text string | id string | dump string | url string | date string | file_path string | offset int64 | token_count int64 | language string | page_average_lid string | page_average_lid_score float64 | full_doc_lid string | full_doc_lid_score float64 | per_page_languages list | is_truncated bool | extractor string | page_ends list | fw_edu_scores list | minhash_cluster_size int64 | duplicate_count int64 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
DRAW A DINOSAUR
Can you draw your own brachiosaurus, using the grid lines to help you? | <urn:uuid:d4fa55f8-5919-4d49-bb95-45d06575714e> | CC-MAIN-2021-10 | https://www.teachingideas.co.uk/sites/default/files/drawadinosaur_brachiosaurus_0.pdf | 2021-03-07T03:00:34+00:00 | crawl-data/CC-MAIN-2021-10/segments/1614178376006.87/warc/CC-MAIN-20210307013626-20210307043626-00355.warc.gz | 1,000,208,261 | 25 | eng_Latn | eng_Latn | 0.992357 | eng_Latn | 0.992357 | [
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2019 Reading Challenge
Dear Parents/Carers,
This half term we are setting a whole school reading challenge, which has been introduced to all of the children as part of an assembly this week. Each day your child reads at home they will earn ‘reading miles’ for their class. To earn a mile all the children have to do is read at home and have their reading record signed. The ‘reading miles’ will be totalled each week and the winning class will be announced in assembly on a Tuesday, where they will be presented with a reading trophy. The class that has earnt the most miles by the end of the challenge will also win a book voucher to buy books for their class book corners.
All miles earnt will help the children to ‘Trek to Tokyo’, which is where the 2020 Olympics are being held. Tokyo is 5,998 miles away from Bearwood, so they have many miles to earn in order to complete the challenge!
We are setting this challenge to encourage children to read at home, as reading is such an important activity. Here are 8 reasons why reading is so important:
1. Children who read often make good progress in reading.
2. Reading exercises our brains.
3. Reading improves concentration.
4. Reading teaches children about the world around them.
5. Reading improves a child’s vocabulary and develops their language skills.
6. Reading develops a child’s imagination.
7. Reading is a great form of entertainment.
8. Reading relaxes the body and calms the mind.
Please encourage your children to read for 10 minutes each day and help them to earn miles by signing their reading records and encouraging them to hand them in each day.
Yours Sincerely
Mrs N Guarguaglini | <urn:uuid:2285845e-994b-4126-a4b3-599cb7f65549> | CC-MAIN-2021-10 | https://www.bearwood.poole.sch.uk/wp-content/uploads/2019/11/2019-Reading-Challenge-1.pdf | 2021-03-07T02:16:41+00:00 | crawl-data/CC-MAIN-2021-10/segments/1614178376006.87/warc/CC-MAIN-20210307013626-20210307043626-00344.warc.gz | 673,954,825 | 357 | eng_Latn | eng_Latn | 0.998013 | eng_Latn | 0.998013 | [
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The Dairy industry is one of the foundations of agriculture in California. There is so much more to it than just producing milk! The dairy industry has become a sophisticated business and there’s a lot to learn beyond exhibiting your project.
- Acquire skills in dairy production through ownership and care of dairy animals.
- Learn marketing, processing, distribution, consumption and use of dairy animals and products.
- Practice principles of cleanliness and sanitation in production and
### Starting Out
**Beginner**
- Know your dairy breeds
- Identify parts of your animals and learn to evaluate your animal.
- Feed and groom your animal.
- Demonstrate multiple showing techniques.
- Keep cost records
- Learn to make ethical decisions about animal welfare.
### Learning More
**Intermediate**
- Be able to identify a sick animal, how to treat it and future prevention.
- Understand medication uses, storage, how to administer the medication and how it relates to food safety.
- Learn the appropriate handling techniques and appropriate housing for dairy cattle.
### Exploring Depth
**Advanced**
- Learn body condition scoring.
- Be able to debate on animal welfare issues.
- Learn about breeding and reproduction techniques.
- Investigate signs and causes of mastitis.
- Explore careers in dairy production.
- Use records to make management decisions.
The activities above are ideas to inspire further project development. This is not a complete list.
---
**4-H Thrive!**
**Help Youth:**
**Light Their Spark**
A spark is something youth are passionate about; it really fires them up and gives them joy and energy. Help youth find how this project excites them.
**Flex Their Brain**
The brain grows stronger when we try new things and master new skills. Encourage youth effort and persistence to
**Reach Their Goals**
Help youth use the GPS system to achieve their goals.
**Goal Selection:** Choose one meaningful, realistic and demanding goal.
**Pursue Strategies:** Create a step-by-step plan to make daily choices that support your goal.
**Shift Gears:** Change strategies if you’re having difficulties reaching your goal. Seek
**Reflect**
Ask project members how they can use their passion for this project to be more confident, competent and caring. Discuss ways they can use their skills to make a contribution in the
Expand Your Experiences!
Science, Technology, Engineering, and Mathematics
- Learn about new technology developments in the dairy industry.
- Teach your club about genomics and genetic progress in dairy cows.
- Read about important food safety concerns with dairy cattle.
Healthy Living
- Learn nutritive value of dairy products and promote their use.
- Research lactose intolerance and why it affects some people.
Citizenship
- Have your animal as part of a petting zoo, sharing the importance of the dairy industry.
- Be a part of a dairy promotion event.
Leadership
- Teach others about showmanship techniques.
- Organize a county grooming clinic.
- Arrange a tour of a local dairy.
Resources
- Showring Ready
www.holsteinfoundation.org/pdf_doc/workbooks/Show-ring_Ready_Workbook.pdf
- Judging Dairy Cattle
extension.oregonstate.edu/catalog/4h/4-h1109.pdf
- MSUCares Preparing To Show Your Dairy Animal
http://msucares.com/pubs/publications/p1759.htm
- Hoards Dairyman
http://www.hoards.com/blog_showmanship-tips
Connections & Events
Presentation Days – Share what you’ve learned with others through a presentation.
Field Days – At these events, 4-H members may participate in a variety of contests related to their project area.
Contact your county 4-H office to determine additional opportunities available, such as a field day.
Curriculum
- Cowabunga
http://www.4-h.org/resource-library/curriculum/4-h-dairy-cattle/cowabunga/
- Mooving Ahead
http://www.4-h.org/resource-library/curriculum/4-h-dairy-cattle/mooving-ahead/
4-H Record Book
4-H Record Books give members an opportunity to record events and reflect on their experiences. For each project, members document their experiences, learning and development.
4-H Record Books also teach members record management skills and encourage them to set goals and develop a plan to meet those goals. | <urn:uuid:dcb18854-6fef-4aeb-bdf3-afb7cefb84f7> | CC-MAIN-2023-23 | https://4h.ucanr.edu/files/206024.pdf | 2023-06-03T07:20:27+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224649177.24/warc/CC-MAIN-20230603064842-20230603094842-00176.warc.gz | 102,499,796 | 883 | eng_Latn | eng_Latn | 0.989814 | eng_Latn | 0.992427 | [
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Dear Family:
Fundations® Unit 3 will take approximately one week to reach mastery. This Unit works on **closed syllable exceptions**. The vowel in a closed syllable usually has a short vowel sound like ū in the word *up*. However, there are five exceptions to this rule. It is helpful to stress the meaning of the word *exception* to your child (something that does not follow the rule). It is important for your child to be able to quickly identify these exceptions:
- /ild/ as in *child*
- /ind/ as in *kind*
- /ōld/ as in *cold*
- /ōlt/ as in *colt*
- /ōst/ as in *post*
They are exceptions because the vowel has a *long* sound (it says its name) rather than a short vowel sound. We mark them like this:
cold
Also in this Unit, I will teach some important words that students should memorize. We call these **Trick Words** because most of them cannot be sounded out.
I will introduce five new sounds. Your child will learn the keywords for these now, but we will still study them for reading and spelling in more detail later in the year. Whenever you see //, the sound of the letters appears within the bars:
- ay says /ā/ as in *play*
- ai says /ā/ as in *bait*
- ee says /ē/ as in *jeep*
- ea says /ē/ as in *eat*
- ey says /ē/ as in *key*
There are activities to help reinforce these concepts. Thank you for your help and be sure to have fun! Please write down any questions you might have for me and I shall get back to you.
Sincerely. | <urn:uuid:56f78a71-b209-4a38-ab32-211592cba5dc> | CC-MAIN-2022-40 | https://www.avongrove.org/uploaded/Schools/Elementary_School/Fundations/Grade_2_English/Grade_2_Unit_3.PDF | 2022-09-29T07:59:22+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030335326.48/warc/CC-MAIN-20220929065206-20220929095206-00619.warc.gz | 702,126,706 | 366 | eng_Latn | eng_Latn | 0.999084 | eng_Latn | 0.999084 | [
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Autumn Worksheet
Circle the pictures that do not belong in autumn.
www.daycareworksheets.com | <urn:uuid:8d7ee58d-e5f7-4f51-a7fd-e79b56e48baf> | CC-MAIN-2021-10 | https://www.daycareworksheets.com/preschool-worksheets-pdf/seasons/autumn-worksheet.pdf | 2021-03-07T02:45:02+00:00 | crawl-data/CC-MAIN-2021-10/segments/1614178376006.87/warc/CC-MAIN-20210307013626-20210307043626-00344.warc.gz | 729,023,102 | 21 | eng_Latn | eng_Latn | 0.972609 | eng_Latn | 0.972609 | [
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Capricious cyclones and downbursts
In 1975, an airplane crashed in the Caribbean. The accident was attributed to pilot error. But a University of Chicago meteorologist, researching the crash, came up with a different answer. It was caused, according to Theodore Fujita, by a phenomenon he called a downburst: a sudden, uncharted, 50-to-60-mile-per-hour downward air current.
Just coining the term, which has been officially adopted by the National Weather Service, was not enough. Fujita decided if his discovery had such destructive potential, he'd better find out more about it.
He found that downbursts are, at best, unpredictable. They are several miles wide, may occur at any time, in any weather conditions (though more often in June and July when it's hotter), usually last about 15 minutes and can move 20 to 60 miles per hour horizontally. They can occur alone or with tornadoes, hurricanes and thunderstorms.
How to get a hold on such a willful beast? Fujita and his colleagues chose tornadoes as logical handles because downbursts occur with about half of all tornadoes and tornadoes can be detected easily.
Now the researchers have found that downbursts give tornadoes their capricious behavior, causing them to skip and weave down their destructive paths. Tornadoes should move in a straight path, he told *Science News*, but "according to my study ... when a tornado makes a significant turn, it's caused by a downburst." On the other hand, he says, if the downburst is strong enough, it may "kill" the tornado. "It can be medicine or poison," he said. "An overdose can kill it, and the right amount can help it."
Fujita also estimates that 75 percent of the mobile home damage claimed to be caused by tornadoes is actually due to downbursts. On the basis of his study, it may be possible, he says, to prevent much tornado-related mobile home damage simply by securing the homes better. Tornado and downburst destruction can be distinguished using aerial photographs — which may aid in determining insurance claims. The downburst path ranges 10 to 20 miles wider than the tornado path and buildings appear smashed rather than scattered, he said.
So far, Fujita's project (called Northern Illinois Meteorological Research on Downbursts — NIMROD) has concentrated on northern Illinois — an area classified as a "tornado alley." Using three Doppler radar units and 27 automatic weather stations, Fujita has found that downbursts, though still unpredictable, can be picked up by the radar system. Several downbursts have been detected within eight miles of Chicago's O'Hare airport, he said. "This is the real success of the project. We have been able to detect downbursts 10 to 15 minutes away."
Such success may be most beneficial to aircraft, if the researchers can design a suitable radar system following completion of NIMROD in June. Based on earlier research, Fujita found that at least four airplane crashes — in New York, Denver, Tucson and Philadelphia — occurred in the last six years due to downbursts.
Seasat-A to monitor ocean surface
"It is *not*," says Gene Gibberson, "just another weather satellite." In fact, Seasat-A is not really a weather satellite at all, even though its data will include such familiar quantities as temperature and wind speed. Scheduled for launch as early as June 24, Seasat-A will be concerned primarily with a single "level" of the earth below: the surface of the ocean.
It is not directly concerned, for example, with clouds, except to the extent that their water content must be measured to correct the readings from other instruments. Several of its devices, in fact, are microwave radar instruments that receive echoes of their own transmissions so that they can "read" ocean conditions in any weather, day or night, rather than depending on reflected sunlight. Nor is Seasat-A expected to provide vertical profiles of the atmosphere over a range of altitudes, nor of the ocean over a range of depths.
Instead, it will be devoted to measuring the heights and lengths of waves, to seeking paths through ice fields, to monitoring the temperatures and wind speeds right at the top of the sea. That's where the shipping is, where the fishermen go, where the navies sail and where the petroleum industry is towing increasing numbers of exploratory drilling rigs. There is also science, of course — project manager Gibberson (of Jet Propulsion Laboratory) predicts "a new era in oceanography" — and there is other Seasat interest from quarters as diverse as sea-floor mining and ocean thermal power.
Seasat-A, although a NASA project, will be launched from Vandenberg AFB, Calif., in order to reach the planned 800-kilometer-high orbit from which it can cover 95 percent of the world's oceans every 36 hours. Designed for at least one year of duty, it will carry fuel for three. One major reason is that future Seasat launches will be done by the space shuttle, which will depend for near-polar missions on a Vandenberg launchpad that won't open before 1983.
Shocking hydrogen in a Seyfert galaxy
Rare though it is on earth, hydrogen is the most abundant chemical element in the universe. Under the chemical conditions of the terrestrial atmosphere the most prevalent form of hydrogen is a molecule composed of two atoms, but in astronomical space the most widespread variety.
Molecular hydrogen is out there, too, but it has a harder time surviving, and it is harder for astronomers to find. Atomic hydrogen produces a characteristic radio signal at 21 centimeters wavelength; molecular hydrogen emits only infrared, and infrared spectroscopy is a touch more difficult than radio spectroscopy. Nevertheless, molecular hydrogen has been found in a number of places in our galaxy, and now it has been found for the first time in another galaxy. So report Rodger I. Thompson, M. J. Lebofsky and G. H. Rieke of the University of Arizona in the June 1 *Astrophysical Journal Letters*.
The galaxy where the molecular hydrogen has been found is NGC 1068, which is a Seyfert galaxy and therefore a highly interesting one for the first such discovery. Seyferts are peculiarly active galaxies for their sizes. They are compact spirals with bright nuclei and a status somewhere between normal galaxies and the extremely strong energy output for size of the quasars.
The presence of molecular hydrogen in a Seyfert galaxy both implies, and to some degree confirms, the presence of highly energetic processes. Molecular hydrogen can exist only in regions where there is a good deal of cosmic dust to shade it from infrared light, which would dissociate it into atomic hydrogen. It is in regions where there is a lot of cosmic dust that star formation takes place. To yield the infrared light observed, the hydrogen must be heated by shock waves, which come presumably from explosions. So the observation adds up to a lot of activity and a lot of new star formation in NGC 1068. | <urn:uuid:d6c88313-b791-4c4e-bce9-ec915ca8ab90> | CC-MAIN-2025-05 | https://www.sciencenews.org/wp-content/uploads/1978/06/00368423.ap071774.07a00140.pdf | 2025-01-20T19:13:42+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703363073.65/warc/CC-MAIN-20250120174304-20250120204304-00491.warc.gz | 1,020,448,480 | 1,468 | eng_Latn | eng_Latn | 0.99921 | eng_Latn | 0.99921 | [
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Music Curriculum Policy
Rationale
The P – 6 Music curriculum at CSPS is provided through a continuous, sequential and developmental specialist program. The program encourages self expression and provides a foundation in aural and notational literacy to support students towards independence and life long engagement in Music. Connecting with external providers, the collective programs also develop creativity, allowing for all to experience success and share their experiences, talents and abilities.
Purpose
- Develop aural skills by exploring and imitating sounds on tuned and untuned instruments
- Develop confidence in self-expression and manipulation of sound (composition) to communicate ideas to an audience (performance)
- Provide enjoyable experiences leading to the making of music and a development of music appreciation
- Develop an appreciation of the history and culture of our own and other countries through music.
- Develop the skills involved in responding to music, and critical analysis of their own and other people’s music.
Guidelines
The Victorian Curriculum will be the basis of the Music Curriculum. Students at every year level will engage in activities which;
- are sequentially organised, in relation to the Arts Domain within the Victorian Curriculum, and which cover the major areas of Music, leading to an understanding of the elements.
Implementation
The program will cater for all students that:
- Uses a differentiated approach
- Uses personalised learning approaches in a stimulating, supportive environment while providing suitable challenges
- Consistently showcases and values student work
- Is enriched and supported by special events and integrated whole school activities
- Is extended by visiting artists and excursions, where appropriate
- At times call upon the use of learning technologies
- Is extended by the integration of an instrumental and a music ensemble program (including vocal ensembles) – refer to the policy for Instrumental Music Teachers
- Forms a pedagogical continuum from P – 6, intertwined with the IMT professionals
- Is extended by collaborations with feeder schools, and other musical community groups as the opportunity arises.
