic of interest?
- Can you draw a model to help you understand more?
- Are there solutions you can think of for a particular engineering problem?
- Take some time to record these and evaluate the advantages and disadvantages of each.
Outdoors:
* Observe a natural phenomenon like the weather,sun, moon, clouds or the sunset.
- What do you notice?
- How does the process change over time?
- Record your observations over a period of hours (in the case of clouds) or days (in the case of the weather and sunset).
* Start/maintain an "Earth Journal." This can be as simple as snapping a photo from a window each day to capture the constant cycling of our environment to something more complex that includes formalized observations of a chosen phenomenon. Choose something that inspires you. You don't need a special notebook. No special formatting. Just record what you see/hear/experience.
Online:
* Read a science article, view a video, or listen to a recording of your choice from the Online Resources listed below. After accessing one of the resources, respond to the follow up questions within your science notebook or journal. What excites you about this topic that others need to know? Explain scientific phenomena or ideas to family members or friends after engaging with this information.
* Online Resources:
* Science News for Students provides age-appropriate, topical science news to learners, parents, and educators (https://www.sciencenewsforstudents.org).
- Additional Option: Find a job that interests you and read the article to learn more (https://www.sciencenewsforstudents.org/collections/cool-jobs).
* Investigate episodes of Maryland Public Television's (MPT) Outdoor Maryland, NOVA, Nature and a variety of other shows. These are available by going to the MPT website (www.mpt.org) or by tuning into MPT on your television.
* Explore the NSF Science Zone free app and web-available audio and video from the National Science Foundation (NSF)
(
https://www.nsf.gov/news/special_reports/apps/
).
* Review current topics posted related to animals, conservation and research the National Aquarium in Baltimore conducts (https://www.aqua.org/blog).
* Read an overview of some of the missions currently underway at the NASA Goddard
Space Flight Center (https://www.nasa.gov/content/goddard-missions-present).
* Select an article on environmental and earth topics from the National Oceanic and Atmospheric Administration (https://www.noaa.gov/education/resource-collections).
* Identify a phenomena from the list from Phenomena- The Wonder of Science (https://thewonderofscience.com/phenomenal) and watch the accompanying video OR identify a phenomena from the natural world around you. Use the prompts for Phenomena Inquiry below and record in your science notebook/journal.
* Phenomena Inquiry:
Use the NGSS Inquiry Cards (http://bit.ly/NGSSInquiryCards) or complete the following for a phenomena in your notebook/journal:
* Describe the phenomena.
* What questions do you have about the phenomena?
* Construct a model (such as diagrams, drawings, mathematical relationships, analogies, computer simulations, and physical replicas) to represent ideas and explanations.
* Analyze and interpret data provided about the phenomena.
* Construct an explanation about the phenomena.
* Reason and argue based on evidence to identify the best explanation for a natural phenomenon or the best solution to a design problem.
* Obtain, evaluate, and communicate the information clearly and accurately to a family member or friend.
World Language
* Study vocabulary from current and previous units of study.
* Use Scrabble or Bananagram letters or make your own letter cards to create a crossword puzzle containing as many target language words as you can.
* Write as many words as you can think of in the target language on cards. Create simple sentences with the words. Challenge yourself to make the sentences longer.
* Create a board game or a card game in the target language to review topics from current and/or previous units of study.
* Write in the target language. Choose a prompt from the list provided below. Respond to the prompt in writing, in the target language. Have fun with it, be creative, and don't be afraid to take linguistic risks.
- Write simple captions for pictures or photos.
- Label familiar people, places, and objects in pictures.
- Write the physical or personality traits of a character in a book or film.
- Write the sequence of events from a story you have read or a film you have seen.
- Write a book or film review.
- Write a short story. Be as descriptive as possible and include several actions to move the story along. Illustrate your story.
- Write a short note, text, or e-mail to a friend about upcoming plans.
- Create and illustrate a chart of things you like and dislike, or label the things you like and do not like in a picture.
- Write a list of desirable and undesirable characteristics in a friend.
- Make a simple poster to campaign for a person or event.
- Pick something (a place, a thing, or an idea) and describe it as thoroughly as you can.
- Write and illustrate an advertisement for something (a product or a service).
- Write a product review.
- Write and illustrate a comic strip.
- Write a dialogue between two people. Or, take it a step further and write a short skit.
- Write jokes or riddles.
- Write a short poem. It doesn't need to rhyme.
- Write a song.
- Write instructions on how to do something.
- Write a short gratitude note. What are you grateful for today? Express your thanks with words of appreciation.
* Speak in the target language.
- Read aloud your written responses to the prompts completed in the previous list. If you can, record your responses.
- Count in the target language as you complete activities from the Physical Education choice board.
- After you have completed one of your Secondary Mathematics tasks in English, read the numbers aloud in the target language.
* Read in the target language for at least 15 minutes per day. Maintain a reading log. Write and/or speak in the target language about what you have read, keeping in mind the Can-Do expectations for your proficiency target (Novice Low, Novice Mid, Novice High, Intermediate Low, or Intermediate Mid).
- Review NCSSFL-ACTFL Novice Can-Do Statements for reading and writing (https://www.actfl.org/sites/default/files/CanDos/Novice%20Can-Do_Statements.pdf).
- Review NCSSFL-ACTFL Intermediate Can-Do Statements for reading and writing (https://www.actfl.org/sites/default/files/CanDos/Intermediate%20Can-Do%20Statements.pdf
- Refer to your textbook or to links on your class Canvas page for potential readings.
* Listen to and/or view authentic resources in the target for at least 15 minutes per day. Maintain a listening/viewing log. Write and/or speak in the target language about what you have heard/viewed, keeping in mind the Can-Do expectations for your proficiency target (Novice Low, Novice Mid, Novice High, Intermediate Low, or Intermediate Mid).
- Review NCSSFL-ACTFL Novice Can-Do Statements for listening/viewing and writing (https://www.actfl.org/sites/default/files/CanDos/Novice%20Can-Do_Statements.pdf
).
- Review NCSSFL-ACTFL Intermediate Can-Do Statements for listening/viewing and writing (https://www.actfl.org/sites/default/files/CanDos/Intermediate%20Can-Do%20Statements.pdf).
- Refer to your class Canvas page for links to potential items to listen to and/or view.
- Watch a movie or show in the target language, without subtitles.
- Listen to the radio or a podcast in the target language.
* CHALLENGE - Complete an activity from the ESOL task list or another content area's task list, in the target language.
* SUPER CHALLENGE - After you have completed one of your Secondary Language Arts tasks in English, complete it in the target language.
GT Research
* Continue working on the research tasks assigned by your teacher.
* Locate and read an article on your research topic using MackinVIA or the HCLibrary available from hcpss.me or by using Google Scholar. Summarize the source content and evaluate its validity and reliability.
* Compare the effectiveness of several different "keyword" searches on your research topic.
* Develop questions for an interview that would further your research knowledge base or contribute to your primary research. Identify the purpose of the interview and the person to be interviewed.
Secondary Mathematics
* Complete some of the following mathematical challenges:
- Old Order (Source: https://nrich.maths.org/5009) - Gus is older than Flora. Alessandro is older than Zara but younger than Flora. Oliver is younger than Gus but older than Zara. Yvette is younger than Gus. Alessandro is older than Oliver. Flora is younger than Yvette. Can you list these 6 friends in order of age?
- Multiplication Mistake (Source: https://nrich.maths.org/12792) - Jane made a mistake when writing down a multiplication problem, and she multiplied by 54 instead of 45. Her answer was 198 more than it should have been. What number did she multiply 54 by? How do you know?
- Penny Collections (Source: https://www.youcubed.org/tasks/penny-collection) - Consider a collection of pennies with the following constraints: When the pennies are put in groups of 2 there is one penny left over. When they are put in groups of 3, 5 and 6 there is also 1 penny
).
left over. But when they are put in groups of 7 there are no pennies left over. How many pennies could there be?
■ What would be the next number that would also work in this situation? Can you find a rule for finding all of the solutions?
■ How many pennies are in your collection if you had 1 penny left over when you put your pennies in groups of 2, 3, 4, 5, and 6, and no pennies left over when you put your pennies in groups of 7?
- Always a Multiple (Source: https://nrich.maths.org/alwaysamultiple)
■ Charlie said: "Alison, think of a 2-digit number. Reverse the digits and add your answer to your original number. I bet your answer is a multiple of 11."
■ Alison chose 42. She added 24 and got the answer 66. Allison replied, "It is! How did you know that?"
■ Charlie said: "I'm not sure. Let's try to work it out."
■ Try a few examples for yourself. Do you always get a multiple of 11? Explain.
- Long List (Source: https://nrich.maths.org/11726) - Can you write a list of integers containing 2 square numbers, 2 prime numbers, and 2 cube numbers? What is the smallest number of integers that could be on the list? Show your work.
- Equal Means (Source: https://nrich.maths.org/11697) - Find the value of x that makes the mean of the first three numbers in this list equal to the mean of the last four:
15 5
x
7 9 17
- Closer to Home (Source: https://nrich.maths.org/13835) - Consider the graphs with equations y = 2x − 10 and y = x − 6. Which comes closer to the origin? Can you find the shortest distance between this line and the origin? Show your work.
- Square LCM (Source: https://nrich.maths.org/6763) - The highest common factor of two positive integers m and n is 12, and their lowest common multiple is a square number. How many of the five numbers, n /3, m /3, n /4, m /4 and mn , are square numbers? Explain your reasoning.
- What's Possible (Source: https://nrich.maths.org/whatspossible) - Many numbers can be expressed as the difference of two perfect squares. For example, 20 = - , 21 = - 6 2 4 2 5 2 2 2 and 36 = - . How many of the numbers from 1 to 30 can you express as the difference of 6 2 0 2 two perfect squares?
■ What do you notice about the difference between squares of consecutive numbers?
■ What about the difference between the squares of numbers which differ by 2? By 3? By 4?
■ When is the difference between 2 square numbers odd? Even?
■ What do you notice about the numbers you CANNOT express as the difference of 2 perfect squares?
■ Can you prove your findings?
- Identify a real-world situation and determine an appropriate function model (e.g. linear, quadratic, exponential, logarithmic, logistic, sinusoidal, step, absolute value functions) for the situation. Construct various representations for your situation such as a table, graph, and/or equation. Determine an appropriate domain and range for the function based on the context.
* Online Activities/Support:
- Explore Khan Academy materials that enable personalized practice aligned with mathematics course curriculum. Video-based lessons, reviews, practice problems, and quizzes are provided. Login is not required, however, parents/guardians can sign up as the 'Coach' for a child to monitor their progress.
■ Algebra I: https://www.khanacademy.org/math/algebra
■ Geometry (and Geometry GT): https://www.khanacademy.org/math/geometry
■ Algebra II (Algebra II GT, and Advanced Algebra & Functions): https://www.khanacademy.org/math/algebra2
■ Business Calculus GT: https://www.khanacademy.org/math/calculus-1
■ Mathematics Analysis and Precalculus Honors (& GT): https://www.khanacademy.org/math/precalculus
■ Trigonometry Honors: https://www.khanacademy.org/math/trigonometry
■ AP Statistics: https://www.khanacademy.org/math/ap-statistics
■ AP Calculus AB: https://www.khanacademy.org/math/ap-calculus-ab
■ AP Calculus C (Multivariate Calculus - Calculus BC): https://www.khanacademy.org/math/ap-calculus-bc
■ Linear Algebra GT: https://www.khanacademy.org/math/linear-algebra
■ Differential Equations GT: https://www.khanacademy.org/math/differential-equations
■ SAT Prep: https://www.khanacademy.org/test-prep/sat
- Visit the HCPSS Family Mathematics Support Center (http://hcpssfamilymath.weebly.com) for additional online resources, including instructional videos and practice/review exercises that are available and organized by mathematics course.
- Explore creative and inspiring mathematical tasks that allow students to make connections between math and the real world using Youcubed Mathematical Tasks (https://www.youcubed.org/tasks). Tasks are designed to encourage mathematical reasoning and sense-making while allowing students to think creatively.
- Locate graphs and describe what the graph depicts. Critique the graph and determine if the graph makes sense for the given context. (http://pbs.panda-prod.cdn.s3.amazonaws.com/media/ assets/wgbh/rttt12/rttt12_int_graphstories/index.html).
- Consider a short video or audio clip describing an action (http://www.graphingstories.com). How might the action be modeled graphically? Sketch a graph with appropriate axes labels to model the action.
- Find or create a geometric pattern (http://www.visualpatterns.org). Use multiple representations to show how the pattern is growing: words, graph, table, visual, or algebraic expression. Show the connections between the representations using color-coding, arrows, and words.
Art
In your sketchbook or on a piece of paper, use available drawing supplies to complete a few of the following activities:
* Create several drawing studies of eyes, noses, and mouths in a variety of poses.
* Draw an interesting object from three different angles.
* Draw three metallic objects that reflect light. Focus on highlights and reflections.
* Refraction–Create two drawings of separate objects partially submerged in water.
* Draw something that can not be turned off.
* Draw something soothing.
* Draw something you think sounds or smells incredible.
Supporting Web Links -
* Inside a Stranger's Sketchbook, By Jordan Kisner The New Yorker (https://www.newyorker.com/books/page-turner/inside-a-strangers-sketchbook
)
* Art Sketchbook Ideas: Creative Examples to Inspire High School Students (https://www.studentartguide.com/articles/art-sketchbook-ideas)
* PBS Learning Media (https://mpt.pbslearningmedia.org/subjects/the-arts/visual-art/
Music
* Using standard notation, draw three major scales and play or sing them.
* Using standard notation, draw three minor scales and play or sing them.
* Create a rhythm pattern using household items while keeping a steady beat.
* Listen to a song and describe the form of the song using refrain/chorus.
* Listen to a song and discuss your own personal critique with someone in your family.
*
Pick a theme song for your day and describe why you selected the song.
* Identify rhythms that are created naturally in your home.
* Create a 4-bar melody and play or sing it.
* Create a 4-bar, 2-voice counterpoint.
* Continue to practice and review class music (if applicable).
Health Education
Use what you already know about communication, body language, and the importance of health-enhancing decisions to complete the following learning tasks about assertiveness and refusal skills.
* Create a cartoon or comic strip that teaches kids/teens about assertiveness and refusal skills. Your project should be at least three panels in length. You may use an online comic generator such as www.makebeliefscomix.com, or create a paper comic strip like the template.
* Write a persuasive speech presentation to convince your community why they should be using assertiveness and refusal skills. Include background information, facts, and tips about using these skills. Your speech should be approximately two to three minutes in length.
* Create a brochure about assertiveness and refusal skills. Use illustrations, graphics, and color to enhance the project. Your brochure should be easy to read, neat, concise, and include bulleted information. Remember, a brochure is just a piece of paper folded into thirds.
Physical Education
Complete at least one of the following physical activities each day. Break as needed during each activity. Encourage someone from your family to participate with you.
)
After completing the physical activity of your choice, select one of the following questions to discuss with a friend or family member:
* Would you recommend this activity to a friend? Explain why or why not.
* Rate this workout using the perceived rate of exertion scale (RPE). Explain your answer.
* If you were going to do this workout again, what would you do to make it more enjoyable?
Library Media
* Read a variety of genres and formats. Digital materials are available in MackinVIA from hcpss.me and from HCLibrary available from hcpss.me. Print materials may be available from the school library and HCLS branches.
* Generate questions about a topic of personal interest or curricular relevance. Conduct research using the Big6 process or another inquiry process to answer those questions.
* Explore digital publishing materials such as WeVideo and G-suite.
ESOL
* Access images from The New York Times What's Going on in this Picture (https://www.nytimes.com/column/learning-whats-going-on-in-this-picture) and complete the following activities:
- List or describe what you see in the image
- Summarize what you think is happening in the image
- Write a creative caption for the image
* Access https://newsela.com, select a Pro/Con article and complete the following task:
-
Write a response that states your opinion and reasoning
* Access WeVideo in https://hcpss.me/. Record yourself speaking about one of the following topics:
* Summarize any book you have read or listened to
* Summarize a news article or news report you have read or watched
* Persuade a friend to watch a television show or movie you have watched
Read or listen to any text in English and complete the following tasks:
*
- Summarize the text you read or listened to orally or in writing
- Create a mini-poster to advertise the text to a classmate
* Respond to one of the following persuasive writing prompts:
- Should students be able to grade their teachers?
- Can cellphones be educational tools?
- Does TV capture the diversity of America yet?
- What musician or actor should be a superstar, but hasn't quite made it yet?
- Should all sports athletes make the same salary?
- What author do you think deserves an award?
- Can money buy you happiness?
- What is the best movie of the past year?
- Which is more important, talent or hard work?
- How much technology time is too much? | <urn:uuid:8c636cd2-0ed9-470f-888b-906ef770598d> | CC-MAIN-2020-16 | https://www.hcpss.org/f/academics/support-students-home/2020-03-25-support-child-home-grades-9-12.pdf | 2020-03-29T04:04:34+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370493684.2/warc/CC-MAIN-20200329015008-20200329045008-00556.warc.gz | 1,009,410,399 | 6,330 | eng_Latn | eng_Latn | 0.995869 | eng_Latn | 0.996875 | [
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Eastern Box Turtle
Terrapene carolina carolina
The eastern box turtle, a subspecies of hinge-shelled box turtle, is usually found near ponds, fields, meadows, and woodlands throughout the eastern half of the United States. Box turtles have an effective technique for defense. When threatened, they will retract all of their limbs into their shell and clamp it shut. Very few predators can effectively prey upon adult box turtles because of this technique! About five to six inches long, the box turtle's shell, or carapace, can vary in coloration but is usually brown or black with some yellow, orange, red, or white spots or streaks. These turtles are omnivorous and will eat almost anything, including berries, insects, roots, flowers, eggs, and amphibians.
flintriverquarium.com | <urn:uuid:244831c6-e269-49ec-9158-6053091e47de> | CC-MAIN-2020-16 | http://flintriverquarium.com/images/documents/Box_Turtle.pdf | 2020-03-29T02:54:32+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370493684.2/warc/CC-MAIN-20200329015008-20200329045008-00558.warc.gz | 68,593,510 | 169 | eng_Latn | eng_Latn | 0.996872 | eng_Latn | 0.996872 | [
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Course outline
Photography over the years has gone through an enormous change. The shift from film to digital took a while to take place. The early digital cameras could not produce the quality to match the quality of film images. Over the last twenty five years technology has moved ahead at an enormous rate.
Digital cameras of today are producing such good quality images that film has almost completely died and put to rest. Digital cameras range from the many 'point and shoot' types, similar to the range finder style cameras of the film days to the Digital Single Lens Reflex (DSLR) cameras. While all these cameras of different brands and models, and the myriad of features they offer are so different they ALL have to do one thing correctly, and that is to produce a well exposed and sharp image. They can only do this by selecting the right combination of ISO, Shutter Speed and Aperture settings. The cameras have to have a lens and focussing system that will produce sharp images.
In all digital cameras now days these functions are, by default, handled automatically. However, a cameras auto function does not always produce a well exposed image, same as the auto focus on the lens does not always produce a sharp image. The reasons for these abnormalities will be explained later as we look in detail at each setting and learn to use them manually.
That is what a majority of this course is about. In ten lessons you will be learning about ISO, shutter speed, aperture, focus and some other basic functions. We will also consider composition of an image, and have a look at editing software, and finally other things that you can do with your images, such as making audio visuals, then also look at naming and storing image files. NOTE: it is assumed that most course participants will be using computers with a Windows operating system, but wherever possible we will also include comparable information for the Macintosh operating system.
IMPORTANT NOTE - It would not be possible to present this course without mentioning particular brands of products or services. With this in mind, I am not endorsing any one brand or model, check with a good retailer before purchase to make yourself aware of the differences between cameras.
Photography has progressed in leaps and bounds since the introduction of consumer quality digital cameras in the late 1990s. In the days of film cameras the images were created by light passing through the lens and reacting with different chemicals on the film that produced the various colours. The roll of film was taken to a photo lab for processing and printing, also using chemical methods.
Film photography was expensive because of the cost involved in developing and printing the images. These costs were, of course, on top of the purchase prices of the cameras. There were also other restrictions, such as the number of shots per roll, and each film had a specific, fixed, sensitivity (ASA value) Then having to use the whole roll of film on the same ASA (now known as ISO) etc. Then, after finishing exposing the roll of film, which in some cases might have taken weeks or even months, you had to wait up to another couple of weeks to see your results. This meant that if shots did not turn out correctly you could not easily go back and re-take them.
The earliest digital imaging devices, using a somewhat different technology, were developed for the space exploration industry, and the military. The first images from space were captured in 1965 by the Mariner 4 spacecraft on its mission to Mars.
The first digital photographic camera was developed for the Eastman Kodak company in 1975 by the engineer Steven Sasson. It was the size of a large shoebox, weighed 3.6kg and the image sensor contained only 10 000 pixels. The image was recorded to a cassette tape and took 23 sec. to save.
Digital cameras still have a lens system but the image is focused on a sensor comprising millions of photo sensitive cells that record the light in three primary colours; the three colours are electronically digitised and given a value in the range 0-255. The colour value (hue) and the position of the photo cell in the sensor are then recorded in the form of an image file.
Now, with digital photography, you have the advantage of seeing your results immediately, and can quickly take another shot if necessary after making the appropriate adjustments. Using a home computer and printer you can do all of your "processing" at home, or send the digital file to a lab or kiosk for printing.
Users became used to the point and shoot style of photography which, for a lot of general shots resulted in acceptable images. Photographers then became to realise that the fully auto system built in to the cameras did not always give the result they required, and the some of the cameras had the capacity to alter settings like, shutter speed, aperture and ISO. We will look at each of these settings in detail in the following lessons.
Homework
Before you get started on Unit 2, you have some homework to do, I want you to locate your users manual for the camera you have and with its help locate on your camera the control for shutter speed, ISO setting and also Aperture setting. These will become well used as we progress through the units. Also locate the focus, find out how to turn off the AOTU function and switch to manual focus.
In Unit 2 we will be looking at using the ISO setting to adjust the camera's sensitivity to light. You can prepare for this by locating the ISO setting control on your camera. You should find it in the menu options. | <urn:uuid:27baec50-52c6-4a14-bbe5-8280b78dd143> | CC-MAIN-2020-16 | https://www.blacktowncityphotoclub.org/Photography%20--%20Unit%201.pdf | 2020-03-29T02:35:00+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370493684.2/warc/CC-MAIN-20200329015008-20200329045008-00557.warc.gz | 880,708,227 | 1,126 | eng_Latn | eng_Latn | 0.999454 | eng_Latn | 0.999464 | [
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GERM WARFARE
By Michael Das
What you don't see can hurt you. Here's how to protect yourself against the nasty bugs and micro-organisms that may be lurking in the gym.
Germs love the gym. Just take a quick look around next time you're in one and you'll see why. Notice all the bodies in close proximity, sweating? That gives germs the moist environment they need to thrive. Next, check out all the barbells, weight benches, floor mats and stationary bikes. They comprise a forest of inanimate objects that scientists call finites, and they provide ample surfaces for germs to lurk. Now take a look at your hands.
They spend a lot of time gripping, pushing and pulling those vomited, and they make for an unwitting and highly effective transportation system. You're constantly encountering and carrying germs from station to station, and with one accidental wipe, you could infect yourself or another person.
''Most cold and flu viruses are transmitted by someone touching someone or through fomites,'' says Barbara Hanson, associate professor of biology at Canisius College in Buffalo, New York.
''Droplets from someone's nose may fall on the gym equipment, then the next person may touch it and rub his or her nose. Then they're infected.'' That's good luck for germs, and we haven't even taken into account what's lurking back in the shower stalls, whirlpools, steam rooms, swimming pools, sinks and toilets. Large quantities of water and the everyday sanitation problems posed by public toilets offer a whole other set of germ worries. Locker-room threats include athlete's foot, jock itch, Giardia and even ringworm. Every day the microscopic warriors that cause these afflictions are multiplying, moving and battling to colonize you - particularly during winter when people tend to congregate in crowded, closed-off spaces and flu season is at its peak.
Fortunately, it's not as bad as it might seem. If you go to the gym regularly, you've got a lot of things going for you in the fight against germs. You're likely to have a stronger immune system than a person who doesn't work out and, thus, you can combat germs better than the general population. You're also likely to have less infectious diseases to pass around.
The germs commonly found in gyms are generally the same germs found on the doorknobs, sinks and hand rails you come in constant contact with outside the gym, and the majority are quite harmless. A few, like the common cold virus, can trip you up for days or weeks, and a select few can knock you out for a longer period. It's unlikely you'll pick up something so terrible, though.
''Anyone who says there's a great risk of infection attending a gym is an alarmist,'' states Winkler Weinberg, MD, chairman of the Georgia Pacific Health Smart Institute and author of No Germs Allowed. ''But there's no harm in being careful."
Know Your Enemy
What should you do first? Get to know your enemy. Four major types of micro-organisms are common in the gym: Bacteria. These single-celled organisms colonize people and finites, including towels and showerheads. Typical strains include staphylococcus aureus and streptococci. Both can cause bad skin inferiors. Outbreaks have been known to occur among sports teams," Weinberg notes. ''Staph is one of the most common infections known to man." At the extreme, certain strains of bacteria can cause pneumonia.
Fungi. More complex but still single-celled organisms, they tend to thrive in places with lots of moisture. Common types cause noted gym afflictions like athlete's foot and jock itch. Others can be much worse. Generally, certain people are more prone to fungal infection than others. ''Your susceptibility level depends on your body chemistry explains Hanson. ''It depends on a variety of things from your chemical makeup and the amount you sweat.
it's slightly different for everybody."
Protozoa. Another single-cell organism, common protozoa like Giardia can be found in hot tubs, whirlpools and swimming pools that haven't been properly sanitized, Protozoa are the rarest of the four major gym-germ threats.
Viruses. They're more complex than the other three organisms, and they require a host to survive. Cold and influenza viruses are the most common. They're transmitted via finites. person-to-person contact and, less often than you might think, sneezing.
"Sneezes leave the mouth at 200 miles per hour." Weinberg points out. ''But they don't go more than 3 feet'' Only 25% of the time are people indexed directly from sneezes in the face says Hanson. Once viruses infer your body, they tend to stay In the respiratory tract, infecting other cells to make more virus particles.
Sanitation Solutions
While these types of germs are wildly different from each other in composition, they do have several things in common. First, only a very small possibility exists that any of them can be passed along via sweat, even if the sweat is from a person who has a cold or the flu ''The actual sweat is really not a problem," states Herbert DuPont, MD, professor of medical sciences at The University of Texas Health Science Center at Houston. ''It's primarily the moisture from sweat that causes problems by helping germs grow."
Many germs also have a very short lifespan, dissipating before they can colonise or infer you. The germs that do remain potent for extended periods - certain common viruses have been known to linger for several hours and, in some cases, days - are the ones that pose problems.
Gym owners and public health officials, of course, know this.
Most gyms have to maintain the necessary level of cleanliness in keeping with the FIA. Typically, hot tubs and swimming polls are inspired to ensure that proper levels of germ-fighting chlorine or bromine are maintained Locker rooms and public toilets are similarly inspected The sanitation of the weights, machines and other equipment, however, generally falls under the jurisdiction of the gym.
Most owners do everything in their power to keep their gyms tidy and germ-free. Milos Sarcev, pro bodybuilder and owner of the Powerhouse Gym in Fullerton, California for instance, says he's adamant about keeping his gym up to scratch. A cleaning crew sanitizes the equipment twice a day, once after the morning rush and again after the afternoon crunch. The staff checks up on the bathroom every hour.
Powerhouse also has a mandatory towel policy: Everyone carries a towel and must wipe down the equipment before moving on to another station. Every reputable gym has or should have a similarly thorough sanitation policy. ''If you're looking for a gym, you should ask questions about sanitization," Hanson suggests. ''Ask how often they sanitize equipment. Ask if they have a wipe-down policy. At minimum, a gym should be sanitized once a day."
It's a good idea to have a cleaning regimen at your home gym, too. Hanson advises wiping down just as you would in a public gym, and that you thoroughly clean the entire area every week or two with soap and water or a common disinfectant like Lysol.
''Germs need a critical mass to colonize you," she explains. ''And if you can keep things clean, it really reduces the chance of getting an infection."
Battling Bugs
Even with such a commitment to cleanliness, it's impossible to completely eliminate germs from a gym environment. At some point you have to take responsibility for your own safety. With an understanding of the little buggers, and a little common sense, you can further reduce your chances of exposure.
Germs have several methods of attack and in most cases, they won't be successful unless you give them an opening. The first thing you should do is wash your hands and dry them thoroughly, Germs crave moisture: do everything in your power to reduce the wet spots around you. That means wiping down equipment after you use it. Carry a towel with you. Carry two - one to wipe equipment, and one to wipe yourself down - if you want to be extra courteous. Use different coloured towels so you know not to wipe your body with your equipment towel, and vice versa.
Wiping helps eliminate moisture but it won't eliminate germs. Yet don't be alarmed about being infected by most germs through your skin. The risk of infection from bacteria and viruses through general contact is almost zero. If you have a scrape, cut or any sort of abrasion, however, you're asking for it. ''People with skin abrasions or inferiors should cover up with a Band-Aid to help stop transmission," Hanson notes. ''Wearing a shirt is a good idea, too." Gloves also work to cover up nicks and cuts on the hands. Understand, though, that wearing them doesn't preclude you from picking up and spreading germs.
The germs picked up by scrape-free bodies and hands most likely won't be able to infect you - unless you rub an exposed infected area on your body with your hands and then you rub your hands on your eyes, nose or mouth. Picking up a germ from an indexed surface or person with your hands, then putting your hands to those vulnerable spots on your face, is perhaps the most common method of transmission. Celebrity exhibit A: Indianapolis Colts quarterback Peyton Manning had a bout with blurred vision during the preseason caused, it Is believed, by baking someone's hand, picking up a virus and rubbing it into shaking someone's hand, picking up a virus and rubbing it into his right eye.
Wet areas in the gym offer further germ problems. Again, fight back with common sense. Don't rub your eyes, ears or nose. If you have fresh scrapes or cuts, skip the tub and head straight for the showers. Just don't go there without some sort of shower shoes, particularly if you're vulnerable to fungal infections like athlete's foot.
After your post-workout shower - which should be taken immediately to eliminate germs you may have picked up and to keep your normal germ population at a reasonable level - dry off thoroughly with a clean towel. In a pinch, use disposable paper towels. ''When I go to the gym I wash very carefully, and that's what people should do," says DuPont. ''But in the big scheme, you really shouldn't worry about germs in a gym setting. Let's put it in perspective: Going to the gym is a good thing to do and a safe thing to do. You're not going to lose ground from an overall health standpoint.''
Colds, the Flu and the Gym
Though colds and the flu are more prevalent this time of year, that doesn't mean you should stay away from the gym. If you follow proper germ safety practices - wipe down equipment, wear shower slippers, wash thoroughly, and cover up cuts and abrasions - your risk of exposure during cold and flu season is about the same as it is normally.
What if you're the one with the cold? ''If you feel up for it, there's no reason you can't go to the gym," says Winkler Weinberg, MD, chairman of the Georgia Pacific Health Smart Institute and author of No Germs Allowed. ''But you should be a good citizen and be careful that you wash your hands and that you don't cough or sneeze on the equipment." Another good rule of thumb is to stick with your training schedule if your symptoms are in your head, but stay home if they're in your chest.
The first defense against germs is effective sanitation. The Biomist™ Power Sanitizing System is the first safe method of power spraying an alcohol-based sanitizer. Biomist™ is non-corrosive and will not harm any metals - an excellent sanitizing solution for gyms and gym equipment. | <urn:uuid:80f745bb-7542-4179-bfd7-2b35e594be3f> | CC-MAIN-2020-16 | https://unebiomist.com/GermWarfare.pdf | 2020-03-29T02:57:41+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370493684.2/warc/CC-MAIN-20200329015008-20200329045008-00558.warc.gz | 769,495,378 | 2,455 | eng_Latn | eng_Latn | 0.999196 | eng_Latn | 0.999301 | [
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Africa with a focus on Kenya
Pupils will learn
* To locate Africa on a world map and identify the country of Kenya
* To be able to use compass points to navigate around a map.
* To explore the climate and weather of Kenya.
* To explore the animals of Kenya.
Important facts
* Africa is home to many different peoples.
* There are 54 countries in Africa with a total of more than 1.1 billion people living on the continent.
* 49.7 million people live in Kenya. Its capital city is Nairobi and this is its flag.
* The Maasai Mara live in small villages close to the Maasai Nature National Reserve in Kenya and are also found in Tanzania.
*
* The Maasai Mara National Reserve is an area of savannah wilderness in southwestern Kenya, along the Tanzanian border. At the reserve visitors can see many different animals including lions, cheetahs, elephants, zebras, hippos and wildebeest.
* The landscape of the reserve is one of grassy plains and rolling hills.
* To explore the landscapes of Kenya.
* To find out about the people and culture of Kenya.
* To identify similarities and differences between Kenya and the UK.
Home Learning Ideas
* Find out when going to the shop which foods come from Africa.
* Find out about safaris in Kenya - create a leaflet to tell people about the safari.
* Look at traditional homes in Kenya - make one using craft materials.
Please bring in anything you do at home to receive dojo points and to be displayed in school.
Inquiry Questions
What is the effect of tourism on on Kenya?
Books to read at home
* Lila and the Secret of Rain by David Conway & Jude Daly
* Africa Is Not a Country by Mark Melnicove & Margy Burns Knight
* Letters to Africa by UCLan
* Handa's Surprise by Eileen Browne
* Many people visit Kenya for a safari holiday.
* One Day on our Blue Planet: In the Savannah by Ella Bailey
Further Information | <urn:uuid:512c77c9-45f9-42f5-9cda-4d9268aedf53> | CC-MAIN-2020-16 | http://www.bluebell.norfolk.sch.uk/wp-content/uploads/2020/03/Spring-2-Africa.pdf | 2020-03-29T03:19:59+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370493684.2/warc/CC-MAIN-20200329015008-20200329045008-00558.warc.gz | 219,539,867 | 435 | eng_Latn | eng_Latn | 0.996842 | eng_Latn | 0.996842 | [
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Year 4 Autumn Term Our Curriculum
This Autumn our learning is themed around the Invaders and Settlers.
Key Skills :
Spelling- words with the sounds - k - scheme, ch- chef, ou-
English young; y – myth, s – science, ei - vein
The Goose Guards - responding
Music to the text and writing own
Year 4
Invaders and
Settlers
Roman stories
Romans and Celts stories and
play scripts – turning writing into
play scripts
Computing
E – safety
Word
Developing words processing
skills.
Art
Printing
Using Klimt's work for
inspiration- design a Roman
Mosaic
How did the Romans design
mosaics?
Mathematics
Number- Place value what does
each number mean – thousands,
hundreds. tens and ones
Comparing, ordering, rounding
numbers.
Add and subtract numbers
mentally and using written
methods
Properties of shape - angles,
symmetry.
All times tables up to 12x12
Handwriting –Legible and consistent
Grammar- Conjunctions for example, when, so, because,
after, adverbs, preposition
Punctuation – Focus: inverted commas for speech
Spoken Language
Can you ask questions?
Can you listen carefully to your friends and teacher and reply?
Are you speaking clearly?
History
Romans and Celts
Can you imagine you are a
Roman solider how do you
feel?
Which classroom would be the
best to invade and why?
.
Science
Living Things and their
Habitats
Bird Box Project
Why are animal
habitats different?
PSHE
New Beginnings and Rules
RE
Hindu Stories
MFL- French
Numbers, colours and asking
questions- comment t'appelle tu?
Ob la di, ob la
da
Beatles
In 2 Music
PE and games
Tennis
Team Games
How can you be a good
team player?
How can you help your child at home?
Below are some suggested activities you may like to try with your child.
How to be an historian.
How to be a scientist.
How do you know things happened in the past?
What times in history do you know?
(Ancient Greece? )
Can you think of different ways to classify
animals?
Ways to support your child:
Make sure you attend school daily and punctually. Read together daily.
Practise times tables and spellings.
Support your child to complete their weekly homework.
Talk to your child about what they have been learning about in school. | <urn:uuid:12065fd4-e105-4f86-a180-ab22749fb6c9> | CC-MAIN-2020-16 | http://www.portswoodpri.org.uk/wp-content/uploads/2019/09/Curriculum-Bulletins-Autumn-1-Year-4-2019.pdf | 2020-03-29T05:25:51+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370493818.32/warc/CC-MAIN-20200329045008-20200329075008-00000.warc.gz | 291,593,696 | 546 | eng_Latn | eng_Latn | 0.994941 | eng_Latn | 0.996719 | [
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CRAFT Week 1 Manna Cups
SUPPLIES:
"Manna" Labels (1 per child), Food Stickers (5 per child), Red Plastic Cups (1 per child), Cheerios (1/2 cup per child), Allergy Alert poster
PLEASE NOTE: EVERY parent must be asked if their child can have Cheerios as a snack. If anyone in the class cannot have Cheerios or if you forget to ask a parent, then you MUST skip the snack portion. Just show kids they can bring their cup home and put snacks in it.
What You DO and SAY:
Pass out Manna label and one red cup per child.
o "Friends – Today in our true story from the Bible we learned about the Israelites. They were wandering in the very hot desert and there was no food or water. The people were so, so hungry and they were worried they wouldn't wake up and have any food. SO they went to sleep and when they woke up in the morning there was food on the ground! Do you remember what it was called? That's right! Manna!
Help children stick the manna label onto their cup. Then pass out 5 food stickers to decorate the rest of the cup.
Hold up box of cheerios.
o "God provided food for the people, right from the sky! We may not get food right from the sky, but God does provide everything we eat! And look what I have here! I have a snack for us to eat. But before we eat, let's say a quick prayer and thank God for the food.
[x] Dear God, Thank you for the food we eat. You give us everything we need and we want to always remember to say thank you. We love you, God. Amen.
Pour cheerios in each cup and Bring it Back to Jesus.
o "God gave the Israelites everything they needed. God gives us what we need, too, including food to eat. We need to say thank you.
o Who can you thank for everything?
o I can thank God for everything."
While the children snack – this would be a great opportunity to read the Bible story, "Being Thankful", or go over the Reflection page!
CRAFT Week 2 Thank You Note to God
SUPPLIES:
Thank You Note (1 per child), Crayons and Markers, Stickers, Stampers
SET-UP:
Pre-fold the thank you notes
What You DO and SAY:
Give each child a thank you note and crayons or markers.
o "This month we have learned that God gives us everything we need! We should thank God for everything.
o Who can you thank for everything? I can thank God for everything!
o Today we are going to make a special thank you note for God! You can decorate it and make it look very special. On the inside you can draw pictures of all the things you are grateful for – family, friends, food! Whatever you are thankful for!
Help children as needed. Ask each child what they are drawing and what they are thankful for.
As children are finishing, pray together and Bring it Back to Jesus.
o Friends, we can thank God for everything. Let's fold our hands and bow our heads and say a prayer to thank Him now.
[x] "Dear God, we want to thank You for everything! You are amazing and SO good to us! Help us to always thank You with our whole hearts! We love You, God. In Jesus' name, amen."
o Who can you thank for everything?
o I can thank God for everything!
ACTIVITY #1 Food Look and Find
SUPPLIES: Play Food
What You DO and SAY:
Gather children in the center of the room.
o "In our Bible story today, the people were so hungry and they worried about where their food would come from. Let's gather together. It's nighttime. Time to sleep! Everyone, lie down here and close your eyes."
Scatter the food around the room.
o "The sun is up! Time to wake up, everyone. Oh, my goodness! Look what's on the ground. God sent us food to eat. Isn't that amazing? Let's get up and gather up all the food!
Have children collect all the food.
o "Great work, everybody! You found all the food.
o God gives us food, and we should say thank you. On the count of 3, let's say, 'Thank you, God!' 1-2-3 THANK YOU, GOD!"
Let the children play as long as they are interested.
Bring it Back to Jesus.
o "God provided food for the people, right from the sky! He gave them what they needed. God gives us what we need, too, including food to eat. We should always say thank you to God!
o Who can you thank for everything?
o I can thank God for everything."
ACTIVITY #2 Memory Verse Practice
SUPPLIES: Award Stickers (optional)
What You DO and SAY:
Gather children in a circle.
o "Friends, you have been doing an amazing job learning our memory verse the past few weeks. Today I want to see just how well you know it! We are going to practice it lots of different ways. Each time we do it we will be saying thank you to God!
Do memory verse all together in a variety of ways.
o "First, let's say it once together.
[x] "I will give thanks to the Lord with my whole heart. Psalm 111:1"
o Now let's try it…
[x] Super loud
[x] Super quiet
[x] Really fast
[x] Really Slow
[x] Jumping up and down
[x] Running in Place
[x] All the boys
[x]
All the girls
[x] Kids only
[x] Teachers only
[x] Etc….
Repeat as long as children are interested. If time permits, you can do one person at a time and give out stickers.
Complete the activity and then Bring it Back to Jesus.
o Nice work, my friends! I want you to tuck that memory verse deep inside your heart and remember it forever! I want you to remember for your whole life that God always gives us everything that we need and we can thank God for everything!
o Who can you thank for everything?
o I can thank God for everything!
ACTIVITY #3 Bottom Line Bubble Hop
SUPPLIES:
4 Hula hoops, A bubble machine/gun, bubble solution, CD player and worship CD (optional)
SET UP:
Make sure your Bubble Machine/Gun is filled with bubble solution and that your CD player is loaded and ready to play.
Lay out hula hoops close enough for a child to hop from one to the next.
What You DO and SAY:
Gather children at the beginning of the hula hoop.
o "We are going to hop and pop our way through the bubbles! Each friend is going to get a turn to hop from one hula hoop to the next. While you are hopping, we are going to make bubbles for you to pop! When you get to the end of the bubble hop we have a BIG question for you.
o When I say – 'Who can you thank for everything?', What are you going to say?
o I can thank God for everything!"
Line kids up and have the first person hop from hoop to hoop. You can play music for a little extra fun. Let the bubbles fly! When child hops out of the last hoop ask them:
o "Who can you thank for everything?
o I can thank God for everything!"
Repeat activity as long as kids are interested and Bring it Back to Jesus.
o "Bubbles are so fun. Raise your hand if you love bubbles. God gives us so many awesome things like bubbles and friends and music! There are SO many things to be thankful for—more than the number of bubbles from this bubble machine – and we can thank God for every single one of them!
o I can thank God for everything!"
o Who can you thank for everything?
REFLECTION & REVIEW
READ
The Bible
o The Beginner's Bible: Food From Heaven, p 116-119
Being Thankful by Mayer
o Read the story and then say: We have so many special things in our lives to be thankful for. Who can we thank for everything? We can thank God for everything!
REVIEW (This is a great opportunity to give out stickers as they answer these questions!)
Key Question and Bottom Line
o Who can you thank for everything?
o I can thank God for everything!
Memory Verse
o I will give thanks to the Lord with my whole heart. Psalm 111:1
Basic Truth
o God made me.
Connect it!
o "Today we heard a true story about some people who were very hungry. The Israelites didn't have any food, but God sent them food from heaven! God provides us with everything we need, too, and we can thank him for it! Today we are going to make a list of foods we are thankful for. We can use the list when we pray to thank God for giving us everything we need. When I say your name, tell me one food, and I will write it down.
o If using playdoh – "Can you use your playdoh create the food that you are thankful for?"
PRAY
"Dear God, thank you for providing us with food to eat and everything we need. Thank you for [read list]. We are thankful for everything you provide for us. We love you, God. In Jesus' name, amen." | <urn:uuid:fc0c7361-8357-4338-90de-8edb8608f2a0> | CC-MAIN-2020-16 | https://parkviewec.files.wordpress.com/2019/11/nov-16.17.23.24-classroom-activities.pdf | 2020-03-29T05:23:30+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370493818.32/warc/CC-MAIN-20200329045008-20200329075008-00001.warc.gz | 663,497,962 | 2,081 | eng_Latn | eng_Latn | 0.983676 | eng_Latn | 0.991757 | [
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Excel 2010 Lesson Plans
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Microsoft Excel 2010 Lesson 1: Introduction Microsoft Excel is a spreadsheet program that enables us to organize and make calculations with large amounts of data. When you open Excel, you will see something like this picture. The Ribbon that you see will depend on the tab that is active. The Home ribbon is illustrated in the picture at the right. The basic element of an Excel worksheet is a cell.
Microsoft Excel 2010 Lesson 1: Introduction
Microsoft Excel 2010 Excel allows you to create spreadsheets much like paper ledgers that can perform automatic calculations. Each Excel file is a workbook that can hold many worksheets. The worksheet is a grid of columns (designated by letters) and rows (designated by numbers). The letters and
Introduction to Microsoft Excel 2010 - Alison
Grades 1- 4: Microsoft Excel The Lesson Plans Bundle. by . Computer Creations. This bundle is aimed specifically at Grades 1-4 (ages 6-11) students or those new to Microsoft Excel. It also introduces the very basics of Microsoft Excel by introducing key terminology and concepts in a very child friendly manner. ... Microsoft Excel 2010 Video ...
Microsoft Excel Worksheets & Teaching Resources | TpT
Lesson Plan Title : Introduction to Microsoft Excel. Overview and Purpose: A basic review of excel toolbars, buttons, functions,cursors, and intro to the use of formulas. Goals: 1.Each student will gain the basic skills needed to operate and navigate MS Excel. 2.Identify, gather and input data into a spreadsheet.
Introduction to Microsoft Excel Lesson Plan
Now that you're thinking about engagement and context, take a look at these articles and ideas to really make the most of your Microsoft Office lesson plans. 1. Microsoft Word Lesson Plans. If you're like most educators searching for Microsoft Office lesson plans, the first place to start is with Word.
6 Microsoft Office Lesson Plans Your Students Will Love
Find excel lesson plans and teaching resources. From microsoft excel worksheets to excel lesson plans videos, quickly find teacher-reviewed educational resources. Excel Lesson Plans & Worksheets Reviewed by Teachers
Excel Lesson Plans & Worksheets Reviewed by Teachers
5.1 Introduction to Microsoft Excel Lesson Plan Prior to Class . Student Computer Setup: 1. Copy the Student Folder onto each desktop. 2. Prepare printed copies of the following: • 5.0.1 Introduction to Microsoft Excel Student Manual (from Student Folder) • 5.3 Introduction to Microsoft Excel Session Survey
5.1 Introduction to Microsoft Excel Lesson Plan
A well made lesson plan will certainly improve learning and teaching process so develop one yourself right now by using lesson plan templates listed beneath the content. Utilization of the appropriate template will be a good starting point for you to develop successful and powerful plan just in matter of few minutes.
41+ Free Lesson Plan Templates in Word Excel PDF
Overall, this Excel lesson plan bundle is an excellent option for a teacher who needs classroom-oriented resources to teach Excel. The only potential downside of this bundle is the cost ($52.50), which is a bit pricey considering it will only help you teach one Microsoft Office application.
Top 4 Places to Find Excel Lesson Plans for Middle School
Since the Excel Course Lesson Plan on the home page has the videos grouped into categories rather than complexity, I thought it would be important to provide a recommended Lesson Guide for watching the videos and tutorials. I've tried to group them into Beginner, Intermediate, and Advanced (based on complexity).
Learn Excel | Excel Exposure | Excel TrainingExcel Exposure
1. Beginner Excel Lesson -Make Your First ChartThis is a lesson that teaches beginning excel users to enter data and create a simple chart. 2.This lesson teaches users how to enter and format data and create and format a simple excel bar chart. 3. This lesson teaches users how to enter and format data and create and format a simple excel M&M chart.
Lesson Plans: Excel lessons for Elementary (3-5, Computer)
By the end of the lesson, students will be able to identify the parts of a MS Excel spreadsheet (cells, rows, columns) and be able to efficiently input information in MS Excel. Also, they will have an understanding of the importance of the 'autosum' function and how formulas are created in MS Excel.
Lesson Plans: Introduction the MS Excel (Middle, Computer)
A chart is a tool you can use in Excel to communicate data graphically.Charts allow your audience to see the meaning behind the numbers, and they make showing comparisons and trends much easier. In this lesson, you'll learn how to insert charts and modify them so they communicate information effectively.. Charts. Excel workbooks can contain a lot of data, and this data can often be difficult ...
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Excel 2010: Working with Charts
This lesson plans breaks down the basic skills of inputting data and adding graphs so even users with the most basic skills can quickly gain confidence and competence with Excel. The lesson is best taught as a whole class in a lab, cart, or one-to-one setting, but can be modified for a classroom center of one to four computers.
Tasty Tech Activity With Excel | Education World
Students create graphs in Excel. In this spreadsheet lesson plan, students input data into spreadsheet cells then use the graphing feature of the Excel program to produce colorful graphs of the data. The directions to create the graph...
Spreadsheet Lesson Plans & Worksheets | Lesson Planet
Microsoft Excel Toolbar from Computer & ICT Lesson Plans on TeachersNotebook.com - (1 page) - A fantastic resource which allows young students to gain an understanding of Excel by experimenting with its toolbar.
61 Best MS Excel Lesson Plans images in 2020 | Lesson ...
Lesson Plans (Individual), ... Study Guide for Excel 2010 Presentation. by . Buzzing Around with Miss B. This is a fill in the blank study guide to be used as a follow along with the PowerPoint presentation I have uploaded. It is a 100 questions and you can modify as you like.
TpT - Teaching Resources & Lesson Plans
Excel Lesson Plan- A Simple Bar Chart. Users Enter and Format Data, and Create a Simple Bar Chart. Fruit Stand Shopping List. Students have decided to raise funds to help needy children pay for school supplies. They will make and sell fresh fruit juices and smoothies at the next important school event.
Excel Lesson Plan | A Simple Bar Chart | K-5 Computer Lab ...
Use Entrepreneurship Lesson Plans to Launch a Successful Restaurant Venture TechnoRestaurateur offers a unique way to introduce students to entrepreneurship skills. Students learn spreadsheet, word processing, graphic, presentation, and data management skills. They use Google Sheets or Excel to analyze data, Google Docs or Word to persuade ...
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Atoms And Bonding Workbook Pages Answers
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Atoms And Bonding Workbook Pages
Start studying Ch. 6 (Section 6.1 Workbook Questions), Chemical Bonds (Mrs. Sample). Learn vocabulary, terms, and more with flashcards, games, and other study tools.
Ch. 6 (Section 6.1 Workbook Questions), Chemical Bonds ...
2 atoms of iron, 3 atoms of oxygen 1 atom of potassium, 1 atom of manganese, 4 atoms of oxygen 1 atom of carbon, 3 atoms of hydrogen 2 atoms of nitrogen, 4 atoms of hydrogen, 3 atoms of oxygen numbers crystalline solids false 6 A formula unit is the lowest whole-number ratio of ions in an ionic compound.
