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Name: _______________________________ Grade-Period: _______________
Student Definitions Worksheet
For each of the terms below, you're going to create a short definition. Your definition must follow the guidelines listed. It might be a good idea to work on this on a separate sheet of paper and then write your completed answer here. Work quickly and well with your partner.
Your definition should:
* Be accurate and clear.
* Be 1-3 sentences in length.
* Be easy to understand. If you use a term you didn't completely understand, make sure you explain it in the full definition.
* Include 3 sources you used to create the definition. (List at end in space.)
Carbon Footprint:
Sources:
Global Climate Change:
Sources: | <urn:uuid:8c5b5a06-cd03-45db-a0be-f1800f2a10b6> | CC-MAIN-2019-39 | https://iittl.unt.edu/sites/default/files/GoingGreenCurriculumMaterials/LessonFive/StudentDefinitionsWorksheet.pdf | 2019-09-17T20:04:18Z | crawl-data/CC-MAIN-2019-39/segments/1568514573105.1/warc/CC-MAIN-20190917181046-20190917203046-00358.warc.gz | 393,125,596 | 156 | eng_Latn | eng_Latn | 0.999631 | eng_Latn | 0.999631 | [
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Section 1
Guided Reading Questions
1. What new diplomatic spirit dominated European politics after 1848?
2. What was the first conflict to disrupt the peace of Europe after 1848?
3. Russian threats toward what caused the Crimean War?
4. Why was Napoleon III eager to engage in the Crimean War?
5. What small Italian kingdom helped to defeat the Russians?
6. What were the major results of the Crimean War?
Vocab
Realpolitik
Crimean War
Ottoman Empire
Section 2
Guided Reading Questions
1. How did Louis Napoleon become Napoleon III?
2. How was Napoleon III able to win public support?
3. How did the Maximilian Affair work to weaken the regime of Napoleon III?
4. Why was Mazzini called the Heart of Italian unification?
5. Why was Cavour called the Brain of Italian unification?
6. Why was Garibaldi called the Arm of Italian unification?
7. What constitutional problem brought Bismarck to power in 1862?
9. Bismarck based his political decisions on what belief?
10. Why did Prussia and Austria attack Denmark in 1864?
11. What was the major result of the Austro-Prussian War of 1866?
12. What factors took Prussia into war with France in 1870?
13. What were the major results of the Franco-Prussian War of 1870?
14. How did nationalism weaken Hapsburg control in central and eastern Europe?
15. What was the most beneficial result of the creation of the Dual Monarchy?
Vocab
Section 3
Chapter 20
Guided Reading Questions
1. What nation provided the model for progress and stability after 1870?
2. What law surrendered most of England's political power to the House of Commons?
3. How was the Irish Question settled in 1922?
4. Describe the political structure of the German Empire for the first 20 years of its existence.
6. What was Bismarck's aim in the Kulturkampf?
7. Why was Bismarck retired in 1890?
8. Describe the personality of Kaiser Wilhelm II.
9. In what parts of Europe did liberalism make great strides after 1870?
Vocab
Section 4
Guided Reading Questions
1. How was eastern Europe different from western at this time?
2. Even after unification, Italy continued to suffer from what?
3. What conditions encouraged Italian emigration in the early 20th century?
4. Why did European nations support the existence of the Ottoman Empire for so long?
Vocab
the "sick man of Europe" the Balkans | <urn:uuid:c1b4305e-773c-45b2-a1a5-ab4082d992d6> | CC-MAIN-2019-39 | http://www.mrdalton.org/uploads/1/6/8/9/16892396/20.pdf | 2019-09-17T19:29:40Z | crawl-data/CC-MAIN-2019-39/segments/1568514573105.1/warc/CC-MAIN-20190917181046-20190917203046-00356.warc.gz | 228,377,915 | 564 | eng_Latn | eng_Latn | 0.995624 | eng_Latn | 0.995438 | [
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RSC Nursery
Supporting Behaviours and Feelings policy
The RSC nursery believes that children and adults flourish best in an ordered environment in which everyone knows what is expected of them and children are free to develop their play and learning without fear of being hurt or hindered by anyone else. Where personal, social and emotional needs are met, where there are clear and developmentally appropriate expectations for behaviour and feelings are acknowledged and supported.
We aim to work toward a situation in which children can develop self-discipline and self-esteem in an atmosphere of mutual respect and encouragement. In order to achieve this:
* We have a named behaviour support lead, Kate Robinson, who has overall responsibility for promoting positive behaviour strategies.
* This designated staff member will:
- Keep up to date with legislation, research and thinking on promoting positive behaviour and on handling children's behaviour where it may require additional support.
- Access relevant sources of expertise on promoting positive behaviour and for supporting personal, social and emotional development.
- Check that all staff have relevant in-service training on promoting positive behaviour. We keep a record of staff attendance at this training.
* We recognise that codes for interacting with other people may vary between cultures and ensure these are respected and valued.
* We familiarise new staff, students, volunteers and parents/carers with our guidelines for supporting positive outcomes for behaviour along with our aims and beliefs which are published in our prospectus
* We work in partnership with children's parents. A child's keyperson regularly engages parents in discussions about their child's feelings and behaviour. If we feel a child needs support around feelings and behaviour, we will ensure we have gathered observations to share with parents and work with them to support the child appropriately in the setting and at home.
* Rules governing the conduct of the group and the behaviour of the children will be discussed, agreed and reviewed within the nursery and explained to all newcomers both children and adults.
* We support children to understand boundaries within the setting and all adults in the nursery will endeavour to ensure that the rules are applied consistently, so that the children have the security of knowing what to expect and can build up useful habits of behaviour.
* All adults will try to provide a positive model for the children with regards to friendliness, care and courtesy.
* Adults in RSC Nursery will praise and endorse desirable behaviour such as kindness, compassion and willingness to share.
* The Nursery will take positive steps to avoid a situation in which children receive adult attention only in return for undesirable behaviour.
April 2019
* Staff appreciate that nursery aged children experiment with behaviours that are not considered acceptable in the community. Children are not labelled as 'naughty'. With support of staff and in partnership with parents', children are encouraged to think through cause and effect of their behaviour.
* We work to build respectful relationships between the nursery, our children and their families.
* We anticipate when behavioural issues may occur and all staff work together to agree strategies to support the child.
* We ensure that our routine enables children to feel safe and secure.
* We report achievements and positive behaviour to parents within earshot of the child.
* Most importantly we smile at children and make it clear that we like them and enjoy spending time with them, making time for fun and laughter.
* All adults, parents and carers are encouraged to only use positive statements when talking about children in the setting.
We aim to use positive pro-active strategies to promote positive behaviour in children, working with the Early Years Foundation Stage for personal, social and emotional developmental goals. These include:
* supporting each child in developing self-esteem, confidence and feelings of competence;
* supporting each child in developing a sense of belonging in our group, so that they feel valued and welcome;
* acknowledging considerate behaviour such as kindness and willingness to share;
* acknowledging children's considerate behaviour towards another who is hurt or upset;
* providing activities, games and opportunities that encourage co-operation and working together;
* ensuring that there are enough popular toys and resources and sufficient activities available so that children are meaningfully occupied without the need for unnecessary conflict over sharing and waiting for turns;
* avoiding creating situations in which children receive adult attention only in return for inconsiderate behaviour;
* looking at the children's needs during levels of high intake and adjusting our daily routines accordingly.
* If a child's behaviour is causing concern adults working within our setting will explore why a child's is responding in a particular way and use this information to inform the strategies to be implemented by all.
April 2019
We do not:
* Use or threaten to use physical punishment, such as smacking, shaking or any punishment which could adversely affect a child's well-being.
* Use techniques intended to single out and humiliate individual children, such as ridicule or sarcasm.
* Use physical restraint, such as holding, unless to prevent physical injury to children or adults
* Shout or raise our voices in a threatening way to children.
At the RSC Nursery we take all reasonable steps to ensure that corporal punishment is not given by any person who cares for and is in regular contact with a child. If we are concerned that this is taking place, we will follow our Safeguarding Children Procedure.
Key strategies
* Where possible we use the conflict resolution – problem solving approach 6 steps
1. Approach calmly
2. Acknowledge feelings
3. Gather information
4. Restate the problem
5. Ask for solutions
6. Be prepared to give follow-up support
* We use distraction where appropriate to divert children from poor or inappropriate behaviour by either giving them focused attention or simply turning their attention to something else
* Quiet time (as opposed to 'time out') can be a helpful method to modify more serious or challenging behaviours within the home or setting. We will remove the child from whatever they are doing and insisting he/she stays in a safe place for a short period of time giving opportunity for the child to calm and to think and reflect on his/her behaviour. The length of quiet time should ideally match the age of the child, for example, for a three-year-old child this would be three minutes. An egg-timer can be useful in this situation.
* On the rare occasions when physical restraint of a child is deemed necessary (usually only when a child is in immediate physical danger) we will log details within an incident form for that child and inform the parent/carer at the end of the child's session and ask them to sign in agreement that they have been informed. Any such interventions will follow Guidance on the Use of Force and Physical Intervention that is produced by Warwickshire County Council and endorsed by Warwickshire Safeguarding Children Board.
https://www.safeguardingwarwickshire.co.uk/images/downloads/ESS-
PB/PoliciesandProcedures/Guidance-on-the-Use-of-Force-and-Physical-Intervention.pdf
Follow-up support in partnership with parents
We recognise that sometimes challenging behaviour can necessitate advice and additional support from specialist Early years professionals i.e. from the Speech and Language Team or Warwickshire Early Education Team. If additional support or resources for a child are identified this will be carried out in conjunction with our Special Educational Needs, Disability and Inclusion Policy.
Where it is believed a child and family would benefit from co-ordinated support from more than one agency and with parental consent the nursery will use the Early Help Assessment process to identify the required help and support.
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Illustrative Mathematics
F-IF Graphs of Power Functions
Alignments to Content Standards
Alignment: F-IF.C.7.c
Tags
* This task is not yet tagged.
a. Sketch the graphs of the functions described by and on the same axes, being careful to label any points of intersection. Also, find and label and . f (x) = x 2 g(x) = x 4 ( , f ( )) 1 2 1 2 ( , g( )) 1 2 1 2
b. Sketch the graphs of the functions described by and on the same axes, being careful to label any points of intersection. Also, find and label and . f (x) = x 3 g(x) = x 5 ( , f ( )) 1 2 1 2 ( , g( )) 1 2 1 2
c. Sketch the graphs of the functions described by and on the same axes, being careful to label any points of intersection. Also, find and label and . f (x) = x 2 g(x) = x 3 ( , f ( )) 1 2 1 2 ( , g( )) 1 2 1 2
Commentary
This task requires students to recognize the graphs of different (positive) powers of . There are several important aspects to these graphs. First, the graphs of even powers of all open upward as grows in the positive or negative direction. The larger the even power, the flatter these graphs look near and the more rapidly they increase once the distance of from excedes . For an odd power of the value of the function is positive when is positive and negative when is negative. As in the even case, the larger the odd exponent, the flatter the graph is near and the steeper the graph becomes once the distance of from exceeds . x x x 0 x 0 1 x x x = 0 x 0 1
This task could profitably be combined with graphing technology. The calculator can produce accurate graphs readily and then the teacher can prompt the students to reflect on the shapes of the graphs, the intersection points, and the important mathematics behind the relative shapes of the graphs.
Solutions
Solution: 1
a. The functions and both raise the input to an even power and so only take non-negative values. These functions increase in size as increases so, in the case of , we obtain a parabola opening upward. In the case of we get a curve whose shape is also similar to that of a parabola, also opening upward. It is important to note that when , because raising to a higher power decreases the size of a number when . When , is larger than . Hence the graph of is closer to the -axis than the graph of when and is further from the -axis once . f (x) = x 2 g(x) = x 4 x |x| x 2 x 4 |x| < 1 | | < | | x 4 x 2 |x| < 1 |x| > 1 | | x 4 | | x 2 g(x) x f (x) 0 < |x| < 1 x |x| > 1
To see where the two graphs meet we set and solve: if this means that . But f (x) = g(x) = x 2 x 4 − = 0 x 4 x 2
So when . f (x) = g(x) x = 0, −1, +1
Finding when the two graphs meet, we set as above and find = x 3 x 5
so the two graphs meet when . x = 0, −1, +1
c. In this case and . We have already graphed the function in part (a) and in part (b). For positive values of , where both and take positive values, takes larger values then when and smaller values once . f (x) = x 2 g(x) = x 3 f g x f g f g 0 < |x| < 1 x > 1
so the two graphs meet when . x = 0, +1
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MathEduc Database
c ⃝ 2019 FIZ Karlsruhe
ZMATH 2012c.00752
Sherrell, Linda; Malasri, Kriangsiri; Mills, David; Thomas, Allen; Greer, James
Tri-P-LETS: Changing the face of high school computer science.
J. Comput. Math. Sci. Teach. 31, No. 1, 61-85 (2012).
Summary: From 2004–2007, the University of Memphis carried out the NSF-funded Tri-P-LETS (Three P Learning Environment for Teachers and Students) project to improve local high-school computer science curricula. The project reached a total of 58 classrooms in eleven high schools emphasizing problem solving skills, programming concepts as opposed to syntax, and the use of a disciplined process. Graduate student Fellows from the university worked closely with local high-school teachers, being present in their classrooms as well as developing new lesson materials. Participating teachers used the AgentSheets simulation software to teach basic programming ideas and Lego Mindstorms robots to introduce students to object-oriented programming. This article describes some assignments used in the classroom and discusses how modern software engineering principles were integrated into the curriculum. It also presents the results from student and teacher evaluations of the project.
Classification: Q44 Q34
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Wikispaces: CSE222 "Binary Tree Exercise" (HTML)
Instructions: This exercise uses both binary trees and linked lists. It first builds a binary tree to represent text. The nodes of the tree represent the words of the text. In this representation, the alphabetical order of the words is used to determine whether a word is placed using the right branch or the left branch of a node. For example, if the first word begins with an f and the second word begins with an s, then the second word would be stored as the right descendant of the node for the first word.
Once the structure of the binary tree is defined, functions can be created that operate on the binary tree structure. To test your code, this example uses Lincoln's Gettysburg Address. Two links in left hand column ("Gettysburg Address" and "Gettysburg, just the words") help you visualize the input data and the resulting binary tree. Note that binary trees are useful for storing data in a manner that facilitates searching that data. For this reason, data is put into the binary tree in a specific order. Note also, that some of the illustrations on this page may use C instead of C++. However, this link is intended to help you come up with a plan for solving the problem; use your knowledge of C++ learned in this course to code the problem.
In summary, to solve the problem:
1) understand the requirements of the problem (i.e. what you have to do);
2) design a solution to solve the problem, including a data structure and procedures or functions that operate on the data structure;
3) code your design in C++; and
4) test your code using the "Gettysburg Address" found on the linked page above.
Once the binary tree representation of the text is built, the next part of the assessment is to create a linked list that will visit the nodes of the binary tree, i.e. walk the tree in such a way that you visit the nodes in the order in which the test is read, e.g. "Four score and seven years ago, our forefathers…" The binary tree representation stores the words of the text using an alphabetical order. The link list represents the reading order of the words as they appear in the text.
Completing this activity should take approximately 12 hours.
Terms of Use: This resource is licensed under a Creative Commons Attribution Share-Alike 3.0 License. It is attributed to Tangient LLC
http://www.saylor.org/courses/cs107/#overview
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BIBLE DRILL
(Old Testament)
"Bible Drill" is intended to help parents teach their children basic Bible facts, especially Bible names. Children learn rapidly. They can learn much about the Bible which can last them for a lifetime. Parents are urged to regularly drill their children, often using various games and competitions as motivation. (Oh yes--adults can learn too!)
INDEX
Questions
Source
BIBLE DRILL Lesson 1
1. God created heaven and earth ___ the ___. (In the beginning)
2. God created the earth and life on the earth in ___ days. (6)
3. The first 2 humans were ___ and ___. (Adam and Eve)
4. God placed the first 2 humans in the ___ of ___. (Garden, Eden)
5. Eve was made from Adam's ___. (rib)
6. Satan appeared to Eve in the form of a ___. (Serpent---or snake)]
7. God told Adam and Eve not to eat the ___ of a certain ___. (fruit, tree)
8. 3 of the sons of Adam and Eve were ___, ___, and ___. (Cain, Abel, Seth)
9. The first murderer was ___, who killed ___. (Cain, Abel)
10.___ walked with God and God took him away. (Enoch)
11.___ lived for 969 years. (Methuselah)
12.God became sad because the people on earth had become so ___. (wicked)
13.There was one good man named ___ who pleased God. (Noah)
14.God decided to bring a great ___ on the earth to destroy wicked people. (flood)
15.Noah was told to build a huge boat called an ___ to save his family. (ark)
16.Noah's 3 sons were ___, ___, and ___. (Ham, Shem, Japheth)
17.Noah was how old when the flood came? (600)
18.God confused the nations' languages at the ___ of ___. (Tower, Babel)
19.God decided to have a people of his own, starting with a man named ___. (Abram)
20.Abram's wife was ___. She was unable to have ___ (Sarai, children)
21.___ was Abram's nephew. (Lot)
22.To keep peace among herdsmen, Lot moved to ___. (Sodom)
23.Abram rescued ___, who had been captured. (Lot)
24.Abram paid tithes to ___, King of ___. (Melchizedek, Salem)
25.God changed Abram's name to ___. (Abraham)
26.God promised to bless all ___ through Abraham's ___. (nations, descendants)
27.Abram's first son was ___, whose mother was ___. (Ishmael, Hagar)
BIBLE DRILL Lesson 2
28. God changed Abram's name to ___. (Abraham)
29. In his agreement with Abraham God ordered that all males be ___. (Circumcised)
30. What did Sarah do when she heard that she was to have a baby? (Laughed)
31.Sarah had a son named ___. (Isaac)
32. Because of so much sin God decided to destroy the city of ___. (Sodom)
33. ___ and his family were urged to leave the city of Sodom. (Lot)
34. Lot's wife disobeyed the order not to ___ ___. (look back)
35. ___ ____ was turned into a pillar of salt. (Lot's wife)
36. God tested Abraham by telling him to offer ___ as a sacrifice. (Isaac)
37. Sarah died at what age? (127)
38. Sarah was buried in the Cave of ___. (Machpelah)
39. Who was the wife of Isaac? (Rebekah)
40. Isaac's 2 sons were ___ and ___. (Jacob, Esau)
41. ___ received a special blessing that was supposed to go to ___. (Jacob, Esau)
42. Who was Rebekah's brother? (Laban)
43. Jacob fell in love with whom? (Rachel)
43. Jacob agreed to work how long in order to marry Rachel? (7 years)
44. Jacob was tricked by ___ into marrying ____. (Laban, Leah)
45. Who were 4 mothers of Jacob's children? (Rachel, Leah, Bilhah, Zilpah)
46. Who was Jacob's daughter? (Dinah)
47. Jacob took his family and ran away from ___. (Laban)
48. Name 12 sons of Jacob. (Reuben, Simeon, Levi, Judah, Zebulun, Issachar, Dan, Gad, Asher, Naphtali, Joseph, Benjamin)
49. Jacob was afraid when he learned that ___ was coming to meet him. (Esau)
50. God changed Jacob's name to ___. (Israel)
51. Jacob loved ___ more than his other sons. (Joseph)
52. Jacob made a special ___ for Joseph. (coat)
53. Joseph had ___ which upset both his father and brothers. (dreams)
54. Joseph was sold by ___ as a slave, where he was taken to ___. (brothers, Egypt)
55. Joseph was bought by a man named ___. (Potiphar)
56. Because of a woman's lie, Joseph was put in ___. (prison)
57. The king's cupbearer and his ___ had dreams in prison. (baker)
58. Joseph was brought from prison to explain whose dreams? (Pharaoh)
59. Pharaoh had dreams about 7 ___ and 7 heads of ___. (cows, grain)
60. Joseph said Egypt would have 7 years of ___ and 7 years of ___. (plenty, famine)
61. Joseph became governor over ___. (Egypt)
62. Joseph had ___ put in great storehouses. (grain)
63. Joseph's ___ came to Egypt to buy grain. (brothers)
64. Joseph was age ___ when he was sold. He would have been at least age ___ when his brothers came. (17. 39)
65. Joseph's brothers, except for ___, came to Egypt to buy grain. (Benjamin)
66. Did Joseph recognize his brothers? (yes) Did the brothers recognize Joseph? (no)
67. Finally Jacob sent ___ to Egypt) (Benjamin)
68. Joseph's ___ was hidden in Benjamin's sack of grain. (cup)
69. Jacob went to Egypt and lived in the land of ___. (Goshen)
70. Jacob died at what age? (147)
71. Jacob had his sons swear not to ___ him in ___. (bury, Egypt)
72. Jacob blessed ___ and ___, 2 sons of Joseph. (Manasseh, Ephraim)
73. Jacob was buried in a ___ in Machpelah. (cave)
74. Joseph died at what age? (110)
75. Many years later, when Israelites became very numerous in Egypt, the Egyptians put ___ ___ over them. (slave masters)
76. The King of Egypt ordered that all baby Hebrew boys be ___. (killed)
77. One Hebrew woman hid her baby boy in a ___ at the edge of the ___ ___. (basket, Nile River)
78. Watched by his ___, the baby boy in the basket was found by the ___ of the ___. (sister, daughter, king) The sister's name was ___. (Miriam)
79. The daughter of the king named the baby boy ___. (Moses)
80. Who became nurse for baby Moses? (His mother)
81. Moses killed an ___ who was mistreating a Hebrew. (Egyptian)
82. In order to avoid being arrested, Moses fled to a place called ___. (Midian)
83. In Midian Moses worked for a man named ___. (Reuel…or Jethro)
84. Moses married ___, daughter of Jethro. (Zipporah)
85. Moses had a son named ___. (Gershom)
86. At Mt. ___ God appeared to Moses in a ___ ___. (Sinai, burning bush)
87. God sent Moses to the ___ of ___. (King , Egypt)
88. God wanted Moses to bring the ___ out of ___. (Israelites, Egypt)
89. As a sign from God, Moses' ___ ___ became a ___. (walking stick, snake)
90. On his way to Egypt Moses was by ___, his brother. (Aaron)
91. The King of Egypt (refused—or agreed) to let the Israelites go? (refused)
92. Name the plagues which the Lord brought on the Egyptians. (water to blood, frogs, gnats, flies, disease of animals, boils, hail, locusts, darkness, death of firstborn).
93. To escape death of the firstborn the Israelites were to put the blood of a ___
on their ___. (lamb, doorposts)
94. The ___ feast was to celebrate the deliverance of the Israelites from the death of the firstborn. (Passover)
95. The Israelites took whose bones as they left Egypt? (Joseph)
96. The Israelites left Egypt by going through the ___ ___. (Red Sea)
97. As the Israelites left Egypt they were led by a pillar of ___ by day and a pillar of ___ by night. (cloud, fire)
98. As the Egyptians chased the Israelites, the Lord provided a ___ to separate them. (cloud)
99. The Israelites crossed the Red Sea on ___ ___. (dry ground)
100. What happened to the Egyptian army? (drowned)
101. Every day the Lord provided food called ___. (Manna)
102. The Lord provided water from a ___. (rock)
103. The ___ came out to fight the Israelites. (Amalekites)
104. The Israelites camped in front of Mt. ___. (Sinai)]
105. God gave Moses a set of laws called the ___ ___. (10 commandments)
106. God gave many rules and laws which we call the ___ of ___. (Law , Moses)
107. While Moses was on Mt. Sinai so long the people became restless and made a golden ___ to worship. (calf)
108. Moses angrily broke the ___ ___ which God had given to him. (stone tablet)
109. The ___ Day was to be kept holy by the people. (Sabbath)
110. A holy tent called the ____ held various furnishings. (tabernacle)
111. ___ and his sons were appointed to be priests in the Lord's service. (Aaron)
112. Only those from the tribe of ___ could be priests. (Levi)
113. What kind of meat did God provide for the Israelites? (quail)
114. How many spies were chosen to explore the land of Canaan? (12)
115. ___ and ___ were punished for opposing Moses. (Aaron, Miriam)
116. All the spies except for ___ and ___ said the other countries were too strong for the Israelites. (Joshua, Caleb)
117. Because the people did not trust God, they were forced to wander for ___ years in the desert. (40)
118. ___ died when the Israelites reached Mt. Hor. (Aaron)
119. Because the people complained so much against God, ___ were sent to bite them. (snakes)
120. Moses put a ___ ___ on a pole so that those bitten by snakes could look at it and not die. (bronze snake)
121. ___, the King of Moab, sent for a man named ___ to come and curse the Israelites. (Balak, Balam)
122. As Balaam was going to met Balak, he was spoken to by _____. (his donkey)
123. At Acacia God became very angry at the Israelites because some were worshipping the false god, ___. (Baal)
124. Moses was told to appoint ___ the new leader for after Moses' death. (Joshua)
125. God took Moses to Mt. ___ and showed him the land of Canaan and then Moses died, after which he was buried by whom? (Nebo, God)
126. The Lord spoke to Joshua, telling him to be ___ and ___. (strong, brave)
127. Joshua sent 2 spies to the city of ___. (Jericho)
128. ___ hid the spies in Jericho. (Rahab)
129. Rahab put a ___ ___ in her window as a sign to the Israelites. (scarlet cord)
130. The Israelites crossed the Jordan on dry land as the priests carried the ___ of the ___. (ark, covenant)
131. The walls of Jericho fell after the Israelites had marched around it a total of how many times? (13)
132. The people of ___ tricked the Israelites into protecting them. (Gibeon)
133. Cities of ___ were established to protect people who had killed people accidentally. (Refuge)
134. In an emotional Farewell address ___ warned the people to stay faithful. (Joshua)
135. God provided a series of ___ to lead the people and deliver them from enemies. (Judges)
136. ___ was the first Judge. (Othniel)
137. ___ was a left-handed Judge. (Ehud)
138. ___ was the only woman Judge. (Deborah)
139. ___ was Deborah's military commander. (Barak)
140. Gideon led the Israelites against what army? (Midianites)
141. How many men were in Gideon's army? (300)
142. Jephthah was a Judge who sacrificed his ___. (daughter)
143. Manoah and his wife had a son named ___. (Samson)
144. A ___ was one who was never to cut his hair or drink any strong drink. (Nazarite)
145. Which Judge was a Nazarite? (Samson)
146. Samson killed a ___ with his bare hands. (lion)
147. Samson used what animals to burn wheat fields of the Philistines? (foxes)
148. Samson fell in love with a woman named ___. (Delilah)
149. What 2 things did the Philistines do to punish Samson? (Gouged out his
eyes, made him grind grain in prison)
150. Elimelech and his wife ___ moved to Moab because of a ___. (famine)
151. ___ and ___ were daughters-in-law of Naomi. (Ruth, Orpah)
152. Naomi decided to return to ___. (Bethlehem)
153. ___ refused to leave Naomi. (Ruth)
154. Ruth married a man named ___. (Boaz)
155. Ruth's son was ___, who became the grandfather of ___. (Obed, David)
156. ___, wife of Elkanah, prayed for a son, but she could not have one. (Hannah)
157. __, the priest, rebuked Hannah, thinking she was drunk, but really she was _____________ silently. (Eli, praying)
158. Hannah promised God that if she had a son no ___ would be used on his head. (razor).
159. Hannah also promised that if she had a son she would give him to the ___. (Lord)
160. Hannah had a son and named him ___. (Samuel)
161. After Samuel was weaned he was taken to be raised by ___. (Eli)
162. The sons of ___ were scoundrels. (Eli)
163. Each year Hannah took a little ___ to Samuel. (robe)
164. Later Hannah had ___ sons and ___ daughters. (3, 2)
165. The Lord was angry at Eli because he did not restrain his ___. (sons)
166. God called to ___ during the night. (Samuel)
167. Samuel became increasingly important and he was recognized as a ___ of the ___. (prophet, Lord)
168. In a battle with the Philistines the ___ of the ___ was captured and Hophni and Phineas, sons of ___ were killed. (ark, covenant, Eli)
169. Eli died at age ____, falling and breaking his ____. (98, neck)
170. The Philistines captured the ark of the covenant and put it in the temple of their god, ___. (Dagon)
171. The ___ and ___ of Dagon were broken off when, with the ark present, he fell from his pedestal. (head, hands)
172. While the Philistines had the ark their people were afflicted by ___ and ___. (tumors, rats)
173. When Samuel was old, he appointed his sons, ___ and ___, as leaders. (Joel, Abijah)
174. Samuel's sons were not good men, so the people asked Samuel to appoint a ___. (King)
175. The Lord sent a warning to the people about all the bad things that would happen if they had a ___, (King)
176. ___ was anointed to be the first King of Israel. (Saul)
177. Saul became King at age ___ and ruled for ___ years. (30, 42)
178. Saul's son, ___, was a great friend of David's. (Jonathan)
179. Because of repeated disobedience, ____ was rejected as King by the Lord. Saul)
BIBLE DRILL 10
180. God told Samuel to anoint ___ as King to replace ___. (David, Saul)
182. ___ could play the lyre, so he played for Saul when he was tormented by an evil spirit. (David)
183. David killed ___, a Philistine giant soldier. (Goliath)
184. David was married to ___, daughter of ___. (Michal, Saul)
185. ___ was afraid of ___ and tried to kill him. (Saul, David)
186. ___ was a dear friend of David and helped him escape from Saul. (Jonathan)
187. Saul went to ___ to see a medium, who called up the spirit of ___. (Endor, Samuel)
188. When did Samuel say that Saul and his sons would die? (the next day)
189. How did Saul die? (fell on his sword)
190. After David became King, there was war between the houses of __ and ___ (David and Saul)
191. ___, commander of Saul's army, made ___, son of Saul, the King over Israel, while ____ remained King over the tribe of ___. (Abner, Ishbosheth, David)
192. ___ had a falling out with Ishbosheth and joined forces with ___. (Abner, David)
193.Mephibosheth was the crippled son of whom? (Jonathan)
194. Uriah was the husband of ____. (Bathsheba).
195. ___ was guilty of adultery with ___. (David, Bathsheba)
196. David arranged for the killing of ___. (Uriah)
197. The prophet ___ condemned David for his sin. (Nathan)
198. David was extremely sad about the death of ___ ___. (his son)
BIBLE DRILL 11
199. ___, son of David, tried to kill him and take over as king. (Absalom)
200. ___ was killed after his hair got caught in a tree. (Absalom)
201. As David was dying, his son ___ tried to make himself king. (Adonijah)
202. It was David's wish that ___ become king after himself. (Solomon)
203. Solomon asked God to give him ___. (wisdom)
204. ___, King of ___, sent materials to Solomon to build the temple. (Hiram, Tyre)
205. The Queen of ___ came to visit Solomon. (Sheba)
206. At Solomon's death his son ___ became King. (Rehoboam)
207. Under Rehoboam the kingdom split, with only the tribe of ___ remaining loyal to the house of David. (Judah)
208 Israel, the northern kingdom under Jeroboam worshipped golden ___. (calves)
209. ___ the prophet spoke against the evil kings who ruled . (Elijah)
210. As Elijah fled from the wicked king ___ the Lord had ___ to bring him food. (Ahab, ravens)
211. At Mt. ___ Elijah had a great contest with the prophets of ___. (Carmel, Baal)
212. Ahab's wife ____ arranged to kill ____ so Ahab could have his ___. (Jezebel, Naboth, vineyard)
213. Elijah went to heaven in a ___. (whirlwind)
214. ___ became prophet following Elijah. (Elisha)
BIBLE DRILL 12
214. ___, commander of the army of ___, was healed of ___ after he dipped ___ times in the ___ ___. (Naaman, Aram, 7, Jordan River)
215. ___, King of Israel, was told to destroy the family of the wicked King ___. (Jehu, Ahab)
216. Jezebel was killed after she was thrown from a ___. (window)
217. The wicked Queen ___ tried to kill all her grandsons so she could rule, but one grandson, ___, was hidden and survived. (Athaliah, Joash)
218. ___ the priest arranged to have Athaliah killed and succeeded by ___ as the new King. (Jehoida, Joash)
219. Joash was one of the good Kings of Judah, especially noted for his repairs of the ___. (temple)
220. The northern kingdom (Israel) became increasingly wicked and finally God allowed them to be defeated and taken into exile by ___. (Assyria)
221. ___ was recognized as the best of all the kings of Judah. (Hezekiah)
222. Sennacherib, King of ___, sent a huge army to defeat Hezekiah. (Assyria)
223. After Hezekiah's prayer, God sent the prophet ___ to assure Hezekiah of victory. (Isaiah)
224. The night after God's message to Hezekiah, _____Assyrian soldiers died. (185,000)
225. God changed his mind about the death of ___, adding ___ years to his life. (Hezekiah, 15)
226.Under King ___ the book of the law was found in the temple. (Josiah)
BIBLE DRILL 13
227. As Judah became increasingly sinful, the Lord sent ____, King of ____ to invade the land. (Nebuchadnezzar, Babylon)
228. Finally King ___ rebelled against the King of Babylon. The Babylonian army came and set fire to the ____, the royal ___, and all the ___ of Jerusalem. (Zedekiah, temple, palace, houses)
229. The people of Judah were carried to ___ in captivity. (Babylon)
230. In Babylon King Xerxes banished his wife ___ because she refused to show off her beauty to a large crowd of officials. (Vashti)
231. ___, a beautiful Jewish girl, was chosen to replace Vashti. (Esther)
231. Esther was an orphan who had been raised by her cousin ___. (Mordecai)
232. Mordecai wanted Esther to keep it a secret that she was a ___. (Jew)
233. An important official name ___ was angry because ___ would not kneel
down and show him honor. (Haman, Mordecai)
234. Mordecai reported a plot to have ___ assassinated. (Xerxes)
235. Haman was so angry at Mordecai that he tried to have all the ___ killed. (Jews) Did the king agree? (yes)
236. ___ told Esther that she must intercede with the King for her people. (Mordecai)
237. Haman had a ___ fifty feet high built on which to impale ___. (pole, Mordecai)
BIBLE DRILL 14
238. The King became angry when he learned that ___ was trying to destroy Esther's ___. (people)
239. ___ was impaled on Haman's pole. (Haman)
240. ___ was promoted in rank to be second to the King. (Mordecai)
241. Nebuchadnezzar appointed four special young men of noble families to be especially trained for service to the King. We know these young men as ____, ____, ____, and ____. (Daniel, Shadrach, Meshach, Abednego)
242. Rather than eat the King's royal food, the 4 young Hebrew men asked for only ___ and ___. (vegetables, water)
243. Nebuchadnezzar's dream was interpreted by ___. (Daniel)
244. Nebuchadnezzar set up an ___ of gold which all were to worship…or be thrown into a ___ ___. (image, blazing furnace)
245. ___, ___, and ___ were thrown into a blazing furnace. Were they harmed? (Shadrach, Meshach, Abednego, no)
246. Nebuchadnezzar had a dream about a ___...which referred to himself. (tree)
247. King ___ gave a great feast, using goblets which had been taken from the ___ in Jerusalem as they praised false gods. (Belshazzar, temple)
248. The ___ of a ___ ____ wrote on the wall at Belshazzar's feast. (fingers, human hand)
249. The words on the wall signaled the end of ___'s reign. (Belshazzar)
BIBLE DRILL 15
250. ___ the ___ defeated ___ and took over the kingdom. (Darius, Mede, Belshazzar)
251. A number of officials plotted to trap ___ and remove him from power. (Daniel)
252. Daniel was placed into a ___ of ___ because he refused to pray to the ___. (den, lions, king) Was Daniel hurt? (no)
253. Daniel had a number of ___ about things to happen in the future. (visions)
254. It had been prophesied that the people would be in Babylonian captivity for ___ years. (seventy)
255. Under ___, King of Persia, preparations were made to begin the return to Jerusalem. (Cyrus)
256. One of the main things the returning exiles from Babylon wanted to do was to re-build the ___. (temple)
257. King ___ sent back thousands of items which had been taken from the ___seventy years earlier. (Cyrus, temple)
258. The first wave of returning exiles was led by a man named ___. (Zerubbabel)
259. Enemies of the Jews were opposed to re-building the ___. (temple)
260. The enemies persuaded King ___ to stop work on the temple. (Artaxerxes)
261. Under King ___ the Jews resumed work on the temple. (Darius)
262. King ___ ordered people to cooperate with those who re-built the temple. (Darius)
BIBLE DRILL 16
263. About 458 B.C. an important teacher named ___ came to Jerusalem to teach and help lead the people. (Ezra)
264. Ezra was extremely upset because so many of the Jews had ___ with the Idolatrous nations around them. (inter-married)
265. Confessing sin, the people promised to send away foreign ___. (wives)
266. Nehemiah was ___ to King ___. (cupbearer, Artaxerxes)
267. Nehemiah asked the King for permission to go and ___ Jerusalem. (re-build)
268. ___, ___, and ___ were fierce opponents of Nehemiah's re-building plans. (Sanballat, Tobiah, Geshem)
269. Nehemiah inspected the wall during the ___, finding great destruction. (night)
270. Construction of the wall began with re-building several __. (gates)
271. Despite opposition, the wall was re-built to half its height because the people worked "___ ___ ___ ___". (with all their heart)
272. Threats of attack were so strong that half the men were armed as defenders while the other half ___. (worked)
273. The ___ cried out to Nehemiah, saying they were not treated right. (poor)
274. Nehemiah demanded reforms by those who had mistreated the ___. (poor)
275. In a great assembly Ezra read from the book of the ____ as the people ___ their ___. (law, confessed, sins)
276. Nehemiah brought about a number of ___ among the people. (reforms) | <urn:uuid:e509d124-ec13-4428-abcb-2a160346a918> | CC-MAIN-2019-39 | https://img1.wsimg.com/blobby/go/7b7b833c-61ae-4e6a-92f6-c5f7580cfe43/downloads/Lessons1thru16combined.pdf?ver=1566845258763 | 2019-09-17T19:19:22Z | crawl-data/CC-MAIN-2019-39/segments/1568514573105.1/warc/CC-MAIN-20190917181046-20190917203046-00364.warc.gz | 397,166,379 | 6,218 | eng_Latn | eng_Latn | 0.938179 | eng_Latn | 0.952159 | [
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CALCULATOR ALLOWED
1. The Sharkey family is going on holiday to France.
They will stay at "Prenez Les Bains" campsite.
The family chooses a mobile home holiday.
Their holiday will start on 15 July and the family will stay for 12 nights.
Use the table above to calculate the cost of the holiday.
2. Carly bought a new printer for her computer.
The time taken to print a document is proportional to the number of pages printed.
It takes 7 minutes to print a document with 63 pages.
How many pages can be printed in half an hour?
KU
3
RE
3. At a school fun day, prizes can be won by throwing darts at a target.
Each person throws six darts.
Points are awarded as follows:
Prizes are won for 25 points or more.
Complete the table below to show all the different ways to win a prize.
4. The entrance to a building is by a ramp as shown in the diagram.
The length of the ramp is 180 centimetres.
The angle between the ramp and the ground is 12°.
Calculate the horizontal distance.
Round your answer to one decimal place.
Do not use a scale drawing.
KU
4
RE
4
KU
RE
5. Ann works in a hotel.
She is paid £5.60 per hour on weekdays and double time at weekends.
Last month her gross pay was £436.80.
Ann worked a total of 54 hours on weekdays.
How many hours did she work at double time?
4
6. (a) Factorise
6 15 a b
2
(b) Solve algebraically
4 3 21
x x
3
7. Amy and Brian travel from Dundee to Stonehaven.
The distance between Dundee and Stonehaven is 80 kilometres.
Amy takes 1 hour 30 minutes to travel by car.
Brian takes the train which travels at an average speed of 60 kilometres per hour.
What is the difference between their journey times?
4
8. ABCD is a rhombus.
AE = 4.3 metres and BE = 2.9 metres.
Calculate the perimeter of the rhombus.
Do not use a scale drawing.
9. The top of Calum's desk is in the shape of a quarter circle as shown.
The measurement shown is in metres.
a) Calculate the area of the top of the desk.
b) Calum wants to paint the top of his desk.
The tin of paint he buys has a coverage of 1 m
2.
Using this tin of paint how many times could he paint the top of his desk ?
KU
4
2
RE
2
10. Maria is two years old.
Every week she goes to the nursery for 3 full days and 2 half days.
(
a
)
Maria's mother pays for her to attend Playwell Nursery.
How much does Maria's mother pay each week?
On Monday, Tuesday and Wednesday Maria goes to nursery from 9am to 3pm.
On Thursday and Friday she goes from 9am to 12 noon.
(b) The nursery introduces a new hourly rate.
New Rate £5 per hour
Will Maria's mother save money when the nursery changes to the hourly rate?
Give a reason for your answer.
KU
RE
3
11. The diagram below shows the positions of Lossiemouth and Leuchars. A ship in the North Sea is on a bearing of 110° from Lossiemouth and 075° from Leuchars.
Show the position of the ship on the diagram below.
Gordon is insuring his car with Carins Insurance.
The basic annual premium is £765.
As Gordon is a new customer his premium is calculated by taking off the basic annual premium. 1 5
However, because he wants to pay in monthly instalments, Carins Insurance add an extra 8% to his premium.
How much in total will Gordon pay per month ?
END OF QUESTION PAPER
12.
TOTALS
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A Brief History of the Women's Suffrage Movement in Illinois October 7, 2018
The Illinois women's suffrage movement began in 1855 with the formation of the state's first suffrage association in Earlville, a small town in LaSalle County west of Chicago. Suffrage conventions held in 1869 linked early Illinois suffrage activism to the national movement, and resulted in the formation of the first statewide suffrage organization, the Illinois Woman Suffrage Association (IWSA).
The national suffrage movement was sharply divided in the years following the Civil War over issues and strategies, including whether African-American men should be granted suffrage in the 15th Amendment. In addition, some suffrage activists believed that the way to attain suffrage was through a state-by-state approach and partial suffrage measures. Others pressed for a federal amendment granting full suffrage, emphasizing the vote as a woman's constitutional right of citizenship. Reconciliation between the groups would not take place until the formation of the National American Woman Suffrage Association in 1890.
In 1891, the Illinois state legislature passed a law allowing women to vote for elective school offices. This renewed suffrage activism in the state. Under the leadership of Elizabeth Harbert, the IWSA adopted a new name, the Illinois Equal Suffrage Association (IESA), and transformed its mission as well from "political equality with men" to "political enfranchisement of women." In 1894, the elite Chicago Woman's Club established a separate organization to work for the vote, the Chicago Political Equality League (CPEL).
Between 1902 and 1910, CPEL and other Chicago activist-women mobilized around the charter reform movement, believing that a new municipal charter would give Chicago greater control over its internal affairs and enfranchise the city's women. Although ultimately unsuccessful, the attempt to achieve municipal suffrage succeeded in mobilizing nearly one hundred Chicago women's groups in support of suffrage. These include the Chicago Women's Trade Union League, which encouraged support among workers and immigrants, and the Alpha Suffrage Club, which activist Ida B. Wells-Barnett organized among African-American women.
After 1910, the IESA was determined to find a way to gain victory. Early in 1913, IESA established headquarters in Springfield in order to be close by as legislators considered new suffrage bills. They organized nearly every senatorial district in the state with local groups prepared to pressure the state legislature to vote yes on women's suffrage. And they mounted a successful public relations campaign, with auto tours and parades to spread support. Finally, aided by the recent election of many Progressive candidates in 1912, Illinois women won the vote with passage of the Presidential Suffrage Bill or "Illinois Law" in 1913.
With the passage of this law, Illinois became the first state east of the Mississippi to give women the right to vote. The legislation granted Illinois women the vote in federal and municipal elections not otherwise restricted in the Illinois constitution to men, and this included presidential electors. This meant that in 1916, Illinois women were effectively voting for President. Illinois activists—and their important victory in 1913—helped propel the national movement toward the ultimate goal: a federal amendment granting full suffrage to women which was attained in 1920.
Compiled by Lori Osborne with help from the following sources:
"Ahead of Their Time: A Brief History of Woman Suffrage in Illinois" by Mark Sorenson (Illinois Heritage, Nov-Dec 2004)
Celebrating 100 Years: Remembering the Past to Inform the Future - a publication of the League of Women Voters of Illinois in honor of the 100th Anniversary of women's suffrage in Illinois in 2013.
"Sidelights on Illinois Suffrage History" by Grace Wilbur Trout (Journal of the Illinois State Historical Society, July 1920)
Additional sources: research files for the 2013 anniversary and other materials, housed at the Evanston History Center. | <urn:uuid:4e0f917e-3bf9-40cf-8c11-ea3ac259a6d0> | CC-MAIN-2019-39 | https://www.lwvgp.org/uploads/1/0/0/5/100521640/brief_history_of_the_womens_suffrage_movement_in_il.pdf | 2019-09-17T19:22:15Z | crawl-data/CC-MAIN-2019-39/segments/1568514573105.1/warc/CC-MAIN-20190917181046-20190917203046-00366.warc.gz | 697,985,658 | 824 | eng_Latn | eng_Latn | 0.992227 | eng_Latn | 0.998189 | [
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CHILDREN AND YOUNG ADULT'S FINANCIAL EDUCATION PROGRAM
Age Category: 9-12
Topic 1: Back to School Budget
An important lesson you can teach your kids about money is to spend it according to our values. Setting and working with a budget helps kids understand that money is a finite resource. When we save, pay our required expenses, then use what's left to enjoy our own version of a good life we can be sure we will succeed financially. Ask your child what makes a purchase valuable to them, and why. Peer pressure can be intense at this age, especially for material things. This simple discussion can help your child navigate these conversations with their friends.
Resources:
Practical Money Skills Canada 'Back-to-School Budget Calculator': View Website
Warren Buffett's Secret Millionaires Club Webisode 'Why Pay More?': View on YouTube | <urn:uuid:97fd0bcf-23ae-4345-9685-f5e53ef07436> | CC-MAIN-2019-39 | http://www.blackburndavisfinancial.ca/wp-content/uploads/9-12-Topic-1-Back-to-School-Budget-1.pdf | 2019-09-17T19:18:01Z | crawl-data/CC-MAIN-2019-39/segments/1568514573105.1/warc/CC-MAIN-20190917181046-20190917203046-00368.warc.gz | 161,945,989 | 180 | eng_Latn | eng_Latn | 0.995473 | eng_Latn | 0.995473 | [
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Democracy
Statement
Fundamental British Values
Evidence
The children of Glascote Academy see democracy borne out in a whole variety of ways and see this as being an essential component of successful team working.
Rule of Law
Statement
The children of Glascote Academy are familiar with this concept through the philosophy that infuses the entire work of the school. They are familiar with the concept through the discussion of values and, in RE, the idea that different religions have guiding principles. Children are used to discussing the school rules, their purpose and their application. Children are familiar with the local police who visit to talk to them informally.
The establishment of a new School council and Eco Council each year models the democratic process.
Learning walks with Senior leaders, governors and pupil leadership team for behaviour and school values
Enrichment visits
Evidence
Class and school rules/Learning behaviours
School values and Rights Respecting articles and values
Collective worship
RE planning and work books
Learning walks for behaviour and behaviour for learning.
Impact
Children are able to work cooperatively in pairs and groups as well as in whole class situations. They understand about taking turns and respecting the views and opinions of others.
Children in school demonstrate respect in their language and behaviour towards each other, staff and visitors
Impact
Children are able to articulate how and why we need to behave in school and demonstrate they understand and can abide by these.
Children all know that they have a right but that with that right comes a responsibility.
Individual Liberty
Statement
Our discussions around the UNICEF Rights Respecting values and articles begin with discussions about selfrespect, and self-worth so that children can see that they are important in their own right. They also are aware of the values of respect, for themselves, their work, each other, the school and the community
Evidence
Children can use the language of the Rights Respecting values and Articles.
Children can demonstrate the vision and values of the school in their everyday lives.
Impact
Children understand about the importance of accepting responsibility and of their right to be heard in school.
They are consulted on many aspects of school life and demonstrate independence of thought and action.
Children are strongly encouraged to develop independence in learning and to think for themselves
Mutual Respect and the Tolerance of those with different Faiths and Beliefs
Statement
Evidence
Impact
Respect and pride are fundamental school values around which pivots much of the work of the school. We pay explicit attention to this as part of our RE, PHSE and SMSC curriculum.
Respect is a school value that is discussed deeply, starting with self-respect and covering respect for family friends and other groups, the world, and its people and the environment.
RE curriculum planning and children's work, displays.
Learning walks for behaviour and behaviour for learning.
Governors monitoring reports
Enrichment visits
Children demonstrate respect for all those with whom they have contact.
Children are able to talk about the different faiths and cultures they learn about, ask questions and show tolerance and respect for others of different faiths and religions. | <urn:uuid:c80743e8-afb2-43d3-8e37-b5c072b1e641> | CC-MAIN-2019-39 | https://www.glascoteheath.staffs.sch.uk/attachments/download.asp?file=9&type=pdf | 2019-09-17T19:52:17Z | crawl-data/CC-MAIN-2019-39/segments/1568514573105.1/warc/CC-MAIN-20190917181046-20190917203046-00366.warc.gz | 652,360,350 | 629 | eng_Latn | eng_Latn | 0.994368 | eng_Latn | 0.995471 | [
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Presented by
In partnership with
Siyavush
Education resource – comic characters Siyavush and the ordeal by fire
1. Colour in or decorate the figures.
2. Cut out the figures and paste them into your comic strip.
love-and-devotion.com | <urn:uuid:6395991a-ad10-4104-b5f4-bb2ce30987cc> | CC-MAIN-2019-39 | http://exhibitions.slv.vic.gov.au/sites/default/files/siyavush-and-the-ordeal-by-fire-comic-template_0.pdf | 2019-09-17T19:12:09Z | crawl-data/CC-MAIN-2019-39/segments/1568514573105.1/warc/CC-MAIN-20190917181046-20190917203046-00365.warc.gz | 47,133,298 | 56 | eng_Latn | eng_Latn | 0.998122 | eng_Latn | 0.998122 | [
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Flow Visualization Team Project #2
Sam Verplanck
MCEN 4151: Flow Visualization
The purpose of this image was to observe the fingering effect of a Hele-Shaw cell. This effect is known as a Saffman-Taylor instability. The image was created with the help of teammate Travis Bildahl. The image was created for a course at the University of Colorado at Boulder titled Flow Visualization. This course aims to explore the art and physics of fluid flow.
To create this image we used a Hele-Shaw cell developed by previous Flow Visualization students. This apparatus consists of two panes of glass, mounted on a wooden structure. The lower pane of glass has a small hole through the glass. The purpose of the hole is to connect a tube and syringe in order to inject fluids between the panes of glass. The panes are separated by a 4 small screws. The plane separation is on the order of 1-2 mm. To produce the flow, corn syrup was poured on the lower plane and a few drops of food dye were dropped on the syrup. Then the top plane was placed on the corn syrup and screws. Then dyed water was injected into the corn syrup to produce a fingering effect. A diagram of the Hele-Shaw cell is shown below.