The program will support teaching teams in the development of musical skills to support the school musical productions.
Students will be assessed according to the learning standards for the Arts Domain within AusVels.
Using checklists and anecdotal records, data will be collected that demonstrates a child’s ability to:
- Explore a wide variety of music - developing, practising and refining techniques
- Engage in Music appreciation.
**Review**
A committee of staff and the Education Subcommittee will review the Music Curriculum Policy on a cyclical basis according to the School Council Review Schedule. The review will ensure that the school’s programs and procedures are adequately reflecting Statewide curriculum developments and the changing needs of the Camberwell South Primary School community.
| Ratified By: | Date: |
|----------------------|-------|
| Education Committee | |
| Staff | |
| School Council President | 21/06/2017 Name: Pernille Cavanough Signature: | | <urn:uuid:8b7f96ec-9f43-420e-8bd3-d98102fb31f0> | CC-MAIN-2018-05 | https://static1.squarespace.com/static/5837bfe5b8a79b68e6807e88/t/5955a023099c010e90de7bff/1498783783970/Music+Curriculum+Policy.pdf | 2018-01-16T13:18:59Z | crawl-data/CC-MAIN-2018-05/segments/1516084886436.25/warc/CC-MAIN-20180116125134-20180116145134-00032.warc.gz | 822,222,370 | 587 | eng_Latn | eng_Latn | 0.996747 | eng_Latn | 0.996789 | [
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1. **Remove the wire harness from the vehicle.**
- Locate the wire harness that connects to the vehicle’s electrical system.
- Carefully remove the harness from its connector, ensuring not to damage any wires or connectors.
2. **Identify the correct wires for power and ground.**
- Power: Typically, the power wire is red or orange and is used to provide voltage to the device.
- Ground: The ground wire is usually black and is used to complete the electrical circuit.
3. **Connect the power wire to the positive terminal of the battery.**
- Use a suitable connector (such as a banana plug) to connect the power wire to the positive terminal of your battery.
- Ensure the connection is secure and insulated to prevent short circuits.
4. **Connect the ground wire to a clean metal surface on the vehicle.**
- Choose a clean, bare metal surface such as the engine block or chassis frame.
- Use a ground clip or bolt to securely attach the ground wire to this surface.
- Ensure the connection is tight and insulated to prevent corrosion and ensure proper grounding.
5. **Reconnect the wire harness to the vehicle.**
- Carefully reattach the wire harness to its original connector, ensuring all wires are properly aligned and secured.
6. **Test the connection.**
- Turn on the ignition switch to verify that the device is receiving power and functioning correctly.
- If everything is working as expected, proceed with the installation of the device in the vehicle.
By following these steps, you can safely and effectively connect your device to the vehicle’s electrical system, ensuring a reliable power supply for your application. | <urn:uuid:8683c9e9-b850-4f78-93f1-d2a947c9164a> | CC-MAIN-2025-05 | https://www.protectionplususa.com/_files/ugd/218e90_8c278f08a4a946cbbd4b3cefa9757a38.pdf | 2025-01-20T20:06:49+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703363073.65/warc/CC-MAIN-20250120174304-20250120204304-00495.warc.gz | 960,096,933 | 341 | eng_Latn | eng_Latn | 0.997547 | eng_Latn | 0.997547 | [
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**Definitions**
**Polynomial Expression:** A collection of terms whose degree is positive integers.
- **Monomial:** \(2x^2\)
- **Binomials:** \(3x^2 + 1\)
- **Trinomials:** \(4x^3 - 2x - 9\)
**Eg. 1.** Which of the following is a polynomial expression? Explain
| Expression | Yes/No | Reason |
|----------------------------|--------|-------------------------------|
| \(5x^4\) | ✓ | |
| \(2x^3 + 3\sqrt{x} - 4\) | ✗ | Negative & fraction Exponent. |
| \(t^2 + 3.5t\) | ✓ | |
| \(3xy + 4x^2\) | ✓ | |
| \(\frac{1}{2}x^5 - 3x^2 - x + 1\) | ✓ | |
**Polynomial Function:**
**Type of Polynomial Functions:**
| Type | Degree | Standard Form \(a \neq 0, a, b, c \in \mathbb{R}\) | Example |
|----------|--------|--------------------------------------------------|------------------|
| Constant | 0 | \(f(x) = ax^0\) | \(f(x) = 5, y = 5\) |
| Linear | 1 | \(f(x) = ax + b\) | \(f(x) = -2x - 1\) |
| Quadratic| 2 | \(f(x) = ax^2 + bx + c\) | |
| Cubic | 3 | \(f(x) = ax^3 + bx^2 + cx + d\) | \(f(x) = 3x^3 - 2x + 1\) |
| Quartic | 4 | \(f(x) = ax^4 + bx^3 + cx^2 + dx + e\) | |
| \(n\) | \(n\) | \(f(x) = a_nx^n + a_{n-1}x^{n-1} + \ldots + a_1x + a_0\) | |
**Definitions of Polynomial Functions:**
- \(a_n\) is the leading coefficient \(a_n \neq 0\).
- \(a_n, a_{n-1}, \ldots, a, a_0 \in \mathbb{R}\).
- all exponents are non-negative integers.
- degree is \(n\).
Ex.2. Complete the following table.
| Type | Degree | Standard Form | Example |
|-----------------------------|--------|---------------|---------|
| \( f(x) = 10x + 7 \) | 1 | linear | 10 |
| \( f(x) = 3.7x^5 - 3x^2 - x + 0.1 \) | 5 | quintic, degree 5 polyF. | 3.7 |
| \( f(x) = 2.5 \) | 0 | constant | 2.5 |
| \( f(x) = -\frac{1}{2}x^2 + \sqrt{2}x - 5 \) | 2 | quadratic | -\(\frac{1}{2}\) |
| \( f(x) = x(x+1)(x-2) \) | 3 | cubic | 1 |
Eg. 3. Which of the following is a polynomial expression? Explain
| Expression | Yes/No | Reason |
|-----------------------------|--------|---------------------------------------------|
| \( f(x) = 5x \) | ✓ | |
| \( f(x) = 2x^{-3} + 3x - 4 \) | ✗ | Negative |
| \( f(x) = 2^x \) | ✗ | degree is a variable |
| \( y = 3xz + 4x^2 \) | ✗ | input \(\rightarrow\) x, output \(\rightarrow\) y |
| \( f(x) = \frac{1}{x-1} \) | ✗ | reciprocal function |
Power Function:
\[ f(x) = ax^n \]
\[
\begin{cases}
a > 0 \\
a = 1 \rightarrow f(x) = x^n \\
a < 0
\end{cases}
\]
Complete the following chart \( a = 1 \)
| | \( y = x \) | \( y = x^2 \) | \( y = x^3 \) | \( y = x^4 \) | \( y = x^5 \) | \( y = x^6 \) |
|-------|-------------|--------------|--------------|--------------|--------------|--------------|
| Degree| 1 | 2 | 3 | 4 | 5 | 6 |
| Name | linear | quadratic | cubic | quartic | quintic | sextic |
| Basic Shape (Sketch) |  |
How can you tell the difference between \( y = x^2 \), \( y = x^4 \), and \( y = x^6 \) on a graph?
- **below** \( y = 1 \), the higher exponents, the wider the graph is.
- **above** \( y = 1 \), the higher exponents, the narrower the graph is, the steeper the slope is.
**Things to take note of:**
The domain and range of a function can be stated as an inequality or in interval notation.
Example:
\[ \text{inclusive} \rightarrow \left[ \_, \_ \right) \leftarrow \text{exclude}, \]
smaller bigger
When sketching a function it is useful to know if there is **symmetry**. There are two types of symmetry.
Line Symmetry: mirror image along a vertical line.
Point Symmetry: rotate \( 180^\circ \), half of image coincides with the other half.
We will also discuss the **end behaviour** of a function. That is what happens to the $y$ value of the function as the $x$ approaches infinity or negative infinity. The mathematical notation for this is $x \to \infty$ or $x \to -\infty$.
Example:
Complete the following chart
| | Odd Power function, $y = x^n$, $n$ is odd | Even Power function, $y = x^n$, $n$ is even |
|------------------------|------------------------------------------|---------------------------------------------|
| **Domain** | $\mathbb{R}$ | $\mathbb{R}$ |
| **Range** | $\mathbb{R}$ | $(0, \infty)$ |
| **Symmetry** | point symmetry | line symmetry |
| **End Behaviour** | As $x \to \infty$, $y \to \infty$ | As $x \to \infty$, $y \to \infty$ |
| | As $x \to -\infty$, $y \to -\infty$ | As $x \to -\infty$, $y \to 0$ | | <urn:uuid:8a9b9a3a-e867-415a-9457-0a4cb0b0b143> | CC-MAIN-2018-43 | http://rhhsmath.ca/teachers/lwang/Grade%2012/MHF4U%20Unit%201/power.pdf | 2018-10-22T16:00:51Z | crawl-data/CC-MAIN-2018-43/segments/1539583515352.63/warc/CC-MAIN-20181022155502-20181022181002-00116.warc.gz | 306,532,201 | 1,608 | eng_Latn | eng_Latn | 0.852977 | eng_Latn | 0.978329 | [
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UTAH ORNITHOLOGICAL SOCIETY
Verification of Unusual Sight Record
Species: Northern Waterthrush
Number: 1
Age: AHY
Sex: ?
Date: 09-04-85
Locality (exact address or other specific information to describe location, such as x miles north of x intersection):
East Bench of Ogden City
County: Weber
City: Ogden
Elevation: 4700 feet
Time: 12:00 hrs.
Length of time observed: 1 hour.
Habitat: Urban - Oakbrush Zone
Distance to bird: In hand
Light conditions: Good
Optical equipment: Canon FTB1
Observer: Merlin H. Killpack
Other observers who independently identified this bird: None
DESCRIPTION. Write a detailed description of the bird's appearance, including size, shape, plumage pattern color, and any unique features.
Bird Photographed - measured and banded before releasing.
Measurements taken with Steel Dial Caliper and Steel Rule prepared for wing measurements:
Total length = 155 mm; Wing = 78 mm; Tail = 57.1 mm; Tarsus = 23.3 mm; Toe = 13.3 mm;
Culmen = 13.7 mm; Anterior Edge to tip of Bill = 9.6 mm. WT. = 17.5 grams.
Voice and/or call notes:
Behavior:
Describe what specific feature(s) you saw and/or heard that caused you to come to your conclusions: *Luis over eye - Spotted under necks.*
What similar species might it have been, and how were these eliminated?
What experience have you had with this and similar species? *This is the first time I have handled this species.*
Books, illustrations, and advice consulted, and how did these influence this description: *Western Birds, Roger Tory Peterson - Guide to Birds, North Am Nat. Geographic - Wild Birds, Birds and Being.*
Significance of record in the area and/or the state: *Out side of Water area but a sparse migrant.*
Additional material (attach drawing, photograph, tape recording if available): *Photo attached to two other slides.*
Signature: Merlin R. Elligson
Address: 1726 24th St. Ogden, Utah 84401
Date prepared: 2 Oct. 1985 | <urn:uuid:f8d01ca0-1d8e-4ea2-a3cf-4f0bce830ffe> | CC-MAIN-2018-43 | http://www.utahbirds.org/RecCom/1985/1985_13Orig.pdf | 2018-10-22T16:00:01Z | crawl-data/CC-MAIN-2018-43/segments/1539583515352.63/warc/CC-MAIN-20181022155502-20181022181002-00120.warc.gz | 564,592,974 | 486 | eng_Latn | eng_Latn | 0.905776 | eng_Latn | 0.962659 | [
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Any discussion of irrigation systems would be incomplete without a short discourse on water sources. Everyone is familiar with these, but some discussion should be given the merits and drawbacks of each source.
The major source of the national water supply is from streamflow of surface water in our rivers and creeks. Lakes and ponds may be considered streamflow in storage. Surface water is of major interest in areas of higher rainfall where irrigation is required only to supplement natural rainfall. Since there are many small permanent streams in the eastern portion of the United States, many golf courses have constructed dams to utilize this water as well as natural runoff of excess rainfall.
Eastern irrigation systems are basically supplemental. Many of them fail, however, because they were not designed for use during periods of maximum water stress. Prolonged drought periods, being usually accompanied by higher temperatures and evaporation rates, not only increase water usage but also decrease the supply. This introduces several points to be considered when contemplating the use of surface water as a source of irrigation.
First is the pattern of streamflow during both wet and dry years. Are there periods when streamflow is substantially reduced or has ceased? Are there periods when the stream rises rapidly to flood stage and could possibly damage the installation? The state engineer or the U.S. Geological Survey may have this information. Longtime residents of the area are a good source of general information.
The rate of streamflow is as important as its permanence. If collection reservoirs are required, it is necessary to know the time required to replenish the water supply after an irrigation period.
In many cases a legal problem arises. The right to use surface water may be challenged by another property owner along the stream. Local water use laws must be considered.
Water quality is a third major point to be considered when contemplating the use of surface water. On major rivers pollution by industrial wastes is always a possibility. The presence of injurious chemicals can be determined by analysis by a state or commercial laboratory.
Silt and trash content should also be considered. Some silts are abrasive and will cause excessive wear on irrigation equipment unless removed from the water. Trash and debris in stream water have an obvious effect on the system by clogging sprinklers and the intake pipe.
Problems associated with these three points have been solved in some instances by the construction of a reservoir alongside the stream. Water flows into the reservoir during periods of normal or above normal stream flow but does not interfere when the flow is reduced. In this way a source of water is provided when there is an ample supply of water and insurance is provided against dry periods.
Such a reservoir also acts as a desilting basin. By reducing the velocity of water, the silt settles to the bottom and is eliminated. Properly constructed screens on the intake channel will help eliminate debris with a minimum of cleaning required.
In some areas of the western states, streams continually pick up minerals as they flow. Concentration of these salts will vary with rate of flow. In such cases storage reservoirs should be filled during periods of high flow. Mixing stream water with well or spring water may also reduce the concentration.
Springs and seepage areas are sometimes developed into reliable sources of irrigation water. Blastings, proper drainage trenching and excavation may provide a constant source of water, but a geologist should be consulted before going to great expense.
Underground waters are a second major source for golf course irrigation. The advantages of this source include:
1. Close proximity to the place where the water is to be used.
2. A source of water where streamflow is already appropriated.
3. Less fluctuation in yield.
4. More uniform temperature and soluble minerals content, and generally free of turbidity and pollution.
Here, too, a legal problem may be encountered, since some areas require well permits. About 60 per cent of all ground water used is for irrigation purposes. Usually, however, first costs of well systems are higher than for surface sources. Well water may flow directly into the irrigation system, using one pump for both actions. A deep well of low capacity may require a storage reservoir. Such a system is widely used since pumping capacity from the well is not a direct limiting factor. Storage or equalizing reservoirs also enable the use of two pumps. A large pump will supply the entire requirements of the system. A small pump in addition to this will permit green and tee irrigation without using the large pump. Such an arrangement can reduce considerably the cost of pumping.
In the humid areas very shallow ground water may be successfully developed. Batteries of well points or cased wells can be used to tap drainage water where it is held up by an impervious layer underneath. This method is seldom used, however, due to the adverse effect of drought conditions on the water supply.
It may also be possible to buy water directly from an irrigation company or municipality.
In determining the source of water, daily irrigation requirements must be calculated so that an adequate amount of water is available. When the availability of water imposes limitations on continuous supply, reservoirs must be utilized. Reservoir construction requires careful consideration of the following points:
1. The amount of water required per irrigation period and the time required to refill the reservoir.
2. The storage capacity per foot of effective dam height.
3. The probable seepage and evaporation losses.
4. The probability of flooding as a determinant of spillway size.
5. The silt load of water entering the reservoir. A high silt content would fill a small reservoir in a short time.
6. Water quality, since salt concentration will increase as the water level drops due to evaporation.
7. The area to be used must be able to hold water. Surprisingly, a number of lakes have been built which will not hold water. Gravel or similar substrata will allow rapid seepage.
8. The amount of permissible "drawdown" must be considered. A shallow pond which is lowered by as much as two feet may leave large areas of mud and these areas may be subject to weedy, unsightly growth.
Combination input for reservoirs has often been quite helpful. Surface water, groundwater and municipal supplies are all discharged into a reservoir from which the irrigation system is fed.
In choosing the most desirable source of water, reliability, cost and water quality must be balanced against each other. Cost is the most apparent factor, but unless the expenditure provides a reliable source of good water, it is obviously wasted. The primary requirement in an efficient irrigation system, then, is a thorough, point-by-point study of all phases of the system and weighing each factor entering into its operation.