BONDING AND INTERACTIONS
Learn atoms and bonding with free interactive flashcards. Choose from 500 different sets of atoms and bonding flashcards on Quizlet.
atoms and bonding Flashcards and Study Sets | Quizlet
Chemical Bonding. A single water molecule is made up of two atoms of hydrogen and one atom of oxygen. 3-D jmol image-- (why is water a good solvent?) The atoms are joined by chemical bonds which are forces of attraction that hold atoms together. It is the bonds between atoms that give molecules different properties than the atoms they are ...
Chemical Bonding K-12 - New York University
Four NO PREP lesson bundle to teach your High School students Atomic Structure, Atomic Mass & Isotopes, Ionic and Covalent Bonding and two active learning activities to assess your students understanding. Each resource contains an interactive PowerPoint and either individual worksheet or an 18-p...
Atomic Structure and Bonding Worksheets, PowerPoints and ...
General Chemistry I. This book covers the following topics: Matter and Measurement, Atoms, Molecules and Ions, Aqueous Reactions and Solution Stoichiometry, Chemical Reactions and Reaction Stoichiometry, Thermochemistry, Chemical Bonding, Periodic Properties of the Elements, Electronic Structure of Atoms, Molecular Geometries and Bonding Theories, Gases.
General Chemistry I | Download book
Atoms Bonding And The Periodic Table. Displaying top 8 worksheets found for - Atoms Bonding And The Periodic Table. Some of the worksheets for this concept are Atoms and the periodic table work, Periodic table and bonding, Chapter 2 atomic structure and chemical bonding, Periodic trends chemical bonds, Workbook, An atom apart, Bondingbasics2008, Atoms and bonding chapter test a atoms and bonding.
Atoms Bonding And The Periodic Table Worksheets - Learny Kids
The word atom is derived from the Greek word atom which means indivisible. The Greeks concluded that matter could be broken down into particles to small to be seen. These particles were called atoms. Atoms are composed of three type of particles: protons, neutrons, and electron.
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Structure of the Atom (grades 6-8)
Atoms Bonding And The Periodic Table. Displaying all worksheets related to - Atoms Bonding And The Periodic Table. Worksheets are Atoms and the periodic table work, Periodic table and bonding, Chapter 2 atomic structure and chemical bonding, Periodic trends chemical bonds, Workbook, An atom apart, Bondingbasics2008, Atoms and bonding chapter test a atoms and bonding.
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AG East Palo Alto Academy Covalent Bonding WORKBOOK READ & TRANSLATE Electronegativity and Covalent Bonding The example in which two hydrogen atoms bond is simple because both atoms are the same. Also, each one has a single proton and a single electron, so the attractions are easy to identify. However, many covalent bonds form between two different atoms. . These atoms often have different ...
3 AG East Palo Alto Academy Covalent Bonding WORKBOOK ...
Save 20% with the atoms and chemistry mini interactive notebook bundle!About this ProductThis differentiated mini unit bundle includes 2 INB units. Each unit is composed of interactive notebook lessons organized into chapters. Each chapter includes:• An overview with photos of the completed INB acti...
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Compounds that are formed when two or more atoms combine to form ... 70 Guided Reading and Study Workbook CHAPTER 8,Covalent Bonding (continued) false molecular structure b a c ... SECTION 8.2 THE NATURE OF COVALENT BONDING (pages 217–220) This section uses electron dot structures to show the formation of single, double, and triple covalent ...
SECTION 8.1 MOLECULAR COMPOUNDS (pages 213–216)
Atomic Particles, Atoms, Isotopes, and Bonding Worksheet Atomic Particles (amu = atomic mass unit) Name Symbol Charge Mass Location Electron e- -1 0 Energy shells surrounding nucleus Proton p+ +1 1 amu Nucleus Neutron n 0 1 amu Nucleus Atomic mass = total mass of atom = # of protons + # of neutrons
Atomic Particles, Atoms, Isotopes, and Bonding Worksheet
COVALENT BONDING. Covalent bonding involves the sharing of electron pairs between two atoms. This is most often between non-metal atoms (but there are a number of compounds between metals and non-metals that are covalent). A single covalent bond involves one shared pair of electrons.
Chemical Bonding Worksheet - Mrs. Alinger's Science Pages
SECTION 7.3 BONDING IN METALS (pages 201–203) This section uses the theory of metallic bonds to explain the physical proper-ties of metals. It also describes the arrangements of atoms in some common metallic crystal structures. Metallic Bonds and Metallic Properties (pages 201–202) 1. Is the following sentence true or false?
SECTION 7.1 IONS (pages 187–193)
composition of DNA in "Figure 4: DNA Replication" on SE/TE pages 112–113 of the Cells and Heredity module. Students use models describing protein synthesis on SE/TE pages 116–117. Students use models to describe the atomic structure of a water molecule in "Modeling Atoms and Molecules" on page 13 of the TLR Introduction to Chemistry.
Pearson Interactive Science - Pearson School
Bonding Basics Presentation (ppt) - I use this presentation on my SmartBoard as we complete the Bonding Basics lesson. Bonding Basics Review Worksheet (pdf) - A student worksheet reviewing oxidation numbers as well as ionic and covalent bonding. 2010 Version - Don't have time or materials to make the headbands? Try this one!
The Science Spot
The Chemistry of Life ANSWER KEY Section 2–1 The Nature of Matter (pages 35–39) This section identifies the three particles that make up atoms. It also explains how atoms of the same element can have a different number of neutrons and describes the two main types of chemical bonds. ...
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PDF 6 Chemical Bonding - Effingham County Schools ...
Chapter 6 The Chemistry Of Life Section 6 1 Answer Key
however, atoms of one element are never changed into atoms of another element by a chemical reaction. 5. In the diagram, use the labels mixture and compound to identify the mixture of elements A and B and the compound that forms when the atoms of elements A and B combine chemically. 5 ATOMIC STRUCTURE AND THE PERIODIC TABLE atoms
5 ATOMIC STRUCTURE AND THE PERIODIC TABLE
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Lesson Plan
Date:
__________________________
Objective: What you plan to cover and achieve during lesson.
Warm-up: Check in with student about past week; transition into learning environment.
Review: Go over material from previous week(s); evaluate comprehension and retention; re-teach and more practice, if necessary.
Lesson/ Presentation of New Material:
* Introduce new content/unit/concept and explain why it is important and relevant;
* Work through new content SLOWLY;
* Student practice of new concepts with frequent checks for comprehension before proceeding.
Assessment: Use exercises in unit or workbook; ask open ended questions to gauge comprehension.
Closure: Assign homework; Confirm next meeting time and place.
Reflection: Self-evaluation; What went well and what can be improved; Ideas for other teaching materials and strategies for future sessions.
Lesson Plan
Objective:
Warm-up:
Review:
Lesson/New Material:
Assessment:
Closure:
Reflection:
Date:
__________________________ | <urn:uuid:54f4e80d-4e86-4cb7-b991-17b31e6db6a2> | CC-MAIN-2020-16 | https://literacyforall.org/docs/ENP_LP_and_grid.pdf | 2020-03-29T02:21:00+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370493684.2/warc/CC-MAIN-20200329015008-20200329045008-00559.warc.gz | 585,373,100 | 190 | eng_Latn | eng_Latn | 0.866142 | eng_Latn | 0.993637 | [
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Melissa Halas-Liang, MA RD CDE
Melissas Healthy Living
http://melissashealthyliving.com
Tips for Taming Your Elementary-School-Aged Child's Hunger
A hungry child can be a sign of a growing child. As a child grows and develops their calorie needs increase. Foods have a purpose for growing children –to provide needed nutrients to keep their bodies free of disease and growing healthy. Choose foods that are easily recognized as whole foods –ones without a long list of ingredients. Be sure to include fruits, veggies and beans for their fight-o-chemical plant power. Avoid giving too many empty, unnecessary calories from foods that have refined flours like crackers (NOT made from 100% whole grains or that contain added sugar) cookies snack foods and fruit chews.
Make sure to have regular meals. Sometimes kids will choose play time over meal time. So having a regular schedule will help them get in a rhythm of being hungry at meal times and eating a balanced healthy meal. This way, they avoid grazing through the day which can be easily misinterpreted as your child always being hungry.
Hunger can also be a sign of boredom, excitement, and sadness. So ask your child if he or she is really hungry or if something else is on his/her mind.
Here are some other tips to help address all-day hunger:
Quench the Thirst:
When a child is thirsty, they may mistake their thirst for hunger. So encourage water before snacks and meals.
Have your child pick out a reusable water bottle. Be sure to fill it up often and encourage them to drink water before they feel thirsty! Make sure your water bottle is BPA free and does NOT contain Phthalates.
Role model by drinking adequate fluids
Make sure they are drinking water at school or when playing outside.
Invest in a carbon water filter to ensure safe drinking water
Consider making fruit flavored ice tea. I make a pitcher of herbal cranberry and orange teas in the morning to enjoy throughout the day. Children like the fruity flavored water.
Make your own flavored water with orange, lemon or cucumber slices.
Add fresh mint to water to give it a cool refreshing taste.
Boost Fiber:
Overall, higher fiber foods will keep your child satisfied and feeling full for longer.
Whole grain products have fiber. When choosing grains or bread products aim to include those that are 100% whole grain. Choose these over white products because of their high fiber content and because whole grain products still have the natural plant compounds attached to the fiber, which prevent disease.
1 / 2
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Melissa Halas-Liang, MA RD CDE
Melissas Healthy Living
http://melissashealthyliving.com
Also look for cereals that have at least 5 grams of fiber or more per serving and are lower in sugar. Choose cereals with
2 / 2 | <urn:uuid:c5a64abb-e337-47b0-bb06-7a6ff2544898> | CC-MAIN-2020-16 | https://melissashealthyliving.com/tips-for-taming-your-elementary-school-aged-childs-hunger/?format=pdf | 2020-03-29T05:31:44+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370493818.32/warc/CC-MAIN-20200329045008-20200329075008-00000.warc.gz | 610,647,271 | 594 | eng_Latn | eng_Latn | 0.985428 | eng_Latn | 0.996918 | [
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Purdue University Department of Entomology Undergraduate Capstone Project Summary
Name of Student:
Jeffery Trembacki
Name of Mentor:
Dr. Ian Kaplan
Project Title:
Common Beneficial and Pest Insects in Gardens and Crops
Project Summary:
For this capstone project, a collection was created to display many of the common insects encountered in different landscapes in Indiana. The collection was divided into a section showcasing common beneficial insects and a section showcasing common pest insects. These specimens were taken from the teaching collection in the department. Some of the specimens are displayed by species, and some are displayed as larger taxonomic groups, according to how important that grouping is to the insects' status as pests or beneficial.
In addition to the collection, an information catalog was created using Microsoft Publisher to go along with the display. Each group or species of insects in the collection has a page dedicated to it in the catalog to be referenced for more information relating to each insect. The pages currently have pictures, information regarding ways to identify the pest in different life stages, some behavioral characteristics, and some management options.
This collection was created to aid in providing information to Indiana homeowners at various types of extension or outreach events. It is hoped that the collection will continue to grow with the addition of more insects, specifically different life stages of the insects already present in the collection. For the last part of the project, the collection was brought to a master gardener meeting at the Purdue extension office in Lafayette and a brief overview of its purpose was described to the master gardeners. | <urn:uuid:7046c357-5d2f-4147-909b-9acc4c7b71a4> | CC-MAIN-2020-16 | https://ag.purdue.edu/entm/ENTM%20493%20Capstone%20Summaries/Jeff%20Trembacki.pdf | 2020-03-29T06:36:49+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370493818.32/warc/CC-MAIN-20200329045008-20200329075008-00002.warc.gz | 344,333,913 | 313 | eng_Latn | eng_Latn | 0.99772 | eng_Latn | 0.99772 | [
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UPDATE:
POSITIVE SCHOOL CLIMATE &
BULLYING PREVENTION EFFORTS
SEAN SNIDER
ASSISTANT SUPERINTENDENT, EDUCATIONAL SERVICES
SEPTEMBER 25, 2019
AGENDA
•
Schoolwide Positive School Climate Efforts
•
Social-Emotional Learning
•
Bullying Prevention Efforts: Elementary & Secondary Schools
•
Restorative Practices
•
Next Steps
•
Discussion
2
SCHOOLWIDE POSITIVE SCHOOL CLIMATE EFFORTS
Positive Behavior Interventions and Supports (PBIS)
•
PBIS teams at many sites
•
All Elementary Schools
•
Schoolwide positive reinforcements
•
Common school-wide expectations for behavior (rules) with matrix for each area
•
Clear expectations, explicitly taught, continuously reviewed
•
"Pawsitives" and "Slip-ups"
3
SCHOOLWIDE POSITIVE SCHOOL CLIMATE EFFORTS
Student Assemblies
Kindness Challenges
Courage to Compete Program
•
Positive behavior and participation framework based on the PBIS model.
•
Teaches expected school-wide behaviors and rewards students that exhibit them.
•
Encourages participation at club meetings, games, dances and events.
•
Rewards students for their attendance.
4
SOCIAL-EMOTIONAL LEARNING
Second Step Curriculum (Elementary and Junior High)
•
Connected to positive behavior systems
Sanford Harmony Curriculum (Elementary and Junior High)
Social Stories
7 Habits of Happy Kids
Counselors
•
Prevention: Social skills classroom instruction and in small groups
•
Intervention: Need based counseling support
5
-
BULLYING PREVENTION EFFORTS:
ELEMENTARY
Captain Encouragement (TK 2)
Kindness Clubs
Buddy Bench
Cops4Kids (Ione Elementary and Ione Police Department)
Principal-led Anti-bullying Assemblies
Collaborative efforts between staff and 5
th
grade students
Positive Behavioral Interventions and Supports (PBIS)
Social Emotional Curriculum (Sanford Harmony, Second Step)
6
BULLYING PREVENTION EFFORTS:
SECONDARY
Brooks Gibbs Assemblies – All secondary sites funded by Ione Police Department
Clarify bullying vs. mistreatment
Safe and Civil Schools CHAMPS Program
Where Everybody Belongs (WEB)
LINK Crew
Members Extending Generous Acts (MEGA) Club
•
Promotes and facilitates random acts of kindness
•
Encourages participation in all things that are supportive of students' needs
Clear, consistent consequences for any bullying action
7
RESTORATIVE PRACTICES
Traditional Discipline
School and rules violated
Justice focuses on establishing guilt
Accountability = punishment
Justice directed at offender, while
victim is ignored
Rules and intent outweigh whether
outcome is positive/negative
No opportunity for remorse or amends
Restorative Practices
People and relationships violated
Justice identifies needs and obligations
Accountability = understanding
impact, repairing harm
Offender, victim, and school all have
direct roles in justice process
Offender is responsible for harmful
behavior, repairing harm, and working
toward positive outcome
Opportunity given for amends and expression of remorse 8
Opportunity given for amends and expression of remorse 8
NEXT STEPS
Review Board Policy with principals and vice principals
•
Study and learn at the policy level
•
Determine any gaps or additional needs
Continue training and implementation of best practices
•
Adverse Childhood Experiences (ACES)
•
Trauma Informed Practices (TIPS)
•
Restorative practices and alternative discipline strategies
Continue to keep the focus on what is best for all students
9
DISCUSSION & QUESTIONS
SEAN SNIDER
ASSISTANT SUPERINTENDENT, EDUCATIONAL SERVICES
10 | <urn:uuid:695bb047-b666-4535-8168-9827c8efeac3> | CC-MAIN-2020-16 | https://amadorcoe.org/wp-content/uploads/Board-Presentation-Bullying-Prevention-9-25-19-1.pdf | 2020-03-29T06:03:47+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370493818.32/warc/CC-MAIN-20200329045008-20200329075008-00003.warc.gz | 358,860,683 | 844 | eng_Latn | eng_Latn | 0.752828 | eng_Latn | 0.919514 | [
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Steadfast and Spirited Stories of the American Revolution
ABOUT THE PROGRAM:
The four stories in this show lead the audience through the events and emotions of living through the Revolutionary War, starting with a story about the Colonists' reaction to the Stamp Act. As a child Deborah Sampson was an indentured servant, and as a young adult she disguised herself as a man so she could join the war and fight as a soldier. Peggy Shippen and her family were staunch Loyalists, so when she married Benedict Arnold, the two of them began work as spies for the British. Phillis Wheatley was brought to America as a slave. After she learned to read and write, she began writing the poetry that earned her fame and a published book.
During this show:
- Audiences learn about significant events of the Revolutionary War, from how the Stamp Act led to the onset of the war to the Treaty of Paris that ended the war.
- Audiences feel a greater connection to historical events because they get to know the personalities and motivation of a Patriot, a Loyalist, and a slave of the time period.
- Because authentic costume pieces for each character are added and discussed as the show progresses, audiences see how men and women dressed during the period.
*****
"The audience loved the suspense of the stories. Lynn did a wonderful job of creating atmosphere and taking her audience back in time." --Norfolk Academy
Lynn Ruehlmann tells stories through theatrical portrayals of real people in history and real people she's known and bigger than life characters of myths. She has been presenting programs at festivals, museums and schools since 1990. Lynn was named "Best Actress in a Comedy" by Folio, and "Artist of the Year" by Young Audiences of Virginia. Her CD "Spy! The Story of Civil War Spy Elizabeth Van Lew" won two national awards.
For more information on Lynn's programs, visit her website: www.cascadingstories.com.
For scheduling and questions, please contact
Lynn Ruehlmann | <urn:uuid:e681dbf7-a95f-4d1d-ad4f-556e7cb046ea> | CC-MAIN-2020-16 | https://cascadingstories.com/docs/american_revolution.pdf | 2020-03-29T06:35:23+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370493818.32/warc/CC-MAIN-20200329045008-20200329075008-00002.warc.gz | 406,923,944 | 416 | eng_Latn | eng_Latn | 0.998298 | eng_Latn | 0.998298 | [
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Why We Struggle with Tough Decisions Overcoming Doubts and Dilemmas
Course objectives
Successful completion of this course will increase your knowledge and ability to:
Understand the role that emotions play in decision-making.
Describe how to make a decision effectively, recognizing key steps to take before, during, and after the decision-making process.
Identify your values in order to guide your actions, behaviors, and decisions.
Put into practice various methods for collecting and evaluating information.
Recognize—and avoid—the most common traps that complicate tough decisions.
Develop strategies to overcome your concerns about making and implementing tough decisions. | <urn:uuid:78141330-0e11-4c6b-a739-db2224fa5e82> | CC-MAIN-2020-16 | https://amediatellc.com/wp-content/uploads/2016/07/why-we-struggle-tough-decisions_obj.pdf | 2020-03-29T05:40:46+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370493818.32/warc/CC-MAIN-20200329045008-20200329075008-00005.warc.gz | 357,179,206 | 139 | eng_Latn | eng_Latn | 0.989301 | eng_Latn | 0.989301 | [
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Music Essential Targets -
Sing or Play Music others.
beat.
director.
correct vocal production within the parameters of
___ I can perform music in unison, two and three | <urn:uuid:3219bf6e-156d-4c1d-9d41-21dacab624fb> | CC-MAIN-2020-16 | https://fscsmn.org/wp-content/uploads/2019/07/sing_or_play_music.pdf | 2020-03-29T05:47:26+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370493818.32/warc/CC-MAIN-20200329045008-20200329075008-00005.warc.gz | 506,003,467 | 36 | eng_Latn | eng_Latn | 0.998694 | eng_Latn | 0.998694 | [
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Zbigniew Michalewicz – Matthew Michalewicz:
Puzzle Based Learning An introduction to critical thinking, mathematics, and problem solving Hybrid Publishers Melbourne 2008
Review by Andr´as Ambrus
Abstract. Based on their experiences with engineering, mathematics, computer science, business students concerning the puzzle based learning in different countries the authors summarize their main problem solving teaching ideas. With help of interesting, motivating, nice problems they analyze the main mathematical principles and problem types. The review gives an overview about the main ideas, results of an interesting book.
Key words and phrases: open ended problem, puzzle based learning, problem solving, critical thinking.
ZDM Subject Classification: D50, M10, M30, M40, U40.
Problem solving is no doubt an important part of mathematics education. Among the PISA competencies, Problem posing and problem solving is one of the eight main components. There are series of problem solving books published yearly around the world, which may raise the question: what can a new book in this domain offer us? In this review we will try to answer this question.
The first remark is that the authors are coming from Australia, from a quite different mathematics education culture. There is value in studying other viewpoints in this important educational domain.
The second remark is that the book devoted to university students – engineering, mathematics, computer science, business etc. – but can also be used in
secondary mathematics education. Another point is that mathematics books in higher education in Europe are mostly traditional (content – exercises).
Thirdly, the authors express quite openly that their book is based on the prior works of different experts in this domain: first of all M. Gardner and G. Polya, but they studied the work of other famous experts as well: Arthur Engel, Hugo Steinhaus, R. Smullyan. For us – for middle-European people – it is a pleasure of course to find among these experts after G. Polya others such as B. A Kordemski, D. O. Sklarjszkij, N. N. Csencov and I. J. Jaglom. These names prove that mathematics is important for the authors and that the puzzles are not only entertainment, but they have mathematical potential as well.
The book is based on a lot of experience, courses made in different countries, different universities (USA, Mexico, Argentina, New Zeeland, Australia, South Korea, Japan, China, Poland, Sweden, Germany, Spain, Italy, France, UK). This rich teaching experience is very important in our opinion because many times problem solving books only mirror the cleverness of the authors without any didactical experience or didactical remarks.
Puzzle – problem relation
The authors consequently use the term "puzzle" instead of the term "problem". In our view we can view the puzzles in the book as real problems.
Criteria for good educational puzzles are:
1. Generality: Educational puzzles should explain some universal mathematical problem solving principles. The general strategies would allow for solving new problems in the future. The authors are convinced that introducing and applying new strategies must be supported by the instructors.
2. Simplicity: Educational puzzles should be easy to state and easy to remember. We agree with the authors: puzzles that are easy to remember increase the chance that the solution method will also be remembered.
3. Eureka factor: A puzzle should be interesting because the result is counterintuitive. A Eureka moment is reached when the correct path to solving the puzzle is recognized. Hence, the puzzles should have elementary solutions that are not obvious.
4. Entertainment factor: Educational puzzles should be entertaining; otherwise it is easy to lose interest in them. They can also be placed in an interesting setting, such as a casino, fight against dragons, dropping eggs from a tower, etc.
The characteristics of puzzle based learning:
– learning is driven by challenging, open-ended problems;
– students work in small cooperative groups;
– teacher takes the role of "facilitator" of learning.
Why is it important to use puzzles in education?
The puzzle-based learning approach may help us convince students that:
1. Science is useful and interesting.
2. The basic courses they are taking are relevant.
3. Mathematics is not that scary (there is no need to hate it!).
4. It is worthwhile to stay in school, get a degree and move into the real world which is loaded with interesting problems.
These points are important because most students are unclear about the significance of the topics covered during their studies. Very often they do not see a connection between topics taught and real-world problems, and, as a consequence, they lose interest.
The authors are of the opinion that the lack of problem solving skills in general is the consequence of decreasing level of mathematical sophistication in modern societies.
What is new in this book?
The authors compare their book with the traditional problem solving books (problem based, project based learning). In the latter versions, a major piece of work is conducted under the supervision of an experienced facilitator acting in a mentor role. The problems are quite complex, usually there is no single, clear, unique or correct way of proceeding.
In puzzle based learning, the problems are simpler and usually have a single, correct answer. The main aim of the authors is: An important part of completing
a puzzle is to understand what we have learned by solving the puzzle and how we can apply this knowledge to other problems. To express this idea in a modest way: the meta-cognitive aspects are important factors in problem solving teaching.
Some basic ideas concerning the problem solving teaching
G. Polya stated that if you want to learn to swim, you need to go into the water and to try some moves with your hand and legs in the water. The authors have similar opinion, related to Engel idea: problem solving can be learned only by solving problems. But it must be supported by strategies provided by the trainer. It is a clear opinion, opposite to other views, that the students can acquire the problem solving strategies by solving a lot of problems without extra analysis of the solution process and the used strategies. We must critically mention that the Middle-European style prefer the latter one.
Using unstructured problems
The idea is to increase the students' mathematical awareness and problem solving skills by discussing a variety of puzzles. It means that puzzle based learning focuses on getting students to think about framing and solving unstructured problems.
Puzzle based learning allows us to learn problem solving skills:
– by experience
– by imitation
– by reflection (Basic questions at this phase: What are we learning? How are we learning? How are we using what we have learned?
General rules for guiding the problem solving process
The authors formulated three rules which are fundamental during the problem solving process. Most of the problems discussed in the book are analyzed using these rules. This makes it possible for the reader to follow the basic steps of problem solving and hopefully repeat these steps in the future.
Rule 1: Be sure you understand the problem, and all the basic terms and expressions used to define it.
Before attempting to solve a problem, the solver needs to spend as much time as possible understanding all the aspects of the problem. The more time we spend on understanding (analysing) the problem, the less time it takes to find the solution! Patience is a prerequisite for effective problem solving. This phase is closely related to critical thinking, which refers to our ability to ask and answer critical questions related to what we have read or heard. The questions for critical thinking may be as follows: Which words or phrases are ambiguous? What are the assumptions? What significant information is omitted?
Rule 2: Do not rely on your intuition too much; solid calculations are far reliable.
Intuition is the result of a complex judgement based on experience – a judgement that probably can not be itemized or expressed in words. Intuition is often a bad advisor, first of all in probability. It is often mixed with emotions.
The question is not a simple one because very often good intuition leads to the main solution idea. Of course, the solver must control the idea given by intuition with mathematical, logical tools. The creative thinkers have good intuition.
Intuition is very private and the success rate is very questionable.
Rule 3: Solid calculations and reasoning are more meaningful when you build a model of the problem by defining its variables, constraints, and objectives.
The authors emphasize the distinction between the real-world problems and models. To build a model, approximations and simplifications are necessary.
"The assumed real world is abstracted from real situation by concentrating on the dominant variables that control the behaviour of the real system. The model, being an abstraction of the assumed real world, expresses in an amenable manner the mathematical function that represents the behaviour in the amended system. Finding a solution require some reasoning within our model"
The authors' experience is that these rules together with the entertaining puzzles which illustrate them would stay in the memory of the reader for a very long time.
The structure of the book
The book contains three parts and thirteen chapters.
In the first part the three rules are analysed by demonstrating concrete examples.
In the second part we find examples for mathematical principles and problem types. In these eight chapters the following questions are discussed and analyzed:
some mathematical principles, constraints, optimization, probability, statistically speaking, simulation, pattern recognition, and strategies.
The third part contains various puzzles with solutions and various assignments without solutions.
How to use this book?
Although the solutions of the problems – except the last chapter – are demonstrated in the book, the reader may try to solve the problems after reading the text of them. Of course this is the best, highest level. If the reader can solve some problems, it is worth studying the official solution too, to compare it with his (her) own one. I am sure that everybody can find good, creative solution ideas. Of course, for a lot of readers there are quite hard, complex problems with unusual and unknown solutions in the book. For these learners we can recommend Polya's statement: The best students sometimes also need solution models, if they did not meet yet some original, creative ideas, methods used in the solutions process of a problem.
To whom may we recommend this book?
We very warmly recommend this book for mathematics educators in universities and colleges. We are convinced that the secondary school mathematics teachers may profit a lot from it as well. Last but not least, this book is worthwhile to study for researchers dealing with problem solving teaching at all levels. Finally we may recommend for everybody who likes to solve puzzles.
Additional information on the book is available on the website: www.PuzzleBasedLearning.edu.au.
ANDR ´ AS AMBRUS E ¨ OTV ¨ OS L ´ OR ´ AND UNIVERSITY INSTITUTE OF MATHEMATICS CENTER OF DIDACTICS OF MATHEMATICS H-1117 BUDAPEST P ´ AZM ´ ANY P ´ ETER S ´ ET ´ ANY 1/C HUNGARY
E-mail:
email@example.com
(Received November, 2008)
Puzzle-Based Learning. Zbigniew Michalewicz1 School of Computer Science, University of Adelaide, Adelaide, SA 5005, Australia. firstname.lastname@example.org. Matthew Michalewicz SolveIT Software, Level 12, 90 King William Street, Adelaide, SA 5000, Australia. email@example.com. Abstract: The paper addresses a gap in the educational curriculum for engineers by proposing a new course that aims at getting engineering students to think about how to frame and solve unstructured problems. | <urn:uuid:30fac96d-81c5-45cf-894a-48d2bdd3328f> | CC-MAIN-2020-16 | https://uilt.pw/1568333206.pdf | 2020-03-29T06:09:05+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370493818.32/warc/CC-MAIN-20200329045008-20200329075008-00005.warc.gz | 769,369,016 | 2,455 | eng_Latn | eng_Latn | 0.993723 | eng_Latn | 0.998423 | [
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1 of 4
Expert Reviewed
Two Parts:
Assessing the Situation
Performing CPR
Though CPR (cardiopulmonary resuscitation) should be administered by individuals trained at a certified first aid course, lay bystanders can also make a significant difference in the survival of children undergoing cardiac arrest. For youth under one years of age, follow infant CPR protocol and for adults, follow adult protocol. Basic CPR involves chest compressions, airway opening and rescue breathing. If you are not formally trained in CPR, it is recommended that you use compression-only.
Assessing the Situation
Check the scene for danger. If you come across someone who is unconscious, you need to quickly make sure there are no dangers to yourself if you choose to help them. Is there a car exhaust running? A gas stove? Is there a fire? Are electrical lines down? If there is anything that could endanger you or the victim, see if there is something you can do to counteract it. Open a window, turn off the stove, or put out the fire if possible.
However, if there is nothing you can do to counteract the danger, move the victim. The best way to move the victim is by placing a blanket or a coat underneath her back and pulling on the coat or blanket.
If there is a chance the person has suffered a spinal injury two people should move her to prevent any twisting of the head and neck. [1]
Check the victim for consciousness. Shake or tap his shoulder and saying in a loud, clear voice, "Are you okay? Are you okay?" If he responds, he is conscious. He may have just been sleeping, or he could have been unconscious. If it still appears to be an emergency situation — for example, he is having trouble breathing or he appears to be fading in between consciousness and unconsciousness — call for help and begin basic first aid and take measures to prevent or treat shock.
Check the victim's pulse. If the child is unresponsive, the first thing to do is check her pulse. [2] If the child does not respond, you need to begin CPR immediately. Do not check the pulse for more than 10 seconds. If the victim does not have a pulse, her heart is not beating and you will be required to perform chest compressions. [3]
To check the neck (carotid) pulse, feel for a pulse on the side of the victim's neck closest to you by placing the tips of your first two fingers beside the Adam's apple. (Be aware that the Adam's apple is usually not visible on a female, and may not even be very visible on a boy who has not yet gone through puberty.)
To check the wrist (radial) pulse, place your first two fingers on the thumb side of the victim's wrist.
Other pulse locations are the groin and ankle. To check the groin (femoral) pulse, press the tips of two fingers into the middle of the groin. To check the ankle (posterior tibial) pulse, place your first two fingers on the inside of the ankle.
Understand the importance of reacting quickly. If you see someone whose heart has stopped beating or has stopped breathing, reacting quickly and performing rescue breathing and CPR could save his life. When someone starts CPR before an ambulance arrives, the patient has a considerably better chance of surviving. [4] Being able to respond quickly by performing CPR, which can help get oxygenated blood back flowing to the brain, is essential.
If the person has a pulse but is not breathing, only perform rescue breathing, not chest compressions.
A human brain can typically go for around four minutes without oxygen before suffering permanent brain damage.
If the brain goes without oxygen for between four and six minutes the chances of brain damage rise.
If the brain lacks oxygen for six to eight minutes brain damage is probable.
If the brain is without oxygen for over ten minutes, brain death is probable. [5]
1/10/2017 1:27 PM
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Performing CPR
Perform CPR for two minutes. Once you have quickly assessed the situation and checked the consciousness and circulation of the victim you need to act very quickly. If there is no pulse you must begin CPR immediately, and continue it for two minutes (which is about five cycles of CPR) and then call for Emergency Medical Services. [6] If you are alone it is important to start CPR before calling for help.
If someone else is there send them for help. If you are alone, do not call until you have completed two minutes of CPR. [7]
Dial your local emergency number. Call 911 in North America, 000 in Australia, 111 in New Zealand, 112 by cell phone in the EU (including the UK) and 999 in the UK.
If possible, send someone else to get an AED (Automatic External Defibrillator) if there is one in the building or nearby.
Remember CAB. CAB is the basic process of CPR. It stands for Chest Compressions, Airway, Breathing. In 2010, the recommended sequence changed with chest compressions placed before airway opening and rescue breathing. Chest compressions are more critical for correcting abnormal heart rhythms (ventricular fibrillation or pulseless ventricular tachycardia), and because one cycle of 30 chest compressions only requires 18 seconds, airway opening and rescue breathing are not significantly delayed. [8]
Chest compressions, or hands-only CPR is recommended if you have not been properly trained or are worried about performing mouth-to-mouth resuscitation on a stranger. [9]
Position your hands for the compressions. When performing CPR on a child the positioning of your hands is especially important, given that a child will be more fragile than an adult. Locate the child's sternum by moving two fingers to the bottom of the rib cage. Identify where the lower the ribs meet in the middle and then place the heel of your other hand on top of your fingers. Just use the heel of this hand to do the compressions. [10]
Perform 30 compressions. Compress the chest, with elbows locked, by pushing straight down about 2 inches (5.1 cm) deep. The smaller body of a child needs less pressure than an adult would. If you begin to hear or feel a cracking sound, that may indicate that you are pushing too hard. Continue, but apply less pressure with the compressions. [11] Do 30 of these compressions, and do them at a rate of at least 100 compressions per minute if you are the only rescuer.
Allow complete chest recoil after each compression. [12]
Minimize pauses in chest compression that occur when changing providers or preparing for a shock. Attempt to limit interruptions to less than 10 seconds.
If there are two rescuers, each should complete a round of 15 compressions.
Make sure the airway is open. Place your hand on the victim's forehead and two fingers on his chin. Lift the chin gently with the two fingers while carefully pushing down on the forehead with your other hand. If you suspect a neck injury, gently pull the jaw upward rather than lifting the chin. [13] Once you have done this you should look, listen and feel for breathing.
Put your ear close to the victim's mouth and nose and listen carefully for any signs of life.
Watch for chest movement and feel for any breath on your cheek. [14]
If there are no signs of life, place a breathing barrier (if available) over the victim's mouth.
Give two rescue breaths. Keeping the airway open, take the fingers that were on the forehead and pinch the victim's nose closed. Make a seal with your mouth over the victim's mouth and breathe out for about one second. Make sure you breathe slowly, as this will make sure the air goes in the lungs not the stomach. Make sure you keep your eye on the victim's chest.
If the breath goes in, you should see the chest slightly rise and also feel it go in. If the breath goes in, give a second rescue breath. [15]
If the breath does not go in, reposition the head and try again. [16] If it does not go in again, the victim may be choking. You'll need to do more chest compressions in this case. Keep in mind abdominal thrusts (the Heimlich
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manuever) should only be performed on someone who is conscious.
Repeat the cycle of 30 chest compressions and two breaths. You should do CPR for two minutes (five cycles of compressions to breaths) before checking for signs of life, a pulse or breathing. Continue CPR until someone takes over for you; emergency personnel arrive; you are too exhausted to continue; an AED is attached, charged, and the person running it asks you to clear the body; or pulse and breathing return. [17]
Don't forget to call the emergency services after the first two minutes of CPR.
After you call them, continue to administer CPR until they arrive.
Use an AED. If an AED becomes available, turn on the AED, place the pads as instructed (one over the right chest and another over the left side). Allow the AED to analyse the rhythm, and give one shock if indicated, after clearing everyone from the patient (yell "CLEAR!" first). Resume chest compressions immediately after each shock for another 5 cycles before reassessing. [18]
If the victim begins breathing, gently manoeuvre them into the recovery position.
Community Q&A
Why isn't the child's throat checked for objects before compression is started?
You're not supposed to check the throat; you tilt up the chin to open the airway.
wikiHow Contributor
Flag as duplicate
What is the rate of compression in CPR?
wikiHow
Contributor
First, tap the child's collarbone to make sure they are not just trying to be funny and joke around. Second, call 911, or have someone with you call them. Then, do 100 beats per minute using your two forefingers (for infant) or one heel of the hand (for child) below the sternum.
Flag as duplicate
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Tips
Always call Emergency Medical Services.
If you must move the victim, try to disturb the body as little as possible.
You can get guidance on correct CPR technique from an emergency services operator if needed.
If you are unable or unwilling to perform rescue breathing, engage in compression-only CPR with the victim. This will still aid the victim in recovering from cardiac arrest.
Get proper training from a qualified organization in your area. Training from an experienced instructor is the best way to be prepared in an emergency.
Don't forget to place your hands in the middle of the breastbone at the level of the nipples.
Warnings
Do not move the patient unless they are in immediate danger or are in a place that is life threatening.
Remember that CPR is different for adults, children and infants; this CPR is meant to be administered to a child.
Always wear gloves and use a breathing barrier when possible to make transmission of diseases less likely.
Be sure to survey the scene for danger before you attempt to administer CPR.
If the person has normal breathing, coughing, or movement, do not begin chest compressions. Doing so may cause the heart to stop beating. [19]
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Sources and Citations
http://www.nlm.nih.gov/medlineplus/ency/article/000013.htm 1.
http://www.firstaidweb.com/child.php 2.
http://www.firstaidweb.com/child1.php 3.
Show more... (16)
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Middle California Region USPC Hind Leg Conformation Answers
1. Hocks that are slightly bent with the legs in front of the plumb line are called:
Sickle Hock
2. Hind legs are placed too close together that are often underdeveloped, making them weaker and prone to strains are called:
Narrow Behind
3. Hind legs viewed from the rear that are symmetrical, with the hocks and lower legs straight and parallel are called:
Correct
4. Hocks that point outward, with the cannon bones slanting inward are called:
Bowed Hock
5. Hind legs that set behind the plumb line dropped from the point of buttock are called:
Camped Out
6. The hind leg that is too straight through the hock and the stifle, putting the whole leg in front of the plumb line from the point of buttock is called:
Post Leg
7. Hocks that point in towards each other, with the cannon bones slanting outward are called:
Cow Hock
8. Hind legs from the side that you can drop a plumb line from the point of buttock to the back of the hock and down the bag of the leg to the ground are called:
Correct
9. Hind legs placed too far apart is called:
Wide Behind
10. Camped out hind legs are weaker, and the horse will have difficulty engaging his hind end, resulting in a loss of power.
11. Narrow hind legs are often undeveloped, making them weaker and prone to strains. They also can cause interfering, which may lead to injury or lameness.
12. Sickle hocks are hocks that are slightly bent. This increases stress on the hocks, putting the horse at risk for curbs, bog spavin, thoroughpin or bone spavin.
13. Cow hocks are hocks that point in toward each other, putting extra stress on the inside of the hocks, contributing to bone spavin, bog spavin or thoroughpin.
14. Hind legs that are too straight through the hock and the stifle are called post leg. This increases the stress on the whole leg, especially the hock and the pastern. This may cause bone spavin, bog spavin or thoroughpin.
15. Good hind legs viewed from the rear should be symmetrical, with the hocks and lower legs straight and parallel. The stifles must point out a little to allow the legs to swing forward, and the legs should not be too close or too far apart.
16. Hind legs placed wide behind limits the reach of the hind legs, giving the horse a shorter stride; in severe cases, increased concussion can cause ringbone.
17. Bowed hocks point outward. This puts extra stress on the hocks and the inside of the hoof and legs, which may develop into bone spavin, bog spavin or thoroughpin.
18. When viewing good hind legs from the side, you should be able to drop a plumb line from the point of buttocks to the back of the hock and down the bag of the leg to the ground. The cannon bones should be vertical. | <urn:uuid:5113f010-91b5-4c04-a047-52cd15314fb5> | CC-MAIN-2018-05 | http://bathponyclub.org/PDF/Study%20Guide%20Hind%20Leg%20Conformation%20Answers.pdf | 2018-01-24T05:30:04Z | crawl-data/CC-MAIN-2018-05/segments/1516084893397.98/warc/CC-MAIN-20180124050449-20180124070449-00243.warc.gz | 38,830,523 | 648 | eng_Latn | eng_Latn | 0.999012 | eng_Latn | 0.999145 | [
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expressions On the left side expressions
location location
Northern
nature nature
branch
He is sitting on the branch nature grass nature
Vocabulary
expressions expressions
location location
On the right side
On the right side there is a horse.
nature nature
hill
nature nature
mud
Sun rises in the east.
Southern accents are different from northern accents.
location
Southern
location
nature nature
Earth
nature nature
nest
location location
Eastern
Level Unit 7 4th
The eastern part of Catalunya is very beautiful!
location
North
location
location
location
The sun sets in the west.
nature nature
field
I want to live on an island. nature rock nature
Is this plastic or wood?
Her cousin lives in North America.
location
location
He likes western movies.
nature forest nature
The dolphins live in the sea.
Page 1
present present
chop
I do not have to chop the tree. present fish. present
weather weather
summer
Vocabulary
present present
present present
contaminate
Factories contaminate a lot. present hail present
weather weather
rainbow
weather weather
sun
cough
The ship sails to Portsmouth. weather flood weather
weather weather
raindrop
You have a raindrop on your glasses. weather weather forecast weather
present present
explore
Level Unit 7 4th present
present
I need to feed the children. present watch. present
weather weather
weather weather
snow
weather weather
puddle
There're a lot of puddles along the street. weather spring weather
Their favourite season is spring. weather weatherman weather
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Integrating Communication Skills: Attending, Active Listening, Empathy and Encountering
This project tool is for learning and practicing some key communication skills. We suggest that you find a buddy or a partner to make the learning easy and fun.
page
Objectives
1. To learn to listen for events, feelings and behaviors when you are listening to others.
2. To become aware of your own greatest obstacles to good listening.
3. To become proficient at the skill of communicating to others that you are listening to them.
4. To learn the difference between encountering and listening.
Pretest
1. Check any of the following that normally apply to you when you listen to others:
___ I maintain some good eye contact.
___ I face the speaker squarely rather than facing them partially.
___ My arms and legs are not crossed.
___ I lean slightly toward them.
___ My posture is relaxed.
___ I occasionally reflect back the core message of what I'm hearing
2. Check any of the following that apply to you when you listen to others:
___ having a hard time concentrating on what is being said, daydreaming
___ overeagerness, speaking too soon, interrupting
___ giving advice, suggesting useful courses of action
___ I evaluate their action or tell them what I would have done in the same situation
___ I try to share about some related, helpful information.
___ I tell about a similar experience that I had.
___ I asking questions to learn important details.
___ I don't like to say anything.
___Whenever something bad happened I try to express sympathy or pity.
___ If the person is talking about a problem, I try to share a solution or a resource.
3. Which of the following listening tasks are hard for you:
___ Understanding what the person is feeling.
___ Understanding the gist of what happened.
___ Naming the feeling(s) that the person is experiencing.
___ Knowing when to say something.
___ Putting what I think I heard them say into words.
4. When you want to tell a close friend or family member about something that happened to you, what do most often want from them. Please rate the following six items, giving a '6' to what you most often want, and a '1' to what you least often want.
___ Praise or encouragement
___ Advice on what to do next, or a solution to your problem
___ Simple attention, just to take in what you're talking about
___ A value judgment on whether or not you behaved properly
___ Participating in your experience, by somehow showing by words or gestures that they know how you felt.
___ Being personally open to what you experience, by letting themselves be affected by
what you're talking about, and by sharing how they feel about what you care about.
(If what you most often want is not in the above list, please add it
here:____________________________
5. Which of the following most annoy you when you are trying to be heard?
___ they have a hard time concentrating on what is being said, they daydream
___ they try to give advice, suggesting useful courses of action
___ they tell me what they would have done in the same situation
___ they try to share about some useful information
___ they tell a story about a similar experience that they had. (more…)
___ they interrupt you
___ they ask too many questions.
___ they are silent, they don't say anything
___ they patronize me or express sympathy or pity
___ they try to tell you the solution to your problem
What your answers mean
(1) Each of these behaviors is generally known to enhance communication in EuroAmerican culture. Some of them, such as eye-contact and reflecting the core message of what you heard are not norms for Afro-American or other cultures.
(2) These behaviors are not often helpful to communication. Some are helpful when used sparingly, but most of the time they involve "taking the ball away" and introducing your own agenda into the conversation. In a helping or listening situation they interfere. In a two-way conversation, they must follow clear listening to be effective.
(3) The process of active listening involves many skills. Sometimes people have problems with just one part of the process. If this is the case, you will have a better idea what to work on if you understand the area that you are weak in.
(4) To understand how to be a good listener, it may help to find out what you want from others. If you know what you want, it is likely, but not always the case, that others will want a similar kind of listening from you. If you are not sure what people want, you can ask them.
(5) This list is similar to the list in (2). If you know what bothers you about others' listening, it might give you another clue to your listening habits.
Definitions
Whether you would like to listen in order to help someone reach their goals, or listen to be with someone, good listening skills can be learned. This material covers four basic skill areas: attending, active listening, empathy and encountering. A definition of each follows:
Attending is paying attention to and being present to someone. This involves both body language and a mental tuning in to the speaker.
Active Listening is listening to the speaker's verbal messages, watching the speaker's nonverbal messages, actively determining the speaker's feelings, behaviors and experiences and listening to the person as fully as possible by trying to "put it all together."
Empathy is reflecting the core message of what you heard. Usually this involves naming the feeling(s) and the relevant experience or behaviors.
Encountering is listening with empathy, then asking questions in order to be able to give your unique reaction to what another person cares about.
Making room for these behaviors
When learning new behaviors, it's important to be aware of the behaviors they will be replacing. You are probably aware that slouching back, crossing your arms, and looking away are all examples of body language that implies one is not listening. These behaviors are ones that you will probably want to replace with ones that show you are listening, for example leaning slightly forward (see Attending below.)
In the same way, many people who do not actively listen are doing something else with their minds. They may be thinking of other things such as advice they might want to give, pronouncements or judgments, or their own problems, etc. So, as you begin to practice these skills, try to become aware of the habits these skills are replacing. For example if you tend to make judgments about what you hear, when you catch yourself making a judgment, you can say to yourself, "oh, yeah, I want to be actively listening,"--and then listen. With practice, you can catch yourself sooner at your poor listening behavior, and perhaps eventually eliminate it.
Attending
There are two parts to attending: your body language and your tuning in or paying attention. Regarding body language there are five microskills that generally imply you are listening. When you do these you will find that they actually help you listen better.
1. Face the person squarely, instead of facing partly away or at an angle.
2. Open your arms and legs, rather than crossing them.
3. Lean forward slightly from the base of the spine, to show your involvement.
4. Make eye contact rather than looking off or looking at your fingernails. This doesn't mean staring, but it does mean direct eye contact as much as appropriate. You will probably be able to tell if the other person is comfortable or not with your gaze.
5. Relax rather than be hurried or analytically intense. You are trying to be with a person, you are not studying them through a microscope.
It is true that you could use these skills in a manipulative fashion. For instance, leaning forward usually encourages people to reveal more because they believe that you are interested in what they are saying. So you must be careful to use these microskills only when you intend to sincerely listen. Without the inner attention, the tuning in, you are being fake.
Inner attending is simply paying attention and not letting your mind wander. You may already have learned how difficult this is. By making a firm intention to pay attention, and by practicing the following skill of active listening, you will find that paying attention can get easier.
Active Listening
Active listening, as the name suggests, is an active process. As you listen to the person speak and watch their facial expressions and body language, you're actively asking yourself the following three questions:
1) What is or was this person feeling?
2) What exactly did this person experience?
3) What did this person do? How did she or he react?
Periodically you're asking yourself a fourth question that integrates these:
4) What's the essence, the core message, of what's happening to this person?
While you're not necessarily looking for a pattern or the big picture, you want to integrate the particular feelings, behaviors, and experiences into a meaningful whole.
"Listening" to Nonverbal Behavior
How much of a person's communication is nonverbal? It is likely to be more than you think. A study was done (Mehrabian, 1971) in which people expressed liking for a person. Total liking was determined on average to be 7% verbal liking (what was said) 38% vocal liking (tone of voice) and 55% facial liking (the facial expressions used.) One of Mehrabian's conclusions was "If the facial expression is inconsistent with the words, the degree of liking conveyed by the facial expression will dominate and determine the impact of the total message."
Nonverbal listening can include 1) what you hear: tone of voice, loudness, inflection, pauses, pacing; 2) what you see: facial expression, blushing, pupil dilation, height, weight, posture, grooming, make-up, clothing; and 3) what you smell: body odor, perfume, cologne.
Listening to Verbal Behavior
Verbal listening can be helped by listening for three specifics: 1) What is s/he feeling? 2) What has s/he experienced? 3) What is s/he doing? (How is s/he behaving?)
Experiences and behaviors can be overt (external) or covert (internal). Overt can be openly seen, covert cannot. For example, getting fired from a job or getting a raise are overt experiences, while having hunger pains or an attack of depression are covert experiences. Similarly behaviors can be overt or covert. Saying something or doing something such as hitting someone or buying them a present are overt behaviors. Making a judgment, daydreaming or thinking are covert behaviors. Sometimes there is a fine line between an experience and a behavior. If someone feels they have no control over something such as compulsive thoughts, then that can be considered an experience.
Sometimes people will actually name how they are feeling or were feeling. "He made me so mad!" Other times you can get a good idea of how someone feels or felt by their tone of voice, or by their facial expressions or other nonverbal behaviors. You can also get an idea from the context of the situation, and by imagining how one would feel in that situation. "I missed passing the entrance exam by one point." Sometimes listening for all three is necessary: either the person doesn't identify the feeling, or they can't identify it precisely, or you are getting mixed signals which may mean that they are feeling more than one feeling or they are not being accurate.
Empathy
Since empathy is reflecting the core message of what you heard and observed, active listening is a necessary stepping-stone to empathy. This section covers reasons for
learning and practicing empathy; the how-to of empathy; and obstacles to empathy (and active listening and attending.)
Why Use Empathy?
Many people study empathy to become better listeners. However, you will also find that practicing empathy, in other words, trying to enter the frame of reference of another person is a way to avoid conflicts and is also a step in resolving conflicts. Equally important, empathy is a tool for helping people solve problems and reach goals. If you think about it, you may often talk through problems or your goals with others. You may already realize that a good listener acts as a mirror and shows you where you are at and what you want and value.
Although there are many radically different schools of psychology, empathy (or active listening as it is sometimes known) is almost universally taught to counselors and psychologists as a tool that allows them to help clients resolve personal problems and make changes in their lives. When it is taught, it is usually recognized as the fundamental communication skill. Fundamental both because it it is the foundation for other communication skills and because it may be the most powerful of all the communication skills.