A necessary condition to create the Saffman-Taylor instability is a less viscous fluid being injected into a more viscous fluid. The less viscous fluid in this case is water, with a dynamic viscosity 2 of about 1E-3 Pa*s. The more viscous fluid is corn syrup with a dynamic viscosity 3 of about 1.31 Pa*s. Creating a dynamic viscosity ratio of 1310:1.
The original photo is picture above. The photograph was taken outside, on an overcast afternoon. The following specifications and techniques were used:
Size of field of view: about 12 cm x 6 cm
Distance from object to lens: 15 cm
Lens: EF 100 mm Macro USM
Make and model of camera: Canon EOS 7D
Aperture: f/5.6
Shutter speed: 1/400 sec
ISO setting: 1250
Original image dimensions: 3456 x 5284
Edited image dimensions: 5135 x 3059
Very minimal post processing was done using Adobe Photoshop. The image was simply cropped and rotated. Then the contrasted was adjusted slightly to bring out the colors more. I think the image is very fun and has the feel of a psychedelic wave. I considered removing the air bubbles that formed but decided they add more depth to the photo.
Works Cited:
1. Nguyen, Vien. Group Project 2 Report. Rep. University of Colorado, n.d. Web.
2. "Water - Dynamic and Kinematic Viscosity." Water - Dynamic and Kinematic Viscosity. Engineering Toolbox, n.d. Web. 09 Apr. 2014. <http://www.engineeringtoolbox.com/waterdynamic-kinematic-viscosity-d_596.html>.
<http://www.colorado.edu/MCEN/flowvis/galleries/2010/Team-2/Reports/Nguyen_Vien.pdf>.
3. "Viscosity." Wikipedia. Wikimedia Foundation, 04 Sept. 2014. Web. 11 Apr. 2014. <http://en.wikipedia.org/wiki/Viscosity>. | <urn:uuid:f559ab8e-5b2e-405d-a149-821ebe5f7761> | CC-MAIN-2023-50 | https://www.flowvis.org/media/2014/2014TeamSecond/Reports/Samuel_Verplanck.pdf | 2023-11-29T14:50:23+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100112.41/warc/CC-MAIN-20231129141108-20231129171108-00830.warc.gz | 866,642,621 | 704 | eng_Latn | eng_Latn | 0.758202 | eng_Latn | 0.997817 | [
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THE SAGAS OF VENUS AND MARS
by Daniel Giamario Designed by Cayelin K Castell
Each Saga begins with the Mars Opposition and features the patterns of Venus and Mars when they are within 10 degrees. Some are visible in the morning sky, some in the evening sky and the Underworld Saga there are NO visible meetings of Venus and Mars. There are only three patterns, three Sagas, three Stories.
The Rapunzel/Dumuzi Saga has a short evening (West) meeting and a long morning (East) meeting. Mars always disappears into the underworld first after the evening union. A union is defined as being within 10 degrees.
FEB 12, 1995 Rapunzel/Dumuzi 23 LEO
Mars overtone Leo seeks Venus overtone Scorpio. They briefly meet in the evening sky. Mars then enters the underworld. After Venus transforms to overtone Gemini, they have a long union in the morning sky.
Nov 4 - Dec 13, 1995 within 10 degrees in the evening
Jun 20 - Sep 24, 1996 within 10 degrees in the morning
JUN 13, 2001 Rapunzel/Dumuzi 23 SAGITTARIUS
Mars overtone Sagittarius seeks Venus overtone Aries. They quickly meet in the evening sky. Mars then enters the underworld. After Venus transforms into overtone Scorpio, they have a long union in the morning sky.
Apr 22 - May 29, 2002 within 10 degrees in the evening
Nov 17 - Jan 19, 2003 within 10 degrees in the morning
DEC 24, 2007 Rapunzel/Dumuzi 3 CANCER
Mars overtone Cancer seeks Venus overtone Leo. They quickly meet in the evening sky. Mars then enters the underworld. After Venus transforms to overtone Aries, they have a long union in the morning sky.
Aug 23 - Sep 30, 2008 within 10 degrees in the evening Apr 21 - Jul 18, 2009 within 10 degrees in the morning
APR 8, 2014 Rapunzel/Dumuzi 19 LIBRA
Mars overtone Libra seeks Venus overtone Capricorn. They quickly meet in the evening sky. Mars then enters the underworld. After Venus transforms into overtone Leo, they have a long union in the morning sky.
Feb 1 - Mar 15, 2015 within 10 degrees in the evening Aug 22 - Nov 22, 2015 within 10 degrees in the morning
OCT 13, 2020 Rapunzel/Dumuzi 21 ARIES
Mars overtone Aries seeks Venus overtone Gemini. They quickly meet in the evening sky. Mars then enters the Underworld. After Venus transforms into overtone Capricorn, they have a long union in the morning sky.
Jun 28 - Jul 31, 2021 within 10 degrees in the evening Jan 27 – Apr 14, 2022 within 10 degrees in the morning
The Great Saga has a long evening union followed by a short morning union with Venus entering the underworld first, followed by Mars.
MAR 17, 1997 Great Saga 27 VIRGO
Mars overtone Virgo seeks Venus overtone Gemini. They have a long union inthe Evening sky. Venus enters the underworld transforming to overtone Capricorn. They have a short union in the morning sky.
Sep 27, 1997 - Jan 3, 1998
within
10
degrees in
t
he evening
Jul
18
-
Aug 22, 1998
within
10
degrees in the morning
AUG 28, 2003 Great Saga 5 PISCES
Mars overtone Pisces seeks Venus overtone Scorpio with a long union in the evening sky. Venus enters into the underworld transforming into overtone Gemini followed by a short union with Mars in the morning sky. Mar 29 - May 17, 2004 10 within degrees in the evening
Nov 17 - Dec 24, 2004 10 within degrees in the morning
JAN 29, 2010 Great Saga 10 LEO
Mars overtone Leo seeks Venus overtone Aries. They have a long union in the evening sky. Venus enters the underworld transforming to overtone Scorpio. They have a short union in the morning sky.
Jul 27 - Oct 17,
2010 within 10 degrees in the even
i
ng
May 1 - May 11, 2011 within 10 degrees in the morning
MAY 22, 2016 Great Saga 2 SAGITTARIUS
Mars overtone Sagittarius seeks Venus overtone Leo. They have a long union in the evening sky. Venus enters into the underworld transforming to overtone Aries followed by a short union with Mars in the morning sky.
Jan 8 - Mar 1, 2017 within 10 degrees in the evening
Sep 20 - Oct 23, 2017 within 10 degrees in the morning
The Underworld Saga has no visible sightings of Venus or Mars together in the Evening or Morning skies. They meet only in the Underworld.
JAN 07, 1993 Underworld Saga 18 CANCER Mars overtone Cancer fails to see or visibly connect with Venus overtones Leo or Aries. Union occurs in the underworld in Capricorn in 1994.
APR 24, 1999 Underworld Saga 4 SCORPIO Mars overtone Scorpio fails to see or visibly connect with Venus overtones Capricorn or Leo. Union occurs in the underworld in Cancer in 2000.
NOV 07, 2006 Underworld Saga 1 5TAURUS Mars overtone Taurus fails to see or visibly connect with either Venus overtones Gemini or Capricorn. Union occurs in the underworld in Libra in October 2006.
MAR 03, 2012 Underworld Saga 14 VIRGO Mars overtone Virgo fails to see or visibly connect with either Venus overtones Scorpio or Gemini. Union occurs in the underworld in Aries in April 2013.
JULY 27, 2018 Underworld Saga 4 AQUARIUS
Mars overtone Aquarius fails to see or visibly connect with either Venus overtones Libra or Gemini. Union occurs in the underworld in Virgo in August, 2019. | <urn:uuid:33bbc98d-f82f-45b8-bb78-68504e709932> | CC-MAIN-2023-50 | https://shamanicastrology.org/wp-content/uploads/2018/03/Venus-Mars-Sagas-updated-2015.pdf | 2023-11-29T16:01:53+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100112.41/warc/CC-MAIN-20231129141108-20231129171108-00830.warc.gz | 582,002,755 | 1,369 | eng_Latn | eng_Latn | 0.985463 | eng_Latn | 0.9858 | [
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STEP 8: REFLECT AND DOCUMENT (1 HOUR)
Congratulation! This is the last step in the Talk Science Pathway. It's time to take stock. To do this, you'll compare the first 15-minute discussion to the one you just did. But first, collect the following resources:
* Audio file from the pre and post concept cartoon discussions
* An audio player (e.g., recorder or computer)
* Students' pre and post written reflections
* Your pre and post written reflections
Focus on the Post Discussion:
First, set aside about 30 minutes to transcribe and analyze a set of 5-7 interchanges from the post discussion audiotape (about 3 minutes worth.) Teachers tell us this is well worth the time it takes. Seldom is there opportunity to look closely at one's own practice. Doing this will provide new insight.
1. Play the recorded interview. Once the discussion is rolling, select a part of the discussion in which interesting things are happening for you and your students. If possible, find 5-7 successive interchanges in which three or more students contribute.
2. Write down verbatim what the students said and what you said.
3. Return to your copy of the Reflection Tool. Use the tool to further analyze student talk.
4. Then return to your copy of Goals and Talk Moves Tool and analyze your facilitation of the discussion. How did you use the Talk Moves to support students' discussion?
Focus on the Pre Discussion:
1. Access the saved pre-discussion audiotape and listen to a four-minute segment from the middle of the tape.
2. As you listen, you may want to refer to the Reflection Tool and Goals and Talk Moves Tool.
Comparing Discussions
Compare your pre-discussion and post-discussion by writing a short reflect about each of the following questions. Include evidence from your discussions.
* In what ways has the culture of science discussion changed in my classroom?
* In what ways have students' scientific ideas changed?
* Am I using different strategies now to support discussion?
* What do I want to continue working on?
The discussions skills you and your students are building can continue to grow in any and all discussions you have this year. And, when you teach this unit again next year, the resources will be there for you to use within the curriculum as well as in the pathway.
Thanks for following the Talk Science Pathway. We hope this has been a productive professional experience for you, and we hope it contributed significantly to your students' science learning. | <urn:uuid:e55f821b-4f46-4984-b470-dc3b7fd907fc> | CC-MAIN-2023-50 | https://inquiryproject.terc.edu/prof_dev/pathway/Step8_Gr5_Reflect.pdf | 2023-11-29T15:08:45+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100112.41/warc/CC-MAIN-20231129141108-20231129171108-00829.warc.gz | 377,993,592 | 517 | eng_Latn | eng_Latn | 0.998395 | eng_Latn | 0.998395 | [
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Accessibility resources are tools to help students overcome barriers to learning. They should be provided to students based on need and personal preference. These resources have been developed using the principles of Universal Design for Learning and should be provided to students on a daily basis during classroom instruction and on assessments to help students validly demonstrate their skills and knowledge. Various accessibility resources may benefit students in more than one category of need. For the purposes of this planning resource, each accessibility resource is listed only once. Students may also use these resources on statewide assessments, depending on various factors, including the construct being assessed and individual student identified needs. Refer to the key in the following list for availability of resources on statewide assessments based on need.
Key to Accessibility Resource Type:
* U—Universal Tool: Available to all students
* DS—Designated Support: Available to all students for whom a need has been determined
* A—Accommodation: Available to students with an active individualized education program or Section 504 plan and who have a documented need
Unless otherwise noted, the accessibility resource type applies to California Assessment of Student Performance and Progress (CAASPP) English language arts/literacy (ELA) and mathematics assessments; the California Science Test (CAST); the computer-based English Language Proficiency Assessments for California (ELPAC); and the Alternate ELPAC. For additional descriptions of each resource, please refer to the California Assessment Accessibility Resources Matrix, which is linked on the CA Assessment Accessibility Resources Matrix web page on the California Department of Education website.
Many of the digital tools provided require Read&Write for Google. For instructions on installing and using Read&Write for Google, select the Getting Started with Read&Write for Google Chrome web page. For additional descriptions and a demonstration video of each resource, please refer to the CAASPP and ELPAC Accessibility Guide. Kern County Superintendent of Schools Office Revised 8/21/22
Accessibility Resource Planning Tool (continuation one)
Provide Multiple Means of ENGAGEMENT
* Recruiting Interest
Resources to address barriers related to:
Resources to address barriers related to:
* Sustaining Effort & Persistence
Separate Setting (DS)
* Self Regulation
Classroom Practice: Students who are easily distracted are provided with alternate seating within the classroom to improve focus. Students can work in the classroom during off periods when the classroom has only a few students.
Strikethrough (U) (ELPAC grades 3–12 only)
Classroom Practice: Students cross out the answers to multiple-choice items that are obviously wrong. Students can cross out incorrect words in sentences.
Digital Tool:
* How to use strikethrough in Google Docs
Provide Multiple Means of REPRESENTATION
* Perception
* Comprehension
* Language & Symbols
English glossary (U) for ELA, Mathematics, CAST
Classroom Practice: Students use embedded definitions in textbooks and glossaries in the rear of textbooks to clarify word meanings.
Digital Tools:
* Supporting Vocabulary with Read&Write for Google
* Explore function for Google
Illustration glossaries (DS) for mathematics
Classroom Practice: Students use picture glossaries to determine the meaning of contentspecific words.
Digital Tool:
* Supporting Vocabulary with Read&Write for Google
Provide Multiple Means of ACTION & EXPRESSION
* Physical Action
Resources to address barriers related to:
* Expression & Communication
* Executive Functions
Global notes (U) for ELA (full-write PTs)
Classroom Practice: Students create notes or work out computations. Students may create twocolumn notes to record main ideas and make connections with previous knowledge, or to ask questions.
Digital Tools:
* Online Notepad
* Chrome Notepad
Writing tools (U) for ELA, mathematics, CAST, and ELPAC (grades 3–12 only)
Classroom Practice: Students use writing tools in desktop publishing software (e.g., Microsoft Word) when typing up a story or article during instruction.
Accessibility Resources Planning Tool (continuation two)
Provide Multiple Means of ENGAGEMENT
Provide Multiple Means of REPRESENTATION
* Recruiting Interest
Resources to address barriers related to:
Resources to address barriers related to:
* Sustaining Effort & Persistence
Expandable items and passages (U)
* Self Regulation
Classroom Practice: Teachers create a document for students to work from in which a passage, stimulus, or items take up a large portion of the paper.
Digital Tool:
* Expandable Items/Split Screen
Masking (DS)
Classroom Practice: Students use a masking device that covers up sections of text, test questions, or a combination of these to maintain visual attention and decrease distractions. Teachers block off text on classroom boards or visual media devices to focus students on topics during instruction. Teachers create a clean document for students to work on that is not too "busy" or crowded with distracting information.
Digital Tool:
* Google Chrome- Read and Write (Masking)
* Language & Symbols
* Perception
* Comprehension
Translation (glossaries) (DS) for mathematics and CAST
Classroom Practice: Students use a translation glossary to facilitate transferring knowledge or skills from their primary language. Students use bilingual glossaries to find the meanings of content-specific words (e.g., mathematics, science, history).
Digital Tool:
* Support for ELs in Google Docs
Stacked translations (DS) for mathematics and CAST
Classroom Practice: Students use bilingual glossaries in the rear of textbooks to find the meaning of unknown words. Students use bilingual translations during instruction.
Digital Tool:
* Support for ELs in Google Doc
Provide Multiple Means of ACTION & EXPRESSION
* Physical Action
Resources to address barriers related to:
* Expression & Communication
* Executive Functions
Highlighter (U)
Classroom Practice: Students are provided with digital or physical tools for marking desired text with a color. Students use highlighters to distinguish useful or meaningful text when completing an assignment; or to denote main ideas, supporting details, and a conclusion.
Digital Tool:
* Highlighting Tool and Extracting Notes
Designated interface assistant (DS) for ELPAC
Classroom Practice: Students who are technology novices and have limited keyboarding skills are supported to interact with, or type, handwritten responses on a computer.
Accessibility Resources Planning Tool (continuation three)
Accessibility Resources Planning Tool (continuation four)
Provide Multiple Means of ENGAGEMENT
Provide Multiple Means of REPRESENTATION
* Recruiting Interest
Resources to address barriers related to:
Accessibility Resources Planning Tool (continuation five)
Provide Multiple Means of ENGAGEMENT
Provide Multiple Means of REPRESENTATION
* Recruiting Interest
Resources to address barriers related to:
Accessibility Resources Planning Tool (continuation six)
Provide Multiple Means of ENGAGEMENT
* Recruiting Interest
Resources to address barriers related:
Provide Multiple Means of REPRESENTATION
Accessibility Resources Planning Tool (continuation seven)
Accessibility Resources Planning Tool (continuation eight)
Provide Multiple Means of ENGAGEMENT
Provide Multiple Means of REPRESENTATION
* Recruiting Interest
Resources to address barriers related to:
Accessibility Resources Planning Tool (continuation nine)
Provide Multiple Means of ENGAGEMENT
Provide Multiple Means of REPRESENTATION
* Recruiting Interest
Resources to address barriers related to: | <urn:uuid:3e6e06c0-4faa-423d-97c4-7d00d0ce86fd> | CC-MAIN-2023-50 | https://www.oxnardsd.org/site/handlers/filedownload.ashx?moduleinstanceid=21647&dataid=32687&FileName=Accessibility-Resources-Planning-Tool-2022-23.pdf | 2023-11-29T14:18:08+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100112.41/warc/CC-MAIN-20231129141108-20231129171108-00833.warc.gz | 1,038,690,028 | 1,464 | eng_Latn | eng_Latn | 0.632638 | eng_Latn | 0.971543 | [
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We asked children how they feel about nursery?
-Do you like coming to nursery?
-What do you like to do best?
-Who helps you at nursery?
-Do you have any friends at nursery?
-What do you do when you feel sad?
-How do the teachers help you? | <urn:uuid:b0471c54-bc5b-406e-919a-ac37d60b38ed> | CC-MAIN-2023-50 | https://www.jakeman.bham.sch.uk/Files/Download/49dc7f3d-283d-4db8-905a-ca64b7a59f67/d73ef6f6-45cd-4dda-ac13-e6ba32b61b08/We%20asked%20children%20how%20they%20feel%20about%20nursery%20Jakeman.pdf | 2023-11-29T15:42:02+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100112.41/warc/CC-MAIN-20231129141108-20231129171108-00832.warc.gz | 938,721,030 | 60 | eng_Latn | eng_Latn | 0.99992 | eng_Latn | 0.99992 | [
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A KD College Counseling Program
1 Understanding the College Admissions Process (students and parents)
Families will learn about how the admissions process works in the U.S., how colleges evaluate applications, and the timeline for applying to college.
9 Telling Your Story (students) Students will learn about the importance of clear, concise, and engaging writing. We will also discuss common writing mistakes and how to avoid them.
2 Exploring Majors and Careers (students, parents optional) Students will be guided through their assessment results, including how to explore college programs and careers.
3 Paying for College (students and parents) Families will learn about the average cost to attend college and how those costs differ by college type. Different types of financial aid will also be discussed.
4 Researching Colleges (students and parents) Families will learn how to research colleges and universities and how to narrow down their list of potential schools.
5 Finalizing Your College List (students and parents) Families will examine current college choices, including academic programs, likelihood of admission, cost, and other important factors.
6 Requesting Letters of Recommendation (students) Students will learn how colleges use letters of recommendation, how to choose recommenders, tips for getting a strong letter, and how to submit them.
7 Creating a Resume & Activity List (students) Students will learn about the importance of a detailed and complete college resume, as well as how to format
one and use it to create an activity list.
8 Completing Applications (students) Common Application. Examples of other applications
This session will walk students through completing the will also be provided.
10 Brainstorming & Writing Your Personal Statement (students)
Students will learn how to write an effective and engaging personal statement that can be submitted to colleges. They will also learn to brainstorm essay topics.
11 Writing Supplemental Essays (students) Students will learn how supplemental essays differ from the personal statement and how to approach
writing them.
12 Preparing for Interviews (students) Students will learn about the purpose of interviews and how to schedule and prepare for interviews. Students will also discuss common interview questions and how to answer effectively.
Completing the FAFSA and CSS Profile
13 (students and parents)
Families will learn about the FAFSA and CSS profile, including how and when to complete the forms, who needs to complete them, and what information is required.
14 Understanding Housing, Portals, and Other Details (students, parents optional)
Students will learn what to expect after submitting applications, including how to track important steps for financial aid, housing, and other college requirements.
15 Comparing Financial Aid Packages (students and parents)
Families will learn how to compare financial aid packages, loan terms, scholarships, and other aid.
16 Making Your Final Decision (students, parents optional)
Students will learn how to handle the stress of making a final decision by reviewing what they have learned and celebrating their accomplishments. | <urn:uuid:947b04ee-4ade-488d-b39a-a0d06a53cec8> | CC-MAIN-2023-50 | https://kdcollegeprep.com/wp-content/uploads/2023/10/Apply-Now-Advantage-Course-Description.pdf | 2023-11-29T14:40:44+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100112.41/warc/CC-MAIN-20231129141108-20231129171108-00832.warc.gz | 384,969,875 | 586 | eng_Latn | eng_Latn | 0.994752 | eng_Latn | 0.994752 | [
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God sufficient
Mark 6.1-13
Many people are impressed by Jesus' teaching and deeds. Some, however, question his authority and appear to reject him and his ministry. Jesus sends out the disciples to extend his ministry, telling them that they will be received well by some but rejected by others – just as he himself was. It proved to be a risk worth taking.
A note on the passage
The disciples learn by observation that following Jesus is not without risk, even though they trust him. Jesus implies that they may not always be well received. To do what Jesus asks, they have to make themselves vulnerable and take risks. Are we willing to take risks to spread the good news of the gospel?
Now read Mark 6.1-13 see p.2 for text.
Each morning, think about what lies ahead that day. Ask yourself: Will I be in any challenging situations? Am I prepared to meet them with courage? How can I feel more prepared to meet those challenges? Risk is part of life, we cannot avoid it altogether; but perhaps we can anticipate and prepare for its likely impact. Jesus promised to be with his disciples, and with us, by his Spirit. Ask God to give you a true sense of his presence, in order to be courageous and strong in any difficulties today.
People attending a church for the first time are often discouraged because nobody spoke to them. Regular attenders sometimes fear they will offend someone by doing so (e.g. by not recognising a longstanding church member). Explore this by acting it out with a few others (in person or online, as appropriate). Try to imagine different ways in which people may be approached and how they might react. Does this give you confidence to risk saying 'hello' to any newcomers you meet in future?
Make a spider diagram with the word 'risk!' at the centre, and feelings associated with risky behaviour on the legs. This could be a good activity to do together; people of all ages can express how it feels to attempt something scary. There may be a range of contrasting emotions such as fear, excitement, anxiety, exhilaration. Add as many legs as you wish.
Listen to a version of 'Who would true valour see', perhaps that by Maddy Prior. Think about people who live and work in dangerous occupations and those
who live risky lives, either through their own behaviour or through the actions of
others, and ask God to protect them today.
www.youtube.com/watch?v=EiSxSZ0s0AQ
Faith 24/7 – Helping you to go with God this week.
We have become more accustomed to living with risk during the pandemic. However, it is often said that society gets ever more 'risk averse', perhaps from fear of blame or litigation. Those who plan activities now expect to carry out risk assessments. Imagine you are going out – e.g. to a theme park or to the seaside. Write a list of possible risks and how you can minimise them. Does doing this make you feel more anxious or less so?
How do you think the disciples felt as they set out on the challenge Jesus gave them? Do you think it helped them to have a good idea of what lay ahead, or might it have put them off? What risks will you take to reach out to others this week? Think of practical and achievable examples that you might try – e.g. start with giving a smile or a hello to someone you don't (yet) know.
© ROOTS for Churches Ltd 2021
*
www.rootsontheweb.com
1
God sufficient Mark 6.1-13
Choose a version of the passage to read. The first is the ROOTS version for children, the second is the NRSV text which may be suitable for older children, young people and adults.
J esus came to his home town of Nazareth. On the sabbath, he began to teach in the synagogue and many people who heard him were amazed at what he was saying. They said to each other, 'Isn't this the carpenter? Mary's son? His brothers and sisters are here too. How did he get wisdom from God? And how can he do miracles?' They were angry with Jesus for coming to the synagogue to teach them.
Jesus went out into the villages to teach people. He called his twelve disciples together and sent them out, two by two, to the villages. He gave them authority over the unclean spirits. He told them to take nothing extra with them to make their journey easier – like bread, or a bag, or money – but to rely on the people they stayed with to look after them.
Jesus said, 'People who speak God's truth are respected, but not in their home town or even in their own family.' And he could do no miracles there, except he did lay his hands on a few sick people and cure them. And he was amazed at their unbelief.
Did you know?
* Sabbath is a day of rest and prayer for Jews from Friday night to Saturday night; a synagogue is a Jewish place of worship.
Mark 6.1-13 (NRSV)
Jesus left that place and came to his home town, and his disciples followed him. On the sabbath he began to teach in the synagogue, and many who heard him were astounded. They said, 'Where did this man get all this? What is this wisdom that has been given to him? What deeds of power are being done by his hands! Is not this the carpenter, the son of Mary and brother of James and Joses and Judas and Simon, and are not his sisters here with us?' And they took offence at him. Then Jesus said to them, 'Prophets are not without honour, except in their home town, and among their own kin, and in their own house.' And he could do no deed of power there, except that he laid his hands on a few sick people and cured them. And he was amazed at their unbelief.
Faith 24/7 – Helping you to go with God this week.
He said, 'Whenever you enter a house, stay there until you leave the place. If any place will not welcome you, if they refuse to listen, as you leave, shake off the dust that is on your feet as a sign that they have ignored you.' So they went out and proclaimed that all should repent. They cast out many unclean spirits, and anointed many sick people with oil and cured them.
Mark 6.1-13
* Repent means saying sorry to God for what you have done; having a change of heart.
Then he went about among the villages teaching. He called the twelve and began to send them out two by two, and gave them authority over the unclean spirits. He ordered them to take nothing for their journey except a staff; no bread, no bag, no money in their belts; but to wear sandals and not to put on two tunics. He said to them, 'Wherever you enter a house, stay there until you leave the place. If any place will not welcome you and they refuse to hear you, as you leave, shake off the dust that is on your feet as a testimony against them.' So they went out and proclaimed that all should repent. They cast out many demons, and anointed with oil many who were sick and cured them.
© ROOTS for Churches Ltd 2021
*
www.rootsontheweb.com
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Question 1:
Dear Cheap Astronomy – What will the first Moon base be anything like Artemis?
Andy Weir, author of The Martian, has since written 'Artemis' a tale about a lunar colony which has prompted people to start thinking about how the first Moon base might operate. For Artemis, the smelting of anorthite to extract is key to the colony's success and to the novel's plot. Anorthite smelting gives you metal for building and the oxygen to let you live in the buildings that you build. Although surprisingly, in Artemis ,people live in 100 per cent oxygen at 20 per cent of atmospheric pressure. In reality, long term exposure to 100 per cent oxygen is not good for you and it's unlikely anyone could light a cigar in that environment (which happens in the book) without it exploding into flame. It's also not clear where the water comes from. It's made clear that water is a scarce commodity that's carefully recycled, but that's about all we're told.
The aluminium smelting requires a huge amount of energy, which is drawn from nuclear generators. Apparently you just can't manage it with solar panels. So, it's perhaps optimistic to have set Artemis about 60 years in the future – which requires us to not only get back to the Moon, but also to build two working nuclear reactors on it. These are apparently fission reactors and hence are existing technology, but actually building them will be challenging.
Nonetheless, Mr Weir is spot on that if you want a lunar colony, you will need an energy source and going nuclear may well be the best option. There is nowhere on the Moon's surface where you'll get uninterrupted sunlight, even near the poles – unless perhaps you build a big tower on a hill. But with a nuclear reactor, you can set up your colony anywhere you want.
Anyhow, Andy Weir is right that you need an energy plan and you need an oxygen plan. Cheap Astronomy will also suggest that you'd probably want to dilute the oxygen to about 21% with an inert gas like nitrogen and pump up the air pressure to about 1 atmosphere. The nitrogen should be easy to manage, it's light and compressible and, being chemically inert, none of it is really going to be consumed, so you just need to ship a certain volume to the Moon and then keep it there. Water is more problematic. It is recyclable, but humans are water sponges, so the more humans you have, the more water reserves you need to keep their inputs and outputs balanced. And that's yet another argument for a polar base, since the poles may be where you'll find the most water on the Moon – lying within permanently shadowed craters.
And as to what might drive us to build the first Moon base, Andy Weir really nailed it. It'll be tourism. In Artemis the aluminium smelting isn't done for the purpose of sending aluminium exports back to Earth – Earth has vast reserves as it is. The smelting is just to generate building material for the base and to get the oxygen. Indeed once the base is built, it's pretty much just about the oxygen.
But, putting all the technology to one side, Artemis is a services-based economy, where people, that is staff, are there to support the various service industries that tourism depends on – the guided tours, the restaurants, the hotels and the gift shops.
Even if there was something worth mining for export from the Moon, you still wouldn't really need a colony, you'd just do it with robots and telepresence – which is pretty much how it's done in the Artemis story anyway. But if you want your skinny half-cap and a lox bagel with extra cream cheese, you're going to need a human service provider. And if you want human service providers, you're going to need a colony.
If we do want a lunar colony within sixty years, it's time to start making decisions about the energy plan, the oxygen plan and where the water's going to come from. The Artemis approach is bold and requires huge up-front investment. Given how humans tend to work, it's more likely we'll get there in little incremental steps. First, we need some robotic landings at the poles to confirm if there really is water in abundance there. If there is, you're good to go with solar panels, which can power the electrolysis of water into molecular hydrogen and oxygen. If there's not much water there, maybe we need to start planning for how we're going to divert some icy comets to crash on the far side. And that is what we really need, a plan.
Question 2:
Dear Cheap Astronomy – Why do we talk about microgravity in low Earth orbit?
The force of gravity on Earth's surface at sea level is 1G or since gravity is really an acceleratory force it's 9.8 metres per second per second. So, if you jump off a chair you'll accelerate at about 9.8 metres per second per second, as much as you will off a tall building. Unfortunately, jumping off a tall building will see you keep on accelerating, so by the time you do hit the ground, the speed will probably kill you.
But the more altitude you gain – that is, the further you are from the Earth's centre of mass, the weaker the force of gravity becomes. So, at the altitude of the International Space Station (about 400 kilometres above sea-level), the force of gravity is about 90%G – or about 8.8 metres per second per second – and at this altitude it is possible to fall around the planet. And since you maintain the same altitude all the way around, your speed doesn't increase.
Now, you might reasonably pause here and that think this is a bit odd. When you are in orbit, you are definitely falling and you are definitely in a gravity field, but for some reason you don't accelerate. You might speed up and down a bit in an elliptical orbit, but your nett speed should remain constant. From a Newtonian viewpoint you could explain this in terms of orbital mechanics. As you orbit, any increase in speed will raise the altitude of your orbit – which then shifts you into weaker gravity field which then reduces the acceleratory force that's acting on you. So, the nett balance of forces will work to keep you at a constant velocity and a constant altitude. The Einsteinian viewpoint of the situation is a bit different. If you are in a roughly circular orbit around a massive spherical body then you are always moving through a region of equivalent spacetime curvature. So, neither you, nor someone on the surface, should see your speed accelerate or decelerate.
So, if you are in orbit and you maintain a constant altitude you will maintain a constant nett velocity, even though you are in a gravity field which has a force of around 90% of what it would be on the Earth's surface. But then you might reasonably pause to wonder why in orbit you experience weightlessness. After all, if you are flying in a commercial jet at a constant velocity and altitude, you don't find yourself floating around the cabin. The answer to that is that the plane is resisting your natural tendency to fall – which means you can stand on the cabin's floor, because that floor is preventing you from following your natural tendency to fall towards the centre of the Earth.
So, on a plane, the plane is resisting your natural tendency to fall. But in an orbiting spacecraft, neither you nor the spacecraft are resisting that natural tendency to fall, both you and it are falling, but you are both moving so fast that you keep missing the ground and just keep falling around and around our spherical Earth.
So in orbit, you're falling, but since your falling without actually changing your altitude – that is, your distance from the Earth's centre of mass, you fall at a nett constant velocity – and unlike how it is in a plane, both you and your spacecraft are falling – so there's nothing that is going to hold you on to the floor of the spacecraft, you just float and as much as you might try to stand on a set of scales to measure your weight, you just keep on floating – and so must deduce that you are weightless –although, as you accelerate and decelerate very slightly in your passage through a slightly-elliptical orbit – will give you a sense that there is just a tiny bit of microgravity within your environment.
At the end of the day this is really about relativity. While you're in orbit, someone on the Earth's surface might think you are under the influence of 90% of Earth surface gravity and they'd be right. But for you – well, you are where you are, floating weightless in microgravity. There is no absolute correct explanation for what's happening. Nonetheless, everyone is correctly perceiving what's happening, relative to their frame of reference. | <urn:uuid:771bec08-38d9-4c12-9038-bd9927ede174> | CC-MAIN-2023-50 | http://www.cheapastro.com/podcasts/Transcript_DearCA051.pdf | 2023-11-29T15:51:27+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100112.41/warc/CC-MAIN-20231129141108-20231129171108-00835.warc.gz | 70,529,710 | 1,843 | eng_Latn | eng_Latn | 0.999324 | eng_Latn | 0.999381 | [
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8
Glossary
Fred Talk – sounding out the word before reading (blending)
sound-blending – putting sounds together to make a word, e.g. c–a–t cat special friends – sounds written with more than one letter, e.g. sh, ng, qu, ch
Speed Sounds – the individual sounds that make up words
Read stories to your child with feeling! The more you love the story, the more your child will love reading.
Booklet 2 shows you how to help your child practise reading:
- Sets 2 and 3 Speed Sounds
- Pink, Orange, Yellow, Blue and Grey Storybooks.
www.ruthmiskin.com/parents has many videos to help you help your child.
For more information on Read Write Inc., please talk to the Read Write Inc. manager in your child's school or visit www.readwriteinc.com.
Your child is learning to read with Read Write Inc.
Phonics, a very popular and successful literacy programme. This second booklet shows you how you can get your child off to a quick start.
Your child will learn to read in a very simple way. He or she will learn to:
1. Read letters by their 'sounds'
2. Blend these sounds into words
3. Read the words in a story.
How will my child learn to read?
Your child will already have learnt to read:
- Set 1 Speed Sounds: these are sounds written with one letter:
ma s d t i n p g o c k u b f e l h r j vy w z x and sounds written with two letters (your child will call these 'special friends'): sh th ch qu ng nk ck
- Words containing these sounds, by sound-blending, e.g. m–a–t mat, c–a–t cat, g–o–t got, f–i–sh fish, s–p–o–t spot, b–e–s–t best, s–p–l–a–sh splash
- Blending Books and Red, Green and Purple Storybooks.
Now, he or she will learn to read:
- Set 2 Speed Sounds: ay ee igh ow oo oo ar or air ir ou oy
- Words containing these sounds
- Pink, Orange and Yellow Storybooks.
Next, he or she will learn to read:
- Set 3 Speed Sounds: ea oi a-e i-e o-e u-e aw are ur er ow ai oa ew ire ear ure
- Words containing these sounds
- Blue and Grey Storybooks.
*
How to listen to your child read
- Do not read the book aloud before your child reads it to you.
- Ask your child to read the sounds and words before he or she reads the story.
- When your child reads the story, ask him or her to sound out the words that he or she can't read automatically. Don't allow your child to struggle too much. Praise your child when he or she succeeds.
- Read back each sentence or page to keep the plot moving. (Your child's energy is going into reading the words not the story.)
- Do not ask your child to guess the word by using the pictures.
- Do it all with patience and love!
We have a storytime every day at school so children develop a love of stories. We hope that you will do the same by reading a bedtime story to your child every night. We have wonderful books in school for you to borrow.
7
Black and White Storybooks
Your child will continue to bring home a Read Write Inc. Phonics black and white Storybook. This is a copy of the colour version he or she will have read at school.
Your child will have read this story three times with their reading teacher, so should be able to read the story confidently.
A brief explanation of how to follow the activities is included in the books.
Book Bag Books
Your child may also bring home a Book Bag Book. This book builds upon the ideas and many of the words in the Storybook he or she has just read. Your child will need more support in reading this book.
Again, explanations of how to use the activities are included in the books.
1. Help your child read the Sets 2 and 3 Speed Sounds
Your child will bring home the Set 2 or Set 3 Speed Sounds cards or a My Sets 2 and 3 Speed Sounds Book.
Each sound has a picture and phrase to help your child remember the sound. For example:
- the sound 'ay' has the phrase 'May I play?' with a picture of children playing together
- the sound 'ee' has the phrase 'What can you see?' with a picture of two boys in a tree.
3
Using the Set 2 Speed Sounds cards
First, in the pack, find the sounds: ay ee igh ow oo
1. Picture side up, ask your child to say the phrase on each card, getting quicker each time.
2. Help your child to say the sounds on the letter side, getting quicker each time. If he or she forgets, turn back to the picture side. When your child can say the sounds without turning over to check, increase the speed!
3. Repeat with the sounds: oo ar or air ir ou oy and then mix these sound cards with the ones above. Keep practising until your child can read these 12 sounds quickly and confidently.
Using the Set 3 Speed Sounds cards
First, in the pack, find the sounds: ea oi a-e i-e o-e u-e
1. Picture side up, ask your child to say the phrase on each card, getting quicker each time.
2. Help your child to say the sounds on the letter side, getting quicker each time. If he or she forgets, turn back to the picture side. When your child can say the sounds without turning over to check, increase the speed!
3. Repeat with the sounds: aw are ur er ow ai oa ew and then mix these sound cards with the ones above. Keep practising until your child can read these 14 sounds quickly and confidently.
4. Repeat with the sounds: ire ear ure
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Name __________________
Date_____________
Short Vowels
Directions: Underline the words with short vowel sounds.
fight
mess
swim
ate
watch hat
cute bait
Directions: Write in the vowels to complete the word represented by the picture.
Name __________________
Date_____________
Short Vowels
Answer Key
Directions: Underline the words with short vowel sounds.
cute
fight
mess
swim
ate
watch hat
bait
Directions: Write in the vowels to complete the word represented by the picture.
BARN
YAK
WOLF
SUN
MELON
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Everglade: Elaphe obsoleta rossalleni
Yellow: Elaphe obsoleta quadrivittata
Everglades Rat Snake Yellow Rat Snake
Class: Reptilia. Order: Squamata. Family: Colubridae.
Other names: Chicken snake, rat snake
Note: This "Natural History" describes two subspecies of rat snake, the Everglades rat snake and the yellow rat snake. Seven subspecies of rat snakes, Elaphe obsoleta, are found in the United States, all of which freely interbreed where geographic ranges overlap. See Additional Information section for more information on their population dynamics.
Physical Description: Hatchlings of both subspecies usually have a light gray ground color with darker gray blotches and a ventral pattern consisting of whitish-gray and dark gray checkers. Hatchlings are sometimes born with hints of orange color. In adults, both the dorsal and ventral coloration vary from orange to a deep orange-red, with specimens from the northern end of their range often having a more yellowishorange color due to genetic influence from the yellow rat (E. o. quadrivittata). The dorsal pattern varies from nearly non-existent (sometimes completely absent) to a series of four typically faded stripes running the length of the body often coupled with faint blotches.
Yellow Rat Snakes are the most common color morph of rat snakes in Peninsula Florida. They are typically yellowish with four brownish black stripes along the body. The forked tongue is black and the iris is yellowcolored
As a species, rat snakes are long slim snakes with a head only slightly wider than their body. An average rat snake is between three and a half to six feet long, but some can exceed seven feet in length. Growth in length is rapid preceding sexual maturity and then slows down.
Rat snakes are a member of the family of harmless snakes, or Colubridae. This is the largest order of snakes, representing two-thirds of all known snake species. Members of this family are found on all continents except Antarctica, widespread from the Arctic Circle to the southern tips of South America and Africa. All but a handful of species are harmless snakes, not having venom or the ability to deliver toxic saliva through fangs. Most harmless snakes subdue their prey through constriction, striking and seizing small rodents, birds or amphibians and quickly wrapping their body around the prey causing suffocation. While other small species such as the common garter snake lack powers to constrict and feed on only small prey it can overpower.
Harmless snakes range in size from 5 inches to nearly 12 feet in length. The largest American species of snake is the indigo snake, a member of this family. It can grow to 11 feet as an adult!
Diet in the Wild: Primarily feeds on a wide variety of rodents and birds, as well as their eggs. Young rat snakes also eat lizards and frogs, especially tree frogs.
Diet at the Zoo:
Rodents
Habitat & Range:
Everglades and yellow rat snake:
Everglades rat snake: South Florida, mainly the Everglades. Prairies of sawgrass, among trees and shrubs, and along waterways.
Yellow rat snake: Their range includes coastal regions of North Carolina south along the coast through South Carolina and into Georgia and Florida. Habitat includes pine flatlands, slash pine scrub, coastal hardwood hammocks, oak hammocks, cypress dome swamps, and deciduous hardwoods; yellow rat snakes are commonly found around citrus groves, pastures, and abandoned buildings
Life Span: Up to 15-20 years
Perils in the wild: Birds of prey, some carnivores, humans.
Physical Adaptations:
Rat snakes have a Jacobson's organ, pair of pit-like organs on the roof of the mouth that are lined with olfactory cells and nerves that interpret chemical stimuli in an animal's surroundings.
Their forked tongue, flickering through the air, picks up scent particles and conveys them to the roof of their mouth.
Rat snakes have stout bodies, square heads.
Belly scales flat in the middle, ends angled up sharply where they meet the sides of the body. This enables the animal to obtain a better grip for tree climbing.
Behavioral Adaptations:
Truly arboreal, Everglades and yellow rat snakes will commonly climb trees to reach and devour birds and their eggs. The snake is known to climb to heights of 60 feet search for prey in trees.
Rat snakes are active day or night.
Like most snakes, rat snakes are generally solitary.
Reproduction and Development:
Rat snakes begin to seek out a mate, typically in late April, May, and early June. Males tend to wait for the females to pass through their territory, and, by using pheromones, communicate and initiate the mating process with the female.
Rat snakes are oviparous or egg-laying animals. Five weeks after mating, the female lays a clutch of about 12 to 20 oblong eggs, usually in rotten logs. The eggs hatch in about 65 to 70 days.
The young rat snakes are grayish rather than yellow, have blotches rather than stripes and are from 11-17 inches long at birth. Sex is determined by the incubation temperature; warmer temperatures result in males and cooler temperatures favor females.
Additional Information:
So-called "rat snakes" occur in various parts of the world except Africa or Australia. Five or more species with many subspecies occur in the United States which includes the familiar corn snake and fox snake. Seven subspecies of the black rat snakes may be found in the United States, all of which freely interbreed where geographic ranges overlap. Several distinctive intergrade populations are
known due to subspecies interbreeding. An intergrade form means "to merge gradually one with another through a continuous series of intermediate forms".
The rat snake is a non-venomous constrictor and is one of Nature's most beneficial and splendid reptile assets. They play an essential role in controlling destructive rodents. They do sometimes raid barnyards seeking chicks and chicken eggs, thus the name "chicken snake." It also ascends rafters of abandoned buildings in search of birds, eggs and mice. Hawks may home in on a nestraiding rat snake when it is being heckled by other birds. Because of its tendency to rattle its tail when threatened or startled, in the U.S. the rat snake frequently is mistaken for a rattler and killed.
Ecological Role of Reptiles
Snakes play an important role as both prey and predator in ecosystems all over the world. They can be very important in regulating the populations of pest species such as rodents which are common around human activity.
Don't buy pets if you don't know where they are from. The ongoing trade in reptile products has a huge effect on the numbers of valuable species in the wild. Even buying tropical species from legal sources increases demand and encourages illegal trading.
Conservation Status: (IUCN Status):
Not Assessed, IUCN 2013
Conservation Efforts:
No conservation efforts at this time.
Glossary:
List of definitions of the most important recurrent technical terms used in the text.
aboreal- living in trees.
colubridae- the family of harmless snakes, or Colubridae. This is the largest order of snakes, representing two-thirds of all known snake species. Members of this family are found on all continents except Antarctica, widespread from the Arctic Circle to the southern tips of South America and Africa. All but a handful of species are harmless snakes, not having venom or the ability to deliver toxic saliva through fangs.
oviparity - Reproduction in which the eggs are released by the female; development of the offspring occurs outside the maternal body. Adj., oviparous ovoviviparity. Adj. ovoviviparous – Reproduction where the eggs develop within the maternal body without outside nourishment and hatch within the parent or immediately after laying.
viviparous- reproduction in which eggs develop within the females body, with the nutritional aid of maternal parent as in the mammals, many reptiles and some fishes.
Jacobson's organ- A pair of pit-like organs on the roof of the mouth that are lined with olfactory cells and nerves that interpret chemical stimuli in an animal's surroundings.
Sources:
Cincinnati Zoo & Botanical Gardens
http://www.snakeestate.com/rat-snakes/everglades-rat-snake.html
Hickman, C.P. Roberts, L.S. 1994. Biology of Animals
Halliday, T. Adler, K. 1986. The Encyclopedia of Reptiles and Amphibians.
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4th Grade Words And Definitions
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4th Grade Vocabulary Word List This fourth grade vocabulary list was built from an analysis of difficult words that appear in basal readers and other books commonly taught in the 4th grade. Those words were then analyzed to see how often they appeared on English Language Arts state tests given in the fourth, fifth and sixth grades.
4th Grade Vocabulary - Free, Printable Word List - Flocabulary
List of Vocabulary Words and Definitions for Fourth Graders. 1. Free from error. 1. To critically examine or study the relationship of information, parts, events, etc. 1. Having the ability or competence to complete a task or other request. 1. To divert one's attention toward something else.
Fourth Grade Vocabulary Words and Definitions
Worksheets > Vocabulary > Grade 4 > Applying meanings of words. Vocabulary worksheets: word definitions. Below are four versions of our grade 4 vocabulary worksheet where students are asked to circle the correct answer to each question. Students will have to think beyond the dictionary definition of words and put words into context.
Meanings of words worksheets | K5 Learning
in list order from A to Z from Z to A from easy to hard from hard to easy. accurate. characterized by perfect conformity to fact or truth. address. the place where a person or organization can be found. afford. have the financial means to do something or buy something. alert. warn or arouse to a sense of danger.
Word Up: 4th Grade Word List - Vocabulary List ...
Here's our mammoth list of 300 fourth grade spelling words gleaned from a variety of sources, including textbooks and leading online resources.. Remember that fourth graders are ready to work on building lots of compound words, adding prefixes and suffixes and nailing down tricky sets of homophones. Be sure to give them lots of practice in all of these areas!
300 Fourth Grade Spelling Words Your Students Need to Know
Grade 4 Math Vocabulary. Measurements. Area formula. Area and perimeter. Area and perimeter of triangle. Area of rectangle formula. Area of shape. Area of a quadrilateral. Area of a rectangle.
Fourth grade Common Core Math Vocabulary
In fourth grade, students should have command of 4th grade high frequency and sight word lists, be able to read and comprehend informational text with domain-specific vocabulary, use context to determine the correct meaning of homonyms (multiple-meaning words), and recognize figurative language, including common idioms, simple similes, and metaphors.
4th Grade Spelling Words - Fourth Grade Spelling Lists
Fourth graders need to build their academic vocabulary so that they can better understand what they read and hear. Academic vocabulary words for fourth graders include many terms that are used often and across all subjects, so knowing them will be useful when reading, listening to lectures, writing reports, and making presentations to the class. Print this list, courtesy of Hyde Park Central School District, and post it somewhere that you and your child will see it regularly.
Academic vocabulary words for 4th graders
Then, mix up the cards and get to work matching the terms to the definitions. 4th-Grade Science Vocab. Now, let's look at some vocabulary terms you'll want to know for 4th-grade science: ...
4th Grade Science Vocabulary Words | Study.com
Using the extensive, targeted elementary science word lists below, or other fourth grade spelling lists, students can play science games, hear how the words are pronounced, and review knowledge acquisition through online testing. More beneficial than a traditional fourth grade dictionary, these lists include words relating to scientific method, life science terms, astronomy terms, and many ...
4th Grade Science Vocabulary - Fourth Grade Science Words
Grade 4 vocabulary worksheets including words and their meanings, match phrases, context clues, sentences, paragraphs, word lists, synonyms and antonyms, apostrophes, jumbled words, and other 4th grade vocabulary topics. Improve vocabulary and word usage with these free vocabulary worksheets from K5 Learning.
Grade 4 Vocabulary Worksheets – printable and organized by ...
Most people chose this as the best definition of 4th-grade: Alternative spelling of f... See the dictionary meaning, pronunciation, and sentence examples.
4TH-GRADE | 1 Definitions of 4th-grade - YourDictionary
4th Grade Science Vocabulary Words: Sound and Light Sound and light are essential parts of our world, and they are also important when studying science. Fourth graders can review vocabulary words that describe how sound and light travel and how we measure them.
4th Grade Science Vocabulary Words: Sound and Light
The word list originates from "The Word Up Project." Search. ... Log in Sign up. Upgrade to remove ads. Only $2.99/month. 4th Grade Vocabulary List. STUDY. Flashcards. Learn. Write. Spell. Test. PLAY. Match. Gravity. Created by. MrsAdrian. These words commonly appear in many state standardized tests. The word list originates from "The Word Up ...
4th Grade Vocabulary List Flashcards - Questions and ...
The fourth grade spelling words curriculum below spans 36 weeks and includes a master spelling list and five different printable spelling activities per week to help support learning. You may print materials for your classroom or distribute them to parents for home use. (read more about the spelling curriculum design.) To take full advantage of the program, consider using the spelling program ...
Fourth Grade Spelling Words – Free 4th Grade weekly List ...
Vocabulary Words for 4th Grade Independent Learning Packets That Help Students Learn the Most Important Words They Need to Succeed in School Linda Ward Beech 1 NEW YORK TORONTO LONDON AUCKLAND SYDNEY MEXICO CITY NEW DELHI HONG KONG BUENOS AIRES
Vocabulary Words for 4th Grade - Dearborn Public Schools
Fourth-grade definitions (US, education) The period in school that comes after third grade and before fifth grade.
FOURTH-GRADE | 1 Definitions of Fourth-grade - YourDictionary
Fourth Grade CCSS Math Vocabulary Word List *Terms with an asterisk are meant for teacher knowledge only—students need to learn the concept but not necessarily the term. Acute angle The measure of an angle with a measure between 0° and 90° Add To combine; put together two or more quantities Addend Any number being added
The latest offering in the 100 Words series from the editors of the American Heritage Dictionaries, this reference book helps students in the upper grades of elementary school learn the vocabulary words they need to know to understand the world around them.