**Allen Joins Green Section Staff**
W. Wayne Allen has been appointed to the USGA Green Section staff as Southwestern Agronomist. Mr. Allen is a graduate of Texas A. & M. and recently completed work leading to the Master of Science degree in Agronomy. Mr. Allen's research during his graduate study dealt primarily with weed control.
Mr. Allen's appointment fills a vacancy created by the resignation of James M. Latham, Jr., as Southeastern Agronomist and his replacement by James B. Moncrief, formerly Southwestern Agronomist. Mr. Latham resigned to accept other employment but he will continue in the turfgrass field.
Mr. Moncrief, who will make his headquarters in Athens, Ga., is well acquainted with the problems of turf in the southern states and he should be very much at home in that region. | <urn:uuid:1e59441b-8264-4b9e-aa61-eb42b7204908> | CC-MAIN-2022-05 | https://gsrpdf.lib.msu.edu/?file=/1960s/1960/600431.pdf | 2022-01-23T12:27:19+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320304261.85/warc/CC-MAIN-20220123111431-20220123141431-00501.warc.gz | 340,698,756 | 1,514 | eng_Latn | eng_Latn | 0.998512 | eng_Latn | 0.998525 | [
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1. Find the volume of a cone with a height of 5 in and with a circular base with a radius of 4 in.
\[
\frac{80}{3} \pi \text{ in}^3 \cong 83.776 \text{ in}^3
\]
2. The supplement of an angle is $8^\circ$ less than three times the angle. Find the angle.
\[47^\circ\]
3. Find the measure of an inner angle in a regular polygon of 18 sides.
\[160^\circ\]
4. Let \( U = \{1, 2, 3, 4, 5, 6, 7, 8, 9, 10\}, \quad A = \{1, 2, 4, 7, 8\}, \quad B = \{2, 4, 6, 8, 9\}, \) and \( C = \{2, 3, 7, 9, 10\}. \)
(a) Find \( A \cap (B \setminus C')'. \)
\[\{1, 4, 7, 8\}\]
(b) How many four-element subsets does \( U \) have?
\[
\binom{10}{4} = 210
\]
(c) We randomly pick an element of \( A \cup B. \) What is the probability that we pick a number that is also an element of \( C? \)
\[
\frac{3}{7}
\]
(d) We randomly pick an element of \( A \cup B. \) What is the probability that we pick a number that is also an element of \( A \cap B? \)
\[
\frac{3}{7}
\]
5. We asked 120 students about their courses. 67 take math, 51 take chemistry, and 45 take physics. 23 take math and chemistry, 20 take math and physics, and 19 take chemistry and physics. 11 take all three.
(a) Draw a Venn diagram depicting these sets.
(b) How many people study math and chemistry, but not physics?
\[12\]
(c) How many people study math or chemistry, but not physics?
\[35 + 12 + 20 = 67\]
(d) We randomly pick a student. What is the probability that he studies math?
\[
\frac{67}{120}
\]
(e) We randomly pick a student. Turns out, we picked someone who studies physics. What is the probability that she also studies math?
\[
\frac{20}{45} = \frac{4}{9}
\]
(f) We randomly pick a student. Turns out, we picked someone who studies math. What is the probability that she also studies physics?
\[
\frac{20}{67}
\]
6. We have borrowed $2000 for two years, with a simple annual interest rate of 5%. After a year, we make a partial payment of $800. After 7 additional months, we make another partial payment of $800. How much do we have to pay at the end of the two years? $549.12
7. We wish to buy a used car for $8000. The dealership has a finance plan of $1000 down payment and 7% APR for 36 months. Find the monthly payment under this plan. $216.144
8. We wish to buy a used car for $5000. The dealership has a finance plan that includes a down payment of $1000, and then 30 payments of $143.01. Find the APR that the bank charges. 5.5%
9. We have 15 marbles in a bag: 10 blue, 4 red, and 1 green. We randomly pull two marbles, with replacement. Find the probability of each of the following events.
(a) We pull two marbles of different colors. $\frac{12}{25}$
(b) We pull at least one blue marble. $\frac{8}{9}$
(c) If we pull two marbles of the same color, we receive $5. If we pull two marbles of different colors, we pay $2. Find the expected value of this game. $E = \frac{41}{25} = \$1.64$
\[
P(\text{same color}) = \left(\frac{10}{15}\right)^2 + \left(\frac{4}{15}\right)^2 + \left(\frac{1}{15}\right)^2 = \frac{13}{25}
\]
\[
P(\text{different colors}) = 1 - \frac{13}{25} = \frac{12}{25}
\]
\[
E = (5) \frac{13}{25} + (-2) \frac{12}{25} = \frac{41}{25} = 1.64
\]
10. We have 15 marbles in a bag: 10 blue, 4 red, and 1 green. We randomly pull two marbles, without replacement. Find the probability of each of the following events.
(a) We pull two marbles of different colors. $\frac{18}{35}$
(b) We pull at least one blue marble. $\frac{19}{21}$
(c) If we pull two marbles of the same color, we receive $5. If we pull two marbles of different colors, we pay $2. Find the expected value of this game. $E = \frac{7}{5} = \$1.4$
\[
P(\text{same color}) = \frac{10}{15} \left(\frac{9}{14}\right) + \frac{4}{15} \left(\frac{3}{14}\right) = \frac{17}{35}
\]
\[
P(\text{different colors}) = 1 - \frac{17}{35} = \frac{18}{35}
\]
\[
E = (5) \frac{17}{35} + (-2) \frac{18}{35} = \frac{7}{5} = 1.4
\]
11. We throw a coin seven times. What is the probability that the outcome is
(a) exactly 5 heads $\frac{21}{128}$
(b) at least 5 heads $\frac{29}{128}$
(c) Provided that we know that there were less than three heads, what is the probability that the number of heads was two?
\[
\frac{\binom{7}{2}}{\binom{7}{2} + \binom{7}{1} + \binom{7}{0}} = \frac{21}{29}
\]
12. The triangles shown on the picture below are similar. Find the value of \(x\) and \(y\).
\[
x = \frac{15}{4}, \quad y = \frac{39}{4}
\]
13. The picture below shows a right triangle. Find the exact values of \(x\), \(y\), and \(z\).
\[
x = 255, \quad y = 136, \quad z = 120
\] | <urn:uuid:095e6e54-0896-4730-bd6d-4c1bf76b4b07> | CC-MAIN-2024-51 | https://teaching.martahidegkuti.com/Math118/math118_su07/quizzes/sample_quiz10/sample_quiz10k.pdf | 2024-12-13T10:05:20+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066116599.47/warc/CC-MAIN-20241213074100-20241213104100-00270.warc.gz | 508,146,410 | 1,542 | eng_Latn | eng_Latn | 0.964594 | eng_Latn | 0.970001 | [
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1. Convert each of the following decimals to fractions.
(a) $1.18 =$
(b) $1.18 =$
(c) $1.18 =$
(d) $0.118 =$
2. We toss a coin seven times.
(a) How many outcomes are possible?
(b) How many different ways can we get two times heads and five times tails?
3. We throw a die twice.
(a) How many outcomes are possible where the sum of the two numbers rolled is less than five?
(b) How many outcomes are possible where the two numbers rolled are different?
4. Ten points are given on a circle. We connect every point with all other points on the circle.
(a) How many line segments are drawn?
(b) How many different triangles are there on the figure?
(c) How many different four-sided polygons are there on the figure?
5. The population of a town has decreased from 450,000 to 418,500. What percent of a decrease does this represent?
6. Ten years ago, the population of a town was 60,000. After five years, the population has increased by 20%. After another five years, the population again has increased by 20%.
(a) How many people live in the town today?
(b) By what percent did the population grow in the last ten years?
7. We borrowed $5000 for three years, with a simple annual interest rate of 8%. How much do we need to pay back at the end of the three years?
8. We borrowed $5000 for three years, with a compound annual interest rate of 8%. How much do we need to pay back at the end of the three years?
9. We asked 120 people if they listen to radio, watch TV or read books. 85 watch TV, 69 listen to radio, and 74 read books. 51 watch TV and listen to radio, 57 watch TV and read books, and 43 listen to radio and read books. 29 do all three.
(a) Draw a Venn diagram depicting the information given.
(b) How many people do exactly two of these activities?
(c) How many people read books or watch TV?
(d) How many people do neither of these?
10. Consider a rectangle with sides 5 ft and 12 ft.
(a) Find the perimeter of the rectangle. Include units in your computation and answer.
(b) Find the area of the rectangle. Include units in your computation and answer.
11. (Round your final answer to the nearest penny.) We placed $500 into a bank account. How much money do we have in the account after 20 years if the account comes with an annual
(a) simple interest rate of 7%?
(b) compound interest rate of 7%?
12. Identities in set theory. Among numbers, an identity is a statement of equality that is true for every number. For example, the equation \( x + 3x = 4x \) is an identity. Consider statements such as \((A')' = A\), \(A \cup U = U\), or \(A \cup \emptyset = A\). These statements are true for every set \(A\), and so we may call them identities. Find the other side of the following identities.
(a) \(A \setminus A' =\)
(b) \(A \cap \emptyset =\)
(c) \(A \cup A' =\)
(d) \(A \cap A' =\)
(e) \(A \cap U =\)
13. If \(X\) and \(Y\) are sets, how do we prove that \(X\) is a subset of \(Y\)? The procedure is always the same: we prove that the definition of \(X \subseteq Y\) is true. Recall the definition: \(X\) is a subset of \(Y\), (denoted by \(X \subseteq Y\)) if every element of \(X\) also belongs to \(Y\). In short:
\[ X \subseteq Y \quad \text{if} \quad \text{for all } x \in X, \text{ we also have } x \in Y \]
Claim: For every sets \(A\) and \(B\), \((A \cup B)' \subseteq A' \cap B'\)
Proof. Let \(x\) be any element of \((A \cup B)'\). We will show that then \(x\) is also an element of \(A' \cap B'\).
1. If \(x\) is an element of \((A \cup B)'\), then \(x\) is not an element of \(A \cup B\). (by the definition of complement).
2. Since \(x\) is not an element of \(A \cup B\), it cannot belong to neither \(A\), nor \(B\). (by the definition of union).
3. Since \(x\) is not in \(A\), then it is an element of \(A'\). Similarly, \(x\) is an element of \(B'\) (by the definition of complement).
4. Since \(x\) is in both \(A'\) and \(B'\), it is an element of their intersection, \(A' \cap B'\) (by the definition of intersection). ♠
The same argument with set theory and logic notation: Let \(x \in (A \cup B)'\) be given.
\[
\begin{align*}
x \in (A \cup B)' & \implies x \notin A \cup B \\
x \notin A \cup B & \implies x \notin A \quad \text{and} \quad x \notin B \\
& \quad x \in A' \quad \text{and} \quad x \in B' \implies x \in A' \cap B' \blacklozenge
\end{align*}
\]
Use the method shown above to prove the following statement:
\[ A' \cap B' \subseteq (A \cup B)' \]
14. Proofs of identities in set-theory. We prove the general statement $X = Y$ among sets, we usually prove two separate statements: that $X \subseteq Y$ and $Y \subseteq X$. In the previous problem, we actually proved that
$$(A \cup B)' = A' \cap B'$$
This is one of the two statements we call the DeMorgan’s Laws. Prove the other DeMorgan’s Law:
$$(A \cap B)' = A' \cup B'$$ | <urn:uuid:b0519f93-5a49-42d5-a0d0-6e042ccfa5c8> | CC-MAIN-2024-51 | https://teaching.martahidegkuti.com/Math118/math118_su07/problemsets/ps05/ps05.pdf | 2024-12-13T07:52:47+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066116599.47/warc/CC-MAIN-20241213074100-20241213104100-00266.warc.gz | 503,166,160 | 1,413 | eng_Latn | eng_Latn | 0.990558 | eng_Latn | 0.995532 | [
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THERE IS POWER IN EVERY G.I.R.L.
go-getter / innovator / risk-taker / leader
Unleash it at Girl Scouts.
Then. Now. Always.
Girl Scouts: preparing girls for a lifetime of leadership, success, and adventure
Attention 1st Grade Girls
GREAT NEWS!
Girl Scouts Troop 120 has availability!
If you’re interested in joining this troop, please contact us at
Email: firstname.lastname@example.org or ☎️ 516-741-2550
Check out our website: www.gsnc.org
Picture this: a safe, no-limits place where you can inspire girls to try new things, take on challenges, and build community while they inspire you to do the same. That’s Girl Scouts. A place where every G.I.R.L. (Go-getter, Innovator, Risk-taker, Leader)™ has the space and support she needs to transform ideas into action, turn questions into adventure, and grow confidence through practice.
With more than 60 million Girl Scouts and alumnae to cheer you on every step of the way, there is no adventure too big, no challenge you can’t face, and no fear you can’t conquer together.
Imagínense esto: un lugar seguro, sin límites, donde se puede inspirar a las niñas a probar cosas nuevas, enfrentar desafíos y construir una comunidad mientras inspiran a otras a hacer lo mismo. Un lugar donde cada niña (Ambiciosa, Innovadora, Acepta riesgos, Líder)™ tiene el espacio y el apoyo que necesita para transformar ideas en acción, convertir preguntas en aventura y aumentar la confianza a través de la práctica.
Con más de 60 millones de niñas Girl Scouts y alumnas para animarte en cada paso del camino, no hay una aventura demasiado grande, ningún desafío que no puedas enfrentar y ningún temor que no se pueda enfrentar entre todas.
Believe in the power of G.I.R.L.
Volunteer today at gsnc.org/volunteer | <urn:uuid:f70297c3-458a-4b02-bffe-6c170dfbf0c7> | CC-MAIN-2018-43 | http://glencove.k12.ny.us/backpack/getfile.aspx?id=265791 | 2018-10-22T16:20:55Z | crawl-data/CC-MAIN-2018-43/segments/1539583515352.63/warc/CC-MAIN-20181022155502-20181022181002-00114.warc.gz | 150,947,070 | 448 | eng_Latn | eng_Latn | 0.450831 | eng_Latn | 0.450831 | [
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Australia is divided into six states and two territories. The states are New South Wales, Victoria, Queensland, South Australia, Western Australia, and Tasmania. The territories are the Australian Capital Territory (ACT) and the Northern Territory.
The capital cities of each state and territory are:
- New South Wales: Sydney
- Victoria: Melbourne
- Queensland: Brisbane
- South Australia: Adelaide
- Western Australia: Perth
- Tasmania: Hobart
- Australian Capital Territory: Canberra
- Northern Territory: Darwin
Each state and territory has its own government, with the federal government having authority over matters of national importance. | <urn:uuid:7e006434-ba1e-49a4-85a2-35af5c627a9d> | CC-MAIN-2024-51 | https://discoveryk12.com/Resources/2/Australia-Blank-Map.pdf | 2024-12-13T09:09:48+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066116599.47/warc/CC-MAIN-20241213074100-20241213104100-00275.warc.gz | 175,099,320 | 124 | eng_Latn | eng_Latn | 0.967118 | eng_Latn | 0.967118 | [
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When is My Child Going To Play “Real” Tennis?
By Craig Gordon
If I had a dollar for every time I was asked, “Hey coach… why isn’t my kid hitting more balls?” or “When is my kid going to start playing “real” tennis,” I would be a millionaire.
I heard a crazy stat last week saying 78% of tennis parents never played competitive tennis? So, where do these parents get their information? How does one know if their young tennis player is getting what he or she needs to succeed? Most don’t, so let’s see if I can shed some light on this sometimes delicate issue.
The first activities you will most likely see in your child’s beginning tennis classes revolve around “athletic development.” This is what I call the A, B, C and T (Agility, Balance, Coordination and Throwing) of tennis. These are the core components to becoming a high-level tennis player and the training starts now. To make this FUN, you will see the kids emulating animals (bear walks, flapping their arms like eagles and hummingbirds), running obstacle courses, jumping, skipping, shuffling and other “crazy” activities. You will also see kids throwing balls over curtains and fences, balancing like flamingos and playing games like “Red Rover” and “What Time is it Mr. Fox?” I think I have more fun than the kids.
Yes, I know it can look “silly,” but we are teaching your son or daughter the necessary athletic components to succeed as a tennis player. We just do it in a FUN way to make sure you kids LOVE being on the tennis court.
One of my favorite lines from coaches I talk to in all sports is that “we are not getting the athletes.” Surprise … the cat is out of the bag. We have to develop these athletes. These “silly games” are forming the skills needed to be an athlete who can excel in any sport, not just tennis.
Next you will see some basic ball control and racket skill drills. Young tennis players rolling balls, balancing the ball on the racket, bump up/bump downs and so on. You will also see the coaches use teaching aids such as bean bags, cones, balloons and beach balls. I know that it doesn’t look much like tennis, but can you imagine trying to hit the ball over the net as a 5 year old and not being able to bump it up to yourself? This is teaching progressions 101. If you want to learn to juggle, you do not start with four balls.