But beyond using empathy as an instrument or tool to help oneself or others, it has its own intrinsic value. Being with a person can be useful to you or them to end conflicts, build rapport or reach a goal, but being with a person as a form of verbal intimacy is generally considered an end in itself.
The How-To of Empathy
If you have been actively listening to someone, you have the pieces of an empathic response; all you need to do is verbalize them in an appropriate manner. You know what the person is feeling, what s/he has experienced and how s/he has behaved. This is the core message of what is going on.
A "partial formula" for an empathic response is: "You feel (emotion or feeling) because of (experience or behavior.")
Examples would be:
"You feel excited because you are about to go on vacation to a new place."
"You feel oppressed because you keep thinking about your lack of opportunity.
"You feel afraid because getting a new job will take you out of Pittsburgh."
A complete formula for an empathic response involves tentativeness. You must admit you are not certain of the other person's feelings because you are not them. So by using a tentative expression, or by tone of voice, you need to show you are making a respectful guess.
For example, if I believe a person is feeling angry and I say "Well, of course you're angry about what was done!" the person may resent me sounding so certain—whether I am accurate or not. The point is that both your word choice and your tone of voice should communicate some uncertainty, because you don't know exactly how they feel. Some examples of tentative lead-ins: "It sounds as though..." "It appears you..." "Could it be that..." "I wonder if..." "Maybe you feel..." "Let me see if I understand you; you..." "Let me see if I'm with you, you..." "What I hear you saying is..." "Is it possible that..." Try not to use the same phrase over and over again because it can make the person self-conscious or think that you are not really making an effort to listen wholeheartedly.
So a complete formula for empathy would be:
"Tentative expression + you are (a feeling) because of (an experience or behavior.)"
Here are three examples:
"Maybe you're feeling overwhelmed because of the new job, the move and being pregnant."
"If I'm understanding you, you were overwhelmed by the Peaceful Lifestyle Assessment because there's so much you're not doing."
"Is it possible that your feeling both frightened and excited because of the new job in another city?" (note dual feelings.)
When you get comfortable with empathy, you'll be able to break out of the formula and just reflect the core message of what you heard, by identifying the feelings and experience/behavior. Here are some examples:
"Sounds like you feel on top of the world. You finally asserted yourself!" (Note that a phrase was used instead of a single word like exuberant or thrilled.)
"Failing over and over is frustrating, isn't it?"
"You feel like giving up on the smoking goal." (Note that despair is implied by the behavior of giving up. Also note that tentativeness may be communicated by tone of voice.)
Obstacles and Alternatives to Attending, Active Listening, and Empathy
Almost anything can get in the way, so it takes continual self-awareness and practice. Here are some obstacles:
* being tired or ill
* feeling preoccupied by your own problem or agenda.
* bias or prejudice
* attraction to the person, or aversion to the person.
* daydreaming
* overeagerness, speaking too soon
* poor attitudes, such as "I've heard it all before."
* preoccupation with the mechanics of the skill, rather than the essence.
Here are some alternatives to real empathy:
* parroting: mindlessly repeating what they said.
* giving advice, suggesting action
* making a judgment or pronouncement
* making a psychological, religious, political or social interpretation that pigeon-holes or stereotypes.
* talking about a similar experience that you had, telling a favorite story.
* asking questions (sometimes appropriate, sometimes not.)
* silence
* expressing sympathy or pity
* a cliché such as "It happens to the best of them."
* pretending to understand by a nod of the head or some other gesture.
* inaccurate empathy (you have the wrong feeling, or the wrong intensity.) For instance:
(speaker:) "I'm upset that my girlfriend passed the cheerleading test and I didn't."
(listener:) "I guess her success made you feel somewhat inadequate.."
(speaker:) "No, I was upset because she'll go on to have experiences and friends that I won't. This will separate us. I'm afraid we won't be close friends someday." Here's another example of inaccurate empathy, one that communicates the wrong intensity:
(speaker:) "When I told her about the hundred dollars I lost, she said 'You'll get over it.' Can you believe it!?"
(listener:) "Sounds like you were miffed by what she said."
(speaker:) "Miffed?!-I was furious! I guess this isn't a big deal to you, but it is to me."
Cautions in using empathy
* Give yourself time to formulate your response. You don't have to reflect the core message of each statement.
Use empathy gradually in your relationships with others. If suddenly one day you are very empathetic it will be noticed and it will seem unnatural (because a sudden change is unnatural.) If someone notices the change, you may just say you're trying to change the quality of your listening.
* When you become good at empathy you will find that conversations become longer, because people tend to elaborate and move forward when they feel they are being heard. Because of this, and because your job in life is probably not "counselor for the world," you will probably want to decide in which relationships and situations you want to use empathy regularly, in which situations you want to do it occasionally, and in which situations it would not be appropriate for you.
Encountering
Encountering goes beyond empathy to personally involve yourself. Just as with empathy, you need to decide in what relationships and situations it is appropriate. Empathy is essentially reflecting the core message of what is said back to a person. Encountering is communicating your stance, some of what you care about to the person. It goes beyond merely giving your opinion on what another is saying because, first you learn enough about that person's stance–so that it is personalized, unique to them. Second, you share in such detail that the person knows your unique position or stance not just whether you are
for or against something, but exactly how, exactly why. The following is excerpted from His Way by Fr. David Knight.
"The first step in an encounter is to really confront what another is saying or doing....To 'confront' means to really listen as opposed to just letting someone's words come in without registering.... It means a positive choice to follow up on what we have heard, to pursue the topic further until we can make some personal response of our own to what the other has said....to let oneself be challenged by what another has said: to accept the challenge of understanding it, the challenge of responding to it, the challenge of taking a stance toward it."
"...the next step: You would ask questions....to let you make connections between my experience and your own experience...You keep asking questions until something I say calls for a value-response from you. It may be an idea.... or an attitude or value that you admire or disapprove of."
"...this brings us to the third stage required for real encounter: You have to take a stance with your will toward the other person's reality. You cannot do this except through taking a stance toward what the person has said or done."
Final thoughts
"All real living is meeting."- Martin Buber
"Most of us die with our music still within us." - Oliver Wendell Holmes
"Our lives are shaped by those who love us, and by those who refuse to love us."
- Fr. John Powell
"Caring moves history forward." - Tim Cimino
Listening and empathy are tremendous gifts that we can give to one another. These are profound ways to meet others. These are ways to help others unlock the music and the gifts within themselves. Perhaps, Fr. Powell's quote could be paraphrased, "Our lives are shaped by those who deeply listen to us, and by those who refuse to listen to us." Finally, listening, since it is part of caring, moves personal histories forward, and these move the world forward.
"Remember Forever"
To learn the concepts better we ask you to take a few minutes to review the following, and then explain the concepts to a willing friend, family member or co-worker.
1. Attending is mental and physical presence (communicated via your body.)
It involves tuning in to what is being said, and physically orientating yourself toward the other person with posture, eyes and mind.
2. Active listening involves actively asking yourself a) what is the person experiencing/ what have they experienced? b) what is the person feeling/what were they feeling? c) what did the person do about it?
3. Empathy is reflecting the core message of what you heard. It usually has two parts: a feeling and an experience or behavior.
4. Encountering others goes beyond empathy to give your personal response, to take a stance toward what is being said. The three steps are a) empathy, b) asking questions to connect your experience with theirs c) making a personal stance on what they said or did.
Exercises
Empathy Exercise 1
Directions:
1. Pair up. Person A takes a turn reading one of the statements on the next page.
2. Person B gives two a formula empathic response according to the following formula:
"Seems like + you're (feeling) because of (experience or behavior.)"
3. Person A checks to make sure all three parts are present and sufficiently accurate, otherwise s/he states what is missing or inaccurate. Note that there is not just one right answer.
4. Then Person A repeats the original statement. Person B gives an empathic response in their own words to the statement that contains a) a tentative phrase, b) a reflection of the core message (feeling and experience/behavior.)
5. Person A checks to make sure all three parts are present and accurate, and makes suggestions if they weren't.
6. The pair goes onto the next statement with the pair switching roles. Some sample answers are listed below.
a. "Doing the Peaceful Lifestyle Assessment was a real eye opener. I had no idea I had that much of an impact!"
b. "I've had this dieting goal for years, but I don't seem to be getting anywhere. Things work for a time, but then I lose momentum and the weight comes back. I need to do something, but I'm not looking forward to the ordeal."
c. "Some of these goals I'm working on are pretty personal. And that makes me wonder 'who do you think you are?' You're not a professional. I've trusted people before with this information and been burned. I don't want to get burned again."
d. "When I share my small business dreams with my wife/husband s/he just moans about how much it's going to cost. She doesn't see that my heart is in it!"
e. "When I did the Peaceful Lifestyle Assessment it hit me how much I'm not doing. There's just so much to do!--And my schedule is already stuffed. Then I looked at all the goal-setting forms you guys have created! Oh my God--talk about using up trees!"
f. "Yesterday I had this feeling that everything was going to work out. It just came over me that I had dealt with this situation before about 10 years ago, and I remembered how I coped. I can do it again, and I realize that I even have more experience now. I'll get by."
g. "I don't have much money left. I've been looking for a job for three months now, but there's no jobs out there for a person like me. I feel like giving up, but how am I going to support my four-year-old?"
h. "I can deal with everything but politics. The whole system's corrupt. They're all criminals who haven't been caught yet. It's a waste of time to vote or become informed. It worked at one time, but it's slowly getting more and more ineffective. Like I said, there's nothing one I can do that will make a real difference."
i. "On one hand I want to make things better between us, but on the other hand I don't think we have a future together. We just want different things. Patching things up would be good, but then that will start the whole cycle over again: getting our hopes up, feeling excited and in love again, but then the energy we generate together sends us in two different directions. I just don't know whether to try again or give up."
j. "I finally got up the nerve to tell my boss what I wanted, and it worked! It turned out s/he was feeling the same way. I was transferred two days ago, and I am really thrilled about the new assignment and the people in the office are really great."
Empathy Exercise 2
Real practice: Again in pairs, one person talk about one of your goals and your experiences positive and negative in working toward the goals. The listener, when appropriate makes an empathic statement in their own words. If the speaker feels this is accurate, say so. If the speaker feels s/he is not being understood accurately, say so and make a restatement, such as "It's not so much that I was feeling angry, I was feeling disappointed."
After the first person has made three accurate empathy statements, switch roles. Keep going back and forth until your time is used up. (About 20-30 minutes.)
Empathy Exercise 3
Practice it in your everyday relationships: Do empathy consciously an average of three times a day for a week.
To become comfortable and good with empathy takes lots of practice and feedback and concentration. Unless you are already skilled or naturally gifted it will take:
1. The sensitivity and humility to understand that you are probably not a good listener.
2. The belief (or the willingness to test the belief) that good listening is worth the sacrifice you will need to make, that is, that it is worth giving up your agenda in the listening. In other words, that it is worth giving up the internal commentary often going on in your head, and worth holding off judgment, solutions, your favorite stories, etc.)
3. Concentrating on understanding what the person experienced, did and felt.
4. Finding the words that reflect the gist of what you heard
5. Listening and watching for the verbal and nonverbal response that tell you if you were on target or not.
Since it takes effort to retrain yourself, it's recommended that you focus on one relationship or environment at first and get good at empathy there before expanding into other relationships or social environments.
It sometimes helps to make up visual reminders to yourself to use empathy. A piece of colored tape on your phone, a picture at the office, or an object on the dining room table could be a reminder to you. It may also help to keep a journal of some of your successes and failures so that you can learn from them.
Exercise 4: Encountering
With a partner, each take a turn to share an appreciation or an experience that has been important to you. The listener is to first empathize; then when they are aware that they're being accurate, to ask questions to come to a deeper understanding; then when they feel they have an intimate understanding, to make an I-statement about their personal response to what was said or done. Then the partners switch roles.
Review Schedule
Mark dates in your calendar for the following reviews:
* One week review:
a) Do Empathy exercise three, by doing empathy at least 21 times in a week.
b) Repeat the "Remember Forever" exercise by explaining the principles in "Remember Forever to another person.
* One-month review:
a) Do Empathy exercise three, by doing empathy at least 21 times in a week.
b) Repeat the "Remember Forever" exercise by explaining the principles in "Remember Forever to another person.
* Three-month review:
a) Do Empathy exercise three, by doing empathy at least 21 times in a week.
b) Repeat the "Remember Forever" exercise by explaining the principles in "Remember Forever to another person.
* Six-month reviews:
a) D Empathy exercise three, by doing empathy at least 21 times in a week.
b) Repeat the "Remember Forever" exercise by explaining the principles in "Remember Forever to another person.
c) If appropriate, use the encounter technique once.
References for further learning
You And Me: The Skills Of Communicating And Relating To Others by Gerard Egan. Filled with good exercises and insightful points.
The Skilled Helper by Gerard Egan. A book to teach communication and counseling skills. This is more involved than You And Me.
Exercises In Helping Skills by Gerard Egan. This is the workbook for the Skilled Helper.
His Way by Fr. David Knight. This is mostly about Christian evangelization, but contains a few sections on communication skills, including "encountering."
Some Sample Answers to Exercise One
a. Formula: "It seems like you're impressed by what you learned about yourself in the assessment." Nonformula: "I'm getting that you're surprised by the difference you're already making!"
b. Formula: "Seems like you're dreading going back on your diet." Nonformula: "I think I'm picking up both extreme frustration at your past experiences with dieting, and a real dread of starting into it again."
c. Formula: "Seems like you feel you need to be cautious because people have violated your trust." Nonformula: "I'm hearing that you've been hurt when you've shared personal information before, and that's why you're hesitant to share with me now."
f. Formula: "It seems like you're feeling confident you will handle because you've done this before." Nonformula: "I'm sensing a kind of awakening to trust in your abilities, is that right?"
Date you started working with this material ______________________
Date you completed the initial work on this material ______________________
Date you completed your final six-month review _______________________
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Extreme Weather Guidelines
Important Disclaimer
The information contained in this guide is general in nature and does not constitute medical advice from a doctor or health professional. While all reasonable attempts have been made to ensure the accuracy of the information in this guide, Hockey Albury Wodonga and associated parties cannot accept responsibility for loss, injury, claim or damage resulting from the use or application of information within this guide.
1. Introduction
Hockey Albury Wodonga Extreme Weather Guidelines have been developed based on the guidelines produced by Hockey Australia and Sports Medicine Australia. It should be noted that these are purely guidelines.
The guidelines should be considered for all participants involved in hockey, including players, officials, umpires, coaches, parents, volunteers, staff and spectators.
As a general rule, matches will not be cancelled by Hockey Albury Wodonga as conditions can vary between locations and at different times of the day.
For any match that is interrupted for more than 15 minutes, see Chapter 7 - Interrupted Match Instructions.
2. Extreme Weather
Extreme weather may be defined as weather that threatens the immediate or long-term safety of individuals, as a result of rain, hail, lightening, ice, wind chill or heat.
The risk is determined in conjunction with Sport Medicine Australia's Guidelines as well as the Bureau of Meteorology's forecast conditions.
Notes:
- Wind may create additional hazards in regard to trees, branches or other materials becoming projectiles.
- Rain also needs to be considered in relation to its impact on the safety of the playing surface.
3. Interrupted Match Instructions
If a match is interrupted by the umpires because of extreme weather or field of play conditions, the continuation of the match is dependent on the following features:
- If the match is in the first half and cannot be resumed a 0-0 draw will be the result
- If the match has progressed to the second half, the score at that point in the match was abandoned will stand.
What teams may decide to do for high temperatures, at the discretion of the umpires and two captains (or two managers for a junior team) is
* Amend the match times – play shorter halves
* Instigate four quarters so that there is a drinks break in the middle of each half
4. Hail
All hailstorms present some risk to players in an open playing field, and the size and intensity of the storm can change dramatically in a short period of time.
All play should be suspended during hail storms so that players and officials can seek shelter.
It is important to also be aware of any significant temperature drop, rainfall and increased wind that may be associated with the hail conditions.
Play should be restarted after the hail has stopped failing, with particular attention being given to the amount of ice on the playing surface (size and thickness of layer). In some cases it may be unsafe to resume play immediately due to an ice covered surface. Deferral of the restart to allow melting (or manual clearing in parts) should be considered in extreme circumstances.
5. Lightning
Lightning is the visible part of an electrical discharge. Thunder is the resulting sound from the rapid expansion of the air after this electrical discharge. Sound follows light at 0.34 km/sec and is not usually heard 24-32 kilometres from the lightning strike. Check the forecast and watch the sky. Darkening skies, flashes or lightning, or increasing wind may indicate an approaching storm.
Lightning safety tips:
- Use the 30/30 Lightning Rule. If the time between the lightning flash and the thunder sound is less than 30 SECONDS then play should be suspended, and not resumed until 30 MINUTES after the last thunder (30 seconds relates to 10 Kilometres away).
- Find safe shelter. Sturdy buildings are the safest place to be during lightning storms. Avoid sheds, picnic shelters, metal coaching boxes & goals. Staying in a car with windows closed also offers some protection.
6. Ice on the field
Extreme weather can cause the field surface to freeze.
If the surface is frozen then no one is to take the field to either warm up or play until the ice has thawed or has been cleared from the field. If a game is delayed to a point that 2 x 20 minutes halves cannot be played, the game is to be considered as deferred and the Director of Competitions consulted for a new game time.
The umpires and the two captains (or two managers for a junior team) are to determine when the ice is thawed and the field is safe to play on. If there is a Board member at the ground they are to consult with the Board member. At that stage the warm up can begin.
7. Chill
Extreme weather can produce two chill risks: the absolute air temperature and the wind chill factor. Of these, wind chill in winter sports is the more significant risk.
Apparent Temperature (AT) is an adjustment to the actual air (ambient) temperature based on the perceived effect of the extra elements such as humidity and wind. AT is valid over a wide range of temperatures, and it includes the chilling effect of the wind at lower temperatures. Refer to the chart in References or the Bureau of Meteorology website.
Minus 2⁰C (AT) is the point where play should be suspended for wind chill factor.
When using the AT as a wind chill indicator, the model assumes an appropriately dressed adult. If clothing were to get wet, the cooling effect would be greater than that predicted by the model, and the chance of hypothermia would be greater than indicated. In wet, windy conditions, someone wearing inadequate clothing can become hypothermic in quite mild conditions, particularly children.
8. UV Exposure and Heat Illness
The sun's UV is both the major cause of skin cancer and an important source of vitamin D. Sport and recreation must take a balanced approach to UV exposure that reflects the varying levels of UV throughout the year and local conditions.
Overexposure to UV can cause skin damage, eye damage and skin cancer. These risks can be reduced by implementing some simple strategies.
Whenever UV levels reach three and above, sun (UV) protection is needed. During this time, use a combination of five sun protection measures:
1. Slip on sun-protective clothing – that covers as much skin as possible.
2. Slop on SPF30+ sunscreen and lip balm – make sure it is broad spectrum and waterresistant. Apply it 20 minutes before going outdoors and every two hours afterwards.
3. Slap on a hat – that protects your face, head, neck and ears.
4. Seek shade.
5. Slide on some sunglasses – make sure they meet the Australian standard.
If you cannot utilise these points when playing, ensure that you follow them in off-field activities.
You can easily find the daily UV alert by checking the HAW website home page in the bottom left corner. For more information relating to UV exposure and heat illness visit www.smartplay.com.au.
8.1 Heat Illness
Heat illness can occur when a participant exercises vigorously in hot conditions. It may also occur with prolonged exposure to hot weather, even if activity is low intensity. In cool weather, heat illness can also present when exercising at high intensity.
Heat illness in sport presents as heat exhaustion (more common) or heat stroke (rare but life threatening). Symptoms may include light-headedness, dizziness, nausea, obvious fatigue or loss of skill and coordination, unsteadiness, cessation of sweating, confusion, aggressive or irrational behaviour, collapse or ashen grey pale skin.
Responses to heat vary; it is not possible to provide overall recommendations about limiting conditions in hot weather. However, heat illness can be prevented by knowing the risk factors and applying prevention strategies to minimise risk. Factors that increase the risk of heat illness include:
* High exercise intensity (e.g. exercising close to your personal capacity)
* Lack of fitness (e.g. exercising at an intensity or duration beyond your current capacity)
* Previous history of heat illness or heat intolerance
* Age – junior and veteran participants are at higher risk due to their age
* Illness and medical conditions (e.g. current or recent infectious illness or chronic health disorders at any age)
* High air temperature and high humidity (see Heat Illness Chart below)
* Low air flow or movement (no wind)
* Prolonged exposure to hot conditions, heavy clothing and protective clothing (e.g. padding)
* Lack of acclimatisation to being active in warm and humid conditions
* Dehydration (inadequate water intake before exercise and during activity)
8.2 Children and Heat Stress
Children sweat less and get less evaporative cooling than adults. In warm and hot weather they have greater difficulty getting rid of heat; they look flushed, and feel hotter and more stressed than adults. Overweight children are particularly disadvantaged exercising in warm weather.
Children seem to be effective at "listening to their bodies" and regulating their physical activity. For this reason, children should always be allowed to exercise at their preferred intensity. They should never be urged to exercise harder or compelled to play strenuous sport in warm weather. If children appear distressed or complain of feeling unwell, they should stop exercising.
Drinks should be available for children playing sport. In warm weather wet sponging will make children feel more comfortable.
8.3 Heat Illness Chart
The Heat Illness Chart is a guide to the relationship between ambient temperature and the risk of heat illness. When observing this chart consider:
* there are not clear demarcations in risk between temperature ranges
* stress increases with rising air temperature and relative humidity
* at low ambient temperatures the body can cope with higher humidity than at high ambient temperatures
* stress increases with relative humidity as it becomes more difficult to regulate body temperature due to a decrease in the evaporation of sweat (a mechanism used to keep the body cool in the heat and while exercising)
* Individual risk factors including acclimatisation to location conditions.
Ambient Temperature - Easily understood, most useful on hot, dry days.
Wet Bulb Globe Temperature (WBGT) - Further guidance might be gained from the WBGT index. It is particularly useful for hot, humid days. Refer to the chart in references or go to www.bom.gov.au .
8.4 UV Checklists for Clubs and Participants
Players, coaches and officials need to be responsible for their own protection and aware of the following:
- SPF 30+ broad spectrum, water resistant sunscreen should be worn by participants
- Apply sunscreen 20 minutes before training or playing and to reapply every two hours. For best protection, participants are encouraged to apply a generous amount of sunscreen (the equivalent of one teaspoon per limb).
- All participants are responsible for bringing their own clearly labelled drink bottle and ensure they are adequately hydrated prior to participating in any physical activity. Taps are available at all grounds with clean water
Clubs need to be aware of the following
- Where possible, training and warm up activities, are to be modified to minimise exposure to UV and high temperatures. For example, reduce the duration of activity, limit the intensity, increase and/or extend the number of rest breaks, seek shade, ensure water is available.
- Training can be cancelled when high-risk conditions are forecast.
- Increase the number of player rotations within a match.
- Officials, coaches and senior members are to act as role models by wearing sun-protective clothing, hats and sunglasses, applying sunscreen and seeking shade wherever possible.
- Utilise shade available from dugouts, buildings, trees and other structures where possible.
- Individuals are permitted to drink between breaks at their own discretion.
- Club supplied ice and water spray bottles are available as cooling aids.
- Any participant feeling discomfort or distress is monitored by club officials and if necessary sent to be evaluated by trained safety personnel.
- Information on participants' medical conditions and medical history is collected (according to privacy legislation).
- A record of injuries (including heat illness) is kept.
- Age, fitness, skin characteristics, acclimatisation, gender and medical conditions are considered when making decisions.
- If in doubt, an individual is advised to see a medical professional for clearance to participate.
9. Useful Resources
UV Exposure and Heat Illness Guide
http://sma.org.au/wp-content/uploads/2010/02/UV-Exposure-and-Heat-Illness-Guide.pdf
Hot Weather Guidelines: for sporting clubs and associations and the physically active http://sma.org.au/wp-content/uploads/2009/05/hot-weather-guidelines-web-download-doc-2007.pdf
Beat the Heat: playing and exercising safely in hot weather
http://sma.org.au/wp-content/uploads/2011/03/beat-the-heat-2011.pdf
SunSmart
http://www.sunsmart.com.au/
Smartplay
http://www.smartplay.com.au/
Bureau of Meteorology - www.bom.gov.au
BOM provides information on local weather conditions and observations including temperature, UV, wind speed and thermal comfort. Weather warnings, including heat waves, fire and storms can be viewed and should be considered as part of any club's safety plan. The provision of safety personnel able to identify, treat and manage heat illness is also an important part of this planning.
Wet Bulb Globe Temperature Approximation
Steadman Apparent Temperature
Legend: Red values, apparent temperature above air temperature; blue values, apparent temperature below air temperature
Steadman Apparent Temperature as a Wind Chill
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Statement Of Purpose
DESTINY IS NOT A MATTER OF CHANCE, BUT OF CHOICE, HOW WILL YOU NOW HOW HIGH YOU CAN
FLY UNTIL YOU SPREAD YOUR WINGS? WITH EYES OF INNOVATION AND THE ART OF ANALYSIS, I HAVE TRIED TO OPTIMIZE, I HAVE TRIED TO OPTIMIZE MY SKILLS OF OBSERVATION AND PERCEPTION. REACHING THE PINNACLE OF SUCCESS WITH THE NECESSARY INTELLECTUAL AND AN INTERNATIONAL CAREER IS MY FOREMOST LONG-TERM ACADEMIC GOAL.
My Family Background
I AM JIGNESH MANHARBHAI ZALA SON OF MR.MANHARBHAI VALJIBHAI ZALA AND MRS. KUSUMBEN MANHARBHAI ZALA. I AM PLEASED TO TELL YOU THAT I AM FROM A REPUTED FAMILY. MY FATHER, MR. MANHARBHAI V. ZALA IS MAYOR OF JAMNAGAR CITY. MY PARENTS ARE PROGRESSIVE AND ALWAYS ACCORDED PRIORITY FOR THE EDUCATION OF THEIR CHILDREN. THEY TAUGHT US TO WORK HARD TO ACHIEVE OUR AIM WITH DEDICATION AND INTEGRITY INFACT IT IS DUE TO THEIR MOTIVATION AND INSPIRATION THAT I HAVE BEEN ABLE TO DO WELL IN MY STUDIES.
Educational Background
I HAVE BEEN AVERAGE STUDENT. I SCORED 55% IN MY 10 TH STANDARD EXAMINATION. I SCORED 50% IN MY 12 TH STANDARD EXAMINATION CONDUCTED FROM GUJARAT SECONDARY EDUCATION BOARD, GANDHINAGAR, INDIA. AFTER COMPLETING MY 12 STD I TOOK ADMISSION IN BACHELORS OF COMMERCE AND I SECURED SECOND CLASS MARK IN THE FIRST, SECOND AND THIRD YEAR.
Why UK
BEFORE CHOOSING UK TO STUDY I HAVE DONE A LOT OF RESEARCH ON IT. I HAVE ATTENDED SO MANY SEMINARS IN AHMEDABAD. REGARDING STUDY IN UK THROUGH MY RESEARCH I FOUND U.K. IS ONE THE COUNTRY WHICH ENCOURAGES NEW CONCEPTS. NOWADAYS U.K. UNIVERSITY ARE TRYING TO ATTRACT INTERNATIONAL STUDENTS. U.K. UNIVERSITY OFFERS WIDE RANGE OF INNOVATIVE PROGRAMMES AND A VIBRANT ENVIRONMENT IN WHICH TO LEARN BECOME EASY. I HOPE TO BENEFIT FROM THE VAST EXPOSURE PROVIDED BY INTERNATIONAL CULTURAL MIX AVAILABLE IN THE U.K.
Why MBA
MBA IS INTERNATIONALLY RECOGNIZED AS THE FORE MOST MANAGEMENT QUALIFICATION, IT IS THE PREMIER QUALIFICATION FOR THE ONE WISHING TO PROGRESS IN LIFE. MBA PROGRAMME DEVELOPS THE SKILLS OF PRACTICAL KNOWLEDGE, LOGICAL AND STRATEGIC APPROACH TO MANAGEMENT ACROSS A RANGE OF DIFFERENT INDUSTRIES. IT IS THE KEY TOWARDS THE SUCCESSFUL CAREER DEVELOPMENT. BY PURSUING MBA IT WILL GIVE A SOLID FOUNDATION IN ALL THE KEY FUNCTIONAL AREAS OF BUSINESS, FINANCE AND MARKETING, ETC. IT WILL ENABLE TO ANALYZE THE RANGE OF COMPETITIVE ENVIRONMENT THAT IMPACT ON THE ORGANIZATION AND ITS PERFORMANCE. IT WILL ALSO ENABLE TO COMMUNICATE EFFECTIVELY WITH THE PRINCIPLES AND SPECIALIST FROM DIFFERENT BUSINESS BACKGROUNDS. IN TODAY'S INCREASINGLY CHALLENGING GLOBAL BUSINESS ENVIRONMENT IT IS NECESSARY TO DEVELOP THE CREATIVE BUSINESS THINKING WHICH CAN BE GAIN BY MBA. BY DOING MBA I CAN EVALUATE THE RISK IN ORGANIZATION, MOTIVATE THE TEAM MEMBERS AND OTHERS. IT WILL PROMOTE ME GREATER SELF AWARENESS AND WILL FOCUS ON PERSONAL AND PROFESSIONAL STRENGTHS, WEAKNESS, INTERESTS AND VALUES.
Future Plans
I BELIEVE THAT ATTAINING THIS DEGREE IS THE MILESTONE IN ACHIEVING MY GOAL. IT WILL GIVE ME ACADEMIC BACKGROUND NECESSARY TO SUCCEED IN PROJECT MANAGEMENT AND STRATEGIC PLANNING. I WILL IMPROVE DECISION MAKING SKILL. AFTER COMPLETING MY MBA FROM OXFORD BUSINESS COLLEGE I WILL RETURN TO MY HOME COUNTRY WITH MY FUTURE VERY MUCH SECURED, BRIGHT AND CHALLENGING AND WILL JOIN THE SAME COMPANY AND USE MY KNOWLEDGE TO FULFILL MY DREAMS IN INDIA.
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Improving Vigorous Physical Activity (PA)
How to provide all children with at least 20 minutes of vigorous physical activity at least three times a week
Are there at least 20 minutes of physical activity scheduled into each day?
Do all children participate?
Speak to whoever designs the schedule to see if at least 20 minutes can be scheduled three times a week for all groups of children. SEE: SAMPLE SCHEDULE
Divide the PA time into smaller blocks. For example, do two 10-minute activity bursts that get kids breathing hard. SEE: ENERGIZERS - CLASSROOM-BASED PHYSICAL ACTIVITIES
Modify current favorite games to include more running, jumping or other high-intensity actions. SEE: PHYSICAL ACTIVITY TIP SHEET
Make sure the schedule that includes 20 minutes of PA is posted.
Play outside as oft en as possible—free play outdoors is a great way to get kids moving vigorously.
Make sure that your staff knows what it means to be "vigorously active"—kids should be breathing hard and sweating. Running, jumping (e.g., jumping rope or jumping jacks), and dancing all gets hearts pumping fast! SEE: PHYSICAL ACTIVITY TIP SHEET, FOOD & FUN UNIT 9
Seek out community partners with special skills to lead activity classes like hip-hop and kickboxing. This can give staff a break and get kids excited about something new!
Make sure that the schedule gives every group of children 20 minutes of vigorous PA at least three times a week. SEE: SAMPLE SCHEDULE
Off er structured physical activity stations that kids can choose from. SEE: FOOD & FUN UNIT 9
Use the Food & Fun Aft erschool curriculum to teach healthy behaviors through physically active lessons.
SEE: FOOD & FUN
Off er structured play with PA stations that kids can choose from. Allowing kids to make their own choices can spur participation. SEE: EXAMPLE - FOOD & FUN UNIT 10 OBSTACLE COURSE
Prohibit withholding of gym or other active play time as a form of punishment. Come up with alternative consequences for children who misbehave. SEE: ALTERNATIVE SOLUTIONS TO WITHHOLDING RECESS
Avoid elimination games (like dodge ball and Simon says) which may discourage kids from participating and limit the amount of PA everyone gets.
Use the following questions and the corresponding "action steps" to identify new ways to improve vigorous physical activity. The symbols are tips and suggestions for everyone, no matter how you answer the question. Items in bolded caps with the word "SEE" in front refer to OSNAP resources to help you meet your goals. ALL ALL
Do you have a policy about off ering 20 minutes of vigorous PA to all children at least three times a week?
Create a policy stating that all children should receive 20 minutes of vigorous PA at least three times a week. Communicate this policy to staff and families, and put the policy in appropriate places, like handbooks. SEE: POLICY WRITING GUIDE, SAMPLE LETTERS
Make sure that your policies are communicated to families and staff . SEE: SAMLE LETTERS
Questions
Action Steps
NO
NO
NO
NO
NO
YES
YES
YES
YES
ALL
ALL
ALL
ALL
ALL
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Name________________
Date________________
* Advanced Critical Reading – Columbian Exchange
The Columbian Exchange was the "exchange of plants, animals, foods, human populations (including slaves) communicable diseases, and ideas between the Eastern and Western hemispheres that occurred after 1492," according to Wikipedia. The term "Columbian Exchange," coined in 1972 by historian Alfred Crosby, took hold and became not only standard shorthand for the phenomenon which it exemplified, but also a perspective for witnessing societal and ecological events.
When Christopher Columbus made landfall with his crew in the Bahamas in October 1492, two worlds with separate evolutionary histories met. When Europeans began to settle America's east coast, they brought with them and cultivated familiar crops – wheat and apples – as well as familiar weeds, such as dandelion and chickweed. In the 1600s, they introduced cattle and horses, which flourished in the New World climate.
Devastating diseases were introduced to the American population which had no animals, the original source of human diseases such as smallpox and measles. In addition, as they resistance to them. John R. McNeill, professor of history at Georgetown University, points out that "when the first inhabitants of the Americas arrived across the Bering land bridge between 20,000 and 12,000 years ago, they brought few diseases with them … they had no domesticated passed from Siberia to North America, the first Americans had spent many years in extreme cold, which eliminated many of the disease-causing agents that might have traveled with them." Consequently, between 1492 and 1650, over 90% of the Native American population died in epidemic after epidemic of smallpox, measles, mumps, whooping cough, influenza, chicken pox, and typhus. The loss of labor caused by pathogens indirectly led to the establishment of African slavery among European immigrants in the Americas, resulting in the importation of malaria and yellow fever from Africa, causing even more destruction of the Native American population.
25
The export of American flora and fauna did not revolutionize the Old World as the influx of European agriculture altered the New World ecosystem. According to Crosby, "the New World's great contribution to the Old is in crop plants. … Maize, white potatoes, sweet potatoes, various squashes, chiles, and manioc" augmented and invigorated the European cuisine. Very few New World creatures traversed the ocean –– the muskrat, the gray squirrel, and a few others, but they did not precipitate large scale changes in Old World ecosystems.
Although some diseases made the ocean voyage from New World to Old, they did not 30 have appreciable effects on the European population. Crosby stated that, although some deaths were attributed to ailments from America, "the total is insignificant compared to Native American losses to smallpox alone."
In Crosby's original work, he eschewed ideological statements. He reminded his readers that neither the Old nor New World was inferior or superior to the other; the encounter between 35 two worlds was fundamentally an exchange. By 1988, he summarized his long view of the encounter in this way: "My point is … that the impact of the Encounter is so massive that we should consider it with the same sense of scale as we do events connected with the endings and beginnings of the geological periods and eras and their influence on the direction of evolution on the planet." 40
Questions
1. Which of the following best describes the author's view of the Columbian Exchange?
I) Neither the Old World nor the New World was superior to the other.
II) The New World experienced the brunt of the encounter between the Old and New Worlds.
III) The encounter between the Old and New Worlds was fundamentally an even exchange.
A) I only
B) II only
C) III only
D) I and II only
E) II and III only
2. It can be inferred from the passage that
A) Slaves brought to American from Africa had more resistance to European diseases than Native Americans did.
B) New World creatures were unable to thrive in the climate of the Old World.
C) New World pathogens had no effect on the people of the Old World.
D) Most human diseases were introduced to humans by animal populations.
E) Europeans had more resistance to European diseases than Africans did.
3. In line 34, eschewed most closely means
A) espoused
B) avoided
C) employed
D) created
E) discovered
Answers and Explanations
1. The correct answer is D .
I) Correct. In lines 34–35, "In Crosby's original work, he eschewed ideological statements. He reminded his readers that neither the Old nor New World was inferior or superior to the other; …"
II) Correct. According to lines 12–13. "Devastating diseases were introduced to the American population which had no resistance to them." According to lines 19–23, "between 1492 and 1650, over 90% of the Native American population died in epidemic after epidemic of smallpox, measles, mumps, whooping cough, influenza, chicken pox, and typhus. The loss of labor caused by pathogens indirectly led to the establishment of African slavery among European immigrants in the Americas, resulting in the importation of malaria and yellow fever from Africa, causing even more destruction of the Native American population." And in lines 30–34, "Although some diseases made the ocean voyage from New World to Old, they did not have appreciable effects on the European population. Crosby stated that, although some deaths were attributed to ailments from America, 'the total is insignificant compared to Native American losses to smallpox alone.'"
III) Incorrect. According to lines 35–36, "the encounter between two worlds was fundamentally an exchange." However, it is not stated that the exchange was an even exchange.
.
2. The correct answer is A
A) Correct. According to lines 19–20, "…between 1492 and 1650, over 90% of the Native American population died in epidemic after epidemic of smallpox, measles, mumps, whooping cough, influenza, chicken pox, and typhus." This shows that Native Americans had little resistance to European diseases. According to lines According to lines 21–22, "The loss of labor caused by pathogens indirectly led to the establishment of African slavery among European immigrants in the Americas, resulting in the importation of malaria and yellow fever from Africa, causing even more destruction of the Native American population." ." Since the African slaves were able to work in conditions which caused over 90% of the Native American population to die, the African slaves must have had more resistance to European diseases than the Native Americans did.
B) Incorrect. According to lines 27–29, "Very few New World creatures traversed the ocean –– the muskrat, the gray squirrel, and a few others, but they did not precipitate large scale changes in Old World ecosystems." This shows that the animals traveled to the Old World and, since they did not make large–scale changes, probably made small–scale changes in Old World ecosystems. Had they not thrived, they would not have made any changes in the Old World ecosystems at all.
C) Incorrect. According to lines 31–33, "Crosby stated that, although some deaths were attributed to ailments from America, '"the total is insignificant compared to Native American losses to smallpox alone."' So it is not correct that New World pathogens had no effect on the people of the Old World.
D) Incorrect. It is not possible to determine from this reading whether most human diseases were introduced animal populations. The statement in lines 15–16 that "they had no domesticated animals, the original source of human diseases such as smallpox and measles" does not establish that most human diseases were introduced by animal populations.
E) Incorrect. It is not possible to determine from this reading whether Europeans had more resistance to European diseases than Africans did. The statement "The loss of labor caused by pathogens indirectly led to the establishment of African slavery among European immigrants in the Americas, resulting in the importation of malaria and yellow fever from Africa, causing even more destruction of the Native American population" does not establish that either Europeans or Africans had more resistance to European diseases.
3. The correct answer is B .
A) Incorrect. He did not espouse or adopt ideological statements, which are statements of a specific doctrine or ideology. Rather, as pointed out in lines 34–35, "he reminded his readers that neither the Old nor New World was inferior or superior to the other."
B) Correct. He eschewed or avoided ideological statements, which are statements of a specific doctrine or ideology. As pointed out in lines 34–35, "he reminded his readers that neither the Old nor New World was inferior or superior to the other."
C) Incorrect. He did not employ or use ideological statements, which are statements of a specific doctrine or ideology. Rather, as pointed out in lines 34–35, "he reminded his readers that neither the Old nor New World was inferior or superior to the other."
D) Incorrect. He did not create or invent ideological statements, which are statements of a specific doctrine or ideology. Rather, as pointed out in lines 34–35, "he reminded his readers that neither the Old nor New World was inferior or superior to the other."
E) Incorrect. He did not discover ideological statements, which are statements of a specific doctrine or ideology. Rather, as pointed out in lines 34–35, "he reminded his readers that neither the Old nor New World was inferior or superior to the other." Instead, as pointed out in lines 36–40, "he summarized his long view of the encounter in this way: '"My point is … that the impact of the Encounter is so massive that we should consider it with the same sense of scale as we do events connected with the endings and beginnings of the geological periods and eras and their influence on the direction of evolution on the planet."' | <urn:uuid:ea6fd4d1-c2ff-4a13-9b41-9a62afcc7d18> | CC-MAIN-2018-05 | http://englishforeveryone.org/PDFs/Advanced%20Critical%20Reading%20-%20Columbian%20Exchange.pdf | 2018-01-24T05:49:55Z | crawl-data/CC-MAIN-2018-05/segments/1516084893397.98/warc/CC-MAIN-20180124050449-20180124070449-00248.warc.gz | 107,571,696 | 2,101 | eng_Latn | eng_Latn | 0.997161 | eng_Latn | 0.997583 | [
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ICT
St. Matthew's N.S. is committed to the use of electronic resources and technology to enhance the administrative, teaching and learning opportunities for students and staff. Therefore, students and staff are encouraged to utilise these resources.
AIMS
The mission of St. Matthew's National School ICT plan is to enhance the learning potential of all our pupils:
- Through the use of computers based learning packages
- Through access to the wealth of knowledge available on the world wide web
- By providing the opportunity to develop their computer skills, the pupils will be better prepared to deal with the demands of the modern information society
- Through the use of technology teachers endeavour to enhance the quality of teaching and learning by being enabled to use a wider variety of methodologies.
RATIONAL
Schools require ICT for a number of reasons:
- To provide support in learning and reinforce learning
- To access information quickly
- To keep up with changing times
- To provide foundation for later schooling, work experiences
- To help provide more effective communication with parents
- To prepare children for life in a technologically advanced workplace
- To allow for more effective administration
We will make use of ICT for a number of reasons:
- School administration and communication
- Research software e.g. Encarta Encyclopaedia
- Drill and Practise software
- Adventure games that stimulate higher order thinking skill and problem solving
- Word processing of children's work
- Research and work on the internet
- Storage of Records of achievement/portfolio assessment
- Special needs pupils
- Develop school website by publishing pupils' work and school news
- As a teaching methodology
It's advantages include:
- It encourages communication between schools, the wider community and the world
- Reinforcement for children with special needs
- It expands our educational resources
- Further opportunities for gifted children
- Presentation of work is greatly enhanced
- Our school website and publishing of work allows for better communication with families and parents
- Lifeskill
It's disadvantages include:
- There are major financial implications in maintaining a school's ICT
- Curriculum overload is an ever present problem
- Large classes and lack of space can put restraints on teachers
- Exposure of inappropriate material on the internet
INTERNET ACCEPTABLE USEAGE
Educationalists believe in the benefits of curriculum-based internet use. The purpose of the Internet Acceptable Usage Policy is to ensure that pupils will benefit from learning opportunities offered by the school's internet resources, and will be protected from harmful and illegal use of the Internet.
St. Matthew's N.S. will employ a number of strategies to maximise learning opportunities and reduce risks associated with the Internet. These strategies are as follows:
- Acceptable Usage Policy (AUP)
- Education
- Filtering
- Monitoring & Supervision
Sanctions
If a pupil deliberately misuses the internet, this will result in disciplinary action, including the withdrawal of access privileges. Parents/guardians will be notified.
Internet
Internet will be used for educational purposes only
- Internet sessions will always be supervised by a teacher
- Pupils will seek permission before entering any Internet site, unless previously approved by a teacher
- Filtering software will be used to minimise the risk of exposure to inappropriate material
- The school will regularly monitor pupils' internet usage
- Pupils will receive training in the area of internet safety (3 rd – 6 th Class)
- Teachers will be made aware of internet safety issues
- Uploading and downloading of non-approved material is banned
- Virus protection software will be used and updated on a regular basis
- There is no use of external storage devices in the school
- Pupils will observe good "netiquette" (etiquette on the internet) at all times and will not undertake any action that may bring a school into disrepute
School Website
- All teachers will manage the publication of material on the school website in their class zone.
- Personal pupil information will not be published on the school website
- Class lists will not be published
- Pupils' full names will not be published beside their photograph
- Digital photographs, video clips and audio clips will focus on groups and group activities rather than on individual pupils
- Teachers will be given an opportunity to publish pupils projects, artwork or school work on the school website
- Permission to publish a student's work will be sought from pupils/ parents/ guardians on entrance to the school. This permission may be withdrawn at any time.
Education
- St. Matthew's N.S. will undertake an education programme to educate children on the safe, responsible use of the Internet.
- 21 st century life presents dangers including violence, racism and exploitation from which children and young people need to be protected. At the same time they need to learn to recognise and avoid these risks – to become internet wise.
Resources that may be used to implement this programme include:
- NCTE Internet Safety Awareness Video
- Use of the 'Kids' section on the www.webwise.ie website
- SAFT Internet Safety Awareness Education Programme and exemplars
- Filtering ('Filtering' is a term used to describe a way of limiting the content of web pages, emails, chat rooms and other electronic data to which users may be exposed. No filter is 100% accurate. The most effective filtering tool is adult vigilance).
ICT RESOURCES
The Board of Mangement have committed to developing the area of IT in the school. At the core of this invesment are the IT Resources and internet network. A very large investment took place in 2012-2014. The Board has committed to continuing to invest in this area in the future, updating broken equipment or software (where finances allow) and saving for future development and investment on an annual basis.
The school's current equipment includes:
- Each classroom :
o a digital camera
o a visualiser
o a data projector/interactive whiteboard
o teaching laptop
- 8 ipads
- a number of laptops and relevant software in LS/RT
- a server
- a laptop trolley containing 16 pupil laptops for use by a class
- Our school library has been catalogued with a library programme software, allowing ease of use and access for our pupils.
- Currently, 1 st – 6 th Class have at least 1 computer in their classroom for use throughout the school day.
- Scanner/photocopier
- School Website
Types of Use (please see this in conjunction with the school's IT Curriculum)
- Lesson delivery
- Literacy and numeracy
- Typing skills, broaden knowledge of the mouse and the keyboard etc.
- Reinforcement of learning topic
- Broadening knowledge of computer usage and skills
- Research
- Presentation of work
- Project work
-
Use if the internet for class based activities
- Educational games for reinforcement or extension of a topic
- PowerPoint or Excel skills
This equipment supports a variety of intelligences such as visual-spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, linguistic and logical-mathematical.
ORAGANISATIONAL ROLES
The development of IT will be an ongoing responsibility for all teachers as we become more familiar with suitable software and appropriate websites.
The school's Post of Responsibility has the responsibility for sustaining and development of ICT in St. Matthew's. He/she will make the staff aware of a variety of computer training courses. The Principal has overall responsibility in this area.
LAPTOP TROLLEY
The Laptop Trolley is a mobile computer lab.
Dropbox is a way of sharing photos, videos and documents. In St Matthews School Dropbox has been installed on all the laptops to enable the pupils to access their files from different laptops. This means that it is not necessary for them to use the same laptop each time they are creating and publishing work. A folder has been created for each child in the school which will follow them as they progress through the different classes. The folders are grouped according to the year that the child's class commenced in Junior Infants.
A timetable is drawn up to enable all classes access to the computer trolley. Teachers may also sign out the trolley at a time when it is not in use. A timetable has also been drawn up to ensure that the trolley is charged regularly. The laptop trolley is stored locked in the Principal's Office. Sixth Class upstairs classroom will need to swop with Fifth Class downstairs to use the trolley. Each laptop has been numbered so that faults can be identified easily.
Pupil Rules:
- Save often
- No food or drink
- Keep your workstation area neat
- Surf safely
- Respect others
- Keep your files organized
- Log off correctly
- Don't change settings
- Print only when necessary
-
Work quietly
Teacher's Responsibilities:
- Sign out the trolley and return it to the Principal's Office when done.
- Ensure all laptops are shut down correctly.
- Ensure that all laptops are correctly stored and plugged into the trolley.
- Communicate faults with the Principal immediately
Software can be loaded onto laptops with the Principal's permission only.
IPADS
St. Matthew's N.S. has 10 iPads and an iPad Trolley. They are stored locked in the Principal's Office.
Teacher Responsibilities:
* The school's Post of Responsibility is the member of staff responsible for approving an app, downloading it and organising apps on the Ipads. He/she is also responsible of the annual iPad budget and deleting apps no longer in use etc.
* If a teacher would like to get a specific app, he/she must speak to the Post of Responsibility Teacher.
* The Principal has ultimate responsibility for the Ipads.
* Sign out the trolley and return it to the Principal's Office when done.
* Ensure all iPads are shut down correctly.
* Ensure that all iPads are correctly stored and plugged into the trolley.
* Communicate faults with the Principal immediately
Pupil Rules:
- Hold the iPad with two hands
- Always sit down when using the iPad
- Turn the iPad's screen off when the teacher is talking
- Be gentle when tapping the screen
- Only use the app or website you have been asked to use
A timetable is drawn up to enable all classes access to the iPad trolley. Teachers may also sign out the trolley at a time when it is not in use. A timetable has also been drawn up to ensure that the trolley is charged regularly. Each iPad has been numbered so that faults can be identified easily.
The annual budget for apps on the Ipads is €75. This budget is at the discretion of the Board of Management. It is intended that the focus of apps purchased will be literacy, numeracy, special needs and problem solving.
A timetable is in place to ensure that all classes get equal access to the equipment. A teacher may however, sign out the Ipads at any stage, so long as it does not interfere with another class' timetabled slot.
STAFF USE OF ICT
St. Matthew's computers and networks are to be used in a responsible, efficient, ethical and legal manner and must be in support of the educational objectives of St. Matthew's N.S. Management reserve the right to monitor this usage.
Incidental personal use of school computers is permitted as long as such use does not interfere with the employee's job, duties and performance with system operations or other system users. 'Incidental personal use' is defined as use by an individual employee for occasional personal communications. Employees are reminded that such personal use must comply with this policy and all other applicable policies, procedures and rules, and must take place outside of official school opening times.
This includes but is not limited to the following:
- Accessing, transmitting, or receiving obscene or pornographic material
- Engaging in cyber cheating or plagiarism. Plagiarism is material created by others and presenting it as if it were one's own
- Accessing the Internet for non-school related activities, such as chat rooms, social networking sites, engaging in instant messaging, posting or filling out forms with private or personal information about yourself or another person
- Downloading or loading software or applications without permission from the Principal
Employees will:
- Undertake responsibility for any equipment taken and used off site (e.g. ensure the teacher laptop is stored in the car boot while at the shop etc)
- Supervise student use
- Model and provide instruction in the ethical and appropriate use of technology in a school setting
- Maintain a curricular focus
- Ensure all students have signed a permission form before allowing them to access the internet and network
- Keep the user password secure and confidential
- Ensure the computer is being legally used according to the software's licence
- Only install software onto a school computer or network, which has been approved by the staff member with responsibility for ICT or the Principal
- Not transmit, request or receive materials inconsistent with the mission and values of St. Matthew's N.S.