DO YOU WANT YOUR CHILDREN TO SUCCEED? I have three children who are still in school, and like you, I also want my children to succeed in life. Our children's success is what inspired me to write this book. Research shows that the more vocabulary words an elementary school student knows, the more likely he or she is to do well in middle and high school. Research also shows that there is a direct link between a student's vocabulary and their reading comprehension skills. Consequently, the more words elementary school students learn, the better readers they will be, and the more likely they will be good students in high school and successful as adults. I became concerned when my daughter began to show difficulty with reading comprehension. Her biggest problem appeared to be not knowing the meaning of many important words in her reading material. In speaking with my daughter's teacher I was shocked and disturbed to learn that with the new Common Core requirements, teachers don't have the time to teach the definitions of words like they used to. Instead, they are forced to concentrate on spelling and teaching a limited number of definitions. So I began to look for a way that parents can help their children learn the definitions of words so that reading is fun . 4th Grade Vocabulary Building Crossword Puzzles is the result. Why crossword puzzles? Well, admittedly I focused on Crossword puzzles because my daughter finds them fun. But crossword puzzles are known to be a particularly effective learning tool because they are an active learning activity that will engage your 4th grader in a fun and challenging way. The 36 crossword puzzles in 4th Grade Vocabulary Building Crossword Puzzles will help your 4th grader: Master the 1008 4th grade vocabulary words that are nationally recommended for reading success; Develop reasoning skills; Improve spelling and dictionary use skills; Develop word attack skills; Improve the ability to tell the difference between similar words; and Learn how to make inferences, evaluate choices, and draw conclusions. 4th Grade Vocabulary Building Crossword Puzzles is intended for students in the 9-10 year old range, and is appropriate 4th graders in the US and for the following grade levels in other countries: United Kingdom = Year 5 Ireland = Fourth Class/Rang a Ceathair
New Zealand = Standard 3/Year 5 Australia = Grade/Year 4 Canada = Year 4/4th Grade Buy 4th Grade Vocabulary Building Crossword Puzzles today to give your child the best chance possible at being successful in school and life. And buy a second copy to add a challenge for your children by working the puzzles with them."
Teach students how information is presented in a dictionary. Covers alphabetical order, word placement, spelling, pronunciation, parts of speech, usage, and more. Includes answer keys.
The Academic Vocabulary Practice for fourth grade offers teachers 128-pages of practical ways to help students master essential academic vocabulary. It is aligned with Common Core State Standards and includes word lists of more than 200 domain-specific words, reproducible practice pages, game templates, a student dictionary, and an answer key. Additionally, a full set of vocabulary flash cards is available online. The Academic Vocabulary Practice series for kindergarten through grade 5 supports literacy in the content areas of language arts, math, science, social studies, art, and technology. Each book offers systematic practice and usage of many of the academic and domain-specific words and phrases that students need to know to successfully complete work at grade level. There is also a Games and Suggestion section and game templates for small or whole group activities! The Student Dictionary pages are organized by content area and support the activity pages in each section.
Help students practice the following vocabulary-building skills: defining, relating, classifying, writing, Page 8/10
expressing opinions, and applying. Featuring two short, reproducible activities per page, this book has enough lessons for an entire year. Frequent reviews provide practice in a standardized-test format. Activities are correlated to state standards and a matrix is provided for selected states
Make sure your students develop the rich vocabulary that's essential to successful reading comprehension and academic achievement with A Word a Day. Each book in this newly revised series covers 144 words in 36 engaging weekly units. Don't have students just memorize vocabulary words ... give them the tools they need to understand and apply the words! Help your students learn 144 new words with the focused daily practice in A Word a Day, Grade 4. Activities such as identifying attributes, making personal connections, and completing graphic organizers give students multiple exposures to the words, helping them to develop the vocabulary they need to be successful on assessments and in the classroom. Examples of vocabulary words presented in Grade 4: * obligation, command, compete * dilemma, resource, random * spontaneous, lackadaisical, treacherous * drenched, massive, predicament
Give your fourth grader a fun-filled way to build and reinforce spelling skills. Spectrum Spelling for grade 4 provides progressive lessons in prefixes, suffixes, vowel sounds, compound words, easily misspelled words, and dictionary skills. This exciting language arts workbook encourages children to explore spelling with brainteasers, puzzles, and more! --Dont let your childs spelling skills depend on spellcheck and autocorrect. Make sure they have the knowledge and skills to choose, apply, and spell words with confidenceand without assistance from digital sources. Complete with a spellers dictionary, a proofreaders guide, and an answer key, Spectrum Spelling offers the perfect way to help children strengthen this important language arts skill.
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Get Free 4th Grade Words And Definitions
This classroom resource encourages fourth grade students to reinforce their knowledge of mathematical and language arts grade-level skills. Focusing on specific Common Core Standards, this resource is designed to be robust and relevant to the real world, helping students prepare themselves for life beyond their educational careers. Students will gain regular practice through the quick activities found in each book. Perfect for additional practice in the classroom or at home! The book contains a Teacher Resource CD with PDFs of the activity pages. 208pp.
This must-have resource encourages fourth grade students to reinforce their knowledge of mathematical and language arts grade-level skills! Focusing on specific Common Core Standards, this resource is designed to be robust and relevant to the real world, helping students prepare themselves for life beyond their educational careers. Students will gain regular practice through the quick activities found in each book. Perfect for additional practice in the classroom or at home! The book contains a Teacher Resource CD with PDFs of the activity pages. This resource was developed with Common Core State Standards as its foundation and is aligned to the interdisciplinary themes from the Partnership for 21st Century Skills.
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Lesson 3
Condition w/ LW
Learn English Differently By: Raihane KH
Warm up:
Let's refresh our minds with this example:
[x] We will eradicate corruption providing that we act now.
[x] My dreams will come true as long as they are chased. Let's try with if:
[x] We will eradicate corruption if we act now!
[x] My dreams will come true if they are chased!
Challenge
Notice the tenses of the verbs and try to guess the rule!
Then, try to form sentences using the linking words highlighted in red.
Well done!
Grammar Explorer
providing that/as long as
Function
Linking words.
Rule:
The linking words: as long as, providing that, and provided that are used to express condition. They are similar to: if and only if.
There are two clauses:
We will eradicate corruption providing that we act now.
Main/independent clause subordinate clause
(if)
Future simple ----------- linking word ----------- present simple
(Rule simplified):
The main clause is the sentence that is independent and of full meaning. In other words, it doesn't need another clause. The subordinate clause is incomplete and depends on another clause to convey meaning.
You cannot say: "I will prepare dinner if I eat now"! Obviously, the act of cooking is a condition for you if you want to eat. Thus, you should say:
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Parkside House School
Science Curriculum Statement
Intent
Parkside House School recognises and values the importance of science and scientific enquiry. Science at Parkside House School aims to develop a fun, practical and engaging high-quality curriculum that inspires the next generation to succeed and excel in science.
We do this through adapting the national curriculum and fostering a healthy curiosity and interest in the sciences through practical based activities inside and outside the classroom. At the heart of our progressive science curriculum is scientific investigation, outdoor and off-site learning. Pupils explore the living world and the environment through these opportunities and additionally participation in forest school. Wherever possible we intend to deliver lessons where children learn through varied systematic investigations, leading to them being equipped for life to ask and answer scientific questions about the world around them.
At Parkside House School we want science to be fun and engaging for every pupil. We ensure that the Working Scientifically skills are built-on and developed throughout children's time at the school so that they can apply their knowledge of science when using equipment, conducting experiments and investigation, building arguments and explaining concepts confidently, being familiar with scientific terminology and, most importantly, to continue to ask questions and be curious about their surroundings.
Implementation
The acquisition of key scientific knowledge is an integral part of our science lessons. Linked knowledge organisers enable children to learn and retain the important, useful and powerful vocabulary and knowledge contained within each unit. The progression of skills for working scientifically are developed through the year groups and scientific enquiry skills are of key importance within lessons. At Bishop King, teachers create a positive attitude to science learning within their classrooms and reinforce an expectation that all children are capable of achieving high standards in science. Our whole school approach to the teaching and learning of science involves the following;
* Science will be taught in planned, and arranged, topic blocks by the class teacher. Our strategy is to enable all children to be catered for through adapted planning suited to their abilities
* We plan for problem solving and real life opportunities that enable children to find out for themselves. Children are encouraged to ask their own questions and be given opportunities to use their scientific skills and research to discover the answers. This curiosity is celebrated within the classroom. Planning involves teachers creating practical, engaging lessons with opportunities for precise questioning in class to test conceptual knowledge and skills, and assess children regularly to identify those children with gaps in learning.
* Our curriculum is progressive. We build upon the learning and skill development of the previous years, where teachers can identify misconceptions that need addressing.
* Working Scientifically skills are embedded into lessons to ensure these skills are being developed throughout the children's school career, and new vocabulary and challenging concepts are introduced through direct teaching. This is developed through each keystage, in keeping with the topics.
* Teachers demonstrate how to use scientific equipment, and the various Working Scientifically skills in order to embed scientific understanding. Teachers find opportunities to develop children's understanding of their surroundings by accessing outdoor learning and workshops with experts.
* Through enrichment activities, such as off-site learning, we promote the profile of Science and allow time for the children to freely explore scientific topics. The animal care programme enriches engagement in the classroom, reduces stress and anxiety for pupils in addition to enhancing empathy and positive interactions with others.
Impact
The successful approach to the teaching of science at Parkside House School results in a fun, engaging, high quality science education, that provides children with the foundations for understanding the world that they can take with them once they complete their primary education. So much of science lends itself to outdoor learning, and so we provide children with opportunities to experience this. Children learn the application in science as a result from links in our community and enrichment activities such as animal care . Pupil's views of science and how it can be developed are woven into the curriculum. | <urn:uuid:d8bd84bf-14fd-4951-884d-395ecbe1285a> | CC-MAIN-2023-50 | https://www.parksidehouseschool.co.uk/wp-content/uploads/sites/11/2022/09/Curriclum-Statement-Science.pdf | 2023-11-29T16:01:49+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100112.41/warc/CC-MAIN-20231129141108-20231129171108-00838.warc.gz | 1,058,348,642 | 768 | eng_Latn | eng_Latn | 0.996799 | eng_Latn | 0.996696 | [
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4.1: Scatter Diagrams and Correlation
Graphing with Two Variables
The response variable is the variable whose value can be explained by the value of the explanatory or predictor variable.
A scatter diagram is a graph that shows the relationship between two quantitative variables measured on the same individual. Each individual in the data set is represented by a point in the scatter diagram. The explanatory variable is plotted on the horizontal axis, and the response variable is plotted on the vertical axis.
Example
The data shown to the right are based on a study for drilling rock. The researchers wanted to determine whether the time it takes to dry drill a distance of 5 feet in rock increases with the depth at which the drilling begins. So, depth at which drilling begins is the explanatory variable, x, and time (in minutes) to drill five feet is the response variable, y.
Source: Penner, R., and Watts, D.G. "Mining Information." The American Statistician, Vol. 45, No. 1, Feb. 1991, p. 6.
Draw a scatter diagram of the data using your TI-84
Key Steps:
- [STAT] → [Edit]
- Enter data into L1 and L2
- [2 nd ]→[StatPlot]
- Choose Scatterplot
- [Zoom]→[ZoomStat]
-
Types of Relations in Scatter Diagrams
whenever the value of one variable increases, the value of the other variable also increases
Positive Association:
Negative Association: whenever the value of one variable increases, the value of the other variable decreases.
Properties of the Linear Correlation Coefficient
The linear correlation coefficient - a measure of the strength and direction of the linear relation between two quantitative variables. The Greek letter ρ (rho) represents the population correlation coefficient, and r represents the sample correlation coefficient.
Try It: Determine the linear correlation coefficient of the drilling data using your TI-84.
Key Steps:
- [STAT] → [Edit]
- Enter data into L1 and L2
- [STAT]→[CALC]
- Choose LinReg{ax+b}
- Or Choose 2-Var Stats
Properties of the Linear Correlation Coefficient
2. If r = + 1, then there is a perfect positive linear relation
1. The linear correlation coefficient is always between –1 and 1, inclusive. That is, –1 ≤ r ≤ 1.
3. If r = –1, then there is a perfect negative linear relation
5. The closer r is to –1, the stronger is the evidence of negative association between the two variables.
4. The closer r is to +1, the stronger is the evidence of positive association between the two variables.
6. If r is close to 0, then little or no evidence exists of a linear relation between the two variables. So r close to 0 does not imply no relation, just no linear relation.
8. The correlation coefficient is not resistant. Therefore, an observation that does not follow the overall pattern of the data could affect the value of the linear correlation coefficient.
7. The linear correlation coefficient is a unitless measure of association. So the unit of measure for x and y plays no role in the interpretation of r.
Where it comes from: Sample Linear Correlation Coefficient
sx is the sample standard deviation of the explanatory variable
𝑥̅ is the sample mean of the explanatory variable
𝑦& is the sample mean of the response variable
s
y
n
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Dear Parents and Caregivers,
In the past week, we have seen a dramatic reality and impact in Ukraine and surrounding countries . These events may be deeply upsetting for many students, families, and staff members, particularly those who may have loved ones in Ukraine and surrounding countries.
Our thoughts are with all of those impacted at this time. These are difficult conversations and it is important to acknowledge that our community includes members who may be from the various countries involved in this conflict or individuals with lived experience with war or conflict.
Schools are places for students and staff to receive support, a calm environment, a connection to caring adults or peers, and to have conversations if they are prepared to do so.
How can you talk to your children about the war in Ukraine?
o If your child is very young and has not heard anything about this, there is no need to force the topic on them.
o If your child has made comments, or asked questions about the war start by asking them what they have heard about the war.
o Validate their feelings while stressing their safety.
o Correct any misunderstandings, but don't overshare or go into too many details.
o Use this conversation as an opportunity to practice empathy, stress that the war in Ukraine is the desire of one man, not the population of Russia.
o Reassure your child by explaining that there is a physical distance between us and that they are safe.
o Reassure your child by explaining that there are people in charge who are doing everything to help Ukraine, stop the war from escalating, and that they're safe.
o Lead by example, stay calm about the situation and your children will be calm about it too.
o Limit the news on the TV when your children are around, especially if there are images of violence
o If they see the news, follow it up with a reassuring explanation of events.
o For older children, finding child friendly news could be a good option if they care about staying informed.
o If you don't know an answer to a question, use it as an opportunity to research it together and find information.
o Encourage children to ask questions and help them practice critical thinking skills by supporting them to find answers from reliable sources, as opposed to relying on TikTok or Facebook for information.
o Taking action in this situation might alleviate anxiety, help support the refugees where and how you can.
o Practice empathy and international mindedness by looking for compassionate ways to take action and help.
Resources for further reading:
1. https://www.unicef.org/parenting/how-talk-your-children-about-conflict-and-war
2. https://www.globalcitizen.org/en/content/ways-to-help-ukraine-conflict/
Thank you for your cooperation.
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Animal Exercises!
Bear Crawl
Crab Crawl
Crawl on your hands and feet forwards and then backwards.
Alligator Drag
Come to a plank, resting on your forearms. Crawl one arm forward at a time to move your body forwards.
Giraffe Stretch
Reach your arms over your head, clasping your hands together Imagine they are the neck of a giraffe reaching up to the trees. Lean to one side and the other.
Turn yourself on your back and crawl on your hands and your feet forwards and then backwards.
Frog Jump
Start in a low squat position, as close to the ground as you can. Jump up and forward, returning to the low squat.
Bunny Sit
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Mecklenburg County Health Department
Gardening Best Practices Child Care Centers
* General Guidance
- Wash your hands after turning compost, working in the worm bin, and before handling produce.
- Use garden tools and equipment carefully.
- Keep the garden free of dangers and trash.
- Keep animals and pets out of the garden.
- Maintain tools and store them in a locked container.
- Store tools on the ground in a safe manner when not in direct use.
- Do not use CCA treated lumber for raised garden bed borders.
- Rid the garden of sharp objects, such as rebar or fence posts, or make sure stakes are capped.
* Fertilizers
- Do not apply when children are present.
- Use as needed to meet plants' nutritional needs.
- Follow all label precautions, as some fertilizers can be dangerous for children.
- Always keep stored in a locked, labeled, well-ventilated storage area.
* Pesticides
- Avoid using if possible.
- Read and follow the label.
- Grow plants that naturally repel pests.
- Do not use "home-made" or experimental pesticides; rather, use only ones approved by EPA for farms and/or home gardens.
- Always keep stored in a locked, labeled, well-ventilated storage area.
- Do not apply when children are present.
* Animals and pests
- Take active steps to keep pets, wild animals, and insect pests out of an active growing area.
- Do not leave food discards uncovered in compost piles.
- Do not use raw manure with a growing crop.
* Garden care and maintenance
- Water garden with potable water.
- If non-potable water from rain barrels is used, apply water at the soil surface and never on the edible portion of the crop.
- Use science-based composting techniques that create pathogen-free finished compost.
Revised May 2020
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THE BE2 SERIES IN AUSTRALIA
by Colin Owers
All photographs via the author unless stated otherwise
monoplanes, were recommended and subsequently ordered by the Australian High Commission in London on Victorian Order No.923, at about the end of July 1912. This was the first Australian Government order for a military aircraft.
A Bristol Boxkite biplane (or slow school type) was also ordered on the recommendation of expatriate Australian Harry Busteed, who had been selected as one of the aviators to run the new Australian flying school. Busteed did not return to Australia to take up the appointment, his place being taken by Eric Harrison. These five aircraft formed the basis of the Central Flying School (CFS).
The BE2 had its origin in the BE1 of 1911. The Royal Aircraft Factory at Farnborough had no authority to build new aeroplanes, but it was permissible to 'reconstruct' aircraft. This was liberally interpreted so that when a Voisin biplane that had been presented to the British Army by the Duke of Westminster was sent to the Factory for repair; it emerged as the BE1. The 'reconstructed' Voisin bore no relationship to the aircraft which had entered the Factory. Designed by Geoffrey de Havilland and F.M. Green, the BE1 was a neat two-seat tractor biplane.
Major P.N. Buckley, Royal Australian Engineers, was a military representative at Australia House and, in late 1912 or early 1913, he visited the British and Colonial Aeroplane Company (Bristol) to inspect the Boxkite. Bristol was also constructing the two BE2a biplanes to the Australian order.
A1922 Minute which details the 154 aircraft then in the possession of the Royal Australian Air Force (RAAF) includes a BE2a biplane. 1 An analysis of the numbers of aircraft and the dates of write-offs establishes that the listing refers to the period between March and May 1922. 2 The only BE2 known to have been possessed by the military in Australia after 1918 was a BE2e which was struck off strength on 5 August 1920, when it was transferred to the Australian War Museum (AWM). Why a BE2a biplane was still considered to be 'on strength' by the RAAF at this late date is only one more question still to be answered in the remarkable story of these aircraft in Australian military service.
A second aircraft soon followed designated BE2, as it was the second aeroplane in the BE series. It was very similar to the BE1: however the BE3 and BE.4 were quite different from the original BE type. At some time in 1912, the designation came to mean type numbers and not series numbers. The BE2 soon proved itself and was ordered by the War Office. The next model was the BE2a, the change in designation seemingly being applied to cover a revised fuel system.
Harrison was performing the contract inspections of the Australian order and he reported to Buckley that: With regard to the two B.E.2 Biplanes, these machines seem to be progressing very slowly; owing to the Bristol Company's inability to procure strainers...before fitting to the machine they have to go to Farnborough for testing purposes. So the Australian B.E.2's are still waiting for strainers...Once these strainers are procured they will I am told be able to turn them out at the rate of one every three weeks.
Australia had decided to form an air arm and the British authorities were asked to select the most suitable aircraft for the training of officers for the proposed AFC. Two BE2a biplanes, together with two 35hp (26kW) Deperdussin
The biplanes were further delayed while the tailplanes were replaced by one incorporating modifications made by the Royal Aircraft Factory (RAF). Bristol built at least four batches of BE2a biplanes. These had Works Sequence Numbers 114-117, 140-141, 168-174 & 190-195 and are known to have been issued British serial numbers. It has not proved possible to identify the Sequence Numbers of the Australian biplanes. Bristol built BE2a biplanes were of high quality and this led to orders for more, but the small size of the batches coupled with delays
A BE2a at Point Cook. The tents in background were erected in an area protected by trees, the first military installation there.
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BITTERROOT CLIMATE ACTION GROUP
Rav. Co. already experiencing climate change
KIT TILLY AND HILLERY DAILEY
BITTERROOT CLIMATE ACTION GROUP
odic shifts in the atmosphere's greenhouse gas concentrations.
snowpack, particularly at mid and lower elevations.
D id you know that the likelihood of lightning strikes will increase because of climate change? Or that the Montana fire season now is 78 days longer than in the 1970s?
affecting water resources, wildlife, agriculture and the recreation economies that depend on them.
and its communities may be able not only to reduce some negative climate impacts, but also to "bounce forward," instead of finding ourselves solely reacting to change.
This is the first in a series of articles from the Bitterroot Climate Action Group that will explore the topic of climate change and what it will mean for the Bitterroot Valley.
Ravalli County is already experiencing the impacts of changing climate, from warmer winters leading to reduced water storage in our snowpack, to an increase in extreme weather and more severe wildfires. In this article, we will define climate change and describe some of the likely changes that we will experience, based on extrapolating from recent trends.
What is the difference between weather and climate? Weather refers to the condition of the atmosphere at a given time and place. Climate refers to average weather conditions of a region over a longer period of time, with a minimum of 30-year averages. Climate also includes extreme weather occurrences, including extremes in cold and snowstorms. Climate change, therefore, refers to long-term changes in average weather conditions.
The Earth's climate is inherently dynamic and has been changing throughout the planet's history. Past climate changes have been associated with natural causes, such as changes in the earth's orbit, volcanic activity and gradual, peri-
However, the recent change in earth's climate has been largely caused by human activity. (Environmental Research Letters, April 13, 2016, Consensus on consensus: a synthesis of consensus estimates on humancaused global warming, John Cook et al)
The Earth's temperature has been tracked since 1850 and shows a rapid rise with the burning of fossil fuels starting during the industrial revolution. A similar increase in CO2 emissions parallels the temperature change. Overall, the earth's temperature has risen 2 degrees F since the 1880s and the higher latitudes are warming faster than the tropics. According to NASA, since 2000, Arctic temperatures have risen about twice as fast as global temperatures.
Bitterroot Valley climate is influenced by the weather patterns of the Pacific Northwest, with cooler summers, milder winters, and more year-round precipitation than central and eastern Montana. Because Ravalli County is a semi-arid region, availability and quality of water are critical for the health of our community and ecosystem. Mountain snowpack is the primary water supply serving our waterways, municipalities, farms, ranches and recreational and tourism industries.
Based on extrapolation from past trends, Bitterroot Valley summers are expected to become hotter and drier with winters and springs warmer and wetter. More precipitation will fall as rain instead of snow. These changes will directly impact our quality of life,
Kit Tilly is a retired microbiologist and Hillery Daily is a retired health care provider. Both are long-time Bitterroot Valley residents who love the Valley and surrounding mountains. They are Bitterroot Climate Action Group founding members, who hope to help the area be resilient in the face of climate change, by mitigating what we can and adapting to the rest.
Data from NOAA and analysis in the Montana Climate Assessment (2017) show that northwestern Montana's average annual temperature increased by about 2.5 degrees F since 1950, with the highest rate of warming occurring in the spring. By mid-century, Montana's temperatures are projected to increase 4 ½ - 6 degrees F, which is greater than the national and global changes. There are likely to be between 5-35 more days over 90 degrees. On the positive side, there will likely be a 12-day increase in the growing season.
There have been no changes in average rainfall amount since 1950, but the seasonal pattern is projected to change, with increases in fall, winter and spring, and decreases in summer. Despite recent winters of 2017- 2019, when western Montana mountains recorded record-high snowpacks, this is unlikely to be the norm, as warmer temperatures will result in more winter precipitation falling as rain than as snow. This will result in decreasing
Less snowpack will lead to earlier runoff and lower late summer flows. Hotter, drier conditions will lead to drier plant fuels, increasing the likelihood of wildfires, especially extreme wildfires. Montana FWP has documented the rising temperatures of the Bitterroot watershed from 1993 to 2019 and found that all streams and the river itself are gradually warming. Colder water-loving bull and cutthroat trout are slowly being replaced by brown trout in the warming waters.
Groundwater demand will also likely increase as surface waters and small streams dry. Higher temperatures will worsen persistent drought periods that are part of Montana's climate. This will affect everyone, especially farmers and ranchers.
Preparing for climate change now will allow our valley not just to be resilient in the face of that changing climate, but also in response to the snowstorms, spring floods, droughts, and wildfires that are part of life in this part of Montana. If we plan now, the Bitterroot Valley | <urn:uuid:c8a070de-87fe-4280-aada-b8c9d86799ba> | CC-MAIN-2022-33 | https://bitterrootcag.org/wp-content/uploads/2021/07/rav-co-experiencing-climate-change.pdf | 2022-08-07T18:34:23+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882570692.22/warc/CC-MAIN-20220807181008-20220807211008-00366.warc.gz | 160,975,052 | 1,126 | eng_Latn | eng_Latn | 0.998345 | eng_Latn | 0.998345 | [
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Rev. 11/03
Observation Cards—Quan
Name: Quan
Observer: Teacher
Date: 1/20
Time: 8:45
General Context: Arrival
Social Context: Quan comes in the playground gate. Assistant teacher says "Hi Quan."
Behavior Problem: Quan holds his finger like a gun and says, "I'm gonna shoot you dead."
Social Reaction: Assistant teacher reprimands, and then says, "Let's find something to play with."
Name:
Quan
Observer:
Teacher
Date: 1/20
Time: 11:15
General Context:
Centers
Social Context: Children are playing in blocks. Team teacher drops accessory pieces on the floor for the children to use with magnetic bendable people. A girl goes to play with the accessory pieces and Quan's best friend yells out, "No, those are Quan's Toys" as the girl picks up the ladder piece.
Behavior Problem:
Quan rushes over to the girl, stands over her, and pulls her hair.
Social Reaction: The girl screams, lets go of the ladder, and 3 teachers come running to help the girl. Quan goes to time-out for 3 minutes. Quan then returns to the same toy set.
The Center on the Social and Emotional Foundations for Early Learning
University of Illinois at Urbana-Champaign csefel.uiuc.edu
H 3a.7Q
(P. 1/3)
Rev. 11/03
Module 3a
Name: Quan
Observer: Teacher
Date: 1/22
Time: 11:55
General Context: Playground
Social Context: Children are playing on the trikes.
Behavior Problem: Quan goes over to the boy on "his" favorite bike and rams the toy grocery cart into the trike.
Social Reaction: The boy gets off the trike and Quan gets on.
Name: Quan
Observer: Teacher
Date: 1/18
Time: 10:30
General Context: Playing on swing
Social Context: Children are playing with blocks, trucks, and lizards on the floor.
Behavior Problem: Quan approaches a boy playing with a lizard and sticks his tongue out at the boy and then scratches him.
Social Reaction: Quan's best friend brings him a lizard to play with.
The Center on the Social and Emotional Foundations for Early Learning
University of Illinois at Urbana-Champaign csefel.uiuc.edu
H 3a.7Q
(P. 2/3)
Rev. 11/03
Name: Quan
Observer: Mother
Date: 1/18
Time: 9:45
General Context: Bedtime
Social Context: Quan's father is trying to get him in his crib. He says, "You need to climb into the crib right now."
Behavior Problem: Quan kicks him in the chins and runs to the living room.
Social Reaction: Mother tells Quan, "You can lay on the couch and watch TV if you promise to stay laying down."
Name: Quan
Observer: Mother
Date: 1/18
Time: 6:20
General Context: Floor play before dinner
Social Context: Mother is making dinner. Quan is playing with trucks. He starts ramming into the coffee table.
Behavior Problem: He starts ramming the truck into the coffee table.
Social Reaction: Mother goes over to Quan and sits down to play with him.
The Center on the Social and Emotional Foundations for Early Learning
University of Illinois at Urbana-Champaign csefel.uiuc.edu
H 3a.7Q
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z Mission: Disaster Relief
A surveyor and his assistant are surveying the topography in a deep vertical cave that opens up to huge cavern. The surveyor has just suffered a heart attack so the Search & Rescue Team are called to air lift him out. The surveyor assistant measures the angle to the top of the cave opening to be 61 0 . He then moved towards the vertical wall opening for a distance of 10m. From this closer point, the angle to the top is 71 0 .
o The pilot of the helicopter needs to know the depth of the cave, to the nearest hundredth of a metre, to safely extract him out. | <urn:uuid:3d772e3e-b983-42c8-8a1e-6dda826effe1> | CC-MAIN-2022-33 | https://fkss.sd79.bc.ca/wp-content/uploads/sites/104/2018/09/B.-Cave-Rescue.pdf | 2022-08-07T18:36:16+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882570692.22/warc/CC-MAIN-20220807181008-20220807211008-00368.warc.gz | 262,057,674 | 139 | eng_Latn | eng_Latn | 0.999343 | eng_Latn | 0.999343 | [
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THE HISTORY OF THE NATIVE AMERICAN PEOPLE By Paul Rogers, 2004
1.
The first people to inhabit the North American migrated from Asia about 10,000 years ago during an Ice Age. At that time the sea between Siberia and Alaska was frozen. Bands of people trekked across the glaciers hunting certain animals. Over thousands of years, these native peoples inhabited every part of North, Central and South America.
2.
The social structure of the native people was based upon tribalism. A chief governed most tribes. The first-born son inherited the position of the chief, usually. This type of tribe or society is called a patriarchy. In some cases the chief was a woman, and this type of society was called a matriarchy.
The concept of private, individual ownership of land did not exist. All land was owned in common. Probably the idea of owning the earth did not exist in their languages.
3.
Christopher Columbus landed in North America in 1492, from Spain. He thought he had landed in India, and therefore called the native peoples "Indians".
A mapmaker named Amerigo Vespucci followed Columbus. The "New Land" was then named after him.
4.
One of the first successful colonies of Europeans was established in 1620. A group of people from England immigrated due to religious persecution in England. This group called themselves Pilgrims. The Pilgrims were Theocratic which means that only members of their church could run for office and own property.
The Pilgrims landed on the peninsula of Cape Cod, which is part of Massachusetts. They named the first city Plymouth, after Plymouth, England.
5.
The Pilgrims landed in the fall of 1620. The native people at the time welcomed the new immigrants. During the winter the native people shared food with the Pilgrims and showed them how to grow certain crops, such as corn.
In the fall of 1621, the native people and the Pilgrims shared in a large feast of friendship, which we call Thanksgiving today.
6.
The first native people who helped the Pilgrims were the Abenaki. An Abenaki by the name of Samoset befriended the Pilgrims. Samoset brought his friend, Squanto who had learned English from other settlers.
Squanto was an invaluable friend to the Pilgrims. He taught them how to tap syrup from the Maple tree; how to distinguish poisonous plants from medicinal plants; how to plant corn; and how to hunt.
7.
The Pilgrims also became friends with the Wampanoag. The Wampanoag chief was Massasoit; and the state of Massachusetts is named after him. The Wampanoag and the Pilgrims lived in friendship.
But the friendship did not last long. The Europeans also brought with them the concept of private property of land. The Pilgrims made contracts with the native people to buy their land at a cheap and unfair price. The Pilgrims wanted more and more land.
8.
The Pilgrims cut down trees to clear the land, and drove away many game animals. So, the native peoples began to starve.
Greed sparked violence, and soon the Europeans were at war with their hosts.
One of the weapons was "biological warfare". Smallpox and other diseases spread among the native people by means of "gifts" of blankets that the Pilgrims had used to cover dying patients.
8.
One Pilgrim, Roger Williams, disagreed with the policies and attitudes of the leaders. Roger Williams believed that the Pilgrims and other European settlers should live in harmony with the native peoples. He believed also that the native people should receive fair payment for land. Roger Williams learned the native people's languages and set up fair trade relations with them.
Roger Williams also disagreed with Theocracy, which he considered religious intolerance. It was this religious intolerance that formed the basis of regarding native peoples as "Heathens" and "Savages."
9.
Roger Williams broke from the Pilgrims and moved to the state now called Rhode Island. Here he set up a government based upon his principles of equality and fairness.
However, the actions of the other colonists continued to enflame wars with the native people. And soon even Roger Williams' attempts at peace were defeated.
10.
The cruelty toward the native people continued in these forms until the War for Independence in 1776.
After the colonists won their war for independence, they set up a special Bureau of Indian Affairs to engage in the settlement of treaties with native people.
By law it was recognized that native people were sovereign nations and therefore were to be treated in the same way as France, England, Spain or any other country in Europe.
11.
During the next 100 years over almost 600 treaties with the native peoples all over the United States were established. And the government of the United States broke almost each and every one of these treaties.
All of the treaties dealt with the purchase and use of land. The main motive force for these false treaties was the constant westward expansion and the desire of new settlers to become "homesteaders."
Because of this treachery, the native people say: "White Man speaks with forked tongue."
12.
When the treaty with the Cherokee Nation of Georgia was broken, the Cherokee's sued in the US Supreme Court. The Cherokees won their lawsuit. However, President Andrew Jackson ignored the Supreme Court's decision and forced the Cherokees off of their land.
In 1838, the Cherokees were literally driven like cattle to their new "home" in the West. Hundreds of Cherokee people died during this "Trail of Tears."
13.
During the 19 th century the US government conducted dozens of Indian Wars.
Heroic native people such as the Nez Perce Chief Joseph, and the Apache Chiefs Cochise and Geronimo tried in vain to lead their tribes against the American occupiers.
One famous battle which the native people won was called the battle of Little Big Horn, in Wyoming.
In 1876, General Custer and his men were thoroughly defeated. Chief Sitting Bull of the Sioux Nation led the native people in this battle.
14.
Other means were also used to decimate the native peoples. American settlers needlessly butchered the buffalo on the Plains of Wyoming. By killing off the buffalo, the native people in the plains would not be able to eat. Mass starvation followed.
Cultural and religious brutality was practiced in several ways. Native children were forced to go to Christian schools, and forbidden to speak their language. And many native spiritual practices were outlawed. The Ghost Dance was brutally suppressed at Wounded Knee in North Dakota. Nearly the US army killed 500 native.
15.
By the end of the 18 th century, the vast majority of native people had been relocated to "Indian Reservations." Here they were subjected to conditions of extreme poverty. Diseases and alcoholism spread. The native children were forced to go to schools run by the government or a Christian church.
It was only in 1924 that the native people were legally granted US citizenship.
16.
The condition of the native people has improved over the years. Poverty is not as severe as it was many years ago. Educational opportunities are available. But these improvements were won because of the work done by many native organizations which have worked for the rights of their people.
Today many tribes are able to run casinos on the reservations, which bring in funding to assist the tribes in the areas of
education for the children, medical care, and various social services.
References:
1. From Abenaki to Zuni
By Evelyn Wolfson
Walker and Company, NY, NY 1988
2. Bureau Of Indian Affairs online:
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How to Write a Narrative Essay Step by Step
Describing individual stories is one among many wellsprings of information through which human experienced antiquities have been transferred to coming ages. Recounting to individual stories through oral means is simple when contrasted with placing them in a point of view and introducing them in a meaningful manner. A story essay is no special case for it as it is practically the same. It portrays a story or offers an involvement in a specific crowd to come to a meaningful conclusion. Understudies from school and college are proficient at writing this sort of essay because of an absence of mastery in writing abilities and storytelling. However, in the wake of perusing this article they will have sufficient understanding of how to write an essay at essay writer .
This essay is just about portraying an individual story however it permits the understudies to communicate their perspectives plainly and compactly in a manner to apply innovativeness and creative mind in their writing. Before writing a story one should guarantee that the thought, insight or story, or anecdote that one will describe in the essay is relevant to the topic or not. Laying out an association between the story and the fundamental thought of the essay is fundamental for writing an unprecedented essay. Thus, select your anecdote, individual experience, or a story of another individual cautiously and interface it to the postulation of your expert essay writer . However, I know requesting that another individual write my paper isn't exhorted as it might bring about unfortunate substance so you ought to stay away from this too except if the writer is professional.
s
Having great writing abilities is likewise urgent for writing a decent essay. In the event that one isn't great at writing, one may not create a work of art and may neglect to get wanted grades too. An essay is a private belief of an individual about the topic, so with regards to writing, you really want to show uncommon abilities in writing to come to your meaningful conclusion successfully. In any case, on the off chance that you are thinking about asking someone else, "professional essay writers online ," you might botch an amazing chance to gain from your slipups.
A story is tied in with storytelling, therefore, it should have all parts of a story in it. Following are some tips that can help you write an essay.
1- Components of Storytelling are Necessary
A story contains a few parts like presentation, characters, plot, setting peak, and a closure. In this way, in your essay, you ought to incorporate these parts to make it a triumph.
2-Make a case
Each essay makes a reasonable case and endeavors to demonstrate it. An essay additionally affirms premises and talks about them finally. Thus, make a point in your essay towards which you direct your story. If not, storytelling will be a purposeless action.
3- It Must Have a Perspective
An hire essay writers should have a point of view. It very well may be according to the creator's perspective yet isn't restricted to this as it were. You can portray another individual's story and make your statement.
4- Use Concise Language
The language of an essay decides its viability, thus, utilize compact and clear language to make your essay a decent one. In this essay type, the writer needs to pick right words to significantly affect your peruser and to make special visualizations in the writing.
5- Organize Your Essay
It is vital to organize your essay and all around organized. The thoughts should be legitimately right and in a stream. Additionally, the peruser shouldn't confront any trouble in understanding the place of portrayal. On the off chance that you let your peruser surmise about your viewpoints, you may not be strategically positioned to come to your meaningful conclusion in our Essay Writer For Me . Thus, organize your essay from start to end.
6- You Can Use First-Person
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CAREGUIDE
Good Mental Health Tips
1
GET OUTSIDE!
Get active! When you move and exercise, it releases those "feel good" endorphins into your body. Try running, biking, dancing, or yoga.
CONNECT
Call up friends to chat, meet someone for coffee or a meal, or reconnect with someone you haven't seen in a long time. Join some clubs like a book club, or sign up for a gym class. Spend time with the people you love
SUPPORT
Have a good support system. Join a support group of have some close friends that you can talk to when you are feeling down or stressed. Talk and express yourself as much as possible.
ME TIME
Take time for yourself. Go get a massage, get a pedicure, watch a movie, travel, garden —do things that make you happy. Take time for yourself if you are stressed. Don't be afraid to ask for a break if you need it!
HELP OTHERS
Do something nice for someone. The act of doing something for someone else, giving back, or volunteering helps with your positive well-being.
LIFE CHOICES
Reduce alcohol and avoid narcotic drugs.
SLOW DOWN
Don't rush things. Take it easy. Some things can wait. For the things that cannot wait, see if someone will help you.
EAT RIGHT
Healthy nutrition: eat balanced, nutritious meals.
GO TO BED
Get enough sleep! Rest helps you refresh, heal, and restore.
For additional tips, please visit www.thehealthline.ca
Funded by Ontario Ministry of Health and Long-Term Care. Views expressed in this guide are the views of Saint Elizabeth Foundation and do not necessarily reflect those of the Province © 2019.
5
6
7
8
9
10
11
12
POSITIVITY
Choose to look on the positive side of any situation. Smile — it'll make you feel better.
AWARENESS
Identify and be aware of what is triggering your stress levels and try to avoid them. Protect your emotional well-being.
HOBBIES
Take up a new hobby or skill. Learning a new skill helps you stay focused and positive because you're learning something new and exciting. | <urn:uuid:533cbabd-5bc1-4586-adab-0d23ad202b19> | CC-MAIN-2022-33 | https://carechannel.elizz.com/wp-content/uploads/2020/05/Careguide-Good_Mental_Health_Tips.pdf | 2022-08-07T20:03:57+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882570692.22/warc/CC-MAIN-20220807181008-20220807211008-00369.warc.gz | 162,513,486 | 461 | eng_Latn | eng_Latn | 0.996197 | eng_Latn | 0.996197 | [
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Hearing Loss and Beyond: Understanding Child Learning January 18, 2019
Using data to write present level statements and goals Terry Spurlock
What is a Quality IEP?
* A quality IEP
– Reflects decisions based on active and meaningful involvement of members of the IEP team
– Is in compliance with all requirements of federal, state, and district laws and regulations
– Provides a clear description of
* Special education services and supports
* Student educational needs and expected outcomes
Present Level of Academic Achievement and Functional Performance
* The student's strengths
* What the student currently can do
* How the disability affects the student's involvement and progress in the general curriculum or participation in appropriate activities and the student's educational needs
Step 1. What exactly is the problem?
Determine what is expected of a student at a current age or grade level and the actual performance of the student.
– Review general factors and assessment information about student progress to identify strengths and areas of concern.
– Then investigate each area of concern to pinpoint specific needs.
Student's Relevant Strengths
Areas of curriculum where student is performing on or above grade level
Student's abilities or behaviors in home, school and community work setting
Student preferences or interests
Examples:
Performing on grade level in mathematics
Recalls main ideas and supporting details when information is presented orally
Volunteers in community on recycling
Determine the effects of the disability and educational needs.
Unable to hear and use
spoken language
Needs to learn how to
communicate with peers and
adults using sign language
Effect of Disability
Educational Need
Takes 50 percent more time
than peers to complete
written assignments using
word prediction software
Needs extended time (50 percent more) to complete written assignments using word prediction software
Measurable Annual Goals
* What specific knowledge, skill, or behavior does the student need to learn to be involved and make progress in the general curriculum?
* How will student progress be monitored to determine the effectiveness of the intervention and support?
* What does the student need to learn to meet other educational needs that result from the disability?
Make It Measurable
Specific
– The action, behavior, or skill to be measured
– Describes what to measure and how to measure it Objective
– Yields same result no matter who measures it Quantifiable
– Numerical or descriptive information that can be compared to baseline to calculate progress
Clear
– Understandable by all involved
Measurable Annual Goals: Three Parts
1. Observable behavior: An explicit, observable statement of what the student will do
2. Conditions: The tools, situation, or assistance to be provided
3. Mastery criteria: Acceptable performance (how well the student must perform)
Conditions
Describe conditions, such as tools, assistance, situation, etc., under which the skill or behavior will be performed or used
Given a (visual timer, large-print book)
Using a (communication device, checklist)
Without prompting
In three academic classes/when eating in the cafeteria
10
Mastery Criteria
Accuracy
– 95 percent accuracy; 19 out of 20 items correct
Duration (time)
– Remains on task for 5 minutes
Speed/Rate
– With fluency of 90 words correct per minute
– Within two minutes
11
More Mastery Criteria
Timeframe (period of time)
Over five consecutive assignments
On four consecutive weekly probes
Distance
Travels independently for 20 feet
Set of required characteristics
Complete a five-step set-up process on the job
12
Measurable Annual Goals: Example
Given 10 two-step addition word problems, Leroy will solve 9 out of 10 problems correctly.
Behavior: Solve the two-step addition problems
Conditions: Given 10 two-step addition word problems
Criteria:
9 out of 10 correct
13
Data Review
* Review the data provided for this student.
* Create a Present Level of Performance for each IEP domain the data requires
* Create 2 goals for each domain that requires a goal. | <urn:uuid:b8863ea2-97e5-43be-805b-ffc0b28fe15d> | CC-MAIN-2019-09 | http://pediatrics.med.miami.edu/Documents/Spurlock_Presentation.pdf | 2019-02-20T20:41:34Z | crawl-data/CC-MAIN-2019-09/segments/1550247496080.57/warc/CC-MAIN-20190220190527-20190220212527-00272.warc.gz | 198,391,406 | 858 | eng_Latn | eng_Latn | 0.984278 | eng_Latn | 0.992762 | [
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Growing Vegetables from Seeds
By Mary Deaton April 14, 2017
A fun and inexpensive harvest
Growing your own vegetables from seeds is fun, less expensive than growing from plant starts and much less expensive than buying the same vegetables at a store. Starting with seed gives you a much wider choice of cultivars for any particular vegetable, too.
Growing vegetables from seeds involves these steps:
- Pick a garden site
- Determine soil composition
- Prepare soil for planting
- Plant!
- Purchase seeds
Picking a Garden Site
The primary consideration for success with seeds is making sure the plants get adequate light, heat, water and nutrients.
Vegetables can be grown directly in the ground, in raised beds or in containers.
Row gardens and raised beds should face north to south to get all the sun needed for success.
Ground level gardens need space between plants for watering, weeding and other chores. Mounding soil to create small hills for plants helps warm the soil and allows you to water between growing rows to avoid getting water on the leaves.
Raised beds bring the soil closer to you and allow you to create a soil customized for the plants you grow.
Containers can range from large pots, hanging baskets, to planters you can move easily move to give plants more or less sun.
What Kind of Soil Do You Have?
Before you put seeds in the ground, you need to know what kind of soil you have and whether it is warm enough and dry enough for seeds to germinate.
The soil in your yard is made up of many elements. The combination of these elements determines how well your soil holds—or loses—water and other nutrients.
- Clay soil particles stick together and make it difficult for roots to grow downward.
- Loamy soil contains sand, silt, small amounts of clay and decomposed plant material. It is also best for growing vegetables.
- Sandy soil lets water and nutrients pass through too quickly.
You can have soil analyzed by sending soil samples to a laboratory for analysis. Search your Internet browser for "soil test labs."
Before you plant seeds outdoors, the soil must be moist enough and warm enough for seeds to germinate.
Soil is too wet for planting if you squeeze a clump of soil and water squirts out. Turn the top 6-8 inches of soil to expose it to the sun and speed up the drying process.
Most vegetable seeds want a soil temperature between 50 and 70 degrees Fahrenheit. The back of the seed packet gives the optimum soil temperature for planting.
You can test soil temperature using a soil thermometer available in garden catalogs and hardware stores.
Buying Seeds
As you cruise the seed racks or catalogs, think about what types of seeds you want for your garden. There are two major types:
Open-pollinated are pollinated naturally by bees, insects or even the wind. Seeds from an openpollinated plant produce the same plant as the plant it came from.
Hybrid seeds are created in a laboratory by combining pollen of two varieties of the same plant in order to get a seed with the best characteristics of each parent plant. When a hybrid plant goes to seed in your garden, only the seed of one of the parent plants is produced. Hybrid and open-pollinated seeds are also sold as organic (from plants grown without the use of man-made chemicals) or non-organic (from plants grown in fields where manmade chemicals may be used as fertilizer, weed suppressants or insect control).
If you are fortunate enough to have a greenhouse, you can always start your vegetable seeds inside before the soil is really warm enough to accommodate them. Photo by Nancy Crowell / WSU Skagit County Extension Master Gardener.
Plant
The soil is the right temperature. The air is the right temperature. Let's plant those seeds! These steps are for planting in a row garden or raised bed.
1. Using a trowel, push the soil in to one side to create a planting furrow the depth indicated on the seed packet whose seeds are going in the ground or raised bed.
2. Put seeds into the palm of your hand, then pick up one seed and place the seed in the planting furrow.
3. Move the recommended distance away from that seed and put another seed into the row. Continue until the row is full or the seeds are gone.
4. Following package directions, gently push the soil you pushed aside back over the planted furrow. Lightly tamp down the soil to remove air pockets.
Don't waste seeds (and money) by dribbling them out of the packet until the packet is empty. Most of the germinated seed will need to be pulled out of the ground to make room for any of the plants to grow to a useful size.
RESOURCES:
- "Home Vegetable Gardening in Washington State." Gardening in Washington State. http://gardening.wsu.edu/
- "Growing Food in Parking Strips and Front Yard Gardens." Gardening in Washington State. http://gardening.wsu.edu/
- "Raised Beds: Deciding if the Benefit Your Vegetable Garden." Gardening in Washington State. http://gardening.wsu.edu/
- "WSU Soil: Home Soil Sampling." http://gardening.wsu.edu/compost-and-mulch/
- ""Home Gardener's Guide to Soils and Fertilizers." http://cru.cahe.wsu.edu/CEPublications/EM063E/EM063E.pdf
- "Organic Soil Amendments in Yards and Gardens." http://cru.cahe.wsu.edu/CEPublications/FS123E/FS123E.pdf
- "Growing Vegetables West of the Cascades." Steve Solomon, 6th Edition, Penguin Random House.
- Gardening | Soil Management. Washington State University. https://puyallup.wsu.edu/soils/gardening/
- "Soils of the Puget Sound Area", Craig Cogger, PhD, Washington State University, Assoc. Soil Scientist, WSU Puyallup Research and Extension Center.
To learn more about home gardening, go to the "Gardening in Washington" page at http://gardening.wsu.edu/
Move your mouse pointer to the vegetable garden and click to open a list of downloadable articles about vegetable gardening. | <urn:uuid:a367e2dc-7b82-4be2-bee6-04e777865139> | CC-MAIN-2019-09 | https://s3.wp.wsu.edu/uploads/sites/2073/2014/03/Growing-Vegetables-from-Seeds.pdf | 2019-02-20T20:48:41Z | crawl-data/CC-MAIN-2019-09/segments/1550247496080.57/warc/CC-MAIN-20190220190527-20190220212527-00274.warc.gz | 680,137,488 | 1,278 | eng_Latn | eng_Latn | 0.97988 | eng_Latn | 0.998558 | [
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Information for patients
Influenza vaccination
Do you want to avoid getting serious influenza (flu) and the risk of complications? Do you belong to a risk category? Are you over 65? In that case, you should get vaccinated before this year's flu virus reaches Blekinge. The vaccine will protect you from serious flu that can lead to problematic complications such as pneumonia.
Influenza is caused by a virus and is very contagious. The virus spreads through the air, primarily when an infected person coughs or sneezes. In Sweden, flu is most common during the winter months. Ordinary flu is also called seasonal flu.
Some people can become seriously ill
It is primarily elderly people or people who belong to a risk category who are at risk of becoming seriously ill from flu. Almost all the people who die from flu are over 65 or have an underlying risk disease. It is recommended therefore that primarily risk category people and elderly people get vaccinated every year.
You belong to a risk category if
* you have any heart or lung disease
* you are over 65
* you have diabetes that is difficult to treat and have high blood sugar levels
* you have a chronic liver or kidney disease
* your defence against infection is reduced for some other reason
* you are seriously overweight
* you are at the later stages of pregnancy
* you have a neuromuscular disease that affects your breathing
* you are a child with multiple functional impairments
The vaccination
A large majority of those who get vaccinated do not get flu. If you do become ill, the vaccination will reduce the symptoms and you will not be as ill as you would have been without it.
Most flu vaccines are made from hen eggs. If you are allergic to hen eggs, you must always talk to a doctor prior to getting vaccinated.
How the vaccination is given
You will be vaccinated once and the vaccination can be repeated after one year. Normally, the vaccination is given in the upper arm. Contact your healthcare centre (vårdcentral) for an appointment.
After the vaccination, there may be redness, swelling or tenderness where the vaccination was given. Some people get a temperature. These symptoms generally subside after a couple of days.