In the next part of the lesson series, usually the coach will work on receiving skills. What does catching incoming tennis balls in a cone on the side of your body have to do with playing tennis? The answer is EVERYTHING. Tennis is an open-skilled sport which means the player is constantly adapting to the oncoming shot. The player must decide where to move and what shot to hit every time his or her opponent sends a ball their way. NOW we are teaching tennis as an open-skilled sport. The “old” way of teaching tennis was as a closed-skill sport with kids standing in lines and the ball fed directly into their strike zone. This is more like T-ball than tennis as it only works on the ability of a player to send the ball back over the net. Honestly, teaching ground-strokes is one of the easier tasks of a tennis coach. Teaching players to track and move to the ball, while positioning your body correctly and sending the ball back is an art form and it is starting now!
Finally, you will see the coach and kids start to get into the basics of playing the game. Simple things such as how to win or lose a point, where to stand and how to keep score are integral to your child success on the tennis court. After all, the goal is for your child is to play tennis as quickly as possible, but it does not happen overnight. Just like other sports, it takes years and plenty of practice to refine one’s skills.
The way we teach 10U Tennis is the biggest change to our game since the first metal racket was introduced in 1967. Tennis, in my humble opinion, is the hardest, yet most rewarding, game in the world. Think about it, name another sport that requires running, hitting, performing movement patterns and working your body both aerobically and anaerobically? Yet, tennis is a sport you can play until you are 90 years old.
As most of you know, tennis in the United States has been sliding down the professional ranks since the glory days of Sampras, Agassi and Courier and the dominance of the Williams’ sisters. Ever stop to think why? I believe this is happening because the game has become more athletic and our days of feeding balls to kids have caught up with us (European countries adopted open-skill teaching many years ago). For this trend to change, we must focus on athletic development and receiving skills, but how do we do that? A well-run 10 and Under Tennis program that incorporates everything mentioned above, including the silly games and colored balls, will develop the next great USA Tennis champion.
Parents, I have one last request. If 78% of you have not played competitive tennis, sign up for a beginning tennis class or dust off your old Prince Pro from the back of the closet. Get out and play some practice matches, leagues and tournaments. Take your son or daughter to the court and play some red, orange or green ball tennis and see first-hand just how wonderful those balls are for beginning tennis players of all ages. The only true way for you to truly wrap your mind around everything tennis has to offer is to experience it for yourself. See you on the courts! | <urn:uuid:9b1179e2-9223-47bf-b287-5d19bb9c1fe5> | CC-MAIN-2024-51 | https://img1.wsimg.com/blobby/go/bf812319-1b69-45a0-a528-77e19a79df0e/downloads/1d08o1ejf_203915.pdf?ver=1730922877578 | 2024-12-13T10:07:17+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066116599.47/warc/CC-MAIN-20241213074100-20241213104100-00263.warc.gz | 274,220,501 | 1,175 | eng_Latn | eng_Latn | 0.998909 | eng_Latn | 0.998909 | [
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Enjoying a Book
Pre-reading
Questions:
• How do you keep reading fun?
• What books does your child like?
Definitions:
• Extra – more than what is usual
• Emphasis – extra force or feeling
• Nurture – to train or educate
Reading
Ann is a busy parent and employee. She works long hours. Molly is a busy young child. Molly is in preschool and in daycare. Both mother and daughter look forward to bedtime. Molly loves snuggling with her mom and enjoying a good book.
First, Ann and Molly look at the cover of the book. They talk about what they see. They look at the colors and objects. They question what kind of story may be inside. Ann asks her daughter, “What do you think this book is about?”
Next, they open the book. Ann begins to read. She stops at the end of each page so they can talk about the pictures. The pictures help Molly understand the story. Sometimes Ann will ask Molly, “What do you think will happen next?” Molly loves to guess what will happen on the next page!
Ann uses her voice in different ways while reading. Sometimes her voice is loud. Sometimes her voice is soft. Sometimes her voice is low. Sometimes her voice is high. She raises her voice on a question. She gives extra emphasis to sentences that end with an exclamation mark.
Ann makes reading fun! She gives life to the words on the pages. Molly can’t wait to start reading on her own! Ann has nurtured a budding reader. She knows Molly will do well in school.
Reading is a great learning tool. Reading helps build language and develops the brain. It is also a wonderful way to be close to your child.
Understanding
1. Why does Ann read to Molly? _______________________________________________________
_____________________________________________________________________________
2. What does the word guess mean? _________________________________________________
_____________________________________________________________________________
3. When do Ann and Molly read? _________________________________________________
_____________________________________________________________________________
4. What do they do before opening a book? ________________________________________
_____________________________________________________________________________
5. What kind of questions does Ann ask Molly while reading? ________________________
_____________________________________________________________________________
6. How does Ann use her voice when reading? ______________________________________
_____________________________________________________________________________
Writing
Choice A: In your own words, write about how Ann reads to Molly.
Choice B: Write about when and how you read with your children. | <urn:uuid:d37e999d-4959-4948-b11d-3a2c26db1610> | CC-MAIN-2017-30 | http://resources.marshalladulteducation.org/rs/hc/l4hc/Enjoying_a_Book_Level_4.0.pdf | 2017-07-26T20:31:40Z | crawl-data/CC-MAIN-2017-30/segments/1500549426629.63/warc/CC-MAIN-20170726202050-20170726222050-00076.warc.gz | 277,301,237 | 499 | eng_Latn | eng_Latn | 0.808154 | eng_Latn | 0.999052 | [
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ARTIST, PROVOCATEUR, ROGUE, GENIUS, PICASSO.
"When I was a child, my mother said to me, 'If you become a soldier, you'll be a general. If you become a monk, you'll end up as the pope.' Instead, I became a painter and wound up as Picasso."
DISCOVERY
1. **VENETIA BURNETY**
This 11-year-old British girl gets credit for the idea to name the celestial body “Pluto” after the Roman god of the underworld.
2. **CLYDE TOMBAUGH**
He discovered the dwarf planet on February 18, 1930, while working at Lowell Observatory in Flagstaff, Arizona.
SCIENTISTS AND EXPLORERS
3. **MUHAMMAD AL-IDRISI**
The 12th-century Arab cartographer’s book of global maps, *The Book of Pleasant Journeys into Faraway Lands*, remained a definitive record for centuries.
4. **JAMES LUDLOW ELLIOT**
By carefully observing how planets block and reveal the light of distant stars, he discovered Uranus’s rings and Pluto’s thin atmosphere.
5. **EDMUND HILLARY**
The New Zealand mountaineer and Sherpa Tenzing Norgay were the first people to summit Mount Everest, Earth’s highest point.
6. **TENZING NORGAY**
The icy mountain range—as high as 11,000 feet (3,350 meters)—is named for the Nepali Sherpa.
Latin translations
Cavus: steep-sided depression
Dorsa: ridges
Fossa, fossae: long, narrow depression(s)
Montes: mountains
Planitia: low plain
Regio: region
Terra: large landmass
ART: MATTHEW TWOMBLY SOURCES: ALAN STERN, SOUTHWEST RESEARCH INSTITUTE; R. SCHULZ, IAU-WGPSN; R. HAYWARD, USGS; NASA/JOHNS HOPKINS UNIVERSITY APPLIED PHYSICS LABORATORY
Pluto’s landscape was unknowable until the spacecraft New Horizons sped past in 2015. Now our cartographers have created National Geographic’s first map of the dwarf planet, with Pluto’s physical features officially named by the International Astronomical Union. Here are the people, spacecraft, and myths that provided inspiration.
**PIONEERING SPACECRAFT**
7 **VOYAGER**
The twin probes from NASA’s first interstellar mission launched in 1977; Voyager 1 has left the solar system; Voyager 2 is on its way.
8 **SPUTNIK**
Launched by the U.S.S.R. in 1957, Sputnik 1 was the first human-made satellite to successfully enter Earth orbit.
9 **HAYABUSA**
In 2005 this unmanned Japanese spacecraft captured the first ever sample of a near-Earth asteroid.
**UNDERWORLD MYTHOLOGY**
10 **DJANGGAWUL**
In some Aboriginal lore the Djanggawul are three siblings from the land of the dead who created Earth’s vegetation.
11 **VIRGIL**
In Dante’s *Divine Comedy* the spirit of this ancient Roman poet guides the author through the levels of hell and purgatory.
12 **ADLIVUN**
From Inuit mythology, Adlivun, or “those who live beneath us,” is both an icy, barren underworld and the souls who reside in it.
13 **SLEIPNIR**
In Norse mythology this eight-legged horse carries the god Odin on journeys to the underworld.
14 **TARTARUS**
The deepest pit in the ancient Greek underworld, it is a prison for criminals, monsters, and defeated deities.
Pluto’s diameter is 1,476 mi (2,376 km), 19 percent of Earth’s 7,926 mi (12,756 km). | <urn:uuid:dd407111-db2a-4568-a4a2-04941e55658d> | CC-MAIN-2022-05 | https://epizodsspace.airbase.ru/bibl/inostr-yazyki/national_geographic/2018/5/Chwastyk_Plotting_Pluto_National_Geographic_233_no_05_(2018).pdf | 2022-01-23T12:21:46+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320304261.85/warc/CC-MAIN-20220123111431-20220123141431-00504.warc.gz | 295,753,277 | 825 | eng_Latn | eng_Latn | 0.981804 | eng_Latn | 0.984174 | [
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The Five Ways to Wellbeing are simple things to do everyday that can help you to feel happier and more positive.
Getting active can make you feel good and keep you healthy.
Why not try some of these...
- Dance to your favourite song
- Walk a dog
- Hula hoop
- Join a sports team
- Play a game in the playground
- Walk or cycle to school
- Help in the garden
- Run a race with friends
- Make up your own sport
What ideas can you think of to...
Find out more about the Five Ways to Wellbeing at: derbyshire.gov.uk/fiveways | <urn:uuid:98160816-fdcf-4878-ad5c-4d72eb4157c9> | CC-MAIN-2025-05 | https://www.derbyshire.gov.uk/site-elements/documents/pdf/social-health/health-and-wellbeing/mental-health-and-wellbeing/five-ways-to-wellbeing/5-ways-to-wellbeing-for-young-people-be-active.pdf | 2025-01-20T18:09:45+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703363073.65/warc/CC-MAIN-20250120174304-20250120204304-00486.warc.gz | 743,882,246 | 128 | eng_Latn | eng_Latn | 0.998168 | eng_Latn | 0.998168 | [
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Photographs of WACFO Activities funded by the T&J Meyer Family Foundation and other WACFO projects
Teachers with children for physical exercise
16+ youth taking measurements during tailoring class
Above: Vicky, one of the many children who receive post-operational care at Guadalupe House
Children with special needs enjoying craft work
Francis Opwoya is an 11 year child with cerebral palsy. He was only able to move by crawling and had poor upper limb stability and was unable to feed himself or to stand or walk independently at the time of identification. He underwent short-term physical/occupational therapy rehabilitation; he gained the ability to self-feed and was gradually able to stand, walk independently though with an awkward gait pattern for a short distance. He is now able to do activities like pumping water in a standing position.
The Companions of the Sacred Hearts help to support the residents at Guadalupe House through growing of maize and vegetables.
A hearing impaired student knitting a cardigan for a child
Above: Nathan, the very successful Carpentry Instructor at WACFO who is hearing impaired. Right: A class for hearing impaired students.
Photo 1: Ms. Joskar Angee is a member of Wajal kare group. The group received training on briquettes and energy saving stoves by WACFO field extension workers. Joska, with the knowledge she got from the training, made 800 kg of briquettes on her own, sold it to Victor Braun play school and the surrounding villages. She realized €188 and used the money for buying 1 cow, paying fees and buying food stuff. At present Joska is a happy woman because the cow she bought has produced a calf and the cow is also providing milk for the family. She hopes by next year she will be selling milk in large quantities because the calf would have produced.
In addition to the above, she testified that she is happy with the training given by WACFO on smokeless briquettes. She no longer moves long distance looking for firewood for cooking, the briquettes she makes is being used by the family members for cooking. It is also saving the environment as not cutting down trees for charcoal.
Photo 2: Yele Ber Farmer group
Members of Yele Ber farmer’s group bagging the soya beans they planted. The groups received 10kg of soya beans from WACFO and planted ½ acres of land. They harvested 5 bags worth 600kg. 4 bags were sold and realised €450. The money is being saved and borrowed as soft loan with 10% interest. The group members expressed their happiness as their household income increased because they are engaged in small scale businesses (selling silver fish within their village). With the soft loan they borrowed from the group saving scheme, they are able to pay fees and some medical expenses.
The group also retained 1 bag for distribution amongst the 30 members for planting in the next season. One member Acayo Margret, the vice chairperson for the group appreciated WACFO for the great work in the community but there is still need for more support to other community members where the project did not reach.
WACFO Field Extension Worker inspecting cabbage and soya bean planted by the groups
Kwo Tek farmer’s sesmes garden
Some of the pigs being reared using Indigenous Micro Organism by WACFO groups
Below left: Wanenuanyim women’s group sun drying briquettes and below right: Runoff water reservoir constructed | <urn:uuid:ea38a668-c3f4-4985-b92c-a2b6e2f7761d> | CC-MAIN-2021-49 | http://www.sacredheartsjm.org/sites/default/files/documents/WACFO%2C%20Uganda%20-%20Activities%20%26%20Success%20Stories.pdf | 2021-11-30T06:20:37+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358953.29/warc/CC-MAIN-20211130050047-20211130080047-00474.warc.gz | 133,671,320 | 725 | eng_Latn | eng_Latn | 0.987821 | eng_Latn | 0.998219 | [
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One of the most distressing and difficult complications of diabetes is reduced vision. Diabetes is a leading cause of preventable blindness in the adult population.
But you can help save your sight by:
- Good control of blood glucose levels
- Treatment of general medical conditions such as high blood pressure and/or abnormal cholesterol levels.
- Regular eye examinations.
- Reporting any rapid changes of vision.
- Checking with an optometrist or ophthalmologist about the possibility of more frequent eye examinations if you are pregnant as pregnancy poses additional risks.
How does diabetes affect my sight?
Diabetes may cause damage to the eye’s light sensitive lining, the RETINA, and produce changes called DIABETIC RETINOPATHY.
The retina is the delicate layer of blood vessels and light sensitive cells positioned at the back of the eye similar to the film in a camera. Images we see are formed on the retina itself, converted into electrical impulses, and pass from the retina to the brain along the optic nerve.
The central part of the retina, opposite the pupil, is called the MACULA. This part is the most sensitive and allows us to see fine detail.
The rest of the retina sees the less well defined images but gives us peripheral visual awareness, movement sensation and helps us see at night. If the retina is damaged by DIABETIC RETINOPATHY, the images formed on the retina are not detected by the light sensitive cells, some of the electrical impulses are not transmitted to the brain and our vision is reduced.
YOU MUST HAVE AN EYE EXAMINATION EVERY 2 YEARS. YOUR OPTOMETRIST OR OPHTHALMOLOGIST WILL TELL YOU IF YOU NEED TO HAVE YOUR EYES EXAMINED MORE OFTEN. NEWLY DIAGNOSED PEOPLE WITH TYPE 2 DIABETES SHOULD HAVE AN EXAMINATION WHEN FIRST DIAGNOSED.
It is important that you do not wait until you notice problems with your eyes before having them examined. Sometimes diabetic changes may be well advanced before this happens and impossible to treat.
Diabetic retinopathy is simply disease of the retina.
The early signs of diabetic retinopathy are quite common amongst those with diabetes. Often, these changes are minor (non sight threatening) but require regular monitoring and their presence means special attention should be given to blood glucose control and treatment of other medical conditions such as blood pressure and abnormal cholesterol levels.
In the retina itself, diabetes causes the walls of the smallest blood vessels to weaken resulting in balloon like bulges called MICROANEURYSMS. Bleeding from these tiny blood vessels, (RETINAL HAEMORRHAGES) or leakage of fats (HARD EXUDATES) and fluid (RETINAL
OEDEMA) into the surrounding tissues may occur. If this leakage of fluid into the retinal tissue occurs at the macula (MACULA OEDEMA), vision will be reduced.
In some cases, the early signs of diabetic retinopathy progress to a more severe form of eye disease called PROLIFERATIVE RETINOPATHY. If untreated, 50% of those affected will suffer serious visual loss. This stage is marked by the growth of very fine delicate new blood vessels (NEOVASCULARISATION) which bleed very easily. This bleeding causes varying amounts of visual loss and it may take considerable time for the vision to return.
Sometimes the bleeding results in the formation of scar tissue which contracts and pulls away the retina (RETINAL DETACHMENT). This is a serious sight threatening condition and must be treated promptly.
**How can I get my eyes examined?**
Your optometrist can provide a comprehensive eye examination at any time. You can also ask your GP for information about diabetes care from practitioners such as optometrists, ophthalmologists, diabetes specialists or diabetic screening and monitoring services available in your area. Your GP can arrange referral to any of these.