MOBILE PHONES & ELECTRONIC EQUIPMENT POLICY
Some things to note:
- I Pods, mobile phones, PSP's, MP3's etc. are intrusive and distracting in a school environment. These devices can be used in an age inappropriate manner or to conduct bullying campaigns etc.
- Strategies must be put in place to reduce the intrusiveness of unauthorised technology in a school situation
- Some electronic devices may be harmful with frequent use
MOBILE PHONE & ELECTRONIC GAMES - PUPILS
The following are the guidelines relating to pupils for mobile phone/electronic games usage in the school:
1. Mobile phones and any other electronic equipment must be switched off on entry to the school building. These items may not be used during school or at any school related activity. These devices may only be activated at the end of school or if granted special permission by a staff member.
2. Children who need to contact home during school hours may do so through the school secretary. Similarly, parents who need to contact their child(ren) with urgent messages may do so through the school secretary.
3. If a child is caught using a mobile phone or electronic device during school or at a school related activity, the item will be confiscated by a staff member and returned at the end of the day. If a pattern emerges, the item will be confiscated, only a parent/guardian will be able to retrieve the item. If the problem persists, the school's Code of Behaviour will be followed.
4. Pupils may not take photographs while in school or on a school related activity except with the permission of their teacher. Inappropriate use of cameras or camera-phones will result in their confiscation for personal return to parents/guardians.
5. The school accepts no responsibility for replacing lost, stolen or damaged mobile phones, tablets or Ipods etc brought to school.
MOBILE PHONES – STAFF
Mindful of the duties and responsibilities assigned to staff in working with children, it is vital that staff be engaged with children at all working times. In this context, access to phones should be limited to urgency only.
Work Calls:
Work related calls should be made using the school's phone at an appropriate time. Calls to parents/guardians should be kept as short as possible. Where a lengthy conversation with parents/guardians is required, appointments should be made to meet parents. Calls to other professionals and organisations should be make in consultation with the Principal and classroom supervision will be arranged where appropriate.
Personal Calls:
Personal calls should be carried out during break time. In cases of urgency, a staff member should use discretion in making and receiving calls. All staff member's phones should be turned off during their work day. A teacher may switch their mobile's on during their breaks.
The school accepts no responsibility for replacing lost, stolen or damaged mobile phones, tablets or Ipods etc brought to school.
This policy was adopted by the Board of Management on 26 th November 2012
Signed: __________________________ Signed: __________________________
Chairperson of Board of Management Secretary/Principal
Date: ______________ Date: _________________
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MODULE 1
1. STEAM POWER PLANT:
Two important area of application of thermodynamics are power generation and refrigeration. Both power generation and refrigeration are usually accomplished by a system that operates on a thermodynamics cycle.
Thermodynamics cycles can be divided into two generation categories :
(a) Power Cycles
(b) Refrigeration Cycles
The devices or systems used to produce a net power output are often called engines and the thermodynamics cycles they operate on are called power cycle. The devices or systems use to produce refrigeration are called refrigerator, air conditioners or heat pumps and the cycles they operates on are called refrigeration cycles.
1.1 Thermodynamic cycles can be categorized as :
(a) Power cycles or Refrigeration cycles.
(b) Gas Cycles or Vapor Cycles: In gas cycles, the working fluid remains in the gaseous phase throughout the entire cycle, where as in vapor cycles the working fluid exists in the vapor phase during one part of the cycle and in the liquid phase during another part.
(c)
Closed Cycles or Open Cycles:
In closed cycles, the working fluid is returned to the initial state at the end of the cycle and is re-circulated. In open cycle, the working fluid is renewed at
the end of each cycle instead of being re-circulated.
1.1.1 Rankine Cycle: The Ideal Cycle for Vapor Power Cycle
Ideal cycle is made up totally of internally reversible processes. Such a cycle is called an Ideal cycle.
Heat Engines:Heat engines are designed for the purpose of converting other form of energy to work and their performance is expressed as thermal efficiency.
The Idealization and Simplification
(a) The cycle does not involve any friction.
-1-
POWER GENERATION & DISTRIBUTION
(MODULE 1)
(b) All expansion and compression process take place in a quasi-equilibrium manner.
(c) The pipes connecting the various component of a system are well insulated and heat transfer and pressure drop through them are negligible.
The impracticalities associated with Carnot cycle can be eliminated by superheating the steam in the boiler and condensing it completely in the condenser. This cycle results as the Rankine cycle, which is the ideal cycle for vapor power plants. The construct of power plant and T-s diagram is shown in Figures 2.2(a) and (b).
The ideal Rankine cycle dose not involves any internal irreversibilities.
The Rankine cycle consists of the following four processes:
1-2 : Isentropic compression in pump (compressors)
2-3 : Constant pressure heat addition in boiler
3-4 : Isentropic expansion in turbine
4-1 : Constant pressure heat rejection in a condenser
Process 1-2
Water enters the pump at state 1 as saturated liquid and is compressed isentropically to the operating pressure of the boiler. The water temperature increases somewhat during this isentropic compression process due to slight decrease in the specific
volume of the water. The vertical distance between state 1 and 2 on the T-s diagram is greatly exaggerated for clarity.
Process 2-3
Water enters the boiler as a compressed liquid at state 2 and leaves as a superheated vapor at state 3. The boiler is basically a large heat exchanger where the heat originating from combustion gases, is transferred to the water essentially at constant pressure. The boiler together with the section where the steam is superheated (the superheater), is often called the steam generator.
Process 3-4
The superheated vapor at state 3 enters the turbine, where it expands isentropically and produces work by rotating the shaft connected to an electric generator. The pressure and the temperature of the steam drops during this process to the values at state 4, where steam enters the condenser
Process 4-1
At this state, the steam is usually a saturated liquid-vapor mixture with a high quality. Steam is condensed at constant pressure in the condenser which is basically a large heat exchanger, by rejecting heat to a cooling medium from a lake, or a river. Steam leaves the condenser as saturated liquid and enters the pump, completing the cycle.
1.1.2 Rankine Cycle: Actual Cycle
The cycles encountered in actual devices are difficult to analyze because of the presence of complicating effects, such as friction and the absence of sufficient time for establishment of the equilibrium conditions during the cycle. The actual vapor power cycle differs from the ideal Rankine cycle, as a result of irreversibilities in various components. Fluid friction and heat loss to the surroundings are the two common sources of irreversibilities.
Fluid friction causes pressure drop in the boiler, the condenser and the piping between various components. Also the pressure at the turbine inlet is somewhat lower than that at the boiler exit due to the pressure drop in the connecting pipes. To compensate for these pressure drops, the water must be pumped to a sufficiently higher pressure than the ideal cycle. This requires a large pump and larger work input to the pump, are shown in Figures 2.3(a) and (b).
The other major source of irreversibility is the heat loss from the steam to the surrounding as the steam flows through various components. Particular importance is the irreversibilities occurring within the pump and the turbine. A pump requires a greater work input, and a turbine produces a smaller work output as a result of irreversibilities.
1.1.3 Reheat Rankine Cycle
The efficiency of the Rankine cycle can increase by expanding the steam in the turbine in two stages, and reheating it in between. Reheating is a practical solution to the excessive moisture problem in turbines, and it is commonly used in modern steam power plants. The schematic and T-s diagram of the ideal reheat Rankine cycle is shown in Figures 2.7(a) and (b).
The ideal reheat Rankine cycle differs from the simple ideal Rankine cycle in that the expansion process take place in two stages. In first stage (the high-pressure turbine), steam is expanded isentropically to an intermediate pressure and sent back to the boiler where it is reheated at constant pressure, usually to the inlet temperature of the first turbine stage. Steam then expands isentropically in the second stage (lowpressure turbine) to the condenser pressure.
As shown in Figure 2.8, T-s diagram for the Rankine cycle shows that heat transferred to the working fluid during process 2-2' at a relatively low temperature. This lowers the average heat-addition temperature and thus the cycle efficiency.
To remedy this shortcoming, the temperature of the liquid leaving the pump (called feedwater) before it enters the boiler need to be increased.
1.2 STEAM POWER PLANT:
Steam is an important medium of producing mechanical energy. Steam has the advantage that, it can be raised from water which is available in abundance it does not react much with the materials of the equipment of power plant and is stable at the temperature required in the plant. Steam is used to drive steam engines, steam turbines etc. Steam power station is most suitable where coal is available in abundance.
Thermal electrical power generation is one of the major methods. Out of total power developed in India about 60% is thermal. For a thermal power plant the range of pressure may vary from 10 kg/cm2 to super critical pressures and the range of temperature may be from 250°C to 650°C.
A steam power plant using steam as working substance works basically on Rankine cycle. Steam is generated in a boiler, expanded in the prime mover and condensed in the condenser and fed into the boiler again.
Thermal generating stations burn COAL, OIL or NATURAL GAS to generate electricity. In the case of a coal-fired generating station, the coal is stored in large coal piles just outside the station. From there, the coal is brought into the station on a conveyor belt where it is fed into large pulverizers that crush the coal into a fine powder. Large fans blow the coal powder into a giant furnace where it is burned giving off vast amounts of heat. The temperature in the furnace can reach over 3,000 o C. The furnace is surrounded
by tubes filled with water. The immense heat from the burning coal turns the water in the tubes into steam. The steam is then transferred under pressure at high speed through large pipes to a turbine where it pushes the turbine blades causing them to spin. From there, the process is the same as in a nuclear or a hydroelectric generating station; the turbine spins the generator producing electricity. The steam is condensed back to water using cooling water, usually from a nearby lake or river. It is then pumped back into the water tubes surrounding the furnace to continue the process.
Thermal plants play an important role because, unlike a nuclear station, they are able to quickly adjust to changes in electricity demand. Their output can be easily increased to help meet periods of peak demand and provide backup for intermittent sources like wind and solar. Burning fossil fuels to generate electricity creates a number of byproducts that impact the environment. These include gases like SULFUR DIOXIDE (SO2) and NITROGEN OXIDES (NOX) which contribute to smog and acid rain.
Another gas that is released when burning fossil fuels is CARBON DIOXIDE (CO2), which is a GREENHOUSE GAS. Greenhouse gases trap heat in the earth's atmosphere and can cause temperatures on the earth's surface to rise. This effect is known as global warming.
1.2.1 Essentials of Steam Power Plant Equipment
A steam power plant must have following equipment:
(a) A furnace to burn the fuel.
-7-
POWER GENERATION & DISTRIBUTION
(MODULE 1)
(b) Steam generator or boiler containing water. Heat generated in the furnace is utilized to convert water into steam.
(c) Main power unit such as an engine or turbine to use the heat energy of steam and perform work.
(d) Piping system to convey steam and water.
In addition to the above equipment the plant requires various auxiliaries and accessories depending upon the availability of water, fuel and the service for which the plant is intended.
The flow circuit of a thermal power plant consists of the following four main circuits:
(a) Feed water and steam flow circuit.
(b) Coal and ash circuit.
(c) Air and gas circuit.
(d) Cooling water circuit.
The different types of systems and components used in steam power plant are as follows:
1. Coal handling system
2. High pressure boiler
3. Air preheater, economizer, super heater, feed heaters.
4. Pumping system
5. Feed water purification plant
6. Condensers and cooling towers
7. Draught system
8. Prime mover
9. Alternator
10. Ash and dust handling system
1.2.2 Layout of equipment of a steam power station:
Layout of equipment of a steam power station is shown below. Coal received in coal storage yard of power station is transferred in the furnace by coal handling unit. Heat produced due to burning of coal is utilized in converting water contained in boiler drum into steam at suitable pressure and temperature. The steam generated is passed through the superheater. Superheated steam then flows through the turbine. After doing work in the turbine the pressure of steam is reduced. Steam leaving the turbine passes through the condenser which is maintained the low pressure of steam at the exhaust of turbine. Steam pressure in the condenser depends upon flow rate and temperature of cooling water and
on effectiveness of air removal equipment. Water circulating through the condenser may be taken from the various sources such as river, lake or sea. If sufficient quantity of water is not available the hot water coming out of the condenser may be cooled in cooling towers and circulated again through the condenser. Bled steam taken from the turbine at suitable extraction points is sent to low pressure and high pressure water heaters.
Air taken from the atmosphere is first passed through the air pre-heater, where it is heated by flue gases. The hot air then passes through the furnace. The flue gases after passing over boiler and superheater tubes, flow through the dust collector and then through economiser, air pre-heater and finally they are exhausted to the atmosphere through the chimney.
Steam condensing system consists of the following:
(a) Condenser
(b) Cooling water
(c) Cooling tower
(d) Hot well
(e) Condenser cooling water pump
(f) Condensate air extraction pump
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POWER GENERATION & DISTRIBUTION
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(g) Air extraction pump
(h) Boiler feed pump
(i) Make up water pump.
1.2.3 Major Components and Their Functions
Economizer
The economizer is a feed water heater, deriving heat from the flue gases. The justifiable cost of the economizer depends on the total gain in efficiency. In turn this depends on the flue gas temperature leaving the boiler and the feed water inlet temperature. A typical return bend type economizer is shown in the Figure 2.11.
Air Pre-heater
The flue gases coming out of the economizer is used to preheat the air before supplying it to the combustion chamber. An increase in air temperature of 20 degrees can be achieved by this method. The pre heated air is used for combustion and also to dry the crushed coal before pulverizing.
Soot Blowers
The fuel used in thermal power plants causes soot and this is deposited on the boiler tubes, economizer tubes, air pre heaters, etc. This drastically reduces the amount of heat transfer of the heat exchangers. Soot blowers control the formation of soot and reduce its corrosive effects. The types of soot blowers are fixed type, which may be further classified into lane type and mass type depending upon the type of spray and nozzle used. The other type of soot blower is the retractable soot blower. The advantages are that they are placed far away from the high temperature zone, they concentrate the cleaning through a single large nozzle rather than many small nozzles and there is no concern of nozzle arrangement with respect to the boiler tubes.
Condenser
The use of a condenser in a power plant is to improve the efficiency of the power plant by decreasing the exhaust pressure of the steam below atmosphere. Another advantage of the condenser is that the steam condensed may be recovered to provide a source of good pure feed water to the boiler and reduce the water softening capacity to a considerable extent. A condenser is one of the essential components of a power plant.
Cooling Tower
The importance of the cooling tower is felt when the cooling water from the condenser has to be cooled. The cooling water after condensing the steam becomes hot and it has to
be cooled as it belongs to a closed system. The Cooling towers do the job of decreasing the temperature of the cooling water after condensing the steam in the condenser.
The type of cooling tower used in the Columbia Power Plant was an Inline Induced Draft Cross Flow Tower. This tower provides a horizontal air flow as the water falls down the tower in the form of small droplets. The fan centered at the top of units draws air through two cells that are paired to a suction chamber partitioned beneath the fan. The outstanding feature of this tower is lower air static pressure loss as there is less resistance to air flow. The evaporation and effective cooling of air is greater when the air outside is warmer and dryer than when it is cold and already saturated.
Superheater
The superheater consists of a superheater header and superheater elements. Steam from the main steam pipe arrives at the saturated steam chamber of the superheater header and is fed into the superheater elements. Superheated steam arrives back at the superheated steam chamber of the superheater header and is fed into the steam pipe to the cylinders. Superheated steam is more expansive.
Reheater
The reheater functions similar to the superheater in that it serves to elevate the steam temperature. Primary steam is supplied to the high pressure turbine. After passing through the high pressure turbine, the steam is returned to the steam generator for reheating (in a reheater) after which it is sent to the low pressure turbine. A second reheat cycle may also be provided.
2. HYDROELECTRIC POWER PLANTS:
To generate electricity, water must be in motion. This is kinetic (moving) energy. When flowing water turns blades in a turbine, the form is changed to mechanical (machine) energy. The turbine turns the generator rotor which then converts this mechanical energy into another energy form electricity. Since water is the initial source of energy, we call this hydroelectric power or hydropower for short.
At facilities called hydroelectric power plants, hydropower is generated. Some power plants are located on rivers, streams, and canals, but for a reliable water supply, dams are needed. Dams store water for later release for such purposes as irrigation, domestic and industrial use, and power generation. The reservoir acts much like a battery, storing water to be released as needed to generate power.
2.1 Layout of hydroelectric power plant:
Water is collected at the top of the dam in called the FOREBAY. From there, the water flows into a pipe called a PENSTOCK which carries it down to a turbine WATER WHEEL. The water pressure increases as it flows down the penstock. The pressure and flow of the falling water drives a turbine which in turn spins a generator. This creates electricity that can be sent across transmission lines to wherever the power is needed.
Hydroelectricity is one of the most economical and environmentally friendly ways of generating electricity. It produces virtually no smog or greenhouse gas emissions and is a renewable energy source – the water can be used again and again.
The dam creates a head or height from which water flows. A pipe (penstock) carries the water from the reservoir to the turbine. The fast-moving water pushes the turbine blades, something like a pinwheel in the wind. The waters force on the turbine blades turns the rotor, the moving part of the electric generator. When coils of wire on the rotor sweep past the generators stationary coil (stator), electricity is produced.
When the water has completed its task, it flows on unchanged to serve other needs.Before a hydroelectric power site is developed, engineers compute how much power can be produced when the facility is complete. The actual output of energy at a dam is determined by the volume of water released (discharge) and the vertical distance the water falls (head). So, a given amount of water falling a given distance will produce a certain amount of energy. The head and the discharge at the power site and the desired rotational speed of the generator determine the type of turbine to be used.
The head produces a pressure (water pressure), and the greater the head, the greater the pressure to drive turbines. This pressure is measured in pounds of force (pounds per square inch). More head or faster flowing water means more power.
2.2 Components of hydroelectric power plant:
Turbines
There are only two basic types of turbines: impulse and reaction. The specific type of turbine to be used in a power plant is not selected until all operational studies and cost estimates are complete. The turbine selected depends largely on the site conditions.
A reaction turbine is a horizontal or vertical wheel that operates with the wheel completely submerged, a feature which reduces turbulence. In theory, the reaction turbine works like a rotating lawn sprinkler where water at a central point is under pressure and escapes from the ends of the blades, causing rotation. Reaction turbines are the type most widely used.
An impulse turbine is a horizontal or vertical wheel that uses the kinetic energy of water striking its buckets or blades to cause rotation. The wheel is covered by a housing and the buckets or blades are shaped so they turn the flow of water about 170 degrees inside the housing. After turning the blades or buckets, the water falls to the bottom of the wheel housing and flows out.
2.3 Types of dams:
Low-head dams:
A low-head dam is one with a water drop of less than 65 feet and a generating capacity less than 15,000 kW. Small dams drop in elevation along canals where small generating plants could be installed. New low-head dams could be built to increase output as well. The key to the usefulness of such units is their ability to generate power near where it is needed, reducing the power inevitably lost during transmission.
Large, high-head dams:
A high-head dam can produce more power at lower costs than low-head dams, but construction of large dams may be limited by lack of suitable sites, by environmental considerations, or by economic conditions.
3. NUCLEAR POWER PLANT:
Nuclear power plants use URANIUM to generate heat and boil water into steam. Uranium has the largest atoms of the 92 naturally occurring elements on earth, making uranium atoms more likely than other atoms to split.
When subatomic particles called NEUTRONS come in contact with uranium atoms, the atoms split releasing heat energy. This occurs all the time in nature, but at a very slow
rate. Nuclear reactors are able to greatly speed up this process by slowing down the neutrons and increasing the chance that the neutrons will hit and split the uranium atoms. When uranium atoms split they also release more neutrons which can then go on and split additional atoms ensuring a chain reaction of atom splitting. This is called NUCLEAR FISSION.
Thousands of fuel bundles are inserted into the core of a nuclear reactor where the uranium atoms split giving off vast amounts of heat. The heat is used to boil water to create steam which then spins a turbine and generator producing electricity. Nuclear power stations are able to produce tremendous amounts of electricity from a very small amount of fuel. A single 2.5 centimeter nuclear fuel pellet can produce the same amount of energy as 807 kilograms of coal, 677 litres of oil, or 476 cubic metres of natural gas.
As well, because nuclear power plants do not burn any fuels, they produce virtually no smog or greenhouse gas emissions. They do however produce nuclear waste which needs to be handled and stored very carefully.
3.1 Layout of nuclear power plant:
When uranium atoms split they form smaller atoms, called FISSION PRODUCTS. These fission products are highly radioactive. As a result, the fuel bundles that hold the uranium
POWER GENERATION & DISTRIBUTION
(MODULE 1)
need to be isolated from the environment for an extended period of time once they are removed from a reactor. When they can no longer generate heat efficiently, used fuel bundles are removed from the reactor and placed in WATER-FILLED BAYS to cool down. These water-filled bays are located on the same site as the reactors and are built using reinforced concrete, lined to prevent leaks and designed to withstand earthquakes. The water in the bays helps cool the fuel bundles as well as provide shielding from radiation. The fuel bundles will remain in the bays for approximately 10 years after which time they will have cooled and the radiation they emit will have decreased significantly. The fuel bundles are then removed from the bay and placed in what are called DRY STORAGE CONTAINERS. These containers are made of concrete and steel and provide shielding from radiation. The containers are welded shut and stored in highly secure warehouses located on the same site as the nuclear generating station. Scientists around the world are looking for new and innovative solutions to manage nuclear waste over time.
4. DIESEL ENGINE POWER PLANT
A generating station in which diesel engine is used as the prime mover for the generation of electrical energy is known as diesel power station.
In a diesel power station, diesel engine is used as the prime mover. The diesel burns inside the engine and the products of this combustion act as the working fluid to produce mechanical energy. The diesel engine drives alternator which converts mechanical energy into electrical energy. As the generation cost is considerable due to high price of diesel, therefore, such power stations are only used to produce small power.
Although steam power stations and hydro-electric plants are invariably used to generate bulk power at cheaper costs, yet diesel power stations are finding favour at places where demand of power is less, sufficient quantity of coal and water is not available and the transportation facilities are inadequate.
This plants are also standby sets for continuity of supply to important points such as hospitals, radio stations, cinema houses and telephone exchanges.
Advantages
(a) The design and layout of the plant are quite simple.
(b) It occupies less space as the number and size of the auxiliaries is small.
(c) It can be located at any place.
(d) It can be started quickly and it can pickup load in a short time.
(e) There are no standby losses.
(f) It requires less quantity of water for cooling.
(g) The overall cost is much less than that of steam power station of same capacity.
(h) The thermal efficiency of the plant is higher than that of a steam power station.
(i) It requires less operating staff.
Disadvantages
(a) The plant has high running charges as the fuel (diesel) used is costly.
(b) The plant doesn¡¦t work satisfactorily under overload conditions for a longer period.
(c) The plant can only generate small power.
(d) The cost of lubrication is generally high.
(e) The maintenances charges are generally high
4.1 Essential elements of diesel power plant
Fuel Supply System
It consists of storage tank, strainers, fuel transfer pump and all day fuel tank. The fuel oil is supplied at the plant site by rail or road. The oil is stored in the storage tank. From the storage tank, oil is pumped to smaller all day tank at daily or short intervals. From this tank, fuel oil is passed through strainers to remove suspended impurities. The clean oil is injected into the engine by fuel injection pump.
Air Intake System
This system supplies necessary air to the engine for fuel combustion. It consists of pipes for the supply of fresh air to the engine manifold. Filters are provided to remove dust particles from air which may act as abrasive in the engine cylinder.
Because a diesel engine requires close tolerances to achieve its compression ratio, and because most diesel engines are either turbocharged or supercharged, the air entering the engine must be clean, free of debris, and as cool as possible. Also, to improve a turbocharged or supercharged engine's efficiency, the compressed air must be cooled after being compressed. The air intake system is designed to perform these tasks. Air intake systems are usually one of two types, wet or dry. In a wet filter intake system, as shown in the Figure 4.1, the air is sucked or bubbled through a housing that holds a bath of oil such that the dirt in the air is removed by the oil in the filter. The air then flows through a screen-type material to ensure any entrained oil is removed from the air. In a dry filter system, paper, cloth, or a metal screen material is used to catch and trap dirt before it enters the engine. In addition to cleaning the air, the intake system is usually designed to intake fresh air from as far away from the engine as practicable, usually just
outside of the engine's building or enclosure. This provides the engine with a supply of air that has not been heated by the engine's own waste heat. The reason for ensuring that an engine's air supply is as cool as possible is that cool air is denser than hot air. This means that, per unit volume, cool air has more oxygen than hot air.
Thus, cool air provides more oxygen per cylinder charge than less dense, hot air. More oxygen means a more efficient fuel burn and more power.
After being filtered, the air is routed by the intake system into the engine's intake manifold or air box. The manifold or air box is the component that directs the fresh air to each of the engine's intake valves or ports. If the engine is turbocharged or supercharged, the fresh air will be compressed with a blower and possibly cooled before entering the intake manifold or air box. The intake system also serves to reduce the air flow noise.
Exhaust System
This system leads the engine exhaust gas outside the building and discharges it into atmosphere. A silencer is usually incorporated in the system to reduce the noise level.
The exhaust system of a diesel engine performs three functions. First, the exhaust system routes the spent combustion gasses away from the engine, where they are diluted by the atmosphere. This keeps the area around the engine habitable. Second, the exhaust system confines and routes the gases to the turbocharger, if used. Third, the exhaust system allows mufflers to be used to reduce the engine noise.
Cooling System
The heat released by the burning of fuel in the engine cylinder is partially converted into work. The remainder part of the heat passes through the cylinder wall, piston, rings etc. and may cause damage to system. In order to keep the temperature of the engine parts within the safe operating limits, cooling is provided. The cooling system consists of a water source, pump and cooling towers. The pump circulates water through cylinder and head jacket. The water takes away heat form the engine and it becomes hot. The hot water is cooled by cooling towers and re circulated for cooling.
Lubricating System
The system minimises the wear of rubbing surfaces of the engine. It comprises of lubricating oil tank, pump, filter and oil cooler. The lubrication oil is drawn from the lubricating oil tank by the pump and is passed through filter to remove impurities .The clean lubrication oil is delivered to the points which require lubrication. The oil coolers incorporated in the system keep the temperature of the oil low.
An internal combustion engine would not run for even a few minutes if the moving parts were allowed to make metal-to-metal contact. The heat generated due to the tremendous amounts of friction would melt the metals, leading to the destruction of the engine. To
prevent this, all moving parts ride on a thin film of oil that is pumped between all the moving parts of the engine. The oil serves two purposes. One purpose is to lubricate the bearing surfaces. The other purpose is to cool the bearings by absorbing the frictiongenerated heat. The flow of oil to the moving parts is accomplished by the engine's internal lubricating system.
Oil is accumulated and stored in the engine's oil pan where one or more oil pumps take suction and pump the oil through one or more oil filters as shown in the figure. The filters clean the oil and remove any metal that the oil has picked up due to wear. The cleaned oil then flows up into the engine's oil galleries. A pressure relief valve(s) maintains oil pressure in the galleries and returns oil to the oil pan upon high pressure. The oil galleries distribute the oil to all the bearing surfaces in the engine. Once the oil has cooled and lubricated the bearing surfaces, it flows out of the bearing and gravity-flows back into the oil pan. In medium to large diesel engines, the oil is also cooled before being distributed into the block. This is accomplished by either internal or external oil cooler. The lubrication system also supplies oil to the engine's governor.
Engine Starting System
This is an arrangement to rotate the engine initially, while starting, until firing starts and the unit runs with its own power. Small sets are started manually by handles but for larger units, compressed air is used for starting. In the latter case, air at high pressure is admitted to a few of the cylinders, making them to act as reciprocating air motors to turn over the engine shaft. The fuel is admitted to the remaining cylinders which makes the engine to start under its own power.
Starting Circuits
Diesel engines have as many different types of starting circuits as there are types, sizes, and manufacturers of diesel engines. Commonly, they can be started by air motors, electric motors, hydraulic motors, and manually. The start circuit can be a simple manual start pushbutton, or a complex auto-start circuit. But in almost all cases the following events must occur for the starting engine to start.
(a) The start signal is sent to the starting motor. The air, electric, or hydraulic motor, will engage the engine's flywheel.
(b) The starting motor will crank the engine. The starting motor will spin the engine at a high enough rpm to allow the engine's compression to ignite the fuel and start the engine running.
(c) The engine will then accelerate to idle speed. When the starter motor is overdriven by the running motor it will disengage the flywheel.
Because a diesel engine relies on compression heat to ignite the fuel, a cold engine can rob enough heat from the gasses that the compressed air falls below the ignition temperature of the fuel. To help overcome this condition, some engines (usually small to medium sized engines) have glow plugs. Glow plugs are located in the cylinder head of the combustion chamber and use electricity to heat up the electrode at the top of the glow plug. The heat added by the glow plug is sufficient to help ignite the fuel in the cold engine. Once the engine is running, the glow plugs are turned off and the heat of combustion is sufficient to heat the block and keep the engine running. Larger engines usually heat the block and/or have powerful starting motors that are able to spin the engine long enough to allow the compression heat to fire the engine. Some large engines use air start manifolds that inject compressed air into the cylinders which rotates the engine during the start sequence.
Fuel injection system
Fuel injection is a system for mixing fuel with air in an internal combustion engine. A fuel injection system is designed and calibrated specifically for the type of fuel it will handle. Most fuel injection systems are for diesel applications. With the advent of electronic fuel injection (EFI), the diesel gasoline hardware has become similar. EFI's programmable firmware has permitted common hardware to be used with different fuels. Carburetors were the predominant method used to meter fuel before the widespread use of fuel injection. A variety of injection systems have existed since the earliest usage of the internal combustion engine.
The primary difference between carburetors and fuel injection is that fuel injection atomizes the fuel by forcibly pumping it through a small nozzle under high pressure, while a carburetor relies on low pressure created by intake air rushing through it to add the fuel to the air stream.
The fuel injector is only a nozzle and a valve: the power to inject the fuel comes from a pump or a pressure container farther back in the fuel supply.
The functional objectives for fuel injection systems can vary. All share the central task of supplying fuel to the combustion process, but it is a design decision how a particular system will be optimized. There are several competing objectives such as :
(a) power output,
(b) fuel efficiency,
(c) emissions performance,
(d) reliability,
(e) smooth operation,
Power Plant Engineering
(a) initial cost,
(b) maintenance cost,
(c) diagnostic capability, and
(d) Range of environmental operation.
Certain combinations of these goals are conflicting, and it is impractical for a single engine control system to fully optimize all criteria simultaneously. In practice, automotive engineers strive to best satisfy a customer's needs competitively. The modern digital electronic fuel injection system is far more capable at optimizing these competing objectives consistently than a carburetor. Carburetors have the potential to atomize fuel better | <urn:uuid:d2a66109-0a71-49c6-b4e1-a0a617f01028> | CC-MAIN-2018-05 | http://dspace.sngce.ac.in/bitstream/SNG101/317/1/PGD%20module%201.pdf | 2018-01-24T05:09:31Z | crawl-data/CC-MAIN-2018-05/segments/1516084893397.98/warc/CC-MAIN-20180124050449-20180124070449-00246.warc.gz | 94,860,289 | 7,260 | eng_Latn | eng_Latn | 0.997963 | eng_Latn | 0.998883 | [
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Pg._____
MAKER JOURNAL
Name:_________________________
Date:______________________
Unit: Animal Responses to Information
Lesson: Design Challenge - Prototype
Draw a picture of your animal model and label the main structures, especially those used for sensory perception.
Prototype: Draw and label your model
Consider drawing multiple perspective of your model (front, side, top, bottom) | <urn:uuid:036d1aea-12e1-4316-9b6e-d24f766efab8> | CC-MAIN-2018-05 | http://raft.education/wp-content/uploads/2017/08/DC-Prototype-MakerJournal.pdf | 2018-01-24T05:30:12Z | crawl-data/CC-MAIN-2018-05/segments/1516084893397.98/warc/CC-MAIN-20180124050449-20180124070449-00244.warc.gz | 274,324,703 | 77 | eng_Latn | eng_Latn | 0.944823 | eng_Latn | 0.944823 | [
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Winfree Memorial Preschool Curriculum Goals:
Junior Kindergarten:
Social:
1. Cooperative play with other children predominating
2. Adjusting to new situations, playmates
3. Intense curiosity, asking many questions
4. Helping other children and is not fearful of other children
Emotional:
1. Feeling pride in accomplishments
2. Tolerating mild frustrations
3. Controlling impulsive or aggressive behavior
4. Ability to work independently
5. Ability to accept limitations
Cognitive:
1. Recognizing and writing name
2. Recognizing numerals 0-10
3. Understanding how to make an A/B pattern
4. Using a graph (contract)
5. Recognizing some letters, words, and knowing days of the week
6. Becoming aware of rhyming words
7. Recognizing initial sounds, syllables, and word segmentation
8. Becoming familiar with address and phone number
Creative:
1. Able to work independently using art materials or blocks for self-expression
2. Able to follow two or three step directions to complete an art activity
3. Participates at least 75% of the time in singing, movement and fingerplays
4. Enjoys music and visual art or various styles
5. Able to interact with friends at dramatic play in cooperative dramatizations
6. Uses props and symbolic materials in imaginative play
Physical:
Small Motor:
1. Holds pencil with a 3 finger grasp, shaft obliquely upwards
2. Attempts to write letters, especially his or her own name (reversals and all capitals acceptable)
3. Cutting on a line
4.
Copying simple shapes
Large Motor:
1. Running, galloping, and skipping without falling
2. Balancing on one foot
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OBJECT OF THE GAME
To be the first to reach one of the squares opposite your own base line (Fig.9).
RULES OF THE GAME FOR 2 PLAYERS
Each player takes a "mouse" and places in the centre of his base line, and place the cheese piece of the same color as the mouse at the opposite end of the board to mark the goal (Fig. 1). A draw determines which player starts.
At the start of the game, the fences are placed on either side of the board (8 fences for each player).
PLAYING THE GAME
Each player in turn decides whether to move his mouse or to put up a fence. When a player runs out of fences, he must move his mouse.
MOVING THE MICE
The mice are moved one square at a time, horizontally or vertically, forwards or backwards (Fig 2). Mice must go round the fences (Fig 3).
PUTTING UP FENCES
Fences can be used to help a player to move forward or to slow down his opponent's progress, but cannot be used to prevent his access to the goal line: an escape route must always be left open (Fig 5).
Fences must be placed between 2 sets of 2 squares (Fig 4).
FACE TO FACE
If there is a fence behind his opponent's mouse, the player can place his mouse to the right or to the left of it (Figs. 7 and 8).
When 2 mice face each other on 2 adjoining squares not separated by a fence, the player whose turn it is can jump over his opponent's mouse and place his mouse on the square behind (Fig 6).
WINNING
The first player to reach one of the squares opposite his base line is the winner (Fig. 9).
RULES OF THE GAME FOR 4 PLAYERS
At the start of the game, the 4 mice are placed in the centre of each of the 4 sides of the board. Each player is given 4 fences. The rules of the game are identical to those for two players, but a player may not jump over more than one of his opponents' mice. | <urn:uuid:3fd70be3-8141-4afc-b46a-7580b5d18944> | CC-MAIN-2018-05 | http://myfirstgames.sg/image/data/Rules/QUORIDOR%20KID%20RULES_01.pdf | 2018-01-24T05:10:55Z | crawl-data/CC-MAIN-2018-05/segments/1516084893397.98/warc/CC-MAIN-20180124050449-20180124070449-00250.warc.gz | 236,177,976 | 445 | eng_Latn | eng_Latn | 0.999277 | eng_Latn | 0.999277 | [
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SMSC Delivery across the College (Including British Values)
Spiritual Development
Ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people's faiths, feelings and values
Sense of enjoyment and fascination in learning about themselves, others and the world around them
Use of imagination and creativity in their learning
Willingness to reflect on their experiences.
Moral Development
Ability to recognise the difference between right and wrong, readily apply this understanding in their own lives and, in so doing, respect the civil and criminal law of England
Understanding of the consequences of their behaviour and actions
- Y7 ICT; Dream School
- Y8 ICT; Flash animation
- Y7 Art; exploration of belief systems e.g. Dharmic religion
Assemblies (see Collective Worship overview). Thought for the Week.
- Y7 RE; Belonging Belief and Identity
- Y7 RE; Inspired People
Alternative Curriculum Days e.g. Y7&8 STEM.
One World Week.
Ski Trip to Europe.
KS4 Visit to Art Galleries in London.
- Y8 PSHCE; celebrity visit to Weston Super Mare
- Y8 RE; Sacred Places HW Project
- Y7 & 8 PE; gymnastics routines
- Y7 & 7 PE; outdoor education
- Y7 History; Castles extended HW
- Y9 History; WW1 extended HW
- Y6 transition; 'This is Me'
- Y7 PSHCE; Empathy – advice for transition
AfL policy.
Behaviour Policy; students complete reflection sheet in detentions and Inclusion Base.
- Y9 RE; Crime and Punishment
- Y7 DT; students taught health and safety rules for the workshop areas
Behaviour Policy; students complete reflection sheets in detention and Inclusion Base to encourage reflection of right and wrong behaviours.
- Y7 RE; Keeping the Rules
- KS3&4 PE; students explicitly taught health and safety consequences of dangerous behaviour
Whole school Behaviour Policy with consequences consistently applied.
Regular celebration assemblies of positive behaviour and actions.
Yearly awards ceremony recognising achievement, effort and citizenship.
PSHCE Programme Term 5: Develop an appreciation that living under the rule of law protects individual citizens and is essential for their wellbeing and safety.
Interest in investigating and offering reasoned views about moral and ethical issues, and being able to understand and appreciate the viewpoints of others on these issues.
Social Development
Use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds
Willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively
Acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; the pupils develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.
- Y8 RE; Ethical Issues
- Y8 RE; Jewish Response to the Holocaust
- Y9; Matters of Life and Death
- Y7 Science; Developing energy resources
- Y9 Hist; Rise of the Dictators
- Y7 Textiles; recycling
Thought for the Week. Assemblies. Equalities Team.
- Y7-10 PSHCE; vertical teaching of Citizenship module
- KS3 MFL; French Assistant works with students in small groups
- Y9 Humanities; Holocaust Project across all subjects
Alternative Curriculum opportunities e.g. Y11 Moving On Day.
Curriculum visits e.g. KS4 Ethics Trip to places of worship. PE sports fixtures take place against a variety of schools across the local area.
Trip to Morocco to do voluntary work in small village. Humanities trips: Belgium / France to visit Battlefields and Poland to visit Auschwitz
- Y11 PE; students take part in PE at local sports club
Charity Weeks; students volunteer and participate in a range of fundraising or other activities (e.g. foodbank collections).
High profile Young Enterprise and Business for You teams work in a variety of settings outside of College.
Yr11 Students Participation in National Citizen Service.
The Equalities Team : A group of young people supported by adults that works to promote equality within the Broadoak community, along with the existing anti-bullying champions. LGBT Club.
- Y9 History; role of Walter Tull in WW1
- Y9 History; Why did women win the vote in 1918?
Student Council Elections.
Head Boy and Head Girl elections.
Active participation in Charity Weeks.
Student involvement in staff interviews.
Student participation in parents' evenings and Open
Evenings/transition events.
Cultural Development
Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others
Understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain
Knowledge of Britain's democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain
Willingness to participate in and respond positively to artistic, sporting and cultural opportunities
Interest in exploring, improving understanding of and showing respect for
PSHCE Programme: Term 5 Encourage and develop respect for democracy and support participation in the democratic processes.
Visit to Houses of Parliament.
PSHCE Programme Term 6 – Our National Community; A Whole school project investigating: LGBT / Religious beliefs and practices / Disability / Ethnicity & Culture. Assemblies.
Thought for the week.
- 7-10 PSHCE; Citizenship – Multicultural Britain
- Y7 history; Impact of the Norman invasion
- RE SOLs
Assemblies led by students and leaders of different faiths.
- Y7 Geography; Sense of our role in the UK
- Y8 Art; Haida tales
- Y8 Food; world cuisine and its impact on Britain
- Yr7 RE : Festivals
Whole school recognition of religious festivals e.g. Diwali, Ramadan.
One World Week events – YR7 & YR8 Collapsed Timetable.
Black History Month – whole school focus.
- Y8 History; English Civil War
- PSHCE Citizenship Unit KS3 & KS4
Assemblies.
Tutor time activities about current issues e.g. Scottish devolution.
Tutor time programme includes weekly national news summary.
PSHCE Programme: Term 5 Encourage and develop respect for democracy and support participation in the democratic processes.
Visit to Houses of Parliament.
- KS3 Maths; tessellation – use of Escher art
- Y9 Food; design a product with skills from non-British cuisine
- KS4 Art; visits to museums and galleries
- KS4 Drama; theatre visits
Tutor time programme includes reading time for students to engage in wider reading for pleasure.
- Y7 textiles; fabric decoration from a variety of cultural backgrounds
different faiths and cultural diversity, and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities
- Y8 Art; traditional native cultures of N America
- Y9 Art; traditional natives cultures of Africa
Engagement in events like One World Week. Consistent application of Behaviour Policy, including addressing any homophobic or racist language. KS4 visit to places of worship. Holocaust Survivor Talk. Yr9 Holocaust Project within Humanities lessons. | <urn:uuid:6a8335c6-dcd1-4f8b-ae6f-5cedab8ba041> | CC-MAIN-2018-05 | http://broadoakcollege.org.uk/_site/data/files/misc%20about%20us/SMSC%20Across%20the%20Curriculum%20(Incl%20British%20Values).pdf | 2018-01-24T05:28:15Z | crawl-data/CC-MAIN-2018-05/segments/1516084893397.98/warc/CC-MAIN-20180124050449-20180124070449-00251.warc.gz | 54,801,602 | 1,554 | eng_Latn | eng_Latn | 0.990927 | eng_Latn | 0.991424 | [
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Lesson 5: Laws and Ordinances
Notes
86
Laws and Ordinances
Prepare to Teach
This lesson works much like lesson 4. The approach you take should be determined by the needs, interests, and situations of the people you are teaching and direction from the Spirit. Constantly think and pray about how to help others live the gospel. Be mindful of the questions and level of understanding of those you teach. Ideas include:
* Teaching one or more of the laws and ordinances from this lesson while reviewing "The Message of the Restoration of the Gospel of Jesus Christ," "The Plan of Salvation," and "The Gospel of Jesus Christ" lessons. For example, while teaching the message of the Restoration you may want to teach about priesthood and missionary work; while teaching the plan of salvation you may teach about eternal marriage, temples and family history service, and teaching and learning in the Church. While teaching the gospel of Jesus Christ you may want to teach about the strait and narrow way and serving in the Church.
* Teaching two or three of the laws and ordinances as a single lesson.
* Teaching a single law or ordinance as a lesson.
Work with members to help people you are teaching accept and begin living these laws and ordinances. Help people recognize that by keeping God's laws, they will retain a remission of their sins and stay on the pathway to exaltation. They will experience greater peace and joy. They will find answers to life's questions and security in the knowledge that they belong to the true Church of Jesus Christ. The laws and ordinances serve as directions for living joyfully, with faith in Jesus Christ and a firm hope of receiving exaltation with our Father in Heaven.
Learn about the Laws, Ordinances, and Commitments
As you study "Laws and Ordinances," it is helpful to follow the pattern below.
* Study the section that describes the doctrine, and write a simple lesson plan with three to five main points.
* Teach a two- or three-minute version to your companion. Practice how you will extend each invitation and how you will resolve concerns.
* Discuss effective ways to follow up on each commitment that people you are teaching have accepted.
© 1998 Del Parson. Do not copy.
Priesthood and Auxiliaries
Priesthood is the power and authority given to man to act in God's name for the salvation of His children. Priesthood power blesses all of us. Through the priesthood, women and men receive the ordinances of salvation, as well as the blessings of healing, comfort, and counsel.
Priesthood authority was restored in 1829 when John the Baptist appeared to the Prophet Joseph Smith and Oliver Cowdery. He laid his hands on their heads and conferred on them the Aaronic Priesthood (see Doctrine and Covenants 13). A short time later Peter, James, and John of the original Twelve Apostles laid their hands on Joseph Smith and Oliver Cowdery and conferred upon them the Melchizedek Priesthood, which Peter, James, and John had received from Jesus Christ (see Doctrine and Covenants 27:12–13).
The Church of Jesus Christ of Latter-day Saints is led by Jesus Christ through apostles and prophets. These are righteous men who are called of God and given the priesthood. Anciently Christ ordained His Apostles and gave them the priesthood. That authority was lost when the people rejected the gospel and killed Christ and the Apostles.
A man can receive priesthood authority only by proper ordination by the laying on of hands by one who has the authority. A man who receives the priesthood is given a marvelous opportunity. He enters a covenant to fulfill sacred duties, serve others, and help build up the Church. He must have a desire to serve God and must be ordained to this power (see Doctrine and Covenants 4:3; 63:57). It is also necessary for priesthood holders to perform sacred ordinances, such as baptism and confirmation. When priesthood authority is used worthily, the power of God is manifest. Priesthood power can be used only in righteousness, love, and patience.
All priesthood comes from God. There are two priesthoods in the Church: the Aaronic Priesthood and the Melchizedek Priesthood. The Aaronic Priesthood administers ordinances such as baptism and the sacrament. Worthy males ages 12 and over receive the Aaronic Priesthood soon after baptism and confirmation.
How does this apply to women? President Dallin H. Oaks taught that women who are set apart as missionaries, officers, or teachers in the Church are "given priesthood authority to perform a priesthood function" ("The Keys and Authority of the Priesthood," Ensign or Liahona, May 2014, 51).
Worthy adult males will eventually receive the Melchizedek, or higher, Priesthood. Members of the Church receive many spiritual and temporal blessings through the power of this priesthood. Worthy Melchizedek Priesthood holders can confer the gift of the Holy Ghost, ordain others to the priesthood as assigned, anoint the sick with consecrated oil, and give blessings of healing and comfort. Worthy husbands and fathers who hold the Melchizedek Priesthood can give their spouses, children, and other family members special blessings. Ministering brothers care for individuals and families in the households of Church members. Ministering sisters care for other women in the Church. Bishops and stake presidents are judges in the Church. They have the authority to help Saints who have sinned to repent and enjoy the full blessings of Church membership. They interview people to ensure their worthiness to enter the temple.
In an address to the Relief Society, President Joseph Fielding Smith taught: "While the sisters have not been given the Priesthood, it has not been conferred upon them, that does not mean that the Lord has not given unto them authority. . . . A [man] may have authority given to him, or a sister to her, to do certain things in the Church that are binding and absolutely necessary for our salvation, such as the work that our sisters do in the House
Notes Lesson 1: The Restoration Lesson 5: Laws and Ordinances
Notes
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Lesson 5: Laws and Ordinances
Notes
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of the Lord. They have authority given unto them to do some great and wonderful things, sacred unto the Lord, and binding just as thoroughly as are the blessings that are given by the men who hold the Priesthood" (Joseph Fielding Smith, "Relief Society—an Aid to the Priesthood," Relief Society Magazine, Jan. 1959, 4).
Church auxiliaries are organized by priesthood authority to assist in strengthening members. Both men and women are a great resource in missionary work as they assist in finding, teaching, and fellowshipping new converts. The Relief Society, which includes women ages 18 and over, reaches out in service to families, individuals, and the community. Young women ages 12 to 18 are members of the Young Women program. Boys of similar ages participate in the Young Men program. All children ages 3 to 11 are part of the Primary organization. All members age 12 and older are enrolled in Sunday School classes.
Scripture Study
Invitations
* Will you prepare to receive the Aaronic Priesthood? (For eligible and worthy males age 12 and over)
* Will you prepare to receive the Melchizedek Priesthood? (For eligible and worthy adult males)
* Will you participate actively in the appropriate auxiliary organizations?
Missionary Work
Members who share the gospel experience joy and have the Spirit of the Lord more abundantly. As we share the gospel, we appreciate how precious and meaningful it is to us, and we feel a greater love for God and others. The Lord commanded His followers to preach the gospel in all the world, giving every person the opportunity to accept or reject it. When people are baptized, they make a covenant to always stand as witnesses of God. They are commanded to share the gospel with those who have not yet received it. As they live the gospel faithfully, they will set an example, showing their family members and friends the great blessings that come from living the gospel. They should also take advantage of opportunities to answer questions, share printed materials or digital media, and invite others to learn more about the message of the restored gospel. Members should pray for those who are not members of the Church. They should pray for missionary opportunities—to serve those who are not of our faith and share what they believe. The Lord promises to help members know what to say and do as they share the gospel.
Scripture Study
Invitations
* Will you prepare to invite friends and relatives who do not belong to the Church to meet with the missionaries to be taught the gospel?
* Will you pray for the missionaries and for opportunities to share the gospel?
* Will you prepare to serve a mission?
Eternal Marriage
The basic unit of the Church is the family. Within the family, people experience many of life's greatest joys and sorrows. Marriage between a man and a woman is ordained of God and is central to God's eternal plan for the salvation of His children. The means by which mortal life is created is divinely appointed and is safeguarded by marriage. The divine plan of happiness enables family relationships to endure beyond the grave. Marriage, however, can be eternal only when authorized priesthood holders perform the sealing ordinance in sacred temples and when husbands and wives who have been sealed together keep the covenants they have made. Husbands and wives are to love each other. As they keep the commandments and live gospel principles, they are to honor their marital vows with complete fidelity (see "The Family: A Proclamation to the World," Ensign or Liahona, May 2017, 145; see also Doctrine and Covenants 42:22).
Satan is making a concentrated attack on families. Years ago Church leaders set aside one evening a week as a time for home evening. Parents should use this time to teach their children the gospel, strengthen their relationships with them, and have fun together. Other ways of strengthening the family include daily family prayer and scripture study, worshipping at church as a family, doing family history, and serving others. Heaven is a continuation of the ideal family. Through priesthood ordinances and righteous living, we can live as families in God's presence eternally.
Happiness in family life is most likely to be achieved when founded upon the teachings of Jesus Christ and when parents make their family their highest priority. "By divine design, fathers are to preside over their families in love and righteousness and are responsible to provide the necessities of life and protection for their families. Mothers are primarily responsible for the nurture of their children. In these sacred responsibilities, fathers and mothers are obligated to help one another as equal partners" ("The Family: A Proclamation to the World," 145). Together, parents are to teach their children the gospel of Jesus Christ and help them live it.