Cost
The vaccination costs SEK 340. If you are over 65, it is free of charge. | <urn:uuid:81f93718-cc45-4799-94ad-56e321bfa960> | CC-MAIN-2019-09 | https://www.1177.se/Dokument/Blekinge/Kampanjer/Influensavaccination/influensa%20engelska_2018.pdf?epslanguage=sv | 2019-02-20T20:43:41Z | crawl-data/CC-MAIN-2019-09/segments/1550247496080.57/warc/CC-MAIN-20190220190527-20190220212527-00276.warc.gz | 739,523,520 | 479 | eng_Latn | eng_Latn | 0.999458 | eng_Latn | 0.999458 | [
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Nutrition, Health, and Physical Fitness
The board recognizes that a healthy school environment prepares students for college, careers, and successful futures.
Students who eat well-balanced meals and engage in regular exercises are more likely to learn in the classroom. The board supports the District's increased emphasis on nutrition, health and physical education, and physical activity at all grade levels to enhance the well-being of the District's students. Therefore, it is the policy of the Board of Directors to provide students with;
* Access to nutritious food; emphasize health education and physical education; and provide students with
* Opportunities for physical activity
Wellness Policy
The District, through a wellness committee, will develop and implement a comprehensive wellness policy in compliance with state and federal requirements for districts participating in the National School Lunch Program, the School Breakfast Program and the United States Department of Agriculture (USDA) Smart Snacks in School nutrition standards.
Nutrition and Food Services Program
The Board of Directors supports the philosophy of the National School Lunch and Breakfast programs and will provide wholesome and nutritious meals for children in the District's schools. The board authorizes the Superintendent to administer the food services program, provided that any decision to enter into a contract with a food service agency will require the approval of the Board. Expenditures for food supplies shall not exceed the estimated revenues.
The Superintendent is responsible for:
* annual distributing meal applications and determining eligibility for school meals;
* protecting the identity of students eligible for free and reduced-price meals;
* ensuring meals meet USDA meal pattern requirements;
* ensuring meal periods are in compliance with USDA regulations'
* establishing a Food Safety Plan;
* determining meal prices and submitting them to the board for approval annually;
* using the full entitlement of USDA Foods;
* Maintaining a nonprofit school food service account;
* Ensuring all revenues are used solely for the school meal program;
* Establishing a meal charge policy;
* Accommodating children with special dietary needs;
* Ensuring compliance with USDA nondiscrimination policies;
* Following proper procurement procedures; and
* Ensuring compliance with the Smart Snacks in Schools standards.
Health and Physical Education Program
The District's K-12 health and physical education programs will be aligned with the Washington State Health and Physical Education K-12 Learning Standards and will include, but not limited to, the development of knowledge and skills to be physically active, eat nutritiously, access reliable health information and services, communicate effectively, and set health-enhancing goals.
The District will ensure that the following requirements are met:
* All students in grades one through eight receive an average of one hundred instructional minutes per week of physical education. This includes instruction and practice in basic movement and fine motor skills, progressive physical fitness, and wellness activities through age-appropriate activities.
* All high school students are required to complete two credits of health and fitness. The district encourages all high schools to offer a variety of health and fitness classes for each grade in the high school.
* All students have equal and equitable opportunities for health and physical education.
* All students, from kindergarten through grade 12, will participate in a quality, standards-based health and physical education program.
* OSIP-developed assessments or other strategies will be used in health and physical education, formerly known as classroom-based assessments (CBAs).
Additionally, school districts must conduct an annual review of their PE programs. The review must consist of numerous provisions, including:
* the number of individual students completing a PE class during the school year;
* the average number of minutes per week of PE received by students in grades 1 through 8, expressed in appropriate reporting ranges;
* the number of students granted waivers from PE requirements;
* an indication of whether all PE classes are taught by instructors who possess a valid health and fitness endorsement;
* the PE class sizes, expressed in appropriate reporting ranges;
* an indication of whether, as a matter of policy or procedure, the district routinely modifies and adapts its PE curriculum for students with disabilities; and
* an indication of whether the district routinely excludes students from PE classes for disciplinary reasons.
As a best practice and subject to available funding, the District will strive to ensure:
* Students will be moderately to vigorously active for at least 50% of class time during most or all physical education class sessions.
* All schools will have certificated physical education teachers providing instruction.
* All schools will have appropriate class sizes, facilities, equipment, and supplies needed to deliver quality health and physical education consistent with state standards.
* All physical education teachers will be encouraged to participate in professional development in physical education at least once a year.
Physical Activity
Physical education class is not to be used or withheld as punishment for any reason. All schools, as a best practice and subject to available funding, will participate in a multicomponent approach by which schools use all opportunities for students to be physically active, such as the Comprehensive School Physical Activity Program (CSPAP) recommended by the Centers for Disease Control and Prevention, and will provide the following:
* quality physical education;
* physical activity during the school day (brain boosters/energizers);
* physical activity before and after school;
* recess (which will not be used or withheld as punishment for any reason);
* family and community engagement
* staff wellness and health promotion;
* active transportation; and
* school district facilities.
Cross References:
Management Resources:
2017 July Issue
2018 May Issue
2017 April Policy Issue
Policy and Legal News, February 2014
Comprehensive School Physical Activity Program
Policy News, February 2005
Nutrition and Physical Fitness Policy Nutrition and Physical Fitness Update
Healthy and Hunger Free Kids Act regulations on school snacks go into effect July 1, 2014
Policy News,
December 2004
Medical Lake School District
Revised: 11.04; 12.04; 02.05; 2.06; 10.07; 12.11; 02.14; 04.17; 07.17; 05.18; | <urn:uuid:a61e094d-e79e-4d7f-b4df-a41eddd2a558> | CC-MAIN-2019-09 | https://4.files.edl.io/df78/09/27/18/180218-3559a6f9-4a27-4e18-819b-91da64a8a812.pdf | 2019-02-20T19:54:48Z | crawl-data/CC-MAIN-2019-09/segments/1550247496080.57/warc/CC-MAIN-20190220190527-20190220212527-00278.warc.gz | 459,070,566 | 1,225 | eng_Latn | eng_Latn | 0.943139 | eng_Latn | 0.995314 | [
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Healthcare Plan for a Pupil with Medical Needs (for children that do not have a care plan provided by the consultant)
Severe Allergic reaction to:
……is usually fit and well but if in contact with an allergen, she/he may experience the following symptoms.
Mild-Moderate reaction:
Severe reaction:
* Red raised itchy rash
* Swelling of face/lips/eyelids
* Being sick
* Stomach ache
What to do:
1. Stay calm - sit or lie down, avoid exercise
2. Take an antihistamine
3. Ring emergency contact
4. Watch out for worsening of symptoms
5. Have your EpiPen® (adrenaline) autoinjector ready just in case
* Difficulty/noisy breathing
* Swelling of tongue
* Swelling/tightness in throat
* Difficulty talking and/or hoarse voice
* Wheeze or persistent cough
* Loss of consciousness and/or collapse
* Pale and floppy
ADMINISTER EPIPEN AND CALL AMBULANCE (Follow guidance overleaf)
Medication
The school will hold (under secure conditions) appropriate medication clearly marked with child's name. The medication will show an expiry date. The parents are responsible for maintaining up to date (non-expired) medication.
1 bottle of PIRITON – …….mls to be given if mild allergic reaction is suspected.
2 EPIPENS to be kept in school office – follow administration directions overleaf if severe allergic reaction suspected.
This Care Plan has been written and agreed by the following and it can be shared on a need to know basis:
Chair: Jane Atkinson
Chief Executive: John Brouder
EPIPEN ACTION
Treatment: Administer EPIPEN in upper outer thigh.
Epipen should then be removed and kept safe and handed to paramedic on arrival.
Call 999 and request an ambulance.
Message to be given - Child's name Anaphylactic reaction State require paramedic
If no improvement after 5 minutes administer second dose of Epipen.
If no pulse or child stops breathing commence CPR
Who is responsible in an Emergency: TRAINED STAFF
To administer Epipen
Do
Grasp Epipen in dominant hand, with thumb closest to BLUE safety cap. With other hand pull off BLUE safety cap (fig 1)
Hold Epipen approximately 10cm away from outer thigh. ORANGE tip should point towards outer thigh (fig 2)
Jab firmly into outer thigh so that Epipen is at right angle (90) to outer thigh, through clothing if necessary. Hold in place for 10 seconds (fig 3)
Epipen should be removed and kept save and handed to paramedic on arrival. If no improvement after 5 minutes administer second dose of Epipen.
Patient must go to A&E because relapse can occur within a few hours and/or further management may be required.
Don't
Use Epipen to practice emergency administration.
Remove
BLUE
safety cap until ready to use Epipen.
Place fingers over
ORANGE
tip.
Attempt to inject into vein or buttocks.
Inject into extremities, as adrenaline causes local vasoconstriction.
Leave patient until paramedics arrive
Follow up care
- ……………must go to A&E because relapse can occur within a few hours and/or further management may be required.
- The administration of this medication is safe for…………and even if it is given through misdiagnosis it will do her no harm.
- On arrival of the emergency services the teacher in charge will advise them of medication given.
- After the incident a debriefing session will take place with all staff and parents involved. | <urn:uuid:0d898688-0234-4cfa-8bb2-4c29b325b947> | CC-MAIN-2019-09 | http://www.primrosehill.camden.sch.uk/wp-content/uploads/2015/01/Appendix-B-IHP-Allergies-Care-Plan.pdf | 2019-02-20T19:55:29Z | crawl-data/CC-MAIN-2019-09/segments/1550247496080.57/warc/CC-MAIN-20190220190527-20190220212527-00276.warc.gz | 417,936,925 | 767 | eng_Latn | eng_Latn | 0.996024 | eng_Latn | 0.996645 | [
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Name______________________________________ Period #________________ Date________________
How did the engineers at IDEO use the Design Process in the video? Use as much space as you need to note the processes that they went through to design the new shopping cart.
Name______________________________________ Period #________________ Date________________
Homework Assignment:
Describe how the engineers at IDEO used each step of the design process in detail.
Have you ever seen a shopping cart like the one they designed at IDEO? If so, where?
What are the potential problems with the design?
How could these problems be addressed in "Redesign"?
The assignment should be a one page typed. Be sure to put your Name, Period and Date in the Header of your document, and use Times New Roman font, Size 12, Black, Double-spaced. | <urn:uuid:273e01b0-30f1-4f7c-b1f4-90a5c4255f6f> | CC-MAIN-2019-09 | http://mrbrunelle.org/intro_CAD/tutorials/ideo_viewing_guide.pdf | 2019-02-20T19:43:16Z | crawl-data/CC-MAIN-2019-09/segments/1550247496080.57/warc/CC-MAIN-20190220190527-20190220212527-00276.warc.gz | 180,449,884 | 165 | eng_Latn | eng_Latn | 0.997377 | eng_Latn | 0.997396 | [
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Advanced Conversation
Warm up questions
- Do you think that super rich people have a responsibility to donate their money to help others?
- Who do you have more respect for, Bill Gates or the late Steve Jobs?
- If you were married to one of the richest people on earth (as Melinda Gates is), what would you do with your free time?
Pictures
Imagine that these pictures are advertisements for Microsoft. Think up a suitable slogan for each one then share with the class.
Bill Gates India scheme 'spared 100,000 from HIV'
1. About 100,000 people in India may have escaped HIV infection over five years because of a scheme funded by the Bill and Melinda Gates Foundation, a study by the Lancet suggests.
2. The Avahan project was launched in 2003 in six states which had the highest rate of HIV in India at the time.
3. The aim was to invest in HIV prevention by targeting high-risk groups such as sex workers and truck drivers.
4. The Lancet study said it showed such an investment can reduce HIV prevalence.
5. The initial findings of the study had some data limitations, AFP reports, but the study's authors make it clear that investing in prevention can have a positive impact.
6. "The results of our analysis suggest that Avahan had a beneficial effect in reducing HIV prevalence at the population level over five years of program implementation in some of the states," the assessment said.
7. It said that the findings supported investment in well-managed HIV prevention programs in low and middle-income countries.
8. The $258m (£164m) Avahan project targeted high-risk groups such as sex workers, injecting drug users and truck drivers with tactics such as safe-sex counselling, free condoms and exchanging used needles for new ones.
9. It found that the campaign was most effective in the districts that got the most resources but it also had a greater impact in the highly-populated southern Indian states.
10.Indian authorities say the number of annual new HIV infections has declined by more than 50% during the past decade.
11.India also runs government Aids control schemes, many done in partnership with international donors.
12.There was some criticism of the Avahan project when it was launched for being poor value for money, AFP reports, but the study disputes this assertion.
13.The authors of the study were funded by the Gates Foundation, but as a peer-reviewed journal material for publication is examined by outside experts.
http://www.bbc.co.uk/ 11 October 2011 Last updated at 13:03
Questions about the article
A. When and where was the project launched?
B. What was the aim of the project?
C. What kind of limitations did the initial findings of the study have?
D. How much did the project cost?
E. What kind of people were targeted by the project?
F. What is happening to the number of new annual HIV infections in India?
G. Who funded this study?
Helping others
How much would you be willing to spend on each of the following:
… a red envelope at your best friend's wedding?
… a Mother's Day present?
… a sibling's birthday present?
… a farewell present for your teacher?
Altruism quiz
Do you know what an altruist is? Do you anyone who is an altruist? Take the quiz by yourself and don't share your answers with your partner. Next, try to predict what your partner's answers are for each question. You may then share and discuss your answers.
1. You see an old lady struggling to cross a street with heavy shopping bags.
a. You ignore her.
b. You help her cross the street.
c. You help her cross then help her carry her bags wherever she is going.
2. At a party there's only one piece of chocolate left on the plate.
a. You eat it when no one is looking.
b. You offer it to others first.
c. You insist that someone else have it, even though you are hungry.
3. You run over a cat in your car or on your motorcycle.
a. You keep on driving.
b. You stop and look for the owner.
c. You find the owner and offer to take the cat to the vet.
4. Your neighbor's car alarm goes off at midnight. (you know this neighbor)
a. You close the window and go back to sleep.
b. You try to wake up your neighbor.
c. You run down to try to investigate.
5. You are driving late at night and see an injured motorcyclist.
a. You keep driving.
b. You call the police and keep driving.
c. You stop to help.
Put it to good use
Obviously, the best thing about having a lot of money is that you can help people with it, right? Work with your partners and create a charity. You will have one billion US dollars to spend this year. Use the questions below and
plan your charity, adding any information that you wish. You will also have to create a budget for how you will spend your money. Each group will present their ideas to the class.
- Will your charity have an international or domestic focus?
- Who will your charity benefit?
- Will you have any celebrities working with you?
- Who in your group will be the president, secretary and treasurer?
- How do you plan to solicit donations?
- How will you make sure that the money raised will get to the people who need it?
- What kind of salary will you pay yourselves (yes, people at nonprofits also get paid)?
- What will be the name of your organization and its slogan?
Fill in the pie chart below showing how you will allocate your one billion dollars for categories like:
Advertising
Salaries
Promotions
Fund raising
Logistics
Created by Rob, at David's English, Taipei, Taiwan Amended slightly by Luc
This article is stored online at Peacemakerfoundation.com.
Campaigns & Projects to Promote Health & Wellbeing | <urn:uuid:281f85f5-eb56-4d24-97a3-a80ed4ae88d4> | CC-MAIN-2019-09 | https://peacemakerfoundation.files.wordpress.com/2015/01/bill-gatess-charity-foundation-preventing-hiv-in-india.pdf | 2019-02-20T20:30:46Z | crawl-data/CC-MAIN-2019-09/segments/1550247496080.57/warc/CC-MAIN-20190220190527-20190220212527-00277.warc.gz | 648,661,216 | 1,227 | eng_Latn | eng_Latn | 0.999248 | eng_Latn | 0.999674 | [
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Spring into Safety with National Electrical Safety Month
Every day, we rely on electricity to power our homes and offices. However, it is important to always be safe around electric appliances, equipment, and power lines. May is National Electrical Safety Month, and it's a great time to raise awareness on how to avoid potential electrical hazards.
By taking simple precautions, everyone can avoid electrically related fires, fatalities, injuries, and property loss. Listed below are some safety tips to take into consideration.
Indoor Safety:
* Check electric cords for fraying or cracking. Replace cords that may be damaged, and don't overload electric outlets.
* Extension cords are intended to be temporary; do not use them as permanent wiring.
* Don't run cords under carpets or rugs and don't tack or nail cords to walls or floors.
* Keep electric appliances and tools away from water.
* Never reach for or unplug an appliance that has fallen into water; instead, turn the power off at the breaker before you unplug the appliance or remove it from the water.
* Never put anything other than an electrical plug in an outlet. Use outlet covers or caps to protect children.
* Contact a licensed electrical contractor if you have flickering lights, sparks, nonfunctioning outlets, or need wiring repairs or upgrades.
Outdoor Safety:
* Never touch downed power lines!
* Always notify PG&E or 911 if you see lines down.
* Watch for overhead lines every time you use a ladder, work on roofs, trees, or carry long tools or loads. Keep kites, model airplanes, and metallic balloons away from power lines.
* Know what's below before you dig. At least 3 days before starting any digging or excavating project, call 811, the National One Call Center, to have underground utility lines, pipes, and cables marked for free.
* Avoid planting trees underneath power lines or near utility equipment.
Source: www.eei.org | <urn:uuid:af370bdc-9337-4be4-9eeb-35a73cc6a403> | CC-MAIN-2019-09 | http://ncsig.org/JPA_PDFS/Fact_Sheets/5.2019FactSheet.pdf | 2019-02-20T19:52:21Z | crawl-data/CC-MAIN-2019-09/segments/1550247496080.57/warc/CC-MAIN-20190220190527-20190220212527-00276.warc.gz | 185,140,254 | 394 | eng_Latn | eng_Latn | 0.998297 | eng_Latn | 0.998297 | [
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How To Plant a Water Lily
From Garden, Deck & Landscape
One of the easiest ways to water garden is to grow water lilies. Fill your containers for water gardens with these hardy plants for instant color.
These elegant blooms only look delicate. Plant a hardy water lily for a summer splashed with color. Though they look tropical-tender, hardy water lilies are just that — hardy. They're at home in a pond or container water garden in any Zone. Once you've planted a hardy water lily, you can leave it outside year-round in warmer Zones, lowering the pot to the deepest part of the pond in winter. If you live in a Zone where your pond freezes solid, remove the pot and overwinter your water lily in peat moss in a protected spot, such as a cellar that stays around 40°F–50ºF. Repot it in the spring as you would a new plant.
Here's how to get your water lily off to a good start.
1. Hardy water lily tubers grow horizontally, so choose a shallow, wide container. One water lily will fit comfortably in a pot that is 12–18 inches wide and 6–10 inches deep. Containers with no drainage holes are best. Otherwise, line the pot with burlap or landscape fabric to keep the soil from drifting into the water.
2. Pot your water lily in topsoil, cat litter, clay or other heavy garden soil. Avoid potting soil or mixes with components that float easily, such as perlite, vermiculite, and peat. Now is the time to add aquatic plant fertilizer pellets.
3. A new plant will likely be pot-ready, but one you overwintered may need some light pruning. In either case, remove any old leaves and thick, fleshy roots. Leave only emerging leaves and buds, and newer, thin roots.
4. Plant the tuber against the side of the pot, with the growing tip pointed upward and angled about 45 degrees toward the center of the pot.
5. Cover the soil with a layer of rock to keep the soil in the pot and the fish out of the soil. You can add fertilizer tablets directly to the soil at this time or apply liquid water gardening food like Microbe-lift's Ensure per the manufactures recommendations. (Water lilies are heavy feeders and will put on an amazing show if given the nutrients they need.)
6. Now you're ready to place the plant in your pond. Water lilies need to be set so the base of the pot is 12-18 inches below the surface, allowing the leaves to float to the surface. If your pond is deeper than that, support the pot on concrete blocks, crates, or overturned pots so the plant is growing at the proper level. Hint: Soak the soil thoroughly and lower the pot into the water at an angle to let trapped air escape more easily. | <urn:uuid:4578ea97-695f-4b97-b1c8-28b79a5159a7> | CC-MAIN-2019-09 | https://www.hampshirefarmlandscaping.net/docs/How%20To%20Plant%20a%20Water%20Lily.pdf | 2019-02-20T20:02:26Z | crawl-data/CC-MAIN-2019-09/segments/1550247496080.57/warc/CC-MAIN-20190220190527-20190220212527-00279.warc.gz | 832,035,156 | 605 | eng_Latn | eng_Latn | 0.99844 | eng_Latn | 0.99844 | [
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Stow Heath Primary School Mental Health and Wellbeing Policy 2024 -2025
Review date July 2025
Policy Statement
At Stow Heath Primary School, we are committed to supporting the mental health and wellbeing of our pupils and staff. We know that everyone experiences life challenges that can make us vulnerable and at times, anyone may need additional support. We take the view that positive mental health is everybody's business and that we all have a role to play.
At our school we:
[x] Provide a nurturing, safe and supportive environment with clear expectations for behaviour
[x] Help children to understand and manage their emotions and feelings
[x] Help children to understand and manage their emotions and feelings
[x] Help children feel comfortable sharing any concerns or worries
[x] Help children to form and maintain relationships
[x] Foster self-esteem and self-worth, and ensure children know that they count
[x] Encourage children to be confident and 'dare to be different'
[x] Help children to develop emotional resilience and to manage setbacks
[x] Provide a structured approach to education about relationships, sex and health
[x] Support parents as partners in their child's learning and development
The Importance of Mental Health and Wellbeing
Recent research by the mental health foundation has shown that mental health problems affect about 1 in 10 children and young people. Statistics show that 70% of children who experience a mental health problem have not had support at an early age or the opportunity to build and develop their resilience. As a school, we recognise the need to ensure mental health problems are identified early and appropriate support is provided.
This policy describes the schools approach to promoting positive mental health and wellbeing. This policy is intended as guidance for all staff including non-teaching staff and governors. It should be read in conjunction with our policies for Stress at work and Staff Wellbeing; Supporting pupils with Medical Needs in cases where a child's or staff member's mental health overlaps with or is linked to a medical condition; the SEND policy where a pupil had an identified special educational need; our Safeguarding Policy; and Anti Bullying Policy.
We aim to promote positive mental health and wellbeing of every member of our school community and recognise how important mental health and wellbeing is to our lives, as a physical health.
We recognise that children's mental health and overall wellbeing can affect their learning and achievement.
A key aspect of our role in school is to ensure that children are able to manage times of change and stress, and that they are supported to reach their potential or access help when they need it. We also have a role to ensure that children learn about what they can do to maintain positive mental health, what affects their mental health, how they can reduce the stigma surrounding mental health issues, and where they can go if they need help and support.
Our aim is to help develop the protective factors which build resilience to mental health problems and to be a school where:
[x] All children are valued as unique individuals
[x] Children have a sense of belonging and feel safe
[x] Children feel able to talk openly with trusted adults about their problems without feeling stigma
[x] Positive mental health is promoted and valued
[x] Bullying is not tolerated
[x] Parents are supported and can access help
Policy Aims
The Policy Aims to:
[x] Promote positive mental health and wellbeing of all staff and children
[x] Promote an open culture which increases understanding and awareness of common mental health issues
[x] Provide support to staff in the workplace
[x] Provide support to staff working with children with mental health issues
[x] Provide support to children suffering from mental halt and their peers and parents
Lead Members of Staff
Whilst all staff have a responsibility to promote the mental health of students staff with a specific, relevant remit include;
❖ Mrs Scoffham, Mrs Nicholls, Mrs Billingham-Hill – designated child protection leads
❖ Mrs Billingham-Hill mental health lead
❖ Mrs E Nicholls – CPD Lead
❖ Mrs A Bennett – PSHE lead
Definition of Wellbeing
'Mental health is a state of wellbeing in which every individual realises his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to her or his community. Mental health includes our emotional, psychological and social wellbeing. It affects how we think, feel and act' (World Health Organisation)
Mental health and wellbeing is not just the absence of mental health problems. We want children to:
[x] Be effective and successful learners
[x] Make and sustain friendships
[x] Deal with and resolve conflict effectively and fairly
[x] Solve problems with others for themselves
[x] Manage strong feelings such as frustration, anger and anxiety
[x] Be able to promote calm, optimistic states that support the achievement of goals
[x] Recover from setbacks and persist in the face of difficulties
[x] Work and play co-operatively
[x] Complete fairly and win and lose with dignity and respect for other competitors
[x] Recognise and stand up for their rights and the rights of others
[x] Understand and value the differences and commonalities between people, respecting the rights of others to have beliefs and values different from their own.
Taking a Whole School Approach
We take a whole school approach to effective practice and provision is in place that promotes the emotional wellbeing and mental health of both staff and pupils. This is achieved by:
[x] Creating an ethos, policies and behaviours that support mental health and resilience and which everyone understands
[x] Helping children to develop social relationships, supports each other and seek help when they need it
[x] Helping children be resilient learners
[x] Teaching children social and emotional skills and an awareness of mental health
[x] Early identification of children who have mental health needs and planning to support their needs, including working with specialist services
[x] Effectively working with parents and others
[x] Supporting and training staff to develop their skills and own resilience
[x] Developing an open culture that encourages discussion and understanding of mental health awareness
We promote a mentally healthy environment through:
[x] Encouraging a sense of belonging
[x] Promoting pupil voice and opportunities to participate in decision-making
[x] Celebrating academic and non-academic achievements
[x] Providing opportunities to develop a sense of self-worth through taking responsibility for themselves and others
[x] Providing opportunities to reflect
[x] Access to appropriate support that meets their needs
[x] Creating a whole school community that upholds kindness, values difference and challenges exclusion
Our Curriculum
Positive wellbeing is promoted through the curriculum and all school activities. Through a carefully planned approach to PSHE & Citizenship our pupils are helped to acquire the knowledge and develop the skills and understanding they need to lead confident, healthy, independent lives, and to become resilient, informed responsible citizens. Specific themes that promote positive emotion health and wellbeing include:
Autumn term
Being in my World Celebrating Difference
Spring term
Dreams and Goals Healthy me
Summer term
Relationships
Changing Me
In addition, whole school approaches such as Wellbeing Wednesday Assemblies and circle time sessions are used to further develop the pupils' knowledge of strategies. For example, peaceful problem solving is taught in circle time sessions to help pupils learn to control and manage feelings when there are disputes on the playground. Whole school events are held including Mental Health Awareness Week in May, World Mental Health Day in October, and Anti-Bullying week in November. During these events, the focus is on mindfulness and resilience and the purpose is to teach pupils' strategies for dealing with anxiety and coping with changes. Children will have the opportunity to raise difficult issues and as a result these will be acted on and a debrief provided.
When pupils require additional support for social, emotional and/or mental health, we use the Getting it Right Program developed by Educational Psychologist Service in Wolverhampton to personalise individual needs.
Where there is a need for more specialised, targeted approaches that support vulnerable children, school will use our Family Liaison Officer or refer to outside organisations such as CAMHs for support.
Identifying Needs and Warning Signs
As a school, we want to ensure that we have clear systems and processes in place for early intervention and identification of mental health problems, and that referral to experienced skilled professionals is made. Staff know pupils well and are on the constant look out for any signs that children are upset, appear anxious or worried, or are acting 'out of character'. Negative experiences and distressing life events can affect mental health in a way that brings about changes in a child's behaviour or emotional state. This can include:
[x] Emotional state (fearful, withdrawn, low self-esteem)
[x] Behaviour (aggressive or oppositional; habitual body rocking)
[x] Interpersonal behaviours (indiscriminate contact or affection seeking; overfriendliness or excessive clinginess; demonstrating excessively 'good' behaviour to prevent disapproval; failing to seek or accept appropriate comfort of affection from an appropriate person when significantly distressed; coercive controlling behaviour; or lack of ability to understand and recognise emotions).
Risk and Protective Factors
Early intervention to identify issues and provide effective support is crucial. The school's role in supporting and promoting positive mental health and wellbeing can be summarised as:
* Prevention: Creating a safe and calm environment where mental health problems are less likely, improving the mental health and wellbeing of the whole school population, and equipping children to be resilient so that they can manage the normal stress of life effectively. This will include teaching pupils about mental wellbeing through the curriculum and reinforcing this through our ethos and other school activities.
* Identification: Recognising emerging issues as early and accurately as possible.
* Early support: Helping children to access evidence based early support and interventions.
* Access to specialist support: Working effectively with external agencies to provide swift access or referrals to specialist support and treatment.
Pastoral Organisation for Staff and Staff Wellbeing
Pastoral support for all members of the school community is fundamental to our aims and philosophy. We believe that a well-supported, valued staff team with a clear and shared purpose are best placed to provide emotional wellbeing for the children in their care.
Members of our community meet to support the school's work around mental health and emotional wellbeing.
Members include our change team.
To ensure staff wellbeing, these principles are followed:
[x] Leaders act as positive role models
[x] Senior leaders and our Change Team ensure that the school environment promotes staff wellbeing
[x] Decision making processes are understood and supported by staff
[x] Opportunities are provided for staff to socialise and relax with each other
[x] New staff are supported with an appropriate level of induction
[x] Leaders promote an open listening culture that responds quickly to problems
[x] The regular and systematic of monitoring staff absences
[x] Access to confidential external counselling and support services
Working in Partnership with Parents
We understand and value the need to work closely with parents to ensure that the school's health initiatives meet the needs of our pupils. We value the important contribution made by parens and appreciate the need to proactively engage parents and families in the health of the children. We see to establish and maintain strong partnerships with families, outside agencies and the wider community to promote consistent support for the children's health and wellbeing.
To support parents, we;
[x] Highlight resources of information and support about mental health and wellbeing on our school website
[x] Ensure that all parents are aware of who to talk to, and how to go about this, if thy have concerns about their child
[x] Make our Mental Health and Wellbeing Policy easily accessible to parents
[x] Share ideas about how parents can support positive mental health in their children
[x] Keep parents informed about the mental health topics their children are learning about in PSHE and share ideas for extending and exploring this learning at home
Working with other agencies and parties
As part of our targeted provision the school will work with other agencies to support children's emotional health and wellbeing including:
[x] The School Nurse
[x] Educational Psychology services
[x] Wolverhampton Outreach support services
[x] Inclusion Support Services
[x] CAMHS (child and adolescent mental health service)
Training
We are committed to high quality, ongoing professional development on emotional wellbeing and mental health.
All staff will receive regular training linked to a recognising and responding to mental health issues. Specific issues will be covered through specialist training where it becomes appropriate due to developing situations with a child/ren.
Policy Development and Review
This policy was written in consultation with staff, pupils, parents, governors and professionals involved in mental health and wellbeing. Key stakeholders involved at the time in the school' work in this area will review it.
Policy developed September 2022. | <urn:uuid:f0cc117b-f6ea-48a1-b3f0-a93287149e83> | CC-MAIN-2024-46 | https://www.stowheathprimaryschool.co.uk/_files/ugd/a4b9c2_82edc5701c3649258d6255df7ac7a8f4.pdf | 2024-11-05T03:19:21+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027870.7/warc/CC-MAIN-20241105021014-20241105051014-00247.warc.gz | 924,838,019 | 2,594 | eng_Latn | eng_Latn | 0.993324 | eng_Latn | 0.99667 | [
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Water for Calves
Pete Erickson, UNH Professor of Dairy Management and Extension Dairy Specialist
It is well accepted that calves need milk or milk replacer in their diet to grow them to weaning age. There are a lot of misconceptions about offering water free-choice during this period. There are claims of bloat, water bellies, overconsumption, etc., but these are unfounded if the water is fed correctly. Water can promote calf starter consumption and an increased rate of gain.
Why do calves need water?
1. Water is essential for the functioning of cells of the body.
2. The total body water content of cattle ranges from 56-81 percent.
3. Essential for rumen microbial growth and therefore rumen development.
4. Water can promote calf starter consumption and an increased rate of gain.
Where do calves get water?
1. Free water- water from milk, reconstituted milk replacer, water provided free-choice
2. Water from feed- just about all feeds contain water- such as lush pastures (high water content) or: hays and grains (low water content).
3. Metabolic water- derived from chemical reactions within the body- is insignificant.
Why do calves need free-choice water?
1. Milk or reconstituted milk replacer should maintain hydration.
2. Rumen development occurs primarily from ruminal fermentation which requires rumen microbes to be present and growing, and these grow better in an aqueous (water-based) environment.
UNH Extension
3. Milk or milk replacer bypasses the rumen whereas; free-choice water flows into the rumen and provides a great environment for the bacteria to flourish.
How should water be offered?
To avoid overconsumption and establish a routine of feeding water, it should be offered immediately when the calf being housed in its stall or hutch. To avoid confusion with milk or milk replacer, the water should be cold and replenished fresh daily. This is most commonly done in a bucket in the front of the stall and often beside the calf starter bucket. Water should be in its pail, not the same bucket that the milk or milk replacer was fed in. This will reduce the chance of bacterial growth from dirty milk or milk replacer buckets.
Water for Calves | April 2021 | 1
Here are the data:
Results indicate that calves fed free-choice water gain faster, consume more calf starter, and are more efficient. Calves provided with free choice water could be weaned earlier, resulting in more saleable milk or reduced need for purchased milk replacer and thus more profits.
About the Author
Dr. Pete Erickson is Professor of Dairy Management and Extension Dairy Specialist at the University of New Hampshire. His primary research area is in the area of optimal colostrum production and management through feeding of the prepartum cow and the newborn calf. He also works in the area of calf and heifer nutrition along with the feeding of alternative feedstuffs.
Contact Information
Dr. Peter Erickson | 603-862-1909 | email@example.com
UNH Extension Infoline
Ask Questions, Explore Opportunities, Get Ideas. Master Gardener volunteers and home horticulture staff are ready and available to help with topics including gardening, lawns, pests, fruits and vegetables, food safety, and much more. For research-based information you can trust, Ask UNH Extension.
firstname.lastname@example.org facebook.com/AskUNHExtension
1-877-EXT-GROW (1-877-398-4769)
Monday - Friday | 9:00 AM - 2:00 PM
extension.unh.edu
The University of New Hampshire Cooperative Extension is an equal opportunity educator and employer. University of New Hampshire, U.S. Department of Agriculture and N.H. counties cooperating.
UNH Extension
State Office | Taylor Hall | 59 College Road | Durham, NH 03824
Water for Calves | April 2021 | 2 | <urn:uuid:9ee08628-0979-4638-ac1c-d3b8e65288fd> | CC-MAIN-2024-46 | https://extension.unh.edu/sites/default/files/migrated_unmanaged_files/Resource003247_Rep4698.pdf | 2024-11-05T03:42:12+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027870.7/warc/CC-MAIN-20241105021014-20241105051014-00246.warc.gz | 221,728,547 | 833 | eng_Latn | eng_Latn | 0.994364 | eng_Latn | 0.996133 | [
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GREAT NECK PUBLIC SCHOOLS
"Where Discovery Leads to Greatness" #DiscoverGreatness
Curriculum Profile: English 10H
W3
Write narratives to develop real or imagined experiences or
L6 Acquire and accurately use general academic and contentspecific words and phrases, sufficient for reading, writing, speaking, and listening; demonstrate independence in applying vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
Additional Notes:
The sequence of instruction may be tied to interdisciplinary planning with other curricular areas and vary from school to school for this and other pedagogical reasons. In consultation with their colleagues, teachers may use professional discretion in the selection of classroom texts and supporting materials used to meet state learning standards. | <urn:uuid:07d3e10e-a422-4604-ac3a-8abb610998bb> | CC-MAIN-2024-46 | https://resources.finalsite.net/images/v1715339872/greatneckk12nyus/ihnbb1lttyymk474e75v/englishhcourseprofilegreatneckufsd_1.pdf | 2024-11-05T02:34:52+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027870.7/warc/CC-MAIN-20241105021014-20241105051014-00247.warc.gz | 462,026,398 | 150 | eng_Latn | eng_Latn | 0.967621 | eng_Latn | 0.994563 | [
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2.
i) Eurasian plate
ii) Eurasian and North American plates Accept suitable alternative answers.
iii) Pacific and Philippine plates Accept suitable alternative answers.
e) Convergent
f) The ridge and slab theory suggests that new crust rises through the mantle because it is warm and thin, creating a ridge, pushing older crust away from the ridge. Old crust is cooler and thicker than the hot mantle, so it sinks into the mantle. Accept suitable alternative answers.
a) C
b) Hotspots are places where magma rises through the mantle and forces through the crust creating a volcano.
c) It is thought that as the Earth rotates, iron in the liquid outer core flows to produce the Earth's magnetic field.
d) Most of the Earth's heat energy comes from the radioactive decay of uranium and other elements within the core.
e) Earthquakes form at different plate boundaries. The least destructive earthquakes happen at conservative boundaries because small tremors occur all the time as the plates slide beside each other. There are only major earthquakes if the plates get stuck and do not move for a long time, building up
Oxford Revise | Geography | Answers
Chapter 4 Earth structure and tectonic plate movements
All exemplar answers given are worth full marks.
1.
a) D
b) The internal structure of the Earth is made up of a series of layers. The outer layer consists of oceanic crust which is high density basalt and continental crust which is low density granite. Next comes the mantle which is made up of silica-based rocks. Beneath this lies the outer core which is liquid and mainly made up of iron and nickel. The inner core is at the centre of the Earth is also made of iron and nickel, but is solid.
c) The oceanic crust is much thinner than the continental crust.
Accept suitable alternative answers.
d)
3.
pressure until there is major movement. Destructive earthquakes are found at convergent and collision margins because of the shock waves caused by the plates moving together and hitting each other. This can result in tsunamis. The most destructive volcanic eruptions are found at convergent boundaries although less powerful eruptions can occur at divergent boundaries as the magma rises to the surface.
f) At divergent plate boundaries, the magma from the fissures created is chemically basic and is very hot and fluid, which allows the lava to flow a long way before cooling. This results in broad gentle sided shield volcanoes. The subduction of the oceanic crust at convergent boundaries forms magma at great depth, which is acidic, sticky, and full of gas. This makes it very explosive, resulting in steep sided composite volcanoes.
g) When an oceanic plate is subducted beneath a continental plate, there is a great deal of friction between the two plates. If the plates get stuck for any period of time, there is a build-up of pressure. Eventually this will lead to sudden, violent shaking of the ground causing an earthquake.
h) The crust is the outermost layer and consists of two types. An oceanic crust is made of high-density basalt. It is thinner than a continental crust, which is made of granite which has a low density. The mantle is the largest of the Earth's layers, the density of which increases with depth. It is largely made of silicabased rocks. Accept suitable alternative answers.
a) B
b) There is little evidence to show that tropical cyclones overall are becoming more frequent. In some areas the numbers are increasing but in other parts of the world they have become less common. There is evidence that the intensity of tropical cyclones has increased in recent years and that is because of climate change. As the Earth gets warmer there is more energy available for the formation of tropical cyclones. | <urn:uuid:dbd0efea-ea7a-4b75-afef-3fbafc4a1144> | CC-MAIN-2024-46 | https://www.oxfordrevise.com/wp-content/uploads/2023/09/203986_OxfordRevise_Edexcel_Geog_Answers_Chapter04.pdf | 2024-11-05T02:54:26+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027870.7/warc/CC-MAIN-20241105021014-20241105051014-00251.warc.gz | 884,920,297 | 772 | eng_Latn | eng_Latn | 0.998581 | eng_Latn | 0.998773 | [
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Find more info, book suggestions and other activity sheets at babybooks.pcls.us
Construction Vehicles
Five big dump trucks rolling down the road. Five big dump trucks rolling down the road. One pulls out to unload. Four big dump trucks rolling down the road, etc.
(Count down to "Zero big dump trucks," ending with "No more dump trucks rolling down the road!")
Roads and buildings around town are always getting worked on or updated! This gives you and your child a great opportunity to observe this important activity in action. As you observe, talk about the different construction vehicles you see and what they each do. There may even be some vehicles working in your neighborhood!
Ideas & Tips
* Check out books about construction vehicles and talk about the vehicles as you read together.
* Take the time to stop and observe construction near your home, talking about the various machines you see and the jobs they do. Go outside and do your own construction in the soil! Use trucks, buckets, large spoons or whatever you already have at your house.
* If you are playing inside, use blocks, pillows, or cardboard boxes to construct buildings together. Talk about the shapes you are using – and the shapes you create – as you build.
* Go to a local park and build with other families you may meet there. The Tot Lot in Fircrest is a wonderful park for very young children. It's fully fenced and has a sandbox full of trucks! cityoffircrest.net/government/parks-and-recreation/parks
* Goodnight, Goodnight, Construction Site by Sherri Duskey Rinker
* I'm Dirty! by Kate McMullan
* Little Excavator by Anna Dewdney
* Machines at Work by Byron Barton
* Vroom, Vroom Trucks by Karen Katz
piercecountylibrary.org • 253-548-3300
Washington Relay TTY 711 • 8/18 (100)
More Books | <urn:uuid:84884f34-7a9e-41c6-8539-241f59d6c104> | CC-MAIN-2024-46 | https://mypcls.org/wp-content/uploads/2022/11/construction-vehicles.pdf | 2024-11-05T04:13:44+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027870.7/warc/CC-MAIN-20241105021014-20241105051014-00253.warc.gz | 385,375,925 | 398 | eng_Latn | eng_Latn | 0.998202 | eng_Latn | 0.998202 | [
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Phonics
Variant Correspondences
R-Controlled Spin
Objective
The student will identify variant correspondences in words.
Materials
-
- Game board
Copy spinner on card stock and cut.
R-controlled vowel spinner
- Brad Attach arrow to the spinner with the brad.
- Game pieces (e.g., two different colored counters or "x" and "o" shapes)
- R-controlled vowel word cards
Activity
1. Place the spinner and game board on a flat surface. Spread the word cards face up in rows. Provide each student with different game pieces.
Students practice reading words with r-controlled vowels while playing a tic-tac-toe type game.
2. Taking turns, students spin the spinnner and say the sound of the r-controlled vowel on which it lands (e.g., "/ar/").
4. If correct, place a game piece on the game board. If incorrect, no game piece is placed.
3. Select and orally read a word that contains the corresponding vowel sound (e.g., "car").
5. Put card back in its original position.
7. Peer evaluation
6. Continue until one student gets tic-tac-toe or until all spaces are covered.
Extensions and Adaptations
- Make spinners with other variant correspondences
- Place cards face up in each square on the game board and turn over as their sound appears on the spinner.
©2005 The Florida Center for Reading Research and Florida Department of Education (Revised, 2021)
K-1 Student Center Activities: Phonics
P. 051
K-1 Student Center Activities: Phonics
©2005 The Florida Center for Reading Research and Florida Department of Education (Revised, 2021)
r-controlled vowel spinner
©2005 The Florida Center for Reading Research and Florida Department of Education (Revised, 2021)
K-1 Student Center Activities: Phonics
P. 051
Phonics
R-Controlled Spin
car
care
scare
for
stir
farm
hear
horse
bird
near
smart
share
born
shirt
fear
r-controlled vowel word cards
car care scare
for
stir
farm hear horse
bird
near
smart share born
shirt
fear
r-controlled vowel word cards
K-1 Student Center Activities: Phonics
©2005 The Florida Center for Reading Research and Florida Department of Education (Revised, 2021)
blank spinner
©2005 The Florida Center for Reading Research and Florida Department of Education (Revised, 2021)
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What can I change to make things my own?
How would you change the format, font styles and sizes for each of these texts?
Here are different format styles of font:
What could they have done when the window
was broken?
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Yellow Aphids on Pecans
Distribution
Two species of yellow aphids (Fig. 1) are found on pecans in Louisiana; these are the yellow pecan aphid, Monelliopsis pecanis (Bissel), and the blackmargined pecan aphid, Monellia caryella (Fitch). Both species are found throughout Louisiana and in all pecan-producing states.
Description and Life Cycle
The immature stages (nymphs) and the wingless adults cannot be readily identified except by trained individuals, but the winged adults exhibit characteristics that allow for easy identification. The wings of the yellow pecan aphid (Fig. 2) are held rooflike over the body when at rest and are free of any markings. The wings of the blackmargined aphid (Fig. 3) are held flat over the body at rest, and a black stripe can be found along the outside margins of the wings. Adults of both species are about 1/16 of an inch long.
The life cycle of these two aphids are similar, and they can usually be found together on the trees. Both species overwinter under the bark of the tree, with the eggs generally hatching in late March or early April. After hatching, the nymphs move to the undersides of the leaflets and begin feeding on the veins. There are about 22 to 32 generations of the yellow pecan aphid per year, with the adults producing from 5 to 83 offspring each. The blackmargined aphid has from 16 to 32 generations per year, with the adults producing from 80 to 215 offspring each. Large populations can develop in May and June, but the greatest outbreaks will usually develop in late summer and early fall.
During the summer the aphids give birth to live young, all of which are female. As they mature, both winged and wingless forms appear. As day-length shortens and temperatures fall in late autumn, males are produced which will mate with the females to produce the eggs of the overwintering generation.
Figure 3. Blackmargined aphid.
Damage
Previous reports have indicated that the feeding behavior of these two aphid species results in the withdrawal of carbohydrates and water from the leaves and damage to the vascular system. Large amounts of honeydew are produced by both aphid species. It coats the leaves and serves as a medium for the growth of the sooty mold fungus. This fungus shades the leaves and greatly reduces photosynthesis. Studies have also shown that feeding reduces chlorophyll production, leaf size and stem and root growth. Leaflet loss can also occur during heavy infestations. Bees, wasps, and ants may be attracted to trees with heavy honeydew production.
Control
the chances for the aphids to develop pesticide resistance to the insecticides being used.
Control measures are generally not required before late summer. Natural enemies, rain and insecticide applications for control of other pests, such as the pecan nut casebearer, will usually keep aphid populations below damaging levels. In fact, unless the number of aphids is extremely high, early season aphid control is discouraged. Spraying late in the season and as little as possible encourages the conservation of natural enemies, and reduces
Treatment thresholds for yellow aphids vary from state to state. Because of their similar life cycle and the fact that they are usually found together, treatment thresholds are based on the combined counts of both species, including both immature and adult stages of development. In general, aphid control is usually not required before July 1. Treatments specifically targeted at yellow aphids before August 1 are discouraged, unless absolutely necessary. After August 1, make treatments when 10 to 15 aphids per compound leaf are found. Proper selection, timing and application of pesticides are critical for good aphid control. For a listing of insecticides that can be used for controlling yellow aphids, refer to the Louisiana Recommendations for Control of Pecan Insects. This can be found at www.lsuagcenter.com. When using insecticides, be sure to check the pH of the water being used for spraying. The pH needs to be between 5.5 and 6.5 for optimum insecticide efficacy. Use of a buffering agent will help maintain the desired pH once pesticides have been added to the solution.
Author and Photo Credits
Michael J. Hall, Pecan Research/Extension Station
Louisiana State University Agricultural Center William B. Richardson, Chancellor Louisiana Agricultural Experiment Station David J. Boethel, Vice Chancellor and Director Louisiana Cooperative Extension Service Paul D. Coreil, Vice Chancellor and Director Pub. 2546 (online only) 9/09 Rev.
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PATIENT EDUCATION | INFORMATION SERIES
What Is Laryngomalacia?
Stridor is a high pitched, noisy or squeaky sound that occurs during inspiration (breathing in). Laryngomalacia is the most common cause of chronic stridor in infants. The stridor from laryngomalacia is generally mild but it becomes louder when babies cry or get excited. It can also be heard while feeding. Stridor due to laryngomalacia is usually more noticeable when babies are laying or sleeping on their back (supine), and it may disappear by changing position. In about 10% of cases, symptoms worsen while the babies are asleep.
Laryngomalacia is often noticed during the first weeks or months of life. Symptoms may come-and-go over months depending on growth and level of activity. In most cases, laryngomalacia does not require a specific treatment. Symptoms usually improve by 12 months of age and resolve by 18-24 months of age.
food or acid from the stomach comes back up the feeding pipe (esophagus) into the throat, or larynx. Stomach contents and acid can irritate and inflame the larynx, which may make the noisy breathing worse. Some infants may require medication to treat GER. GER also tends to improve and often goes away with age.
What causes laryngomalacia?
The exact cause of laryngomalacia is unknown, but it may be caused by immaturity and low muscle tone of the upper airway. The voice box is called the larynx and is located behind the tongue and above the windpipe (trachea). The larynx contains the vocal cords that open when talking, crying or breathing, and close when drinking or eating. The larynx also contains cartilage that moves the vocal cords, which protect the windpipe from food or secretions entering when swallowing. This cartilage includes the arytenoids and epiglottis. In laryngomalacia, the arytenoids or the epiglottis is soft and floppy. In fact, the term "laryngomalacia" means "soft larynx".
Signs and symptoms of laryngomalacia
■ Stridor (noisy breathing) occurs when the floppy tissue of the voice box gets pulled into the airway when your baby breathes in, causing a temporary partial blockage of the airway. This tissue is pushed back out when the baby breathes out, opening the airway fully again.
■ Retractions or "sinking in" of the neck and chest muscles can be seen when your baby breathes in. These retractions are usually mild. This is more obvious because the chest wall in a young child is not as rigid, and this also improves with age.
■ Gastroesophageal reflux (GER) is seen in many babies, including those with laryngomalacia. GER occurs when
■ Severe laryngomalacia is seen in 5-10% of cases. The infant may experience difficulty breathing, blue spells, apnea (stop breathing), poor feeding, or weight loss. In these cases, treatment is needed.
How is laryngomalacia diagnosed?
■ A complete medical history and physical examination is routine. When the history and physical findings are typical of laryngomalacia in an otherwise healthy child, no additional testing may be necessary. In some cases, other studies may be done to confirm the diagnosis.
■ In most cases, the diagnosis of laryngomalacia is confirmed by transnasal flexible laryngoscopy or bronchoscopy. During this procedure, a small flexible tube is passed through the nose to examine the upper airway and voice box (larynx). This exam allows your healthcare provider to see the structures of the larynx and how they move, to diagnose laryngomalacia, and exclude other more unusual anatomic causes of stridor. Flexible laryngoscopy can be done in the office while the child is awake. Bronchoscopy is done in the operating room or bronchoscopy suite under sedation or general anesthesia and it examines the voice box area as well as the lower airways and lungs. These procedures are mostly done by the ear-nose-throat (ENT also called otolaryngologists) and pediatric pulmonologist specialists. For more information on Flexible bronchoscopy, see the ATS Patient information handout at www.thoracic.org/patients.
PATIENT EDUCATION | INFORMATION SERIES
■ Other studies that may be done include:
■ X-rays of the neck and chest allow healthcare providers to see airway structures below the vocal cords that cannot be seen during the physical examination.
What can I do to help avoid problems from laryngomalacia?
■ Airway fluoroscopy is an x-ray video of the airway taken while the child breathes. This can help your healthcare provider see the movement of the airway tissue in realtime. It does have radiation exposure.
■ Barium swallow study is a series of x-rays that look at the structures around the airway, esophagus, and stomach while the child is swallowing special liquids with contrast. This allows your healthcare provider to evaluate the swallowing function of your child and examine the anatomical relationships between the airways, blood vessels and other structures in the chest. Sometimes, GER can be seen during the study as well.