**How are my eyes examined?**
This is a simple procedure and involves drops which dilate your pupils so that the retina can be directly examined or sometimes photographed using modern digital cameras. The drops will blur your near vision and make your eyes more sensitive to light. You should bring a pair of sunglasses with you and although some people can drive afterwards, leaving your car at home or bringing a driver with you is often a good idea.
**Can diabetic retinopathy be treated?**
You may need to be referred to an ophthalmologist for ongoing medical care and if diabetic retinopathy threatens vision, it will require laser treatment by the ophthalmologist. The laser seals leaking retinal blood vessels which cause damaging deposits of fat to occur in the macula. Laser also stops the growth of fragile abnormal blood vessels (neovascularisation) which may bleed and reduce sight suddenly. Newer treatments aimed at inhibiting the growth of new blood vessels may also be recommended.(Ex. Avastin. Lucentis)
Early detection of sight threatening retinopathy is extremely important so that laser treatment can be done at the optimum time as it mainly works by preventing and delaying further damage occurring. This type of treatment can be carried out on an outpatient basis.
Surgical treatment (VITRECTOMY) may be required if bleeding into the eye is causing persistent cloudy vision or scarring has occurred. Surgery is also required for retinal detachment. This is major eye surgery and requires a general anaesthetic. | <urn:uuid:d8c36768-6b97-403b-9452-d81367893679> | CC-MAIN-2021-49 | https://www.nzao.nz/assets/Uploads/PublicPage/DiabetesINFO.pdf | 2021-11-30T06:27:17+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358953.29/warc/CC-MAIN-20211130050047-20211130080047-00473.warc.gz | 998,213,058 | 1,088 | eng_Latn | eng_Latn | 0.998168 | eng_Latn | 0.998478 | [
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Briefly tell about yourself. What road have you travelled to get where you are now?
My environmental story starts from coasts of inland lake Näsijärvi near to city of Tampere. As a schoolboy I became interested in nature, especially of fishing and bird watching. A small papermill in my neighborhood was polluting the lake causing deaths of fishes, which I still remember well. Anyway, birds started soon to dominate my hobbies, partly motivated by Pentti Linkola, who started to get reputation as a person, who was defending the Finnish nature.
In 1968 I started my biology studies at University of Turku. Very soon after that, first the Turku Archipelago, then Åland Islands and later The Baltic Sea rose up on the top of my interests.
I spent 6 turns of the years (1970-75) at Signildskär bird station in Eckerö studying hares and birds. After graduating in 1976 I was working in the University of Turku teaching biology and environmental protection. My professor was at that time Rauno Tenovuo, but also earlier Östersjö-prize winner Professor Erkki Leppäkoski had an important role in increasing my understanding of the Baltic ecosystems. Every year during 1976-1984 I spent one month at Seili Research station in Turku Archipelago with students teaching environmental and ecological topics to them.
1984 I started my career as the first environmental director of city of Turku and worked in this post until my retirement in 2015.
Municipal environmental management was covering a wide set of issues including air pollution control, waste management control and development, water protection, nature protection and environmental awareness raising and education as main topics.
City of Turku used to have a long tradition in cooperation with Nordic cities and some other twin cities, like St Petersburg. After the collapse of Soviet Union the situation in the Baltic region changed dramatically and caused e.g. heavy demand for new kind of cooperation in the region. Environmental questions were among the first sectors raising on the Baltic Sea Region cooperation agenda. The cities of Turku and St Petersburg added environmental questions officially into their bilateral cooperation in 1992 and the work was intensive with the Committee for Natural Resources and Ecological especially after the appointment of Mr Dmitry Golubev as chairman.
Union of the Baltic cities (UBC) was founded in Gdansk in 1991. Environmental Commission of UBC became soon the main cooperation platform for Turku. I worked in the chairmanship of the Environmental Commission long time (1993 – 2015) together with my colleagues from Århus, Sundsvall and Nacka.
The Finnish and Swedish membership in EU speeded up international cooperation, especially by making EU funding available also for local governments. After the EU membership of the Baltic states and Poland, the whole Baltic Sea was an ideal forum for cooperation, with the Sea being important connecting factor. The EU Strategy for Baltic Sea Region 2009 was then later strengthening this approach.
In 1997 Turku offered to UBC to host a small secretariat for UBC Env Commission and first employer was hired and placed as part of Environmental department. This has shown to be fruitful decision for the Baltic Sea cooperation. During past 20 years more than 60 Baltic cities and big number of other stakeholders have implemented almost 100 joint environmental and sustainability projects with total value of more than 100 million euros, thus strengthening remarkable the sustainable development in the region.
Today a team of 20 young international experts are running the cooperation in Turku and local governments are recognized as important actors in the Baltic Sea region cooperation. Beside UBC member cities, the key partners are different networks like Eurocities and ICLEI, governmental bodies like HELCOM and CBSS and many academic institutions and networks, like BUP (Baltic University Program).
After my retirement in 2015 I returned back to traditional nature conservation hobbies and now chairing Archipelagia Seura ry, which is e.g. improving the habitats for Apollo butterfly and Adam and Eva orchid in Turku Archipelago.
- **What has been your driving force, inspiration and motivation in the work for the Baltic Sea and the environment?**
The main driving force has been my endogenous interest to understand nature, added with own experiences of different aspects of the Baltic Sea during the last 50 years.
- **What has, in your own opinion, the highlight and biggest successes of your career?**
Professional highlight was the first participation in UN Summit of Sustainable Development at Johannesburg 2002, to feel the atmosphere of the meeting and the optimism which then was to be seen concerning the common future.
Locally the main achievement has been the change in people’s behaviour concerning waste management and recycling- Turku became in 1990’s as one of the leading cities in waste recycling in Finland.
Regionally great success has been the development in local level environmental cooperation; how it has entered into very concrete level in so many Baltic cities.
- **What is your finest Baltic Sea memory?**
Difficult to select, there are so many fine memories; adventures on winter ice in order to study grey seals, the sound world (eiders, seals, gulls) of outer archipelago at spring time, mild and warm summer nights on an remote island with boat and family.
But to select one specific and memorable event; A trip to Innarahu, West part of Saarenmaa (Estonia) to study grey seal cubs in March 1993 with a group of scientists from Estonia, Latvia, Russia and Finland. To understand, in that fascinating environment, that people of Baltic states are now free to cooperate in all possible ways – the world had changed and the future was full of hope. | <urn:uuid:eadef791-dd12-4367-96f9-d6567eb0d6b5> | CC-MAIN-2021-49 | https://ostersjofonden.org/app/uploads/2019/04/ostersjofonden-mikko-jokinen-eng.pdf | 2021-11-30T05:27:08+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358953.29/warc/CC-MAIN-20211130050047-20211130080047-00472.warc.gz | 498,553,873 | 1,179 | eng_Latn | eng_Latn | 0.997506 | eng_Latn | 0.997529 | [
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School Emergency Drills Documentation Form
**Type of Drill**
At least 1 of these drills must be held during lunch or recess period, or when large number of students is NOT in the classroom.
- Fire Drill (5 required)
- 3 drills before Dec 1
- 2 drills during remaining part of the school year
- Reasonable space between each drill
- Tornado Drill (2 required)
- 1 drill must be during March
- Lock Down/Shelter in Place Drill (3 required)
- drill before Dec 1
- At least 1 drill after Jan 1
- Reasonable space between each drill
**Time of Drill**
- Standard
- Class Change
- Recess
- Other Events
Name of Reporting School: St. Paul the Apostle
School Year: 2019-20
Date of Drill: 9/25/19
Time drill was held: 10:35 (pm/am)
Exact time required to evacuate/shelter/secure: 3:00.92
Total Participants: 189
Remarks: Reminder to cover windows!
This report is for Lockdown emergency drill #1 for school year 19/20.
Name of person conducting drill: Michelle Morrow
Title of person conducting drill: Principal
Signature of person conducting drill: [Signature]
Drill Was Coordinated With:
- Emergency Management Coordinator
Name & Title
AND
- Law Enforcement (county sheriff or chief of police or designee or MSP)
Name & Title
OR
- Fire (fire chief or designee)
Name & Title
School Emergency Drills Documentation Form
**Type of Drill**
At least 1 of these drills must be held during lunch or recess period, or when large number of students is NOT in the classroom.
- Fire Drill (5 required)
- 3 drills before Dec 1
- 2 drills during remaining part of the school year
- Reasonable space between each drill
- Tornado Drill (2 required)
- 1 drill must be during March
- Lock Down/Shelter in Place Drill (3 required)
- drill before Dec 1
- At least 1 drill after Jan 1
- Reasonable space between each drill
**Time of Drill**
- Standard
- Class Change
- Recess
- Other Events
Name of Reporting School: St. Paul the Apostle
School Year: 2019-2020
Date of Drill: 12-17-19
Time drill was held: 9:55 am (pm/am)
Exact time required to evacuate/shelter/secure: 2 min 0 sec.
Total Participants: 190
Remarks: Need outside speaker for kids on playground
This report is for Lock Down emergency drill #1 for school year 2019/20.
Name of person conducting drill: Michelle Moran
Title of person conducting drill: Principal
Signature of person conducting drill: [Signature]
Drill Was Coordinated With:
- Emergency Management Coordinator
Name & Title
AND
- Law Enforcement (county sheriff or chief of police or designee or MSP)
Name & Title
OR
- Fire (fire chief or designee)
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The Engineering Design Process
Ask | What's the problem?
What have others done?
What are the constraints?
Imagine | What are some solutions?
Brainstorm ideas.
Choose the best one.
Plan | Draw a diagram.
Make a list of materials you'll need.
Create | Follow your plan and create it.
Test it out!
Improve | Make your design even better.
Test it out! | <urn:uuid:b202275d-74b6-4f62-ab6f-4d0e4c6d7364> | CC-MAIN-2022-40 | https://www.montana.edu/msse/Framework_Toolkit/Resources/Design_Process.pdf | 2022-09-29T09:07:35+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030335326.48/warc/CC-MAIN-20220929065206-20220929095206-00611.warc.gz | 958,988,687 | 79 | eng_Latn | eng_Latn | 0.997121 | eng_Latn | 0.997121 | [
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I can change words using the prefix ‘un’. 2
Put the correct word in the box in the sentences below.
unfair unzip unusual unable unsafe
1 Mum and dad think the garden is .................. for Tommy.
2 Is it .................. to make him stay in the house?
3 Tommy wants the caterpillar to .................. the sleeping bag.
4 The caterpillar is .................. to get out on his own.
5 “You’re an ................................ looking caterpillar,” says Tommy. | <urn:uuid:caf46172-0ed4-45d4-8d46-9cce8d504b5a> | CC-MAIN-2021-49 | https://www.holy-family.surrey.sch.uk/attachments/download.asp?file=3023&type=pdf | 2021-11-30T07:22:17+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358953.29/warc/CC-MAIN-20211130050047-20211130080047-00475.warc.gz | 893,594,110 | 102 | eng_Latn | eng_Latn | 0.998283 | eng_Latn | 0.998283 | [
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Mathematics programmes of study: KS 1 and 2 - White Rose
**What do we aim to achieve? (Our intent)**
Mathematics is essential for everyday life. It is critical to science, technology and engineering, and is valued in most forms of employment.
A high-quality mathematics education provides a foundation for understanding the world and the ability to reason mathematically.
We want our pupils to **become fluent** in the fundamentals, developing the ability to recall and apply knowledge rapidly and accurately. We want them to **reason mathematically** and be able to justify their mathematical arguments. We want them to **solve problems** by applying their maths with increasing confidence and sophistication.
**How do we do it? (Our implementation)**
In Autumn 2021 we started to use the highly acclaimed White Rose Scheme of work as the basis of our planning across Reception, KS 1 and 2. We use this to ensure continuity of approach across all year groups and the varied and frequent practice of increasingly complex problems over time, so that pupils develop the conceptual understanding and ability to recall and apply knowledge rapidly and accurately. Each block of learning has a number of steps and teachers are able to use flexibility as to whether steps are combined in order to meet the needs of their cohort.
We use practical resources and adapt planning carefully to ensure that pupils' needs are met. Maths is an interconnected subject, both within itself, and across other subjects, and wherever possible we draw links throughout the curriculum.
**What is the impact of this learning?**
Our pupils develop fluency, mathematical reasoning and competence to solve increasingly sophisticated problems. They enjoy applying their mathematical knowledge to other subjects. They develop their mathematical vocabulary and are able to confidently present mathematical justification for their decisions and answers.
**Look what we have been learning about**
![Images of children engaged in various mathematical activities]
## Mathematics programmes of study: KS 1 and 2
| YEAR A&B | Autumn | Spring | Summer |
|---------|------------------------------------------------------------------------|----------------------------------------------------------------------|------------------------------------------------------------------------|
| EYFS | Phase “Getting to know you”: Week 1-3 - introducing areas of provision; key times of day, class routines, positional language
Phase “Just Like Me”: Week 4-6 Match and sort; compare amounts; Compare size, mass capacity, exploring pattern
Phase “It's me, 1,2,3!” Wk 7-9: Representing, comparing and composition of 1, 2 & 3; Circles and triangles, positional language
Phase “Light and Dark” WK 10-12: Representing numbers to 5; one more and one less, Shapes with 4 sides; Time | Phase “Alive in 5!” Wk 1-3 Introducing zero; comparing numbers to 5; composition of 4 & 5; Compare mass; Compare capacity
Phase “Growing 6,7,8 ” Wk 4-6 6,7, 8; Making pairs; Combining 2 groups; Length & Height; Time
Phase “Building 9 and 10”: Wk 7-9 counting to 9 & 10; Comparing numbers to 10; Bonds to 10; 3d-Shape; Spatial Awareness; Pattern
Wk 10-12 Consolidation | Phase “To 20 and beyond” Wk 1-3 Building numbers beyond 10; Counting patterns beyond 10; Spatial reasoning (1) - match, rotate, manipulate
Phase “First, Then, Now” Wk 4-6 Adding more; Taking away; Spatial reasoning (2) - compose and decompose
Phase “Find my pattern” Wk 7-9 Doubling; Sharing & grouping; Even and odd; Spatial reasoning (3) – visualise and build
Phase “On the Move” Wk 10-12 Deepening understanding; Patterns and relationships; Spatial reasoning (4) - mapping |
### What does each lesson cover and how does it link together over time? NC aims for Key Stage 1 (Years 1 and 2):
To become fluent in the fundamentals of mathematics; to reason mathematically by following a line of enquiry and developing an argument; to solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication.
1M: number and place value
2M: addition and subtraction
3M: multiplication and division (including scaling or square/cube numbers or multiples and factors)
4M: fractions, decimals, percentages or ratio
5M: measurement and statistics (including lengths and height; mass/weight; capacity and volume; time; money; sequencing events; graphs, charts, pictograms and tables)
6M: geometry– properties of shapes; position and direction
We have chosen to follow version 3, the latest update from July 2022. The activities indicated may change slightly to those listed below as more information is provided over 2022-23.
### AUTUMN TERM
| Theme | KS1 Yr 1 | KS1 Yr 2 | KS1 Yr 3 |
|-------|--------------------------------------------------------------------------|--------------------------------------------------------------------------|--------------------------------------------------------------------------|
| | BLOCK 1: Wk 1-5 - Number: Place Value (within 10)
Sort objects; Count objects; Count objects from a larger group; Represent objects; Recognise numbers as words; Count on from any number; 1 more; Count backwards within 10; 1 less; Compare groups by matching; Fewer, more, same; Less than, greater than, equal to; Compare numbers; Order objects and numbers; The number line. | BLOCK 1: Wk 1-4 - Number: Place Value
Numbers to 20; Count objects to 100 and numbers to 100; Tens and ones; Use a place value chart; Partition numbers to 100; Write numbers to 100 in words; Flexibly partition numbers to 100; Write numbers to 100 in expanded form. 10s on the number line to 100; 10s and 1s on the number line to 100; Estimate numbers on a number line; Compare objects; Compare numbers; Order objects and numbers; Count in 2s, 5s and 10s; Count in 3s. | BLOCK 2: Wk 6-10 - Number: Addition & Subtraction (within 10)
Introduce parts and wholes; Part whole model; Write number sentences; Fact families - addition facts; Number bonds within 10; Systematic number bonds within 10; Number bonds to 10; Addition - adding together; Addition - adding more; Addition problems; Finding a part; Subtraction - find a part; Fact families - the eight facts; Subtractions - taking away/cross out (How many left?); Subtraction on a number line; Add or subtract 1 or 2 |
| | BLOCK 2: Wk 5-9: Number: Addition & Subtraction
Addition - Fact families - addition and subtraction bonds to 20; Related facts; Bonds to 100 (tens); Add and subtract 1s; Add by making 10; Add three 1-digit numbers; Add to the next 10; Add across a 10; Subtract across a 10; Subtract a 1-digit number from a 2-digit number (across a 10); 10 more, 10 less; Add and subtract 10s; Add two 2-digit numbers (not across a 10); Add two 2-digit numbers (across a 10); Subtract two 2-digit numbers (not across a 10); Subtract two 2-digit numbers (across a 10); mixed addition and subtractions; compare number sentences; missing number problems. | BLOCK 3: Wk 11 - Geometry: Shape
Recognise and name 3-D shapes; Sort 3-D shapes; Recognise and name 2-D shapes; Sort 2-D shapes; Patterns with 3-D and 2-D shapes. | BLOCK 3: Wk 10-12 Geometry: Properties of Shape
Recognise 2-D and 3-D shapes; Count sides on 2-D shapes; Count vertices on 2-D shapes; Draw 2-D shapes; Lines of symmetry on shapes; Using lines of symmetry to complete shapes; Sort 2-D shapes; Count faces on 3-D shapes; Count edges on 3-D shapes; Count vertices on 3-D shapes; Sort 3-D shapes; Make patterns with 2-D and 3-D shapes. |
### SPRING TERM
| Theme | KS1 Yr 1 | KS1 Yr 2 | KS1 Yr 3 |
|-------|--------------------------------------------------------------------------|--------------------------------------------------------------------------|--------------------------------------------------------------------------|
| | BLOCK 1: Wk 1-3 - Number: Place Value (within 20)
Count forwards and backwards and write numbers to 20 in numerals and words; Numbers from 11 to 20; Tens and ones; Count one more and one less; Compare groups of objects; Compare numbers; Order groups of objects; Order numbers.