Scripture Study
Marriage
Doctrine and Covenants
42:22
Doctrine and Covenants 49:15
Doctrine and Covenants
131:1–4
Doctrine and Covenants 132:7
Genesis 2:24
Ephesians 5:25
"The Family: A Proclamation
to the World"
Family
Mosiah 4:14–15
3 Nephi 18:21
Doctrine and Covenants 130:2 1 Timothy 5:8
"The Family: A Proclamation to the World"
Notes Lesson 1: The Restoration Lesson 5: Laws and Ordinances
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Lesson 5: Laws and Ordinances
Notes
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Teach Children
Alma 56:47 Alma 57:21 Moses 6:55–62
68:25–30
Doctrine and Covenants
Ephesians 6:4
Invitations
* Will you hold weekly home evening, daily family prayer, daily family scripture study, and other family activities?
* Will you prepare to enter the temple to (1) receive your endowment? (2) be married for time and eternity or, if married, be sealed for eternity as husband and wife? and (3) have your children sealed to you?
* Will you worship on the Sabbath as a family?
* Will you serve others?
Temples and Family History
God has commanded His people to build temples. In the temple we make sacred covenants and are endowed with, or are given, a gift of power and knowledge from on high. This power helps us in our daily lives and enables us to build God's kingdom. In the temple we can also be married for time and eternity, thus making it possible for families to be together forever in God's presence. After at least one year of membership, worthy adults may be eligible to receive from their bishop a recommend to receive their own endowment. After receiving their endowments, married couples may be sealed or married for eternity.
For this reason, Church members search for information about their ancestors. They can then add the information they find to the Church's database at FamilySearch.org. A person can do so either on their own or with the help of a temple and family history consultant. The Church's database then allows Church members to share or print out and take to the temple the names of deceased relatives who need to have saving ordinances performed on their behalf in sacred temples. This is an important aspect of doing family history. Worthy members ages 12 and over, including new members, are eligible to receive from their bishop a limited-use recommend to participate in performing baptisms and confirmations for these deceased ancestors.
The Savior loves all people and desires their salvation. Yet millions of people have died without having any opportunity to hear the message of the restored gospel of Jesus Christ or receive saving ordinances. Through His loving grace and mercy the Lord makes salvation possible for everyone who did not have the opportunity to receive, understand, and obey the gospel during their mortal lives. The gospel is preached to these deceased people in the spirit world. Members of the Church on earth perform the saving ordinances in behalf of their deceased ancestors and others. Deceased persons living in the spirit world have the opportunity to accept or reject the gospel and the ordinances performed in their behalf.
Proverbs 22:6
Family History
Working with the ward mission leader, introduce those you are teaching and new converts to another ward member who is familiar with temple and family history service (such as a temple and family history consultant). They can help those people identify their deceased relatives who are in need of temple ordinances. Where possible, go with new members to the temple. Participate with them in performing temple ordinances.
Scripture Study
Invitations
* Will you prepare to receive temple ordinances? (Soon after baptism and confirmation, worthy members over age 12 can receive a recommend to go to the temple and participate in baptisms for the dead.)
* Will you participate in family history work and submit the names of deceased ancestors to receive temple ordinances?
Service
One of the great blessings of membership in the Church is the opportunity to serve. When we give loving service to others, we are serving God. When we are baptized, we covenant to give such service (see Mosiah 18:8–10). We are to become aware of others' physical and spiritual needs. We then give of our time, talents, and means to help meet those needs. We follow the example of the Savior, who came to serve others. We are to do what Jesus did and become like Him.
Sisters and priesthood holders may be given assignments to minister to others. As members minister, they determine through communication and inspiration the frequency and type of contact they have with those to whom they give care. Ministering brothers care for individuals and families in households. Ministering sisters represent the Relief Society by caring for each adult sister as assigned.
Soon after baptism new members receive from priesthood leaders the blessing of a responsibility to help in the Church. This is referred to as a calling. All of the work in the Church is voluntary. No one is paid for such service. When we accept callings, we are sustained publicly in a Church meeting so that other members can acknowledge our calling and provide support. We are also set apart by a priesthood leader and given special blessings to help us fulfill our callings. The Church needs the talents and abilities of every member to fill a wide variety of callings. All callings are important and help build God's kingdom. We are to accept such callings and work diligently to learn and fulfill our duties. As we do so, we grow in faith, develop new talents and a greater ability to serve, and receive numerous other blessings.
Some opportunities to care for those in need come through Church callings. Other opportunities are present in members' homes, neighborhoods, and communities, such as those coordinated by JustServe (where it is approved). Members can also help the poor
Notes Lesson 1: The Restoration Lesson 5: Laws and Ordinances
Notes
91
Lesson 5: Laws and Ordinances
Notes
92
and needy of all faiths throughout the world by supporting the Church's humanitarian efforts, by participating in disaster response, and by giving individual efforts to serve others in need.
Invitations
* Will you accept a calling or an assignment if it is extended to you (including an assignment as a ministering brother or ministering sister)?
* Will you support others in their callings?
Teaching and Learning in the Church
The Church is organized to perfect and bless the lives of the members. It gives us opportunities to teach one another the gospel, fellowship and serve one another, and support one another in our quest for salvation. In the family and through the Church, each member is taught the doctrine of the gospel. When members are called to teaching assignments, they are provided materials and help to enable them to succeed.
Scripture Study
Doctrine and Covenants 88:77–79
Invitation
* Will you attend church?
Endure to the End
As we continue to live the gospel, we grow closer to our Heavenly Father. We enjoy and appreciate more the Atonement of the Savior. Our families are drawn closer together. We experience greater feelings of the love, joy, and peace that come from following the Savior and applying His Atonement. Our hearts are changed, and we find security in living the restored gospel.
Ephesians 4:11–14
As we continue to exercise faith in Christ, repent, and renew our covenants, we enjoy continued guidance from the Holy Ghost. If we endure to the end of our lives in being true to our covenants, we will receive exaltation.
A few members do not endure or remain fully active. However, enduring to the end is a personal responsibility. We "work out [our] own salvation" (Philippians 2:12), and we serve and love those whose faith has grown weak through inactivity.
President Russell M. Nelson taught: "Keep on the covenant path. . . . Your commitment to follow the Savior by making covenants with Him and then keeping those covenants will open the door to every spiritual privilege and blessing available to men, women, and children everywhere. . . . The end for which each of us strives is to be endowed with a power in a house of the Lord, sealed as families—faithful to the covenants made in a temple that qualify us for the greatest gift of God, that of eternal life" (live telecast from the annex of the Salt Lake Temple, Jan. 16, 2018).
Scripture Study
2 Nephi 31:20–21
Moroni 6:4
Doctrine and Covenants 20:37
Articles of Faith 1:3
John 14:15, 21
Ephesians 4:11–14
Philippians 2:12
Invitation
* Will you continue to live the gospel by keeping the baptismal covenant throughout your life?
Notes Lesson 1: The Restoration Lesson 5: Laws and Ordinances
Notes
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THE EFFECT OF PHYSICAL SITUATION OF EDUCATIONAL SPACES ON LEARNING AND CONCEPTUAL PROCESS OF USERS OF THESE SPACES
Mahsa Mokhtari 1 , Siyamak Ghayed Amini 2 , Shokofen Mottaghi 3
1, 2 Department of Architecturing, Islamic Azad University, Shahrekord Branch, 3 Department of Psychology, Alzahra University, Tehran, IRAN.
1 email@example.com
ABSTRACT
The aim of design in educational spaces is creating an improved space in learning and educational spaces is requirement for a unique model in order to research and creating a correct action and reaction for education and training.
Schools are in a position to offer specific learning opportunities to the students, so good design of educational spaces has a significant effect on learning. This research examines some of influential factors on learning, like architectural spaces, arrangement of classes, light of classes, open spaces. The method is based on library research.
Keywords: Students learning, learning environment, educational spaces, architecture of educational spaces
INTRODUCTION
School is an organization for training and education of children in different age groups. School environment is important for children growth. Theories of psychology of environment states that environment influences on characteristics and social environment of students. There is a relationship between physical environment and out of the school for students.
School as an educational organization should create a leading educational environment. Student should be able to learn university and social skills. (Shuhana Shamsuddin and his Research Group, 2012)
Research show that situation of physical environment have an important role in the presence of teachers and students, their cooperation, finding solutions and welfare of general situation. Learning environment is influential on conception of students, behavioral improvement and their learning. Learning environment include student, teacher and other learners and physical environment in which students spend their time.
Quality of physical environment to a great extent depends on students' success. Many of research findings relate improvement of students, teachers' views to improvement in learning environment and teaching. Researches in educational success and situation of building conclude that quality of physical environment to a great extent influences on success of students. There are sufficient researches that state buildings in which students spend much of their time, affects their learning. (Earthman)
Characteristics of Physical Environment on Growth and Learning of Students
Regarding learning children following trends are mentioned
1. Experiential learning trend
2. Societal trend
3. Environmental trend.
4. Space-related trend
5. Learning trough view
6. Learning through playground
(Feizi,M& Razaghiasl,S.2010)
Regarding learning trends of environment and spaces in children's growth should:
a. train individual identity
b. help to grow the ability
c. increase the sense of security and reliance
d. provide an opportunity for social interactions
Physical environment of school increases self-esteem, self-control, conceptual behavior, Sexual identity, symbolic expression, intellectual thinking, creativity and ability to solve the problem and also attention and duty.
Importance of Design of Physical Spaces
In the present, era school is the most important social, educational, organizational and is the main element of education and training that needs suitable educational spaces for correct training in different dimensions of religion, educational, social exploring, the abilities and directing and improvement in mental and religious growth. So that is shows culture, customs and national, religious tradition and its design based on universal standards. (Shaterian, R. 2010)
There is sufficient confidence that we should know that the building in which students spend most of their time influences on their learning.
Technology of environment improves positive behavior and has a significant effect on students learning. (Brook.2006)
Aesthetic characteristics and educational spaces in an important case. Attractive environment and useful views improve learning.
Educational facilities (educational environment) should be pleasing, attractive and exiting. (Nice.2006)
Eisner talks about suitability of building and their influence on students and teachers views. Like building of a bank that influences our sense of confidence for saving, like appearance of a factory of efficiently of their employees. (Eisner.2006)
School building should be able to meet and search needs and desires.
The most important factor is flexibility of internal environment and compatibility with space.
Spaces of Iranian schools are poor places that even in their modern principles of architecture and graphic have not been observed. Principals and teachers can't do anything except pasting some pictures and posters to the walls.
Experts of this field believe training and teaching of students is not only influenced by teacher but also there are many various elements that play the role to convey the message.
Non verbal education and non expressive behavior are other factors. Therefore, learning doesn't only take place in the classroom. But also school spaces like teachers covey messages and talk to children and teenagers. (Shaterian, R. 2010)
.
So, physical factors related to educational spaces and attraction of class are classified in 8 groups, that all of them are influential in students' learning.
I. Light and other relation factors like type, amount of light (artificial or natural )
II. Open spaces
III. Color
IV. Shape and dimensions of the class
V. Arrangement
VI. Temperature and air conditioning of the class
VII. Private and public spaces for students
VIII. Behavioral spaces that students prefer (spaces other than classes that students spend most of their time in there)
Above Factors Are Like This
Light
In general in learning process 83% of learning takes place by visual sense. If vision faces problem learning decrease. (Zofan.Lotfipoure.2009)
The aim of providing light at school is to build an environment in which student see without problem so they spend their energy for attracting information not to spend to solve visual problems at school.
Light in classes is provided either artificially or naturally (windows). In both cases we should pay attention to the extent of the light direction and it quality. Experience shows that windows should be at least one fifth of room surface to provide light for reading and writing. We should do everything to provide equal light for the students. Light should be desirable distributional, be spread equally in order to avoid problems of glittering the surfaces, shadows.
Direct light of fluorescent is very usual and provide suitable light for classes. In America this light is artificial is control by photo electrical cell automatically. (Molamar.2003)
Table 1. Required light in different occasion
Reference: Standard Institution of Iran.
Open Spaces
The common image of school is only classroom; in the most complete forms have gathering saloons, laboratory, and stadium. In this image surrounding spaces like yard, garden, are
ignored and internal spaces attract the attention. Having open space in the schools means a place where society faces it. It is very important. Open spaces in the schools are related to physical and mental health of the students and should be designed to increase awareness of natural environment and the most important children's health.
Because they enjoy green spaces to gather around their friends. Successful schools not only pay attention to school building, offices and educational facilities but also consider external physical environment. (Shuhana Shamsuddin and his Research Group, 2012)
It is worth mentioning that green spaces can be flexible for children's need if the following cases are considered:
a. Have enough space for gatherings
b. Meet children's need and be versatile.
c. Being attractive, various and alive to attract children.
d. Create a sense of relaxation in open spaces to create self-confidence and having situation to invite individual creativity.
e. Suitable movement circulation for students in space.
f. Paying attention to symbolic aspect of space.
g. Considering population of the students in open spaces.
h. Choice, selection and plating various suitable plants at school environment. (PourJafar and colleagues.2010)
Color
Application of suitable colors in places and students' interest is very important because improves positive behaviors. Based on conducted researches and group interviews most of the students agree with application of light colors in corridors, green spaces at school. Color that makes the space exiting.
Application of color in main entrances, play grounds, shops, and yard makes them happy. (Shuhana Shamsuddin and his research Group, 2012)
In painting the classes relaxing and happy colors should be used. Light blue or green for walls and white for classes. It is better if the colors of walls are washable. Therefore, surface of the wall and ceiling should have light colors and floor should be dark. (Fasa Shokoh. 2005)
Appearance and Size of the Classes
We must to choose a form for class by which we answer to the following situation:
a. A flexible environment to change education in to a dynamic activity and changing the mode of a lecture by a teacher.
b. Specification for various learning groups in different dimensions.
c. A sense of unity and open space to extend vision ease of movement, ability to control.
d. Ability of recursion and operation as a layered system.
e. Ability to reorganize to create activity limitation of center-focused or unfocused population.
f. Making a multi dimensional class to grow inductive skills of the students.
.
Arrangement and Design of Classes
There are researches that show people who have less attention and success are specifically influenced by arrangement of the benches and behavior when they are sitting in row this influence increase both chairs and direction of the person on the chair is influential in the result of their activities.
One of the key factors is that organization of the class shows teacher's thinking in the more precise meaning in the absence of teacher it influences students architecture of school spaces can support or limit organizational decisions of the teacher. The decisions are influenced by financial limitations, aesthetic ideas, being clear and motivation to change.
Most of teachers' purposes and priorities change during the academic year and even for each lesson, physical environment of class should be ideally flexible. So teacher can make various ideas and intentions visible and achievable. (Talkhabi, M & Khodayari, M. 2006)
The result of conducted survey shows that traditional arrangement makes students interaction. The most important change in educational space is breaking the direction of teacher's and student and making the space for students' interaction. Therefore basically rows are in contrast with students ideas. Arrangement of chairs should be compatible with individual pair, group and class tasks. Having open space can be another important factor in teachers' learning. (Krok.1998)
Some of the Principles for Designing Suitable Class
a. Specification for various learning groups in different dimensions.
b. The design of classrooms should be like workshops group works and a polyvalent space.
c. Design and implementation of unloading and separator wall should have the ability of movement and rearrangement to the class to change it based on students' needs.
d. Design of facilities and buildings available to the students and the spaces should be available to the students and the spaces should be available to improve.
e. Design of availability to space like stadiums, lecture rooms and library should be different from direct way of the classes and be related to main building. (1999, Ehrenkrantz, Eckstut)
Temperature and Air Conditioning
One of the influential factors on learning is suitable equipment for heat and cooling. Lack at attention can result in less learning and even health damage. If it is too hot changes the mechanism of body temperature, reduces physical and mental activities. Central heat systems are the best equipment for heat and controlling the temperature.
Because in all our school it is not possible to have these systems, it is better to use gas heaters to have suitable humidity, we can use big water dish on the heater. It should be paid attention if the activity increases the level of required air increase more than necessary air. Class air should change 3 to 5 times every hour. (Moinpour, H & Nasr Esfahani, A. 2006)
Behavioral Places That Students Prefer
Based on surveys of research group of Shuhana Shamsuddin and colleagues in some high schools of Malaysia studies of Shahrnaz Mortazavi in Tehran's school the amount of attention and influence of school environment on students in gathered in the following table:
.
Table 2
CONCLUSION
Based on recent studies, some factors are influential on students' academic performance include educational space like light color, arrangement, open spaces, ….
Therefore educational activities of the students should be in a suitable space by desirable method and facilities and based on needs and interests of the students in different fields, so students like to take part in educational activities.
If physical space of educational setting doesn't have influence on students' improvement it should be considered for health, psychological security of the students. Desirability of this space is achieved when it meets students' main need. Unfortunately educational settings of our country don't have necessary compatibility with mental characteristics. Also characteristics that could make the school ready for academic year are not desirable.
So it is necessary that designers and architectures be aware of the students and operators needs and desires and try to meet these needs by practical solutions.
REFERENCES
[1] Abu-Obeid, M. A.-H. A. N. (2003). University outdoor spatial layout effect on perception of students' interaction and group seclusion. Journal of architectural and planning research, 20, 221-233.
[2] Azizi Yahaya, et al., (2009). Discipline problems among Secondary School Students in Johor Bahru, Malaysia
[3] Emily Less, D. S. & Elizabeth, S. (2008).Collaborative School Planning And Schools:
A Case Study of Less County, Florida. Journal of Health Politics, Policy and Law
[4] Fasashokooh, H. (2002). Educational environment, Rules and Standards. Journal of Education, 6.
[5] Feyzi, M. & Razaghiasl, S. (2010). An overview of the theories and trends in landscape architecture and open patio schools.
[6] Gislason, N. (2010).Architectural design and the learning environment: A framework for school design research. Learning Environ Res., 13, 127-145.
[7] Johnson, S. L.(2009).Improving the School Environment to Reduce School Violence: A Review of the Literature. Journal of School Health, 79, 451-465.
[8] Kamelnia, H. (2009). Grammar design learning environments (Concepts and Experiences) (Second Edition.). Tehran: Sobhannoor Publications.
[9] Mortazavi, S. (1997). Educational spaces from the perspective of environmental psychology. Tehran: Renovation of schools Iran,
[10] Nasr esfahani, A. R. & Moinpour, H. (2001). The impact of physical environment on student achievement grade.
[11] Shaterian, R. (2010). Architecture and design of educational facilities. Tehran.
[12] Pour jafar, M., Ansari, M. R. & Mahmoudinejad, H. (2010). Analytical study of how to stimulate children's creativity in designing spaces and Gary urban area, with emphasis on the relationship between creativity and the physical design of children's play spaces.
[13] Shamsuddin, Shuhana, Bahauddin, Hanim & Abd Aziz, N. (2012). Relationship between the Outdoor Physical Environment and Students' Social Behaviour in Urban Secondary School.
[14] Ozdemir, A. & Yilmaz, O. (September 2008). "Assessment of outdoor school environments physical activity in Ankara primary schools". Journal of environmental psychology, 28(3), 287-300. | <urn:uuid:a9aa9215-f42d-4f99-8c60-9e914455fc0b> | CC-MAIN-2018-05 | http://www.ajmse.leena-luna.co.jp/AJMSEPDFs/Vol.3(1)/AJMSE2014(3.1-17).pdf | 2018-01-24T05:12:42Z | crawl-data/CC-MAIN-2018-05/segments/1516084893397.98/warc/CC-MAIN-20180124050449-20180124070449-00251.warc.gz | 379,721,766 | 3,252 | eng_Latn | eng_Latn | 0.979171 | eng_Latn | 0.996658 | [
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MONTICELLO VOLUME 19, NUMBER 2
Stately poplar tree removed
Despite a number of preservation efforts, the tulip poplar's health had declined sharply in the past two years, its root system compromised by age, restricted space, and the root disease Phytophthora. The foliage of the tree had become so thin that the limbs were being scalded by the sun, and the wood of the tree was drying out and becoming increasingly brittle. Concerns about the structural integrity of the tree prompted the decision to have it removed.
After much deliberation, and with no small degree of sadness, the Thomas Jefferson Foundation in June took down the 115-foot-tall tulip poplar tree that stood on Monticello's south side for more than 150 years.
The complex task, which involved the use of a 90-ton crane, was accomplished the evenings of June 25 and 26 by a crew of arborists from Bartlett Tree Experts of Charlottesville.
Exactly how old was the tulip poplar? The age of trees can usually be determined by taking core samples from the trunk and counting the growth rings. With the tulip poplar, however, ringcounting was not possible because the trunk had been hollow for more than a century and live wood comprised only 17 percent of the trunk's circumference at the base of the tree.
of a notation in his Garden Book made April 16, 1807: "planted 1. Laurodendron in margin of S.W. shrub circle from the nursery." This places a tulip poplar in the vicinity of the recently removed tree, whose size also suggested a long existence. On the other side of the coin, arborist George Van Yahres wrote in 1926 that the tree was not "original," and restoration architects under the direction of Fiske Kimball in the early 1940s also discounted the tree's Jefferson connection. Early photographs of Monticello, taken in the late 1800s, offer no conclusive evidence. There is also the possibility that the tulip poplar that lived into this century was a "successor" to the tree noted by Jefferson in 1807 and dated from a later period in his life, perhaps the early 1820s.
"We're grateful that this ancient tree lasted as long as it did," said Peter Hatch, Monticello's director of gardens and grounds. "We also need to be thankful that such an enormous living thing, with the potential to cause irreplaceable damage to life and property, was removed systematically by man and not recklessly by nature."
The tulip poplar had long been considered an "original" tree dating to the lifetime of Thomas Jefferson because
COMMENTS?
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FALL 2008
TJF
A 90-ton crane was employed in removing the tulip poplar from the side of the house.
Monticello possesses small specimens – both grafted (or "cloned") trees and seedlings (saplings from seeds of the tulip poplar) – that eventually could be used for replacement.
As for the wood from the tulip polar, some pieces were made available to members of the Monticello staff while other pieces will be used in the making of retail products for the Monticello Museum Shop.
Monticello is a newsletter published twice each year by the Thomas Jefferson Foundation, Inc. The Thomas Jefferson Foundation is the private, nonprofit corporation that has owned and operated Monticello since 1923. Its mission is preservation and education.
© Thomas Jefferson Foundation, Inc., 2008
In 1997, concerns about the structure of the tulip poplar resurfaced. One consulting arborist recommended that it be taken down immediately. Instead, the tree was preserved through the installation of an internal system of flexible cables devised by Don Blair of the M.F. Blair Institute of Arboriculture in Big Pool, Md.
During the 20th century, many efforts were made to preserve the tulip poplar. The tree was "topped" at about 40 feet around 1900. In the 1920s, Van Yahres pruned the tree to create the four "fingers" of limbs that defined its shape for more than 80 years. In 1978, Van Yahres' son Mitch Van Yahres directed the pruning of the tree's canopy to enhance its wind resistance by eliminating the "sail" effect of dense foliage. He cabled the tulip polar and its "twin" on the north side of the house to other large trees in order to prevent them from falling onto the house in event of a powerful storm.
By mid-2008, though, no viable alternatives to removal remained.
Plans for replacing the tulip poplar are under consideration. Hatch said | <urn:uuid:899ba68b-6c79-48c7-8ae2-5dcf637cf945> | CC-MAIN-2018-05 | https://www.monticello.org/sites/default/files/inline-pdfs/2008wpoplar.pdf | 2018-01-24T05:39:53Z | crawl-data/CC-MAIN-2018-05/segments/1516084893397.98/warc/CC-MAIN-20180124050449-20180124070449-00248.warc.gz | 1,005,816,328 | 1,004 | eng_Latn | eng_Latn | 0.998718 | eng_Latn | 0.998718 | [
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Objective
To point out some key ways to help instill selfconfidence in girls through everything you do as a Girl Scout leader.
Length
20 minutes
Materials Needed
Pencils and paper
Information to Share (spend 10 minutes on this section)
As girls get older they tend to lose their courage and self-confidence. As Girl Scout leaders and volunteers, it is our job to help them maintain that self-confidence, so that they do not have so many of the personal issues that women face in our world today. Here is a list of ten ways for you to help your girls maintain, and even gain, confidence.
1. Creating opportunities for leadership: Giving your girls more responsibility in planning their troop activities is just one of the way that girls can gain confidence in themselves. As adults, we can help by allowing them the freedom to make decisions and, sometimes, mistakes.
2. Let her be heard: Nothing screams louder than a girl who just wants to be heard, so give your girls the opportunity to speak up about their opinions and ideas. Take their thoughts and ideas seriously, and make sure the whole troop treats each idea with respect. It means the world to them for you to listen, validate, and praise their input. This is applicable to any age, be it five years old or seventeen.
3. Creating a safe and protective space: Girls crave a place where they can talk about real issues without fear of retribution. Emotional safety is very important for girls to grow and build confidence.
4. Allowing the chance to explore: Give girls an ample amount of activities to choose from, specifically ones that allow them to learn new things, experience diversity, and give back to their communities. Confidence thrives on risk-taking, so get those girls out of their comfort zones!
5. Let them be themselves: Girls are experiencing social pressures at younger and younger ages. Some girls may have problems that are difficult to deal with because they are beyond their emotional, social, and cognitive development. It's important to provide a time for girls when they can just be themselves, as goofy or innocent as they may be, without any judgment from the outside world.
6. Build self-image: Many girls' self-images are dependent not only on their own self-perception, but also on how they are perceived by others. Do not just accept girls for who they are – praise them for it! Be helpful, encouraging, and supportive of girls at all times.
7. Allow self-expression: Every girl has a different way of expressing herself, so allow your girls a chance to choose activities that encourage that expression. If you have a variety of personalities in your troop, try to be accommodating to all of the girls, and incorporate multiple types of skills and interests into each activity.
Information to Share (continued)
8. Connect with positive role models: This might be college students or a professional in their field of interest. Get girls out there meeting good role models in their areas of interest.
9. Respect every girls' experiences: Girls are generally more fearful of social rejection than of being physically attacked. Maintain a safe environment where each girl is expected to respect each other's experiences.
10. Provide a free environment for self-expression: Girls are more willing to express themselves and be themselves when they are in an all-girl environment. When possible, do activities as a troop that involve trying new things and risk taking, when no outside observers are around to evaluate or pass judgement.
Activity (spend 10 minutes on this section)
1. Break up into smaller groups, and have each group discuss how the Girl Scout organization helps build confidence.
2. Have each group report their findings, using a specific example for each of the ten items discussed in the information.
3. Make sure that new ideas are given each time, and nothing is repeated | <urn:uuid:7a109d87-472e-42e0-87ef-4f929ccdf0f1> | CC-MAIN-2021-39 | https://www.gsutah.org/content/dam/girlscouts-gsutah/documents/Instill_Confidence_in_Girls_Short_and_Snappy.pdf | 2021-09-24T17:29:22+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00648.warc.gz | 815,117,642 | 786 | eng_Latn | eng_Latn | 0.997413 | eng_Latn | 0.997362 | [
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Year 4 curriculum information – spring term 2 2021
English
Maths
Science
Other curriculum areas
Reading:
Writing:
Sentence structure:
Punctuation:
Spelling:
Scientific skills and concepts are
Computing: | <urn:uuid:02df9c6d-891f-43c2-bf98-3357f05e8064> | CC-MAIN-2021-39 | https://trafalgar-jun.richmond.sch.uk/wp-content/uploads/2021/02/Y4-curriculum-information-2021-spring-2.pdf | 2021-09-24T18:40:42+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00650.warc.gz | 609,415,459 | 48 | eng_Latn | eng_Latn | 0.971249 | eng_Latn | 0.971249 | [
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Result: If the particles are all moving in the same direction before they hit the slit, then most of them will continue in the same direction after passing through the slit. When they hit the screen there will be two bright spots where lots of particles hit. A few particles might just graze either edge of either slit, so there will be a few particles outside the two spots, but only two spots. | <urn:uuid:00678459-8829-44ba-a0cd-cb53bc2da451> | CC-MAIN-2021-39 | https://wisc.pb.unizin.org/app/uploads/sites/461/2019/12/Unit01-Day01-Exer02-Prac02.pdf | 2021-09-24T17:24:58+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00650.warc.gz | 644,614,072 | 81 | eng_Latn | eng_Latn | 0.999106 | eng_Latn | 0.999106 | [
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Wheel Bug
Scientific Name: Arilus cristatus (Linnaeus)
Order: Hemiptera (True Bugs, Aphids,
Scale Insects, Hoppers, Cicadas, etc.)
Family: Reduviidae (Assassin Bugs)
Identification and Descriptive Features:
The wheel bug is the largest member of the
Figure 1. Wheel bug, adult.
assassin bug family (Reduviidae) found in Colorado with adults usually exceeding 1-inch in length (28-36 mm), females being a bit larger than males. The adults are generally gray and are marked with a very characteristic toothed crest on the back of the prothorax, somewhat resembling the teeth of a cogwheel. Nymphs are smaller, wingless, and have a red or orange abdomen. The mouthparts ("beak") are usually quite visible in side view.
Distribution in Colorado: Within Colorado, the wheel bug is largely restricted to the southeastern counties, including those within the Arkansas River Valley.
Life History and Habits: Like most assassin bugs, the wheel bug is a predator of other insects.
They are usually found on trees and shrubs but may occur on annual flowers (e.g., sunflowers). They patrol plants slowly or wait for prey to ambush. Prey insects are grabbed by the front legs of the wheel bug then subdued by inserting its mouthparts into the insect prey and injecting a paralyzing saliva. Wheel bugs are highly capable predators that can overcome a wide range of prey including various caterpillars, moths, wasps, bees, stink bugs and beetles. They may also be cannibalistic.
Winter is spent in the egg stage. Eggs are laid in masses, attached to small branches and twigs and eggs hatch the following spring, often in May. The newly emerged nymphs are wingless and have a reddish or orangish abdomen. Within about three months after eggs have hatched the immature stages (5 instars) will be completed and they will change to the ultimate adult form. After mating the females lay the masses of eggs that survive through the next winter. There is one generation produced per year with most adults found during late July through August.
Wheel bugs are non-aggressive insects. However, if held next to the skin they are capable of producing a very painful bite with pain that may persist for a few days. | <urn:uuid:04bd16d5-6271-4db8-acd7-3b26974d552c> | CC-MAIN-2021-39 | https://webdoc.agsci.colostate.edu/bspm/InsectInformation/FactSheets/WheelBug.pdf | 2021-09-24T18:55:21+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00650.warc.gz | 639,444,917 | 491 | eng_Latn | eng_Latn | 0.998712 | eng_Latn | 0.998219 | [
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VIDYA BHAWAN BALIKA VIDYAPEETH, LAKHISARAI
CLASS-3 SUBJECT-SCIENCE
DATE-16-08-2021 BY-KIRTI KUMARI
*BASED ON NCERT PATTERN*
Chapter-7 , Houses and Clothes
B. Fill in the blanks:
1. Kutcha houses are not very strong houses.
2. Phenyl is a disinfectant.
3.Leather is obtained from skin of dead animals.
4. We should wear loose and comfortable clothes.
5. We wear cotton clothes in summer.
Homework- Write and Remember. | <urn:uuid:11ee80d6-cda0-4519-9f7e-0d08a31829af> | CC-MAIN-2021-39 | http://balikavidyapith.com/Upload/Event/3rd,%20E.V.S,16-08-2021.pdf | 2021-09-24T18:46:41+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00650.warc.gz | 6,549,038 | 128 | eng_Latn | eng_Latn | 0.985259 | eng_Latn | 0.985259 | [
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Answer Key—Royal Proclamation: Analysis
Background information:
https://indigenousfoundations.arts.ubc.ca/royal_proclamation_1763/
What type of document is this?
* claim of British ownership of North America
Who created this document?
* King George III
Why was it written?
* set out guidelines for European settlement of Aboriginal territories in North America
Why is this a valuable source to examine when considering the history of Indigenous treaties in Canada?
* states that Aboriginal title has existed and continues to exist, and that all land would be considered Aboriginal land until ceded by treaty
Below is a section of the Proclamation:
"It is just and reasonable and essential to our Interest, and the Security of our Colonies, that the several Nations or Tribes of Indians with whom We are connected, and who live under our Protection, should not be molested or disturbed in the Possession of such parts of our Dominions and Territories as not having been ceded to or purchased by Us, are reserved to them, or any of them, as their Hunting Grounds…any Lands whatever, which, not having been ceded to or purchased by Us as aforesaid, are reserved to the said Indians, or any of them. …
And We do hereby strictly forbid, on Pain of our Displeasure, all our loving Subjects from making any Purchases or Settlements whatever, or taking Possession of any of the Lands above reserved, without our especial leave and Licence for that Purpose first obtained.
And We do further strictly enjoin and require all Persons whatever who have either wilfully or inadvertently seated themselves upon any Lands within the Countries above described or upon any other Lands which, not having been ceded to or purchased by Us, are still reserved to the said Indians as aforesaid, forthwith to remove themselves from such Settlements."
What rights of Indigenous people are laid out in this document?
* Recognizes that Indigenous tribes are Nations
* Land that is not ceded to or purchased by the British Crown belongs to the Indigenous people to live on and use
What does it say about colonists buying or settling on Indigenous land?
* Colonists cannot buy or settle on Indigenous land without permission from the British Crown
* If colonists have already settled on Indigenous land, they have to leave their settlement | <urn:uuid:4141548d-8a61-42b4-994c-2a28e0f47823> | CC-MAIN-2021-39 | https://lawlessons.ca/sites/default/files/2021-06/Gr9_SS_RoyalProclamation1763_Handout_RoyalProclamation_Analysis_AnswerKey_0.pdf | 2021-09-24T19:34:55+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00650.warc.gz | 401,262,902 | 473 | eng_Latn | eng_Latn | 0.994411 | eng_Latn | 0.997911 | [
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The Fourteenth Amendment and the Rights of Students
For 150 years, the Fourteenth Amendment has impacted a wide spectrum of student life. Through its Equal Protection Clause, Due Process Clause, and by incorporating the Bill of Rights, the Fourteenth Amendment has addressed issues such as which students share a classroom and whether students can be expelled without a hearing or made to recite prayers. Given its historical role in protecting the rights of students, it is likely that the Fourteenth Amendment will continue to protect students in the future.
Equal Protection
The Equal Protection Clause of the Fourteenth Amendment provides that "No state shall . . . deny to any person within its jurisdiction the equal protection of the laws." 1 The most famous case applying the Equal Protection Clause to schools is Brown v. Board of Education. 2 In Brown, African American children, through their parents, challenged their denial of admission to "white" segregated schools as violating the Equal Protection Clause. 3 The Supreme Court unanimously decided that the doctrine of "separate but equal" is "inherently unequal." 4 In declaring segregation unconstitutional, the Supreme Court overturned a half century of legal precedent that had stood ever since Plessy v. Ferguson. 5
1 U.S. CONST. amend. XIV, § 1.
2 Brown v. Bd. of Educ., 347 U.S. 483 (1954).
3 Id. at 487-88.
4 Id. at 495.
5 Id at 494-95.
The impact of Brown cannot be overstated. The justices were correct that "school desegregation 'would involve a social revolution.'" 6 Violence 7 and "white flight" 8 were common reactions to Brown. While many schools integrated, 9 others refused to do so. 10 Even today, de facto segregation exists in some areas. 11 However, integration also narrowed racial achievement gaps 12 and increased opportunities for minorities. Linda Brown explained that the eponymous case "has made an impact in all facets of life for minorities[,] . . . taking away that feeling of second-class citizenship." 13
The Equal Protection Clause also protects students against discrimination due to sex, 14 immigration status, 15 and sexual orientation. 16 These cases further diversity in schools, which
6 Michael J. Klarman, BROWN V. BOARD OF EDUCATION AND THE CIVIL RIGHTS MOVEMENT 4546 (Oxford University Press 2007) [hereinafter Klarman].
7 Id. at 113-15 (describing violence against parents escorting children to school and NAACP lawyers responsible for school desegregation).
8 See Imani Perry, Five Myths About Brown v. Board of Education, WASH. POST, May 16, 2014, available at https://www.washingtonpost.com/opinions/five-myths-about-brown-v-board-ofeducation/2014/05/16/fd84b82cdc3b11e3800971de85b9c527_story.html?utm_term=.43859f205 451 [hereinafter Perry].
9 Klarman at 105-6, 108.
10 Id. at 108, 111-12.
11 See Perry.
12 George Theoharis, 'Forced Busing' Didn't Fail. Desegregation is the Best Way to Improve Our Schools, WASH. POST, Oct. 23, 2015, available at
https://www.washingtonpost.com/posteverything/wp/2015/10/23/forced-busing-didnt-faildesegregation-is-the-best-way-to-improve-our-schools/?utm_term=.28d5588f26f3 ("Racial achievement gaps were narrowest at the height of school integration.").
13 Harrison Smith and Ellie Silverman, Linda Brown Thompson, Girl at Center of Brown v. Board of Education Case, Dies, WASH. POST, Mar. 26, 2018, available at
https://www.washingtonpost.com/local/obituaries/linda-brown-young-girl-at-center-of-brown-v- board-segregation-case-dies-at-76/2018/03/26/2406d6d8-3138-11e8-8abc-
22a366b72f2d_story.html?utm_term=.7450205622f8.
14 United States v. Virginia, 518 U.S. 515 (1996); Mississippi University for Women v. Hogan, 458 U.S. 718 (1982).
15 Plyler v. Doe, 457 U.S. 202 (1982).
16 See Nabozny v. Podlesny, 92 F.3d 446, 458 (7th Cir. 1996) ("We are unable to garner any rational basis for permitting one student to assault another based on the victim's sexual orientation[.]"); Flores v. Morgan Hill Unified Sch. Dist., 324 F.3d 1130, 1138 (9th Cir. 2003)
promotes creativity and diligence, 17 and makes minorities feel more welcome and integrated into school. Overall, the Equal Protection Clause benefits schools as a whole.
Due Process
The Due Process Clause of the Fourteenth Amendment provides that states shall not "deprive any person of life, liberty, or property, without due process of law." 18 A major education case involving the Fourteenth Amendment Due Process Clause is Goss v. Lopez. 19 In this case, ten Ohio students were suspended for alleged misconduct without a hearing. 20 The Supreme Court held that because Ohio "chose[] to extend the right to an education," the students had an "entitlement to a public education as a property interest . . . protected by the Due Process Clause[.]" 21 As a result of Goss, schools must provide notice and an opportunity to be heard before significantly disciplining students. 22
The impact of Goss is twofold. First, due process protects students from "erroneous" punishment. 23 Second, although education is not a constitutional right, 24 Goss recognized statecreated rights to education. Accordingly, Goss bolsters students' guarantees to education.
(there was sufficient evidence to conclude that "defendants intentionally discriminated against the plaintiffs [on the basis of sexual orientation] in violation of the Equal Protection Clause.").
17 See Katherine W. Phillips, How Diversity Makes Us Smarter, SCIENTIFIC AMERICAN, Oct. 1 2014, www.scientificamerican.com/article/how-diversity-makes-us-smarter/.
18 U.S. CONST. amend. XIV, § 1.
19 Goss v. Lopez, 419 U.S. 565 (1975).
20 Id. at 569-71.
21 Id. at 574.
22 Id. at 583-84.
23 Id. at 583.
24 San Antonio Indep. Sch. Dist. v. Rodriguez, 411 U.S. 1, 30-35 (1973).
Incorporation of First and Fourth Amendments
The First and Fourth Amendments apply to the states—and therefore to schools— through the Due Process Clause of the Fourteenth Amendment. 25 Thus, students do not "shed their constitutional rights to freedom of speech or expression at the schoolhouse gate." 26 Furthermore, schools cannot require students to recite the pledge of allegiance, 27 bible verses, 28 or prayers. 29 Students are also protected from unreasonable searches by the Fourth Amendment. 30
The impact of incorporation is significant. For example, after the Parkland, Florida school shooting, students are able to display messages regarding gun control on their backpacks. 31 Student athletes are free to protest bigotry by kneeling during the National Anthem. 32 And, teachers may not routinely strip search students. 33 In sum, incorporation of the First and Fourth Amendments allows students to participate in political discussions and secures their fundamental rights at school.
25 Paul Rodgers, UNITED STATES CONSTITUTIONAL LAW: AN INTRODUCTION 206 (McFarland 2011).
26 Tinker v. Des Moines Indep. Community Sch. Dist., 393 U.S. 503, 506 (1969).
27 West Virginia State Bd. of Educ. v. Barnette, 319 U.S. 624 (1943).
28 Sch. Dist. of Abington Township v. Schempp, 374 U.S. 203 (1963).
29 Engel v. Vitale, 370 U.S. 421 (1962).
30 New Jersey v. T.L.O., 469 U.S. 325 (1985).
31 See Dianne Gallagher, Emanuella Grinberg, and Paul P. Murphy, How Parkland Students Feel About Their New Mandatory Clear Backpacks, CNN, Apr. 2, 2018,
https://www.cnn.com/2018/04/02/us/marjory-stoneman-douglas-clear-backpacks/index.html.
32 Valeriya Safronova and Joanna Nikas, High School Students Explain Why They Protest Anthems and Pledges, N.Y. TIMES, Oct. 21, 2017, available at
https://www.nytimes.com/2017/10/21/style/high-school-students-explain-why-they-protestanthems-and-pledges.html.
33 See Safford Unified Sch. Dist. #1 v. Redding, 557 U.S. 364 (2009).
Future of Fourteenth Amendment
The Fourteenth Amendment will likely continue to protect students. Two areas which should be considered under the Fourteenth Amendment are the rights of transgender students and whether education should be considered a constitutional right that requires equal funding. First, the rights of transgender students to use bathrooms that correspond to their gender identity remains undecided by the Supreme Court. 34 Even after the Trump Administration rescinded guidance that directed schools to allow transgender students to use their preferred bathrooms, 35 some lower courts have nevertheless ruled in favor of transgender students citing the Equal Protection Clause. 36 The Supreme Court will likely decide this issue in the future and may well find that the Fourteenth Amendment protects transgender students from discrimination.
Second, the Supreme Court should reconsider whether education is a fundamental constitutional right that requires equal funding of schools. After the Civil War, states prohibited unequal school funding based on race. 37 "[W]hites complained about their taxes subsidizing black education," and states then moved to allow school boards "discretion in allocating public funds." 38 Currently, schools are funded by local property taxes, which results in affluent
34 See Gloucester County Sch. Bd. v. G.G. Ex Rel Grimm, 137 S. Ct. 1239 (2017) (vacating judgement from Fourth Circuit Court of Appeals regarding transgender student for reconsideration in light of DOE and DOJ guidance document dated Feb. 22, 2017).
35 Letter from Sandra Battle and T.E. Wheeler, Dear Colleague Letter, Feb. 22, 2017, https://www2.ed.gov/about/offices/list/ocr/letters/colleague-201702-title-ix.pdf.
36
See Whitaker v. Kenosha Unified Sch. Dist.
, 858 F.3d 1034, 1054
(7th Cir. 2017) (transgender student demonstrated "probability of success on his Equal Protection Claim."); M.A.B. v. Bd. of Educ. of Talbot County, Case No. 1:16-cv-02622-GLR, Dkt. No. 53 at 24, 32, 37 (D. Md. Mar. 12, 2018) (denying motion to dismiss transgender student's Equal Protection Claims).
37 Klarman at 16-17.
38 Id. at 17.
communities having well-funded schools and poorer communities having under-funded schools. This funding scheme results in educational inequality.
The plaintiffs in San Antonio Independent School District v. Rodriguez challenged school funding inequality. The Supreme Court found that education is not a fundamental right under the Equal Protection Clause, and therefore equal funding was not required. 39 However, the Supreme Court could reconsider its decision and find a right to education under the Privileges or Immunities Clause of the Fourteenth Amendment. 40 Though historically weak, the Privileges or Immunities Clause encompasses the right to travel. 41 Therefore, it could also possibly be found to encompass a right to education. If the Supreme Court found a right to education, it could help create educational equality and reduce the effects of de facto segregation. 42
Conclusion
The Brown Court declared, "education is perhaps the most important function of state and local governments." 43 It is therefore crucial that students attend school without discrimination and with the constitutional guarantees of due process and the Bill of Rights. By securing these rights for students, the Fourteenth Amendment has fundamentally shaped American education and will continue to do so.
39 San Antonio Indep. Sch. Dist. v. Rodriguez, 411 U.S. 1, 30-35 (1973).
40 U.S. CONST. amend. XIV, § 1.
41 See Kara A. Millonzi, Education as a Right of National Citizenship Under the Privileges or Immunities Clause of the Fourteenth Amendment, 81 N.C.L. Rev. 1286, 1288, 1298-99 (2003).
42 Id.; see also Perry.
43 Brown, 347 U.S. at 493. | <urn:uuid:7c9cb959-96b1-42bf-b2c5-3eb7a25a5c9f> | CC-MAIN-2021-39 | https://www.ca4.uscourts.gov/docs/pdfs/essay-contest/first-jonaslorincz.pdf?sfvrsn=e3fba009_2 | 2021-09-24T18:53:58+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00649.warc.gz | 701,305,115 | 2,807 | eng_Latn | eng_Latn | 0.982778 | eng_Latn | 0.986363 | [
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BVP LKR
CLASS-10, SUBJECT-ENGLISH DATE-23/08/2021, TEACHER-L.P.SINGH
Insert suitable articles:-
1.------ poverty is----- curse.
2.He can write---- letter in--- ink or with--- pencil.
3. What--- lovely dress it is!
4. --- black and white horse was running on the road.
5.Dr.C.K.Narayanan was--- M.B.B.S.
6.--- bird in---- hand is worth two in--- bush.
7.How blue---- sky looks!
8.------ Industrial Revolution changed---- face of England.
9.--- Rice is---- favourite food of---- Biharies.
10.It is pleasant to read------ novel in---- evening.
11.----cricket of India is popular in--- World.
12.Eggs are sold by---- dozen.
13.His son wants---- glass of--- milk.
14.-----higher we go---- cooler it is. | <urn:uuid:31fbc30e-7c34-4a58-8222-c768b0447545> | CC-MAIN-2021-39 | http://balikavidyapith.com/Upload/Event/10th,%20SUBJECT-ENGLISH,%2013-08-2021.pdf | 2021-09-24T17:18:00+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00653.warc.gz | 5,373,300 | 198 | eng_Latn | eng_Latn | 0.997426 | eng_Latn | 0.997426 | [
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History of Courthouse buildings
The Convent of Santa Clara (1474 - 1535)
The current site of the courthouse was first occupied by the convent of Santa Clara, built in 1474 at the initiative of the pious Duchess Yolande, regent of Savoy and sister of the King of France, Louis XI.
The life of the Clarisses sisters, a catholic order, was particularly austere. If the authorities maintained their blessings, it was only in counterpart of their prayers for the prosperity of the city. This apparent harmony did not resist the reform movement, which spread out in Geneva in 1535.
At that time the convent has been ransacked. The Clarisses abandoned Geneva in August 1535 to take refuge in Annecy (France).
The General Hospital (1535 - 1712)
The convent was then converted into a hospital, called the General Hospital, supposed to accommodate not only ill but also deprived people.
The general appearance of the convent had not been amended. The chapel had remained a place of worship, while the monastery was transformed into dormitories.
The new General Hospital (1712 - 1860)
However, the confined space - and the honor of the Republic represented by these buildings - prompted the authorities to rebuild a new hospital, more imposing, on the same site. The new buildings were also more aerate to help cure the ills.
The construction started in 1706 and the new hospital was completed in 1712. Only the chapel of the former convent has been preserved. Its high roof and bell tower have been demolished to allow its integration into the new building.
The Courthouse (since 1860)
The building designed to be spacious and open while constructed around two inner courtyards, became the "Palais de Justice", or Court House, in 1860.
Indeed, after the completion of the Cantonal Hospital in 1856, which replaced the old General Hospital, a decision was made to transfer courts, which were previously cramped at the city house.
Since then, with regards to the needs of the Judiciary, many adjustments (courtrooms, offices) have been made inside the main building.
Nowadays, the criminal Court deliberates in the chapel of the former convent (where the Clarisses used to implore divine mercy!). In the hall of audiences also remains a gothic arch, still visible, which separated the sacristy from the chapel, under which the judges of the criminal Court used to pass to enter audience.
A few years ago, amusingly the Court of police and the accusation Chamber sat respectively in a mess room and in the bakery of the former General Hospital.
About the building of Saint Antoine
From the "Discipline" to the Prison of Saint-Antoine (1712 - 1977)
The General Hospital premises included a so-called "correction" chamber, intended to confine persons perceived as "out of society", such as lazy people, beggars and, of course, offenders.
However, the cohabitation of the latter with other inmates was difficult and it was rapidly feared that it might become a place of "corruption". This lead to the decision to build - together with the new General Hospital - an independent building for the "Discipline" that was completed in 1712.
After several different assignments, the "Discipline", called "Prison of SaintAntoine" from 1866, served as preventive detention facility. This situation, which should have been provisional, prevailed in fact for more than a century, until 1977, when the new – and still in function - Champ Dollon prison opened.
Discovery of important archaeological remains
The rehabilitation of this building has led to interesting excavations, first in the inner courtyard separating the rear of the courthouse and the former prison. Archaeologists have revealed Roman remains when the old prison of Saint-Antoine was renovated, and which premises were inaugurated in May 1995.
The renovation work started in the basement of Saint-Antoine confirmed the existence of a luxurious residence, built between 20 and 40 AD, and identified thermal basins from a "villa".
Most Roman frescoes now revealed on the Saint-Antoine building belong to the painted walls of this residence. About 700 pieces have been reconstituted into a large puzzle that is visible nowadays on the extension's wall. This decorative style
used to embellish the Roman "peristyle", a 30x16 meters wall surrounding the gardens. These dimensions measure the magnitude of this massive and expensive construction.
This discovery recalls the artistic affinity that existed between Geneva and the province of Narbonne, since similar decorations have been found along the Rhone Valley.
These Roman paintings represent so far the most preserved and oldest heritage of its kind in Switzerland.
Plan of the Clarisses chapel (currently room A3, for the criminal Court), located in the convent of the Order of the same name (XV-XVI century). | <urn:uuid:9f7e255b-1b6e-4b09-8dc7-d3c690087569> | CC-MAIN-2021-39 | https://justice.ge.ch/media/2021-03/history-courthouse-buildings-web.pdf | 2021-09-24T17:34:43+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00651.warc.gz | 387,006,285 | 1,008 | eng_Latn | eng_Latn | 0.998188 | eng_Latn | 0.998763 | [
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ACTIVITIES FOR BARNES GREEN
MAKE A MASKING TAPE BRACELET
1. Break off a piece of masking tape big enough to encircle your wrist
2. Place the bracelet around your wrist, sticky side up and fasten the ends together.
bracelet. These could include daisies, grass, leaves, seed heads etc.
4. After your walk talk about the things that you collected, why you chose them and what you like about them.
Find a comfortable seat and play a word game using the things that you can see around you. Look for something beginning with each letter of the alphabet and when you have found it move on to the next letter. You could add adjectives too – Ancient architecture, babbling brook, countless clouds etc.
SOUND MAPPING
Find a comfortable place to sit and close your eyes and listen for sounds around you. Do you prefer natu ral sounds or manmade sounds ? Change your location and listen for different sounds?