■ A sleep study may show evidence of how often and severe the airway obstruction is or how it disrupts sleep.
How is laryngomalacia treated?
There is usually no need for aggressive treatment as long as difficulties, good weight gain, and normal development.
the baby's symptoms are mild, and the baby has no feeding
GER symptoms may be avoided by frequent burping during feeds, feeding smaller amounts more often, and keeping your child in an upright position for 15-30 minutes after feeding. In some cases, your healthcare provider may recommend to thicken the consistency of the feeds to help reduce vomiting. Your healthcare provider may also prescribe anti-reflux medication to decrease the acidity of the stomach contents or use other medications to help food move more quickly through the digestive system.
Your healthcare provider may suggest use of a decongestant by mouth or inhaled during acute upper respiratory illnesses, even though those medications are not commonly used in otherwise healthy infants.
In children with severe laryngomalacia, surgery may be required. Supraglottoplasty is a procedure done in the operating room under general anesthesia by the ENT specialist to remove some tissue from the floppy larynx to improve breathing. Babies are usually monitored in the hospital overnight after this procedure. Rarely, oxygen, continuous positive pressure or tracheostomy is needed to help the child breathe.
When should I call my healthcare provider?
Bring your baby to a healthcare provider or emergency room if you see your baby having:
■ Blue spells or pauses in breathing.
■ Respiratory distress: retraction or sinking in of chest or neck muscle for long periods of time.
■ Feeding difficulties: choking with feeds, not taking enough formula, or a decrease in wet diapers.
■ Poor weight gain or weight loss.
■ Watch your baby for signs or symptoms that he or she is getting worse.
■ Keep scheduled follow-up with your pediatrician, pulmonologist or ENT specialist.
■ Frequent weight checks: Follow-up with your healthcare provider for well child care.
■ Monitor for feeding problems: Allow your baby to take brief pauses and breaks while feeding to "catch his or her breath." For more severe problems, speech evaluation may be required to help with swallowing problems.
■ Treatment of gastroesophageal reflux (GER): During feeds, burp your baby often. After feeding keep your baby upright or elevated for 15-30 minutes. You may need to give smaller feeds more often or thicken formula. Give any prescribed medications as directed. For more severe problems, a gastroenterology (GI) evaluation may be needed.
Authors: Andres Carrion MD, Jessica L Brown DO MPH, Morgan
E Laurent BS.
Reviewers: Marianna Sockrider MD, DrPH, Howard Panitch MD.
Action Steps
[x] Talk to your healthcare provider if your child has noisy breathing and take note of any change with activity, sleep or position.
[x] Be sure to alert your healthcare provider if your baby has trouble breathing or difficulty with feedings.
[x] Treat GER symptoms with guidance from your healthcare provider.
Healthcare Provider's Contact Number:
Additional Resources:
American Thoracic Society
* www.thoracic.org/patients/
– Flexible bronchoscopy
– Sleep studies in children
National Institutes of Health (NIH)
* https://rarediseases.info.nih.gov/diseases/6865/ laryngomalacia
This information is a public service of the American Thoracic Society. The content is for educational purposes only. It should not be used as a substitute for the medical advice of one's healthcare provider.
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i) Car
ii) Cycle
iii) There has a growth in journeys for all the different forms of transport since 2000, except for by car. The biggest growth is for cycling, followed by rail, bus and underground. However, most forms of transport have seen uneven growth. For example, there were reduced journeys by bus between 2014 and 2016 and by cycle in 2018–19.
iv) The increase in journeys reflects the increase in overall total population. There is increasing pressure on car drivers to reduce the numbers of journeys, with the introduction of congestion and clean air charges. Other reasons are the increased costs of car parking as well as traffic congestion. Travellers are using the affordable alternatives of bus, rail and underground, instead of the car. Journeys made on the underground have continued to increase. This may be a result of continuing investment in the network, such as the Elizabeth Line, or the convenience of using rail and underground lines rather than busy and slower roads. Cycling has had the biggest increase because of its flexibility, affordability, increased provision of cycle lanes and public bicycle hire schemes and their appeal as being seen as eco-friendly.
i) The buildings appear to reasonably modern as they are brick built and have corrugated metal finishing. They are two or three storeys high, with large windows in rows on upper floors.
ii) The area looks rundown with graffiti and weeds growing on pathways and so does not appeal to investors. If they were rebranded, the area seems to have potential as it is adjacent to a waterfront and is large enough for development as apartments or light industrial use.
i) Lea Valley Velopark
ii) Railway station
iii) (a) Leyton (3886; 3986; 3885; 3985) West Ham (3983; 4083)
(b) 3684; 3683; 3583
Accept suitable alternative answers.
iv) The text 'Works'. It is adjacent to the canal and railway line and station.
Oxford Revise | Geography | Answers
Chapter 29 Urban improvement strategies
All exemplar answers given are worth full marks.
1.
a)
b)
c)
d)
v) The Queen Elizabeth Olympic Park, including the Stadium (377 841). Westfield Stratford City (383 847) appears to be an example of redevelopment. A new transport network has been built including the Stratford International rail station (381 849).
i) Clearance of brownfield sites and the creation of new green open spaces.
Improving the public transport system to reduce the number of car journeys and so less traffic congestion.
Creation of clear air zones to reduce air pollution.
ii) This question is level-marked:
Example answer: East London was an area in need of further regeneration and rebranding. The regeneration and rebranding of the Isle of Dogs and areas by the River Thames began between 1981 and 1998 but did not extend to areas further north such as Hackney, Leyton, Stratford, and West Ham. These areas still experienced the effects of de-industrialisation and associated socio-economic and environmental problems because of a lack of investment. Boroughs such as Hackney were some of the poorest and most deprived in the city. The area extending from Stratford Marsh to Hackney Wick and Lea
2.
a)
Bridge was a mixture of older industrial units and abandoned warehousing. The polluted River Lea and the few safe open spaces or parks mean there were not many recreational amenities.
The accessibility was generally poor because of the limited tube and rail network and the busy and congested roads. Investors viewed the area as old, deprived, and inaccessible. The local population was felt not have appropriate skills and education. The London Olympic Games gave the opportunity to rebrand the area. Houses, offices, hotels, and retail spaces were built on derelict land. New leisure facilities were created, with West Ham using the Olympic Stadium. Tube and rail links were extended, and the Queen Elizabeth Park has helped the area become more attractive. The redevelopment has been generally successful, but there is still concern that the new housing is too expensive for the people who lived in the area before the changes were made.
i) B
ii) These buildings are associated with the inner city where land costs are traditionally more affordable, allowing the building of larger buildings.
iii) The word 'professional' suggests a person is more educated and more skilled and therefore probably has a good salary. A young couple is less likely to need the living space than might be required for a larger family, so a one- or two-bedroom apartment would be suitable. Good access to CBD means they are close to work, shops, and leisure services. Unskilled migrants are more likely to be employed in lower-skilled jobs that pay less. This makes the flats unaffordable. A recently arrived migrant may also wish to move to an area already occupied by other migrants and so benefit from a shared culture and support network. | <urn:uuid:3fdf3e7d-cb0c-484d-9aa6-892ab18b5841> | CC-MAIN-2024-46 | https://www.oxfordrevise.com/wp-content/uploads/2023/09/203986_OxfordRevise_Edexcel_Geog_Answers_Chapter29.pdf | 2024-11-05T03:20:16+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027870.7/warc/CC-MAIN-20241105021014-20241105051014-00258.warc.gz | 879,689,948 | 1,020 | eng_Latn | eng_Latn | 0.998918 | eng_Latn | 0.99942 | [
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Protecting Children through Community Capacity Building and Risk Reduction
Impact Story
A school teacher, who is also a course participant, explains the group assignment during the course exercise in Xigou Village, Yanyuan County, Sichuan Province, China.
Sichuan, China – China has suffered 151 earthquakes measuring from 6.5 to 7 on the Richter scale between 1964 and 2013. The China Earthquake Administration suggests that more are likely to occur in the future. Sichuan province, located in the southwest region of the country, is particularly prone to geological hazards due to rapid urbanization and overpopulation.
their communities' capacity to reduce the impacts of disasters in Yanyuan County, southern Sichuan.
In 2008, the devastating Wenchuan Earthquake caused over 90,000 casualties and missing people. It measured 7.9 on the Richter scale and was the worst seismic event recorded in decades. Unfortunately, earthquakes are not the only hazard that affects Sichuan Province. Dangers such as landslides, fires and floods put those in the area at risk, especially those living in the hazard prone mountain regions. The 161,872,000 children living in rural areas are also vulnerable to these threats.
Asian Disaster Preparedness Center was invited to provide technical support in running a three-day training course on child-centered disaster risk management. The objective of the training was to equip key individuals from local government, NGOs, local community and schools with community-based disaster risk management skills. The program introduced a new concept to the region by focusing on reducing risks and building resilience with a child-centered perspective.
Save the Children China with support from Swiss Re launched the program entitled Disaster Risk Reduction: from Recovery to Resilience – Implementing Child-centered Disaster Risk Reduction in Sichuan, China in 2012. The program aimed to deliver long-term improvements on children's resilience and
"Hundreds of thousands of children are affected by disasters in China every year, and there are great needs for child-centered disaster risk reduction – especially in poor and remote areas, which are more vulnerable to disasters. That's why we initiated this child-centered disaster risk reduction program in Liangshan," says Ms. Fan Xiaowen, emergency and disaster risk reduction Lead of Save the Children China Program
SM Tower, 24th Floor 979/69 Paholyothin Road, Samsen Nai, Phayathai, Bangkok 10400 Thailand
Tel: +66 2 298 0682-92 Fax: +66 2 298 0012 E-mail: firstname.lastname@example.org Website: www.adpc.net
A local NGO member and course participant works with children during the course exercise in Xigou Village, Yanyuan County, Sichuan Province, China
Photo by: Dr. Ling Ling Jiang, ADPC's Senior Program Manager
Training to keep children safe
Retaining successful impact in future planning
Based on a comprehensive needs assessment process, ADPC and Save the Children China devised a strategy to safeguard children against the impact of disasters by training those responsible for them. Parents, community leaders, teachers, and government officials received training on disaster risk management, including the identification of hazards and vulnerabilities posing their own communities at risk. Information collected during the risk assessments was used to create customized action plans for the communities to address future hazards – especially with the safety of children in mind.
There is strong evidence suggesting that the needs assessment, capacity building and awareness raising throughout the program greatly boosted community members' motivation to participate in disaster risk management. The training events were pivotal in urging relevant government agencies, schools and villages to actively integrate the whole community into disaster risk management activities – an important step in changing the community's mindset regarding disasters.
"Before this course I never knew the impacts of a disaster could be reduced, but after the course I knew we could do something to reduce them," said Ms. Jiang Defang, course participant and officer in the training section of Liangshan Prefecture of Emergency Rescue Center.
The program sparked an interest in disaster risk management activities that still resonates in the communities.
"We are eager to get more capacity building programs, particularly training. We are willing to train schools and other relevant people. Before, we trained just for disaster response and rescue. We didn't have knowledge on disaster risk management," said Ms. Zhao Yan, officer in the training section of Liangshan Prefecture of Emergency Rescue Center.
The program showed that an existing interest in disaster risk management yields the best results during program implementation. A key to boosting motivation is to involve key stakeholders, including the local community, government, and school representatives in the project proposal discussions. This way, the process becomes more interactive with those it is trying to help and empowers the community as a whole. This interaction boosts the motivation for people to help themselves, resulting in heightened interest and willingness to participate.
Save the Children China and ADPC plan to continue to promote community-based and child-centered disaster risk reduction in China.
In Xigou Village, a training workshop on disaster risk management was scheduled on a Saturday, so even children could participate.
July 2015
By: Don Tartaglione
SM Tower, 24th Floor 979/69 Paholyothin Road, Samsen Nai, Phayathai, Bangkok 10400 Thailand
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You have 120 minutes to answer four questions. There is no question 3. Write your answers in the separate answer booklet.
Please return this question sheet and your cheat sheet with your answers.
1. A line of n students and teachers is waiting to board the Hogwarts Express, which has exactly n seats, each one assigned to a different passenger. The first passenger in line is Professor Dumbledore, who has forgotten his assigned seat. When the professor boards the train, he chooses a seat uniformly at random and sits there.
The remaining n − 1 passengers then board the train one at a time. When each passenger boards, if Dumbledore is sitting in their assigned seat, he apologetically chooses a different unoccupied seat, again uniformly at random, and moves to sit there. The next passenger boards only after the previous passenger and Dumbledore are seated. After all n passengers have boarded, everyone is in their assigned seat, including Dumbledore.
(a) What is the exact probability that Dumbledore never moves after choosing his first seat?
(b) What is the exact probability that the kth passenger has to ask Dumbledore to move? [Hint: Consider the special cases k = 2 and k = n, in particular when n = 3.]
(c) What is the exact expected number of times Dumbledore changes seats?
2. Part (c) of this problem was removed from the exam, because the intended solution was incorrect. Everybody received full credit for that part.
Two strings are almost equal if one can be transformed into the other by inserting, deleting, or changing at most one character. More concisely, two strings are almost equal if their edit distance is at most 1. For example, HEEDLESS is almost equal to HEADLESS, and HUNTED is almost equal to HAUNTED.
A string P is an almost-substring of another string T if P is almost equal to a substring of T . For example, KMP is an almost-substring of STICKPREFIXESTOSUFFIXES, and POOKA and SCALY and SCARS and TOONS are all almost-substrings of SPOOKYSCARYSKELETONS.
Describe and efficient analyze algorithms for each of the following problems. The input to each problem is a pair of strings P[1.. m] and T [1.. n].
(a) For each index i, find the longest prefix of P ending at T [i].
(b) For each index i, find the longest suffix of P starting at T [i]
.
(c) Determine whether P is an almost-substring of T .
4. Every Halloween, hundreds of ghosts rise from their graves and haunt the houses of ShamPoobanana. This is not as straightforward as it sounds, for two reasons. First, each ghost can only haunt houses where they spent significant time when they were alive. Second, at most one ghost can haunt each house. There are n ghosts and m houses.
(a) Describe and analyze an efficient algorithm that either assigns each ghost a distinct house that they can haunt, or correctly reports that such an assignment is impossible. Your input is a two-dimensional boolean array CanHaunt[1.. n,1.. m], where CanHaunt[i, j] = True if and only if ghost i can haunt house j.
(b) Oh, no! Beetlejuice broke into the main office and assigned each ghost to a house they can't haunt! Halloween is ruined! Stay-Puft proposes the following strategy to fix everyone's assignments. At exactly midnight, each ghost will give their assigned house to another ghost that actually wants it. For example, suppose
* Agnes was assigned house A, but she can only haunt houses C and D.
* Banquo was assigned house B, but he can only haunt houses A and C.
* Casper was assigned house C, but he can only haunt houses A and D.
* Daayan was assigned house D, but she can only haunt houses B and C.
The ghosts can fix their assignment as follows: Agnes gives house A to Banquo; Banquo gives house B to Daayan; Casper gives house C to Agnes, and Daayan gives house D to Casper.
Describe and analyze an efficient algorithm to compute an exchange that results in a valid assignment of ghosts to houses. The input to your algorithm is the Boolean array CanHaunt from part (a) and a second array Haunt[1.. n], where Haunt[i] is the index of the house originally assigned to ghost i. The correct output is an array GiveTo[1.. n], where GiveTo[i] = j means ghost i should give their house to ghost j.
You can assume that CanHaunt[i, Haunt[i]] = False for every index i (that is, no ghost can haunt their assigned house) and that a valid exchange exists. Assume also that m = n.
5. Your friends are organizing a board game party, and because they admire your personal dice collection, they ask you to bring dice. You choose several beautiful, perfectly-balanced, six-sided dice to bring to the party. Unfortunately, by the time you arrive, the other guests have already chosen a game ("Let's Summon Demons") that requires 20-sided dice! So now you get to improvise.
(a) Describe an algorithm to simulate one roll of a fair 20-sided die using independent rolls of a fair 6-sided die and no other source of randomness. Equivalently, describe an implementation of Random(20), whose only source of randomness is an implementation of Random(6).
(b) What is the exact expected number of 6-sided-die rolls (or calls to Random(6)) executed by your algorithm?
(c) Derive an upper bound on the probability that your algorithm requires more than N rolls. Express your answer as a function of N .
(d) Estimate the smallest number N such that the probability that your algorithm requires more than N rolls is less than δ. Express your answer as a function of δ.
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Twospotted Spider Mites in Strawberries
Arachnida: Acari: Tetranychidae
Tetranychus urticae Koch
Distribution
The twospotted spider mite is one of the most persistent and damaging pest problems affecting strawberry production in Louisiana. It occurs in all strawberry-producing areas of the United States, with strong preference for hot and dry conditions. It also affects a wide range of plants and cultivated crops including vegetables, ornamentals, fruiting and deciduous trees, field crops, weeds, etc.
may start in late October and persist through the end of the harvesting season in April and May. Peak populations normally are observed during February and March.
Damage
Damage is caused when mites pierce and feed on the leaf cells, primarily on the underside of the leaves. Mites suck out leaf cell contents and cause the cells to collapse and die, producing a stippling effect on the upper leaf surface which appears bronze. Affected leaves eventually die and fall off. Feeding by mites results in reduction of plant vigor, leading to a reduction in size, quality and quantity of fruits. When left uncontrolled, mite populations rapidly exceed threshold levels and cause visible foliage damage, bronzing on upper leaf surfaces, purplish and distorted leaves, brown to dry foliage, reduced flowering and stunted plants. Heavy infestations during the fruiting season may result in direct feeding on the fruits, causing fruit russeting. Heavily infested strawberry plants may die prematurely.
Description and Life Cycle
Mites are arachnids, not insects, but are closely related to them. Twospotted spider mites survive cold winters as dormant, mated adult females in the soil. However, during mild weather, they remain active on strawberries and a wide variety of vegetables and wild vegetation. In Louisiana, warm weather extending through mid to late November allows mite populations to build up in nearby vegetable crops and weeds. As vegetables mature or are harvested, mites migrate to strawberry fields carried by the wind and by field workers. Twospotted spider mite infestations in Louisiana strawberries
Twospotted spider mite adults may reach 1/60 inch in length. With a naked eye, mites appear as dark-green dots moving on the underside of strawberry leaves. With the help of a 10x magnifying lens or an optivisor, adult mites may be seen as yellowish or pale green with a large dark blotch on each side of the body. Twospotted spider mites feeding on fruits may appear reddish and can be mistaken for the European red mite. Dormant female mites may have an orange tinge resembling predatory mites. Eggs are minute and spherical. They are deposited on the underside of strawberry leaves among webbing produced by adult mites. Egg color varies from translucent to a pale yellow or green as they mature.
The mobile immature stages are referred to as nymphs, larvae or young. Nymphs on strawberry plants are pale yellow, greenish or straw colored. The two distinctive dark blotches observed in adults may not be visible in smaller nymphs. Newly hatched nymphs have only six legs. Later stages of development and all adults contain eight legs. Nymphs reaching maturity may be hard to distinguish from adults. Development from egg to adult stages under normal warm spring conditions in Louisiana may take two to three weeks. Faster development occurs normally during hot and dry conditions. Adult females live for three to four weeks and lay 70 to 100 eggs in their lifetime.
Monitoring and Control
An effective twospotted spider mite management program should include actions not only on strawberry plantings but also on nearby vegetables and weeds. Start the program early in the fall to detect, prevent and delay mite buildup and migration
to new strawberry plantings. As vegetable crops mature and are harvested, promptly destroy post-harvested plant material. Do not allow mite populations to build up on weeds or crop residue left in the field. Maintain a sound weed management program throughout the vegetable and strawberry season. Implement cultural practices aimed to promote a healthy, vigorous growth in your strawberry crop. The number of mites may be lower on vigorous plants than on stressed plants. In addition, healthy plants are more tolerant of mite damage. Therefore, follow local recommendations for variety selection, mulching, irrigation and fertilization to promote plant vigor and reduce stress. The most severe yield reduction occurs as mites build up during vegetative growth when strawberry plants are developing reserves that will be used later for fruit production. Plants that appear to be healthy may have already lost great fruiting potential because of unnoticed mite populations. Therefore, do not wait until visible feeding damage is observed on the foliage to start scouting fields. Visible leaf and fruit damage occurs only after mites reach very high levels.
Monitoring for mites must be done using a 10x hand lens or an optivisor. Make sure to inspect not only for twospotted spider mites nymph and adults but also for predatory mites, to tell if natural enemies are keeping twospotted spider mites under control. It is common for many mite infestations in new strawberry plantings to start along field margins close to or adjacent to areas with mite infestations such as maturing vegetable crops or weedy areas. A good monitoring plan includes sampling field edges, middles and field corners. Inspect the underside of leaflets. Choose fully developed leaflets from the middle tier, and avoid leaves that are too young or too old. Select one leaflet per plant and inspect 10 to 20 leaflets, depending on the size of the field. Treatments are justified when an average of five or more mites are present per leaflet. If the number of predatory mites is at least one-half the number of twospotted spider mites, treatment is not needed or can be delayed. Begin monitoring strawberry fields in Louisiana once every two weeks starting in mid-October, and continue sampling once every week from January until three weeks before the end of the harvest season.
Contact your county agent for a list of miticides that can be used for twospotted spider mites in Louisiana strawberries or see the Louisiana's Strawberry Insect Control Spray Guide published by the LSU AgCenter. When using insecticides, be sure to check the pH of the water being used for spraying. The pH needs to be between 5.5 and 6.5 for optimum miticide efficacy. Use of a buffering agent will help obtain the desired pH before adding pesticides to a solution. Ultrafine oil may be used with miticides or alone to enhance management. Complete coverage is essential for optimal control. Water volume used should increase as the plants grow and mature.
Louisiana State University Agricultural Center
William B. Richardson, Chancellor
Louisiana Agricultural Experiment Station
David J. Boethel, Vice Chancellor and Director
Louisiana Cooperative Extension Service
Paul D. Coreil, Vice Chancellor and Director
Pub. 2934 (online only) 10/05
Issued in furtherance of Cooperative Extension work, Acts of Congress of May 8 and June 30, 1914, in cooperation with the United States Department of Agriculture. The Louisiana Cooperative Extension Service provides equal opportunities in programs and employment.
Severe plant damage caused by twospotted spider mites
Leaf discoloration caused by twospotted spider mites
Twospotted spider mites: Different stages
Authors:
Boris A. Castro, Ph.D. Assistant Professor & Extension Specialist, Entomology
Dale K. Pollet, Ph.D. Professor and Extension Specialist, Entomology
Photo credits: Boris A. Castro | <urn:uuid:ce035180-ef0e-4a61-8291-4feef8cacaeb> | CC-MAIN-2024-46 | https://www.lsuagcenter.com/~/media/system/3/d/d/5/3dd544133d2f64cfae8db3f91c1047c8/pub2934spidermites.pdf | 2024-11-05T04:15:24+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027870.7/warc/CC-MAIN-20241105021014-20241105051014-00254.warc.gz | 819,869,430 | 1,569 | eng_Latn | eng_Latn | 0.995226 | eng_Latn | 0.995471 | [
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Converting Your GPA to a 4.0 Scale
Converting your GPA is a simple process. Start by finding out your GPA Scale. If you don't know your GPA Scale, check with your school. Then, divide your GPA by that number and multiply the result by four (4).
Your standardized GPA should be rounded to two (2) decimal points. If the last digit in your GPA is 1 through 4, round down (i.e. 3.533 becomes 3.53). If the last digit in your GPA is 5 through 9, round up (i.e. 3.536 becomes 3.54).
For example:
* If your GPA is 5.3 on a scale of 6.0, the process is:
Divide your GPA (5.3) by your GPA scale (6.0): 5.3 ÷ 6 = 0.8833
Now take this result (0.8833) and multiply by 4: .8833 X 4 = 3.5332
The standardized GPA you should enter on your application is: 3.53
* If your GPA is 79 on a scale of 100, the process is:
Divide your GPA (79) by your GPA scale (100): 79 ÷ 100 = 0.79
Now take this result (0.79) and multiply by 4: .79 X 4 = 3.16
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Exploring Common Solutions for the Arctic Environment
- Dear colleagues, Permanent Participants, Ladies and Gentlemen,
- This week, the IPCC launched its special report on global warming of 1.5 degrees.
- According to the report, ice free summers may occur in the Arctic once per decade at two degrees of warming – but very rarely at 1.5 degrees.
- Limiting global warming to 1.5 degrees could prevent the thawing of a permafrost area of 2 million square kilometers. That's the size of Mexico.
- An additional warming of 0.5 degrees makes a big difference for the Arctic – and for the world.
- This confirms the need for increased ambition in the Paris Agreement. Our main concern must be to reduce emissions of greenhouse gases as a matter of urgency.
- In Katowice in December, we will adopt the rule book for the Paris Agreement. This guidance is necessary to make the Paris Agreement work and give it credibility and trust.
- At the same time, we should be ready to step up action to achieve the goals in the Paris Agreement, and to consider our targets.
*****
- How can we ensure that our efforts to develop Arctic societies and economies are in line with our low emission targets?
- Investment in low carbon infrastructure is essential. According to the OECD, a small increase in annual investments could make infrastructure climate compatible. This would also increase growth, productivity and well-being. Extra costs are likely to be offset by fuel savings.
- This is good news for the Arctic, where fuel costs and per capita emissions are high. Smart and clean infrastructure will reduce emissions, and make Arctic societies more resilient. The potential for low carbon development and investments represent major opportunities for Arctic economies.
- The Arctic needs sustainable cities, low carbon transportation, renewable energy and energy efficiency. The policies needed to stimulate this are the same in the Arctic as everywhere else.
- Our societies must adapt to climate change. But we must also adapt to the measures necessary to counter it, and the transition to low-carbon societies. Norway is currently assessing what these "carbon risks" means for our economy. This issue is highly relevant to the resilience of Arctic societies.
- Implementing the Arctic Council collective goal on black carbon is an important task for all of us. While the collective goal is aspirational, our national efforts to reach this goal should be concrete and ambitious.
- Norway is striving to reduce our emissions of black carbon beyond the substantial reductions anticipated in a business as usual-scenario, through a number of measures integral in our climate and pollution policies.
*****
- Climate change is by far the most serious threat to Arctic biodiversity. But it's not the only one. Infrastructure, industry and resource exploitation has negative impact on biodiversity and its traditional use by indigenous and local people in many parts of the Arctic.
- Parallel to climate concerns, biodiversity concerns must be integrated into our development agenda in order to minimize cumulative impacts.
- We need a broad approach to ecosystem based management under changing climates, coordinated across the Arctic. This should include a network of Arctic marine protected areas, and protection of sea-ice dependent wildlife and habitats.
*****
- In the Arctic, pollution prevention is far more effective than clean-up. A ban on heavy fuel oil as fuel for ships in the Arctic would reduce risks of accidental oil spills. Norway has prohibited the use of heavy fuel oil on ships in the protected areas around Svalbard. My point of view is that this ban should be expanded to Arctic waters in general.
- We have submitted a proposal to the International Maritime Organization to ban heavy fuel oil as fuel for ships in Arctic waters, in cooperation with Finland, Sweden, the United States, Iceland, Germany, the Netherlands and New Zealand. I hope that all of you will support this proposal. Norway will continue our efforts to this end in IMO and other relevant international fora.
- Marine plastic pollution is threatening marine life and food safety across the world, and this is an emerging concern in the Arctic.
- The Arctic Council is preparing an overview of marine litter and microplastics in the Arctic. I look forward to this study as a basis for our further efforts.
- A number of Norwegian measures could serve as inspiration for other countries: "Fishing for litter" projects where litter collected at sea can be returned free of charge, improved waste facilities in harbors, extensive beach clean-ups, and contributions to prevent plastic waste in developing countries from ending up in the sea.
- The Arctic Council could play a key role through regional monitoring and assessments, and by developing an Arctic Action Plan to coordinate efforts to combat marine litter and microplastics in the Arctic.
- In order to combat plastic pollution in the Arctic Ocean, we have to curtail discharges worldwide. This is a challenge not only to Arctic Council member states, but to the observer countries as well.
- In addition, we should explore possible cooperation between the Arctic Council and other fora, and support to the leadership role of United Nations Environment Assembly in bringing international efforts together.
*****
- To sum up, how can we strengthen our environmental cooperation in the Arctic?
- Through the Arctic Economic Council and the Arctic Stakeholder Forum, we can promote investments in Arctic low carbon infrastructure.
- Through the Arctic Council, we can shape a low-carbon Arctic development agenda, and consider an even more ambitious collective reduction target for Black Carbon and methane.
- Finally – all countries with a stake in the Arctic should ensure that they are firmly in line with the Paris Agreement. | <urn:uuid:f8c8d757-9f21-452a-9b98-2f2504fe84e0> | CC-MAIN-2024-46 | https://oaarchive.arctic-council.org/server/api/core/bitstreams/59f35108-9e5b-44a7-80bb-31884bc5bb19/content | 2024-11-05T04:00:15+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027870.7/warc/CC-MAIN-20241105021014-20241105051014-00257.warc.gz | 410,107,156 | 1,104 | eng_Latn | eng_Latn | 0.997882 | eng_Latn | 0.998102 | [
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Home energy checklist
With actions to suit all budgets, this checklist is a simple way to keep track of actions that will save you money, reduce your energy use, and protect our environment.
Staying comfortable all year round
Keeping comfortable is an important part of living a healthy and happy life. Here are some tips to keep warm in winter, cool in summer, and save energy at home.
Simple actions to save energy in your home
A1 Hire an Energy toolkit from Stirling Libraries. It includes a Power Mate device that measures the electricity use of appliances and calculates their running cost.
f
A2 Use a ceiling fan in summer and winter to circulate air and reduce air-conditioner and heater use.
$
A3 Set your air-conditioner between 22 to 26 degrees Celsius in summer. Each degree higher will save you about 10 per cent on running costs.
f
A4 Close curtains and blinds on summer mornings, and open windows and curtains in the afternoon or early evening to let in cool sea breezes.
f
A5 Set your heater between 18 to 22 degrees Celsius in winter. Each degree lower will save you about 10 per cent on running costs.
f
A6 Open curtains and blinds of north facing windows in winter to let in the sun's warmth, and close them late afternoon to keep the warmth inside.
f
Learn about your home's layout to understand how it heats and cools, naturally
L1 Hire an Energy toolkit from Stirling Libraries. The toolkit contains thermometers to measure the temperature in different areas of your home and also includes an infrared thermometer to measure ceiling and wall temperatures.
f
L2 Work out which side of your home faces north throughout the day. The sun tracks in a northerly direction. Let it in during winter, keep it out during summer.
f
L3 Investigate where your home might be losing heat in winter or gaining heat in summer. Windows, ceilings and gaps around doors provide easy places for heat to move.
f
Actions to save energy and keep comfortable in your home
I1 Block gaps around doors with draught stoppers, such as door snakes. This keeps the warmth in during winter and the heat out during summer.
$
I2 Replace missing or damaged seals on doors and windows. Draught proofing foam and sealers can be purchased from hardware stores.
$
I3 Block out the hot sun in summer by creating horizontal shade over north facing areas.
$ – $$ to
I4 Summer sun needs to be blocked vertically on the eastern and western sides of your home.
$ – $$ to
I5 Check, or install, curtains and blinds – are they fitting tightly at the sill or floor with no gap at the top? Consider installing a pelmet at the top to block heat flow.
$$ to
I6 Lighter roofs reflect the heat in summer, which keeps your home cooler. Upgrade to a lighter roof or simply paint your existing roof a lighter colour. $$ – $$$ to
I7 Install or upgrade ceiling insulation to a minimum R-value (thermal resistance measure) of 4.1 for Perth's climate. $$$
I8 Consider if wall insulation is an option for you. It is possible to install wall insulation as a retro-fit on most wall types. When purchasing ensure a minimum R-value (thermal resistance measure) of 2.8 for Perth's climate. $$$
Cost:
Free
f
Low
$
Medium
$$
High
$$$
Ease:
Easy
Moderate
Complex
Electricity supply choices
Grid-powered electricity in Western Australia is expensive and carbon intensive because it relies on burning fossil fuels, which produce greenhouse gas emissions.
Actions to reduce greenhouse gas emissions from electricity use
E1 Use electricity during daylight hours since there is a surplus of solar energy in the grid.
$
E2 Choose green energy options. Contact your energy supplier to find out what options they offer for you to
switch your electricity over to a green energy product.
$$
E3 Instal rooftop Solar photovoltaic (PV) panels to generate your own free energy from the sun.
$$$
Water heating
Hot water systems use up to one third of household energy use. This can cost up to $600 per year in energy bills. Around 30 per cent of heat (up to $200) can be wasted and lost from hot water systems and pipes.
Actions to save energy from water heating
W1 Take shorter showers (up to four minutes).
f
W2 Adjust your hot water system thermostat to save energy (higher temperatures use more energy)
*Instantaneous units can be set to 50°C
*Storage systems must be set to a minimum of 60°C.
f
W3 Make a plan to replace your hot water system with the most efficient one you can afford.
f
W4 Test the water use from your showerhead to check if it's 9L per minute or less
*Install a waterwise (AAA) showerhead if needed.
$
W5 Install a timer on electric storage units to reduce booster use.
$
W6 Install pipe insulation (lagging) on storage unit outlet pipes.
$
W7 Replace your hot water system with the most efficient one you can afford.
$$$
Appliances
Appliances use about one third of energy use in households. This amount is increasing with our dependence on electronic devices.
Actions to save energy from appliances
HA1 Dry clothes on a clothes line or airer when possible. Clothes dryer use should be kept to a minimum.
f
HA2 Switch off appliances you are not using. (e.g. turn off extra refrigerators if you only use them to store drinks for parties/events)
f
HA3 Replace damaged fridge seals. Check seals by placing a piece of paper in between the seal as you close the door to test whether it grips.
$
HA4 Buy the most efficient appliance you can afford. When buying or replacing appliances look out for the
Energy Rating label to find out how much energy the appliance needs to operate.
$$
Lighting
Lighting uses about ten percent of electricity use from households. You can make a difference by letting in the sun, switching off and improving bulb efficiency.
Actions to save energy from lighting
HL1 Consider opening curtains and blinds to let in natural light. Remember that heat gain/loss may also occur.
f
HL2 Turn off lights as you leave an empty room.
f
HL3 Replace bulbs with LED bulbs. They are the most efficient, longer lasting and come in a range of colours.
$
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Mentone Park Primary School
Curriculum Framework
PURPOSE
The purpose of this framework is to outline Mentone Park Primary School's organisation, implementation and review of curriculum and teaching practices and to ensure that, taken as a whole, all eight learning areas are substantially addressed, unless an exemption applies.
The framework shows, at a high level, how the school will deliver its curriculum, how the curriculum and teaching practice will be reviewed, how we assess student learning, how we record and monitor of student performance, and when and how we report to parents.
This curriculum framework should be read alongside our whole school, curriculum area, year level and unit / lesson curriculum plans.
OVERVIEW
Mentone Park Primary School provides all students with a planned and structured curriculum to equip them with the knowledge, skills and attributes needed to complete their schooling and to make a successful transition from school to work, training or further education.
Mentone Park Primary School is committed to offering a comprehensive curriculum based on the Victorian Curriculum F-10. The key points in this framework, and in line with the F–10 Revised Curriculum Planning and Reporting Guidelines, are a commitment to:
* A defined curriculum content is the basis for student learning
* Curriculum planning that is based on two-year bands of schooling rather than each year level
* Developing and publishing a separate whole-school curriculum plan that documents our teaching and learning program
* Reporting student learning against the achievement standards in the curriculum
* Reporting student learning to students and parents in line with the Department's Reporting Student Achievement and Progress Foundation to 10 policy.
* Complying with Departmental policies relating to curriculum provision, including:
o
Physical and Sport Education — Delivery Outcomes
o Languages Education
Mentone Park Primary School aims to provide a positive, inclusive and safe environment filled with rich learning experiences that foster a sense of belonging and self-fulfilment. Our vision is for all students to develop academic and social skills that promote successful attitudes and relationships that inspire them to create their own pathways to the future. Our engaging curriculum and culture of inclusion and excellence creates a stimulating learning environment that engages and challenges students to achieve personal success and make positive contributions to society. Our broad curriculum is planned and taught sequentially and allows students to have some ownership in all aspects of their learning. It is designed to develop thinking and social skills, foster engagement with the wider community and include use of a wide variety of technology to assist in student learning. To support the delivery of the curriculum at our school we access and select a wide range of suitable educational resources.
IMPLEMENTATION
Mentone Park Primary School implements its curriculum with the aim of providing varied and engaging opportunities for students to explore curriculum in a way that suits their individual learning styles.
* All students undertake year-long programs in English, Mathematics and Physical Education, Art and STEAM
* All students undertake Humanities disciplines which vary based on their year levels (history, geography, citizens and citizenship, economics and business)
* All students undertake all technology disciplines (design and technologies, digital technologies)
* All students undertake a language (Auslan)
* All students undertake Music, Humanities, Technologies and Science key learning areas are completed in inquiry sessions
At Mentone Park Primary School, class time is structured into a weekly timetable, with 5 hours of learning per day, broken into 5 60-minute sessions.
Further information on how our school implements the curriculum, including the learning areas provided at each year level/band of schooling, and the capabilities that are developed by students across these learning areas and the approximate time allocations for each learning area, is provided in our whole school, curriculum area, year level and unit / lesson curriculum plans.
Language provision
Mentone Park Primary School will deliver Auslan as a Language, based on its support of inclusivity and practical use.
Assessment
Mentone Park Primary School assesses student progress in line with the Department's Assessment of Student Achievement and Progress Foundation to 10 policy.
Students at Mentone Park Primary School will have multiple and varied opportunities to demonstrate learning and achievement. Teachers use assessment tasks that cover multiple curriculum levels to ensure that evidence of learning and growth is captured for every student.
Teachers at Mentone Park Primary School use a combination of formative assessment for learning (to focus feedback and guide future learning) and summative assessment of learning (to determine what the student has learned at the end of a sequence of learning), alongside student self-assessment and reflection.
* Assessment is used in an ongoing way, to guide future lessons and learning, as well as to keep students and parents informed of student progress.
* Teachers will use a variety of assessment strategies to gather evidence about student achievement. The agreed assessment processes and tasks are documented in the Subject Unit Designs and Learning Sequences. The assessments may include, but are not limited to, tests and assignments, projects, portfolios, performances, discussions or student-teacher conferences.
* Assessment tasks are developed to support students to show their knowledge, skills and understandings and will include clear instructions, relevant supporting documents (scaffolds, planning documents, etc) and allow sufficient time for completion. Teachers will make modifications to the task to cater for students with additional learning needs.
* Mentone Park Primary School will develop Individual Education Plans (IEPs) for students who are part of the Program for Students with a Disability (PSD), Koorie students and students in 'Out of Home' care, in consultation with students, parents and where appropriate, with outside agencies.
* Teachers will assess the achievements of students with disabilities and impairments in the context of the Victorian Curriculum and the 'Towards Foundation Level Victorian Curriculum' where applicable.
* The English language proficiency of English as Additional Language EAL students will be assessed using the Victorian Curriculum F-10 EAL.
* Where possible, staff will participate in cross marking of assessment tasks (moderation) involving assessment rubrics and work samples so that staff can apply consistent judgements of student progress against Victorian Curriculum Standards across the school.
Reporting
Mentone Park Primary School reports student progress to parents in line with the Department's Reporting Student Achievement and Progress Foundation to 10 policy. In addition, Mentone Park Primary School ensures that there is continuous sharing of assessment information formally and informally with parents/carers throughout the term/semester, including through twice-annual formal reporting.
At Mentone Park Primary School, Parent/Teacher Meet and Greets are conducted in Term 1 and Parent/Teacher Interviews are conducted in Term 2 where parents are invited to discuss their child's progress by making an appointment with their teacher.
The Semester Reports will be in a written format easy for parents/carers to understand and will be accessible in digital form via Compass.
* Mentone Park Primary School will report directly against the Victorian Curriculum F-10 achievement standards.
* Both student achievement and progress will be included in the report.
* An age-related five-point scale, where the quality of a student's achievement against what is 'expected' for students of that year level at the time of reporting, will be used for reporting against the achievement standards in all areas of the Victorian Curriculum.
* Opportunities will be provided for parents/carers and students to discuss the school report with teachers and/or school leaders.
Parent-teacher meetings, conducted twice-yearly, enable the opportunity to discuss the students' progress and how they can continue to be supported at home. Interpreting services will be made available where required.
Curriculum and teaching practice review
School curriculum and teaching practice is reviewed against the Framework for Improving of Student Outcomes (FISO 2.0). FISO and the FISO improvement cycle help identify focus areas for improvement and to evaluate the impact of introduced initiatives.
Review of school curriculum
Review of teaching practice
* Professional Learning Communities, which link the learning needs of students with the professional learning and practice of teachers and provide an opportunity for teachers to collaboratively evaluate the effect of high impact teaching strategies; and
* the Performance Development cycle, which provides an opportunity to provide feedback to teaching staff on their performance to support ongoing learning and development, with a focus on how student learning can be improved through improving teaching practice.
COMMUNICATION
This policy will be communicated to our staff in the following ways:
* Provided to staff at induction and included in staff handbook/manual
* Discussed at staff meetings/briefings as required
FURTHER INFORMATION AND RESOURCES
This policy should be read in conjunction with the following policies on the Department's Policy and Advisory Library (PAL):
* Curriculum Programs Foundation to 10
* Framework for Improving Student Outcomes (FISO 2.0)
* Assessment of Student Achievement and Progress Foundation to 10
* Digital Learning in Schools
* Students with Disability
* Koorie Education
* Languages Education
* Physical and Sport Education — Delivery Requirements
* Holocaust Education
* Reporting Student Achievement and Progress Foundation to 10
* Sexuality and Consent Education
* School Hours (including variation to hours)
This policy should be read alongside:
o whole school curriculum plan
o teaching and learning program for each learning area and capability
o teaching and learning program for each year level
o unit plans/sequence of lessons.]
POLICY REVIEW AND APPROVAL | <urn:uuid:2d3cbbc2-7fd9-483b-997b-cd38f96d9eef> | CC-MAIN-2024-46 | https://www.mentonepark.vic.edu.au/source/Curriculum-Framework%20Mentone%20Park%20PS.pdf | 2024-11-05T04:08:43+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027870.7/warc/CC-MAIN-20241105021014-20241105051014-00260.warc.gz | 843,984,568 | 1,865 | eng_Latn | eng_Latn | 0.978688 | eng_Latn | 0.996244 | [
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What Is A Good Hmh Scaled Score
What is a Good HMH Scaled Score? Decoding Your Child's Assessment Results
Understanding your child's academic progress can be challenging, especially when faced with standardized test scores like those from Houghton Mifflin Harcourt (HMH). This post will demystify HMH scaled scores, explaining what they mean, how they're interpreted, and most importantly, what constitutes a "good" score. We'll explore the nuances of these scores, providing you with the tools to understand your child's performance and support their learning journey.
Understanding HMH Scaled Scores: Beyond Raw Numbers
HMH scaled scores aren't simply raw numbers reflecting the number of correct answers. Instead, they represent a student's performance relative to a specific benchmark or standard. These scores are transformed from raw scores using a complex statistical process, ensuring consistency and comparability across different tests and grade levels. This transformation allows for a standardized measure of achievement, even when test content varies slightly from year to year or across different forms of the same assessment.
The scaling process considers various factors, including:
Test difficulty: A harder test will naturally lead to lower raw scores, but the scaled score adjusts for this variation, ensuring fairness.
Grade level: Scores are scaled within the context of the student's grade, avoiding unfair comparisons between students in different grades.
Item Response Theory (IRT): HMH likely uses IRT, a sophisticated statistical model that analyzes student responses to individual test items to estimate their overall ability.
These factors ensure that a scaled score of, say, 700, means the same thing regardless of the specific test version or the year it was administered.
What Makes a "Good" HMH Scaled Score? There's No One-Size-Fits-All Answer
Unfortunately, there's no magic number that universally defines a "good" HMH scaled score. A "good" score is highly contextdependent and depends on several crucial factors:
Grade level: A good score for a third-grader will be different from a good score for a seventh-grader. The expectations and the content covered in the assessments naturally vary across grade levels. Specific subject: A student might excel in math but struggle in reading. Comparing scores across subjects is essential. Individual student growth: The most important metric might not be the absolute score but the progress a student has made over time. A significant improvement, even if the absolute score isn't exceptionally high, shows positive learning trajectory. School and district benchmarks: Individual schools and districts may set their own benchmarks for acceptable performance, providing additional context for interpreting the scaled score. Check with your child's teacher or school administration for these benchmarks.
How to Interpret Your Child's HMH Scaled Score Effectively
To accurately interpret your child's score, consider these steps:
Review the accompanying report: The HMH assessment report should provide detailed information beyond the single scaled score. Look for information on specific strengths and weaknesses, areas needing improvement, and percentile rankings. Talk to your child's teacher: The teacher has a comprehensive understanding of your child's performance in class and can provide valuable insights into the scaled score within the context of the student's overall learning. Compare to previous scores (if available): Tracking progress over time is crucial. Observe whether the score reflects improvement, stagnation, or decline. Consider the context: Remember the factors mentioned earlier – grade level, subject, and individual student progress – to avoid misinterpreting the score in isolation.
Beyond the Number: Focusing on Learning and Growth
While a high HMH scaled score is positive, it shouldn't be the sole measure of a child's success. The learning process is multifaceted, encompassing critical thinking, problem-solving skills, and creativity, aspects not fully captured by a single numerical score. Focus on supporting your child's overall academic development, fostering a love of learning, and celebrating their efforts.
Conclusion
Understanding HMH scaled scores requires context and a holistic perspective. While a high score is generally desirable, the most valuable information lies in understanding your child's strengths, weaknesses, and progress over time. Collaborate with your child's teacher and utilize the comprehensive report to guide your support and foster a positive learning environment. Remember that a "good" score is relative and should be interpreted in the broader context of your child's educational journey.
1. My child's HMH scaled score is below average. What should I do? Don't panic! Talk to your child's teacher to identify the specific areas where support is needed. Together, you can develop a plan for improvement, focusing on targeted learning strategies.
2. Are HMH scaled scores comparable across different subjects? Not directly. While the scaling process aims for consistency, the content and difficulty differ across subjects, making direct comparisons less meaningful. Focus on interpreting scores within each subject separately.
3. How frequently are HMH assessments administered? The frequency varies depending on the school and grade level. Check with your child's school for their specific assessment schedule.
4. What if the HMH scaled score doesn't align with my perception of my child's academic performance? Discuss this discrepancy with your child's teacher. There may be factors influencing the score that aren't immediately apparent. Open communication is key.
5. Can I access my child's HMH assessment report online? The accessibility of online reports depends on your school's policy. Check with your school administration to understand the process for accessing these reports.
Related What Is A Good Hmh Scaled Score:
https://www1.goramblers.org/textbookfiles/trackid/domain-and-range-worksheet-1.pdf | <urn:uuid:3471848a-b1b2-4d8c-a1b8-fab7bff538f4> | CC-MAIN-2024-46 | https://www1.goramblers.org/textbookfiles/trackid/what-is-a-good-hmh-scaled-score.pdf | 2024-11-05T04:11:50+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027870.7/warc/CC-MAIN-20241105021014-20241105051014-00261.warc.gz | 974,692,044 | 1,130 | eng_Latn | eng_Latn | 0.988498 | eng_Latn | 0.998049 | [
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COURSE SYLLABUS
LAST REVIEW
Spring 2021
COURSE TITLE
Social Emotional Development and Behavior
COURSE NUMBER
ECED 0220
DIVISION
Social and Behavioral Sciences & Public Services
DEPARTMENT
Early Childhood Education and Development
CIP CODE
19.0708
CREDIT HOURS
3
CONTACT HOURS/WEEK Class: 3
PREREQUISITES
All required ECED 0100 level courses
COURSE PLACEMENT
Students must meet the correct placement measure for this course. Information may be found at: https://www.kckcc.edu/admissions/information/man datory-evaluation-placement.html
COURSE DESCRIPTION
The Social Emotional Development and Behavior course involves the study of classroom management, motivation, building self-esteem, positive discipline strategies and social and emotional development in children. Emphasis is placed on managing the environments, rules and limits, problem behaviors appreciating oneself and others, preventing child abuse, promoting success with appropriate materials and activities, interacting through play and developing friendships with respect to cultural, linguistic and cultural diversity.
PROGRAM LEARNING OUTCOMES
2. PLO #2. Evaluate the physical, intellectual, social and emotional development of the child to implement a developmentally appropriate program.
1. PLO #1 Describe and demonstrate the practices necessary to provide a safe, healthy learning environment for infants and toddlers or preschool aged children.
3. PLO #3. Describe the principles of child development and learning as it relates to their own professional philosophy of the education of infants and toddlers or preschool aged children.
4. PLO #4. Describe and demonstrate effective program management including positive interactions with children and families.
Institutional Learning Outcomes
Communication
Computation and Financial Literacy
Critical Reasoning
Technology and Information Literacy
Community and Civic Responsibility
Personal and Interpersonal Skills
TEXTBOOKS
http://kckccbookstore.com/
METHODS OF INSTRUCTION
A variety of instructional methods may be used depending on content area. These include but are not limited to, lecture, multimedia, cooperative/collaborative learning, labs and demonstrations, projects and presentations, speeches, debates, panels, conferencing, performances, and learning experiences outside the classroom. Methodology will be selected to best meet student needs.
COURSE OUTLINE
II. Theorists in social emotional development and growth
I. Foundations of Social and Emotional Competencies
III. Influencing the Course of Social and Emotional Development
V. Interventions
IV. Strengthening social and emotional competence
COURSE LEARNING OUTCOMES
B. CLO #2. Identify and describe factors that contribute to aggressive behavior in children and strategies that help reduce children's aggressive behavior and give them alternative ways to cope with aggression
A. CLO #1. Promote children's self-awareness and self-esteem through verbal and nonverbal communication
C. CLO #3. Identify and describe children's physical, psychological and behavioral reactions to stress and identify strategies for helping children copy effectively with stress.
E. CLO #5. Recognize signs of emotional distress, child abuse, domestic violence and neglect in young children and know responsibility and procedures for reporting suspected abuse or neglect to appropriate authorities
D. CLO #4. Identify and describe ways to help children develop positive peer relationships and friendships and identify teaching strategies that foster children's development of interpersonal skills
F. CLO #6. Provide cooperative learning activities to encourage positive social interaction among children, to promote positive strategies of conflict resolution and to develop personal self-control, self-motivation and self-esteem
H. CLO # 8. Identify positive guidance strategies for children and for groups of children.
G. CLO #7. Identify the principles of child guidance based on the developmental characteristics of young children
ASSESSMENT OF COURSE LEARNING OUTCOMES AND COMPETENCIES
Student progress is evaluated through both formative and summative assessment methods. Specific details may be found in the instructor's course information document.