BLOCK 2: Wk 4-6 - Addition & Subtraction (within 20)
Consolidation; Adding by counting on; Find & make number bonds; Add by making 10; Subtraction - crossing 10; Subtraction - crossing 10 (1); Subtraction - crossing 10 (2); Related facts; Compare number sentences | BLOCK 3: Wk 7-8 - Place Value within 50
Numbers to 50; Tens and ones; Represent numbers to 50; One more less; Compare objects within 50; Compare numbers within 50; Order numbers within 50; Count in 2s; Count in 5s | BLOCK 4: Wk 9-10 - Length and Height
Compare lengths and heights; Measure length (1); Measure length (2) |
| | BLOCK 5: Wk 11-12 - Measurement: Mass & Volume
Introduce weight and mass; Measure mass; Compare mass; Introduce capacity and volume; Measure capacity; Compare capacity: | BLOCK 6: Wk 13-14 - Measurement: Capacity & Volume
Introduce capacity and volume; Compare capacity and volume; Measure capacity and volume; Compare capacity and volume; | BLOCK 7: Wk 15-16 - Measurement: Money
Introduce money; Count money; Compare money; Exchange money; |
| Theme | SUMMER TERM |
|-------|-------------|
| **KS1**
**Yr 1** | **BLOCK 1: Wk 1-3 - Multiplication & division**
Consolidation: Count in 2s; Count in 5s; Count in 10s; Make equal groups; Add equal groups; Make arrays; Make doubles; Make equal groups - grouping; Make equal groups - sharing.
**BLOCK 2: Wk 4-5- Fractions**
Consolidation: Find a half (1); Find a half (2); Find a quarter (1); Find a quarter (2) |
| **Yr 2** | **BLOCK 1: Wk 1-3 - Statistics**
Make tally charts; Draw pictograms (1-1); Interpret pictograms (1-1); Draw pictograms (2, 5 and 10); Interpret pictograms (2, 5 and 10); Block diagrams
**BLOCK 2: Wk 4-5 - Number: Fractions**
Working with parts and wholes; Make equal parts; Recognise a half; Find a half; Recognise a quarter; Find a quarter; Recognise a third; Find a third; Unit fractions; Non-unit fractions; Equivalence of a half and 2 quarters; Find three quarters; Count in fractions; Problem solving with fractions |
| **BLOCK 3: Wk 6 - Position & Direction**
Describe turns; Describe position (1); Describe position (2)
**BLOCK 4: Wk 7-8 - Place Value (within 100)**
Counting forwards and backwards within 100; Partitioning numbers; Comparing numbers (1); Comparing numbers (2); Ordering numbers; One more, one less.
**BLOCK 5: Wk 9 - Measurement: Money**
Recognising coins; Recognising notes; Counting in coins
**BLOCK 6: Wk 10-11 - Measurement: Time**
Before and after; Dates; Time to the hour; Time to the half hour; Writing time; Comparing time.
**Consolidation**
**Wk 8-9 = Consolidation and problem solving** |
**What does each lesson cover and how does it link together over time? NC aims for Key Stage 2 (Years 3-4):**
To become fluent in the fundamentals of mathematics; to reason mathematically by following a line of enquiry and developing an argument; to solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication.
1M: number and place value
2M: addition and subtraction
3M: multiplication and division (including scaling or square/cube numbers or multiples and factors)
4M: fractions, decimals, percentages or ratio
5M: measurement and statistics (including lengths and height; mass/weight; capacity and volume; time; money; sequencing events; graphs, charts, pictograms and tables)
6M: geometry- properties of shapes; position and direction
We have chosen to follow version 3, the latest update from July 2022. The activities indicated may change slightly to those listed below as more information is provided over 2022-23.
| Theme | AUTUMN TERM |
|-------|-------------|
| **KS2**
**Yr 3** | **BLOCK 1 Wk: 1-3 - Number: Place Value**
Represent numbers to 100; Partition numbers to 100; Number line to 100; Hundreds; Represent numbers to 1,000; Partition numbers to 1,000; Flexible partitioning of numbers to 1,000; Hundreds, tens and ones; Find 1, 10, or 100 more or less; Number line to 1,000; Estimate on a number line to 1,000; Compare numbers to 1,000; Order numbers to 1,000; Count in 50s;
**BLOCK 2 CONTINUED..**
Make connections; Add two numbers (no exchange); Subtract two numbers (no exchange); Add two numbers (across a 100); Subtract two numbers (across a 100); Add 2-digit and 3-digit numbers; Subtract a 2-digit number from a 3-digit number; Complements to 100; Estimate answers; Inverse operations; Make decisions
**BLOCK 3: Wk 9-12 - Number: Multiplication & Division**
Multiplication - equal groups; Use arrays; Multiples of 2; Multiples of 5 and 10; Sharing and grouping; Multiply by 3; Divide by 3; The 3-times table; Multiply by 4; Divide by 4; The 4 times-table; Multiply by 8; Divide by 8; The 8 times-table; The 2, 4 and 8 times-tables;
**Consolidation** |
| Theme | SPRING TERM |
|-------|-------------|
| **KS2 Yr 3** | **BLOCK 1: Wk 1-3 - Number: Multiplication & Division**
Consolidate 2, 4 and 8 times-table; Comparing statements; Related calculations; Multiply 2-digits by 1-digit (1); Multiply 2-digits by 1-digit (2); Divide 2-digits by 1-digit (1); Divide 2-digits by 1-digit (2); Divide 100 into 2, 4, 5 and 10 equal parts; Divide with remainders; Divide 2-digits by 1-digit (3); Scaling; How many ways?
**BLOCK 2: Wk 4-6 - Measurement: Length & perimeter**
Measure length; Measure length (m); Equivalent lengths - m & cm; Equivalent lengths - mm & cm; Compare lengths; Compare lengths; Add lengths; Subtract lengths; Measure perimeter; Calculate perimeter
**BLOCK 3: Wk 7-9 - Number: Fractions**
Make equal parts; Recognise a half; Find a half; Recognise a quarter; Find a quarter; Recognise a third; Find a third; Unit fractions; Non-unit fractions; Equivalence of a half and 2 quarters; Count in fractions
**BLOCK 4: Wk 10-12 - Measurement: Mass & Capacity**
Compare mass; Measure mass (1); Measure mass (2); Compare mass; Add and subtract mass; Compare volume; Measure capacity (1); Measure capacity (2); Compare capacity; Add and subtract capacity; Temperature |
| Theme | SUMMER TERM |
|-------|-------------|
| **KS2 Yr 3** | **BLOCK 1: Wk 1-2: Number: Fractions**
Making the whole; Tenths; Counting tenths; Tenths as decimals; Fractions on a number line; Fractions of a set of objects (1); Fractions of a set of objects (2); Fractions of a set of objects (3); Equivalent fractions (1); Equivalent fractions (2); Equivalent fractions (3); Compare fractions; Order fractions; Add fractions; Subtract fractions
**BLOCK 2: Wk 3-4: Measurement: Money**
Count money (pence); Count money (pounds); Pounds and pence; Convert pounds and pence; Add money; Subtract money; Give change
**BLOCK 3: Wk 5-7: Measurement: Time**
O’clock and half past; Quarter past and quarter to; Months and years; Hours in a day; Telling the time to 5 minutes; Telling the time to the minute; Using a.m. and p.m.; 24-hour clock; Hours, minutes and seconds; Years, months, weeks and days; Analogue to digital - 12 hour; Analogue to digital - 24 hour
**BLOCK 4: Wk 8-9 - Geometry: Property of Shape**
Turns and angles; Right angles in shapes; Compare angles; Draw accurately; Horizontal and vertical; Parallel and perpendicular; Recognise and describe 2-D shapes; Recognise and describe 3-D shapes; Make 3-D shapes
**BLOCK 5: Wk 10 - Statistics**
Make tally charts; Draw pictograms (2, 5 and 10); Interpret pictograms (2, 5 and 10); Pictograms; Bar charts; Tables
**BLOCK 6: Wk 10: Statistics**
Interpret charts; Comparison, sum and difference; Introducing line graphs; Line graphs
**BLOCK 6: Wk 11-12 Geometry: Position and Direction**
Describe position; Draw on a grid; Move on a grid; Describe movement on a grid |
| Theme | SUMMER TERM |
|-------|-------------|
| **Yr 4** | **BLOCK 1: Wk 1-4 - Number: Place Value**
Represent numbers to 1,000; Partition numbers to 1000; Number line to 1,000; Thousands; Represent numbers to 10,000; Partition numbers to 10,000; Flexible partitioning of numbers to 10,000; Find 1,10,100, 1,000 more or less; Number line to 10,000; Estimate on a number line to 10,000; Compare numbers to 10,000; Order numbers to 10,000; Roman numerals; Round to the nearest 10;
**BLOCK 2: Wk 5-7 - Number: Addition and Subtraction**
Add and subtract 1s, 10s, 100s and 1,000s; Add up to two 4-digit numbers – no exchange; Add two 4-digit numbers – one exchange; Add two 4-digit numbers – more than one exchange; Subtract two 4-digit numbers – no exchange; Subtract two 4-digit numbers – one exchange; Subtract two 4-digit numbers – more than one exchange; Efficient subtraction; Estimate answers; Checking strategies
**BLOCK 3: Wk 8 - Measurement: Area**
What is area?; Counting squares; Making shapes; Comparing area
**BLOCK 4: Wk 9-11: Number: Multiplication & Division**
Multiples of 3; Multiply and divide by 6; 6 times-tables and division facts; Multiply and divide by 9; 9 times-tables and division facts; The 3, 6 and 9 times-tables; Multiply and divide by 7; 7 times-tables and division facts; 11 times-tables and division facts; 12 times-tables and division facts; Multiply by 1 and 0; Divide a number by 1 and half; Multiply three numbers.
**Consolidation** |
| Theme | SUMMER TERM |
|-------|-------------|
| **Yr 4** | **BLOCK 1: Wk 1-2: Number - Decimals**
Bonds to 10 and 100; Make a whole; Write decimals; Compare decimals; Order decimals; Round decimals; Halves and quarters
**BLOCK 2: Wk 3-4: Money**
Pounds and pence; Ordering money; Estimating money; Convert pounds and pence; Add money; Subtract money; Give change; Working with money; Four operations
**BLOCK 3: Wk 5-6: Measurement: Time**
Telling the time to 5 minutes; Telling the time to the minute; Using a.m. and p.m.; 24-hour clock; Hours, minutes and seconds; Years, months, weeks and days; Analogue to digital - 12 hour; Analogue to digital - 24 hour
**Consolidation**
**BLOCK 4: Wk 8-9 Geometry: Properties of Shape**
Turns and angles; Right angles in shapes; Compare angles; Identify angles; Compare and order angles; Recognise and describe 2-D shapes; Triangles; Quadrilaterals; Horizontal and Vertical; Lines of symmetry; Complete a symmetric figure
**BLOCK 6: Wk 10: Statistics**
Interpret charts; Comparison, sum and difference; Introducing line graphs; Line graphs
**BLOCK 6: Wk 11-12 Geometry: Position and Direction**
Describe position; Draw on a grid; Move on a grid; Describe movement on a grid |
### How does all this build on their learning from the Early Years?
| Foundation Stage Profile | Mathematics | Number |
|--------------------------|-------------|--------|
| | | ● Have a deep understanding of number to 10, including the composition of each number.
| | | ● Subitise (recognise quantities without counting) up to 5.
| | | ● Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.
| | | ● Verbally count beyond 20, recognising the pattern of the counting system.
| | | ● Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity.
| | | ● Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally. To count reliably with numbers from one to 20.
| | | ● To say which number is one more or one less than a given number from one to 20
| | | ● To place numbers one to 20 in order |
| | Numerical Patterns |
|-------------------------|--------------------|
| | ● To add and subtract two single-digit numbers and count on and back to find the answer using quantities and objects.
| | ● To solve problems including doubling, halving and sharing.
### What do they go on to learn about in Year 5 and 6?
**Year 5:**
- **Number and place value:** to at least 1,000,000; interpreting negative numbers; rounding and solving problems; reading Roman numerals up to 1000 (M)
- **Addition and subtraction:** of 4 digit numbers; including formal written methods and mental maths; rounding to check answers; multi-step problems in context
- **Multiplication and division:** multiples and factors; prime numbers, factors and composite numbers; long multiplication for 4-digit numbers; division and remainders; decimals
- **Fractions:** compare and order; equivalent fractions; recognise mixed numbers and improper fractions and convert; add and subtract fractions with same denominator; multiply proper fractions; decimals; use thousandths; round decimals; read, write, order and compare; solve problems; percentages and decimal equivalents.
- **Measurement:** convert between different units of metric measurement; use approximate equivalences between metric/imperial; perimeter; area; volume; solve problems.
- **Geometry:** representations; angles - acute, obtuse and reflex; measure in degrees; find missing lengths and angles; polygons; reflection or translation;
- **Statistics:** solve comparison, sum and difference problems; interpret information in tables
**Year 6:**
- **Number and place value:** to 10,000,000; rounding; use negative numbers in context and across zero; solve number and practical problems.
- **Addition, subtraction, multiplication and division:** multiply multi-digit numbers up to 4 digits using formal long multiplication; divide numbers up to 4 digits using formal long division, with remainders, fractions or rounding and short division where appropriate; mental calculations including mixed operations and large numbers; common factors, multiples and prime numbers, carry out calculations; solve multi-step problems; use estimation to check answers.
- **Fractions:** use factors to simplify fractions; use multiples to express fractions in same denomination; compare and order; and and subtract with different denominators and mixed numbers; multiply/divide proper fractions; calculate decimal fraction equivalents; identify value of each digit to 3 decimal places; multiply numbers with up to 2 decimal places by whole numbers; divide; solve problems; recall and use equivalences between simple fractions, decimals and percentages.
- **Ratio and proportion:** solve problems involving the following: relative size and missing values; calculating percentages; similar shapes and scale factor; unequal sharing and grouping.
- **Algebra:** use simple formulae; generate linear number sequences; express missing number problems algebraically; equations with 2 unknowns; possibilities of combinations of 2 variables
- **Measurement:** solve problems involving calculation and conversion of units of measure using decimal notation; convert standard units (length, mass, volume and time) from smaller to larger unit; convert between miles and kilometres; recognise solids with different perimeters; use formulae for area and volumes of shapes; calculate the area of parallelograms and triangles; estimate and calculate the volume of cubes and cuboids including cubic units.
- **Geometry:** draw 2-D shapes using given dimensions and angles; build simple 3-D shapes and make nets; compare and classify geometric shapes and find unknown angles; illustrate and name parts of circles (radius, diameter, circumference); recognise and find missing angles; describe positions on the full coordinate grid (4 quadrants); draw and translate simple shapes on the coordinate plane and reflect in the axes.
- **Statistics:** interpret and construct pie charts, line graphs and use to solve problems; calculate and interpret mean as an average.
### Examples of how these units are linked to the National Curriculum
Please refer to the Mathematics Progression document on our Curriculum website page
How does this document work?
The aim of this document is to give an at-a-glance guide to how the White Rose Maths curriculum links to the Key Stage 1 and 2 National Curriculum, and how it progresses through topics.
In each of the major topic areas (Number, Measurement, Geometry and Statistics), the curriculum has been broken down into key areas. For each of these areas, you can then see which NC objectives are covered in that year, together with the term and block in which that objective is first met in the White Rose Maths schemes.
Where this objective appears in our schemes of learning.
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The Board of Education recognizes its responsibility to identify gifted & talented students within the school district and to provide these students with appropriate instructional adaptations and services. To that end, the board directs each student in the school district to be identified & offered an appropriate educational program and services.