Here are some things that you might hear:
- Wind in the trees
- Children playing
- Birdsong
- Planes
- People talking
What can you smell?
- Grass
- Babbling brook
- Fresh coffee
- Flowers
Try drawing a sound map. On a piece of paper draw yourself at the centre and write or draw the sounds (or smells) around you in the direction that they are coming from. | <urn:uuid:fd809d2d-82d8-4444-bbed-95301b3383f4> | CC-MAIN-2021-39 | https://www.richmond.gov.uk/media/17383/barnes_green_activities.pdf | 2021-09-24T18:06:03+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00651.warc.gz | 981,818,250 | 291 | eng_Latn | eng_Latn | 0.994885 | eng_Latn | 0.994885 | [
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Size and Measurement
Cookie Cutter Sizes
Directly compare and organize by size. Group by shape.
Many cookie cutters come nested in a variety of sizes. The bear set can be used anytime, or with the Goldilocks story. Children simply put them in order from smallest to largest. To clean up, they have to "nest" them in correct size order.
Size Hunt: Outdoor Learning
Directly compare amounts using words like bigger and longer.
This class went on a nature walk "size hunt" to find things in the outdoor environment of different sizes: something smaller than our fingernail, bigger than our hand, longer than our arm, smaller than our foot, bigger than our whole body, larger than a leaf, smaller than a house, etc.
Sourced from: https://www.prekinders.com/sizes-measurement/ | <urn:uuid:87b62b2c-adf6-4f80-b089-3b22c0dc4e40> | CC-MAIN-2021-39 | https://somervillechildren.org/wp-content/uploads/2020/03/10ff36_4ea11cdb4d0b46ab80742b81d5ea6e37.pdf | 2021-09-24T18:15:11+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00651.warc.gz | 575,327,362 | 171 | eng_Latn | eng_Latn | 0.997349 | eng_Latn | 0.997349 | [
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You can use this resource as:
* a teaching tool to encourage students to eat more vegetables and eat a wider variety of vegetables
* a competition resource – compete against other classes to see which class does the best!
At the beginning of Vegetable Week, discuss the vegetable colour families and the types of vegetables that are found. After this discussion, make a prediction on which vegetable colour and types will be the most popular. At the end of the week, see if the class prediction was correct!
You could also measure changes in your class's vegetable intake before, during and after Vegetable Week. Use it over a week approximately one month before and one month after Vegetable Week as well as during the event.
Looking for a resource to help explain vegetable colours and types? Why not use the Stage 2 Vegetable Science lesson from Fruit & Veg Month 2016? You can find the link to the resource and the activity outline via the Vegetable Week & The Big Vegie Crunch website – www.healthy-kids.com.au/ teachers/vegetable-week-the-big-vegie-crunch/.
Use the elements of the lesson that best suit your students' knowledge and abilities.
See below for information on the vegetable types, including suggested initials to use on the poster, and colour groups.
Vegetable type groups
Vegetable colour groups
R Root vegetables
(we eat the root) e.g. carrot, parsnip, beetroot
T
Tuber vegetables
(a lump that grows underground on the root or stem) e.g. potato, sweet potato, taro
Se
Seed or pod vegetables
Fr Fruit-type vegetables
(has seeds inside) e.g. tomato, cucumber, eggplant
Fl Flower vegetables
(we eat the flower heads) e.g. broccoli, cauliflower, broccolini
St
Stem vegetables
(we eat the seeds or pods) e.g. green bean, pea, sweet corn
(we eat the stems) e.g. celery, asparagus
B Bulb vegetables
(has layers) e.g. leek, onion, garlic
L Leafy vegetables
(we eat the leaves) e.g. lettuce, spinach, cabbage
Fu
Fungi e.g. mushrooms
In partnership with
Blue/purple
e.g. eggplant, purple carrots, beetroot
Green
e.g. lettuce, broccoli, peas
Red
e.g. tomatoes, red capsicum
Orange/yellow
e.g. carrots, pumpkin, squash
White/brown
e.g. cauliflower, mushrooms, potato | <urn:uuid:caeec869-10eb-4794-8144-8c6e2a28f8e2> | CC-MAIN-2021-39 | https://healthy-kids.com.au/wp-content/uploads/2020/12/VWBVC2021ConsumptionPosterTeachersNotesPageFINAL.pdf | 2021-09-24T18:02:05+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00653.warc.gz | 333,476,006 | 517 | eng_Latn | eng_Latn | 0.994393 | eng_Latn | 0.994393 | [
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Diary Anne Frank Questions Answers
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What prompted Anne to maintain a diary? Answer: After the death of her grandmother, Anne felt quite lonely. She started writing a diary to share her sorrows and joys. Question 2. Who became Anne's friend, and what was the friend's name? Answer: Anne's diary became her friend. She named it 'Kitty'. Question 3.
From the Diary of Anne Frank Extra Questions and Answers ...
From the Diary of Anne Frank Extra Questions and Answers Very Short Answer Type. Question 1. What name was given by Anne to her friend? Answer: 'Kitty' Question 2. Why did Anne want to write a diary? Answer: Anne wanted to write a diary because she was devoid of a single friend. Question 3. When the little girl started her diary, what was her age? Answer:
From the Diary of Anne Frank Extra Questions and Answers ...
Answer : 'The Diary of Anne Frank' clearly describes the teacher-student relationship, class atmosphere and discipline. Anne who talks a lot in the class gets punished by Mr Keesing, her Maths teacher. He gets annoyed with her because of her talkative nature.
From the Diary of Anne Frank Questions and Answers ...
Long Questions and Answers. Question 1 : Anne called 26th July a 'tumultuous' day. Explain the reasons behind it. Answer : Anne called 26th July a 'tumultuous' as it was full of tension and fright. The first warning siren was sent off in the morning but nobody paid any attention to it because it only meant that the planes were crossing the coast. The siren alarmed again around 2 O'clock in the afternoon.
From the Diary of Anne Frank Long Questions and Answers ...
From the Diary of Anne Frank Extra Questions and Answers for Class 10 English. Friday, June 12,1942 – Wednesday, June 24,1942. Question 1. Anne began her diary with the line "I hope I will be able to confide everything to you, as I have never been able to confide in anyone." What did she mean? Answer:
From the Diary of Anne Frank Extra Questions and Answers ...
NCERT Solutions Activity (Page 49). Question 1 : Do you keep a diary? Given below under 'A' are some terms we use to describe a written... Oral Comprehension Check (Page 51). Question 1 : What makes writing in a diary a strange experience for Anne Frank? Oral Comprehension Check (Page 54). Question ...
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From the Diary of Anne Frank By– Anne Frank Answer the following questions in 30-40 words: 1. What does Anne write in her first essay? Ans. In her first essay, titled 'A Chatterbox', Anne wanted to come up with convincing arguments to prove the necessity of talking.
From the Diary of Anne Frank- Important Extra Questions ...
MCQ Questions for Class 10 English with Answers were prepared according to the latest question paper pattern. Practicing these From the Diary of Anne Frank Class 10 English MCQs Questions with Answers really effective to improve your basics and learn all the key concepts. MCQ Questions for Class 10 English First Flight Chapter 4 From the Diary of Anne Frank with Answers. Question 1. What is a student's trait? (a) Walking (b) Talking (c) Running (d) Studying. Answer. Answer: (b) Talking
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From the Diary of Anne Frank Extra Questions and Answers Class 10 English First Flight August 4, 2020 by Bhagya Leave a Comment In this article, we are providing From the Diary
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Copyright : centralarjobs.com of Anne Frank Extra Questions and Answers PDF Class 10 English First Flight CBSE, Extra Questions for Class 10 English was designed by subject expert teachers.
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Read the following sentences about Anne Frank: (a) A thirteen year old girl in the Netherlands was given a diary on her birthday. (b) The world would not have known her, had her father not published the diary after her death. (c) My family does not allow me to get up at that hour. As you can see, we focus on the doer of the action in an active sentence. ...
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MCQ Questions for Class 10 English First Flight Chapter 4 From the Diary of Anne Frank with Answers. Question 1. What was the subject on which she had to write? (a) Necessity of Walking (b) Necessity of Running (c) Necessity of Talking (d) Necessity of Studying. Answer. Answer: (c) Necessity of Talking
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Answer: Writing in a diary was a strange experience for Anne Frank as she never had a diary and it was a gift on her 13th birthday. She considered it her best friend on which she relied the most and with whom she shared all her ups and downs. Question 4.
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As per new education policy multiple choice questions hold 25 % weightage.In this page we are providing multiple choice questions in English.Go through them to find out your understanding of chapter with objective type questions for the chapter From the Diary of Anne Frank.These questions are examveda for you.These are from First Flight We assure you that these objective questions will help ...
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Extra Questions, Notes, Assignment and study material for Class 10 th as Per Latest CBSE Syllabus Chapter- 4 English Language and Literature- First Flight (Latest 2018-19) From the Diary of Anne Frank By– Anne Frank . Anne Frank – A Short Biography
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1 answer. 1.The Diary of Anne Frank was written by Annelise Marie Frank who was born in Frankfurt, Germany, on June 12, 1929 2. For her 13th birthday, her parents gave her a diary which she called...
Answers about Anne Frank
NCERT Solutions for Class 10 English CBSE, 4 From the Diary of Anne Frank. All the solutions of From the Diary of Anne Frank - English explained in detail by experts to help students prepare for their CBSE exams.
Copyright code : 178fdbaa01c047717ee49df4a568d1e1
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"Golden Tortoise Beetles"
Scientific Names: Deloyala guttata (Olivier) (Mottled tortoise beetle); Charidotella sexpunctata bicolor (F.) (=Metriona bicolor) (Golden tortoise beetle);
Order: Coleoptera (Beetles)
Family: Chrysomelidae (Leaf Beetles)
Identification and Descriptive Features: A
"gold bug" or "golden lady bug" are common descriptions of someone first seeing one of the tortoise beetles with golden coloration. They have a generally rounded body form and a similar size to some common lady beetles (about 5-6 mm length). Their body is domed, with somewhat flatter areas along the edges, somewhat resembling a safari hat. When disturbed they can press themselves close to the leaf surface with all appendages safely protected underneath, somewhat in the manner a tortoise can withdraw into its shell.
It is the coloration that is so striking and these beetles may be a brilliant gold. The golden tortoise beetle may be nearly uniformly gold, whereas some darker markings are always present on the mottled tortoise beetle. However, the color also varies with both species and the same insect may later appear more bronzed or even reddish with spots. The golden color is lost when the insect dies.
Figure 1. Mottled tortoise beetle with associated leaf feeding injuries.
Figure 2. Golden tortoise beetle. Photograph courtesy Clemson University/BugWood IPM Images.
Distribution in Colorado: By far, the most common of the golden colored species found
Figure 3. Golden tortoise beetle. Ths beetle has not fully hydrated the exocuticle to create the reflective metallic coloration.
in Colorado is the mottled tortoise beetle, which can likely be found wherever its host plants, all members of the morningglory family (Convolvulaceae), can be found. The golden tortoise beetle is only known from eastern Colorado, and similarly is found on morningglory family plants.
Life History and Habits: Winter is spent in the adult stage and the beetles move to host plants in spring and mate. Only plants in the Convulvulaceae are host plants, and field bindweed (Convolvulus arvensis) is the most important plant used by these insects in Colorado. Being perennial and available early, field bindweed is the only important early season host; later in the season these insects may be seen on plants such as morningglory and sweetpotato.
Eggs are laid singly on leaves. The developing larvae feed on foliage, producing characteristic holes in the center of leaves. Tortoise beetle larvae are much less likely to be observed than the adults and have certain features that discourage closer inspection. Feeding on the underside of leaves, they are flattened, spiny insects with an elongated moveable fork at the end of the body. They also have an eversible anus that they use to deposit their excrement on the back, often mixed with old larval skins. These "peddlars" then carry with them a sort of moveable parasol that covers the body and helps deter potential enemies. When full grown they pupate on the plant, where they undergo transformation to the ultimate adult form. The pupal stage is also covered with the old larval skin and fecal matter.
Adults emerge after a week or two and feed during late summer. They do not reproduce at this time and subsequently go into winter dormancy, hiding among plant debris or in other sheltered sites.
Figures 4a-c. Larvae of the mottled tortoise beetle ('peddlar') carrying old skins and feces over the back in a form of a "fecal shield".
These golden colored tortoise beetles often have brilliant metallic gold coloration when first seen on a plant. However, production of this this metallic coloration can be controlled by the insect. The color shift is achieved by introducing, or withdrawing, moisture to the surface of the exoskeleton. When hydrated, a perfect reflecting surface is produced, but in the absence of the moisture the underlying colors
become visible. The insects may become dull when disturbed and when killed the metallic coloration is lost, bringing to the surface the background colors produced by pigments. In the golden tortoise beetle, they become reddish-brown, often marked with six black spots.
Related Species: A few other tortoise beetles occur in parts of Colorado, but none approach the mottled tortoise beetle and golden tortoise beetle for the display of brilliant metallic coloration, nor can alter colors as do the mottled tortoise beetle and golden tortoise beetle. Also occasionally found on morningglorry family (Convolvulaceae) plants in eastern Colorado are the Argus tortoise beetle, Chelymorpha cassidea, and the striped tortoise beetle, Agroiconota bivittata.
Other tortoise beetles known to occur in Colorado are the blacklegged tortoise beetle, Jonthonota nigripes, and the thistle tortoise beetle, Cassida rubiginosa. The latter is an introduced species that sometimes becomes locally common on Canada thistle.
Whitney Cranshaw. July 2, 2020 revision. | <urn:uuid:4ef68b1f-ddd8-41b1-a8c1-16eee73d42e3> | CC-MAIN-2021-39 | https://webdoc.agsci.colostate.edu/bspm/arthropodsofcolorado/Goldentortoise.pdf | 2021-09-24T17:26:34+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00654.warc.gz | 651,432,331 | 1,103 | eng_Latn | eng_Latn | 0.993078 | eng_Latn | 0.995382 | [
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Stretch #1: Upper Back, Shoulders and Arms
* Place feet shoulder-width apart.
* Hold middle cords at chest height.
* Bend knees, lean back while dropping torso down. Hold.
* Turn torso to right with weight on right foot. Hold.
* Switch weight to left foot, repeat.
Stretch #3: Upper Back and Shoulder
* Face right side, feet shoulderwidth apart.
* Right arm across chest, left hand at waist height.
* Bend at waist, lean whole body to right. Hold.
* Rotate torso to right. Hold.
* Switch to opposite side, repeat.
Stretch #5: Hamstrings
* Face right side with left shoulder touching cord.
* Place left hand at chest height.
* Place right heel on cord.
* Place right hand at waist height. If foot slides down, pull back right hip.
* To deepen, slide hands forward. Hold.
* Turn torso to right. Hold.
* Turn torso to
left. Hold. • Switch to opposite side, repeat.
Stretch #2: Upper Front, Shoulders and Arms
* Place left foot in front of spine, right foot to side of left.
2
* Hold cord with left hand at shoulder height, right hand at waist height.
* Lean upper torso out. Hold.
* To deepen, turn torso to right.
* Switch to opposite side, repeat.
Stretch #4: Calf
* Place left foot in front of spine.
* Hold cord at waist height.
* Step forward with right foot.
* Bend front knee while leaning torso forward. Keep front heel positioned forward of knee. Hold.
* Bend back knee to feel stretch move down.
* Lean torso to left, feel stretch move across calf.
* Switch to opposite side, repeat.
Stretch #6: Quadriceps
Before Getting Started
* Before beginning this, or any fitness regimen, seek advice from your physician.
* Move slowly throughout stretch;
DON'T BOUNCE.
* Maintain deep, relaxed breathing throughout the stretch.
* Once in position, before moving into the stretch, contract abdominal muscles.
* Always keep the supporting leg(s) in an unlocked position.
* Face right side with left foot beside right.
* Hold cord with left hand at waist height.
* Bring left foot back with top resting on cord.
* Lean torso back. Hold.
* To deepen, slide foot up higher or move to higher cord.
* Turn torso to right without leaning shoulders forward. Hold.
* Turn torso to left. Hold. • Switch to opposite side, repeat.
Distributed exclusively by Life Fitness – U.S. Sales 800.634.8637, U.S. Service 800.351.3737, International calls 847.288.3300.
* Stretch to the point of gentle tension.
* Hold each stretch for 6-8 seconds.
* Stop at any sign of pain or discomfort. | <urn:uuid:c96debe6-a996-4690-afd8-7756335f92a2> | CC-MAIN-2021-39 | http://www.stretchmate.net/pdf/placard.pdf | 2021-09-24T17:28:35+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00654.warc.gz | 116,971,782 | 585 | eng_Latn | eng_Latn | 0.995516 | eng_Latn | 0.995516 | [
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Pre-AP Chemistry and Science Standards of Learning for Virginia Public Schools: Chemistry: Alignment Summary
Pre-AP courses focus deeply on a limited number of concepts and skills with the broadest relevance for high school coursework and college and career success. The course framework serves as the foundation of the course and defines these prioritized concepts and skills.
When teaching a Pre-AP course, teachers have purposeful time and space to bring their own voice and lessons into each unit to best meet the needs of their students and address the full range of state standards. This alignment summary demonstrates the deep connections between the Pre-AP Chemistry Course Framework and the Science Standards of Learning for Virginia Public Schools: Chemistry to support teachers and schools in their planning. Along with the corresponding standards crosswalk, teachers and schools can use this alignment summary when planning and preparing to implement Pre-AP Chemistry.
INCLUDES
Approach to
teaching and
learning
Course map
Course framework
Sample
assessment
questions
Pre-AP
®
Chemistry
COURSE GUIDE
Alignment at a Glance: Very Strong
Virginia Science Standards of Learning: Chemistry
* CH.3: Chemical Reactions and Interactions
* CH.6: Phases of Matter
* CH.4: Molar Relations
= Very strong alignment
= Partial alignment
* CH.7: Thermodynamics
Discipline Highlights
Overall, the alignment between the Pre-AP Chemistry Course Framework and the VA Science Standards of Learning: Chemistry is very strong.
The majority of the VA Science Standards of Learning: Chemistry are covered in full or in part by the Pre-AP framework.
The VA Science Standards of Learning: Chemistry and the Pre-AP framework share the strongest alignment within the CH.3: Chemical Reactions and Interactions and CH.4: Molar Relations standards.
The Pre-AP Chemistry Course Framework addresses additional topics beyond the requirements of the VA Science Standards of Learning: Chemistry. These topics include, density, mixtures, and isomers.
Alignment between the Pre-AP Chemistry Course Framework and the Virginia Science Standards of Learning: Chemistry is described as very strong or partial. A very strong alignment is one in which the majority of standards are fully addressed by the mapped Pre-AP Learning Objectives (LOs). A partial alignment is one in which the standards are partially addressed by the corresponding Pre-AP Learning Objectives. Partial alignment can occur when one framework includes greater specificity or extends beyond the scope of the other framework. Given the focused nature of the Pre-AP course framework, some partial alignments are to be expected.
Alignment at a Glance: Partial
Virginia Science Standards of Learning: Chemistry
* CH.1: Scientific and Engineering Practices
* CH.2: Elements and the Periodic Table
* CH.5: Solutions
Discipline Highlights
While the overall alignment between the VA Science Standards of Learning: Chemistry and the Pre-AP Chemistry Course Framework is very strong, there are a few areas of partial alignment due to the more granular nature of some of the VA Science Standards of Learning: Chemistry.
The Pre-AP Chemistry Course Framework has a more intentionally narrow focus on a prioritized set of concepts, so certain topics are considered outside the scope of the Pre-AP course. For example, the topic of nuclear decay, covered in standard CH.2.b, is considered outside the purview of Pre-AP Chemistry and is not explicitly covered by the Pre-AP learning objectives.
Science and engineering practices are integrated in the Pre-AP learning objectives. As a result, some standards within CH.1: Scientific and Engineering Practices are not explicitly covered by the Pre-AP framework. However, the Pre-AP Chemistry model lessons provide frequent opportunities to address and develop these skills.
Summary
Beyond alignments to the course framework, it is also important for educators to turn to the Pre-AP Shared Principles and Pre-AP Science Areas of Focus to understand the full picture of alignment between Pre-AP Chemistry and the Virginia Science Standards of Learning: Chemistry. The shared principles and areas of focus represent the Pre-AP approach to teaching and learning, and these principles deeply address skill development and disciplinary practices that cannot be easily captured within a standards crosswalk. In summary, there are ample opportunities for teachers to address the Virginia Science Standards of Learning: Chemistry with confidence throughout this course.
INCLUDES
Approach to
teaching and
learning
Course map
Course framework
Sample
assessment
questions
Pre-AP
®
Chemistry
COURSE GUIDE
Learn more about Pre-AP Chemistry at preap.org | <urn:uuid:ae0a6144-4ab2-4799-8fe2-dcdb7592a6d7> | CC-MAIN-2021-39 | https://pre-ap.collegeboard.org/pdf/pre-ap-chemistry-crosswalk-summary-virginia.pdf | 2021-09-24T17:18:51+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00655.warc.gz | 512,876,745 | 925 | eng_Latn | eng_Latn | 0.979244 | eng_Latn | 0.979457 | [
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U8
GOAL:
PLAYER ACTIONS
KEY QUALITIES
Improve Scoring Goals
Shoot, Pass or dribble forward
Read and understand the game, Take initiative
MOMENT
4v4
Attacking
DURATION
60 minutes
PLAYERS
8-12
SKILL ACQUISITION: Shoot: Surface of the foot and ball, Pace and accuracy – Passing: Surface of the foot and ball, Pace and accuracy Receiving: Body, position, surface of the foot and ball, first touch
–
1 st PLAY PHASE (Intentional Free Play)
DURATION: 20 min. - INTERVALS: 3 - ACTIVITY: 4 min. - REST: 1 min.
OBJECTIVE: To pass or dribble past an opponent in order to move the ball into the attacking half
PLAYER ACTIONS: Shoot, Pass or dribble forward
ORGANIZATION: Divide your (25W x 35L) game field into two 15W x 25L fields with a small goal on each end line. When practice is ready to start & as soon as 2 players arrive, start playing a game. The game can start as 1v1. As players arrive, the game becomes 2v1 then 2v2 up to 3v3.
KEY WORDS: go to goal, score goals
GUIDED QUESTIONS: If you have the ball, what are you trying to do? When should you pass instead of shoot?
ANSWERS: Go to goal and score. If all the openings in front of you are closed, pass to a teammate to see if they can shoot.
NOTES: Encourage players to dribble to goal. At the first break, ask questions which generate thoughts about when to dribble. Second break, elicit answers from the same questions to determine the level of understanding from the players.
CORE ACTIVITY: Boston Bulldogs
(partners)
LESS CHALLENGING: Dogs Gone Wild
DURATION: 18 min. - INTERVALS: 9 - ACTIVITY: 90 sec. - REST: 30 sec.
OBJECTIVE: To move the ball forward past the bandits and score
PLAYER ACTIONS: Shoot, Pass or dribble forward
ORGANIZATION: In a 25Wx35L grid, a 5-yard zone in the middle (the dog pound) & a goal on each end line, play the game. Coaches start in the pound as dog catchers. Dog catchers do not use a soccer ball & must stay in the pound. Each player has a partner & 1 ball to share. Players (Bulldogs) start at 1 end line. Bulldogs try to sneak through the dog pound without waking the catchers. If they get through the pound without losing their ball and score in the goal, their team gets 100 points. Once they have scored, they go back through the pound to score in the goal at the opposite end. Rules: When the coach yells, "Who Let The Dogs Out?" the game begins. If a dog catcher steals your ball, you & your partner lose all your points & must start scoring over again. If you miss the goal, no points. You must shoot toward the opposite goal before you can return and score again. How many points can you score in 90 seconds?
KEY WORDS: Play quickly through the pound, move forward without the ball
GUIDED QUESTIONS: How can you get through the dog pound the fastest? Where should your partner without the ball move to help you get through the pound? If your teammate is close to you, what part of your foot should you use to pass him/her the ball?
ANSWERS: You can dribble through if you have space or kick it through to your partner. Your partner should find an opening on the other side of the pound for you to pass the soccer ball to him/her. Use the inside of your foot by turning your toe up & to the side with the heel down then swing your foot through the middle of the ball.
Note: Players can start as dog catchers also but will be in the pound with their partner. After a few rounds, if the dog catcher steals a ball, the dog catcher and bulldog can switch roles.
DURATION: 18 min. - INTERVALS: 9 - ACTIVITY: 90 sec. - REST: 30 sec.
OBJECTIVE: To move the ball forward past the bandits and score
PLAYER ACTIONS: Shoot, Pass or dribble forward
ORGANIZATION: In a 25Wx35L grid, a 5-yard zone in the middle (the dog pound) & a goal on each end line, play the game. Each player has a partner & 1 ball to share. Players (Bulldogs) start at 1 end line. Bulldogs try to play as fast as the can through the dog pound. Once they get through the pound, they can score in the goal. Their team gets 100 points for each goal scored. Once they have scored, they go back through the pound to score in the goal at the opposite end. Rules: When the coach yells, "Who Let The Dogs Out?" the game begins. If your ball is kicked over the sideline, you & your partner lose all your points & must start scoring over again. If you miss the goal, no points. You must shoot toward the opposite goal before you can return and score again. How many points can you score in 90 seconds?
KEY WORDS: Play quickly through the pound, move forward without the ball
GUIDED QUESTIONS: What is the fastest way to get the ball to the goal? Where should your go after you kick the ball to your partner? If your teammate is close to you, what part of your foot should you use to pass him/her the ball?
ANSWERS: A big kick to your partner toward the other goal moves the ball fastest. You should move closer to the goal you are trying to score in and help your partner. Use the inside of your foot by turning your toe up & to the side with the heel down then swing your foot through the middle of the ball.
Note: Coaches can step into the dog pound to act as obstacles for players to pass or dribble around.
DURATION: 18 min. - INTERVALS: 6 - ACTIVITY: 2 min. - REST: 1 min.
OBJECTIVE: To move the ball forward past the bandits and score
PLAYER ACTIONS:
Shoot, Pass or dribble forward
ORGANIZATION: In a 25Wx35L grid & a goal on each end line, play the game. Coaches or players can start as dog catchers. Dog catchers do not use a soccer ball & can move anywhere on the field. Each player has a partner & 1 ball to share. Players (Bulldogs) start at 1 end line. Bulldogs try to play past the dog catchers. If they get past the dog catchers without losing their ball and score in the goal, their team gets 100 points. Once they have scored, they go back across the field to score in the goal at the opposite end. Rules: When the coach yells, "Who Let The Dogs Out?" the game begins. If a dog catcher steals your ball, you & your partner lose all your points & must start scoring over again. If you miss the goal, no points. You must shoot toward the opposite goal before you can return and score again. How many points can you score in 90 seconds?
KEY WORDS: laces, move forward without the ball
GUIDED QUESTIONS: Which part of your foot should you use to shoot or make a big kick? Where should your partner without the ball move to help you get through the pound? If your teammate is close to you, what part of your foot should you use to pass him/her the ball?
ANSWERS: Use your laces by pointing your toe down so your laces are facing your soccer ball: it helps to make a fist with your toes. Your partner should find an opening on the other side of the pound for you to pass the soccer ball to him/her. Use the inside of your foot by turning your toe up & to the side with the heel down then swing your foot through the middle of the ball.
Note: After a few rounds, if the dog catcher steals a ball, the dog catcher and bulldog can switch roles.
DURATION: 22 min- INTERVALS: 2 - ACTIVITY: 9 min. - REST: 2 min.
OBJECTIVE: To pass or dribble past an opponent then score goals.
PLAYER ACTIONS: Shoot, Pass or dribble forward
ORGANIZATION: In a 25Wx35L field & a small goal on each end line, play a 4v4 game with no goal keepers. Play for 22 minutes – 2 x 9-minute halves with a 2-minute half-time. Local rules apply. If the ball leaves the field, the coach can play another ball onto the field and the play continues.
KEY WORDS: open up, score goals
GUIDED QUESTIONS: How can you help your teammate with the ball score? After you shoot, what next?
ANSWERS: Open up away from the goal so you are not closing the openings for your teammate. If you score, get back for the kickoff; otherwise, move closer to the goal to see if there is a rebound.
NOTES: Depending on your local rules, coaches may introduce throw-ins, corner kicks & goal kicks if rules enforce. Remember to create a build out line for goal kicks and focus on the techniques needed to complete the task instead of the moment of the players on the field. The game must be played so try not to dwell on the restarts.
1.
2.
3.
4.
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Colorado Insect of Interest
Broadwinged Katydid
(Greater Angle-wing)
Scientific Name: Microcentrum rhombifolium (Saussure)
Order: Orthoptera (Grasshoppers,
Crickets, Katydids)
Family: Tettigoniidae (Longhorned Grasshoppers, Katydids)
Identification and Descriptive Features: These are large insects, with some at least two inches from the head to the tip of the wings. They are pale-green color with an angular form in side view, leading to another common name for the species, the "greater angle-wing katydid". The hind legs are long and thin, the base (femur) thickened to allow jumping. Antennae are very long and thread-like. Even when not seen, the broadwinged katydid is one of the most often heard Colorado insects, making clicking calls in trees and shrubs during late summer.
The eggs are also a distinctive stage of this insect. They are flat and laid in loose double rows on twigs or leaf midribs, somewhat resembling fish scales (Figure 2). Originally black when laid, the eggs rapidly become cream colored.
Distribution in Colorado: The broadwinged katydid is widely distributed in the state, found in both eastern and western Colorado and common in many urban areas.
Life History and Habits: The
Figure 2. Broadwinged katydid eggs.
overwintering stage of katydids are eggs that are laid on twigs and small branches. The eggs hatch the following spring and the young katydids develop during the season, becoming full grown in late summer. Although katydids feed on leaves, they are never abundant enough to cause significant damage to plants. Incidentally, katydids may feed on some small insects present on the plants.
Singing occurs in late summer, lasting several weeks. Loud 'lisps' and 'ticks' are produced by males with the aid of specialized structures on the forewings. Unlike most katydids and crickets, the females also can produce sound - a weak clicking/rustling. Among the katydids sounds are perceived by means of a typanum located on the tibia of the front legs (i.e., "ears on their knees").
During mating the male passes to the female a large nutritive packet (spermatophore) that the female feeds on and uses to help nourish developing eggs (Figure 4).
Females (Figure 3) can be distinguished from males (Figure 1) by a pronounced hook-like ovipositor. They lay eggs by roughening the bark and gluing the eggs to the twigs of host plant. Adults die with cold weather in September and early October and there is one generation produced per year.
Related Species: The "true" katydid, Pterophylla carnellifolia F. (Figure 5), has become established in parts of the Front Range area of Colorado. This is a somewhat larger katydid with broader body form. The males of this species make loud, raucous nighttime mating calls.
Also native to Colorado are two species of "broadwinged bush katydids" (Scudderia spp.) that have a similarly angular wing and body profile as the broadwinged katydid but are somewhat smaller. The forktailed bush katydid, S. furcata Brunner, is likely widespread in the state and CSU Museum collections
include specimens from both eastern Colorado and the West Slope. Current state records for the second species, S. pistillata Brunner, indicate it is only present in the northeastern areas of the state, including Larimer County.
In total, there are approximately 18 species of katydids and other "longhorned grasshoppers" (Tettigoniidae family) in Colorado. One unusual flightless species that sometimes attracts attention is the Mormon cricket, Anabrus simplex Haldeman. Within in the state it is most commonly observed in areas around Dinosaur National Monument. Outbreaks of this insect periodically occur in northwestern Colorado as well as areas of Utah, Wyoming, Idaho, and Nevada. | <urn:uuid:9bbeeb19-3460-46df-be45-86821515e00e> | CC-MAIN-2021-39 | https://webdoc.agsci.colostate.edu/bspm/Hexapoda%20(Insects)/Broadwinged%20Katydid.pdf | 2021-09-24T18:08:30+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00654.warc.gz | 651,262,845 | 883 | eng_Latn | eng_Latn | 0.995912 | eng_Latn | 0.99609 | [
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On Their Own in Reading: How to Give Children Independence in Analyzing New Words #Scott, Foresman, 1960 #1960 #William Scott Gray
Children who build good, age-appropriate independence skills will be in a better position to face the challenge of secondary school.’ But independence isn’t just important for upper KS2 kids: younger children benefit from having opportunities to do things for themselves too. ‘A child in Reception, for example, can begin to do things like get dressed and undressed independently, hang their school bag on their peg, and eat lunch themselves, possibly with adult support,’ says Jane. ‘But by the age of about eight, they should be capable of getting themselves ready for school, remembering any sports kit or letters that they need to take in, and knowing what homework they have to do and at least making a start on it independently, with just a little prompting. Reading has numerous benefits for children, including a positive effect on development. Find out why it is important & how you can incorporate it here. However, there may be certain children in your class who only get the chance to read in school and not at home. This could be for a variety of reasons, however, try and communicate to parents the importance of reading with their child. To do so, you could Is your child hooked on baseball? Then read them a ton of books on the subject and play the sport with them, or take them to a game. Is your child interested in dinosaurs? You might consider taking them to a dinosaur museum or library to do research. You can have your child draw or write (if they’re able to) their own book about their favorite topic too. 4. Let them talk and share. How are the words and sentences written? Left to right? Going up or down? She also writes, that reading aloud to children is also engaging and increases their motivation and attention! 8. Be the animation! As I’ve mentioned in my previous article, 10 Essential Communication Skills that will Make You a Better Parent, gestures and body language are super important. Although teaching children to do these basic tasks, helps simplify the workload of the parents in the house, the real benefit is really for the child. The self confidence boost that children receive from being able and allowed to do things for themselves is remarkable. Children feel a great sense of pride when they master a new skill or gain competency in a new area. By encouraging children to do for themselves what they are capable of, you are placing them firmly on the path to confident independence. Nicole Avery is a mother of five gorgeous kids. On her blog Planning With Kids she shares tr | <urn:uuid:9634894f-4217-45fc-a95e-b69b515a6bfa> | CC-MAIN-2021-43 | https://upog.pw/part-on-their-own-in-reading-how-to-give-children-independence-in.pdf | 2021-10-21T22:25:10+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585441.99/warc/CC-MAIN-20211021195527-20211021225527-00353.warc.gz | 742,235,769 | 562 | eng_Latn | eng_Latn | 0.996994 | eng_Latn | 0.996994 | [
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U8
GOAL:
PLAYER ACTIONS
KEY QUALITIES
Protect the goal, Steal the ball
Read & understand the game, Focus
MOMENT
4v4
Defending
DURATION
60 minutes
PLAYERS
8-12
SKILL ACQUISITION: Pressure: Angle, speed, distance of approach, footwork – Types of Tackles: Poke, Block, intercept
1
st
PLAY PHASE (Intentional Free Play)
DURATION: 18 min. - INTERVALS: 3 - ACTIVITY: 5 min. - REST: 1 min.
OBJECTIVE: To deny the opponent's ability to create scoring chances or score goals.
PLAYER ACTIONS: Protect the goal, Steal the ball
ORGANIZATION: On your 25W x 35L game field, set up two (13W x 20L) fields with a 4-yard space between. Place a small goal on each end line. When practice is scheduled to start & as soon as 2 players arrive, start playing a game. The game starts 1v1. As players arrive, the game becomes 2v1 then 2v2 up to 3v3. Once 1 field is at 3v3, start a second game on the field next to it.
KEY WORDS: block your goal, get back
GUIDED QUESTIONS: What should you do if your team does not have the ball & you see your goal is open? When should step to the ball and tackle it away?
ANSWERS: get back to block your goal. If the dribble lets the ball get too far in front of him/her, step to the ball to tackle it away.
NOTES: Encourage players to dribble to goal. At the first break, ask questions which generate thoughts about when to dribble. Second break, elicit answers from the same questions to determine the level of understanding from the players.
CORE ACTIVITY: 4 Corner Shooting/Defending
DURATION: 18 min - INTERVALS: 18 -ACTIVITY: 30 sec. - REST: 30 sec.
OBJECTIVE: To deny the opponent's ability to create scoring chances or score goals.
PLAYER ACTIONS: Protect the goal, Steal the ball
ORGANIZATION: On your 25W x 35L game field, set up a 13W x 20L field with a goal on each end line. If you have more players, set up 2 fields. Divide the team into 2 groups. Each group starts at opposite ends & divided equally between the 2 corners of their end line. The coach starts outside the center line with all the soccer balls. The game starts when the coach serves a ball onto the field. 1 player from each corner enters the field to play 2v2. The game is over when either team scores or the ball leaves the field of play. Once the game is over, all players leave the field & the coach serves another ball for the next players to play. Rules: Players cannot enter the field before a new ball is served in.
KEY WORDS: block your goal, get back
GUIDED QUESTIONS: What should you do if your team does not have the ball? Where should you go if the attacker gets past you? How do you tackle the ball?
ANSWERS: One of you should try to steal the ball and one of you should help by getting close to your teammate and block the goal at the same time. Get back to your goal to protect it. Step close to the ball and poke it away or block it from going to the goal.
NOTES: Try to serve the ball to the player who has not been involved in the play as much. All serves should favor 1 team or the other instead of down the middle.
LESS CHALLENGING: 4 Corner Shoot/Def. 1v2 to Goal
DURATION: 18 min - INTERVALS: 18 - ACTIVITY: 30 sec. - REST: 30 sec.
OBJECTIVE: To deny the opponent's ability to create scoring chances or score goals.
PLAYER ACTIONS:
Protect the goal, Steal the ball
ORGANIZATION: On your 25W x 35L game field, set up a 13W x 20L field with a goal on each end line. If you have more players, set up 2 fields. Divide the team into 2 groups. Each group starts at opposite ends & divided equally between the 2 corners of their end line. The coach starts outside the center line with all the soccer balls. The game starts when the coach serves a ball onto the field. Whichever side the coach serves the ball can have 1 player join the game. The team who does not get the ball can have 2 players join the game: play 1v2. The game is over when either team scores or the ball leaves the field of play. Once the game is over, all players leave the field & the coach serves another ball for the next players to play. Rules: Players cannot enter the field before a new ball is served in.
KEY WORDS:
block your goal, step to the ball
GUIDED QUESTIONS: What should you do if your team does not have the ball? Where should you go if the attacker gets past you? How do you tackle the ball?
ANSWERS: One of you should try to steal the ball and one of you should help by getting close to your teammate and block the goal at the same time. Get back to your goal to protect it. Step close to the ball and poke it away or block it from going to the goal.
NOTES: Try to serve the ball to the player who has not been involved in the play as much. All serves should favor 1 team or the other instead of down the middle.
MORE CHALLENGING: 4 Corner Shoot 3v4 to Goal
DURATION: 18 min - INTERVALS: 18 - ACTIVITY: 1 min. - REST: 30 sec.
OBJECTIVE: To deny the opponent's ability to create scoring chances or score goals.
PLAYER ACTIONS:
Protect the goal, Steal the ball
ORGANIZATION: On your 25W x 35L game field & a goal on each end line, Divide the team into 2 groups. Each group starts at opposite ends & divided equally between the 2 corners of their end line. The coach starts outside the center line with all the soccer balls. The game starts when the coach serves a ball onto the field. Whichever side the coach serves the ball can have 4 players join the game. The team who does not get the ball can have 3 players join the game: play 3v4. The game lasts for 1 minutes. If a ball goes out of play or is scored, a new ball is played in. After 1 minute, all players leave the field and a new round begins. Rules: Players cannot enter the field before a new ball is served in.
KEY WORDS: block your goal, step to the ball
GUIDED QUESTIONS: What should you do if your team does not have the ball? Where should you go if the attacker gets past you? How do you tackle the ball?
ANSWERS: One of you should try to steal the ball and one of you should help by getting close to your teammate and block the goal at the same time. Get back to your goal to protect it. Step close to the ball and poke it away or block it from going to the goal.
NOTES: Try to serve the ball to the player who has not been involved in the play as much. All serves should favor 1 team or the other instead of down the middle.
DURATION: 20 min -- INTERVALS: 3 --ACTIVITY: 4 min --REST: 1 min
OBJECTIVE: To deny the opponent's ability to create scoring chances or score goals.
PLAYER ACTIONS:
Protect the goal, Steal the ball
ORGANIZATION: In a 25Wx35L field & a small goal on each end line, play a 4v4 game with no goal keepers. Play for 22 minutes – 2 x 9-minute halves with a 2-minute half-time. Local rules apply. If the ball leaves the field, the coach can play another ball onto the field and the play continues.
KEY WORDS: block your goal, step to the ball
GUIDED QUESTIONS: What should you do if your team does not have the ball? Where should you go if the attacker gets past you? How do you tackle the ball?
ANSWERS: One of you should try to steal the ball and one of you should help by getting close to your teammate and block the goal at the same time. Get back to your goal to protect it. Step close to the ball and poke it away or block it from going to the goal.
NOTES: Depending on your local rules, coaches may introduce throw-ins, corner kicks & goal kicks if rules enfo Remember to create a build out line for goal kicks and focus on the techniques needed to complete the task inst moment of the players on the field. The game must be played so try not to dwell on the restarts.
1.
2.
3.
4.
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These bright orange-red berries help our immune system ward off disease. They are juicy and sweet when eaten fresh, and when dried, are similar to cranberries or dates. Can be enjoyed as a healthy snack, or made into juice, wine and tea . Glossy foliage and
a graceful arching habit. Produces white to purple blooms in early summer.
Lycium barbarum 'Dynamite'
* Use: Goji berries are often referred to as the Superfruit and are known for their high levels of vitamins and minerals. Goji berries can easily be grown in your garden or as a shrub in the landscape. the weight of the berries cause the branches to arch over into a weeping configuration that makes the berries very easy to harvest.
* Exposure/Soil: Prefers full to part sun. They will thrive in alkaline soils and require little care.
* Growth: : Grows 5-7' tall and wide.
* Hardiness: Zone 5-10; Shrub
* Foliage: Deciduous; Foliage is delicate and pale green-blue.
* Fruit Self pollinating and produces intensely sweeter berries when left to mature until the berries are completely ripe on the bush. The brilliant red berries look much like small peppers and can be eaten fresh when they ripen starting in June, or the berries can be dried for eating later. | <urn:uuid:97b17998-2fb3-4faf-a374-8402d3115182> | CC-MAIN-2021-39 | https://growersoutlet.com/Plant_Info/Edibles/Lycium/Lycium_barbarum_Dynamite.pdf | 2021-09-24T19:09:02+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00658.warc.gz | 341,706,918 | 284 | eng_Latn | eng_Latn | 0.998171 | eng_Latn | 0.998171 | [
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Longsters
Introduction
The Longster family over many years developed a successful nursery, seed and floristry business. They initiated the Malton Gala, opened their grounds next to the Derwent to the public in the summer months and acquired the significant business of Messrs. J. Slater & Sons.
William Longster was already established as a gardener and seedsman, living at Old Maltongate, by the time of the 1841 census.
Malton Messenger, 21 August 1858
The following is based on an article which appeared under the banner "Malton Trades and Industries" published in the Yorkshire Gazette, 27th January 1912:
********** ********** **********
The name of Longster is one of the many which have been associated with the business life of Malton for several years. It was over a century ago that Mr.
William Longster, the great grandfather of the present head of the firm, originated the business which has now grown to such large proportions. Mr.
1
William Longster started in a very humble way. He began by taking four acres of clay ground on the banks of the river Derwent, and this group was so stubborn that it is said that whenever a piece of land needed digging the spade had to be first dipped into a bucket of water. But by continuous work, and by distributing several hundred loads of road sweepings over the land, the nursery grounds in
Malton Messenger, 4 June 1870
course of time became considerably altered until now they are most productive. After a time a small shop was opened in Old Maltongate, this being next to the shop now occupied by Mr. T. Blanchard. Here and at the nursery the business was carried on by the son of the founder, also named William.
About sixty years ago the late Mr. George Longster succeeded to the business, which for some time was still carried on at Old Maltongate. The Wheelgate shop was taken in the early seventies, but before this move, the nurseries had been enlarged to the extent of eleven additional acres of ground which Mr. Geo. Longster took from Earl Fitzwilliam on the Castle Howard-road, near the waterworks reservoir. Mr. George Longster died with tragic suddenness about thirty years ago while attending Pickering market, and after his death the business was carried on by his sons, Messrs. Tom, and George Longster, under the now familiar name of Messrs. George Longster and Sons. Under their management the business was largely developed, especially in the glass department, and an additional eight new glass-houses were erected at the nurseries. These houses were very largely used for the cultivation of chrysanthemum, which at this time was becoming exceedingly popular.
About four years ago Messrs. Longster and Sons acquired the business of Messrs. J. Slater and Sons, and took over from that firm the shop at the corner of Yorkersgate and Railway-st., with extensive warehouses at the back of the premises, 25 acres of established nursery ground and several greenhouses. At present the firm cultivates forty acres of land, the nurseries being known as the Derwent and Castle Howard-road grounds, and in the spring and summer the nurseries are favourite rendezvous for residents and visitors. The Derwent nurseries, with their charming situation on the banks of the river, are perhaps the most popular, and it is not surprising to find that the firm's kind permission to stroll about the grounds or rest on the seats which are placed under the old umbrageous trees is much appreciated and enjoyed. During the summer, on Sunday afternoons, sacred concerts are frequently given by the local bands, and the collections taken are usually devoted to charitable objects. But while the Derwent nurseries are the more popular, the Castle Howard-road grounds are well worth visiting. There are all kinds of flowers and plants to be seen various stages of cultivation, and the acres of fruit trees, for which the firm is famous all over the North, afford a splendid spectacle when out in full bloom or when laden with luscious fruit.
Malton Messenger, 25 October 1902
2
Messrs. Longsters specialise in other branches of their business besides fruit trees, some of the more important being rose trees and herbaceous plants now generally known as perennials. With respect to the last-mentioned, Messrs. Longsters have achieved distinct success with their exhibits at York Gala for several years. The reference to York Gala reminds us that the late Mr. Geo. Longster was the originator of the Malton Gala, and with Mr. Jas. Horsley, he was one of the earliest promoters of the Norton Chrysanthemum Society, the second oldest society for the encouragement of the growth of the autumn bloom in the country.
The present head of the firm is a fellow of the Royal Horticultural Society and a member of the North of England Horticultural Society; and the firm has won several competition cups and numberless certificates of merit at all the principal exhibitions. Messrs. Longsters give much attention to forest trees, and they have executed many contracts for planting with most of the estate agents in the district. They are also successful in landscape gardening, and the grounds of many mansions in the North have been laid out by them.
Another feature of the business is the making up of artistic floral designs by lady florists, and some of the work which has been thus turned out has gained the encomiums of well-known judges. In the seed department the firm is specifically noted for their farm seeds, and Messrs. Longsters give prizes annually to their customers in connection with competitions held at the Malton Fat Stock Show. The following catalogues are issued by the firm and copies will readily be posted on application being made to that effect: Spring list of seeds, summer list of bedding plants, agricultural seed list, autumn bulb list, and a general nursery catalogue (September).
A member of the firm attended the various markets at Scarborough, Pickering, Helmsley, Kirbymoorside, Driffield, etc., and the firm's goods are sent regularly to all parts of the North. The Castle Howard nurseries are situated in one of the most exposed parts of North-East Yorkshire, and having at their disposal a few additional acres of virgin soil the firm is able to keep stocks well matured and of healthy growth, free from insect pests. It may be mentioned that the firm employs about forty hands. At the beginning of the year the partnership subsisting between Mr. Geo. Henry Longster and Mr. Harold Longster was dissolved by consent, and henceforward the business will be carried on by Mr. Harold Longster under the same style as before.
Malton Trades and Industries, Yorkshire Gazette, 27th January 1912
Malton Messenger, 8 June 1907
********** ********** **********
The York Herald of 14 February 1882 reported that 'Mr. George Longster died on 13th February 1882, the well-known nurseryman and florist, of the Derwent Nurseries, Malton, died very suddenly at Pickering, where he had gone to attend the market. He had just partaken of dinner at the Bay horse Hotel, when he died in his chair. He had suffered for many years from heart disease, and it is thought an inquest will not be necessary.'
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Reading Public Schools Mandatory Reporting of Abuse and Neglect 2020-2021 School Year
Protecting Children from Abuse
* M.G.L. c.119, § 51A
* Requires that all "mandated reporters" report suspected cases of abuse and/or neglect to the office of the Department of Children and Families of the town in which the child resides.
* Mandated Reporters = Public school teachers, counselors and administrators
51A Abuse Reports: Triggers
* If you have reason to believe that a child has suffered, or is suffering, physical or emotional injury as a result of abuse or neglect which causes harm or substantial risk of harm…Report it!
Types of Abuse
* Physical – Physical abuse refers to the use of physical force against someone in a way that injures or causes pain to that person.
* Sexual – Sexual abuse occurs when someone is forced to engage in unwanted, unsafe, or degrading sexual activity or exploitation without their express permission or knowledge.
* Financial – Financial abuse is the illegal or improper use of another person's funds, property or assets without their express permission or knowledge, by a person in a position of trust.
* Neglect/Omission – Neglect or omission occurs when someone responsible for the care and well-being of another fails to provide for the basic daily living needs of that person resulting in, or placing them at risk of, serious physical or emotional injury.
* Emotional – Emotional abuse may be verbal or non-verbal, and occurs when someone is attempting to control another person through threatening, humiliating, or intimidating actions.
* Mistreatment – Mistreatment refers to the use of medications/treatments, isolation, physical restraints, or chemical restraints which cause physical or emotional harm or creates a substantial likelihood of harm.
Reporting Suspected Abuse
* If you suspect abuse, contact the building Principal, the Director of Student Services or the Guidance Director immediately.
* The administrator will work with the appropriate staff to then make an oral report of suspected abuse to the Department of Children and Families and, within 48 hours, will file a written report.
Can you be prosecuted for filing a report that is not substantiated?
* Mandated reporters are immune from liability so long as there is some reasonable basis for the report.
Can you be prosecuted if you fail to report suspected abuse or neglect?
* Yes!
* If you fail to report suspected abuse or neglect you are subject to civil penalties of up to $5000.
Reading Public Schools
Protecting Disabled Adults from Abuse
* The Disabled Persons Protection Commission (DPPC)
* An independent state agency responsible for investigating complaints of abuse of adults (including adult students) with disabilities (18-59)
* Suspected abuse of any student with a disability who has reached 18 years of age must be reported
* Instances of suspected abuse or neglect must be reported immediately to the DPPC 24-hour Hotline at 1-800-426-9009.
Reading Public Schools
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12.2 Hitler – Time Magazine's Man of the Year (1938)
Instructions: For it's January, 1939 edition, Time magazine selected Adolph Hitler as its 1938 "Man of the Year. "Read excerpts A and B and answer questions 1 – 3.