COLLEGE POLICIES AND PROCEDURES
https://www.kckcc.edu/files/docs/student-resources/student-handbook-and-code-ofconduct.pdf
Student Handbook
College Catalog
https://www.kckcc.edu/academics/catalog/index.html
College Policies and Statements
https://www.kckcc.edu/about/policies-statements/index.html
Accessibility and Accommodations
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Name:_________________
Date:_________________
Animals of Asia
Word Unscramble
Unscramble the words by writing the letters in the correct order in the space provided.
1) mar goookdodn
2) qaacuem
3) etrgi
4) iaestrr
5) fhsi
6) leacm
7) ibnobg
8) claraca
9) crrnehosoi
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Deadly unexploded ordnance become poor people?s livelihood
Joachim Pham | Apr. 29, 2014 Hue, Vietnam
While unexploded munitions left from the Vietnam War that ended 39 years ago are still plaguing people in the central province of Thua Thien Hue, some local people riskily use them as their means of making a living.
Ho Kan Son, a man of Pa Co ethnicity, and his two sons regularly walk to forests in A Luoi district scavenging unexploded bombs, bullets and land mines. They defuse them and cut them into pieces, then forge kitchen knives and cutting tools from the metal.
?We can forge two tools a day,? the father of three said. ?My wife sells them for 100,000 dong to 150,000 dong each (U.S. $4.75 to $7.15) to people at the local market.?
?As a former Communist guerrilla, I know how to defuse old bombs and bullets and take the gunpowder out of them safely, so I do not fear they can explode,? Son, 59, said pointing to an old shell he uses as an anvil nearby a fire.
He said old munitions are his five-member family?s main source of livelihood. They cannot live on just the crops they grow on the small amount of arable land they have, he added.
His eldest son, Ho Y Tung, 30, said they started to produce sharp tools for a living in 2009 when a man from Hue City taught his father how to forge knives out of them. The man had noticed Son carrying 66 pounds (30 kg) of bullets and old bomb pieces on his shoulders. Son was traveling 43 miles (70 km) on foot into the city and selling the parts for 60,000 dong per load (less than U.S. $3).
Tung said tens of people from his Hong Thuong village scavenge the surrounding old battlefields daily for old unexploded munitions to sell as scrap for a living. They sell them to local traders or exchange them for food.
?Many villagers buy motorbikes, television sets and make repairs to their houses thanks to collecting old ordnance,? Tung said. Most of local people grow rice and corn and live in poverty.
Tung?s house sits three kilometers away the old Phu Bai airport that U.S. forces used from 1960 to 1966 during the war. This spot, and the surrounding area, was the site of 2,123 battles between northern communist troops and U.S. forces, according to A Luoi district?s records.
The district has 250 square miles (64,793 hectares) of land contaminated by unexploded ordnance. Last month some local people found a bomb weighing nearly a ton (over 900 kg) lying in a small brook at Hong Kim Village.
Since the Vietnam War ended on April 30, 1975, the district has recorded some 150 people who have died from unexploded ordnance. Approximately 550 others have been injured.
Tung said local villagers often see people get killed or injured while they are doing farm work, sinking wells or building houses.
Jacob Nguyen Co, who moved to this area in 1977, said unexploded munitions have killed two of his family members.
?Memories of my beloved wife?s terrible death still remain engraved on my mind although the accident took place 34 years ago,? the farmer said. His wife was killed by a shrapnel bomb while she was hoeing in the garden in 1980. The bomb explosion also left him partially deaf.
Co, 75, said in 2010 his 10-year-old grandson picked up a shrapnel bomb on the way to school to play with. Its explosion killed him.
He said there may be old munitions left in his half-acre farmland (2,000 square m), and he is concerned that such terrible accidents could happen to his family members at any time.
?It is unsafe to live here, but we have no choice. We have no money to move to other places,? Co said with a low voice.
Daughters of Our Lady of Immaculate Conception Sr. Benedictine Nguyen Thi Dien, who is in charge of providing health care for people in the district, said with little financial support from foreign charities, nuns give food, medicine, building materials, wheelchairs and money to victims of both unexploded ordnance and Agent Orange, the defoliant used by U.S. forces in the war that was primarily made of lethal dioxin.
Nuns also provide coffins for those who have died from bombs, and they give their children scholarships. They try to educate local people about how to avoid bomb explosions.
Sr. Dien, 71, said the yearly cost of their activities is 20 million dong, or about $950.
She noted that victims of old munitions are those who have no or low-income jobs.
?It is important to reduce the risk of life and injures by giving local people vocational skills and offering them money to raise cattle and poultry for a living,? the nun, who works as a doctor, suggested.
The Voice of Ho Chi Minh City People reported March 30 that the government estimated unexploded ordnance has claimed 42,000 lives and injured 62,000 other people since the war ended. It said 25,483 square miles (6.6 million hectares) ? or 20 percent of the nation?s land mass ? is contaminated by unexploded ordnance and would cost an estimated $10 billion for clearance. Only 3.2 percent of the contaminated land has been cleared so far.
The unexploded ordinance in Cambodia and Laos is also vast. The Ho Chi Minh Trail passed through both countries as weapons were sent from North Vietnam to South Vietnam to add to the weapons of the North Vietnamese Army and the Viet Cong fighters during the American War. Although Cambodia has made more progress in safely detonating these weapons, every year there still are at least 50 people or severely maimed by them. Laos had millions of small cluster bombs spread over its fields. Most of the cleaning is done there by local people who learned how to detonate the dangerous weapons themselves since there has been so little help from outside the country.
The U.S. Embassy in Hanoi said since 1993, the U.S. Government has provided over $63 million in assistance to mine action in Vietnam and to support for people with disabilities, regardless of cause.
[Joachim Pham is an NCR correspondent based in Vietnam.]
Source URL (retrieved on 12/22/2014 - 01:30): http://ncronline.org/news/global/deadly-unexploded-ordnancebecome-poor-people-s-livelihood
Links:
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Benefits of mindfulness
Mindfulness
* Decrease anxiety or frustration
* Improve self awareness & control of emotions and attention
* Concentrate on the present moment
Types of mindfulness practice
Mindful walk
* Good for kids who like to move
Mindful breathing
* Walk slowly through your house or neighborhood
* Use animal themed breaths- bunny, bee, elephant
* Notice sounds, sights, and how your feet feel on the ground
Progressive muscle relaxation
* Start at the head and move down the body
* For each body part, tense your muscles and take one deep breath. Then relax the muscles and breathe out
Yoga
* Good for kids who like to move
* Hold poses while focusing on your breath moving in and out of your body and the position of your body, where body makes contact with ground
Contact: Melissa Hoerdemann firstname.lastname@example.org Amy Schwab: email@example.com
* Breathe in for a count of three, hold for three, breathe out for three
Mindful apps
* Go Noodle
* Stop Breathe and Think
* Calm
* Insight Timer
* mindfulnesseveryday.org - resources for parents
General tips
* Make it relevant to your child- if they like bunnies, do bunny breaths! If they like to move, take a mindful walk
* Add discussion before/after about how their body feels
* Start small- begin with 5 mindful breaths or a short mindful walk
* Incorporate it into your child's daily routine- good times are prior to an activity that usually provokes anxiety, to start the day, or before bed | <urn:uuid:9f6f9d3d-d86b-49e8-b6eb-8d9c64366775> | CC-MAIN-2023-50 | https://resources.finalsite.net/images/v1519329745/manayunk/mbs7yjmbafwkkyhojepq/Mindfulnesshandout.pdf | 2023-12-05T15:36:29+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100551.2/warc/CC-MAIN-20231205140836-20231205170836-00050.warc.gz | 539,850,683 | 350 | eng_Latn | eng_Latn | 0.988026 | eng_Latn | 0.988026 | [
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Post- Assessment: Staying Healthy for Beginners
1. What number should you call if there is an emergency?
A. 211
B. 411
C. 911
2. A health history form helps a doctor know about a patient’s:
A. health insurance
B. you and your family’s health problems
C. your health questions
3. Obesity means:
A. being underweight
B. being a healthy weight
C. being very overweight
4. When you go to the doctor, you pay a set fee and your insurance pays the rest. This set fee is called:
A. premium
B. co-pay
C. referral
5. Which food has more sodium?
A. chicken noodle soup
B. fresh tomatoes
C. bread
6. A person who feels well and goes to the doctor is having a check-up.
A. True
B. False
7. Vitamins are a nutrient.
A. True
B. False
8. Over-the-counter (OTC) medicines can have side effects.
A. True
B. False
Select the correct letter choice from the medicine label for questions 9-12.
9. How often should this medicine be taken?
A. once per day
B. twice per day
C. three times per day
10. Whose prescription is this?
A. Tetracycline
B. Clementine Baker
C. Dr. Khan Do
BAKER, CLEMENTINE
16 Apr 2017
RX# FF941858 Dr. KHAN DO
Tetracycline
250MG/tablet 30 round white tablets
Take 1 tablet in the morning and 1 at night.
2 Refills
11. How many tablets should be taken per day?
A. 1
B. 2
C. 30
12. What is the name of this medicine?
A. Tetracycline
B. Clementine Baker
C. Dr. Khan Do
13. Which picture shows the healthiest diet?
A.
B. | <urn:uuid:f47e3821-68a5-4d36-a352-46054c147650> | CC-MAIN-2023-50 | https://floridaliteracy.org/pdf-docs/shpost.pdf | 2023-12-05T16:13:47+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100551.2/warc/CC-MAIN-20231205140836-20231205170836-00049.warc.gz | 301,580,752 | 428 | eng_Latn | eng_Latn | 0.984675 | eng_Latn | 0.992213 | [
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Mini-lesson What is a Stereotype?
30 minutes grades 4-8
Objectives
Teach what a stereotype is.
Teach some ways stereotypes can be disrupted.
Essential Questions
What is a stereotype?
What are the impacts of stereotypes?
How can we work towards moving beyond stereotypes?
Vocabulary
STEREOTYPE: noun; a widely held but fixed and oversimplified image or idea of a particular type of person or thing
Before you Begin
In the Think.Give section, students will generate a list of stereotypes. Consider if you'd like them to generate their own list or if you'd like to brainstorm the list as a class. Some students might feel uncomfortable listing stereotypes they have seen or experienced.
If students will generate their own lists, designate several areas of the room for small groups to collaboratively ideate on chart paper. Place marker and chart paper in the area or hang it up, if you would like.
Program Connections
This activity has been modified from a lesson in our Middle School Program. Visit OUR PROGRAMS page to learn more.
© 2023 ThinkGive. All rights reserved.
MATERIALS
Post-its (optional) Chart paper Markers
THEMES
Empathy Inclusion Social responsibilty
THINK GIVE
Watch: The Problem with Apu Trailer (2:06). A film about how the Indian character Apu is portrayed in The Simpsons. It highlights the danger of stereotypes and how they can impact people.
Discuss:
What are your thoughts about the video?
Where did you notice a lack of empathy?
How could empathy have helped?
How did the people in the video seem impacted by the stereotypes?
In some clips, the Indian actors are laughing about how Indians are portrayed (min 0:35-0:41). Does this make a stereotype okay? Why do you think they were laughing?
Activity: Station Rotation
Students (in pairs/small groups) receive a sheet of chart paper and markers. Assign each group a different topic (pull from the following list or create your own).
TOPICS: Boys, girls, people experiencing homelessness, blind people, teenagers, elderly, athletes, models, immigrants.
Invite students to write any stereotypes that come to mind about their topic. Remind them that statements starting with "All…" usually indicate a stereotype because this makes a generalization or assumption about everyone in a group. For example, "All boys like sports." After 1-2 minutes (keep time), signal for students to stop and rotate to the next group's chart paper. Students read the new topic and list of stereotypes, adding a star or a check next to those that resonate with them and/or adding additional stereotypes of their own. Continue rotations until groups have visited all topics. Hang the chart papers around the room. Students do a silent gallery walk to read the responses.
CONNECT + CLOSE
Discuss as a class:
Which stereotypes stood out to you? Why?
Which stereotypes surprised you? Why?
Why do you think stereotypes exist?
How are stereotypes harmful?
How do certain stereotypes hold people back?
How do certain stereotypes put unfair expectations on people?
ACTION
REFLECTION
In the coming days/week, students identify when they or others are stereotyping. If that happens, remind them to be compassionate with themselves and others—we're all learning. Invite them to ask themselves or others, "Is that always true?" so as to think beyond the stereotype.
Lead a discussion or invite students to journal, using the following questions as a guide:
Why is it important to notice and/or challenge stereotypes?
How would the world be different if we didn't have stereotypes? | <urn:uuid:8f489435-da27-4d08-a93a-5fd644f940ec> | CC-MAIN-2023-50 | https://www.thinkgiveproject.org/wp-content/uploads/What_is_a_Stereotype_Mini-Lesson_-_Grades_4-8-1.pdf | 2023-12-05T15:53:36+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100551.2/warc/CC-MAIN-20231205140836-20231205170836-00049.warc.gz | 1,163,646,043 | 736 | eng_Latn | eng_Latn | 0.998269 | eng_Latn | 0.998545 | [
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Rowan Class Celebration Newsletter Term 2
This term we have been learning:
During topic we drew our own maps of the UK on the playground using chalk.
We have also really enjoyed learning about the seven continents of the world.
Learning the Continents song has been a class favourite.
In English, we learned through the story 'BEEGU'. We had a fantastic start to the term with an alien invasion in our classroom. We created our own planets, spaceships and used our amazing knowledge to retell the story of BEEGU. We were able to do lots of role-play to understand our characters' feelings and create our own alien and planet to star in our very own story. We used lots of adjectives to describe our alien and planets in our stories.
In art we enjoyed learning about the famous artist Jackson Pollock. We explored and discussed his work, learnt about creating tints and shades to create different moods and how to create a drip painting before having a go at creating our own!
We loved drip painting.
This term we were incredibly lucky to enjoy a trip to the Gulbenkian Theatre to watch Under the Frozen Moon, a spectacular of music, puppetry, lighting and imagery.
Then, we took part in our own production, our very first Nativity! The children blew us away with their hard work and never-ending joy in learning songs and lines and performing for you all.
Next term we are:
In English, we will begin our learning through the story Tyrannosaurus Drip.
In Maths, we will be building on our place value and addition and subtraction knowledge; focussing on numbers 10 to 20. We will be exploring, comparing and problem solving.
We will have a History focus for next term with our topics 'History beyond living memory' as well as 'Local History'. We will learn about what we mean by Local History and research historically significant sites in our local area.
Merry Christmas and a Happy New Year
School returns on Wednesday 4 th January 2023
Please continue to read with your child three times a week and discuss their books as often as you can. Any reading with your child will be counted. | <urn:uuid:48879177-6f3e-4551-b09e-f23f9669d2b7> | CC-MAIN-2023-50 | https://www.lower-halstow.kent.sch.uk/attachments/download.asp?file=42&type=pdf | 2023-12-05T14:15:40+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100551.2/warc/CC-MAIN-20231205140836-20231205170836-00052.warc.gz | 991,234,234 | 441 | eng_Latn | eng_Latn | 0.99849 | eng_Latn | 0.998427 | [
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Exhibits
Our exhibit is undergoing major changes, with a total overhaul planned over the coming years.
The new exhibit will be focused on how we use the scientific method to test hypotheses about the biology of extinct animals. Exhibits will include examples from published scientific research, and new fossils and research by museum staff.
Our current exhibit features the following displays:
Dinosaurs & fossils
The largest number of dinosaurs on display in North Dakota, including full skeletons of Stegosaurus,Allosaurus,Triceratops,Edmontosaurus,Albertosaurus, andThescelosaurus.
Tyrannosaurs
We have a range of tyrannosaur fossils on display, including a cast of aTyrannosaurus rexskull, a realTyrannosaurus rexleg, a mounted cast ofAlbertosaurus, and many teeth, claws, and other bones.
from every angle.Also on display is "Larry" (a near-completeTriceratopsskeleton), part of the frill of a juvenileTriceratops,and bones of otherTriceratopsindividuals, including "Jack's Low Trike" which was munched by aTyrannosaurus rex!
"Ankylomania"
One of our newest discoveries is a skull and skeleton of an armored dinosaur from northern Montana. The bones of this probable new species are still being prepared in the public preparation laboratory, but as they are cleaned they are added to the display in the main hall.
Alice League.
Edmontosaurus
We have two skeletons of the duckbill Edmontosauruson display. The partial skeleton "Warwick's Duck" is unique in that it suffered a terrible injury to its tail late in its life. The bones of Warwick's duck are temporarily on display while its injury is studied by our paleontologists. Also on display in the central sandpit is a complete composite skeleton, assembled by Larry and
More dinosaurs, ice-age mammals, and other fossils
The exhibit features skull casts of the dinosaursDiplodocus,Oviraptor, Pachycephalosaurus,Stegoceras, and Corythosaurus;with bones and teeth of many more dinosaur species, mainly collected from the 4-state region of Montana, Wyoming and the Dakotas.
You can also see a large selection of other fossils, including shellfish, fossil leaves, insects trapped in amber, and a large number of skulls and other fossils from the
Age of Mammals.
Hands-on science exhibits
Create mountains, coasts, and even
volcanoes with our Augmented Reality
sandbox. Examine bugs and minerals in
close-up with or digital microscope. Our
family area features various puzzles, books,
and other activities to keep your kids busy
while you take a well-deserved rest!
Preparation Lab
See some of the newest dinosaur finds
being prepared in our public viewing lab.
View Slideshow
Hands-on science exhibits
Create mountains, coasts, and even volcanoes with our Augmented Reality sandbox. Examine bugs and minerals in close-up with or digital microscope. Our family area features various puzzles, books, and other activities to keep your kids busy while you take a well-deserved rest!
Preparation Lab
See some of the newest dinosaur finds being prepared in our public viewing lab.
Ontogeny: Eggs and Baby Dinosaurs
A new exhibit (completed in 2018) exploring the evolution and function of eggs. The exhibit focuses on how new research is discovering how dinosaurs grew and the effects that change through growth had on their ecology and evolution.
collection includes a display of minerals that
The League Collection
(minerals)
An extensive exhibit of colorful crystals,
minerals, and precious stones. This world-
class collection was accumulated over 20
years by Alice and Larry League. The
glow under ultraviolet light.
Coming Soon: Claws!
Discover how carnivorous dinosaurs likeAcheroraptorused their fearsome claws. This forthcoming exhibit is based on recent research (2009-2013) into dinosaur claws, and features new models of feathered dinosaurs specially created for this exhibit. | <urn:uuid:7aead42f-f928-45fd-ae9e-3fcd399821b7> | CC-MAIN-2023-50 | https://www.dickinsongov.com/print/pdf/node/266 | 2023-12-05T15:31:07+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100551.2/warc/CC-MAIN-20231205140836-20231205170836-00051.warc.gz | 820,671,001 | 843 | eng_Latn | eng_Latn | 0.997999 | eng_Latn | 0.998312 | [
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Project - Modeling the Rear Suspension System of an Automobile
Introduction
In this project you will model your cars rear suspension system with a damped harmonic oscillator system of equations m * d y / dt + k * dy/dt + k * y = 0 where m is the mass of the system, k is the 2 2 d s d damping coefficient, and k is the spring coefficient. s
In order to complete this model, you will need to find the values for m, k , and k . d s Once the model is complete, you will use the model to make predictions. Note: If you don't own a car, borrow a car of a friend - you don't have to drive the car, merely place your weight on the rear suspension. (This only takes a few minutes)
PROCEDURE
1. Find The Mass m.
The mass m may be calculated from the weight. The weight may be found at http://www.cars.com. Click on Prices & Research and you may find the "curb weight" of the car. Use 30% of this weight as an estimate - remember this is the rear end only.
The "mass" of the system is calculated by dividing the weight in pounds by 32 ft/sec . For example, if the car weighs 2600 pounds, 30% of this is 780 pounds of 2 FORCE.
These mass units lb-sec /ft seem unusual, but note that the product of "mass" and 2 acceleration (ft/sec ) results in pounds of force. 2
The mass is 780/32 = 24.4 (lb-sec )/ft. 2
Record your mass (adjusted with factors of .30 and 32) and type of car.
2. Find The Spring Constant k
s
Recall from Hooke's Law of Springs: The restoring force exerted by a spring is directly proportional to the springs displacement from its rest position. In equation form this is F = k *y. In this model, a weight sufficient to displace the rear end of s the car could be your body weight placed over the rear axle. Somehow find a way to measure displacement (a friend is
helpful for this). Remember that we are using feet units, so convert inches to feet. Your weight (in pounds of force) is already in the correct units, so k = F / y = (your s weight)/displacement. Units of k are lb/ft. Record your value of k (did you use s s the correct units for y?).
3. Find The Damping Coefficient kd
At this point, you are able to determine all of the parameters of the harmonic oscillator equation except k . d
For example, you may obtain an equation of the form
where m = 24.2 lb-sec /ft and k = 2400 lb/ft . (This is the equation I obtained with 2 s my car)
A simple way to approximate kd is to displace the auto 1 inch below the equilibrium level and then measure the time it take for the car to settle into the equilibrium position. Thus, you were starting with initial conditions t=0, y=-1/12 (feet), and y'=0.
Graph your equation on Graphmatica with different values of kd until the graph matches your observation. For the example above, I found that my car was close to "equilibrium" in a little less than ½ second. The value of k resulting in the closest d matching graph was 400 lb-sec/ft. The form used to graph this example on Graphmatica is given below.
My equation was entered on Graphmatica as 24.2*d2y + 400dy +2400y = 0 {0,-1/12,0}
You must find your own value of k . Mine was 400. d
Note that k = 400 and {0,-1/12,0} are the initial conditions, t=0, y=-1/12, y' =0. d Time t corresponds to the x-axis in the Graphmatica plot.
You must determine your own value of k ! Record your data and observations d used to find k . Also, include any and all Graphmatica plots used to determine the d value of k . d
Write out your completed model.
4. Using Your Completed Model to Make Predictions
Once all of the parameters are determined, the effects of changes on the parameters such as increased mass or lack of damping (worn out shocks!) can be predicted. We will assume that ks remains constant.
A) Use your model and Graphmatica to predict what happens when the damping coefficient is cut in half. Write a paragraph explaining what happens. Discuss what actually could cause this dramatic decrease in damping in the real-life system. Include all graphs in your write-up.
B) Use your model and Graphmatica to predict what happens when the mass of the system is doubled. Write a paragraph explaining what happens. Discuss what actually could cause this dramatic increase in mass in the real-life system. Include all graphs in your write-up. | <urn:uuid:67158ad4-e178-4995-ab3a-819ea4cef708> | CC-MAIN-2023-50 | http://mathmotivation.com/science/carproject.PDF | 2023-12-05T15:19:52+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100551.2/warc/CC-MAIN-20231205140836-20231205170836-00053.warc.gz | 28,728,913 | 1,088 | eng_Latn | eng_Latn | 0.997085 | eng_Latn | 0.997435 | [
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Setting the stage -
Defining our purpose and goals for the time together
Bon Voyage -
An activity to promote the understanding of being accepted and rejected in different groups
Building a Community Web - In groups or individually
Share out areas of strong connections and weak connections
Small group discussion on how students have strengthened the connections, and how they might support weaker connections
Share out
Break
Identity activity -
Promotes the understanding of similarities and differences, and what they mean.
Easy steps to add to everyone's classrooms Q&A session
If interested - Schedule a discovery call with Lorraine | <urn:uuid:421f8b83-7fcc-44dd-a769-77726451bb8f> | CC-MAIN-2023-50 | https://www.peers-not-fears.com/_files/ugd/7dc691_3ac5c5b71eb64e67863c59d86adbf7ee.pdf | 2023-12-05T15:41:31+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100551.2/warc/CC-MAIN-20231205140836-20231205170836-00054.warc.gz | 1,058,190,924 | 117 | eng_Latn | eng_Latn | 0.994128 | eng_Latn | 0.994128 | [
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Open-form poems: Story poems
Goal: Students learn to write a compact, polished "word movie," then learn to add line breaks and adjust for rhythm and impact.
- Start this unit by introducing the idea of "word movies." If students have already done some work in that unit, they've already got it.
- Remind students of rhyming poems they already know: Song lyrics, nursery rhymes, etc. Then introduce students to the idea of open-form poems (story poems).
- Make sure students know that some poems rhyme. Others don't. Open-form poems (sometimes called open-form poems) do not have to rhyme or have complete sentence structure (your choice for this activity).
- Note to the teacher. Why open-form poems? The open-form poem form is widely accepted among poets. It allows students to create a short scene and take it a step further, adding line breaks and revising the words for rhythm. It helps students get ready for longer pieces. The need to rhymes can often make that goal harder for students and also make it hard for them to put a scene into their own words.
Maggie Anderson, as director of Kent State's Poetry Center, often encourages young Appalachian poets to write open-form poems. As the introduction said, she feels "that this most accurately allows her to express the rhythms of speech and subject matter of her Appalachian heritage". (Click here to read the entire piece.)
- Teacher note: Most students aren't familiar with the term "open-form poem." You may choose to call it "story poem" at first.
Prep for this unit: For these activities, make a handout, choosing from the open-form poems at the end of this file. Put the no-breaks version on the top of the page, written out as one solid paragraph. Below it, put the poem as the writer wrote it, with line breaks.
This could be a three-day activity, one of those activities that establishes a tool you can use the rest of the year.
- Activity 1: Write your own open-form poem, step one: This could be a three-day unit, broken into manageable pieces.
o First day: Get started. Introduce students to open-form poems, using any of the poems in this file.
o Look at a poem as a group. Write it on the board. Read it out loud, pausing slightly at the end of each line, at the break, as the poet
wrote it. Introduce the idea of line breaks. Choose a line: Why do you think the poet decided to put the line break there?
- Ask students to look at the no-breaks version on their handout. Ask them to decide where they would put the line breaks if they were the poet. They can use a slanted line to show where they would put the break. Ask them to compare their version to the breaks the poet made. Are there lines where you like your breaks better? Why?
o For homework, you'll be asking students to write three sentences that tell something that happened, using words that create a wordmovie in the reader's mind.
- Do an example as a group first. Write three sentences on the board that tell or start a story. Example: My little black dog, Sparky, was digging a hole under a tree. He had his head poked down in the hole when suddenly, a big white dog burst through the neighbor's bushes. He and Sparky growled, touched noses, then started digging together.
- Ask students to decide where they might put line breaks in that example, to make the three sentences into an open-form poem. Show the breaks on the board, with slanting lines.
o Homework: Write a three-sentence story. Decide where you might put line breaks. Put them in in pencil, so you can erase them if you change your mind.
- Second day: Make it rhythmic:
[x] First, do a word-rhythm exercise with the students, reading a poem and beating out a rhythm. You may want to try it with nursery rhymes or familiar song lyrics. See the rhythm exercises in middle activities.
[x] Ask students to write out their three sentences as an open-form poem with line breaks.
[x] Share, in whatever form works for your group.
[x] Ask students to go through the three sentences they wrote for homework, reading them out loud. Get a few volunteers to read.
[x] Ask them to look at them carefully, syllable by syllable, deciding where the rhythm is bumpy. Can they take out an unnecessary word or change a word, to make the rhythm work better?
- Third day: Add a personal thought to your poem. Show the students how Cynthia Rylant added her thought in the last line of "Little Short Legs." (Scroll down to see the poem.) Ask students to add a third sentence to their poem that lets readers know what they think about what happened in the first two sentences. Put in line breaks. Do you like it better with or without your thought?
- Homework: Do it again! Write three sentences that create a little mind-movie of something that happened, then one sentence for what you think about what happened in the first two sentences. Put in line breaks and work on the rhythm.
o Activity 3: Revision/ Taking out unnecessary words.
- Give students an example first. Give them two sentences, with at least one obviously clunky word in both. Ask them to read the sentences out loud. Rule of thumb: "If it doesn't come out of your mouth easily, think about changing it." Which words could go? (Students often like the image of "scrubbing" their lines.)
- Are there words you'd like to take out or change? If it's hard to say the line out loud, can you take out a word or find another way to say the same thing in good rhythm?
- Ask students to look at their story poem and write out a second version that breaks the lines differently. > Ask them to read both versions of their poems out loud, (everyone reads at once) pausing slightly at the end of each line. Which version feels better to you?
Activity 4: Apply what you learned to other writing.
- Find a paragraph in a newspaper story that offers good line break possibilities. Put it on a handout sheet and ask the students to draw lines where they would make the line breaks. Ask them to copy it out as a poem, with their own line breaks.
o Give them three lines from a book or reading they know. Ask them to convert it to a story-poem.
o Find creative prose for they to play with: advertisements, for instance. Give them some two-line ads to choose from. They add the third line, their comment.
o If you have samples of their earlier stories, ask them to choose two or three sentences they like and put them in story-poem form, with line breaks.
For more advanced students:
- Rhythm and language: Make them partners. A good poem has a rhythm just like a good song does. See the rhythm exercises on the "Middle" page.
o Apply different beats to a well-known lyric ("Jack and Jill" or "Twinkle Twinkle," for instance. ) Twinkle Twinkle to a rhumba or mambo beat interests students of any age. This can be a lot of fun.
For the rest of the year: Enjoy using this tool. Anytime you have 15 minutes – or if something happens – write an open-form poem (or story poem).
A suggestion: Keep folders of the student poems that are accessible to them.
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
Open-Form Poems: With and without line breaks
This file is meant to help you get students used to the idea – and fun – of prose poems. Each is presented in two versions: with and without line breaks. The first version has no line breaks. It's all one paragraph. In other words, it's prose.
The second version shows you where the poet put line breaks to make that big paragraph into a open-form poem. Notice the poets do not add capital letters at the beginning of a line, unless it is at the beginning of a sentence. Some sentences are not complete. In this form, it's OK.
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
1. Little Short Legs," by Cynthia Rylant
2. "There," by Maggie Anderson
3. "Possum," by Irene McKinney
"Little Short Legs," by Cynthia Rylant
From Waiting to Waltz, no recording. (This is a fine book for open-form poems for this age.)
No-breaks version:
Little black dog down the road, we called Little Short Legs. One day, my mother, late for work, went driving hard down that dirt road. Ran over Little Short Legs. Never knew a grown-up could make such a mistake. Never knew one could make it and say it was so and feel sorry. But she did. And nothing for me to say but, "It's all right, Mom. It's all right."
With breaks, as Cynthia placed them.
Little black dog down the road we called Little Short Legs. One day my mother late for work went driving hard down that dirt road. Ran over Little Short Legs. Never knew a grown-up could make such a mistake. Never knew one could make it and say it was so and feel sorry. But she did. And nothing for me to say but it's all right, Mom. It's all right.
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
"There," by Maggie Anderson (Track 8)
No-breaks version:
Hot summer days he'd get off the bus from the city with his tie loosened and his jacket over his shoulder, and his daughter would run to meet him. Did you bring me something, Daddy? Did you bring me something? And in the apartment, before his wife died, she'd be there cooking dinner. Every summer, she grew tomatoes in boxes outside their tenth-floor kitchen window. She even made and canned juice for the winter. Once she tried peppers. They'd have a drink in the living room with the fan going, while the daughter played with the monkey on wooden sticks that did ring tricks as she moved the sticks in and out, in and out. Sometimes he would talk about the humidity or the ride on the subway. Or what happened at the office. And most every evening his wife, before she died, would speak of her window box vegetables, how well they did, despite the awkward staking under the fire escape, and the farm they had left to come live there.
With breaks, as Maggie placed them:
Hot summer days he'd get off the bus from the city with his tie loosened and his jacket over his shoulder and his daughter would run to meet him.
Did you bring me something, Daddy?
Did you bring me something?
And in the apartment, before his wife died, she'd be there cooking dinner. Every summer she grew tomatoes in boxes outside their tenth floor kitchen window. She even made and canned juice for the winter. Once she tried peppers.
They'd have a drink in the living room with the fan going, while the daughter played with the monkey on wooden sticks that did ring tricks as she moved the sticks in and out, in and out.
Sometimes he would talk about the humidity or the ride on the subway. Or what happened at the office. And most every evening his wife, before she died, would speak of her window box vegetables, how well they did, despite the awkward staking under the fire escape and the farm they had left to come live there.
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
Irene McKinney: "Possum" (Track 17)
No line breaks version:
My brother, walking home at noon, his face clenched like a trap with a stuck spring, a possum hanging on his thumb, bitten through to the bone. It sits on a shelf in the storage room now, a dusty albino with red glass eyes. The mice have eaten its feet and the thin bones, small as a mouse's leg shine through, caught in the swirling sunlight from a haze of windows.
With line breaks, as Irene placed them:
My brother walking home at noon, his face clenched like a trap with a stuck spring, a possum hanging on his thumb, bitten through to the bone. It sits on a shelf in the storage room now, a dusty albino with red glass eyes. The mice have eaten its feet and the thin bones small as a mouse's leg shine through, caught in the swirling sunlight from a haze of windows. | <urn:uuid:09215e33-8bbe-4898-836d-27563fa30ca3> | CC-MAIN-2023-50 | https://www.voicesofwv.org/_files/ugd/2a8ec3_a356499b7302416d9b7d5d884eb2606f.pdf | 2023-12-05T15:58:54+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100551.2/warc/CC-MAIN-20231205140836-20231205170836-00052.warc.gz | 1,214,534,533 | 2,595 | eng_Latn | eng_Latn | 0.997992 | eng_Latn | 0.999198 | [
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COURSE SYLLABUS
LAST REVIEW
Spring 2021
COURSE TITLE
Course Title
COURSE NUMBER SPCH 0151
DIVISION
Arts, Communications, and Humanities
DEPARTMENT
SPCH
CIP CODE
24.0199
CREDIT HOURS
3.00
CONTACT HOURS/WEEK Class: X
Lab:
Clinical:
PREREQUISITES None
COREQUISITES
None
COURSE PLACEMENT
Students must meet the correct placement measure for this course. Information may be found at:
https://www.kckcc.edu/admissions/information/mandatory- evaluation-placement.html
COURSE DESCRIPTION
This is a basic speech course dealing with the oral communication process through the study of public speaking. Students will learn to select topics, analyze their audience, organize and gather support for a speech, improve delivery skills and reduce communication apprehension, listen for information and evaluation purposes, and distinguish between different types of speeches. Each student will develop and deliver a minimum of four speeches during the course.
KANSAS SYSTEMWIDE TRANSFER: SPCH0151
The learning outcomes and competencies detailed in this course outline or syllabus meet or exceed the learning outcomes and competencies specified by the Kansas Core Outcomes Groups project for this course as approved by the Kansas Board of Regents.
PROGRAM ALIGNMENT
https://kansasregents.org/workforce_development/program-alignment
This course is part of a program aligned through the Kansas Board of Regents and Technical Education Authority. For more information, please visit:
General Education Learning Outcome
Basic Skills for Communication
Mathematics
Humanities
Natural and Physical Sciences
Social and Behavioral Sciences
Institutional Learning Outcomes
Communication
Computation and Financial Literacy
Critical Reasoning
Technology and Information Literacy
Community and Civic Responsibility
Personal and Interpersonal Skills
TEXTBOOKS
http://kckccbookstore.com/
METHODS OF INSTRUCTION
A variety of instructional methods may be used depending on content area. These include but are not limited to: lecture, multimedia, cooperative/collaborative learning, labs and demonstrations, projects and presentations, speeches, debates, panels, conferencing, performances, and learning experiences outside the classroom. Methodology will be selected to best meet student needs.
COURSE OUTLINE
A. The importance of public speaking
I. Introduction to Public Speaking
B. The communication process
D. Listening
C. Overcoming speech anxiety
E. Ethics in public speaking
A. Selecting & narrowing topics
II. The Speechmaking Process
B. Audience analysis
D. Researching the speech/ Gathering visual and verbal supporting material
C. Developing the specific purpose
E. Organizing & outlining the speech
G. Delivering the speech
F. Rehearsing the speech
III. Speaking to Inform
A. Strategies of gaining attention
C. Use of visual aids
B. Strategies for assisting listener comprehension and retention
IV. Principles & Strategies of Persuasive Speaking
B. Goals of persuasive speaking
A. Definition/description of persuasion
C. Using emotion to persuade
E. Establishing credibility
D. Using logic and evidence to persuade
COURSE LEARNING OUTCOMES AND COMPETENCIES
A. Students will gain an understanding of the communication process and the role of public speaking within that process.
Upon successful completion of this course, the student will:
B. In order to be a competent speaker, the student must be able to compose a message and provide ideas and information suitable to the topic, purpose, and audience.
C. A competent speaker must be able to transmit the message by using delivery skills suitable to the topic, purpose, and audience.
D. In order to be a competent listener, the student must be able to listen with literal comprehension.
E. A competent listener must listen with critical comprehension.
F. Students will acquire the ability to prepare and deliver informative and persuasive speeches.
G. Students will acquire the ability to critically analyze presentations of their own and of their peers.
ASSESSMENT OF COURSE LEARNING OUTCOMES AND COMPETENCIES
Student progress is evaluated through both formative and summative assessment methods. Specific details may be found in the instructor's course information document.
COLLEGE POLICIES AND PROCEDURES
https://www.kckcc.edu/files/docs/student-resources/student-handbook-and-code-ofconduct.pdf
Student Handbook
College Catalog
https://www.kckcc.edu/academics/catalog/index.html
College Policies and Statements https://www.kckcc.edu/about/policies-statements/index.html
Accessibility and Accommodations
https://www.kckcc.edu/academics/resources/student-accessibility-supportservices/index.html. | <urn:uuid:1678e0f6-e3b5-4cec-8df4-a93b924683f4> | CC-MAIN-2023-50 | https://www.kckcc.edu/files/docs/syllabi/SPCH/spch-0151.pdf | 2023-12-05T16:30:15+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100551.2/warc/CC-MAIN-20231205140836-20231205170836-00053.warc.gz | 922,049,833 | 969 | eng_Latn | eng_Latn | 0.904463 | eng_Latn | 0.97165 | [
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Green Buildings in an Urban Jungle
Published: 13 April 2014
Newspaper Section: Spectrum
Is it possible to live green in a concrete jungle like Bangkok? Does Thailand have policies to stimulate sustainable development? The United Nations World Commission on Environment and Development in 1987 defined sustainable development as development that meets the needs of the present generation without compromising the ability of future generations to meet their own needs.
Developed nations such as the United States of America, Canada, Japan and Singapore have formulated policies that promote sustainable development. Energy efficient construction – so-called "green buildings" - are integral to these policies. A green building is often defined as a facility that is designed, built and operated using ecological principles for the purpose of promoting occupant health and resource efficiency while minimizing the building's impact on the natural environment.
Lessons learned from other countries show that effective green construction practices are dependent on three interlinked factors, being (i) the development of effective national green building codes, (ii) the existence of reputable certification systems and authorities to confirm compliance with those codes, and (iii) the development of effective incentives or penalties.
Various states in the United States have green building codes; for example, California's Green Building Code (CALGreen) sets minimum requirements with which new and existing buildings must comply. Similarly, Singapore enacted its Building Control (Environmental Sustainability) Regulations in 2008. These apply to all new/modified buildings with a gross floor area of 2,000 square meters or more. Thailand's equivalent of a green building code is the Ministerial Regulation Prescribing the Type and Size of Buildings and Standards, Rules and Procedures for Designing Energy Conservation Buildings B.E. 2552 ("Green Building Code"). At merely 4 pages and 11 simple clauses, it has none of the complexity of the comparable legislation in some of the more developed jurisdictions, but it is a start.
Thailand's Green Building Code was issued by the Minister of Energy under Section 19 of the Energy Conservation Promotion Act. It applies to 9 types of new buildings with a gross floor area of 2,000 square meters or more, and to any modifications to those types of buildings that increase the gross floor area to 2,000 meters or more.
These buildings are: (i) health-care centers such as hospitals, (ii) educational institutions, (iii) office buildings, (iv) condominiums, (v) buildings where more than 500 people can gather, such as sports stadiums or convention centers, (vi) theatres, (vii) hotels, (viii) certain entertainment establishments and (ix) shopping centers and department stores.
The Green Building Code prescribes standards for the building's (i) building envelope system, (ii) electrical lighting system, (iii) water heating and air-conditioning systems, (iv) overall energy consumption, and (v) renewable energy deployment within the building.
A building's envelope system, in which insulation plays a large role, determines the heat transfers from the building. Heat transfer is measured in the Overall Thermal Transfer Value (OTTV) and the Roof Thermal Transfer Value (RTTV). OTTV and RTTV are control measures to cut down heat transfers to reduce the cooling load of the building. The Green Building Code provides maximum values for OTTV and RTTV for the 9 categories of regulated buildings, with educational institutions and offices having the highest permitted OTTV and RTTV and hotels, hospitals and condominiums have the lowest.
The Green Building Code also prescribes maximum luminance levels of lighting inside the building to ensure that the rate of power utilized by the electric lighting system is below a certain threshold (which varies subject to the type of building).
Air conditioning systems are the main source of energy consumption for buildings in countries like Thailand given the constant hot and humid weather throughout the year. As such, the Green Building Code prescribes standards for the coefficient of performance, energy efficiency and electric power demand of air conditioning systems in the regulated buildings. Water heating systems also must meet minimum energy efficiency levels.
Finally, the Green Building Code encourages the deployment of renewable energy in buildings. The Code provides that may deduct the value of solar generated electricity when calculating the overall energy consumption of the building.
Is the Green Building Code a mere statement of ideals without any legal weight behind it, or does it have teeth? Next week we will examine the second and third planks in Thailand green building platform, being the existence of authorities to certify whether a building is green, and penalties and incentives to ensure compliance with the Green Building Code.
Angus Mitchell (firstname.lastname@example.org) Audray Souche (email@example.com) Kunal Sachdev (firstname.lastname@example.org)
Source: http://www.bangkokpost.com/news/investigation/404728/green-buildings-in-an-urban-jungle | <urn:uuid:c296ea3d-9cf4-4ab5-b71d-1a67ddafd751> | CC-MAIN-2023-50 | https://www.dfdl.com/wp-content/uploads/2014/07/Green_Building_Code_Part_1.pdf | 2023-12-05T15:27:31+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100551.2/warc/CC-MAIN-20231205140836-20231205170836-00054.warc.gz | 817,740,087 | 998 | eng_Latn | eng_Latn | 0.990901 | eng_Latn | 0.991168 | [
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What is a Computer?
1. Fill in the blanks using the words in the box.
A computer is a ……………………………. which deals with data.
Data is any information. Computers ……………………. data so they can use it again.
Computers take data and …………………………. it. This changes the data in some way.
Computers …………………………… data so that people know things. This can be done on a screen or by using sounds.
store
present
machine
process
2. Write definitions of each of these words.
data
store
process
present
input | <urn:uuid:d1611d8c-4082-4fbd-97fa-1ffb4ba0b558> | CC-MAIN-2023-50 | http://bluesquarething.co.uk/aqacs/csunit03/introfiles/defssheet.pdf | 2023-12-05T15:37:31+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100551.2/warc/CC-MAIN-20231205140836-20231205170836-00056.warc.gz | 6,372,546 | 118 | eng_Latn | eng_Latn | 0.998237 | eng_Latn | 0.998237 | [
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Useful websites
ictgames.com crickweb.co.uk topmarks.co.uk mathszone.co.uk maths-games.org
Fun with numbers
How to make your help count
OUT AND ABOUT
POINT OUT numbers you see everyday such as numbers on houses, buses, car number plates, prices, road signs.
LOOK at house number patterns as you walk along. What number will be next? Are they odd or even numbers? Count how many steps from one place to another.
COUNT people on a bus, in a queue, etc.
HOW MANY shells/pebbles can you find in one minute?
HAVE A PICNIC and share out the crisps, sweets or grapes between people or toys. How many does each person get?
HOW MUCH CHANGE will we spend at the shops and how much change will we get?
CARD GAMES
GRAB 10: Remove the 10s, Jacks, Queens and Kings. Aces will be worth 1. Lay the remaining cards face up. How many pairs of cards can you find that add to make 10?
1st TO 20: Play with cards 2, 3, 4 and aces worth 1. Place the cards face down in one pile. Take turns to collect a card from the top of the pack. Continue to take turns collecting a card with each person adding their numbers together. The winner is the first to reach 20.
PONTOON: Jacks, Kings, Queens are worth 10. Aces are worth 11. Deal 2 cards each. Add the two cards. The winner is the person with the total nearest 21.
EARLY LEARNING GOAL
(the skills your child will demonstrate during the summer term if they are showing typical development for their age)
Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.
EXCEEDING
(the skills your child will demonstrate during the summer term if they are showing development ahead for their age)
Children estimate a number of objects and check quantities by counting up to 20. They solve practical problems that involve combining groups of 2, 5 or 10, or sharing into equal groups.
EVERY DAY FUN!
DOT TO DOT: Simple dot to dot puzzle books are a great way to practise number recognition and number order.
NURSERY RHYMES: Sing number songs and rhymes which involve numbers eg 10 green bottles or the doubling song.
GUESS how many sweets or shells you can hold in one hand and then check by counting.
COUNTING STEPS: Count in steps of 1s, 2s, 5s or 10s saying a number name each time you do activities such as throwing and catching a ball, clapping hands, jumping, hopping or climbing stairs on the way to bed.
WRITE DOWN A NUMBER but keep it a secret! Ask your child to guess your number by asking questions about it such as "is it more than 10?", "is it less than 4?".
AT HOME
FINDING NUMBERS: Help your child to look for numbers in newspapers, magazines, leaflets, etc. Cut them out and glue them in order. Alternatively, take a collection of photos of items your child chooses with the corresponding number labels from 1 to 20. Put them together in a little album.
TAKE ONE CARDBOARD BOX and turn it into a car park, a stable, a palace or a train station. Stick number labels on toys and park/put them in the correct place.
MAKE A LITTLE BOX OF INSPIRATION! Take an old shoe box and fill it with items from around the home such as Duplo bricks for colour matching and counting, cotton reels on a thread for helping with addition and subtraction, Playmobil animals for counting and comparing sizes, objects with number stickers on for number recognition and ordering, a dice, scissors, paper and a pencil for pictures and writing down ideas, a tape measure and a ruler, blocks for learning about 3D shapes, magnetic numbers, a number line, etc.
JAR OF COINS: Use 2ps, 5ps and 10p coins to support learning the times tables. Use 10ps to count in 10s. Pick out 3 coins and add by counting on from the highest value coin.
HAT NUMBERS: Place numbers 1-10 (or extend to 20 and beyond) in a hat or box. Pick out one number and count on or back from that number. Pick 2 numbers from the hat and count forwards and backwards between them.
FOOD FOR THOUGHT: Ask your child questions such as "there are 5 people in our family, if we have two biscuits each, how may will we eat altogether?" or "I have 15 sweets. If I share them between you and your two friends, how many will you each get?"
PLAY SHOP: Create a shop! Make price tags for items around the home (1p to 20p) and use real money to play at being the shop keeper or the customer. Buy two items, how much altogether? | <urn:uuid:81ed0b81-ecbb-47b5-9b2e-b857f187615b> | CC-MAIN-2018-13 | https://bricknellschool.co.uk/wp-content/uploads/2012/03/Fun-with-numbers-booklet.pdf | 2018-03-18T05:33:10Z | crawl-data/CC-MAIN-2018-13/segments/1521257645538.8/warc/CC-MAIN-20180318052202-20180318072202-00404.warc.gz | 548,353,165 | 1,100 | eng_Latn | eng_Latn | 0.995645 | eng_Latn | 0.998222 | [
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HTML forms
Thursday 1 August 2013
Oliver Boorman-Humphrey www.oliverboorman.biz
Basic Form Elements
<form> A wrapper element that contains all form elements.
<label> An element to provide labels for inputs.
<input> Provides the textbox, checkbox, radio button etc.
<textarea> Element that allows user to enter large amount of text
<select> Element used to create drop-down boxes
<option> Used to create items within drop-down boxes
<button> Used to create a general clickable button
<fieldset> Can be used to group inputs into sets
Input Types (HTML4)
button
Creates a clickable button
checkbox
Creates a checkable tick-box
file
Provides the user with a dialogue to upload files
hidden
Allows the developer to have hidden inputs
password
Textbox for password field that's asterisked out
radio
Provides radio-buttons to allow user to toggle choices
reset
Used to clear form fields and reset it to initial state
submit
Used to submit (send) field values (often to a server)
text
Provides a standard plain-text field.
Input Types (HTML5)
number
Week
color date datetime
datetime-local
email image month
range search tel time url
Several have still not been implemented by browsers and behaviour varies across browsers for the others.
HTML GET vs POST
The form element can take two values for the method attribute; GET or POST.
HTML GET Method
Data is sent as part of the URL in name-value pairs. For example:
http://www.mydomain.co.uk/form.php?name=joeblogs&town=Hastings
This means data is visible to anyone and can make the URL long! Pages can even be bookmarked. Used mainly for searching and filtering.
Problems:
Privacy, length limitations, can only use ASCII characters (since added to URL)
HTML GET vs POST
The form element can take two values for the method attribute; GET or POST.
HTML POST Method
Data is sent inside the IP packet of the page request in name-value pairs. This means it is hidden from view (can still be captured though) and is not limited in length or character usage.
Problems:
When you refresh the page, the data is lost and has to be resent by the browser | <urn:uuid:9694f2ab-73d7-4795-ade6-e2f7b7f4b139> | CC-MAIN-2018-13 | https://www.oliverboorman.biz/tuition/web_design/PDF/HTML_forms.pdf | 2018-03-18T05:55:20Z | crawl-data/CC-MAIN-2018-13/segments/1521257645538.8/warc/CC-MAIN-20180318052202-20180318072202-00401.warc.gz | 850,868,633 | 465 | eng_Latn | eng_Latn | 0.944867 | eng_Latn | 0.996282 | [
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MANGANESE FACT SHEET
Brief Overview:
Category:
Inorganic
Acceptable Level: 0.05 mg/L per EPA MCL Secondary Drinking Water Standard
Source:
Occurs naturally in ground water
Effect:
Offensive taste, odor, and staining
Follow up:
Treat and retest
Treatment:
Ion exchange, chemical oxidation and filter, particulate filters or a combination of multiple treatments
Details:
Source:
Effect:
Manganese can occur naturally in ground water and is often found in combination with iron. Water seeping through soil and rock can dissolve minerals containing iron and manganese and hold them in solution.
Manganese is commonly found dissolved in borehole waters, and at first glance fresh from the pump, the water may appear crystal clear. However, after it has come in contact with oxygen in the air it will oxidize and form visible brownish-black particles or coat-exposed surfaces. This colored appearance is usually noticed in toilet flush tanks, washing machines and dishwashers. Manganese can cause brownish-black stains on laundry, porcelain, dishes, utensils and glassware. Stains usually cannot be removed by soap, detergent or chlorine bleach, which may actually intensify the stain. Manganese may also turn solid once oxidized by the air. These dark brown or black particles leave a dark brown residue when crushed. When it mixes with tea, coffee or alcohol it can turn to a sludge-like substance affecting taste, odor and appearance. In addition to leaving stains and residues, high concentrations of manganese in water can also buildup and clog pipes. This buildup can also weaken water pressure and decrease the available quantity of water. These effects can increase energy costs for pumping the water through the clogged areas.