The superintendent shall develop procedures for identifying all gifted and talented students in kindergarten through grade 12. Gifted and talented students shall be provided with appropriate instructional adaptations and services to encourage development of their special abilities in achieving the New Jersey Student Learning Standards. Programs shall provide educational challenges to students identified as gifted and talented and shall be reviewed regularly.
The superintendent will develop procedures for an ongoing Kindergarten through grade twelve identification process for gifted and talented students that includes multiple measures. Multiple measures may include, but are not limited to: achievement test scores; grades; student performance or products; intelligence testing; parent, student, and/or teacher recommendation; and other appropriate measures. The identification methodology will be developmentally appropriate, non-discriminatory, and related to the programs and services offered by the district. The identification procedures will be reviewed annually.
Such programs shall be designed in terms of the individual learning styles of each student as well as the capacity of a gifted student to create concepts, respond to stimuli in a unique and creative manner, develop higher levels of thinking and influence the behavior of others.
“Gifted and talented students” shall mean those students who possess or demonstrate higher levels of ability in one or more content areas, when compared to their chronological peers in the district and who require modifications of their educational program if they are to achieve in accordance with their capabilities.
Because early discovery of a gift or talent is important, it is essential that the identification of these students be carried on as a continuing process, since special abilities and skills appear at different times in the development of many children.
The superintendent will take into consideration the Pre-Kindergarten through Grade Twelve Gifted Programming Standards of the National Association for Gifted Children in developing programs for gifted and talented students. The educational program offered to gifted and talented students will encourage and challenge them in the specific areas of their abilities, but will not replace the basic instructional program of the various grades of this district. The program offered to gifted and talented students may included, but are not limited to: pull-out programs; classroom differentiated
instruction; acceleration; flexible pacing; compacted curricula; distance learning; advanced classes; or individual programs infused into the student's regular instructional program, provided that a written description of the infusion has been prepared and filed in the student's record.
**Key Words**
Gifted, Talented
**Legal**
- N.J.S.A. 18A 35-4.15 Findings, declarations
- N.J.S.A. 18A 61C-1: College-level instruction for high school students
- N.J.S.A. 18A 61C-4: College credit
- N.J.A.C. 6A 8-1.3 Definitions
- N.J.A.C. 6A 8-3.1 Curriculum and instruction
- N.J.A.C. 6A 8-3.3 Enrollment in college courses
- N.J.A.C. 6A 32-14.1 Distribution
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The first known house in the world was built by the people of Çatalhöyük, a village in what is now Turkey. It was made of mud bricks and had a flat roof. The walls were about 1 meter thick to keep out the cold winter winds. The door was on the side of the house, not at the front. Inside, there were no windows or doors. The rooms were dark and narrow, but they were warm and cozy. The people of Çatalhöyük lived in these houses for many years, and their village grew bigger and bigger. | <urn:uuid:26a71383-1a35-4466-994c-968911f96060> | CC-MAIN-2022-05 | https://www.torrelodones.es/images/archivos/archivo-historico-municipal/Pegujal-Investigador/Libros/JVM-dibujos-ARQUETA-f.pdf | 2022-01-23T12:15:43+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320304261.85/warc/CC-MAIN-20220123111431-20220123141431-00506.warc.gz | 1,053,446,469 | 117 | eng_Latn | eng_Latn | 0.999944 | eng_Latn | 0.999944 | [
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CHARACTER: Choose three words to describe the characters below. Then summarize a moment that you think shows who the character is and explain why you chose it.
**JESS**
List three words to describe Jess:
__________________________ _______________________________ _______________________
Which moment in the book shows who Jess is? Summarize the moment, and explain why you chose it:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
**MR. MORALES**
List three words to describe Mr. Morales:
_____________________________________________________________________________________
Which moment in the book shows who Mr. Morales is? Summarize the moment, and explain why you chose it:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
PROBLEM AND SOLUTION: Fill in the blanks below with either the problem or the solution, as needed.
| PROBLEM | SOLUTION |
|---------|----------|
| 1. Missy wants proof that Jess and the twins have gone to the shack to search for Skeleton Woman. | |
| 2. Clive works for a lumber company but hates to see big, beautiful, old trees fall to the ground. | |
| 3. Jess left her father’s camera in the shack on the mountain. | |
| 4. | Jess pulls the twins toward a huge pit, and they all jump in. |
| 5. | Jess pulls her T-shirt up over her face like a mask. |
| 6. | Jess grabs a branch and sweeps the ash into a dust cloud to create a smoke signal. |
CONTEXT REVIEW: Because the *I Survived* books are historical fiction, the author includes important facts at the end of the book about the events in the story. Use this information—called context—to answer the questions below.
1. The force of the Mount St. Helens eruption was equal to what?
2. Why weren’t people prepared for the eruption?
3. What do scientists use to study volcanoes today?
ANSWERS
LITERARY-ELEMENTS ACTIVITY:
CHARACTER:
Answers will vary.
PROBLEM-AND-SOLUTION EXERCISE:
1. Jess brings her camera to the shack to take a picture.
2. Clive quits working for the lumber company and opens Clive’s Diner.
3. Jess and the twins go back to the cabin to get the camera.
4. Mount St. Helens erupts, and the pyroclastic surge is blasting through the air.
5. Ash is falling from the sky and clogging Jess’s mouth and nose, suffocating her.
6. There’s a helicopter above but the pilot doesn’t see Jess.
CONTEXT REVIEW:
1. A one-megaton nuclear bomb, equal to ten-million tons of dynamite.
2. The mountain had quieted down in the weeks before, and most scientists thought there would be a dramatic warning before it exploded.
3. Computer programs that can analyze huge amounts of data in seconds, and lasers that can detect whether melted rock known as magma is rising through the volcano. | 0b5c8d8e-f6ad-46f0-a8a9-9c0db424d7cf | CC-MAIN-2023-06 | https://www.laurentarshis.com/sites/default/files/resources/TeachingRes_BCTR-ISMtStHelens-LitElmtsActivities.pdf | 2023-01-26T21:57:39+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764494826.88/warc/CC-MAIN-20230126210844-20230127000844-00506.warc.gz | 889,193,026 | 620 | eng_Latn | eng_Latn | 0.943906 | eng_Latn | 0.997938 | [
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Share your story!
New Bedford is an extraordinary place where different paths from around the world have intersected and defined the city’s character.
The New Bedford Whaling Museum is collecting and sharing stories that help paint the picture of Greater New Bedford. By submitting your story, you will help create the collective story of the community. This story-gathering initiative will culminate in an exhibition that shares the lived experiences of our enduring and evolving communities.
From its beginnings as a part of Wampanoag territory to its early Azorean and Cape Verdean immigrants, and more recent Central American and Caribbean immigrants, the common threads throughout New Bedford’s history has been migration, and its ethnic and cultural diversity—the heartbeat of this port city. Like a mosaic, this exhibition will highlight how individual stories and experiences intersect to create a singular picture of New Bedford—finding the common ground.
Contact:
Dr. Akeia de Barros Gomes
Curator of Social History
✉️ firstname.lastname@example.org
📞 (508) 717-6853
Share your story at CommonGroundMosaic.org
What’s your story?
→ Neighborhood stories
Tell us about where you call home and what’s special about it.
→ My stuff and my identity
Do you own or use something that connects you to the city, your history, your identity, your family or your community?
→ Then and now
Are you a community elder? Do you have stories of changes in your lifetime or historic moments in the city?
→ Hardship and struggle
Share a story of hardship or struggle you have faced or that you see facing the city.
→ A day in my life
What is your typical day like?
→ Places and spaces
Do you have a story about a landmark or place that defines the city?
→ Family histories and stories
Do you have a story about your family migrating to the city, or of your family’s experience within the city?
→ Stories about “My City”
Do you have a story about what makes the Greater New Bedford area unique and what makes it yours?
→ Creativity and the arts
Tell us about art, artists, or artistry in the area? Do you find New Bedford to be a place of artistic expression? How or why does the city inspire you.
common ground
A COMMUNITY MOSAIC
NEW BEDFORD WHALING MUSEUM
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Childhood Obesity
Approximately one in three Hawaii children are entering kindergarten overweight or obese and half of overweight children remain overweight as adults.
Overweight children have a much higher chance of developing chronic illnesses like type 2 diabetes and asthma, than children who have normal weight. They also may develop sleep problems and often have social problems. As lifelong habits are learned during childhood, right now is an important time to make sure our children are developing healthy ones. Poor food choices and inactivity are the major contributors to obesity.
"We use the FFVP to align with our health and wellness initiative. We also use it to allow the students to have more access to fresh fruits and vegetables."
– Hawaii FFVP School
FFVP Evaluation
The US Department of Agriculture evaluated the FFVP to estimate its impact on participating students. Results indicated that FFVP increased the average fruit and vegetable consumption among students on FFVP days by approximately ¾ cup, but there was no increase in total energy intake. The increased consumption of fruits and vegetables replaced the consumption of other, less healthful foods.
"FFVP provides a wide variety of healthy foods that students enjoy and look forward to each week. It allows for a connection with health and wellness and is often a substitute for more processed snacks."
– Hawaii FFVP School
"Hawaii’s economy makes it a challenge for families to purchase expensive fruits and vegetables regularly, which impacts their health. Many of our students would not be exposed to healthy eating habits without this program. Many studies confirm the impact of wellness and healthy eating habits on student achievement. We are looking for any programs or events that will assist with achieving this goal. FFVP is one of those positive programs for our school community."
– Hawaii FFVP School
Jennifer Dang, MPH
FFVP Coordinator
Hawaii Child Nutrition Program (HCNP)
650 Iwilei, Suite 270
Honolulu, HI 96817
(808) 587-3600
email@example.com
http://hcnp.k12.hi.us
The U.S. Department of Agriculture prohibits discrimination against its customers, employees, and applicants for employment on the bases of race, color, national origin, age, disability, sex, gender identity, religion, reprisal, and where applicable, political beliefs, marital status, familial or parental status, sexual orientation, or all or part of an individual's income is derived from any public assistance program, or protected genetic information in employment or in any program or activity conducted or funded by the Department. (Not all prohibited bases will apply to all programs and/or employment activities.)
If you wish to file a Civil Rights program complaint of discrimination, complete the USDA Program Discrimination Complaint Form, found online at http://www.ascr.usda.gov/complaint_filing_cust.html Or at any USDA office, or call (866) 632-9992 to request a form. You may also write a letter containing all of the information required on the form. Send your completed form or letter to us by mail at: U.S. Department of Agriculture, Director, Office of Adjudication, 1400 Independence Avenue, SW, Washington DC 20250-9410 or fax (202) 690-7442 or email at firstname.lastname@example.org.
Individuals who are deaf, hard of hearing or have speech disabilities may contact USDA through Federal Relay Service at (800) 877-8339; or (800) 845-6136 (Spanish).
USDA is an equal opportunity provider and employer.
About the Program
The Fresh Fruit and Vegetable Program (FFVP) provides students with a variety of fresh fruits and vegetables throughout the school day. Only elementary grades are eligible for this program and priority is given to schools with 50% or more students eligible for free or reduced priced meals. Participating schools receive a grant to cover the costs of the fresh produce, making them available to students for no additional fee. Schools can purchase fresh fruits and vegetables to be served to students as a snack, not during normally scheduled breakfast or lunch times, two to five times per week. This school year, Hawaii schools received $1.9 million from the USDA.
Program Objectives
The goal of the FFVP is to create healthier school environments.
- Expand the variety of fruits and vegetables children experience.
- Increase fruit and vegetable consumption.
- Make a difference in children’s diets to impact their present and future health.
Schools are also encouraged to integrate FFVP in their core curriculum and develop nutrition education.
Parent Involvement
Parent volunteers are very helpful in operating and enhancing the FFVP. Ways in which parents can get involved in the schools include:
- Assisting with the delivery and preparation of the fresh fruits and vegetables.
- Teaching nutrition lessons or participating in nutrition activities with the students.
Contact your school’s FFVP coordinator to find out other ways your help is needed.
Parents can also support FFVP at home by giving children more opportunities to eat fruits and vegetables.
- Take your child grocery shopping and let them select fruits and vegetables to eat.
- Include fruits and vegetables in every meal and fill half your plate with them.
- Help your child create a vegetable garden.
“We realize that our students feel better, perform better and are generally healthier when they eat a fresh fruit or vegetable snack between breakfast and lunch. For tangible, measurable proof, our test scores went up.”
– Hawaii FFVP School
Participating Schools
Across the islands, 65 elementary schools are participating in FFVP for the 2014-15 school year.
OAHU (25): Aiea • Anuenue • Benjamin Parker • Ewa Beach • Kahaluu • Kailua • Kaliihi Uka • Kalihi Waena • Kamalie Academy PCS • Kapalama • Kauluwea • Kuhio • Laie • Leihoku • Linapuni • Lunaillo • Nanaikapono • Nanakuli • Pauoa • Pearl Harbor Kai • Puohala • Solomon • Waialua • Waiaene • Waikele
BIG ISLAND (24): Ha’aheo • Hawaii Academy of Arts and Science Public Charter School (PCS) • Honauau • Honoka’a • Kau High & Pahala (Elementary school only) • Ka ‘Umek Ke‘e’o PCS • Kaumana • Kalanianai’ole • Ke Kula O Nawaihoiokalan’opu’u iki Lab PCS • Kea’au • Keaukaha • Keonepoko • Kona Pacific PCS • Laupahohoe PCS • Lihikai • Mt. View • Na’alehu • Pa’aulo • Pohakea • St. Joseph School • Volcano School of Arts and Science PCS • Waiakea-Waena • Waimea • Waimea Middle PCCS (6th grade only)
MAUI (11): Haiku • Kahului • Kamaili • King Kamehameha III • Kula • Makawao • Paia • Princess Nahienaena • Pukalani • Waihee • Wailuku
MOLOKAI (2): Kualapu’u PCS • Maunaloa
KAUAI (3): Kapa’a • King Kaumualii • St. Catherine School
Links to Additional Resources
www.hawaii5210.com
www.kokuhawaiifoundation.org
www.fns.usda.gov/cnd/FFVP
www.phbfoundation.org
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Pedestrian Safety
Providing tips to keep you safe on Norfolk streets
Pedestrian Basics
• Walk on sidewalks whenever available.
• Cross streets at crosswalks or intersections.
• Obey all traffic signals, including crosswalk signals.
• Be visible at all times. Wear bright or reflective clothing or use a flashlight at night.
• Look for vehicles in all directions, including those turning left or right.
• Keep alert at all times; don’t be distracted by electronic devices.
VISION ZERO
ZERO IS THE GOAL
Vision Zero is a strategy to eliminate traffic fatalities and severe injuries. | ae9bdbea-fe73-4ab3-89b2-e044e8c864bf | CC-MAIN-2021-39 | https://www.norfolk.gov/DocumentCenter/View/59358/Vision-Zero-rack-card_pedestrian | 2021-09-24T07:02:37+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057504.60/warc/CC-MAIN-20210924050055-20210924080055-00297.warc.gz | 927,642,246 | 121 | eng_Latn | eng_Latn | 0.992529 | eng_Latn | 0.99594 | [
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It is July again and that means it is “Lakes Appreciation Month”! Each year the North American Lakes Management Society (NALMS) promotes activities to help raise awareness about lakes. Recently, Governor Snyder signed a proclamation to recognize Lakes Appreciation Month in Michigan.
This year the MNSP has a new program to show appreciation for Michigan’s inland lakes. The MI Shoreland Stewards Program is designed to recognize inland lake property owners for protecting their lakes through best management practices.
During this month you can:
♦ Register and take the survey to see if your property qualifies. (if you live on a lake, that is)
♦ Promote the program to individual property owners.
♦ Encourage lake associations to register on the site.
♦ Put a link to the program website on your website.
A Common Map is an Uncommon Treasure
By Nick Meekhof
In the American classic, *Grapes of Wrath*, John Steinbeck says there are three types of people: those who swerve to hit, those who swerve to miss, and those who simply focus on the road.
The object in question? A turtle.
Steinbeck’s metaphor shows how some people will go out of their way to make life difficult for others out of amusement, while others will keep on plugging ahead, oblivious to any impact they might have on their surroundings.
But there are those virtuous few who will inconvenience themselves in order to help those in need. They swerve to miss. They might even stop the car, pick up the turtle, and shuttle it across the road themselves. Maybe *you’ve* done this before.
It’s worth reflecting on. Metaphorically, of course, but even at face value, we Michiganders see a fair amount of turtles now and then. They cross the road, they appear in front yards, they bask on logs, and they sit in ponds. But nobody is ever overtaken by a turtle, the way a swooping hawk or a darting deer might cross your path. Turtles are always happened upon, appearing out of the blue, often in a state of dogged confusion. A turtle doesn’t take anyone’s spot, or assume the right-of-way. They may be looking forward to a nice sunny boulder all day before they find a seat that’s not taken.