Questions
1. According to this article, what are the key achievements of Adolph Hitler?
2. Based on these achievements, do you think Hitler merited selection as "Man of the Year"? Explain.
3. Write a Letter-to-the-Editor of Time explaining your point of view.
A. Adolph Hitler without doubt became 1938's Man of the Year . . . [T]he figure of Adolph Hitler strode over a cringing Europe with all the swagger of a conqueror . . . Hitler became in 1938 the greatest threatening force that the democratic, freedom-loving world faces today . . . Rant as he might against the machinations of international Communism and international Jewry, or rave as he would that he was just a Pan-German trying to get all the Germans back in one nation, Fuehrer Hitler had himself become the world's No. 1 International Revolutionist.
B. That the German people love uniforms, parades, military formations, and submit easily to authority is no secret . . . What Adolph Hitler & Co. did to Germany in less than six years was applauded wildly and ecstatically by most Germans. He lifted the nation from post-War defeatism. Under the swastika Germany was unified. His was no ordinary dictatorship, but rather one of great energy and magnificent planning . . . Germany has become a nation of uniforms, goose-stepping to Hitler's tune, where boys of ten are taught to throw hand grenades, where women are regarded as breeding machines. In five years under the Man of 1938, regimented Germany had made itself one of the great military powers of the world today. | <urn:uuid:b4db02a3-e93a-4da6-b397-eb629724b08f> | CC-MAIN-2021-43 | https://robcanobbio.files.wordpress.com/2019/01/12.2-hitler-time-man-of-the-year.pdf | 2021-10-21T22:14:00+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585441.99/warc/CC-MAIN-20211021195527-20211021225527-00354.warc.gz | 629,283,867 | 400 | eng_Latn | eng_Latn | 0.998403 | eng_Latn | 0.998403 | [
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FANTASTIC FOAMY FOUNTAIN!
You will need:
* A clean 16 ounce plastic soda bottle
* 1 Tablespoon (one packet) of dry yeast
* 3/4 cup (180ml) of 20-volume hydrogen peroxide liquid (20-volume is a 6% solution, ask an adult to get this from a beauty supply store or hair salon)
* 3+ Tablespoons (15ml) of warm water
* Food coloring
* Liquid dish washing soap
* Small cup
* Safety goggles
NOTE: The foam will overflow from the bottle, so be sure to do this experiment on a washable surface, or place the bottle on a tray.
What to do
1. Hydrogen peroxide can irritate skin and eyes, so put on those safety goggles and ask an adult to carefully pour the hydrogen peroxide into the bottle.
2. Add 8 drops of your favorite food coloring into the bottle.
3. Add about 1 tablespoon (15ml) of liquid dish soap into the bottle and swish the bottle around a bit to mix it.
4. In a separate small cup, combine the warm water and the yeast together and mix for about 30 seconds it should be a bit thick, but able to be poured.
5. Now the adventure starts! Pour the yeast water mixture into the bottle (a funnel helps here) and watch the foaminess begin!
How does it work?
Foam is awesome! The foam you made is special because each tiny foam bubble is filled with oxygen. The yeast acted as a catalyst (a helper) to remove the oxygen from the hydrogen peroxide. Since it did this very fast, it created lots and lots of bubbles. Did you notice the bottle got warm. Your experiment created a reaction called an Exothermic Reaction – that means it not only created foam, it created heat! The foam produced is just water, soap, and oxygen so you can clean it up with a sponge and pour any extra liquid left in the bottle down the drain.
This experiment is sometimes called "Elephant's Toothpaste" because it looks like toothpaste coming out of a tube, but don't get the foam in your mouth!
make it an experiment:
The project above is a DEMONSTRATION. To make it a true experiment, you can try to answer these questions:
1. Does the amount of yeast change the amount of foam produced?
2. Does the experiment work as well if you add the dry yeast without mixing it with water?
3. Does the size of the bottle affect the amount of foam produced?
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GROWING PATTERNS WONDER WORKSHOP
Math worth talking about!
available at learnx.ca/wonder
DIGITAL CERTIFICATE TASKS
To receive a digital certificate of completion, please complete and submit the following tasks in a single document (Word or PDF) to firstname.lastname@example.org, with your full name and email address at the top of the document. [In partnership with STEAM3D Research Lab & convergence.tech]
A. Growing patterns
B. Plotting growing patterns
C. Creating growing patterns
D. Algebraic representations
1. For sections A-D as a whole, report on (a) what you learned, (b) what you felt, and (c) what else you want to know.
E. Mathematician Interview
1. What did you learn from Dr. Lindi Wahl?
a) about her work?
b) about constants and variables?
c) about different representations of math patterns?
d) about different growing patterns?
e) about how a mathematician thinks?
2. What is interesting or surprising about what you learned?
3. What is "seeing as", when did you experience it, and what was the effect?
4. Share what you learned about how a mathematician thinks about growing patterns with a friend, colleague or family member, in a way so they experience math surprise and insight.
a) Ask them to tell you (a) what they learned, (b) what they felt, and (c) what else they want to know.
b) Report their answers and discuss them in relation to (a) your own experience and learning with the tasks and (b) ideas in sections A.1 - A.10.
F. Modelling with code
1. Discuss your experience with the coding activities.
2. Share what you learned from the different representations of code and of growing patterns. | <urn:uuid:d9d98a5c-b1ee-4bd2-88f4-6b397bcb265c> | CC-MAIN-2021-43 | https://learnx.ca/wp-content/uploads/2021/05/wonder-workshop-growing-patterns-tasks.pdf | 2021-10-21T22:03:37+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585441.99/warc/CC-MAIN-20211021195527-20211021225527-00354.warc.gz | 490,062,442 | 378 | eng_Latn | eng_Latn | 0.993737 | eng_Latn | 0.993737 | [
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Religious Education (RE) Policy
This policy has been adopted by the governing body of St James' CofE Primary School.
It will be reviewed annually or as required. If you require more information, please contact the school office.
September 2020
Signed: Mrs J Moore/ Headteacher
Signed: Mr S Rusling / Chair of Governors
Reviewed annually
Mission Statement
Through him we learn to live abundant lives, especially treasuring the values of friendship, trust, thankfulness, respect, forgiveness, hope and courage.
Vision Statement
Walking hand in hand with Jesus, fulfilling the potential God has given us.
Luke 1:37 'For with God nothing shall be impossible.'
Mission Aim
At St James' CofE Primary School, the Christian (and indeed inclusive human) values "friendship, trust, respect, forgiveness, hope and courage" inform our whole life together.
They were chosen in dialogue with the local community which identified them as exceptionally meaningful and valuable. Therefore, as a school community, we are committed to living these out and modelling them every day in each and every activity.
Vision for RE
Our vision is to be an exceptional church school committed to investing in young lives. A school where staff and governors work in partnership with parents to provide a caring, stimulating environment rooted in Christian values; a school with high expectations where all are valued and nurtured as individuals because they are unique and loved by God. In St James School we aim to:
recognise and nurture each individual's needs, strengths and talents and to develop good character.
* provide a broad, balanced and inspirational education which enables learners to have high expectations and achieve high standards.
* promote high standards of behaviour where all are respectful, honest, and compassionate.
* provide a safe, stimulating and happy learning environment grounded in Christian values.
* teach children to be responsible moral citizens who act independently and cooperatively with an awareness of and respect for the multicultural community and world in which we live.
* work together with parents as co-educators to promote strong home-school relationships to give each child a consistency in their development.
Purpose
This policy should be taken and used as part of St James' CofE VC Primary School's overall strategy and implemented within the context of our vision for RE, instrument of government, aims, values and ethos as a Church of England School. It relates to the teaching and learning of Religious Education for all pupils from 4-11 years within St James' CofE School.
Aims and Objectives
Through the teaching of Religious Education, we hope to foster children's feelings of awe and wonder, delight and mystery. We hope to assist them in their exploration of the meaning of life, to support them in making life choices and help them confront difficult or painful situations they may have to encounter. We want children to value themselves and to recognise the way in which they are valued by God, enabling them to value and show care and respect for others and the wider world.
Through the teaching of Religious Education, we seek to:
* develop the children's knowledge and understanding of Christianity and the other principal religions represented in Great Britain and their ability to respond to the core beliefs and practices of these religions
* explore issues within and between faiths to help them understand and respect different religions, beliefs, values and traditions (including ethical life stories), and understand the influence of these on individuals, societies, communities and cultures;
* consider questions of meaning and purpose in life;
* learn about religious and ethical teaching, enabling them to develop critical thinking and reasoning about religious and moral issues;
* develop their sense of identity and belonging, preparing them for life as citizens in a multifaith society;
Care is taken to ensure that the range of learning experiences we provide gives children experience of, and prepares children for, citizenship in modern multi-cultural Britain through understanding contrasting cultures, beliefs and faiths.
Organisation
St James' as part of the LDST follow Understanding Christianity, supported by the Blackburn RE Syllabus.
Early Years
The teaching of RE forms part of the Early Years curriculum for PSED and Understanding the World. RE objectives are covered through free play activities, circle times and religious stories. All major Christian religious festivals are celebrated and experienced by the children. Children have access to a wide range of opportunities to extend their understanding of their own faith and the faith of others.
Key Stage 1
RE in Key Stage 1 is taught weekly by class teachers or HLTA, following the locally agreed syllabus.
Children share their experiences of faith and belonging, learn about the place of prayer in religion, understand the role of the Church and learn the significance of major religious festivals. There is a balance between learning about religions, and also learning from religions, with an emphasis on children learning how to think for themselves based on what they have understood about faith.
Key Stage 2
RE in Key Stage 2 is taught weekly by class teachers or HLTAs, according to the locally agreed syllabus.
Children learn more about Jesus as the central figure of Christianity and about other key religious leaders, about the role of Sacred Texts within religions, about the history and significance of the Church and other places of worship, and about sacraments and rites of passage. At least half of what is studied in KS2 is distinctly Christian, with some other topics being studied through looking at several faiths. There is a balance between learning about religions, and also learning from religions, with an emphasis on children learning how to think for themselves based on what they have understood about faith and understanding the similarities and differences between religions to encourage values of tolerance and respect.
British Values
Although this is something which is developing in its significance for schools, it is not something new at St James'. British values are promoted in so much of what we do, not least during our school assemblies and collective Worship, Religious Education and PHSE sessions. The values are integral to our Vision statement and our ethos which complements British values and always has done.
Schools are subject to a duty (Section 26, Counter-Terrorism and Security Act 2015) to have "due regard to the need to prevent people from being drawn into terrorism". This duty is known as the Prevent duty. At the foot of this page there is some information to support parents in discussions about extremism and preventing radicalisation.
Democracy
Children, parents and staff have many opportunities for their voices to be heard at St James' Primary School. Democracy is central to how we operate.
An obvious example is our Pupil Leadership Team, ECO team and School Value Ambassadors. The election of the Pupil Leadership Team (PLT) and ECO team members reflects our British electoral system and demonstrates democracy in action: candidates write mandates, pupils consider characteristics important for an elected representative, pupils vote in secret using ballot boxes etc. Made up of two representatives from each class, the PLT and ECO meets regularly to discuss issues raised by the different classes. The council is able to genuinely effect change within the school.
Other examples of 'pupil voice' are:
* using Pupil Feedback forms, children are asked to respond and reflect on the teaching and learning
Pupils are always listened to by adults and are taught to listen carefully and with concern to each other, respecting the right of every individual to have their opinions and voices heard. We encourage pupils to take ownership of not only their school but also of their own learning and progress. This encourages a heightened sense of both personal and social responsibility and is demonstrated on a daily basis by our pupils.
Rules and Laws
The importance of rules and laws, whether they be those that govern our school or our country, are referred to and reinforced often, such as in assemblies and when reflecting on behaviour choices.
Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves, and the consequences when laws are broken. These values are reinforced in different ways:
* visits from authorities such as the police and fire service
* during Religious Education, when rules for particular faiths are thought about
* during other school subjects, where there is respect and appreciation for different rules i.e. sport.
Individual Liberty
Alongside rules and laws, we promote freedom of choice and the right to respectfully express views and beliefs. Through the provision of a safe, supportive environment and empowering education, we provide boundaries for our young pupils to make choices safely; for example:
* choices about what learning challenge or activity
* choices about how they record their learning
* choices around the participation in extra-curricular activities
Our pupils are encouraged to know, understand and exercise their rights and personal freedoms and are taught how to exercise these safely, such as in our e-safety and PHSE lessons.
Mutual respect and tolerance of those with different faiths and beliefs St James' CofE Primary School is in an area which is growing in culturally diversity so we are proud to promote and celebrate the different heritages represented in our school. Mutual respect is at the heart of our school ethos.
Our pupils know and understand that it is expected and imperative that respect is shown to everyone, whatever differences we may have, and to everything, whether it is a school resource, a religious belief. Children learn that their behaviour choices have an effect on their own rights and those of others. All members of the school community should treat each other with respect. Specific examples of how we at St James' Primary School enhance pupils understanding and respect for different faiths and beliefs are:
* through Religious Education, PHSE/C and other lessons where we might develop awareness and appreciation of other cultures – in English through fiction and in Art by considering culture from other parts of the world
* enjoying a depth of study during Themed Weeks / Days, where sometimes we will celebrate and enjoy learning about the differences in countries and cultures around the word (whilst at other times we might consider groups or individuals who might be vulnerable in some way, such as those with mental health issues)
Extremism
Something which is clearly not part of any British or European value is extremism. It is important to remember that whilst the threat from so-called Islamic State has been a focus in the Counter Terrorism and Security Act, the Prevent Duty is clear that extremism of all kinds should be tackled too. Extremism is not a new topic in education, but schools have a relatively new statutory duty to pay "due regard to the need to prevent people from being drawn into terrorism". Our teaching of British values address the issues of extremism.
Assessment & Record Keeping
In Reception, the Early Years Profile is used as a means of recording significant achievement in relation to the Early Years Foundation Stage Curriculum.
From Year 1 to Year 6, teacher assessment, based on the new 'Benchmark Framework of expectations' statements, is recorded on the annual assessment grid. Progress is to be tracked through the school using these assessments to ensure that standards are high. Pupils' progress and attitude is reported termly to governors and attainment and attitude to learning in RE is reported at the end of the year in the annual report to parents.
Monitoring
Children's learning in RE is monitored regularly by the Subject Leader in line with the school monitoring plan, through monitoring planning, observing lessons, discussions with pupils and evaluating outcomes.
The named governor responsible for RE meets regularly with the Subject Leader in order to review progress.
Roles & Responsibilities
The role of the Headteacher
* To ensure that the National Curriculum and statutory requirements from the Church of England are covered.
* To discuss curriculum delivery with the RE Subject Leader.
* To ensure the implementation of the RE policy and local scheme of work.
* To keep the RE Subject Leader and other staff up-to-date on recent relevant changes in government policy.
The role of the Subject Leader
* To drive improvements in RE by annual action planning and monitoring of the subject.
* To review and update the RE policy and scheme of work regularly, in line with statutory guidance from the Agreed RE Syllabus.
* To implement the school's RE policy and scheme of work, ensuring that an engaging, highquality RE curriculum is being delivered throughout the school.
* To monitor and evaluate teaching and learning, planning, and pupils' work in RE.
* To feedback to SLT & Governors to inform the SEF & SIP where appropriate.
* To ensure that the teaching of RE is fully inclusive.
* To keep up-to-date with, and enable other members of staff to be aware of, any new developments relating to this curriculum area.
* To attend appropriate courses that will enhance the Subject Leader's role and RE in the school generally, as well as informing other staff of INSET opportunities and arranging/delivering INSET within the school.
* To extend and update resources as and when necessary, in line with the school's budget arrangements and ensure resources are accessible and well maintained.
* To provide and organise a range of enrichment opportunities in RE, including out-of-school trips.
The role of the class teacher
* To implement the school's RE policy and scheme of work, teaching an engaging, high-quality RE curriculum which follows the legal requirements.
* To follow school planning and assessment procedures to plan for a range of abilities and ensure that the teaching of RE is fully inclusive.
* To report annually to parents about achievement in RE.
The role of governors
* Governing bodies must ensure that RE is provided as part of the school's basic curriculum, following the appropriate syllabus.
* The link governor for RE links with the subject leader 2 or 3 times a year to monitor effectiveness of the policy put into practise and been proactive in supporting and monitoring the RE Raising Attainment Plan.
Resources
RE resources are stored in a central resource room. Reference books are available in the school library. Further RE resources including a list of useful websites are to be found on the school network under 'Shared Documents'.
Scheme of Work
The new scheme of work follows Understanding Christianity, supported by the Blackburn RE Syllabus can be found on the school network under 'Shared Documents'.
Enrichment Opportunities
Where possible, children should experience first-hand what they learn about in the classroom. Visitors to the school to enhance RE teaching and learning are strongly encouraged. Teachers are encouraged to organise out-of-school visits for the children to enhance their learning, particularly to places of worship. 'Virtual' visits to places of worship are also available on www.request.org.uk.
St James' Church is a valuable resource for the teaching of RE and children will spend time in the church learning about the Anglican tradition and comparing St James' with other churches and other places of worship.
Inclusion
In planning for and organising RE activities, teachers take a differentiated approach to ensure equality of opportunity for all children, including those with SEN, EAL, those who are and those from all religious and cultural backgrounds. | <urn:uuid:cf26b3dc-5ef4-4023-8dbe-c1d96686d59c> | CC-MAIN-2021-43 | https://www.saintjames.wigan.sch.uk/wp-content/uploads/2021/03/RE-Policy.pdf | 2021-10-21T20:49:54+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585441.99/warc/CC-MAIN-20211021195527-20211021225527-00354.warc.gz | 1,145,680,861 | 3,009 | eng_Latn | eng_Latn | 0.996411 | eng_Latn | 0.997538 | [
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SELF-CONFIDENCE
WEEK 2: CHARACTER DRILL ON CONFIDENCE
AGE-SPECIFIC CHARACTER DRILL FOR AGES 8 to 12
DRILL: SPOT THE SELF-CONFIDENT STUDENTS
"Some of the most self-confident people model themselves after other self-confident people. In this drill you are going to spot which people have self-confidence and which ones don't."
Steps:
1. Divide your class into several groups. Assign one instructor to each group.
2. Select one student in each group to go first. Blindfold the student. While the student is blindfolded, quietly pick two students in the group to be the ones that have self-confidence and the rest will NOT have self-confidence.
3. Take the blindfold off the student and then run the rest of the group through some basic Martial Arts moves. The student that was blindfolded will pick the two students that performed with the best self-confidence. The goal is to see if the student picked the two students that were selected when the student was blindfolded.
4. Continue until each student has a turn.
5. At the end of the drill, ask the students if they understood how easy it is to spot people that have self-confidence. Remind them that if they show self-confidence in everything they do, then other people will notice them too. | <urn:uuid:fe080db6-7c47-4fe9-b7c9-b2d4cf013946> | CC-MAIN-2021-43 | https://marketmusclescdn.nyc3.digitaloceanspaces.com/wp-content/uploads/sites/198/2021/04/29175154/SELF-CONFIDENCE-Character-Drill-Juniors-ages-8-12.pdf | 2021-10-21T20:08:03+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585441.99/warc/CC-MAIN-20211021195527-20211021225527-00358.warc.gz | 519,169,741 | 463 | eng_Latn | eng_Latn | 0.999282 | eng_Latn | 0.999282 | [
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Georgia Performance Standards Fine Arts
Music Theory Introduction
As architects must study design, and physicians must grasp physiological and anatomical concepts, so must performers, conductors, and composers of music be well versed in the mathematics and science of music commonly referred to as music theory. It is the analysis, composition, structure and design of the elements of music that comprise its objective being, allowing it to unleash its other more subjective, affective power.
The Georgia Performance Standards for music theory will serve as a framework for teachers to follow, providing a guided, complete set of learning objectives. It is hoped that achievement of these standards by music theory students will result in a thorough, practical base of knowledge of the more measurable, concrete elements of music composition. Furthermore, mastery of this material should result in more musical performances based on the students' enhanced level of understanding of the overall structure and design of the music.
GRADES 9 - 12
BEGINNING MUSIC THEORY
A. Skills and Techniques/Performance
MHSBMTh.1 – Singing, alone and with others, a varied repertoire of music
a. Sight-sing diatonic melodies, with minimum characteristics such as, stepwise melodies, both ascending and descending, melodies with diatonic skips, minor 3 rd through tri-tone first (if possible), and melodies with diatonic skips, tri-tone through octave (if possible).
MHSBMTh.2 – Performing on instruments, alone and with others, a varied repertoire of music
a. Identify notes on the keyboard.
b. Relate pitches on a keyboard to notation on the staff in their native clef.
c. Play diatonic melodies on the keyboard where possible, or on another instrument.
MHSBMTh.3 – Reading and notating music
a. Demonstrate an understanding of rhythmic terms such as, time signature/meter (simple, compound, duple, triple), measure (bar line, double bar line).
b. Choose which rhythm has been performed from an array of choices (Examples will be in simple meter, up to and including three part beat division).
c. Perform rhythmically by tapping the foot with a steady pulse representing the basic metrical unit while clapping and speaking the given rhythm.
Georgia Performance Standards Fine Arts
[Spoken syllables may be neutral, or syllables adopted by the instructor (i.e. 1-e-&-u, Eastman system, etc.)]
d. Notate rhythms in simple meter using rhythmic values up to and including sixteenth notes and rests.
e. Identify pitches in treble and bass clefs, including notes utilizing ledger lines.
f. Identify major key signatures.
g. Identify half, and whole-step pitches and enharmonic pitches.
h. Identify major/minor, and perfect intervals.
i. Identify the whole and half steps that comprise a major scale.
j. Identify major scales, using both key signatures and accidentals.
k. Identify and describe chromatic scales.
l. Identify chords including major triads and minor triads.
m. Aurally identify all intervals (half steps, whole steps, enharmonic pitches, major/minor and perfect intervals), identify major scales by knowing the whole and half step sequence and by using both key signatures and accidentals, identify and describe the chromatic scale, and identify chords (major and minor triads).
B. Creation
MHSBMTh.4 – Improvising rhythms and melodies
a. Improvise short rhythmic lines.
b. Improvise short melodic lines which incorporate scalar and chordal motives.
MHSBMTh.5 – Composing and arranging music within specified guidelines
a. Compose and perform short rhythmic lines.
b. Compose and perform short melodic lines which incorporate scalar and chordal motives.
C. Critical Analysis/Investigate
MHSBMTh.6 – Listening to, analyzing, and describing music
a. Aurally identify and describe basic formal elements and forms in a composition such as phrase and period, binary song, ternary song, rondo, theme, and variations.
b. Demonstrate an understanding and application of standard music terminology involving dynamics, articulation, and tempo/style.
MHSBMTh.7 – Evaluating music and music performances
a. Describe a given short musical composition based on aural exposure.
b. Describe rhythmic and melodic/harmonic character in terms covered previously.
Georgia Performance Standards Fine Arts
D. Cultural and Historical Context
MHSBMTh.8 – Understanding relationships between music and the other arts
a. Demonstrate an understanding of how music has been influenced by and integrated with other fine arts disciplines within the context of their theoretical understanding.
MHSBMTh.9 – Understanding relationships between music, the other arts, and disciplines outside the arts
a. Demonstrate an understanding of how music is based upon mathematic and scientific principles.
MHSBMTh.10 – Understanding music in relation to history and culture
a. Demonstrate an understanding of how music has been influenced by and integrated into the humanities (i.e. literature/poetry, cultural studies, philosophy, ancient and modern languages, etc.)
b. Describe how major musical movements, figures, and events coincide with and/or were influenced by political, religious and economic conditions of the time. | <urn:uuid:2b674417-e940-4055-8cde-e600af9618d8> | CC-MAIN-2021-43 | https://www.georgiastandards.org/standards/Georgia%20Performance%20Standards/9-1_Fine_Arts_Beginning_Music_Theory_2-11-2010.pdf | 2021-10-21T20:36:08+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585441.99/warc/CC-MAIN-20211021195527-20211021225527-00357.warc.gz | 939,835,038 | 1,080 | eng_Latn | eng_Latn | 0.989107 | eng_Latn | 0.992981 | [
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6.4 Potatoes and Tomatoes
Sources: https://www.potatogoodness.com/potato-fun-facts-history/; http://www.tomatocages.com/tomato-history.html, accessed December 13, 2018
The tomato and the potato were both New World contributions to the global food supply. Before the Columbian Exchange there was no pasta and red sauce in Italy or potato pancakes in Eastern Europe.
The Inca in Peru were the first to cultivate potatoes around 8,000 BC to 5,000 B.C. In 1536 Spanish Conquistadors brought potatoes to Europe. Basque sailors began to cultivate potatoes along the Biscay coast of northern Spain. It took nearly four decades for the potato to spread to the rest of Europe. Today the potato is the world's fourth largest food crop, following rice, wheat, and maize.
Tomatoes had a more difficult time being accepted. The tomato originated among the early Aztecs around 700 A.D. It was into introduced into Europe until the 16th century. While it was quickly accepted in Southern Europe, it was rejected in most of northern Europe where people feared it was poisonous.
Wealthy Europeans in that period used utensils made of pewter, which had a high-lead content. Acidic foods caused the lead to leech out into the food, which could result in lead poisoning. Poor people did not have this problem because their plates were made of wood and they tended not to use utensils, so they adopted the tomato as their own.
Attitudes toward tomatoes started to change in the 19th century, probably with the invention of the pizza pie in Naples and Southern Italian migration to the United States. Neapolitans and Sicilians brought their food specialties with them and soon everyone was eating pizza, tomatoes, and tomato sauce.
Simple Potato Pancake Recipe
Ingredients: 3 peeled and ground potatoes; 1 grated onion; 2 tablespoons flour; 1 teaspoons salt 1 teaspoon baking powder
Procedure: Mix all ingredients. Coat 10-inch frying with 1/4 inch of vegetable oil. Using a tablespoon, drop in five large spoonfuls as separate pancakes. Flatten. Flip when the outside ring is brown and the center is firm. Remove when both sides are brown. Drain on paper. Serve hot with applesauce and sour cream.
Simple Tomato Sauce
Ingredients: small onion, minced; 2 cloves garlic, crushed; 28 oz. can crushed tomatoes; 2 small cans tomato paste; 1/2 cup red wine; 1 tablespoon salt and 2 tablespoons sugar; olive oil Procedure: In a 10-inch frying pan, heat the oil and brown the garlic and onion. Mix the other ingredients and add. Lower the flame to simmer and leave for 1/2 hour. Serve with pasta. | <urn:uuid:ee5e3d1a-140b-4e37-80ce-d28d0e270d3d> | CC-MAIN-2021-43 | https://robcanobbio.files.wordpress.com/2019/01/6.4-potatoes-and-tomatoes.pdf | 2021-10-21T20:54:19+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585441.99/warc/CC-MAIN-20211021195527-20211021225527-00358.warc.gz | 632,983,715 | 584 | eng_Latn | eng_Latn | 0.998498 | eng_Latn | 0.998498 | [
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Home Gardening Series
Chard
Environment
Light – sunny Soil – well-drained Fertility – medium pH – 6.0 to 7.0 Temperature – cool-warm Moisture – moist
Culture
Planting – direct seed spring or fall
Spacing – 2-4 x 36 inches, thin
Hardiness– cool-season hardy
Fertilizer – medium feeder
Chard – Beta vulgaris cicla
Chard (also known as Swiss chard) is a member of the beet family that can be successfully grown as a green vegetable. It is planted early because the seedlings are tolerant to moderate frost.
Chard produces fresh greens throughout the summer. The large, fleshy leafstalks may be white or red with broad, crisp, green leaf blades. Like beet greens, Swiss chard is a good source of vitamins A and C. The leaf blades are prepared like spinach, and the midribs (or stalks) may be cooked in the same way as asparagus. Chard is also an attractive orna mental that adds to the beauty of a garden. Many gardeners like to grow chard because it is usually not available in food markets and yields well with few production problems.
Cultural Practices
Planting Time
Chard does well on any soil where lettuce and spinach grow. Grow chard as you would beets. Plants may be started inside and transplanted in the garden after the danger of frost is past, but most gardeners plant seed directly into the garden in April and early May.
Spacing and Depth of Planting
For seeding outdoors, plant seed 1/2 to 3/4 inch deep (8 to 10 seed per foot of row) in rows far enough apart to cultivate. Thin the seedlings to 4 to 6 inches apart. An alternative method is to thin the seedlings to 2 to 3 inches apart, then harvest the excess plants when they are sufficiently large for greens (6 to 8 inches high), leaving a
Craig R. Andersen Associate Professor
Arkansas Is Our Campus
Visit our web site at: https://www.uaex.uada.edu
FSA6065
Cultivars
Abbreviation:
AAS: All American Selection final spacing of 9 to 12 inches between plants. Set the transplants 9 to 12 inches apart in the garden.
Harvesting
The most common method of harvesting chard is to cut off the outer leaves 1 1/2 inches above the ground while they are young and tender (about 8 to 12 inches long). Be careful not to damage the terminal bud.
Frequently Asked Questions
Q. When should Swiss chard be planted in my garden?
A. Since Swiss chard is a close relative of beets, plant it the same time you do beets. Seeds should be planted two to three weeks before the average last killing spring frost.
Printed by University of Arkansas Cooperative Extension Service Printing Services.
FSA6065-PD-5-09RV
Q. How should Swiss chard be harvested?
A. Swiss chard is grown for its tender leaves. The mature plants grow 1 to 2 feet tall, and the crinkled leaves have prominent central ribs. These ribs can be cut from the rest of the leaves and cooked and served like asparagus. The remainder of the leaf is eaten as greens. For harvesting, cut the leaves at the base of the plant with a sharp knife. The undisturbed inner leaves should continue to grow and be ready for picking in a few days. Discard any old leaves. If they remain on the plant, they decrease production. | <urn:uuid:f87b7a01-d8db-46e2-a0df-7d0583198208> | CC-MAIN-2021-43 | https://www.uaex.uada.edu/publications/pdf/FSA-6065.pdf | 2021-10-21T20:19:52+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585441.99/warc/CC-MAIN-20211021195527-20211021225527-00357.warc.gz | 1,242,309,754 | 758 | eng_Latn | eng_Latn | 0.997864 | eng_Latn | 0.997837 | [
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Speech and language therapy: Factsheet for parents 2
Helping your young child who stammers
Talking smoothly is a skill that develops gradually, and many young children will repeat whole words and parts of words when they begin using longer sentences. Stammering, which is also known as stuttering, can occur at any age, but it typically begins between the ages of two and five years. Some parents notice a pattern regarding the time or situation when their child tends to stammer more, e.g. when they are tired or excited, and times when their child tends to stammer less like when they are playing calmly. Whereas for other children stammering appears to be unpredictable. The presentation of stammering is different for every child, however stammering behaviours can include:
* repeating the whole word, like "but-but-but"
* repeating parts of the word, like "c-c-c-can";
* stretching sounds, like "ssssso"; and
* the word appears to 'get stuck'.
Some children may experience feelings such as frustration and anger about their talking, others appear unconcerned. Some children change words, and some avoid speaking situations such as answering questions in class whilst others are keen to talk in all situations.
Stammering is complex but it is not caused by parents and in fact many parents are using lots of helpful ideas to support their child. An assessment by a speech and language therapist can help you understand why your child may have started stammering and how you can help your child.
Some websites that you might find helpful are:
* The Michael Palin Centre for Stammering: www.stammeringcentre.org/mpc-home;
* The British Stammering Association: www.stammering.org; and
* The Irish Stammering Association: www.stammeringireland.ie
For further information please contact your local Speech and Language Therapy Department.
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The Councilor: A Journal of the Social Studies
Volume 75
Number 1 Volume 75 No. 1 (2014)
Article 1
January 2014
Historical Thinking and Common Core: Facilitating Adolescents' Scrutiny of the Credibility of Slave Narratives
John H. Bickford III Eastern Illinois University
Cynthia Rich Eastern Illinois University
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Part of the Curriculum and Instruction Commons, Educational Methods Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, and the Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons
Recommended Citation
Bickford, John H. III and Rich, Cynthia (2014) "Historical Thinking and Common Core: Facilitating Adolescents' Scrutiny of the Credibility of Slave Narratives," The Councilor: A Journal of the Social Studies: Vol. 75 : No. 1 , Article 1.
Available at:
http://thekeep.eiu.edu/the_councilor/vol75/iss1/1
This Article is brought to you for free and open access by the Journals at The Keep. It has been accepted for inclusion in The Councilor: A Journal of the Social Studies by an authorized editor of The Keep. For more information, please contact email@example.com.
Historical Thinking and Common Core:
Facilitating Adolescents' Scrutiny of the Credibility of Slave Narratives
John H. Bickford III Eastern Illinois University
Cynthia W. Rich Eastern Illinois University
Without questions, there isn't much need for serious thinking. Without thinking, there is little understanding. Therefore, developing deeper historical understanding begins with rich questions.
Bruce VanSledright, Assessing Historical Thinking and Understanding, 2014, p. 32
Facilitating Students' Historical Scrutiny of Credibility within Slave Narratives
Historians employ specific thinking patterns, or heuristics, when reading and interpreting primary source material. 1 These heuristics include source, context, corroboration, credibility, and a meta-analysis of what is said, how it is said, and what is left unsaid. These appear as questions like, who is—and what is known about—the speaker/writer? What type of document is it and what implications are inherent with this type of document? Who is—and what is known about—the intended audience? When—and what is known about—the time period in which this document was created? Through this document, to what or whom is the speaker/writer responding? Are there other documents or perspectives that corroborate or refute this speaker's/writer's claims? Most importantly, what does this document do? Historians first reflect on these queries prior to reading a primary source in order to purposefully read it. They are then better able to historically contextualize, or historicize, the source as they digest its content. Such cognition emerges as a continuous, reflexive stream of self-conversation. Historians, in doing so, derive tentative meaning(s) as they explore the source's explicit perspective and implicit bias. The effective use of heuristics must be taught, developed, and practiced due to the complicated nature of primary source material. 2 Age-appropriate methodology and discipline-specific historical thinking must address young learners. 3
Current state and national initiatives prescribe such discipline-specific thinking to ensure preparedness for college and career. 4 Middle level history students, for example, are expected to refer to textual evidence during primary source analysis; distinguish the implicit bias or perspective of an author and explicit purpose of the author's primary source; recognize fact, opinion, and reasoned judgment within a primary source; and examine the relationship between a primary and
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secondary source of the same topic. 5 Such cognition relies on reader's use of heuristics, specifically sourcing, contextualization, and corroboration. Research-based examples of students' applications of these specific heuristics already exist. 6 However, not all heuristics have been addressed and examined. Credibility, for instance, has largely been overlooked within historical literacy research; 7 it manifests when students actively question the plausibility of a historical figure's version of events. When credibility has been included, the focus has been on nuances too intricate for many adolescent thinkers. For example, research has investigated the unintended perspectiveclouded bias of competing primary sources, the reliability of divergent secondary sources, or the trustworthiness of online sources. 8 Such gradations are likely too subtle for middle level students to distinguish. A child must have experience distinguishing a boy from a not-boy prior to categorizing the intricacies of male students' social groups. Similarly, before adolescent students can aptly evaluate nuances, they should first examine distinctly credible and uncredible sources. Students are then better prepared to distinguish the former from the latter. Exploring the credibility of a source is an age-appropriate heuristic for middle level students and should be supported with scaffolding.
Middle level history teachers are knee-deep in the changes associated with students' cognitive development. 9 The need for discipline-specific history literacy skills increases as the history content both deepens and widens. 10 To facilitate students' historical thinking, teachers must locate, modify, and integrate unambiguous primary sources that do not unjustifiably confuse students. If high school students are expected to utilize multiple heuristics with various primary and secondary sources, then middle level students should focus on a single heuristic (or two) with multiple sources. The heuristic should emerge within age-appropriate methodology, the primary sources should appropriately puzzle students, and students' learning should be evaluated with a discipline-appropriate assessment.
Method: "I believe…I don't believe…"
Primary sources, like rumors passed in a school's hallway, usually have gradations of plausibility. The strategy "I believe…I don't believe" (hereafter, IB/IDB) facilitates students' purposeful reading of and active scrutiny for credibility. As students individually read each text, they are asked to consider what is believable and what is not. Students' IB/IDB work emerges as a long list of observations with accompanying inferences about what appears to be historically plausible or implausible. To be clear, IB/IDB is a list of initial interpretations, not a lengthy or paragraph-based analysis. Viewed from an educational objectives perspective, IB/IDB elicits students' comprehension, interpretation, analysis, conjecture, and evaluation. 11 From a cognitive constructivist standpoint, students critically read and actively question multiple primary sources or perspectives, which in turn complicates their prior knowledge. 12 From a historical thinking perspective, students apply the credibility heuristic during IB/IDB as they actively inspect and evaluate the explicitly and implicitly encoded messages.
When given two primary sources of distinctly different levels of credibility, IB/IDB extends wide and far like a flashlight's beam revealing the landscapes of credibility. The following primary http://thekeep.eiu.edu/the_councilor/vol75/iss1/1
sources provide a clear juxtaposition of credibility. The subsequent section illustrates the possible, or likely, historical thinking patterns elicited from the primary sources.
Primary Sources
American slavery, that peculiar institution, is an oft-studied history topic in middle level social studies curriculum. Historians have long collected 13 and examined 14 slave narratives to supplement the letters, diary entries, newspaper accounts, logs, and other primary sources as they reconstruct the past. History education researchers encourage the incorporation of such oral histories because they richly reveal one person's memories about navigating life's peaks and pitfalls. Oral histories, however, are problematic. The interviewer can fail to fully record the interview or record comments out of their stated context. The interviewee can intentionally ignore relevant information, inadvertently forget consequential details, or deliberately exaggerate in an attempt to improve how they—and their actions—are perceived. Slave narratives are especially complicated due to the racial, regional, and social class differences that emerged as white, middle and upper class, educated, Northern historians interviewed poor, uneducated, African Americans in the South. They remain, however, an exceptional resource. 15 Charlie Smith and Fountain Hughes, two ex-slaves, are two narratives worthy of exploration and juxtaposition. 16 Meaningful and illustrative excerpts appear below. Smith's narrative appears first to illustrate how examination of an egregiously uncredible primary source compels diligent scrutiny of a credible source.
Excerpts of Interview with Charlie Smith
Elmer Sparks: Uh, Mr. Smith, what was your full name?
Charlie Smith: That man that raised me name me Charlie Smith. My first name, first name what my mother name me, is Mitchell, Mitchell Watkins. That's what my mother and father name me, Mitchell Watkins. The man that raised me name me Charlie Smith. My first name, first name what my mother name me, is Mitchell, Mitchell Watkins. That's what my mother and father name me, Mitchell Watkins. I was raised in that, uh, born in Africa. And come to the United States. You see that was in slavery time. They sold the colored people. They sold the colored people. And they bringing them from the Africa. And they brought me from Africa. I was a child, a boy. The colored folks want to throw me off the boat coming from Africa. "Throw him overboard!" I was in cuffs. "Throw him overboard, let the damn whale swallow him like he done Jonah." Hadn't have been, the colored one want to throw me off, hadn't have been for L. and the Captain of the boat. L. was a white man and the Captain of the boat was a white man, but the colored is the one wants to throw me off the boat. And D. J., when they bring him from Africa, Liberia Africa, where I was brought from. And put in the United States. Me know, the northern people bought colored folks, put you up on a block and sell you, bid you off. The highest bidder gets you. Highest bidder gets you. …
ES: Did they trick you to get you on the boat?
CS: What? They fool you on the boat. They fool the colored people on the boat. I ask my mama could I go down to the boat landing to see that white man. I was raised in Galina, Africa. That was in Africa. …And the white folks, didn't no white people stay in Africa, south part of Africa. ES: Yeah.
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CS: They stayed in the north part of Africa. And that where they sold the colored people, in the south part of Africa. They put you up on a block and bid you off. And the way they got us on the boat, he said, "Come right in here!" That what they said. "Come in here! Colored in here, all the colored. Over in that country, you don't have to work. If you get hungry, all you got to do go to the fritter tree." Had the fritter tree on the boat, claim that the fritter tree. "You go to the fritter tree." Same thing now we hear people call in the United States, call them pancakes, they call them flitters. And them flitter tree, bore the, the tree bore the flitters, they claim. "Here the flitter tree. It's on the boat." We got on. … Got down in the hatch hole, we should have felt the boat moving, but we thought we was going back up there to the fritter tree. And they are leaving. And when it landed, it landed in New Orleans. That where the colored people was sold at. Sold. They bringing us from Africa over here, the colored folks want to throw me off. "Throw him overboard, throw him overboard." And the white, Mr. J., Mr. J. say, "Don't you throw tat boy out there!" "Throw him overboard! Goddamn, let the damn whale swallow him like he done Jonah." That what they said. Going to throw me off the boat, bringing me from Africa in the United States. That was when we had the slavery. Just put you on the block and sell you. Put you on a stage, but well they called it a block. Put you up on a stage. Than man would buy you. The highest bidder gets you. Bid on you. He'll carry you to his plantation. Put another one up there. Me highest bid, which ever one bid, gives the most, he'll carry him to his plant, that the white, in the South. And they went to mistreating the, the colored. Getting children by the colored women. And all such as that, getting colored. …
ES: And who was it that bought you? Do you remember who bought you?
CS: Bought me?
ES: Yeah.
CS: Oh. I was in, in uh, when they went to New Orleans, that's where they sold the people. The man that raised me, he didn't buy me. The man raised me. They would try to put you up on the block to sell you. He was Jake. The man was Jake. He name me. That's the name I go in now. Charlie Smith. He name me. When he, uh, I uh when he took me. He raised me, in Texas, Galveston, Texas where I was raised in. And the man that raised me, he name Charlie Smith, and that's the name he give me. He gave me Charlie Smith. And always teach me and his children. He treated me just like he treated his children, in everything, not one thing, everything. We ate together, we slept together. All the boys now, we just talking not about the women now. All we the boys slept together. I was, uh, raised with a cattleman. Charlie Smith raised me. He had all kind of cattle. And all of us toted pistols and something to shoot. And I was the only colored cowboy. I got on a cowboy shirt now that I brought from Texas. Been have it all of my days. I was raised up a cowboy. I was the only cowboy [record skips], colored cowboy he had, was in Texas. His name was Charlie Smith. And he always teach me and his children, anything you got to have don't never let it give out. He say, "And enjoy your money when you living. You can't carry none of it with you when you dead." He said millionaires die and leave all they got. Everything they got, they ain't carry nothing with them. And that, his name was Charlie Smith and he name me Charlie Smith. And he always told me don't change my name. And when he died, all us, he had three, uh, three or four of them, [unintelligible]. He didn't put no money in no bank. He had these little old money safes. People tell me, people got them now in some places, in the house, you know. He had two, two in the drugstore, in the dry goods store, and two in the grocery store. That made four. That http://thekeep.eiu.edu/the_councilor/vol75/iss1/1
where he kept his money and all us cowboys' money, what we didn't tote. We, all cowboys wore boots. Half a leg boots, knee, what they call knee boots that come clean to your knees. Well, we toted our, what he didn't keep for us, we toted in our boots. And I was the only colored cowboy he had. All the rest of them white. We toted pistols and rifles. We carried them, we carried them. We killed bears and panthers and things like that, what was eating up the stock. He was a cattleman. He had plenty of cattle. And all them animals, bears and panthers and things like that and lions, they'd eat up the little pigs and real young stuff. That's what we makes, the cowboys was carrying their pistols and rifles, to kill them.
ES: Now what did you do after the slaves were free? After you was with him [CS interrupts]…
CS: When they freed the colored, we just stay. The man would. [clears his voice] When they freed the colored, they, they bought the whole state of Louisiana and give it over to the colored people for their territory to make their laws and rules. And the colored people sold their rights. All that … property, anything, they have to get it approved by the white. Now, that's the way it was done. They ain't got no, can't make no laws, can't make no rules. If they make them, the white let them have it. They sold out.
ES: Did, did, did you go out West then or stay there? [ES and CS overlap] …
CS: Yeah, after they freed them I was in the West. That was when we call old man Charlie. When they went to selling them. He'd object, selling, uh, selling me. Put you up on a block, he'd object. Because he rule that part of Texas. He was a cattleman. And they rule that part of Galveston. He rule that part, and what he, he said, he, he, went. [Elmer Sparks interrupts then Charlie Smith continues] … Didn't teach us one thing, he teach us all. He say, "Anything you got to have, don't never let it give out." He say, "Enjoy your money when you living, because you can't carry none of it with you when you dead. Enjoy your money when you living." He teach us that all the time. And I didn't go to school much. Because I thought I hadn't been, when you … toting those pistols and nothing to shoot with, and I was so full of loading my pistols and rifles I had to carry, and, and didn't learn anything else. But I was the only colored boy. All his cowboys was white. We all ate together, we slept together, and everything. Wasn't no difference in the treatment at all. None. Old man Charlie. …
ES: You, you worked, you worked in Mississippi didn't you?
CS: I'm a, I'm a state man mister. I work for the United States. I go get bad people. I'm a state man and will as long as I live. Here my folders right here . I'm a state man. I'm the man went with, me and Billy the Kid, the man went and got the man kill the President. And the state name me. I got three name. The United States, I work for the United States now. Name me "Trigger Kid." Me and Billy the Kid, went and got the man kill the President, went and got him. Had a five hundred dollar reward, anybody go get him. He kill the President. Guiteau killed Garfield. Garfield the first President ever was killed of the United States. And the man killed him name Guiteau and went back over in his state where he come from.
ES: That was Charles Guiteau wasn't it?
CS: And when they, put out the five hundred dollar reward anybody would go get him. There was six men right at the line of the states. You had to get your authorities from them to go over there. Everybody go over there and get them five hundred dollars, them mens would kill them. Kill them. [unintelligible] They'd kill you. If you go over there and get that man, the man done the killing, he went back in that state because that was the state he was born and raised in. And there's six men
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right at the line of the United States. You, you, you had to get authorities from them to go any further in that state, state. And they done it, and we, me and Billy the Kid, they sent us over there. This United States name me "Trigger Kid," but that's a name I've hated. I been working for the United, I work for the United States now. If you bad, I get all bad people. That's my job now. White or black. If you be do the wrong thing, and they send me after you, only reason I won't get you, I won't see you. They send us after him. The man kill the President. [recording stops briefly then interview starts up again] …
ES: … Did the Social Security people, did they come see you?
CS: Social Security?
ES: Yeah.
CS: Yeah.
ES: They did. And, you remember how old you were then? …
CS: … My age, yeah, I'm older now than I was then. I'm older now. I'm a hundred and forty-four, last, last year, fourth of July. A hundred and forty-four years old now. My birthday, I gets a birthday card, I'm a hundred and forty-four last fourth day of July, last year. I'm a hundred and forty-four.
ES: And you don't, you don't wear glasses.
CS: No, I ain't never wore none.
ES: And you don't wear a hearing aid, is that it?
CS: I got hearing. I hear just as good now as I ever been hearing.
ES: Oh, I believe that.
Adolescent learners will likely perceive Smith's assertions to be dubious. During a cursory reading, they will probably probe Smith's claims about being an armed cowboy prior to slavery's conclusion and a deputized bounty hunter riding with Billy the Kid afterwards. During a closer reading, adolescent students will likely question the credibility of Smith's original African name, his story of capture, his claims of being 144 years old at the time of interview (without the need for glasses and a hearing aid no less), and his slave owner's familial, decent treatment. The young reader, during a detailed scrutiny, will probably ask when exactly the United States outlawed the importation of African slaves. Smith's less-than-credible oral history generates such queries, which in turn beg to be answered or proven incorrect. Stated differently, the content is the catalyst first for students' curiosities and then for students' active participation in their own learning.
VanSledright, in the opening quote, asserted the primacy of historical questions. We contend that content that elicits consequential historical questions are essential. Reading an uncredible source generates questions in ways that examining credible sources do not. Evaluation of an uncredible source contributes to a classroom context where student-generated queries are sought, curiosities are examined, and—with practice—even the credible source cannot escape close scrutiny. Hughes's narrative is an example of a relatively credible source that, when following an uncredible source, demands inspection in ways that it would not ordinarily.
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Excerpts of Interview with Fountain Hughes
Hermond Norwood: Who did you work for Uncle Fountain when ... ?
Fountain Hughes: Who'd I work for?...
FH: Well, I belonged to, uh, B., when I was a slave. My mother belonged to B. But my, uh, but, uh, we, uh, was all slave children. And after, soon after when we found out that we was free, why then we was, uh, bound out to different people. [names of people] … We had no home, you know. We was just turned out like a lot of cattle. You know how they turn cattle out in a pasture? Well after freedom, you know, colored people didn't have nothing. Colored people didn't have no beds when they was slaves. We always slept on the floor, pallet here, and a pallet there. Just like, uh, lot of, uh, wild people, we didn't, we didn't know nothing. Didn't allow you to look at no book. And then there was some free born colored people, why they had a little education, might call but there was very few of them, where we was. And they all had uh, what you call, I it now, uh, jail centers, was just the same as we was in jail. Now I couldn't go from here across the street, or I couldn't go through nobody's house without I have a note, or something from my master. And if I had that pass, that was what we call a pass, if I had that pass, I could go wherever he sent me. And I'd have to be back, you know, when uh. Whoever he sent me to, they, they'd give me another pass and I'd bring that back so as to show how long I'd been gone. We couldn't go out and stay a hour or two hours or something like. They send you. Now, say for instance I'd go out here to S.'s place. I'd have to walk. And I would have to be back maybe in a hour. Maybe they'd give me hour. I don't know just how long they'd give me. But they'd give me a note so there wouldn't nobody interfere with me, and tell who I belong to. And when I come back, why I carry it to my master and give that to him, that'd be all right. But I couldn't just walk away like the people does now, you know. It was what they call, we were slaves. We belonged to people. They'd sell us like they sell horses and cows and hogs and all like that. Have a auction bench, and they'd put you on, up on the bench and bid on you just same as you bidding on cattle you know. … Selling women, selling men. All that. Then if they had any bad ones, they'd sell them to the nigga traders, what they called the nigga traders. And they'd ship them down south, and sell them down south. But, uh, otherwise if you was a good, good person they wouldn't sell you. But if you was bad and mean and they didn't want to beat you and knock you around, they'd sell you what to the, what was call the nigga trader. They'd have a regular, have a sale every month, you know, at the courthouse. And then they'd sell you, and get two hundred dollar, hundred dollar, five hundred dollar.
HN: Were you ever sold from one person to another?
FH: Mmmm?
HN: Were you ever sold?
FH: No, I never was sold.