Follow up:
The regulations regarding manganese in drinking water were established as secondary a standard, which means the limits were set because of nuisance problems and aesthetic concerns. Manganese in drinking water is not considered a health problem at the levels normally found in drinking water. Liver damage and other diseases are rare, yet possible effects of consumption of water containing manganese.
If the water has been out of use, put the water back into use and retest. If manganese persists, install a treatment system and retest. It is also recommended that a bacteria test be performed to ensure that bacterial contamination is not present.
There are several methods of removing manganese from water. The most appropriate method depends on many factors, including the concentration and form of manganese in the water and how much water you need to treat. Ion exchange water softeners are usually effective in removing low levels of manganese. Chemical oxidation followed by filtration can be effective when removing high levels of dissolved or oxidized manganese. Using an oxidizing chemical such as chlorine, followed by an oxidizing filter will remove the precipitated material. Manganese can be oxidized from the dissolved to solid form by adding potassium permanganate or hydrogen peroxide to untreated water. When manganese particles are present, but not dissolved, a particulate filter may be effective. An experienced water treatment professional should be contacted to determine which type of treatment would be the most effective.
Treatment:
For further technical assistance, call Suburban Property Inspections at 1-866-866-6700, or call the U. S. Environmental Protection Agency Safe Drinking Water Hotline at 1-800-426-4791. | <urn:uuid:56e46a85-7d08-42e8-8f5a-2ddfa11f1bc1> | CC-MAIN-2018-13 | http://h2otest.com/wp-content/uploads/2015/03/Manganese-Fact-Sheet-2015.pdf | 2018-03-18T05:51:41Z | crawl-data/CC-MAIN-2018-13/segments/1521257645538.8/warc/CC-MAIN-20180318052202-20180318072202-00405.warc.gz | 138,309,246 | 697 | eng_Latn | eng_Latn | 0.996452 | eng_Latn | 0.996452 | [
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Encouraging You To Be Your Best
31 October 2017
Acceptable Use Agreement for Internet and Digital Technologies 2017
(Parent/Carers Instructions: Please record your child's name on each page and return the signed agreement to the office)
Student Name: ____________________________ Grade/Teacher: __________________
School Profile Statement
Westgarth Primary School recognises the importance of Information Communication Technology (ICT) in preparing students for the future and values ICT as an integral part of the curriculum. We want our students to be confident and safe using this technology. We believe that explicitly teaching students about safe and responsible online behaviours is essential, and is best taught with a strong partnership between home and school.
By the time young children arrive at school, many are already online or using digital technologies. They may visit their favourite websites, play games and or use apps with social media functionality.
In this document, your child is being asked to agree to use the Internet, computers (both desktops and laptops) and mobile technologies (including iPads, tablets and cameras) responsibly at school, OSHC and at home. We are requesting that all students and parents read the set of rules outlined below together and sign an agreement to treat our ICT resources with respect, use the Internet responsibly and keep ourselves and Westgarth community members' safe online.
At Westgarth Primary School we:
- support the rights of all members of the school community to engage in and promote a safe, inclusive and supportive learning environment
- have a Student Engagement and Inclusion Policy that clearly states our school's values and the expected standards of student behaviour, including actions and consequences for inappropriate behaviour
- educate our students to be safe and responsible users of digital technologies
- raise our students' awareness of issues such as online privacy and intellectual property including copyright
- supervise students when using digital technologies for educational purposes
- provide a filtered internet service but acknowledge that full protection from inappropriate content can never be guaranteed
- respond to issues or incidents that have the potential to impact on the wellbeing of our students
- know that some online activities are illegal and as such we are required to report this to the police
- support parents / guardians to understand the importance of safe and responsible use of digital technologies, the potential issues that surround their use and strategies that they can implement at home to support their child
- provide parents / guardians with a copy of this agreement.
Our school staff will provide adequate supervision and take steps to minimise the risk of exposure to unsuitable material. If you have any questions about this, please do not hesitate to contact our Principal Jo Wheeler or your child's classroom teacher.
Page 1 of 4
Part A: Students' Agreement for Safe and Responsible Behaviour
Student Name: ____________________________ Grade/Teacher: __________________
When I use digital technologies I:
1. Communicate respectfully by thinking and checking that what I write or post is polite and respectful. This means:
- never sending mean or bullying messages or passing them on, as this makes me part of the bullying
- not using actions online to be mean to others. (This can include leaving someone out to make them feel bad)
- not copying someone else's work or ideas from the Internet and presenting them as my own. (Always include the link).
2. Protect personal information by being aware that my full name, photo, birthday, address and phone number is personal information and not to be shared online.
This means:
- protecting my friends' information in the same way
- protecting my password and not sharing it with others
- only joining a space online with my parent or teacher's guidance and permission
- never answering questions online that ask for my personal information.
Look after myself and others by thinking about what I share online.
This means:
- never sharing my friends' full names, birthdays, school name, addresses and phone numbers because this is their personal information
- speaking to a trusted adult if I see something that makes me feel uncomfortable or if I need help
-
speaking to a trusted adult if someone is unkind to me
- speaking to a trusted adult if I know someone else is upset or scared
- stopping and thinking before I post or share something online
- using spaces or sites that are right for my age
- not deliberately searching for something rude or violent
- either turn off the screen or use the back button if I see something I don't like and telling a trusted adult
Look after our equipment by being mindful of how I am using our learning technologies at school.
This means:
- never eating or drinking while using equipment
- carrying our devices with both hands
- not drawing on, or purposely damaging our equipment
- letting a teacher know if my device is damaged in some way
- charging devices after use
- keeping our devices clean.
I have read the agreement carefully and understand the significance of the conditions and agree to abide by these conditions. I understand that any breach of these conditions will result in Internet and digital technology access privileges being suspended or revoked.
Student Name: _____________________________________ Grade / Teacher: __________________________
Student Signature: __________________________________ Teacher's Signature: _______________________
Parent/Carer Signature: ______________________________ Date: ___________________________________
For further support with online issues, students can call Kids Helpline on 1800 55 1800. Parents/carers call Parentline 13 22 89 or visit http://www.esafety.gov.au/ If you have any concerns about this agreement or ideas for improving the agreement, please contact the school.
Page 2 of 4
3.
4.
Part B: Permission to View Media
Student Name: ____________________________ Grade/Teacher: __________________
Viewing Media
In attempt to both spark curiosity in students and improve digital literacy, teachers at Westgarth Primary School will sometimes make use of videos and DVD’s to support particular units of inquiry. Students may be given the opportunity throughout the year to watch media considered as acceptable by the school with PG rating. As PG classified material is not recommended for viewing by persons under 15 without guidance from guardians, we are asking for permission for students to view this media.
Parent Permission
I DO/DO NOT (please circle) agree for my child to view media deemed educational and rated PG as part of the curriculum at Westgarth Primary School.
Parent/Carer Signature: _______________________________________________Date: ______________________
Part C: Permission To Use Photos and Video
Student Name: ____________________________ Grade/Teacher: __________________
Photos and Video
At Westgarth Primary School we often celebrate the efforts of students by mentioning their participation in school events and their achievements in our school newsletter accessible on the school website. Photographs of students are also regularly included. We also use photographs of students on the school website, along with samples of their work. Students may also feature on DVDs created by their class and other school publications such as brochures.
If you have any concerns about how photographs or videos of your child may be used by the school, please let us know. Consent can be withdrawn at any time. Please contact the Principal if you have any questions or concerns about this agreement.
Parent Permission
I DO/DO NOT (please circle) give permission for photographs of my child to be used in school publications and for my child to appear in school video productions.
Parent/Carer Signature: ______________________________________________Date: _______________________
Part D: Permission To Use Photos and Video to External Publication
Student Name: ____________________________ Grade/Teacher: __________________
Photos and Video to External Publication
At Westgarth Primary School we are often requested by external publication, for example: The Age or Stephanie Alexander Kitchen Garden Program, to publicise and celebrate the efforts and achievements of students by mentioning their participation in school events.
If you have any concerns about how photographs or videos of your child may be used by the school, please let us know. Consent can be withdrawn at any time. Please contact the Principal if you have any questions or concerns about this agreement.
Parent Permission
I DO/DO NOT (please circle) give permission for photographs and video of my child to be used by external publication. The school will endeavour to contact me prior to publication.
Parent/Carer Signature: ______________________________________________Date: _______________________ | <urn:uuid:c6be0815-c411-4a56-b186-bd3063565241> | CC-MAIN-2018-13 | http://wgps.vic.edu.au/uploaded_files/media/2017_acceptable_use_agreement_for_internet_and_digital_technologies.pdf | 2018-03-18T06:10:23Z | crawl-data/CC-MAIN-2018-13/segments/1521257645538.8/warc/CC-MAIN-20180318052202-20180318072202-00399.warc.gz | 332,076,387 | 1,674 | eng_Latn | eng_Latn | 0.9991 | eng_Latn | 0.999366 | [
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Name _______________________
Big and Small - Matching Objects
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South Plainfield Public Library
Presents
'S Wonderful: The Life & Music of
George Gershwin
George Gershwin was born in Brooklyn in 1898, the second of four children from a close-knit immigrant family. He began his musical career as a song-plugger on Tin Pan Alley, but was soon writing his own pieces. Gershwin's first published song, "When You Want 'Em, You Can't Get 'Em," demonstrated innovative new techniques, but only earned him five dollars. Soon after, however, he met a young lyricist named Irving Caesar. Together they composed a number of songs including "Swanee," which sold more than a million copies of sheet music.
In 1924, George collaborated with his brother, lyricist Ira Gershwin, on a musical comedy Lady Be Good. It included such standards as "Fascinating Rhythm" and "The Man I Love." It was the beginning of a partnership that would continue for the rest of the composer's life. Together, they wrote many more successful musicals including Oh Kay! and Funny Face, staring Fred Astaire and his sister Adele. While continuing to compose popular music for the stage, Gershwin began to lead a double life, trying to make his mark as a serious composer.
In the early thirties, Gershwin experimented with some new ideas in Broadway musicals. Strike Up The Band, Let 'Em Eat Cake, and Of Thee I Sing, were innovative works dealing with social issues of the time. Of Thee I Sing was a major success and the first musical comedy to win the Pulitzer Prize. In 1935, he presented a folk opera Porgy and Bess in Boston with only moderate success. Now recognized as one of the seminal works of American opera, it included such memorable songs as "It Ain't Necessarily So," "I Loves You, Porgy," and "Summertime."
In 1937, after many successes on Broadway, the brothers decided go to Hollywood. Again they teamed up with Fred Astaire, who was now paired with Ginger Rogers. They made the musical film, Shall We Dance, which included such hits as "Let's Call the Whole Thing Off" and "They Can't Take That Away From Me." After becoming ill while working on a film, Gershwin had plans to return to New York to compose concert music; he planned a string quartet, a ballet and another opera, but these pieces were never written. At the age of 38, he died of a brain tumor. Today, he remains one of America's most beloved composers.
MARCH 31 2PM
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The Rivertown Naturalist
Birds in Art
May 2017 Vol. 45, No. 5
Hudson River Audubon Society of Westchester, Inc. is a non-profit chapter of the National Audubon Society serving the communities of Ardsley, Dobbs Ferry, Hastings-on-Hudson, Irvington and Yonkers.
Our mission is to foster protection and appreciation of birds, other wildlife and habitats, and to be an advocate for a cleaner, healthier environment.
www.hras.org
DIRECTIONS TO LENOIR PRESERVE
Hudson River Audubon Society of Westchester, Inc. holds its meetings at Lenoir, a Westchester County Nature Preserve 19 Dudley Street in Yonkers, New York (914) 968-5851.
By car: Take Saw Mill River Parkway to Exit 9, Executive Blvd. Take Executive Blvd. to its end at North Broadway and turn right. Go ¼ mile on North Broadway and turn left onto Dudley Street. Parking lot is on the left.
Program:
Wednesday, May 24 nd
Refreshments: 7:00pm, Program 7:30pm
From the earliest days, humans have incorporated images of birds in their decorative works of art - paintings, drawings, sculpture, ceramics, and jewelry. The prestigious Metropolitan Museum of Art has thousands of examples.
Join us as Elana Kaplan, Metropolitan Museum educator, discusses masterpieces from a variety of cultures including Tiffany, Lafarge and Egyptian art works. Also check our website (HRAS.org) for updated information when available.
Member's Night
Wednesday, June 28 nd
Refreshments 7:00pm; Program 7:30pm
Our chapter has a large number of members who are excellent bird and nature photographers. At our last meeting of the season, we encourage all members to share their favorite photos of the past years. Please bring no more than 10+ images, accompanied by a five to ten minute presentation. Digital images can be brought on a CD, USB thumb drive or memory card (contact Michael Bochnik for details on acceptable formats).
You will see some spectacular photography as well as images from personal and HRAS nature and birding trips. We will also honor volunteers who selflessly contributed to the success of the chapter during the past.
2
ScienceWatch – In Search of Real Tomatoes
"Think of the tomato flavor as a symphony with lots of notes. Over the last 50 years, they removed one instrument at a time." – H. Klee
Wouldn't you like to eat a great tasting tomato? So would I! Over the last 50 years growers have bred tomatoes (Solanum lycopersicum) for color and size to make them more appealing. They also selected for disease resistance to allow for long-term storage, and firmness so the fruit can be shipped without getting bruised. Sadly for us they forgot about flavor, ending up with a cardboard-tasting facsimile lacking the bouquet that tomatoes once had. But help is on the way.
Now a paper published in the January 27, 2017 issue of Science provides a genetic roadmap to restoring the great tomato flavor that has disappeared. A research team, headed by Harry Klee, a professor of horticultural science at the University of Florida, Gainesville, FL, has spent years figuring out what makes a tomato taste great. They identified the chemicals that make a tomato taste delicious and have also tracked down the specific genes responsible for these flavor components. Now they are using traditional breeding methods to put them back in store-bought tomatoes.
The team collected 398 types of tomatoes, including modern, wild (before human intervention) and heirloom varieties. They sequenced the full genomes of all 398 types and measured the levels of sugars, acids and volatile chemicals that contribute to flavor. Sugars and acids in the right amounts provide a tasty balance of sweet and sour. Volatile chemicals, which are present in barely detectable amounts, are important flavor compounds that not only contribute to taste, but are also responsible for the fruit's aroma.
The researchers presented 160 tomato samples to a taste panel comprising 100 people to determine which were most flavorful. Knowing the genetic profile of each sample, they could determine which gene versions (alleles) made tomatoes taste good or bad. Unlike bananas, pineapples or strawberries, tomato flavor is not determined by one dominant substance. Instead, a flavorful tomato is a blend of chemicals, each at just the right level. "There are 30 or more compounds that give us flavor in tomato. [It] is much more complex in that flavor is really a melting pot of lots of different chemicals that together makes you think, this is a tomato," said Klee.
Sugars like glucose and fructose are important flavor components but the team found that genes that produce higher sugar levels were lost as tomatoes were bred for size. Evidently, the energy generated by photosynthesis and used to make larger fruit is taken away from the energy converted to sugar.
The researchers found 26 genes that produce volatile chemicals with strange names like geranylacetone, β-ionone and 6-methyl-5hepten-2-one. Detecting these flavor components requires expensive assay techniques like gas chromatography that breeders don't have. As a result modern tomatoes gradually lost these genes because the focus was on color rather than these hard to find substances. The scientists found that 13 of 30 important volatile chemicals were significantly reduced in modern tomatoes.
Now the plan is to re-create tomatoes in which the undesirable alleles are replaced by flavor-yielding ones. The team will use traditional breeding techniques and not genetic engineering because regulations imposed on producing a GMO tomato would make it too expensive. "We are trying to push the flavor calendar back decades to recapture the characteristics that were present in tomatoes in the first half of the 20 th century", said Klee. He predicts it will be fairly easy to raise the levels of volatile chemicals without impacting other important traits like disease resistance because the volatiles only need to be present at low levels. But since sweetness takes away from size, sweeter tomatoes will almost certainly be smaller.
"If we choose our genes wisely, which I think we have, I think we can deliver a product that tastes substantially better in about two years," Klee says. Add another year for growers to adopt the new variety. So Klee hopes it could get out to the public in three years
To prevent bruising most tomatoes are shipped green and ripened at their destination. Therefore local growers who can let their tomatoes ripen before bringing them to market will probably change over first. Growers who ship long distances will switch only if consumers demand flavor over size and color and are willing to pay for it. These tomatoes may end up costing a little more, but they should be worth it. "I think [now] we know exactly how to make a much better flavor tomato and it's just a matter of time," said Klee.
I can't wait!
- Saul Scheinbach
Upcoming Field Trips
Birding and hiking with a group is a wonderful way to share your interests with like-minded people, to learn more about nature, and to discover many new preserves and natural areas.
Our field trips are free and open to all. Non-members/beginners are welcomed.
Bring binoculars and field guides if you have them. Some are available for loan for those who need them. Dress for the weather. For more information call Michael Bochnik at (914) 237-9331, or cell 914-953-7409
Friday May 5, 2017 Evening at Tibbets Brook Park
355 Midland Ave, Yonkers Meet at the flag pole in front of the main building at 6 PM
We will search for early spring migrants such as Solitary and Spotted Sandpipers, Baltimore and Orchard Orioles, Rose-breasted Grosbeak, and Black-and-white Warbler as we stroll around both lakes.
http://hras.org/wtobird/tibbetts.html
Saturday May 6, 2017 Cranberry Lake
1609 Old Orchard St, West Harrison Meet 8 AM at the Cranberry Lake nature center.
We will search a variety of habitats including a fouracre lake, cliffs and scrubland, mixed hardwood forest, vernal pools, and a swamp for spring migrants such as Black-throated Green Warbler and Ovenbird. Local returning birds such as Veery, Wood Thrush, Swamp Sparrow and Scarlet Tanager may be found as well.
http://hras.org/wtobird/cranberr.html
Sunday May 14, 2017 Mother's Day Warbler Walk
Lenoir Nature Preserve 8 AM
19 Dudley St. Yonkers
Directions: From Saw Mill River Pkwy: Exit at Exit 9, Executive Blvd. Take Executive Blvd. to North Broadway and turn right. Go 1/4 mile and turn left onto Dudley Street. Lenoir's parking lot is on the left.
Meet us for our 26th year of this Audubon tradition. Spring migrants will be searched for; followed by refreshments at the nature center.
http://www.hras.org/wtobird/lenoir.html
Saturday- Sunday May 20-21, 2017 Bashakill Marsh
Drive up Saturday afternoon (or Sunday morning) and stay overnight for Whip-poor-wills, American Bittern, Virginia Rail, and Alder Flycatchers
.http://hras.org/wtobird/bashakill.html
We will be staying at:
DAYS INN WURTSBORO
21 Perron Drive
Rt 17 Wurtsboro, NY 12790
(845) 888-2727
Itinerary
Saturday: 5 PM meet at hotel to first head out to dinner at Danny's Restaurant down the road at 178 Kingston Ave, Wurtsboro, NY. We will do some evening birding after that.
Sunday: 5 AM meet at hotel at before sun up. You are welcome to stay elsewhere or drive up and meet us here
Michael Bochnik cell - 914-953-7409
4
Bird-a-thon
Join a team and spend all day raising money for the chapter.
Hudson River Audubon's BIRD-A-THON will be held Saturday, May 13th (rain date May 14 th ) to raise money for the chapter.
You can help by making your pledge today.
A BIRD-A-THON is like a walk-a-thon, bike-a-thon or any other "-thon" in that we ask you to pledge X amount of money per lap, mile, or in our case, per bird species seen, within a 24 hour period. The combined list for the teams should be between 100 to 150 species. Pledges can be a flat amount such as $25.00, or you can pledge per species such as 25 cents per bird. If we see 120 species, your pledge will come to $30.00. We will send out reminders after the event on how much you pledged.
Thank you for your generous support!
Remember, even if you're not participating, please pledge to the Birdathon to make our efforts worth it and support Hudson River Audubon.
HRAS BIRDATHON PLEDGE CARD
___ I am happy to pledge $ _________ per species in support of your birdathon.
___ I prefer to pledge the enclosed gift of $ ________
___I will give you an additional $_______
If you spot more than ___ species.
Your Name :____________________________
Address: ____________________________
City ________________ State ____Zip _______
Telephone: ______________________________
Send to:
Hudson River Audubon Society PO BOX 616 Yonkers, New York 10703
Make Your Donation Payable to HUDSON RIVER AUDUBON SOCIETY
Successful Feeder Watch Season
Our Feeder Watch program again was a success thanks to the leadership of Carol Lange and the efforts of all our count volunteers. This year we spied a total of 34 species at our feeders including
most of the common species such as cardinals, chickadees, woodpeckers and other backyard birds. There were a few unexpected sights – a Baltimore Oriole in January and 3 Pine Warblers in April.
We send all data we collected to Cornell Lab of Ornithology where it was combined with data from thousands of other Feeder Watches around the country. The combined results give professional ornithologists a good picture into current bird populations and patterns and illustrates how thousands of ordinary people (called Citizen Scientists) can combine to provide valuable data
Over 60 people participated in our Feeder Watch program this year. Some joined every count, others only once or twice. Ages varied from youngsters to seniors. All enjoyed the experience.
Join us next year when we will again be watching our feeder to document our birds.
Connect the Dots
6
Join National Audubon Society Become a Member Today.
For only $20 you can become a member of the National Audubon Society and of our local chapter. Your small contribution supports nature and environmental causes and rewards you with a subscription to the awardwinning Audubon magazine as well as our chapter newsletters filled with information on local activities, lectures, programs and field trips.
Becoming a member is easy.
Go to our website: www.hras.org Click on the Membership link in the upper right corner and follow the instructions. That's it. Or you can also join by mailing a check made out to Hudson River Audubon Society to HRAS, P.O. Box 616, Yonkers NY 10703
Join today!
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HORIZONS SCHOOL HOLIDAY ACTIVITIES
Horizons holiday activities operate within CGS Care as optional extra giving opportunities in a range of learning areas, which enhance a students' cultural, creative, physical or technological intelligence. Through their participation, students discover hidden talents and build skills for life. Children arriving before the start time of the activity need to be dropped off at the John Lingard Hall, and will then be accompanied by CGS Care educators to the area where the program will run. At the completion of each program the children will be accompanied to the main CGS Care space where they will remain until collected by a parent or guardian. Childcare benefit and rebate is claimable for all bookings of primary children.
Chess 26 – 29 June, Kindergarten – Year 8
Professional Chess Lessons suitable for all chess abilities. Your child will participate in demonstration lessons and then use their knowledge in a variety of chess competitions and activities, all while interacting with other children. The lessons are presented by David Messina and chess mates, and are designed to give all children further chess strategies to use in friendly and competitive games. There are also sporting breaks in-between lessons and competitions that help to rejuvenate children. This program prides itself on exercising both the mind and body!
Chess lessons will run from 9:00am – 3:00pm. Cost $125 a day.
Debating 26 – 28 June, Year 4 – Year 6
Looking not just at how to speak, but how to prepare: everything from planning out cases to managing palm cards on the big day, all dressed up as a frenetic series of games and challenges. From spotting and countering classic fallacies, to engaging audiences, to thinking things through from your opponent's point of view. Culminating in a chance on day three for all students to come together for a mini competition. Join these talented presenters Kate Johnston (Australian Team for 2013 World Championships in South Africa, winner ACT Plain English Speaking championship) with assistance from Laura Johnston (Ranked 3rd in Australia Independent Schools debating, ACT debating squad, Commonwealth Society Public Speaking champion), Philip Johnston (national debating championship finalist, formerly debating coach at CGS), Kathy Johnston (CGS Junior School debating coach).
Debating lessons will run from 9:00am – 3:00pm. Cost $375.
Tennis 26 – 28 June, Preschool and above
Tennis coaching improve your skills, have fun, meet new friends and learn a game you will keep for life. Delivered by fully qualified Tennis Canberra instructors and aimed at developing and improving fundamental tennis skills to take your game to the next level. Specialist coaching over 3 days with a variety of options, that accommodate age and skill level.
The sessions will run from 9:00am – 1:00pm. Cost $375.
Capital Sports Camp, 26 – 29 June Year 2-Year 6
Capital Sports Camps complement the Australian PDHPE curriculum and provide a fun and appropriately competitive environment for children to develop skills in multisport and sport-specific programs. In our programs, children will learn key skills and compete in a carnival-like atmosphere Monday and Tuesday there is the choice of Rugby, Basketball or Soccer Camps. Wednesday and Thursday will be a Multisport Camp providing a range of different sports.
The sessions will run from 9:00am – 3:00pm. Cost $125 per day.
Kids Pantry, 26 – 28 June Kindergarten and above
Kids Pantry introduces children to an interactive and fun cooking experience where students learn new tips and try new flavours and is designed to give you the skills in the kitchen while getting your mitts dirty. We have so many fun activities for all ages with an international flavour. Young chefs prepare and cook their own individual meals and sit down with others to enjoy their culinary delights. Not only do the children learn valuable skills in cooking; they develop literacy and numeracy skills while socialising with peers; therefore enhancing confidence and self-esteem.
The sessions will run from 9:00am – 3:00pm. Cost $125 per day.
Sculpture Art, 03 – 05 July Year 3 and above
Working with the arts enriches a child's creative and artistic experience. Working with sculptures the children will have the opportunity to learn and understand the designing process of making a sculpture by taking an idea right through to the finished product to take home
The sessions will run from 9:00am – 1:30pm. Cost $375.
Lego 03 – 05 July, Year 3 and above
Systemic Innovations are an official provider of LEGO® Education Learning Programs for the ACT and Southern NSW. All children will get the opportunity to build and create with LEGO®, it's Learning Made Fun! In Lego Robotics students will use LEGO to build models with motors and sensors. They will the program the models to perform a specific task.
The session will run from 9:00am – 12:00pm. Cost $375
Modern Dance 10 – 12 July, Preschool and above
Modern Dance combines hip hop, funk and jazz in a fun and creative environment. Students will develop their confidence and coordination in an energetic class whilst dancing to their favourite songs. Be ready to get down and have some serious fun!
The sessions will run from 9:00am – 12:30pm. Cost $125 a day
Swimming 10 – 12 July, Year 3 and above
Swimming lessons from beginner to advanced. Swimming is a life skill that builds confidence, strength and coordination. The children will receive two 1 hour sessions each day to work around stroke correction and improving techniques as well as participating in group games to become more confident in and around the pool.
Session will run from 9:00am and 3:00pm. Cost $125 a day
Code Camps, 10 – 12 July Year 2 and above
New Spark Program
Children will build incredible games on Code Camps very own software platform, Code Camp World! The children will walk away with their very own app, playable via the Code Camp App store available for iOS and Android devices. Even if children have completed the old spark program they will benefit from the wonderful changes the new Spark program offers.
Blast
If you have finished Spark and Ignite, Code Camp Blast is the advanced camp that will take your coding to the next level! The children will use Javascript code to build their apps in Code Camp World. Build amazing games, have heaps of fun and learn to code all at the same time.
Code Camps sessions run from 9:00am – 3:00pm. Cost $375
HORIZONS SCHOOL HOLIDAY ACTIVITIES
CONFIDENTIAL DETAILS, CHILD 1
CCB/CCR REGISTERED PARENT/GUARDIAN 1 DETAILS
CCB/CCR REGISTERED PARENT/GUARDIAN 2 DETAILS
First Name(s):
Surname:
Child CRN:
Medical Conditions:
Child DOB:
Dietary Requirements:
Northside
ELC
Southside
Junior School
Are you the parent/guardian registered to claim Childcare benefit (CCB) and/or Childcare Rebate through the Department of Human Services?
Are you the parent/guardian registered to claim Childcare benefit (CCB) and/or Childcare Rebate through the Department of Human Services?
Surname:
Surname:
First name:
First name:
Please specify:
Please specify:
Date of birth:
Date of birth:
CRN:
CRN:
Mobile:
Mobile:
Work phone:
Work phone:
Email:
Email:
Address:
Address:
Mother
Mother
Father
Father
Yes
Yes
No
No
Other
Other
Relationship to the child(ren):
Relationship to the child(ren):
1 | CGS |CGS Care – Horizons School Holiday Activities
READY FOR
THE WORLD
BOOKING INFORMATION
CHESS
Mon 26 June
Tue 27 June
Wed 28 June
Thu 29 June
TENNIS
Mon 26 June – Wed 28 June
DEBATING
Mon 26 June
Tue 27 June
Wed 28 June
BASKETBALL
Mon 26 June
Tue 27 June
SOCCER
Mon 26 June
Tue 27 June
RUGBY
Mon 26 June
Tue 27 June
MULTI SPORTS
Wed 28 June
Thu 29 June
KIDS PANTRY
Mon 26 June
Tue 27 June
Wed 28 June
SCULPTURE ART
Mon 3 July – Wed 5 July
LEGO
Mon 3 July – Wed 5 July
Attended a previous Lego workshop
No
Yes What kind:
MODERN DANCE
Mon 10 July
Tue 11 July
Wed 12 July
SPARK
Mon 10 July – Wed 12 July
BLAST
Mon 10 July – Wed 12 July
SWIMMING INTENSIVE
Mon 10 July
Tue 11 July
Wed 12 July
Swimming Ability
Beginner
Low Intermediate
High Intermediate
Advanced
Squad
I give permission for my child(ren)'s
photos to be used in
Yes
Yes, before
Yes, after
Yes
Yes
No
No
No
Reflections\Portfolio:
Will your child need care before or after the activity?
CGS Connect:
Promotional Material:
Please return completed form to email@example.com
2 | CGS |CGS Care – Horizons School Holiday Activities
DEBIT AGREEMENT 2017
Parent/Guardian Name:
STudent Name(s):
Account Code:
Email:
Bank Account
Credit Card (Credit card fees apply. MasterCard and Visa 0.88%. American Express 1.65%)
AUTHORISATION
I/we hereby authorise Canberra Grammar School to process a transaction to automatically debit the nominated bank or credit card account for the full amount owning on the due date as per the Billing and Direct Debit Schedule and in accordance with the Automated Payment Authority and Servic Agreement.
OR
Should the School need to contact you regarding this direct debit, please confirm your contact details below.
Bank Name:
Card Type:
BSB:
Name on Card:
Account Name:
Card Number:
Signature(s):
Phone (business hours):
Signature(s):
Account Number:
Expiry Date:
/
Date:
Phone (after hours):
Date:
SIGN
SIGN
Please return completed form to:
CGS Care Attn: Finance Officer 40 Monaro Crescent Red Hill, ACT 2603
or firstname.lastname@example.org
3 | CGS |CGS Care – Horizons School Holiday Activities | <urn:uuid:4dde12c0-0d3b-4740-bf5b-addc6ccb2c7e> | CC-MAIN-2018-13 | https://cgs.act.edu.au/wp-content/uploads/2017/06/24184CGS-Care-Horizons-program-June-17-FA.pdf | 2018-03-18T06:06:19Z | crawl-data/CC-MAIN-2018-13/segments/1521257645538.8/warc/CC-MAIN-20180318052202-20180318072202-00409.warc.gz | 567,362,977 | 2,223 | eng_Latn | eng_Latn | 0.882801 | eng_Latn | 0.995591 | [
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PLACER COUNTY
11477 E Avenue
Auburn, CA 95603 (530) 889-7385
E-Mail: email@example.com
255 So Auburn
Grass Valley, CA 95945
(530) 273-4563
E-Mail:
Placer County Hotline: (530) 889-7388. Visit us online at http://pcmg.ucanr.org firstname.lastname@example.org
ASK A MASTER GARDENER
FALL FERTILIZING
By Trish Grenfell, Placer County Master Gardener
Q I was told that fertilizer was bad for plants in the late fall, but is that true of all plants? What should I be fertilizing now?
A Yes, some people believe that fall fertilization inhibits a plant's ability to harden off and survive a cold winter. And remember that trees and shrubs growing in their natural habitat survive very well without any supplemental fertilization. Leaves, needles, and fallen branches decompose on the ground and recycle nutrients. But when landscapes are kept neat, these natural "fertilizers" are removed. The most accurate way to determine if any amount of fertilizer is necessary is to do a soil test so that adequate amounts of nutrients are applied without risking toxicities (i.e., one nutrient over applied can affect the availability of other nutrients). You can purchase soil testing kits at your local nursery which check for nutrients as well as pH status.
Early November, before winter sets in, is a good time to fertilize for most plants. But now you want to strengthen your plants' and lawn's roots—not promote above ground growth. You want to give them a strong base on which to thrive next spring. Even though the tops of plants have gone dormant or have slowed down, fall is an active period for roots. They are still growing and absorbing nutrients for next year's spring flush until soil temperatures inhibit biological activity. Many studies have shown that if you fertilize your lawn only once a year, fall is the best time to do it.
If your soil test does not show an adequate amount of phosphorus or potassium, you can stimulate root growth by adding them now. If you apply mulch around your plants, it would be a good idea to add low levels of nitrogen also to compensate for the nitrogen used in the mulch decomposition process. Since excess nitrogen (roots don't need it) is mobile, adding more will only result in the nitrates leaching in the winter rains and contaminating the groundwater.
Since fall is the time to plant bulbs, remember to add phosphorus to promote their root growth, insuring strong flowering in the spring. Bone meal in the planting hole is an excellent organic choice.
If plants have developed chlorotic foliage (yellow tissue between green veins) over the summer, they are showing signs of diminished iron uptake. Now is the time to add iron.
If your soil test shows an inappropriate pH, add lime to increase alkalinity or sulphur to increase acidity.
The last step is to work the fertilizer into the soil with a rake/hoe or apply mulch on top. You don't want the nutrients to wash away with the rains.
.
UNIVERSITY OF CALIFORNIA COOPERATIVE EXTENSION
UNIVERSITY OF CALIFORNIA COOPERATIVE EXTENSION
PLACER COUNTY
11477 E Avenue Auburn, CA 95603 (530) 889-7385
E-Mail:
255 So Auburn Grass Valley, CA 95945
email@example.com
The University of California, in accordance with applicable Federal and State law and University policy, does not discriminate on the basis of race, color, national origin, religion, sex, disability, age, medical condition (cancer-related), ancestry, marital status, citizenship, sexual orientation, or status as a Vietnam-era veteran or special disabled veteran. Inquiries regarding the University's nondiscrimination policies may be directed to the Affirmative Action Director, University of California, Agriculture and Natural Resources, 1111 Franklin, 6th Floor, Oakland, California 94607-5200. (510) 987-0096. United States Department of Agriculture, University of California, Placer & Nevada Counties cooperating.
E-Mail: firstname.lastname@example.org
Placer County Hotline: (530) 889-7388. Visit us online at http://pcmg.ucanr.org | <urn:uuid:791fde91-1395-4ed4-a6b2-db9fa9f9200b> | CC-MAIN-2018-13 | http://pcmg.ucanr.org/files/171564.pdf | 2018-03-18T06:07:09Z | crawl-data/CC-MAIN-2018-13/segments/1521257645538.8/warc/CC-MAIN-20180318052202-20180318072202-00406.warc.gz | 224,723,803 | 914 | eng_Latn | eng_Latn | 0.860718 | eng_Latn | 0.992828 | [
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DOES YOUR CHILD HAVE A VISION PROBLEM?
WHAT DO THEIR EYES LOOK LIKE?
Eyes don't line up—one is crossed, looks out or drifts up/down
Eyelids are red-rimmed, crusted or swollen
Eyes are watery, red or inflamed
WHAT DO THEY SAY?
My eyes itch.
Everything looks blurry.
I see double.
My eyes are burning.
I have a headache. (after reading)
HOW DO THEY ACT?
Rubs eyes
Tilts or thrusts head forward to see better
Closes or covers one eye
Squints eyes
Excessive blinking
Holds objects close to eyes
POTENTIAL VISION PROBLEMS
Farsightedness (Hyperopia) Images of near objects may appear blurred
a
(Myopia)
Nearsightedness
Images of distant objects may appear blurred
Astigmatism
Blurred vision at both near and far caused by lens shape or an irregular cornea shape
Strabismus
Eyes that are not straight or do not line up
Lazy Eye (Amblyopia) Loss of vision resulting from abnormal eye development
WHAT TO DO
TODAY
Schedule an eye exam
if you suspect a vision problem, or if your child has failed a vision screening.
For a list of local eye care providers, visit www.readdbq.org/eyecare
AT THE DOCTOR'S OFFICE
Request a vision screening with every yearly well-child checkup.
* Talk with your child's primary care doctor about any concerns or questions you have.
* If your child is referred to an optician, ask for the eye exam report to be sent to your child's primary care doctor and get a copy for yourself.
* Ask your eye doctor about any additional help or tools your child might need for school and how to get them.
AT HOME
* Wear sunglasses that block 100% of UVA and UVB rays from the sun.
* Use the correct eye safety wear for sporting activities. Visit the National Eye Institute (nei.nih.gov) for tips.
DID YOU KNOW?
Most children will not say they are having vision problems, and some vision problems that are not corrected can lead to permanent vision loss.
Early treatment of vision problems in young children will support a child's overall development, early literacy skills, and ultimately, school performance.
Information provided by www.preventblindness.org
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Scientists track movements of desert waterbirds from space
15 October 2014, by Mandi O'garretty
Credit: Deakin University
Deakin University scientists have gained fascinating new insights into the secret lives of a nomadic Australian waterbird whose ability to somehow know it has rained up to thousands of kilometres away has intrigued researchers for generations.
The research team at Deakin's Centre for Integrative Ecology tracked the movements of 21 Banded Stilts using tiny solar-powered satellite tracking devices, watching them move to inland desert lakes including Lake Eyre and the Coorong at the mouth of the Murray River.
Deakin PhD student Recce Pedler said the results showed the extreme nomadic movement behaviour of the species, which is renowned for breeding in huge nesting colonies at desert salt lakes during rare flooding events.
"For many years we've known that they must fly long distances to get to these desert lakes after rain, but our satellite tracking work reveals that they can fly much further and faster than previously thought," Mr Pedler said.
"Banded Stilts are exquisitely adapted to the boombust cycles of the Australian desert. Of greatest fascination is the way that these and other waterbirds can somehow sense recent rainfall or flooding from thousands of kilometres away, then rapidly move there in response.
"Unlike other waterbird species, the Banded Stilts do not to breed near the coast. Instead, they move inland and form massive nesting colonies of thousands of pairs when salt lakes flood, feasting on brine shrimp that hatch from eggs which have lain dormant in the dry salt crust for years."
The research team, whose work has been published today in Biology Letters, tracked the movements of the 21 birds over an average of 196 days, uncovering extreme long-distance nomadic flights of hundreds of kilometres to and from desert salt lakes.
"These birds moved much further and faster than we had expected, including two that crossed from Lake Eyre in South Australia, to the Canning Stock Route in Western Australia in just a few days. Incredibly, one of these birds flew over 2,200 km in less than 2.5 days," Mr Pedler said.
"Twelve other stilts made rapid flights from inland salt lakes as they dried, rapidly covering hundreds of kilometres to return to important coastal refuge wetlands such as the Coorong, which sustain them during dry times.
"Their long distance flights across the Australian continent are longer and faster than those recorded in other desert waterbirds, yet we still don't understand how they know when it's time to move and where they should fly to."
1 / 2
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Mr Pedler said the research had uncovered new questions which the CIE team hoped to answer through further studies, including how the stilts and other waterbirds know when to move inland following rain and what signals they use to sense that distant desert wetlands have been flooded.
"One explanation could be that they respond to changes in barometric pressure or distant thunder that could signal rain" he said.
"Or maybe they can smell the recently flooded wetlands on the wind from hundreds of kilometres away."
The researchers are now focussing on additional questions relating to the extreme movement, breeding behaviour and conservation needs of this species.
"We are also really interested to know how the birds time their flights in relation to weather conditions such as favourable wind direction and other variables," Mr Pedler said.
"We are keen to learn more about which inland wetlands are important for the stilts for breeding, but also which coastal saline wetlands provide refuges during droughts. These are important areas for the species' conservation."
Provided by Deakin University
APA citation: Scientists track movements of desert waterbirds from space (2014, October 15) retrieved 13 November 2019 from https://phys.org/news/2014-10-scientists-track-movements-waterbirdsspace.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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Lab Design of FANUC Robot Operation for Engineering Technology Major Students
Dr. Maged Mikhail, Purdue University Northwest
Dr. Maged B.Mikhail, Assistant Professor, Mechatronics Engineering Technology Ph.D., Electrical Engineering, Tennessee State University, Nashville, Tennessee, August 2013. Dissertation title: "Development of Integrated Decision Fusion Software System For Aircraft Structural Health Monitoring" M.S., Electrical Engineering, Tennessee State University, Nashville, Tennessee, May 2009. Thesis title: "Development of Software System for Control and Coordination of Tasks among Mobile Robot and Robotic Arm." B.S., Electrical Engineering University of El Mina Cairo, Egypt, May 2001.
Shuyu Wang, Purdue University Northwest
⃝ c American Society for Engineering Education, 2018
Lab-Design of FANUC Robot Operation for Engineering
Technology Major Students
INTRODUCTION
Nowadays, automated equipment and machines are widely used in industry to reduce labor and increase profit, efficiency and producing ability. Robotics arms, as one type of automated devices, are vital importance in packaging lines, dangerous working environments and other jobs, which are relatively dangerous for human workers. Several companies produce robotics arms around the world because of the large need in the market. FANUC is one of the most famous companies and is commonly used in the industries. The most common type of robotic arm is their 6-joint robot, which is similar to the robot that is utilized in this project. As Mechanical Engineering Technology (MET) and Mechatronics Engineering Technology (MCET) students, being able to program automated machinery is crucial for them to find jobs. The school has been offering Programmable Logic Controllers, Process Control and CNC machine courses to build students' strength. In order to complete all aspects of automation industries, this project is designed to make up the lack of robotics programming education. Furthermore, this project will also prepare students who are interested in taking robotics concentrations later.
FANUC America, as one of the largest companies producing automation products and systems, produces FANUC industrial robots, which are widely used in the fields. The main goal of these labs is to prepare MET/MCET students to take robotics concentration courses at Purdue University Northwest and to work in automation/robotics fields in the future.
All the labs will be performed with FANUC LR Mate 200iD educational robot. It has six axes: base, shoulder, elbow, rotation of the arm, pitch of the wrist, and rotation of the hand plate. The first lab will be a safety lab, which includes rules and guidelines that students need to follow or be aware of during lab sessions. The educational robots are mainly designed for training purposes. Also, to fit in the goal of this project, which is preparing students for more advanced robotics courses, the programs that will be created for the project can't exceed the limitations of these educational robots. For instance, the grabber size is limited by one size and it cannot lift too much weight, the pick-and-place simulation lab objects are limited to quarters.
DESIGN PHASE
The project describes five labs in total covering from safety to writing programs and testing. Each lab focuses on a topic. After performing all the labs, students will be familiar with writing programs and running them continuously or systematically. The following are the topics for all the labs:
```
Lab 1 – Safety Lab Lab 2 – Introductory Lab Lab 3 – Programming Fundamentals Lab 4 – 2D Sketching Implementing Lab 5 – Pick-And-Place Simulation
```
Lab1 – Safety Lab
The first lab of the project is safety lab. There are safety equipment and technology that are built with the robot to protect itself and personnel. This lab includes the main design and rules that students need to follow when they perform labs. For instance, the Deadman switch is included in this lab so that students would know to press and hold the Deadman switch while programming and running the robot. The objective of this lab is to provide detailed information of FANUC robot safety devices and programs to prevent any accidents while performing labs.
Safety is one of the significant topics to cover at the beginning of any labs that are conducted with moving machines. Even though the robots for this project is not moving with a high speed, there are still potential hazards for students and personnel who work with the robot, which is the reason why safety lab is the first lab to be introduced. This lab ensures that instructors and students are both aware of hazards during the lab to prevent any accidents from happening.
Personnel safety is the first element of the lab. In the discussion portion, general safety instructions are provided, such as never wearing watches, rings, neckties, scarves, or loose clothes, and before operating, visually inspect the robot and work envelope to make sure that no potentially hazardous conditions exist.
Equipment safety is the second element introduced. For different working environment set-ups, the equipment safety could be different. In this project, a fenceless robot is the most common use of all labs. When work with fenceless work envelope, make sure that there are no objects on the
robot's moving path. The indication lights are above the robot and mounted to the back wall of the work envelope. The lights only work when the robot is running in auto mode. It is connected to the sensor underneath the working surface that senses distance. Depending on the distance between the operator and the robot, the green light will light up
Figure 1 Fenceless Robot
first if it is a safe distance, followed by the yellow light if the operators standing at a potentially dangerous distance. The red light will light up when the operator gets within 3 feet from the robot.
During the operation phase, Deadman switch should always be held in the right position to protect the operators.
Before testing the programs, use a low motion speed and single step the program for at least one full cycle. Use a low motion speed, test run the program continuously for at least one full cycle. The current moving speed is shown on the right top corner of the screen.
Figure 2 Deadman Switch
Dual check safety (DCS) is one of the features that built within the system. It checks the speed and position data of motors with two independent CPUs in the robot controller. It uses only the built-in servo motor sensors for this function.
Lab 2 – Introductory Lab
The second lab of the course is an introductory lab. This lab mainly introduces the components of the robot. It provides a detailed description of each component, as well as functions keys on the teaching pendant. The components include the main controller, teaching pendant, and the robot itself.
This lab focuses on providing information of each component and students can always refer back to this lab when they perform further labs later on. Robots contain mechanical and electrical parts and designs. In order for students to move forward with the following labs, they should be able to identify each component and its function.
The object of this lab is to provide information of operation FANUC robots and programming device.
Robot components
FANUC LR Mate 200iD will be utilized in all of the labs. It is a 6-axes robot. The axes are base, shoulder, elbow, rotation of arm, pitch of wrist, and face plate. An electric servomotor drives each axis. When jogging the robot, each axis can jog separately or together under different frames.
Main controller: The main controller is where the power switch, emergency stop, and mode switch are located. It contains the computer that operates the robot.
Figure 3 Main Controller
1. Power switch: power ON and OFF the robot, the main controller, and the teaching pendant, which will be covered in the next section.
2. Mode switch: allow robot to switch between AUTO and T1. Each mode will allow robot to jog under a specific motion speed range.
3. Emergency stop: to shut down the robot when emergency happens.
Teaching pendant: The teaching pendant is the device used to give motion control to the operator, move the robot, create and edit programs, test programs and perform manual movements.
Figure 4 Teaching Pendant
1. Teaching Mode switch: in order to use the Teaching pendant to program the robot, this switch has to be ON so that the teaching pendant can control the robot.
2. Emergency stop: to shut down the robot when an emergency happens. Emergency stop should be popped up when programming or jogging the robot.
3. Function key: the functions of each key on the teaching pendent will be discussed in more detail in the future labs. In different display screens, each function key performs different functions.
4. Jog key: there are 12 jog keys on the pendant to jog the robot in different directions and modes.
Lab 3 – Programming Fundamentals Lab
This lab mainly focuses on how to create a program for the robot using the teaching pendant. In the lab, each student is required to create at least one program to get familiar with the steps.
First, they will learn to power up the robot. Once the robot is powered on, they will learn how to jog the robot by joints. Then, they can switch frames and jog the robot within different frames. After feeling comfortable with jogging the robot, they will start to learn how to create a program. The idea of writing programs for FANUC robots is picking points and recording positions on the teaching pendant. The lab contains detailed procedures of how to pick and record points. The first program of each student should contain at least five points. After creating the program, they will run the entire program for at least one full cycle.
The objective is to power up, jog the robots and initial setup the robots, and create a simple program and test it.
Powering up the robot
Firstly, to power up the robot, turn the power switch counterclockwise as seen in Figure 3. Then wait a few seconds until the teaching pendant is also turned ON. Secondly, check the AUTO/T1 switch to ensure it is on T1 mode. At the main time, ensure the teaching pendant is ON. Finally yet importantly, the emergency stops on both main controller and teaching pendant should be ON. Refer to the second lab to locate where the emergency stop is on the teaching pendant.
Jog the robot
To jog the robot, the operator should first hold on the Deadman switch at its second position.
Figure 5 emergency stop on TP
1. Press and hold "shift", and hit "reset" until the "fault" light is clear.
2. While holding both Deadman switch and "shift", press any jog keys to jog the robot.
In this lab, students are required to first jog the robots, and then create a simple program containing at least five points to become familiar with recording points.
Figure 6 Job the robot
Students will follow a list of instructions to create their programs.
Each student should have different programs from one and another. Then, each of them should be able to test the program and run it in full cycle. In the practice portion of the lab, each student should attempt to create a more complex program and test it.
Lab 4 – 2D Sketch Implementing
The introductory lab is following by a 2D sketch-implementing lab. Students will use a template as shown in figure 1 that is printed on the working surface of the fenceless robot. In the lab, a number indicates points in sequence so that students can follow the figures to create the program.
The reason why this lab starts with the drawing in figure 1 is that it contains linear motion and circular motion, which are basic motion types that FANUC robots are able to complete. As far as applications of FANUC robots in industry, linear and circular motions are also fundamental for creating complex shapes using any modelling software. Performing this lab will allow students to
get familiar with programming shapes in FANUC robots. Later on, they can apply this knowledge to any applications that requiring motion types in the industry. The objective is to create a 2D sketch using CAD software, and program the robot to trace out the 2D sketch.
One of the reasons why robotic arms are widely used in industry is to avoid using laborers in any hazardous or dangerous situations. For example, cutting sheet metal into desired shapes may injure personnel. In this case, the robotic arm can replace human workers and get the work done precisely. The robot will move exactly as the program.
Figure 7 Templates for 2D sketch implementing
However, before the robot can start working, programming the path for the robot to follow is necessary.
Therefore, this lab will ask students to create a program that can trace the template shown in figure 1. After the program is tested, students will create their own 2D sketch and implement their sketch on the robot. The laser light attached to the grabber will be ON during the recording stage to make sure all the points are recorded as accurately as possible. After recording all the points in the drawing, instructions are added into the program so that the robot can grab a marker and draw the shape out on a white board.
The goal of this lab is to simulate a working environment of using robots to cut out specific shapes and parts. Students should also be familiar with different types of motions with FANUC robots.
Students should follow the templates in figure 7 to create their programs including all eight points indicated. In order to practice with motion types, students will need to continue with the program and create new lines for the small square in the center and the slot shape around the big square.
The points do not need to be at exact positions as shown. Students will need to locate each point approximately and record them.
Points 1 through 3 form a half circle. Points 4 through 6 form a half circle.
The motion type from 1 to 6, and from 3 to 4, should be linear motion.
Figure 8 Template for practice
A YouTube video link of the complete program is provided at the end of this lab as reference for students. https://www.youtube.com/watch?v=72HgSb6haPI
Lab 5 – Pick-and-place Simulation
The last lab of the project is a pick-and-place simulation. This lab addresses the most common use of robotic arms in the industry, which is pick-and-place. Students start the program with a pre-written portion of the first two pick-and-place movements. Then, they will record the next two movements themselves to make the robot pick up desired objects and place them at specific positions. This lab incorporates functions in a program, such as paste, insert, etc. It will beneficial the students when programming the robot with repeating motions. The objective is to complete a pre-written program of pick-and-place simulation.
This lab will focus on one of the most common uses of robotics arms in the industries, which is pick-and-place. While working with an automated packing line, repeatedly picking an object from the conveyer and placing it at another location is widely seen. However, the labor cost for this simple movement can lead to a huge amount of money. Hence, using robotic arms to replace labor seems to be an efficient way to cut down the cost.
CONCLUSION
This paper discussed five labs, which are essential for students to learn, including safety lab, introduction lab, programming lab, 2D sketch implementing lab, and pick-place simulation lab. All the labs cover enough knowledge for students to successfully perform the labs and create programs as required, when keeping theories at basic level so that they would still be interested in taking robotics concentrations to learn more about FANUC and other types of robots out there. Students generally would have an idea of how robots track positions and points as they are programmed to move within its working envelope. The labs also include practice sections for students to move forward after creating required programs. Moving forward with the project, there are still space to perfect the lab materials. Since Mechanical Engineering Technology and Mechatronics Engineering Technology students do not have many experiences with programming or coding, these labs tend to keep a simple yet informational format throughout the
To complete the program, two boxes with quarters are placed on the working surface. This program will contain open/close grabber, repeating instructions, and moving along one user frame. The laser will be ON during the programming phase and it should be OFF when running the entire program.
Figure 9 indicate the set-up for this lab. Students will program the robot to move between the two boxes and move the quarters.
A YouTube video link of the complete program is provided at the end of this lab as reference for students.
https://www.youtube.com/watch?v=v0kS6fbO5CU
entire project so that all information is clear and straightforward for students to read. After completing these senior design project, it definitely opens a vision on how widely robotics and automated machineries used and how much work they can do. Pursuing concentrations on automation and robotics has become significant.
REFERENCES
1. Benaoumeur Ibari, Kamel Bouzgou, Zoubir Ahmed-foitih, and Laredj Benchikh (03 August 2015). An application of augmented reality (AR) in the manipulation of fanuc 200iC robot. Doi: 10.1109/INTECH.2015.7173366
2. Slawomir Zolkiewski, Dominik Pioskowik. Robot Control and Online Programming by Human Gestures Using a Kinect Motion Sensor. Advances in Intelligent Systems and Computing, volume 275. DOI: 10.1007/978-3-319-05951-8_56
3. Jorge Angeles (2007). Fundamentals of Robotic Mechanical Systems. Springer US.
4. Sio-long Ao, Len Gelman (2013). Electrical Engineering and Intelligent Systems. Springer New York. DOI: 10.1007/978-1-4614-2317-1
5. Takashi Mochizuki. (2016, April 18). New Fanuc Technology Connects Robots to Networks. The Wall Street Journal. Retrieved from https://www.wsj.com/articles/newfanuc-technology-connects-robots-to-networks-1460958107
6. Will Knight. (2016, October 7). Japanese Robotics Giant Gives Its Arms Some Brains. MIT Technology Review. Retrieved from https://www.technologyreview.com/s/602553/japanese-robotics-giant-gives-its-armssome-brains
7. Gary Wollenhaupt. (2014, October 30). Demand for Robotics Engineers Grows. PRODUCT LIFECYCLE REPORT. Retrieved from http://blogs.ptc.com/2014/10/30/demand-for-robotics-engineers-grows/
8. FANUC America Corporation Handling Tool Operations & Programming Student Manual. Copyright @2016 by FANUC America Corporation. | <urn:uuid:1c73964c-e554-4703-ae0e-48d9e5c780f0> | CC-MAIN-2019-47 | https://peer.asee.org/lab-design-of-fanuc-robot-operation-for-engineering-technology-major-students.pdf | 2019-11-13T23:56:11 | crawl-data/CC-MAIN-2019-47/segments/1573496667442.36/warc/CC-MAIN-20191113215021-20191114003021-00044.warc.gz | 563,014,065 | 3,863 | eng_Latn | eng_Latn | 0.963746 | eng_Latn | 0.998692 | [
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Art
Good Judgement: Pupils will become critical thinkers who are able to make independent and informed decisions. They are taught skills in self-reflection and giving and receiving constructive feedback.
Celebrate different perspectives: Art projects teach creativity and open ended thinking. Pupils express themselves and understand that there is always more than one possible approach and solution. Mistakes are an expected part of problem solving. Pupils investigate different points of view and the opinions of others (from different contexts e.g. other countries, periods of time, genders and faiths) All are tolerated and appreciated.
Exploration and experimentation: Pupils will master basic skills liked to the art formal elements, developing hand-eye coordination. These are divided into four strands in the progression maps which link directly to the four assessment objectives at GCSE level.
Self-Expression: Sharing feelings and ideas. Learning the importance and subtleties of non -verbal communication.
Year 10 | <urn:uuid:b624a9ef-8d27-4092-be18-82a489782692> | CC-MAIN-2019-47 | https://fluencycontent2-schoolwebsite.netdna-ssl.com/FileCluster/StGregorys/MainFolder/Curriculum/Art/Y10-Art-curriculum-intent-and-map.pdf | 2019-11-14T00:06:59 | crawl-data/CC-MAIN-2019-47/segments/1573496667442.36/warc/CC-MAIN-20191113215021-20191114003021-00039.warc.gz | 433,030,231 | 194 | eng_Latn | eng_Latn | 0.99772 | eng_Latn | 0.99772 | [
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Date:07/07/2007 URL: http://www.thehindu.com/thehindu/pp/2007/07/07/stories /2007070750410200.htm
Back Property Plus Bangalore Chennai Hyderabad Kochi Thiruvananthapuram
WATER WISE
Rainwater harvesting benefits industries
S. VISWANATH
This concept makes sense for industries because it saves money, replenishes ground water and brings productive use of soft rain
This is the seventh in the Rainwater Harvesting series that comes to you with added vigour every week, as the author finds an awe-inspiring response from people across the globe. We do hope the Waterwise column helps people get wiser to sav e every drop.
Industries are booming in Bangalore and its suburbs. A 10 per cent economic growth rate also means a 10 per cent growth in water demand. Since industries are usually located in the periphery of the city they are not usually connected to the piped network of the city and depend on ground water for their needs. If they are indeed connected, they pay one of the highest tariff for water in India at an effective Rs. 72 a kilo-litre.
Many industries buy water from water tankers too. Some buy bottled water for drinking purpose and if soft water is required as part of the process requirement, water softeners or reverse osmosis systems are opted for. It therefore makes eminent sense for industries to harvest rainwater because it saves money, it replenishes the ground water and it brings to productive use soft rain water.
How should industry harvest rain? The principle of rainwater harvesting remains the
same:
- collect and store rainwater.
- recharge the aquifer and use the ground as storage.
Modern tools such as google earth help identify the catchment of your industry if it is large, the slopes and the overall context where it is located in the urban watershed. This helps plan design and implement rainwater harvesting systems better from a couple of acres to thousands of acres.
There are five components in a rainwater harvesting system:
Catchment; Conveyance; Filtration; Storage; and Recharge.
Catchment
Roofs are excellent catchment. Paved areas which are clean can also be treated as a catchment. Unpaved areas are usually best reserved to ensure increase in soil moisture or to recharge groundwater. Many factories have sloping roofs, some have flat roofs.
Irrespective of the kind of roof each of them is an excellent catchment as long as it is kept clean. The use of bitumen and asphalt as water proofing in some of the old factories may render the catchment unfit. Chimneys which deposit soot may need to be isolated.
Conveyance
Conveyance systems include rainwater gutters and down pipes which move the rainwater from the catchment to the filtration system. It is good to build gutters at the construction stage itself and to slope them in the direction of storage or recharge. Down pipes should also be built in for easy connections.
PVC is the material generally used for both gutters and down pipes though other materials are also now coming in.
Filtration
Filtration systems remove organic material, silt and other debris from the rooftop rainwater. These are designed with gravel and sand and sometimes with nylon meshes of various fineness. Rainwater passes through the filter and is cleaned considerably for storage.
Storage
There are many ways to store rainwater. Rain barrels are one method where HDPE tanks are used to collect and store rainwater. Underground open or closed sumps are preferred by some. These take the rainwater and allow it to go into the shallow aquifer or the deeper aquifer at fairly rapid rates. These can be recharge pits or recharge wells. Some industries with large areas have even used recharge ponds. Storm water drains are conveyance systems for larger catchments and are excellent places to harvest storm
water.
Recharge wells can be placed inside the storm water drains or immediately adjacent to them in series to ensure maximum recharge. Storm drains can also be led to recharge ponds of 2 to 10 lakh litres capacity to store and recharge the groundwater.
For the landscaped areas, swales and berms capture water and soak it into the soil, increasing soil moisture and enabling plants to thrive. A well-designed landscape in an industry will do with very little water or only treated effluent water. It is always wise to work with tree-based landscapes or with plants which demand very little water.
A water audit and identification of the demand at various points through metering is an excellent idea. An industry should know its sources of water and how much water is consumed from these sources each month and should monitor it closely. Water can only be managed if you measure it. Key points of demand should also be measured to see how much efficiency can be brought in.
Through a clear demand management strategy, rainwater harvesting and water recycling, an industry can become water smart or water positive. This will contribute to sustainable development.
(The author can be contacted at 23641690 / email@example.com or visit www.rainwaterclub.org)
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Writer's Name:
Reviewer's Name:
Directions for the Writer:
1. Using the chart below, list 1-3 paragraphs you would like your reviewer to give special attention to.
2. List what you think is not working in these paragraphs and what type of feedback you think would help you. Be as specific as you possibly can.
| Paragraph Number | Trouble You’re Having |
|---|---|
Directions for the Reviewer:
1. Using the chart below, give the writer specific advice on how to improve the paragraphs s/he asked for help on.
2. Then, give advice for one other paragraph that you think could be developed more in terms of big-picture issues. Be as specific as possible.
1 Corbett, Steven, Teagan E. Decker, and Michelle LaFrance. Peer Pressure, Peer Power: Theory and Practice in Peer Review and Response for the Writing Classroom. Southlake, Texas: Fountain Head Press, 2014. Print.
PEER REVIEW HANDOUT GUIDE
1
(Insert brief reminder of prompt here).
PEER REVIEW HANDOUT GUIDE 1
(Insert brief reminder of prompt here).
3. What did you think was the best part of this essay? Explain in detail why this was so good (the more detail, the better!).
Directions for the Reviewer: Place an "X" in the first column (the "Completed" column) to indicate if the Writer has included the element in her/his project.
| Completed | Element |
|---|---|
| | 7 + paragraphs |
| | Appropriate section titles |
| | 800-1600 words (check for word count NOT including the author’s name, title, date, course number, etc) |
| | Each paragraph has a Point |
| | Each paragraph has at least one Illustration |
| | Each paragraph has some Explanation tying the Illustration to the Point |
| | Second-person pronouns are avoided |
| | Words like “one” and “you” are avoided |
1 Corbett, Steven, Teagan E. Decker, and Michelle LaFrance. Peer Pressure, Peer Power: Theory and Practice in Peer Review and Response for the Writing Classroom. Southlake, Texas: Fountain Head Press, 2014. Print. | <urn:uuid:be5e7b99-dcf0-4001-8af8-9f949d9db1e8> | CC-MAIN-2019-47 | https://www.wallace.edu/sites/www/Uploads/files/Student%20Services/TWC/Faculty%20Resources%20Page/Peer%20Review%20Handout%20Guide.pdf | 2019-11-13T23:30:48 | crawl-data/CC-MAIN-2019-47/segments/1573496667442.36/warc/CC-MAIN-20191113215021-20191114003021-00050.warc.gz | 1,030,583,714 | 485 | eng_Latn | eng_Latn | 0.994233 | eng_Latn | 0.994638 | [
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A01 – How is power presented? List four ways that it is presented with quotations to support your points.
-
A03 – Link your point to context. Consider the gender roles, the political influences, social class and age and generation.
How does Priestley present ideas about power in An Inspector Calls ?
A02 – Analyse the language and structure of these quotations. Select a key word/phrase and analyse what it implies.
Challenge – Offer more than one interpretation. How else could the theme be perceived from this quotation?
A02 – Dramatic techniques. Comment on the use of stage directions and the use of dramatic irony. Analyse what is implied about inequality. What effect does this have on the opinion of the audience? | <urn:uuid:6e3fc881-10a4-4279-a3d1-7e535fc06a10> | CC-MAIN-2019-47 | http://heanorgate.aitn.co.uk/images/English/HowdoesPriestleypresentideasaboutpowerinAnInspectorCalls.pdf | 2019-11-13T21:53:48 | crawl-data/CC-MAIN-2019-47/segments/1573496667442.36/warc/CC-MAIN-20191113215021-20191114003021-00045.warc.gz | 72,331,645 | 146 | eng_Latn | eng_Latn | 0.999033 | eng_Latn | 0.999033 | [
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Name___________________________
Regular Physics--Newton's Second Law
Draw a force diagram for the following situations. Label all appropriate forces.
1. A 110 kg physics teacher being pulled across frictionless ice with a rope that has a tension of 100 N.
2. A 1500 kg car needs a force of 12,000 N to maintain a steady speed of 60 mph on flat ground.
3. A 50 kg woman standing on a hill that makes an angle of 30 with the horizontal.
Solve the following problems. You must have a force diagram for each problem to receive full credit! Use g= 10 m/s 2 for all problems except as noted.
4. A 50 kg box is slid across a floor by a rope with a tension of 100 N. If the box experiences a 35 N frictional force, determine the acceleration of the box.
5. A skydiver with a mass of 85 Kg jumps out of a plane. At a certain moment, the skydiver experiences a frictional force of 615 N. At that moment, what is the acceleration of the skydiver?
6. A skydiver with a mass of 85 Kg jumps out of a plane. At a certain moment, the skydiver experiences a frictional force of 833 N. Use 9.8 m/s 2 for gravity. At that moment, what is the acceleration of the skydiver?
7. A force of 300 N is applied to a student of mass 50 kg who is sitting in a 10 kg chair on a frictionless surface. Determine the combined acceleration of the chair and student.
8. What is the net force is required to produce an acceleration of 5 m/s 2 on a 10,000 kg truck?
9.
A 20 kg bucket is held up by a rope. If the bucket is stationary, what is the tension in the rope?
10. What is the weight of a 15 kg box on the earth where the acceleration due to gravity is 9.8 m/s 2
11. What is the weight of a 15 kg box on the moon where the acceleration due to gravity is 1.63 m/s 2
12. What is the mass of a student who has a weight of 750 N on the earth?
13. Which would have the most mass, a 10 N weight on the earth or a 10 N weight on the moon? Why
14. If a crate is moving to the left and has a net force acting to the right, explain what will happen to the speed of the crate. Be specific to receive full credit. | <urn:uuid:e7a5fd34-29dc-4e80-aaa4-b7b62af015f2> | CC-MAIN-2019-47 | http://morrillphysics.weebly.com/uploads/8/5/1/5/8515008/newtons_2nd_law_worksheet_2013.pdf | 2019-11-13T23:44:09 | crawl-data/CC-MAIN-2019-47/segments/1573496667442.36/warc/CC-MAIN-20191113215021-20191114003021-00045.warc.gz | 110,226,464 | 561 | eng_Latn | eng_Latn | 0.997834 | eng_Latn | 0.997834 | [
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Introducing Special Collections
Introducing Special Collections
What are Special Collections? How can you find out what's in Special Collections? What research skills do you need to use when studying primary sources?
In this workshop we introduce Special Collections and explore their analysis and interpretation.
Duration: 2 hours (including building tour) Age: A Level Cost: Free Max group size: 20
About the workshop
The aim of the workshop is to introduce students to Special Collections and research skills using primary sources.
Students will have the opportunity to find out about:
* The range and content of Special Collection
* How to access the Collections
* The critical analysis of primary sources
We'll use a selection of printed books, manuscripts and archives from the Library's collections and give the students the opportunity to read and examine them, or digital reproductions.
Further Information
This page tells you more about the Library's collections: http://www.library.manchester.ac.uk/special-collections/
In the workshop we use a variety of items ranging from letters, manuscripts, newspaper articles, scientific papers, maps and objects to give students a sense of the breadth of resources held in Special Collections. Items include a facsimile of a medieval manuscript book; a research paper by John Dalton; an account of the Peterloo Massacre; a World War 1 letter and a World War Two Luftwaffe map of Manchester.
With sufficient notice we may be able to put together a selection of items relating to specific curriculum topic. In the past we have run workshops relating to the Reformation, Parliamentary reform and World War 1.
Contact us if you'd like to discuss a potential topic.
Tel: +44(0)161 306 6558 Email: firstname.lastname@example.org | <urn:uuid:100214c4-9440-4ad3-b926-23a765b2182a> | CC-MAIN-2019-47 | http://documents.manchester.ac.uk/display.aspx?DocID=36658 | 2019-11-13T22:37:20 | crawl-data/CC-MAIN-2019-47/segments/1573496667442.36/warc/CC-MAIN-20191113215021-20191114003021-00051.warc.gz | 49,409,409 | 361 | eng_Latn | eng_Latn | 0.995428 | eng_Latn | 0.995428 | [
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Changing Forests in a Warming World
What is this research about?
Many researchers argue that global warming is having an impact on forest fires in North America. In 2004, Alaska saw one of the hottest and driest summers in over half a century. Fires raged across the interior, burning a record-setting 2.7 million hectares of land. In fact, recent findings suggest that such fires are only going to be more severe and frequent in the coming years.
Scientists often study 'ecological succession' in a forest – the changes in its structure or composition – by looking at the legacy of a forest, how the forest has changed over many years. But this approach isn't very helpful when it comes to assessing the immediate effects of a forest fire. Today's ecologists face a challenge: to predict the future dynamics of a forest under rapidly changing conditions.
What did the researchers do?
Following the record-setting summer of 2004, researchers from Saskatchewan, Alaska, and Florida looked at the recovery of black spruce forests in Alaska. (Black spruce grows throughout North America.) Study sites were set up in May 2005, once the snow had melted in
What you need to know:
Severe fires can dramatically alter the future growth of a spruce forest. A severe fire is likely to change the forest to one dominated by broadleaf deciduous trees, especially in drier places.
the Alaskan interior. Their goal? To predict the pattern of future growth by studying parts of a spruce forest immediately after a burn, when it is just starting to reorganize itself.
What did the researchers find?
Fires that are severe and frequent can break the 'lock' that spruce trees hold over drier forests. These fires alter the playing field, enabling deciduous trees to take over and dominate. Deciduous trees, in turn, could have a cooling effect on local climates. For instance, they could reduce the flammability of the forest and the ability of fire to spread.
But severe fires have less of a long-term impact on certain parts of spruce forests. Moist and cool areas favour the growth of spruce seedlings over deciduous broadleaves, as do higher
latitudes. In other words, the researchers found that spruce forests show the strongest potential to regenerate themselves in moist areas and at greater elevations.
How can you use this research?
This research advances our understanding of how spruce forests change after increasingly severe and frequent fires. New patterns of growth, established shortly after a fire, can help predict the structure of a forest two or three decades later. The research also builds on earlier work and contributes to a larger understanding of the impact of climate change on North American ecosystems.
About the Researchers
Jill Johnstone is Assistant Professor in the Department of Biology at the University of Saskatchewan.
email@example.com
Teresa N. Hollingsworth is Affiliate Assistant Professor at the Institute of Arctic Biology at the University of Alaska Fairbanks.
F. Stuart Chapin, III is Professor in the Department of Biology and Wildlife at the University of Alaska Fairbanks.
Michelle C. Mack is Associate Professor in the Department of Botany at the University of Florida.
Citation
Johnstone, J. F., Hollingsworth, T. N., Chapin III, F. S., & Mack, M. C. (2010). Changes in fire regime break the legacy lock on successional trajectories in Alaskan boreal forest. Global Change Biology, 16(4), 1281-1295. Available online at bit.ly/NZwubi
Keywords
Alaska, Boreal forest, Fire, Spruce tree, Broadleaf deciduous, Ecological succession
Knowledge Mobilization at York
York's Knowledge Mobilization Unit provides services for faculty, graduate students, community and government seeking to maximize the impact of academic research and expertise on public policy, social programming, and professional practice. This summary has been supported by the Office of the Vice-President Research and Innovation at York and project funding from SSHRC and CIHR.
firstname.lastname@example.org www.researchimpact.ca | <urn:uuid:2bbc8b6c-1547-4379-a8c5-3c94a29f628e> | CC-MAIN-2019-47 | https://yorkspace.library.yorku.ca/xmlui/bitstream/handle/10315/29222/00164.pdf?sequence=1&isAllowed=y | 2019-11-13T23:26:52 | crawl-data/CC-MAIN-2019-47/segments/1573496667442.36/warc/CC-MAIN-20191113215021-20191114003021-00050.warc.gz | 1,049,853,772 | 843 | eng_Latn | eng_Latn | 0.99057 | eng_Latn | 0.996739 | [
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About the project
'Road of Love' is a historical – cultural horseback journey down the Jagiellonian road or else known as Road of Sovereigns and tract of Lithuanians, where 460 years ago the Grand Duke of Lithuania and King of Poland Zigmantas Augustas in guidence of his exceptional love escorted remains of his wife Barbora Radvilaite from Cracow to Vilnius.
It is an international, social – educational project to freshly fix facts of Lithuanian and Polish history and comprehend them newly in a background of Europe.
The mission of the journey:
To anew and perpetuate the route with particular historical meaning for Kingdom of Poland and Grand Duchy of Lithuania, which later became Republic of Polish-Lithuanian Commonwealth, road which connected Vilnius and Krakow historical capitals of both countries. This journey is also to bring mutual heritage of exceptional value for Lithuanians, Polish and other nations up-to-date.
Goals of the journey:
to remind and bring up-to-date a historical and cultural meaning in new forms of Republic of Polish-Lithuanian Commonwealth for a present intercourse of both countries;
to reveal and fixate value of cultural heritage in Republic of Polish-Lithuanian Commonwealth, to encourage preservation of it in Lithuania and Poland.
to recall the old route of sovereigns and to honour one of the most romantic love stories in Polish and Lithuanian history.
to extend introduction and research of Žemaitukas, an exclusive and one of the oldest horse breed in Europe, seeking for attention of its preservation.
The route of the journey:
The horseback journey will be ridden down the old Jagiellonian road.
The Jagiellonian road, which connected two historical capitals of Republic of Polish-Lithuanian Commonwealth – Vilnius and Cracow, was cultural European road of trade between Western Latin and Eastern Bizantine civilizations.
VILNUS – Rudininkai – Wolkowysk – Kamieniec – Brzesc – Pisczczaz – Parczew – Ostrow Lubelski – LIUBLIN – Dzierkowice – Sandomierz – Koprzywnica – Polaniec – Nowy Korczyn – Opatowiec – Igolomia – Wawrzenczyce – KRAKOW.
Start of the ride is planned in the end of July, 2011.
Length of the journey – 1000 km.
Duration of the journey is about 20 dys.
* Points of the route is in revision.
Riders
There will be 10 riders on the 'Road of love'.
All of the riders are non-professionals – businessmen, public men, culture men from Poland and Lithuania, who loves challenges and believes in a mission of this project.
These men will ride as many troops of Grand Duchy of Lithuania with Žemaitukas, one of the oldest and toughest breeds of horses.
Alšis, the dog who joined riders in ''2000km of history' journey, is planning to join the 'Road of love' too.
Expected results of the project:
Twenty places of historical meaning for Grand Duchy of Lithuania is visited in Lithuania, Belarus and Poland.
A documentary will be made to record 'Road of Love' and stories of history told by Jagiellonian road.
Cultural heritage of Republic of PolishLithuanian Commonwealth revealed, perpetuated and newly recognized in a book.
The organizers of the journey:
The journey of love is organized by organizers of '2000km of history' journey, which was ridden in 2010 by 10 riders, who successfully repeated journey of Vytautas the Great from Trakai to the Black Sea .
More about this project: www.2000kmistorijos.lt | <urn:uuid:29945e75-f42c-4ae6-b427-09bf4e0925b0> | CC-MAIN-2019-47 | http://www.thelongridersguild.com/vilnius.pdf | 2019-11-13T23:25:11 | crawl-data/CC-MAIN-2019-47/segments/1573496667442.36/warc/CC-MAIN-20191113215021-20191114003021-00047.warc.gz | 280,849,447 | 833 | eng_Latn | eng_Latn | 0.987154 | eng_Latn | 0.996196 | [
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St. Laurence Catholic Church Preschool and Elementary CCE
Catechist Resources
WEBSITES & ONLINE LESSON PLANNING
The internet provides an excellent resource for materials to supplement your weekly lesson planning. As the internet is filled with such a variety of materials (both good and controversial) SPECIAL CARE must be taken in utilizing anything obtained in this way. You may select non-Catholic resources for use in teaching, provided that you carefully review all of the materials in advance to ensure that they are in no way contrary to the teachings of the Catholic Church. If you are uncertain or have any questions regarding a particular resource that you plan to use in your classroom, please contact Joan, Cindy or Molly in the RE Office.
Here are just a handful of the great Catholic resources online:
http://www.usccb.org/
This is has the Bible, Prayer and Worship, Beliefs and Teachings, Issues and Action straight from the United States Conference of Catholic Bishops. If you look under Beliefs and Teaching then "What we believe" you will find an online version of the Catechism of the Catholic Church.
http://w2.vatican.va/content/vatican/en.html
This is the Holy See website. You can find Encyclicals, Homilies, Letters, and Apostolic Letters and connect to what Pope Francis is up to.
http://www.archgh.org/
This is the main Archdiocese of Galveston Houston Website.
https://www.archgh.org/resources/parish-resources/oec/catechetical-framework-andcurriculum/english/curriculum/
This is the website managed by the Archdiocesan Office of Evangelization and Catechesis (OEC) and provides numerous resources directly related to Galveston-Houston's systematic catechesis in line with the Catechetical Framework for Lifelong Faith Formation (CFLFF).
http://aliveinchrist.osv.com/family This is our current curriculum series website. It's full of Home Session Plans (i.e. chapter lesson plans), People of Faith activities, interactive grade-level practice reviews and games, a Glossary by grade and also adult learning videos for you parents. This is also the site where your child can submit chapter assessments.
https://www.osvparish.com/CatechistHelp.aspx
Our publisher's website with excellent articles and activities for you parents.
http://catholicblogger1.blogspot.com/p/games.html
This website provides links to free on-line games that can be made and played at home to augment your lessons being studied.
http://www.catholiccatechist.org
Provides Catholic resources, lesson plans and classroom ideas look under free files section.
Look under the "Free Files" tab to search for activities and games by subject.
http://catholicmom.com/ Another great Catholic family resource.
http://www.catholicicing.com/ A source for GREAT craft ideas
https://www.thereligionteacher.com/ Worksheets, lesson plans, activities, etc.
http://www.crsricebowl.org/ Lenten resources including family activities, Stories of Hope, reflections and recipes
ADDITIONAL CATECHETICAL RESOURCES
Along with your textbook and the OSV website, here is a listing of some great resources for you to use to help you in your preparation of your lessons.
All of these resources are available for your use.
The Catholic Children's Bible by St. Mary's Press
(In all of the classrooms)
Catechism of the Catholic Church (CCC)
This is the resource book for all catechesis. It is the official exposition of the teachings of the Catholic Church. It is arranged into four principal parts: The Profession of Faith (the Creed), The Celebration of the Christian Mystery (the Sacred Liturgy, especially the sacraments), Life in Christ (including the Ten Commandments), and Christian Prayer (including The Lord's Prayer).
Compendium of the Catechism of the Catholic Church
It is a more concise and dialogic version of the CCC. It is sometimes referred to as the "Mini Catechism."
National Directory for Catechesis
This is a reference resource for those responsible for catechesis from the bishops on down to those on the local level.
United States Catholic Catechism for Adults
Each chapter in the Catechism for Adults includes stories, doctrine, reflection, quotations, discussion questions, and prayer to lead the reader to a deepening faith.
Youth Catechism of the Catholic Church (YouCat)
The Youth Catechism, which is written in Language suitable for young people, deals with the entire Catholic faith as it is presented in the CCC, without aiming, however, at the completeness provided in that volume. The work is structured in Question-and-Answer format, and numbers after each answer refer the reader to the more extensive and in-depth treatments in the CCC.
Catholic Source Book
It is a vast collection of information to help people of faith learn, renew, teach, and live the risen life of Jesus Christ in the Catholic Church. The ten chapters include: Prayers, An Overview of the Tradition, Scripture, Church, Liturgy, The Liturgical Year, Devotions in Catholic Tradition, Veneration of Saints and Heroes, Catholic Symbols, and Word and Phrase Origins.
BOOKS
Along with your grade-level textbook Teacher's Guide, we have many books that are available to supplement your lessons. The titles of these books will be provided in the Catechist's weekly lesson email update. Books are available on a first-come first-served basis upon request made to the Coordinator.
BIBLES
In addition to the Children's or Youth (5 th grade only) Bible located in each classroom within the CCE cabinet, here are other translations available to you:
"Bible for Today's Family New Testament" CEV
"Good News Bible" TEV
"Holy Bible" NAB New Testament Words of Christ in red
"Lift the Flap Bible"
"My First Communion Bible"
"Serendipity New Testament for Group"
GAMES
(In the book room off of the workroom)
Armor of God
Bible Baffle
Bible Quiz Masters grades 5-6
The Bible Quiz ages 7 and up
Bible Bingo
Bible Challenge
Catholic Quiz 5 th
The Catholic Quiz 4 th
The Catholic Quiz 2 nd
Catholic Family Bible Game
Catholic Quiz k – 1 st
Children's Bible Trivia
Divinity the New Catholic Catechism Learning System
The New Catholic Quiz 1 st grade
The Ungame "The World's Most Popular Self Expression Game
MUSIC RESOURCES
Here is a listing of some of the music CD's for you to use to help you in the preparation of your lessons. These can be found in the RE Bookroom.
* Alive In Christ: Songs of Scripture (Grades 1-3)
* Alive In Christ: Songs of Scripture (Grades 4-6)
* Songs of Praise: 15 Classic Christian Songs for Kids
* Songs Kids Love to Sing: 25 Sunday School Songs
* Silly Songs: 18 Wholesome Fun Songs for Kids
* Sunday School Songs: 15 Classic Christian Songs for Kids
VIDEO RESOURCES
There are many great videos available to supplement your lesson plans. Videos may be used occasionally during lessons to provide the students with a different learning style.
POLICIES FOR VIEWING A VIDEO IN YOUR CLASS
o Request and pick up the DVD the week before you want to present it. These are available for review in the RE Bookroom off the workroom. A listing of videos by lesson themes is provided below. You also may play any pre-approved YouTube videos suggested by the publisher or Coordinator. For links to the approved online video titles, please see the GOOGLE document shared on the classroom drive called Elementary CCE Lesson Planning Video Links. YouTube videos may be launched directly from these links.
o Any DVDs that you bring in on your own must be pre-approved through the Preschool or Elementary CCE staff. Please contact a staff member to outline and/or discuss what you plan on presenting to the children.
o Please preview any video before you present it to the children. This will ensure that you are prepared for what it contains.
o Each upstairs classroom in the AMC is equipped with a TV and DVD player which may be used at any time. For the downstairs classrooms, we have several carts with TVs/DVD players that you may request ahead of time by either calling or emailing the program coordinator or assistant and making a request. The cart will be placed in your room before your scheduled class session time. If you need instructions on how to use the equipment, please contact a staff member.
o At the end of class, please be sure to return any DVDS to the Resource shelves in the RE Bookroom in a timely manner so that other classes may also have the opportunity to use them.
VIDEO TITLE LISTINGS (BY THEME)
Below are the titles of DVDs available in the bookroom off of the workroom. There are more available to check out in the library.
Jesus' Birth, Life, Death and Resurrection
* The Great Bible Discovery Series: Discovering the Baby King, Discovering the Empty Tomb and Discovering the Kingdom (Jesus' Kingdom Parables) – 25 minutes each episode
* Read and Share DVD Bible, The Jesus Series: Life and Miracles (by the DOVE Foundation) – 30 minutes
* Children's Heroes of the Bible: The New Testament (by Gateway Films) – 7 episodes, 23 minutes each
* The Jesus Movie (by the DOVE Foundation) – 80 minutes
* The Bedbug Bible Gang: Just John! (by Creative Communications) – 23 minutes
* The Path of Jesus – Seven short dramas of the life and teachings of Jesus (by International Media Ministries) – 66 total minutes; approx. 9 minutes each
o The Christmas Story
o The Temptation
o Jesus and the Pharisees
o The Pharisee and the Tax Collector
o The Decision
o The Absent King
o The New Covenant
* People Who Met Jesus, Series 1 (by International Media Ministries) – 66 total minutes; approx. 8 minutes each
o Simon Peter
o Matthew
o The Centurion
o The Woman at the Well
o The Nobleman
o Jairus
o The Rich Young Ruler
o Nicodemus
* Bible Animated Classics: The Miracles of Jesus (by NEST Family Entertainment) – 45 minutes
* Bible Animated Classics: He Is Risen (by NEST Family Entertainment) 45 minutes
* O Holy Night: The King is Born (What Christmas is About) (by Brother Francis) – 25 minutes
* The Stations of the Cross: Accompanying Jesus on His Way to Calvary (by Brother Francis) – 25 minutes
* He is Risen: The Power of the Resurrection (by Brother Francis) – 25 minutes
Bible Stories / Scripture
* Read and Share DVD Bible: From Genesis to Revelation (by the DOVE Foundation) – 3 hour collection of stories
* Children's Heroes of the Bible: The Old Testament (by Gateway Films) – 6 episodes (Joseph, Moses, David, Elijah, Jeremiah & Ester), 23 minutes each
* The Great Bible Discover (Old Testament) (by Creative Communications) – 3 episodes (Joseph & his brothers, Ruth and the Story of the Passover), 25 minutes each
* The Great Bible Discover (Old Testament) (by Creative Communications) – 3 episodes (Creation, Noah & Abraham), 25 minutes each
* The Old Testament Bible Stories for Children: The Greatest Stories Ever Told – 3 DVDs, total 12 hours
* Awesome Bible Adventures (by Total Living Network) -2 episodes (Noah & Joshua), 30 minutes each
* The Bedbug Bible Gang: Family Fun (by Creative Communications) – Miriam, Moses, Ruth& Naomi, Mary & Martha, 23 minutes
* Veggie Tales: Dave and the Giant Pickle – 30 minutes
* Veggie Tales: Esther, the Girl Who Became Queen – 39 minutes
* Veggie Tales: Minnesota Cuke and the Search for Samson's Hairbrush – 43 minutes
* Veggie Tales: Minnesota Cuke and the Search for Noah's Umbrella – 50 minutes
* Children's Heroes of the Bible: The New Testament (by Gateway Films) – 7 episodes (Jesus' birth, calls disciples, miracles, struggles, PDR, the early Church, St. Paul's ministry), 23 minutes each
* Awesome Bible Adventures (by Total Living Network) -2 episodes (Jesus' Miracles & David's Battle), 30 minutes each
* The Bedbug Bible Gang: Amazing Animals! (by Creative Communications) – 23 minutes (Daniel and the Lion, the Lost Sheep, Noah's Ark
God's Image
* Veggie Tales: God Made You Special – 4 stories, total of 70 minutes
* Veggie Tales: Where's God When I'm S-Scared? – 31 minutes
* You are Special: The Blessings of God's Unique Love (by Brother Francis) – 33 minutes
Christmas
* The King is Born: What Christmas is About (by Brother Francis) – 25 minutes
* The Star of Bethlehem: Unlock the Mystery of the World's Most Famous Star – 65 minutes
* The Crippled Lamb (by Max Lucado) – 60 minutes, including bonus material
* Veggie Tales: The Star of Christmas – 50 minutes
* O Holy Night: The King is Born (What Christmas is About) by Brother Francis – 25 minutes
Holy Week/Easter
* My Time with Jesus: Lent (by EWTN) – 30 minutes
* The Way of the Cross for Kids (by EWTN) – 30 minutes
* The Animated Passion For the Whole Family (by NEST Family Entertainment) – 90 minutes
* Bible Animated Classics: He Is Risen (by NEST Family Entertainment) 45 minutes
* Veggie Tales: An Easter Carol – 49 minutes
* The Stations of the Cross: Accompanying Jesus on His Way to Calvary (by Brother Francis) – 25 minutes
* He is Risen: The Power of the Resurrection (by Brother Francis) – 25 minutes
The 10 Commandments / Great Commandment / Morality
*
The 10 Commandments (by Pauline Communications) – 75 minutes
* The 10 Commandments: Living Within God's Love (by Brother Francis) – 30 minutes
* The Bedbug Bible Gang: Jumbled Journeys! (by Creative Communications) – 23 minutes
* Awesome Bible Adventures: Moses Receives the Ten Commandments (by Grizzly Adams Productions) – 30 minutes per episode
& Moses Great Escape
* Veggie Tales: Are YOU My Neighbor? – 30 minutes
* Veggie Tales: Larry-Boy! & the Fib from Outer Space! – 33 minutes
Parables
* The Bedbug Bible Gang: Funny Farmers (by Creative Communications) – 23 minutes
* The Bedbug Bible Gang: Lost & Found! (by Creative Communications) – 23 minutes
* The Friar: The Prodigal Son (by EWTN) – 30 minutes
* The Friar: The Good Samaritan (by EWTN) – 30 minutes
* The Friar: The Wedding Feast (by EWTN) – 30 minutes
* Parables of Jesus (by International Media Ministries) – approx. 7 minutes each
The Good Samaritan, The Unmerciful Servant, The Treasure and the Pearl, The Lost Son, The Midnight Visitor, The Dinner, The Manager
Saints
* The Day the Sun Danced: The Story of Fatima (by CCC of America) – approx. 30 minutes
* Nicholas: The Boy Who Became Santa (by CCC of America) – approx. 30 minutes
* Francis: The Knight of Assisi (by CCC of America) – approx. 30 minutes
* Bernadette: The Princess of Lourdes (by CCC of America) – approx. 30 minutes
* Francis Xavier: Samurai's Lost Treasure (by CCC of America) – approx. 30 minutes
* Patrick: Brave Shepherd of the Emerald Isle (by CCC of America) – approx. 30 minutes
* My Secret Friend: A Guardian Angel Story (by CCC of America) – approx. 30 minutes
* Juan Diego: Messenger of Guadalupe (by CCC of America) – approx. 30 minutes
* Mother Teresa: Seeing the Face of Jesus (by Morning Light Media) – 35 minutes
* The Saints: Our Heavenly Friends (by Brother Francis) – 26 minutes
Devotions/Prayer
* My Time with Jesus: The Blessed Virgin Mary (by EWTN) – 30 minutes
* Let's Pray: A Lesson on Prayer (by Brother Francis) – 21 minutes
* The Rosary: A Special Way to Pray (by Brother Francis) – 25 minutes
* The Way of the Cross for Kids (by EWTN) – 30 minutes
* The Stations of the Cross: Accompanying Jesus on His Way to Calvary (by Brother Francis) – 25 minutes
* Generations United in Prayer: The Divine Mercy Chaplet in Song – approx. 25 minutes
* St. Faustina: The Divine Mercy Chaplet for Kids (by EWTN) – 20 minutes
* The Mass: A Life-Giving Prayer (by Brother Francis) – 25 minutes
Sacraments /Forgiveness /Celebrating the Liturgy
* The Sacraments: The Grace Within God's Gifts (by Brother Francis) – 33 minutes
* Born into the Kingdom: The Miracle of Baptism (by Brother Francis) – 25 minutes
* Forgiven!: The Blessings of Confession (by Brother Francis) – 25 minutes
* The Bread of Life: Celebrating the Eucharist (by Brother Francis) – 29 minutes
* Confirmation: The Blessings of Belonging to God (by Brother Francis) – 25 minutes
* Veggie Tales: God Wants Me to Forgive THEM!?! – 32 minutes
* Animated Stories from the New Testament: Forgive Us Our Debts (by NEST)– 30 minutes
* The Bedbug Bible Gang: Miracle Meals (by Creative Communications) – 23 minutes
* The Mass: A Life-Giving Prayer (by Brother Francis) – 25 minutes
* I Was there: The Holy Mass (by EWTN) – 30 minutes
Liturgical Seasons
* My Time with Jesus: Lent (by EWTN) – 30 minutes
* The Animated Passion For the Whole Family (by NEST Family Entertainment) – 90 minutes
* Bible Animated Classics: He Is Risen (by NEST Family Entertainment) 45 minutes
* The King is Born: What Christmas is About (by Brother Francis) – 25 minutes
* The Star of Bethlehem: Unlock the Mystery of the World's Most Famous Star – 65 minutes
* The Crippled Lamb (by Max Lucado) – 60 minutes, including bonus material
* He is Risen: The Power of the Resurrection (by Brother Francis) – 25 minutes | <urn:uuid:770c57b1-6b37-4102-8246-72be5145f57a> | CC-MAIN-2019-47 | https://d2y1pz2y630308.cloudfront.net/2581/documents/2019/7/Catechist%20Resources%202019.pdf | 2019-11-13T22:39:56 | crawl-data/CC-MAIN-2019-47/segments/1573496667442.36/warc/CC-MAIN-20191113215021-20191114003021-00057.warc.gz | 377,372,945 | 4,097 | eng_Latn | eng_Latn | 0.811604 | eng_Latn | 0.951575 | [
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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS General Certificate of Education Ordinary Level
COMBINED SCIENCE
Paper 1 Multiple Choice
Additional Materials: Multiple Choice Answer Sheet
Soft clean eraser
Soft pencil (type B or HB is recommended)
READ THESE INSTRUCTIONS FIRST
Write in soft pencil.
Do not use staples, paper clips, highlighters, glue or correction fluid.
Write your name, Centre number and candidate number on the Answer Sheet in the spaces provided unless this has been done for you.
There are forty questions on this paper. Answer all questions. For each question there are four possible answers A , B , C and D .
Choose the one you consider correct and record your choice in soft pencil on the separate Answer Sheet.
Read the instructions on the Answer Sheet very carefully.
Each correct answer will score one mark. A mark will not be deducted for a wrong answer.
Any rough working should be done in this booklet.
A copy of the Periodic Table is printed on page 20.
5129/12
October/November 2012
1 hour
1 A rule is used to measure the internal diameter of a pipe.
What is the internal diameter of the pipe?
A 1.6 cm
B 1.8 cm
C 2.0 cm
D 2.6 cm
2 A car of mass 1800 kg is brought to a halt. The deceleration is 2 m / s 2 .
What is the size of the force bringing the car to a halt?
A 900 N
B 3600 N
C 18 000 N
What describes the density of a material?
A the amount of matter in the material
B the mass per unit volume of the material
C the pull of gravity on the material
D the volume per unit mass of the material
4 A cell will deliver 3000 J of energy to a 2 W electric motor before the cell is exhausted.
How long will the motor run?
A 25 minutes
B 100 minutes
C 1500 minutes
D 6000 minutes
D 36 000 N
3
5 A liquid-in-glass laboratory thermometer and a liquid-in-glass clinical thermometer have several properties in common.
Which statement is not correct?
A Both thermometers have a graduated scale.
B Both thermometers have thin glass around the bulb.
C Both thermometers have a constriction in the tube.
D Both thermometers have a large bulb and a narrow bore.
6 What happens when a metal bar is heated?
A The distance between the molecules increases, making the bar longer.
B The molecules get larger, making the bar longer.
C The molecules vibrate more quickly, making the bar denser.
D The speed of the molecules increases, making the bar thinner.
7 Radio waves, visible light and X-rays are all part of the electromagnetic spectrum.
Which is the correct order of increasing wavelength?
| shortest wavelength | | longest wavelength | |
|---|---|---|---|
| visible light visible light X-rays X-rays | radio waves X-rays radio waves visible light | | X-rays radio waves |
8 An eye views an object O by reflection in a plane mirror.
Which is the correct ray diagram?
A small positive charge, P, is positioned close to a positively charged sphere.
What is the direction of the electrostatic force on P?
10 Diagram 1 shows two cells in series with two lamps X and Y. Both lamps light with normal brightness.
Diagram 2 shows a resistor in series with the same cells and lamps.
What is the brightness of lamp X and lamp Y in diagram 2?
11 To determine whether a material is magnetic, a student should
find out if it is a metal or a non-metal.
find out if it is a conductor or an insulator.
find out if it can be given an electric charge.
find out if it affects the direction in which a compass needle points.
12 The primary coil of a simple iron-cored transformer is connected to an a.c. source and then to a d.c. source. The secondary coil is connected to an oscilloscope and the output of the transformer is observed for each source.
Which row correctly describes the output for a given source?
13An atom has a nucleus surrounded by electrons.
What are the charges on the nucleus and on the whole atom?
| charge on nucleus |
|---|
| neutral neutral positive positive |
14 Which statement about the particles in a liquid is not correct?
A They are arranged in regular patterns.
B They can escape from the liquid.
C They form a definite surface.
D Their speed increases as temperature increases.
15 What can be deduced from the symbol He ?
A An atom of helium has two electrons.
B An atom of helium has two protons and four neutrons.
C Helium has a proton number of 4.
D Helium occurs as a diatomic molecule.
16 What is the best way of slowing down the reaction between magnesium and sulfuric acid?
A adding a catalyst to the reactants
B diluting the acid used in the reaction
C stirring the reagents
D using magnesium powder instead of ribbon
17 The table gives some properties of four substances.
Which substance is covalently bonded?
18 The diagram shows the electronic structure of silane, SiH4.
Which row shows the properties of silane?
19 Which mass of oxygen combines with 16 g of sulfur to form sulfur dioxide, SO2?
A 4 g
B 8 g
C 16 g
D 32 g
20 Different solids were added to separate test-tubes of warm dilute sulfuric acid.
For which solid is the observation correct?
| solid | observation |
|---|---|
| ammonium sulfate copper magnesium oxide zinc carbonate | alkaline gas produced gas evolved ignited with a pop solid dissolved with no effervescence gas evolved relights glowing splint |
21 What is the order of reactivity of the halogens?
| most reactive least reactive | | |
|---|---|---|
| bromine chlorine iodine iodine | chlorine bromine bromine chlorine | iodine iodine chlorine bromine |
22 Which metal does not react with dilute hydrochloric acid to give hydrogen?
A copper
B iron
C magnesium
D zinc
23 The boiling points of some elements are given in the table.
| element | boiling point/°C |
|---|---|
| nitrogen xenon oxygen | –196 –108 –183 |
A mixture of nitrogen, xenon and oxygen at –200 °C is allowed to warm up to –150 °C.
Which elements are still in the liquid state at –150 °C?
a mixture of nitrogen and oxygen
a mixture of nitrogen and xenon
nitrogen only
xenon only
24 Which reaction takes place in the blast furnace?
25 Ammonium sulfate, (NH4)2SO4, is added to soil to provide an element that is important for plant growth.
What is this element?
A hydrogen
B nitrogen
C oxygen
D sulfur
26X reacts with steam to form Y.
Y can be oxidised to Z.
If Z is propanoic acid, what would be the formula of X?
A C2H4
B C2H6
C
C3H6
D C3H8
27 Propene is an unsaturated hydrocarbon. Its structure is shown.
H
What is produced when propene reacts with bromine?
Br
28 The diagram shows a typical plant cell after being placed into a concentrated salt solution for ten minutes.
Which numbered structures are partially permeable?
1 and 2 only 1 and 3 only 1 only D 2 only
29 The following reaction occurs in the human alimentary canal.
What are the catalyst and the product?
| catalyst | product |
|---|---|
| acid alkali amylase bile | glucose energy maltose amino acid |
30 The graph shows the effect of different colours of light on the rate of oxygen production by green plants.
Y
rate of
oxygen
production
green
blue
yellow
orange
red
rate of
evolution
of oxygen
by plants
Y
What can be deduced from the graph?
A Photosynthesis is least active in green light.
B Photosynthesis is most active in green light.
C Respiration is least active in green light.
D Respiration is most active in green light.
31 The diagram shows the composition of four foods.
Which food will provide the most energy per gram?
32 How do these substances enter a plant's root hairs?
| nitrate | oxygen | water |
|---|---|---|
| active transport diffusion osmosis osmosis | diffusion osmosis active transport diffusion | osmosis active transport diffusion active transport |
33 The table shows substances that pass between capillaries and tissues in a part of the body.
| substance | into the capillaries from the tissues |
|---|---|
| oxygen | |
| carbon dioxide | |
| amino acids | |
| urea | |
In which part of the body are these capillaries?
A between the alveoli
B in the kidney
C in the liver
D in the villi
34 The apparatus shown is used to investigate gas exchange during breathing.
What would occur when a person breathes gently in and out several times through tube M?
A The solutions in X and Y both turn cloudy.
B The solution in X remains clear, but that in Y turns cloudy.
C The solution in X turns cloudy, but that in Y remains clear.
The solution in X is forced out through the tube T.
35 Which statement best describes changes in parts of the eye when starting focus on a near object?
A Ciliary muscles contract, suspensory ligaments loosen and the lens becomes more rounded.
B Ciliary muscles contract, suspensory ligaments tighten and the lens becomes flatter.
C Ciliary muscles relax, suspensory ligaments loosen and the lens becomes more rounded.
D
Ciliary muscles relax, suspensory ligaments tighten and the lens becomes flatter.
36 Which descriptions of drugs are correct?
| have side effects |
|---|
37 The diagram shows part of the food web.
stoat
rabbit
shrew
beetle
ant
frog
slug
grass
earthworm
dandelion
Which organism can properly be described by only one of the terms producer, consumer, herbivore and carnivore?
A ant
B dandelion
C frog
D stoat
38 What increases in the long term as a result of tropical deforestation?
A cloud cover
B humidity
C soil erosion
D soil fertility
39 What is always true of the offspring from asexual reproduction in plants?
A a new variety
B more resistant to disease
C same flower shape
D same size
40 The diagram shows the male reproductive system.
How could surgical contraception be carried out?
A cutting and tying tube 1
B cutting and tying tube 3
C cutting and tying tube 4
D removing gland 2
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity.
University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. | <urn:uuid:7368c6be-59a7-48d6-a9cc-40048d077dd7> | CC-MAIN-2019-47 | https://papers.gceguide.com/O%20Levels/Science%20-%20Combined%20(5129)/5129_w12_qp_12.pdf | 2019-11-13T22:51:10 | crawl-data/CC-MAIN-2019-47/segments/1573496667442.36/warc/CC-MAIN-20191113215021-20191114003021-00052.warc.gz | 558,702,958 | 2,489 | eng_Latn | eng_Latn | 0.995956 | eng_Latn | 0.998233 | [
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