HN: Always stayed with the same person. [HN and FH overlap)
FH: All, all. I was too young to sell. …
FH: when I come along, young men, young men couldn't spend no money until they was twentyone years old. And then you was twenty-one, why then you could spend your money. But if you wasn't twenty-one, you couldn't spend no money. I couldn't take, I couldn't spend ten cents if somebody give it to me. Because they'd say, "Well, he might have stole it." We all come along, you might say, we had to give an account of what you done. You couldn't just do things and walk off
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and say I didn't do it. You'd have to, uh, give an account of it. Now, uh, after we got freed and they turned us out like cattle, we could, we didn't have nowhere to go. And we didn't have nobody to boss us, and, uh, we didn't know nothing. There wasn't, wasn't no schools. And when they started a little school, why, the people that were slaves, there couldn't many of them go to school, except they had a father and a mother. And my father was dead, and my mother was living, but she had three, four other little children, and she had to put them all to work for to help take care of the others. So we had, uh, we had what you call, worse than dogs has got it now. Dogs has got it now better than we had it when we come along. I know, I remember one night, I was out after I, I was free, and I didn't have nowhere to go. I didn't have nowhere to sleep. I didn't know what to do. My brother and I was together. So we knew a man that had a, a livery stable. And we crept in that yard, and got into one of the hacks of the automobile, and slept in that hack all night long. ... Now, uh, when we were slaves, we couldn't do that, see. And after we got free we didn't know nothing to do. And my mother, she, then she hunted places, and bound us out for a dollar a month, and we stay there maybe a couple of years. And, she'd come over and collect the money every month. And a dollar was worth more then than ten dollars is now. …
FH: We didn't have no property. We didn't have no home. We had nowhere or nothing. We didn't have nothing only just, uh, like your cattle, we were just turned out. And uh, get along the best you could. Nobody to look after us. Well, we been slaves all our lives. My mother was a slave, my sisters was slaves, father was a slave.
HN: Who was you father a slave for Uncle Fountain?
FH: He was a slave for B. He belong, he belong to B.
HN: Didn't he belong to Thomas Jefferson at one time?
FH: He didn't belong to Thomas Jefferson. My grandfather belong to Thomas Jefferson.
HN: Oh your grandfather did.
FH: Yeah. And, uh, my father belong to, uh, B. And, uh, and B. died during the wartime because, uh, he was afraid he'd have to go to war. But, then now, you, and in them days you could hire a substitute to take your place. Well he couldn't get a substitute to take his place so he run away from home. And he took cold. And when he come back, the war was over but he died. And then, uh, if he had lived, couldn't been no good. The Yankees just come along and, just broke the mill open and hauled all the flour out in the river and broke the, broke the store open and throwed all the meat out in the street and throwed all the sugar out. And we, we boys would pick it up and carry it and give it to our missus and master, young masters, told we come to be, well I don't know how old. I don't know, to tell you the truth when I think of it today, I don't know how I'm living. None, none of the rest of them that I know of is living. I'm the oldest one that I know that's living. But, still, I'm thankful to the Lord. Now, if, uh, if my master wanted send me, he never say, you couldn't get a horse and ride. You walk, you know, you walk. And you be barefooted and collapse. That didn't make no difference. You wasn't no more than a dog to some of them in them days. You wasn't treated as good as they treat dogs now. But still I didn't like to talk about it. Because it makes, makes people feel bad you know. Uh, I, I could say a whole lot I don't like to say. And I won't say a whole lot more. …
FH: I remember when the Yankees come along and took all the good horses and took all the, throwed all the meat and flour and sugar and stuff out in the river and let it go down the river. And they knowed the people wouldn't have nothing to live on, but they done that. And that's the http://thekeep.eiu.edu/the_councilor/vol75/iss1/1
reason why I don't like to talk about it. Them people, and, and if you was cooking anything to eat in there for yourself, and if they, they was hungry, they would go and eat it all up, and we didn't get nothing. They'd just come in and drink up all your milk, milk. Just do as they please. Sometimes they be passing by all night long, walking, muddy, raining. Oh, they had a terrible time Colored people that's free ought to be awful thankful. And some of them is sorry they are free now. Some of them now would rather be slaves.
HN: Which had you rather be Uncle Fountain?
FH: Me? Which I'd rather be ? [HN laughs]You know what I'd rather do? If I thought, had any idea, that I'd ever be a slave again, I'd take a gun and just end it all right away. Because you're nothing but a dog. You're not a thing but a dog. Night never comed out, you had nothing to do. Time to cut tobacco, if they want you to cut all night long out in the field, you cut. And if they want you to hang all night long, you hang, hang tobacco. It didn't matter about your tired, being tired. You're afraid to say you're tired. They just, well [voice trails off]. … you know how we served the Lord when I come along, a boy?
HN: How was that?
FH: We would go to somebody's house. And uh, well we didn't have no houses like they got now, you know. We had these what they call log cabin. And they have one, old colored man maybe one would be there, maybe he'd be as old as I am. And he'd be the preacher. Not as old as I am now, but, he'd be the preacher, and then we all sit down and listen at him talk about the Lord. Well, he'd say, well I wonder, uh, sometimes you say I wonder if we'll ever be free. Well, some of them would say, well, we going to go ask the Lord to free us. So they'd say, well, we, we going to sing "One Day Shall I Ever Reach Heaven and One Day Shall I Fly." Then they would sing that for about a hour. Then they, next one they'd get up and say let's sing a song, "We Gonna Live on Milk and Honey, Way By and By." They'd, they'd, oh I can hear them singing now but I can't, can't, uh, repeat it like I could in them days. But some day when I'm not hoarse, I could tell you, I could sing it for you, but I'm too hoarse now. And then we'd sing, [pause] "I'm Gonna," "I'm A-Gonna Sing Around the Altar." Oh, I, I wish I could, I wish I could sing it for you, "I'm Gonna Sing Around the Altar."
HN: Well I wish you could too.
Hughes's oral history is a rich and relatively credible perspective. It elicits scrutiny, in part, due to the purposeful positioning after Smith's slave narrative. Students likely will question specific details about, say, Hughes's grandfather's age and historic owner. Hughes's claims are not implausible but might be perceived as such when placed after Smith's claims. Active scrutiny is never discouraged. Students might also question the credibility of Hughes's accounting of the Yankees' brutality or the owners' treatment. The teacher should use this query to incite students' interests in learning more. Such questions arise from the interest generated in a source that may or may not be credible. Examining credibility is a catalyst for future historical research. During research, the claims are confirmed, refuted, or unsubstantiated. Whatever the result, students' historical understandings become richer and deeper.
Historical exploration also enables students to inferentially reflect about why and on what Hughes remained silent. Hughes stated, "But still I didn't like to talk about it. Because it makes,
Published by The Keep, 2014
makes people feel bad you know. Uh, I, I could say a whole lot I don't like to say. And I won't say a whole lot more." This evocative four-sentence statement compels students to wonder about the substance of what Hughes could have said and also about Hughes's motivation to remain silent. Such rumination similarly exhorts students to reexamine their perceptions of the credibility of his other claims. A historian will reflectively ask, "If a less-than-credible braggart would likely continue to espouse unbelievable claims, what does that say about someone who notes that more could—but would not—be said?" An adolescent learner can mirror the thought pattern while employing colloquial language, "If a liar lies to make himself look better, why does a humble person keep quiet?" In doing so, students will juxtapose the tone of Hughes's narrative with Smith's as they examine their respective historicity.
Students' credibility-based questioning will first emerge at the onset and continue throughout as they gauge historicity. The first questions emerge when students contextualize Charlie Smith's narrative by noting the interview date; the questions will continue as purposefully read to determine the quantity of ahistorical comments. They are not reading for comprehension, an activity that students engage in ad nauseam; they read instead to evaluate, critique, question, and categorize as their understandings have invariably been complicated. Whereas a credible source has potential for use within the narrative of a document-based question, the uncredible source is a catalyst for further rumination and possible explanations for the historical deviation. The uncredible source compels questions that would remain unasked if only credible sources were provided. The uncredible source generates a new dimension of historical thinking beyond the oftused dimensions of source, context, and corroboration. The subsequent subsection facilitates teachers' assessment of such intellectual explorations.
Assessing Historical Thinking
In order to not encumber students' cognitive resources, assessments should require the same discipline-specific thinking as the employed methodology. 17 During IB/IDB, students consider and weigh the source, context, explicit claims, implicit messages, and potentially corroborating evidence to evaluate the credibility of the source. Students' learning, however, cannot be assumed simply because they read the texts. To assess students' learning (or, more precisely, to measure their ability to use this specific heuristic with this specific historical content), teachers should construct opportunities that compel students to employ criticality and reflectivity as they redeploy the heuristics. History assessments of thinking (or HATs) 18 elicit students' historical thinking during evidence-based writing. HATs are intended to be done after students have already interpreted a primary source and accounted for the evidence's source, corroboration, and contextualization. 19
Cooperative Interpretation (or CI) is a four step process; it enables exploration of a source's credibility to continue beyond categorization as credible or uncredible. This first step is reflective, individual writing to facilitate each student's demonstration of the credibility heuristic. If students' questions during IB/IDB's were akin to a flashlight's beam exposing extensive terrain, http://thekeep.eiu.edu/the_councilor/vol75/iss1/1
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the subsequent queries are like laser beams: explicit and precise. Possible catalysts for rumination include, but are not limited to,
(1) Disagreements are ubiquitous and based on divergences of understandings. Was the cause for divergence due to the source's honest unawareness of information, active avoidance of information, or a dispute over the importance of the information?
(2) Recognition and reputation can materialize from inclusion in publications. Did the departure enhance the source's reputation or potential for recognition?
(3) New information can complicate and modify understanding. Was the source compelled to confront representative and contradictory information and, if so, how did the source respond?
(4) Memory can fade. How far was the source removed from the event?
Such precise reflection and reevaluation are encompassed within the first step. This enables young adolescent learners to digest the content slowly as they reflect and think historically. The deliberate speed coheres with both guidance suggested by educational psychologists of adolescence 20 and scaffolding suggested by scholars of historical thinking. 21
To begin the second step of CI, the teacher can collect and redistribute individual students' writing. Each student is tasked with reading another's reflections and, in doing so, the reader compares the writer's historical evaluations with their own. Students then assess the merits of another's evidence-based interpretation. In this step, one student's learning assessment from the first step is utilized as a teaching tool for a second student in step two. The reviewer adds critiques and queries to the initial student's interpretation. Upon completion, students should reclaim their original reflective writing, read the reviewer's comments, and, possibly, reconsider their original interpretations.
In the next step of CI, the teacher can lead a whole class discussion. Discussions might prove more speculative than evidentiary, more subjective than objective, but they are no less engaging and are certainly not haphazard. Such dialogic negotiation and reflection indicate historical thinking. These discussions elicit middle level students' interest because they are novel and, in their eyes, a departure from learning. They are frequently overlooked in comprehensive methodological guides. 22
In the final step of CI, students are asked to finalize their evaluations of the credibility of each source. Students weigh initial impressions, changes to initial impressions, and important points brought out in class discussion. In writing, students detail both their assessment of
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credibility and the considerations that contributed to this judgment. The teacher should encourage students to view such writing as a tentative conclusion, amendable if new evidence compels modification.
Sources deemed uncredible, thus, are catalysts for contemplation and discourse that do not have a definitive endpoint; such appraisal of credibility cannot be accomplished without students' redeployment of the heuristic and reconsiderations of their historical understandings. The incorporated slave narratives are manageable for students to examine, especially when they are modified and juxtaposed. IB/IDB is an age-appropriate reading strategy for middle level students to engage in historical literacy that seamlessly emerges into CI, a HAT. 23
1 Jeffrey Nokes, "Recognizing and Addressing the Barriers to Adolescents' 'Reading Like Historians," The History Teacher 44, no. 3 (May 2011): 379-404; Bruce VanSledright, Assessing Historical Thinking and Understanding (New York, NY: Routledge, 2014); Sam Wineburg, "Reading Abraham Lincoln: An Expert/Expert Study in the Interpretation of Historical Texts," Cognitive Science 22, no. 3 (1998): 319-346.
3 John Bickford, "Initiating Historical Thinking in Elementary Schools," Social Studies Research and Practice 8, no. 3 (2013): 60-77.
2 Keith Barton and Linda Levstik, "Why Don't History Teachers Engage Students in Interpretation?" Social Education 67, no. 6 (October, 2003): 358-361; Sam Wineburg, Historical Thinking and other Unnatural Acts: Charting the Future of Teaching the Past (Philadelphia, PA: Temple University Press, 2001).
4 Common Core State Standards Initiative, Common Core State Standards for English/Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (Washington, DC: Department of Education, 2010); Council of Chief State School Officers, Vision for the College, Career, and Civic Life (C3) Framework for Inquiry in Social Studies State Standards (Washington, DC: Department of Education, 2012); Partnership for Assessment of Readiness for College and Careers, PARCC Model Content Frameworks: English Language Arts/Literacy Grades 3-11, Version 2.0 (Washington, DC: Department of Education, August, 2012). 5 Common Core State Standards, 61; Partnership for Assessment of Readiness for College and Careers, 40-66.
7 Daisy Martin and Chauncey Monte-Sano, "Inquiry, Controversy, and Ambiguous Texts: Learning to Teach for Historical Thinking," in History Education 101: The Past, Present, and Future of Teacher Preparation, eds. Wilson J. Warren and D. Antonio Cantu (Charlotte, N.C.: Information Age Publishing, 2008); Daisy Martin and Sam Wineburg, "Seeing Thinking on the Web," History Teacher 41, no. 3 (2008): 1-15; Daisy Martin, Sam Wineburg, Roy Rosenzweig,
6 Cory Callahan, "Analyzing Historical Photographs to Promote Civic Competence," Social Studies Research and Practice 8, no. 1 (Spring, 2013): 77-88; Mark Baildon and Rindi Baildon, "Evaluating Online Sources: Helping Students Determine Trustworthiness, Readability, and Usefulness," Social Studies and the Young Learner 24, no. 4 (March/April, 2012): 11-14; Cheryl Mason Bolick and Meghan M. McGlinn, "Harriet Jacobs: Using Online Slave Narratives in the Classroom," Social Education 68, no. 3 (April, 2004), 198-202; Jeffery Nokes, Janice Dole, and Douglas Hacker, "Teaching High School Students to Use Heuristics While Reading Historical Texts," Journal of Educational Psychology 99, no. 3 (August 2007): 492-504.
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and Sharon Leon, "Using the Web to Teach Historical Thinking," Social Education 72, no. 3 (2008): 140-143, 158; Avishag Reisman and Sam Wineburg, "Teaching the Skill of Contextualizing in History," Social Studies 99, no.5 (2008): 202-207; Sam Wineburg and Daisy Martin, "Tampering with History: Adapting Primary Sources for Struggling Readers," Social Education 73, no. 5 (2009): 212–216.
9 John Bickford, Adolescent Masculinity and Media (Saarbrucken, Germany: Lambert Academic Publishing, 2012); Robert Feldman, Adolescence (Upper Saddle, NJ: Pearson, 2008); Robert Feldman, Child Development (Upper Saddle, NJ: Pearson, 2012). 10
8 Baildon and Baildon, 11-14; James Loewen, Teaching What Really Happened: How to Avoid the Tyranny of Textbooks and get Students Excited about Doing History (New York: Teachers College Press, 2010); Sam Wineburg, Daisy Martin, and Chauncey Monte-Sano, Reading Like a Historian: Teaching Literacy in Middle and High School History Classrooms (New York: Teachers College Press, 2011).
Baildon and Baildon, 11-14; Nokes et al., 492-494.
12 Roni Jo Draper et al., (Re)imagining Content-area Literacy Instruction (New York: Teachers College Press, 2010).
11 Lorin Anderson and David KratHNohl (Eds.), A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives (New York: Longman, 2001).
13 John Blassingame, Slave Testimony: Two Centuries of Letters, Speeches, Interviews, and Autobiographies, (Baton Rouge, LA: Louisiana State University Press, 1977); Belinda Hurmence (ed.), My Folks Don't Want Me to Talk about Slavery, (New York, NY: John F. Blair Publications, 1984); Belinda Hurmence (ed.), Before Freedom, When I can just Remember, (New York, NY: John F. Blair Publications, 1989).
15 Ira Berlin, Marc Favreau, and Steven F. Miller, eds., Remembering Slavery: African American Talk about Their Personal Experiences of Slavery and Emancipation (New York: The New Press, 1998); Jerrold Hirsch, Portrait of America: A Cultural History of the Federal Writers' Project (Chapel Hill, NC: UNC, 2003); Sharon Ann Musher, "'Contesting the Way the Almighty Wants it': Crafting Memories of Ex-Slaves in the Slave Narrative Collection," American Quarterly 53, no. 1 (2001): 1-31.
14 Kathleen Brown, Good Wives, Nasty Wenches, and Anxious Patriarchs: Gender, Race, and Power in Colonial Virginia, (Chapel Hill, NC: The University of North Carolina Press, 1996); Eugene Genovese, Roll, Jordan, Roll: The World the Slaves Made, (New York, NY: Vintage Books, 1972); Leslie Howard Owens, This Species of Property: Slave Life and Culture in the Old South, (New York, NY: Oxford University Press, 1976)
16 Charlie Smith, interview by Elmer E. Sparks, The Library of Congress, Archive of Folk Culture, American Folklife Center, Bartow Florida, March 17, 1975, http://memory.loc.gov/cgibin/query/r?ammem/afcesnbib:@field(DOCID+@lit(afcesn000032)); Fountain Hughes, interview by Hermond Norwood, The Library of Congress, Archive of Folk Culture, American Folklife Center, Baltimore Maryland, June 11, 1949, http://memory.loc.gov/cgibin/query/r?ammem/afcesnbib:@field(DOCID+@lit(afcesn000030)).
17 Nokes, 379-404; VanSledright, 46-79; Wineburg, Historical Thinking, 44-48.
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18 Sam Wineburg, Mark Smith, and Joel Breakstone, "New Directions in Assessment: Using Library of Congress Sources to Assess Historical Understanding," Social Education 76, no. 6 (2012): 290-293.
20 Robert S. Feldman, Adolescence (Upper Saddle, NJ: Pearson, 2008).
19 Chauncey Monte-Sano, "What Makes a Good History Essay? Assessing Historical Aspects of Argumentative Writing," Social Education 76, no. 6 (2012): 294-298.
21 Bickford, 60-77; Nokes, 379-404; VanSledright, 46-79; Wineburg, Historical Thinking, 44-48; Wineburg, "Reading Abraham Lincoln," 319-346.
23 Monte-Sano, 205-297; Wineburg, Smith, and Breakstone, 291-292.
22 Loewen, Teaching What Really Happened; Wineburg et al., Reading Like a Historian.
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Brown Dog Tick, Rhipicephalus sanguineus Latreille (Arachnida: Acari: Ixodidae) 1
C. C. Lord 2
Introduction
The brown dog tick, Rhipicephalus sanguineus Latreille, is unusual among ticks, in that it can complete its entire life cycle indoors. Because of this, it can establish populations in colder climates, and has been found in much of the world. Many tick species can be carried indoors on animals, but cannot complete their entire life cycle inside. Although R. sanguineus will feed on a wide variety of mammals, dogs are the preferred host in the US and appear to be required to develop large infestations.
Infestations in houses can explode to very high levels quickly. Typically, a few ticks are brought into the house or kennel, often on a dog which has been away from home. The early stages of the infestation, when only a few individuals are present, are often missed completely. The first indication the dog owner has that there is a problem is when they start noticing ticks crawling up the walls or curtains!
Distribution
The tick is found world-wide, more commonly in warmer climates, and is found on dogs, in kennels and houses, and occasionally on wildlife. It is present throughout Florida.
Description and Identification
Among ticks in Florida, this tick is easily recognized. It is small, red-brown in color (called the red dog tick in other parts of the world), and lacking any ornamentation. Although not sufficient for formal identification, it can be recognized by its by red-brown color, elongated body shape,
1. This document is EENY-221 (IN378), one of a series of Featured Creatures from the Entomology and Nematology Department, UF/IFAS Extension. Published: July 2001. Revised: October 2008. Reviewed: July 2014. This document is also available on Featured Creatures website at http://entomology. ifas.ufl.edu/creatures. Please visit the EDIS website at http://edis.ifas.ufl.edu.
2. C. C. Lord, associate professor, Florida Medical Entomology Laboratory, University of Florida, Vero Beach, FL.
The Institute of Food and Agricultural Sciences (IFAS) is an Equal Opportunity Institution authorized to provide research, educational information and other services only to individuals and institutions that function with non-discrimination with respect to race, creed, color, religion, age, disability, sex, sexual orientation, marital status, national origin, political opinions or affiliations. For more information on obtaining other UF/IFAS Extension publications, contact your county's UF/IFAS Extension office. U.S. Department of Agriculture, UF/IFAS Extension Service, University of Florida, IFAS, Florida A & M University Cooperative Extension Program, and Boards of County Commissioners Cooperating. Nick T. Place, dean for UF/IFAS Extension.
and hexagonal basis capituli. The hexagonal basis capituli is a particularly good identifying character, as only one other tick species with this feature has ever been found in Florida (Boophilus annulatus, the cattle tick). The cattle tick was eradicated from Florida many years ago, so ticks found in Florida now with a hexagonal basis captituli are almost certainly R. sanguineus.
Figure 2. Hexagonal basis capituli, an identifying character for the brown dog tick, Rhipicephalus sanguineus Latreille.
Credits: James Newman, University of Florida
Hosts
In the US, the brown dog tick prefers to feed on dogs in all stages. However, it will feed on other mammals, including domestic animals and humans. This is most likely to occur if it can't find a dog nearby, so beware of trying to control the tick by removing the dogs! Elsewhere in the world, it is more frequently found feeding on other mammals. This difference in host preference is not completely understood, but is probably related to the animals available and differ ences in the populations from the original introductions into new areas. In the southeastern US, it has been reported occasionally from rodents and deer, but most collections are from dogs and (much less commonly) humans.
Life Cycle
Ixodid ticks require three blood meals to complete develop ment; once each as a larva, nymph and adult. The brown dog tick is a 3-host tick; this indicates that it leaves the host to develop and molt between the larval, nymphal and adult stages. Each stage must locate a host; in a domestic environ ment this may result in feeding on the same dog (if there is only one or a few dogs present), but there is an opportunity for the same tick to feed on three different hosts.
A fully blood-fed female brown dog tick can lay up to 5000 eggs; the number of eggs laid depends on the size of the
Credits: James Newman, University of Florida
tick and the amount of blood she ingested. The length of time each stage feeds, and the time required for develop ment and molting, are very dependent on temperature. Feeding and development times are generally faster at warmer temperatures. Survival is generally higher at cooler temperatures and higher relative humidity, but these ticks are tolerant of a wide range in conditions.
An adult female will feed on the host for around one week, then drop off the host and find a secluded place for egg development. Cracks and crevices in houses, garages and dog runs are ideal locations. She will start laying as soon as four days after she completes feeding and drops off the host, and can continue to lay for as long as 15 days. As she lays the eggs, she passes them over her porose areas (specialized areas on the back of the basis capituli), to coat them in secretions that protect the eggs from drying out. After she finishes laying her eggs, she dies. The larvae hatch two to five weeks later and begin to quest, or look, for a host. All stages of this tick prefer dogs, although they will feed on other mammals. Larvae feed for three to seven days, then take about two weeks to develop into nymphs. The nymphs then feed for five to 10 days and again take about two weeks to develop into adults. As adults, both males and females will attach to hosts and feed, although the males only feed
Brown Dog Tick, Rhipicephalus sanguineus Latreille (Arachnida: Acari: Ixodidae)
2
Credits: James Newman and Leah LeFevre, University of Florida
for short periods. The overall cycle can be completed in just over two months, but frequently will take longer if there are few hosts available or in cold temperatures. Ticks are notoriously long-lived, and can live as long as three to five months in each stage without feeding.
In Florida, the cycle can occur year-round both inside houses and in outside kennels and dog runs.
Frequently, people report having different types of ticks, or adults and "babies." In fact, generally what they are seeing are engorged and unengorged ticks or different stages. Ticks increase in size dramatically while feeding; engorged ticks are considerably larger than unengorged ticks. The different stages (larva, nymph and adult) are progressively larger in size. Many features used to identify the stages and sexes are difficult to see without a microscope. Larvae have only six legs, while nymphs and adults have eight. Males and females are difficult to distinguish without examining them microscopically, but males take only small blood meals while females take large meals and increase in size. Nymphs are distinguishable from adults primarily by size, but this is not reliable and needs to be confirmed by microscopic examination.
Medical and Veterinary Significance
Figure 5. Engorged (right) and unengorged or flat nymphs of the brown dog tick, Rhipicephalus sanguineus Latreille. The increased size results from ingesting large volumes of blood. Credits: James Newman, University of Florida
in humans; only a few cases are known. In dogs, symptoms of canine ehrlichiosis include lameness and fever; those for babesiosis include fever, anorexia and anemia. Both have been found in Florida. In parts of Europe, Asia and Africa R. sanguineus is a vector of Rickettsia conorii, known locally as Mediterranean spotted fever, boutonneuse fever, or tick typhus. Ripicephalus sanguineus has not been shown to transmit the bacterium which causes Lyme disease.
High levels of infestation can cause skin irritation and dam age in dogs, and the population can reach pest proportions in houses and kennels. In the US, R. sanguineus is a vector of disease in dogs; canine ehrlichiosis (Ehrlichia canis) and canine babesia (Babesia canis). These rarely cause disease
Chapters 2 and 5 of the National Public Health Pest Control Manual (http://entomology.ifas.ufl.edu/fasulo/vector) provide details on diseases transmitted by ticks.
Brown Dog Tick, Rhipicephalus sanguineus Latreille (Arachnida: Acari: Ixodidae)
3
Management
The best management strategy is prevention of infestations in the house or kennel. Discuss tick control with your veterinarian; preventing engorgement of the ticks on dogs is critical to management of the tick and the well-being of the dog. Treatments with fipronil (in sprays and spot-ons), amitraz (often in flea and tick collars), permethrin (sprays and shampoos) and deltamethrin (shampoos) have been reported as effective. Regular treatment will minimize the chances of a dog picking up a tick and the tick successfully feeding. Treatment will also reduce attachment by other species of tick, such as the American dog tick or the blacklegged tick. Once an infestation has started, thorough treatment of the dogs is critical and may need to be repeated several times. Follow your veterinarian's instruc tions and the directions on the any tick control product you use. Dogs should be examined regularly and attached ticks removed and disposed of. It may be necessary to treat the house or kennel, paying particular attention to cracks and crevices. Pest control operators should be consulted. Other mammals should be monitored and treated if necessary, but be careful about treatments used on cats. Some tick and flea treatments for dogs are poisonous in cats. People should check themselves regularly; although rare in the US this species will bite humans. DEET (found in many insect repellents) does repel these ticks, but may not be practical if an infestation is inside a house. Use according to label directions.
For additional information see the Insect Management Guide for Ticks (http://edis.ifas.ufl.edu/ig088).
The earlier the infestation is discovered and addressed, the easier it will be to control. Monitoring and grooming dogs, particularly upon return from kennels or locations where other dogs are present, is the best way to detect infestations early.
Selected References
Dame, D. A. and T. R. Fasulo (2001, July 16). Mites and Ticks. Public Health Pesticide Applicator Training Manual http://entomology.ifas.ufl.edu/fasulo/vector/chapter_ 05.htm (26 June 2003).
.
Estrada-Pena, A. and F. Ascher. 1999. Comparison of an amitraz-impregnated collar with topical administration of fipronil for prevention of experimental and natural infesta tions by the brown dog tick (Rhipicephalus sanguineus). Journal of the American Veterinary Medical Association. 214: 1799-1803.
Fasulo, T. R. (2002). Fleas and Ticks and Wasps and Bees. Bug Tutorials. University of Florida/IFAS. CD-ROM. SW 159 [10 September 2012].
Fasulo, T.R. W. Kern, P. G. Koehler, and D. E. Short. (2005). Pests In and Around the Home. Version 2.0 University of Florida/IFAS. CD-ROM. SW 159.
Folz, S. D., K. A. Ash, G. A. Conder and D. L. Rector. 1986. Amitraz: a tick and flea repellent and tick detachment drug. Journal of Veterinary Pharmacology and Therapeutics. 9: 150-156.
Fox, M. T. and T. J. Sykes. 1985. Establishment of the tropical dog tick, Rhipicephalus sanguineus, in a house in London. Veterinary Record. 116: 661-662.
Franc, M. and M. C. Cadiergues. 1999. Activity of a deltamethrin shampoo against Ctenocephalides felis and Rhipicephalus sanguineus in dogs. Veterinary Parasitology. 81: 341-346.
Koch, H. G. 1982a. Oviposition of the brown dog tick (Acari: Ixodidae) in the laboratory. Annals of the Entomo logical Society of America. 75: 583-586.
Koch, H. G. 1982b. Seasonal incidence and attachment sites of ticks (Acari: Ixodidae) on domestic dogs in southeastern Oklahoma and northwestern Arkansas, USA. Journal of Medical Entomology. 19: 293-298.
Koch, H. G. and M. D. Tuck. 1986. Molting and survival of the brown dog tick (Acari: Ixodidae) under different temperatures and humidities. Annals of the Entomological Society of America. 79: 11- 14.
Kumar, S., S. Prakash, M. P. Kaushik and K. M. Rao. 1992. Comparative activity of three repellents against the ticks Rhipicephalus sanguineus and Argas persicus. Medical and Veterinary Entomology. 6: 47-50.
Rhodes, A. R. and B. R. Norment. 1979. Hosts of Rhipiceph alus sanguineus (Acari: Ixodidae) in northern Mississippi, USA. Journal of Medical Entomology. 16: 488-492.
Smith, R. D., D. M. Sells, E. H. Stephenson, M. Ristic and D. L. Huxsoll. 1976. Development of Ehrlichia canis, causative agent of canine ehrlichiosis, in the tick Rhipicephalus sanguineus and its differentiation from a symbiotic richett sia. American Journal of Veterinary Research. 37: 119-126.
Sonenshine, D. E. 1993. Biology of Ticks. Vol. 2. Oxford University Press, NY. 465 pages.
Sweatman, G. K. 1967. Physical and biological factors affecting the longevity and oviposition of engorged Rhipi cephalus sanguineus female ticks. Journal of Parasitology. 53: 432-445.
Brown Dog Tick, Rhipicephalus sanguineus Latreille (Arachnida: Acari: Ixodidae)
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KID CODERS: CODING A MICRO:BIT
INTRODUCTION
Micro:bits are pocket-sized codable computers that let you get creative with digital technology. You can customize and use them for exciting creations.
Using Microsoft's MakeCode Editor, we would introduce ourselves to programming concepts like loops by getting creative with color-coded blocks to display images and play games on our Micro:bits.
WHAT YOU'LL NEED:
1 Micro:Bit
1 micro USB Cable
1 MAC/ PC Laptop
CLASS ACTIVITES
Introduction to Micro:Bits and the Make Code environment.
A walk-through of the "Beating heart" tutorial.
Other tutorial recommendations and opportunities for the students to try out their own ideas.
makecode.microbit.org
Share what you made! @DoSpaceOmaha #DoSpaceSummer
Subjects:
Block Coding
LED
Programming
Standards:
3C
4A
5D
6B
iste.org/standards/for-students
Maker Capacities:
Tinker to Explore
Finding Opportunities
agencybydesign.org
Key Terms
LED
Micro:Bit
Block Coding
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Lal Bahadur Shastri Essay in English for Kids
* Lal Bahadur Shastri served as the second Prime Minister of India.
* He was born on 2 October 1904 in Mughalsarai. He shares his birthday with Mahatma Gandhi, who was born on 2 October 1869.
* His father's name was Sharada Prasad Srivastava and his mother's name was Ramdulari Devi.
* He was a freedom fighter and was deeply influenced by Mahatma Gandhi.
* He aided the White Revolution. The White Revolution was dedicated to increasing the production of milk as well as its supply.
* Lal Bahadur Shastri also promoted the Green Revolution in India in 1965. The Green Revolution aimed at increasing food grain production.
* During the Indo-Pak War of 1965, he gave the slogan "Jai Jawaan, Jai Kisaan" to highlight the importance of soldiers and farmers.
* He was posthumously awarded the highest civilian award of India, the Bharat Ratna.
* Lal Bahadur Shastri died on 11 January 1966 while he was in Tashkent, Uzbekistan.
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Simple Solutions Math Grade 5 Answers
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Math Simple Solutions #5 Math Simple Solutions #3 September 10th Math Simple Solutions Lesson #32 Math Simple Solutions #1 September 8th Simple Solutions Lesson 5 Simple Solutions Lesson 110 Number 5 Simple Solutions Math L#26 Math Simple Solutions Lesson 1 Simple Solutions Lesson 118 Number 5 Math Simple Solutions Lesson 1 Math Simple Solutions #2 September 9th Math Simple Solutions Lesson 2 THESE APPS WILL DO YOUR HOMEWORK FOR YOU!!! GET THEM NOW / HOMEWORK ANSWER KEYS / FREE APPS Can You Pass 5th Grade Math? - 90% fail CAN YOU PASS THIS SIXTH GRADE MATH TEST? Only 50% Can answer all correct! How to Cheat on your Math Homework!! FREE ANSWERS FOR EVERY BOOK!! Candy Caper - 5th Grade Math Mystery - Practice Decimals 01 - Learn Order Of Operations (5th Grade Math) 17 12 2020 Maths Gr 7 iReady Student Login \u0026 Walk-Through Grandpa teaching Math (5th Grade Basis) Chapter 4, Lesson 2 (My Math, Grade 5) Simple Solutions #105
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The Simple Solutions approach has been proven to raise test scores, build student confidence, and improve long-term retention. Take a closer look, as we shine the light on Simple Solutions Common Core Math Grade 5 and all its features. Students complete one lesson per day. Every item aligns with a Common Core State Standard and is coded to show its alignment.
Simple Solutions Fifth Grade Common Core Math
We have created two math activities to celebrate leap day, although this activity can be used any day of the year! The primary Counting On worksheet contains problems that are similar to what can be found in our first grade Standards-Based Simple Solutions and Summer Solutions books. To complete the problems, students start with the […]
Grade 5 Archives - Simple Solutions
Simple Solutions Shines the light on Fifth Grade Common Core Math! The Simple Solutions approach has been proven to raise test scores, build student confidence, and improve longterm retention. Take a closer look, as we shine the light on Simple Solutions Common Core Math Grade 5 and all its features. Students complete one lesson per day.
fifth grade Archives - Simple Solutions
These free interactive math worksheets are suitable for Grade 5. Use them to practice and
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improve your mathematical skills. Prime Numbers (up to 10, 20), Prime Numbers (up to 50, 100), Least Common Multiple, Greatest Common Factor Addition, Subtraction, Multiplication, Division, Division with Remainder, Order of Operations (PEMDAS)
Math Worksheets for Grade 5 (Solutions, Examples) Simple Solutions© Worksheet Generator - Common Core Mathematics Level 5 Standard Description 5.NF.5 Number & Operations—Fractions - Interpret multiplication as scaling (resizing), by: • 5.NF.5.A - Comparing the size of a product to the size of one factor on the basis of the size of the other
Simple Solutions© Worksheet Generator - Common Core ...
5 Grade School Math Problems That Are So Hard, You'll Wonder How You Ever Made it To High School. ... Jun 24, 2015 A math problem can often look super simple... before you sit down to actually do ...
5 Grade School Math Problems That Are So Hard, You'll ...
Grade 5 Mathematics Start - Grade 5 Mathematics Module 1 In order to assist educators with the implementation of the Common Core, the New York State Education Department provides curricular modules in P-12 English Language Arts and Mathematics that schools and districts can adopt or adapt for local purposes.
Grade 5 Mathematics | EngageNY
Simple Solutions Standards-Based Mathematics aligns with standards for Mathematics. These standards identify key ideas, understandings, and skills, and emphasize deep learning of mathematics concepts in each grade level. Long-term retention is the goal of daily-distributed practice provided by the Simple Solutions Approach.
Standards-Based Mathematics – Simple Solutions
The Simple Solutions team is currently working remotely. We will be monitoring live chats and checking emails ([email protected]) and voicemails periodically during normal business hours.Thank you for your patience!
Mathematics – Simple Solutions
Every year since our school implemented Simple Solutions in Reading, Math, and Social Studies five years ago, we have seen great gains in conceptual knowledge among our students and continual strong growth on the state assessment. At the end of each school year, I survey my teachers as to the one resource they want for the next school year and ...
Simple Solutions - Innovative Daily Practice Lessons for ...
Write simple expressions that record calculations with numbers, and interpret numerical expressions without ... New York State Next Generation Mathematics Learning Standards . Grade 5 Crosswalk ... Grade 5 Crosswalk Number and Operations in Base Ten Cluster NYS P-12 CCLS NYS Next Generation Learning Standard .
New York State Next Generation Mathematics Learning ...
Textbook: McGraw-Hill My Math Grade 5 Volume 1 ISBN: 9780021150243. Use the table below to find videos, mobile apps, worksheets and lessons that supplement McGraw-Hill My Math Grade 5 Volume 1 book.
McGraw-Hill My Math Grade 5 Volume 1 Online Resources ...
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Read Online Simple Solutions Math Grade 5 Answers
These math and science activities will have your students exploring time and matter while enjoying a cute puppy theme. These are extensions to the lessons found in our 2nd grade Simple Solutions Common Core Math and Simple Solutions Science books that schools across the country are using.
Math Archives - Simple Solutions
2019 Grade 5 Mathematics Test Released Questions (1.11 MB) View PDF: 2019 Grade 5 Mathematics Test Scoring Materials (5.2 MB) View PDF: 2019 Grade 6 Mathematics Test Released Questions (1.2 MB) View PDF: 2019 Grade 6 Mathematics Test Scoring Materials (3.63 MB) View PDF: 2019 Grade 7 Mathematics Test Released Questions (1.29 MB) View PDF
Released 2019 3-8 ELA and Mathematics State Test Questions ...
Teacher Editions; Digital Quizzes for Students; Intervention Worksheet Generator; Teacher Resources and Help Guides; Register your school to gain access to the Simple Solutions Tools and Resource Center.
Star Center - Simple Solutions
Worksheets > Math > Grade 5. Free & printable grade 5 math worksheets. Our grade 5 math worksheets cover the 4 operations, fractions and decimals at a greater level of difficulty than previous grades. We also introduce variables and expressions into our word problem worksheets.All worksheets are printable pdf documents.
Fifth grade math worksheets - free & printable | K5 Learning Simple Solutions Level 5 (SIMPLE SOLUTIONS-SOLVING PROBLEMS IN MATH EDUCATION, 5) [NANCY MCGRAW] on Amazon.com. *FREE* shipping on qualifying offers. Simple Solutions Level 5 (SIMPLE SOLUTIONS-SOLVING PROBLEMS IN MATH EDUCATION, 5)
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Skills Sample 1 Help Pages. Summer Solutions Common Core Math 5 is for students who are entering 6th grade. The Common Core State Standards require children leaving 5th grade to multiply and divide multi-digit numbers; convert measurement units; classify figures based on their properties; perform all operations with decimal numbers; add and subtract fractions; graph points on a coordinate plane; evaluate numerical expressions; calculate the volume of rectangular prisms; and solve real-world ...
Grade 5 Common Core Mathematics - Summer Solutions Mathematics Learning Standards. Updated June 2019 . 2017. Make sense of problems and and critique ... Grade 3 45 Grade 4 55 Grade 5 67 Grade 6 77 Grade 7 89 Grade 8 97 High School — Introduction 105 ... They also need to learn how to think and solve problems for which there is no one solution—and learn mathematical skills along the way.
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http://llt.msu.edu/issues/february2016/review3.pdf
REVIEW OF LANGUAGE LEARNING WITH DIGITAL VIDEO
Language Learning with Digital Video
Ben Goldstein
Paul Driver
2015
ISBN: 978-1-107-63464-0
US $38.20
206 pp.
Cambridge University Press
Cambridge, United Kingdom
Review by Zachary F. Miller and Jeffrey Maloney, Michigan State University
The Internet, coupled with recent advancements in digital media applications and the affordability of video production equipment, has dramatically influenced foreign language education (Hafner, 2015; Kern, 2014). Central to whether these technological advancements are properly realized for second language (L2) learning is the educator. As technology becomes more ubiquitous, especially within the realm of higher education, instructors are finding the need to integrate new teaching approaches for engaging students (Tiernan, 2015). Not every foreign language teacher has had opportunities to develop a strong methodological groundwork for utilization of Internet-age tools and resources appropriate to their particular teaching contexts. One such technological niche ripe for further classroom implementation is that of digital content. The new volume by Ben Goldstein and Paul Driver fills this gap by providing effective guidelines for teaching languages with the help of digital videos. Language Learning with Digital Video details how to incorporate digital videos into lesson plans, as well as imparts practical advice on a wide variety of issues concerning digital video creation and resourcing for language pedagogy. Their work is primarily targeted for L2 educators who possess access to digital video production and consumption technologies. Even so, instructors with dated or limited video resources may still find the activities and strategies helpful for complementing foreign language coursework.
In Language Learning with Digital Video, Goldstein and Driver expand upon the dynamic nature of digital media by infusing the pedagogical advantages of this popular medium into L2 curricula. While the intended audience of the book spans elementary to advanced English as a Second Language (ESL) teachers, all suggested activities involving digital video could be adapted to support a variety of foreign language courses. One of the biggest strengths of the book is the plethora of outside resources provided by the text. These include a reference list of useful links to online digital media, as well as two companion websites providing up-to-date video resources, additional activities, and tips for creating original video content. The book is comprised of nine chapters grouped into two main sections: Part 1, Video Exploitation (the first five chapters) and Part 2, Video Creation (the last four chapters). Both sections begin with brief introductions that highlight main concepts and relevant topics, such as utilizing digital media and producing videos. These overviews may be especially useful for teachers who lack the digital literacy to integrate digital media in a second language classroom environment.
Part 1 focuses on how L2 instructors can develop language-related tasks from established digital media on the Internet. The authors convey a clear learning focus for each chapter and include helpful images and examples that reinforce activity structures. Even teachers with a cursory knowledge of online digital
media and video production should find the overall material straightforward. The section opens with helpful guidelines for properly integrating videos into the L2 classroom. Areas include how to (a) create activities with an emphasis on task sequencing (pre-viewing, while-viewing, and post-viewing), (b) exploit videos based on their different cinematic genres, (c) select the "right" video sequence to support course objectives, and (d) avoid copyright issues when using or editing online videos. A series of premade activities in each chapter is subsequently presented based upon specific language themes. An estimated time of activity completion, recommended proficiency level, preparation tips, and activity variations are also included. Goldstein and Driver remind readers that several of their activities are conducive to a flipped classroom (see Spino & Trego, 2015), in which videos can be watched at home to maximize in-class discussion.
Chapter 1 opens the first section and provides ten activities that emphasize creating original text for video sequences. The authors recommend that students be allowed to produce their own texts in digital videos to spur motivation and written language development. For example, in (1.4) Interior monologues, the authors suggest that students can develop their own thought bubbles to describe the characters' intense emotional reactions or facial expressions in a film scene. Chapter 2 presents ten activities focused on narrative genre and taps into learners' creativity by encouraging alternative versions of media clips. In (2.3) Mini Bollywood, for example, students are prompted to dub and subtitle videos from Bombay TV. Chapter 3 focuses on the power of persuasion in video advertisements and movie trailers. In (3.7) Trailers past and present, one of eight prescribed activities, learners compare differences in style, culture, and historical perspective between older and more recent movie trailers. The fourth chapter incorporates music with video, detailing eight tasks that facilitate dialogue often beyond the song lyrics. The final chapter of this section, Chapter 5, highlights seven topics-based activities found on the Cambridge University Press English Language Teaching YouTube channel. Video tasks are based around various teaching aims, as in predicting video content from topical clues with (5.2) Water or analyzing language used in a video script in (5.5) Memory.
We believe that Part 1 provides instructors with multiple avenues for effectively utilizing pre-existing video clips in the L2 classroom. Many of the activities are short enough to supplement individual lesson objectives and are adaptable to any class size or proficiency level. Teachers looking for ways to develop L2 acquisition skills through original video content, however, may find the second half of the book to be a better fit.
Part 2 centers on the technical aspects of digital media (both hardware and software) and includes many hands-on tasks that acquaint both teachers and students with digital video production. Goldstein and Driver provide a variety of tips in this arena, which include using green screens, selecting the proper editing software, and sharing material online. Creativity and student collaboration are stressed with the primary goal defined as "situating language through practical engagement" (p. 117). As the chapters progress in this section, the complexity and sophistication of digital video techniques also increase. While the authors still highlight language foci in their recommended activities, L2 development is blended with an emphasis on video production and editing skills. Goldstein and Driver portend that such project-based learning approaches to second language acquisition facilitate 21st-century skill development (e.g. guided reflection and critical thinking) in learners.
Chapter 6 begins the second section and presents basic concepts of digital literacy for those seeking a broader familiarization in creating digital videos. Many activities stress video production methods to enhance shorter language-related assignments. Several of the chapter's tasks, such as (6.1) Limelight and (6.4) Good game?, are simple enough to complete within one or two classroom sessions. In the final three chapters, the authors list activities that tap into progressively higher video creation skill sets. Chapter 7 focuses on developing projects that allow learners to synthesize information and present coherent arguments in the target language. For instance, (7.1) Prove it! has students responding to controversial subjects that are subsequently recorded and uploaded onto a class website for further commenting. The eighth chapter places a stronger emphasis on audio-editing skills as learners are charged with embedding
their own narration into video clips. In one example, (8.2) News news, students add original audio tracks to news reports, blending L2 writing, speaking, and, listening skills into one activity. The final chapter of Part 2, Chapter 9, presents activities that often span multiple class periods or demand work outside of the classroom. Goldstein and Driver recommend that these latter activities, such as recording video diaries in (9.1) I, Object, or re-creating scenes of famous Hollywood films from (9.7) Half-baked remake, be reserved for longer-term assignments.
Similar to Part 1, the variety of tasks in chapters 6 through 9 (often with multiple variations) are sure to keep L2 learning fresh and engaging for students. L2 instructors should also find the tiered approach to project intricacy, from medium-level (Chapter 7), to challenging (Chapter 8), to elaborate (Chapter 9), nicely layered to accommodate a variety of medium and long-term projects.
In summary, Language Learning with Digital Video delivers positive contributions to the growing technological space of foreign language pedagogy. Goldstein and Driver seamlessly synthesize fundamental L2 core competencies (e.g. speaking, listening, and writing) with multi-modal, video exploitation and production activities. Digital videos are now widely accessible from the Internet and are often easy to manipulate for educational purposes. As such, this volume provides targeted advice and strategies for instructors who want to effectively incorporate the digital video medium into online or classroom L2 instruction. We hope that the authors continue to update the recommended web links sprinkled throughout the text in future editions, as well as maintain their YouTube channel geared for English language teaching. Overall, we highly recommend Goldstein and Driver's new book for instructors interested in utilizing digital video, in its many forms, for language teaching. This readerfriendly guide provides practical and approachable information, along with a clear direction, for working with one of the most popular and dynamic mediums in the digital arena today.
ABOUT THE AUTHORS
Zachary F. Miller is a Ph.D. student in the Second Language Studies Program at Michigan State University. His research interests include second language acquisition in a military context and the effects of emotion on L2 learning.
E-mail:
firstname.lastname@example.org
Jeffrey Maloney is a Ph.D. student in the Second Language Studies Program at Michigan State University. His research interests include extramural technology use and its effects on instructed language learning and technology use within the SLA classroom.
E-mail: email@example.com
REFERENCES
Hafner, C. A. (2015). Remix culture and English language teaching: The expression of learner voice in digital multimodal compositions. TESOL Quarterly, 49(3), 486–509.
Kern, R. (2014). Technology as pharmakon: The promise and perils of the internet for foreign language education. Modern Language Journal, 98(1), 340–357.
,
Spino, L. A., & Trego, D. (2015). Strategies for flipping communicative language classes. CLEAR News 19, 1–4.
Tiernan, P. (2015). An inquiry into the current and future uses of digital video in university teaching. Education and Information Technologies, 20(1), 75–90.
Digital Video details how to incorporate digital videos into lesson plans, as well as imparts practical. advice on a wide variety of issues concerning digital video creation and resourcing for language. pedagogy. Their work is primarily targeted for L2 educators who possess access to digital video. 19, 1â€"4. Zachary Miller and Jeffrey Maloney. Review of Language Learning with Digital Video. Language Learning & Technology 49. Tiernan, P. (2015). An inquiry into the current and future uses of digital video in university teaching. Education and Information Technologies, 20(1), 75â€"90. Please cite as: Miller, Z. F., & Maloney, J. (2016). [Review of the book Language learning with digital video]. Language. Learning & Technology, 20(1), 46-49. Keywords: digital video game; language learning motivation; game-based language learning. 1. Introduction 1.1. 2.1. Digital Video Games (DVGs) and language learning motivation (LLM) It has been indicated that since many learners automatically assume educational games to be boring (Kinzie & Joseph, 2008), identifying and selecting a suitable commercial DVG may improve students’ motivation (Dickey, 2011; Wu, Chiou, Kao, Hu, & Huang, 2012). There are six activity modes that appear to best reflect junior high school students’ game-play preferences including active, explorative, problem-solving, strategic, social, and creative activities (Kinzie & Joseph, 2008). A systematic literature review of empirical evidence on computer games and serious games. This study examined a group of English language learners’ use and evaluation of digital videos as a form of computer assisted language learning (CALL) material, as they were engaged to complete a video-based vocabulary learning task using a CALL system. The results indicated that the students were able to watch the assigned video clips for task completion with reasonable time and effort, without any major learning difficulties. It was also found that the top three most frequently used functionalities of the CALL system that enabled learner-content interaction were video subtitles, followed by Editorial Reviews. Book Description. Language Learning with Digital Video is for teachers who are interested in using a range of video in the language classroom, from documentaries to You Tube clips and learner-generated material. The book contains a variety of generic, easy-to-use, practical activities as well as a number of ready-made worksheets for specific video clips. Activities require minimal preparation and are suitable for a range of ages and levels, and for both the experienced and less experienced teacher. There is also a useful list of sources, detailing a wide range of video clips Find videos on learning a foreign language, language learning app, foreign language courses, english language learning, learn spanish, french, german, italian, arabic, russian, japanese, chinese and many more languages by following top language learning youtube channels. You have many opportunities to practice your listening comprehension, review essential grammar structures and build your vocabulary. Frequency 1 video / week Since Sep 2013 Channel youtube.com/channel/UClBr..+ Follow View Latest Posts â‹… Get Email Contact. | <urn:uuid:18f2b707-b960-4b49-8158-3ca4211396a6> | CC-MAIN-2021-43 | https://nevt.org/988content.pdf | 2021-10-21T20:58:14+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585441.99/warc/CC-MAIN-20211021195527-20211021225527-00360.warc.gz | 533,282,428 | 2,860 | eng_Latn | eng_Latn | 0.993919 | eng_Latn | 0.995308 | [
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