Take the common map turtle, for example. Even more skittish than their relatives, *Graptemys geographica* will jump at the slightest disturbance, diving underwater at the very thought that danger may be nearby. And it’s a shame, too. Common maps are quite the acrobats; if you leave them alone long enough, they will scratch and claw their way up to perch on the highest seat in the pond. Like most Michigan turtles, they favor large lakes, rivers, and oxbow bends with plenty of places to sunbathe.
“Common” is a bit of a misnomer; in Michigan they’re only widespread in the southern and western Lower Peninsula. To find one you’ll have to be very cautious and quiet, but if you do, it’s a real treat. Common maps are beautiful specimens, as turtles go. Both their Latin and common names reflect the map-like outlines on its carapace, or shell, while narrow yellow stripes continue the pattern on its neck, legs, and tail.
(Continued on next page)
Typically, they eat a steady diet of crayfish, snails, and other mollusks, though the portions vary by gender. Female common maps have large heads, enabling them to crush their catch with strong jaws. Males are generally smaller and leave the crushing to the females, content to nibble on smaller species. They rely heavily on natural shorelines, burying a clutch of eggs near water in the late spring. Roughly 70 days later, a bunch of baby maps hatch and make their way to the water.
Unfortunately, these turtles don’t fare so well in a world of jet skis, beaches, waves, and wakes. That’s why preserving natural shorelines is crucial to the common map’s well-being. Without a proper habitat, turtles will have to hit the road in search of a new place to live and reproduce—and we all know that can be a difficult, dangerous journey.
This is where the reptile meets the road, so to speak. Be a “swerve to miss” person. Preserve their natural habitat. Go out of your way to help the little guys out.
Source
"Common Map Turtle (Graptemys geographica)." www.michigan.gov/dnr. Michigan Department of Natural Resources, 2015. Web. 18 Feb. 2015.
Multiple Aspects of Lakes and their Inhabitants Featured During the Michigan Inland Lake Convention
By Lois Wolfson
Michigan State University
If you didn’t attend the 2016 Michigan Inland Lakes Convention, then you missed out on hearing about a multitude of topics relating to inland lakes. The Convention, held April 28-30 at Boyne Mountain Resort, and sponsored by the Michigan Inland Lakes Partnership and its members, consisted of two plenary talks, eight workshops, one field trip, 19 concurrent sessions with 39 presentations, and nearly 40 exhibits.
The first plenary talk by David Mifsud focused on amphibians and reptiles. He discussed the range of species that occur in various habitats across Michigan and why they are important to aquatic ecosystems. Many of these organisms are bio-indicators, meaning they are sensitive to pollutants and toxins. Thus, their presence or absence in a particular habitat provides an indication as to overall habitat quality. Major threats to their existence are habitat loss and fragmentation, chemical pollution, excessive nutrient loading to lakes, invasive species, water level alterations, the drawdown of lakes, and predators that are adapted to urban development. Maintaining connectivity between habitats and structure within habitats will help provide the needed conditions for these species.
(Continued on next page)
Rebecca Williams, reporter and producer at Michigan Radio, and host of the Environment Report, provided the second plenary talk by focusing on reaching people who might not share the same passion or enthusiasm as another person might. In her humorous presentation entitled “What’s under a rock is interesting. But why should we care?”, Rebecca gave examples of what works with audiences and keeps them listening to what is being said. Her take home message included telling just one story at a time, being clear about the focus of the story, being careful about using jargon, writing the story like a conversation, and finding out what matters to the audience and making sure to relate to them.
Workshops, which were held the day prior to the plenary talks focused on a variety of subject matter, including aquatic plants, fish, copper toxicity, wild rice, lake and wetlands protection and photography. Many of the sessions were interactive and hands-on. In the aquatic plants workshop, participants used keys to identify plants and learned techniques for creating their own plant collection. The fish workshop included a review of the various fish species in Michigan, important features of habit, fish stocking, and lake treatments for aquatic vegetation. The workshop on copper first discussed the history of the metal and had the audience take part in a quiz about copper. The focus then turned to the effects of copper treatment in lakes, various formulations of copper, its environmental fate, and risk assessments.
The workshop with “Mahnoomin” in its title, was all about wild rice and provided a historical, cultural, and ecological look into the importance and potential restoration of wild rice. Participants were treated with a taste of wild rice during the session. The photography workshop discussed basic camera features but also provided examples concerning the subject, close-up images, exposure compensation, and lighting differences. A full day workshop on tools for local governments to use for protecting Michigan’s inland lakes consisted of seven presentations. These included regulatory information, local wetland ordinances, shoreline protection overlay districts, and developing a master plan for a community, with specific information on site plan reviews, natural features setback, and storm water management.
(Continued on page 6)
Michigan’s Aquatic Invasive Plant Watch List
Aquatic invasive species on the watch list have been identified as being an immediate and significant threat to Michigan’s natural resources. These species either have never been confirmed in the wild in Michigan or have a limited known distribution. Early detection and timely reporting are crucial for preventing establishment and limiting impacts. For more information on these plants, visit: www.misin.msu.edu
Be on the lookout for these invasive species!
Yellow Floating Heart
*Nymphoides peltata*
Water-chestnut
*Trapa natans*
Parrot Feather
*Water-milfoil*
*Myriophyllum aquaticum*
Water Soldier
*Stratiotes aloides*
Hydrilla
*Hydrilla verticillata*
Brazilian Water-weed
*Egeria densa*
European Frog-bit
*Hydrocharis morsus-ranae*
Water Lettuce
*Pistia stratiotes*
Water Hyacinth
*Eichhornia crassipes*
European Water-clover
*Marsilea quadrifolia*
These species are currently allowable for sale and possession. Please contact the DNR if these plants are observed outside of cultivation.
If you have seen any of these aquatic invaders, note their location and contact:
Michigan DNR Wildlife Division
Phone: (517) 641-4903 ext. 260
www.mi.gov/invasivespecies
Questions about other aquatic invasive plants? Contact the DEQ Aquatic Nuisance Control Program at 517-284-5593, www.mi.gov/anc
Revised June 2015
2016 Michigan Inland Lakes Convention...
(Continued from page 4)
A wide variety of information was presented during the concurrent sessions. Examples of topics included invasive species, particularly Eurasian water milfoil and starry stonewort; natural shorelines, online learning tools and mobile apps, E. coli testing, trends in the water quality of lakes, climate change, conflict resolution, habitats, septic systems, aeration, swimmer’s itch, methods for controlling aquatic plants, riparian rights and water law, underwater robotics, and basic lake research.
The majority of the convention presentations, either as MS Power Point or pdf files are posted at: http://michiganlakes.msue.msu.edu/convention under plenary presentations, workshops, and presentations.
The next Convention will be held in 2018. The following topics ranked the highest in the evaluations: aquatic invasive species prevention and management, lake water quality, aquatic plant management and restoration, fisheries and habitat management, communicating lake protection and management issues, nonpoint sources pollution, and leadership. Other topics were mentioned and will be considered. In 2017, the coordinating organizations of the Michigan Inland Lakes Partnership will hold individual conferences, workshops, and seminars. Announcements will be made in this newsletter as well as other outlets. | cd810884-23aa-4d76-a0fa-401373bcf44d | CC-MAIN-2022-40 | https://www.shorelinepartnership.org/uploads/4/6/8/6/46869113/mnsp_newsletter_for__july__2016.pdf | 2022-09-29T12:17:10+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030335350.36/warc/CC-MAIN-20220929100506-20220929130506-00158.warc.gz | 1,033,559,533 | 2,254 | eng_Latn | eng_Latn | 0.986985 | eng_Latn | 0.996235 | [
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**Six Ways to Ensure Student and Program Success on the Technical Skills Assessments (TSAs)**
1. **Teach**
- Teach the content of the technical standards.
2. **Use**
- Use the Blueprint for Instruction and Assessment, Instructional Framework, and Instructional Terminology to inform teaching and learning.
3. **Use**
- Use the Assessment Reports as a planning tool.
4. **Ensure**
- Ensure the best time for your students to take the test.
5. **Know**
- Know the programs that are being tested and the testing schedule.
6. **Prepare**
- Prepare your students to take the test.
---
**Technical Standards**
**Teach the Content of the Technical Standards**
**Why?**
- The program standards (S/M/Cs) emphasize learning goals focused on key knowledge and skills.
- They provide a strong sense of what students and teachers are expected to do.
**When?**
- A discussion with the Program Specialists, teacher requests, and change and advancement in industry are critical in determining the need for standard review.
**How?**
- Research and review current standards from grade groups, professional associations, and other states.
- Recruit industry participants.
- Develop industry questions.
- Review existing standards in professional associations from other states.
---
**Technical Standards Update – 1 Teach the Content of the Technical Standards**
**Who?**
- The Arizona Career and Technical Education Quality Commission is the validating authority of the standards.
**When?**
- Once endorsed, the content standards are uploaded to the CTE website and further disseminated to teachers from the Program Specialist.
**What?**
- Header, standards, and measurement criteria.
---
**Technical Skills Assessment**
**Use Assessment Reports as a Planning Tool**
TSA reports provide a numerical description of what students learn and how well programs perform.
**Program Assessment Results**
| District/School | Total # of Students | Total # of Items | Total # of Correct Responses | % Correct |
|-----------------|---------------------|------------------|-----------------------------|-----------|
| | | | | |
| | | | | |
| | | | | |
**Statewide Performance Report**
The Statewide Performance Report shows highest to lowest results for one program series or all programs offered at each school. Each district/school performance can be viewed relative to other districts/schools offering the same program.
**Total Program Results**
| District/School | Total # of Students | Total # of Items | Total # of Correct Responses | % Correct |
|-----------------|---------------------|------------------|-----------------------------|-----------|
| | | | | |
| | | | | |
| | | | | |
**The Total Program Report shows highest to lowest results for one or all programs offered by CTE. Non-program schools are not included. Each district/school performance can be viewed relative to other district/school performances.**
---
**Technical Skills Assessment**
**Use Blueprint for Instruction and Assessment, Instructional Framework, and Instructional Terminology to Inform Teaching and Learning**
**Blueprint for Instruction and Assessment**
| Domain 1 | Domain 2 | Domain 3 | Domain 4 |
|----------|----------|----------|----------|
| | | | |
**Instructional Framework**
| Domain 1 | Domain 2 | Domain 3 | Domain 4 |
|----------|----------|----------|----------|
| | | | |
**Items on Text**
| Domain 1 | Domain 2 | Domain 3 | Domain 4 |
|----------|----------|----------|----------|
| | | | |
**Standards and Instructional Time**
| Domain 1 | Domain 2 | Domain 3 | Domain 4 |
|----------|----------|----------|----------|
| | | | |
**Provides additional and clear direction with clear alignment to the text.**
---
**FAST FACTS**
Fact 1
- TSA scores are shown as percentages (60% of 80 operational items).
Fact 2
- TSA results are shown at the standard level not the measurement criterion level.
Fact 3
- The configuration is based on available TSA items from the Blueprint Domains.
Fact 4
- Overall design of the TSA is to encourage teaching to the standards and not to the test.
Fact 5
- COLLABORATE! COLLABORATE! COLLABORATE!
Most Importantly: Ensure the Best Time for your Students to Take the Test.
Six Ways to Ensure Student and Program Success on the Technical Skills Assessments (TSAs)
Follow the link to the CTE Technical Skills Assessments page on the CTE Website to learn more about the six updates. https://www.azed.gov/cte/assessments
Important Updates to the Spring 2021 Testing Schedule
It is extremely important that students have a method to complete the required exam. Please do not plan doctors appointments, trips, or other out of school functions during the exam at all possible. Final exams are cumulative and count 25% of the final grade.
Timing is everything!
8 Test-Taking Tips for Multiple-Choice Questions
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South Florida Water Management District’s Water Conservation Program
Robert Wanvestraut
Palm Beach County Water Resources Task Force
October 17, 2019
Why Conservation?
- 2015 SFWMD estimated water use: 3,427 MGD
- 2035 SFWMD projected water use: 3,962 MGD
SFWMD Population
Projected
Meeting future demands can happen only one of two ways:
1. Increasing Supply
2. Decrease Demand (Conservation)
What is Water Conservation?
Water Conservation
- Using less water for a specific task (Increasing water use efficiency)
- Reducing wasteful use
Why Water Conservation?
- Far less expensive than developing alternative water supplies (AWS)
- Easier to implement, relative to AWS development
- Reduces stress on natural systems
- Lower carbon & pollution footprint than AWS
- Can reduce, defer or eliminate the need to develop AWS
| Method | Hardware | Cost to Save or Create 1,000 Gallons |
|-------------------------|-----------------------------------------------|--------------------------------------|
| Water Conservation | High-efficiency irrigation systems fixtures/appliances/Incentive programs | $0.40 to $3.00 |
| New Facility Construction| Nanofiltration | $3.42 to $9.46 |
| | Reverse osmosis (RO) | $4.41 to $11.33 |
| Expansion of Existing Facility | Nanofiltration | $3.13 to $9.07 |
| | Reverse osmosis (RO) | $3.69 to $10.38 |
CDM. 2007a. *Water Supply Cost Estimation Study*. Camp Dresser & McKee, Inc., Naples, FL, for South Florida Water Management District
CDM. 2007b. *Water Supply Cost Estimation Study – Phase II Addendum*. Camp Dresser & McKee, Inc., Naples, FL, for South Florida Water Management District,
SFWMD Conservation Program
Primary Objective: Promote and Foster Water Conservation by all users within the SFWMD
Conservation initiatives:
I. Education and Outreach
II. Voluntary & Incentive-Based
III. Regulatory
1. General (general public)
a) Website
b) Select events attended by Regional Representatives
c) Fact Sheets and other outreach materials
Water Conservation
South Florida is one of the wettest areas of the country that typically gets about 53 inches of rainfall a year. Approximately 90 percent of the water used in homes and businesses comes from groundwater sources called aquifers. The remaining 10 percent comes from surface waters such as lakes, community pools and rivers. Both surface and groundwater supplies are primarily recharged by rainfall.
Even with our typical abundant annual rainfall, South Florida’s weather can quickly change from deluge to drought. That’s why conserving water year round is an integral part of managing and protecting South Florida’s water supplies today and for our future generations.
By 2025, 6 million new residents are projected to make Florida their home, swelling the population to more than 24 million. More than half of the new residents will settle in South Florida. At the same time, South Florida’s demand for freshwater is projected to increase to 4.3 billion gallons per day – a 22 percent increase over today’s use.
Water Conservation Programs
District’s Comprehensive Water Conservation Plan includes regulatory and incentive-based initiatives, regulatory work, education/outreach. The amount of water used by the region’s 8.7 million residents has fallen from near 180 gallons of water per person per day in 2000 to about 140 gallons in 2014. Other SFWMD actions include working with the University of Florida’s Institute of Food and Agricultural Services to certify nine District facilities as having Water-Friendly Landscaping.
Table 1 shows common plumbing fixtures and appliances and their respective water consumption rates. Water conservation design is before and after industry standards were established by the American Society of Mechanical Engineers (ASME) in 1994.
2. Specialized Technical Outreach & Education
Collaborative work, Water use efficiency promotion, Speaking events;
a) Public and private water utilities
b) Local governments
c) Agricultural water users
d) FL Nursery Growers & Landscapers Association
e) FL Irrigation Society
f) FL Home Builders Association
g) FL Green Builders Association
h) FL Dept. Ag. Consumer Services
i) FL Golf Course Superintendents Association
j) South Florida Manufacturers Association
k) FL Restaurant & Lodging Association
l) University of Florida – IFAS
m) Audubon International
n) General Public (Various groups)
Voluntary & Incentive
Objective: Encourage & support user groups to engage in water conservation actions
- Overlaps with outreach to collaborative work with groups listed on previous slide
- Includes trainings and conservation certifications
- Florida Water Star Accredited Professional
Cooperative Funding Program (CFP)
- Supports local conservation & water use efficiency programs and projects
- Application deadline for FY20 closed in August
Objective: Support activities rooted in statute, District rules, and local ordinances
- Conservation Potential Analysis & Updates for Regional Water Supply Plan conservation chapters
- Local ordinance review for conservation measures
- Florida-Friendly Landscaping
- Water efficient new construction
- Irrigation Restrictions
- Water smart irrigation
- CUP Conservation Plan reviews (as requested)
- Review comprehensive plans’ conservation elements
- Implementing the District’s Year-Round Irrigation Rule
- Limits irrigation to cooler daytime hours and to three-days per week by street address
Additional Supporting Work
- Demand management and other technical support to utilities and local governments (as requested)
- Conservation Utility Rate Survey (Annual)
Total Monthly Water and Wastewater Cost to Consumers at 30,000 Gallons
SFWMD Produces a Water Conservation Expo
- District-wide, annual event
- Features speakers & technical experts from across the Florida & U.S.
SFWMD establishing (Host) South Florida Water Conservation & Sustainability Working Group
- Staff from South Florida utilities and local governments
Standard Water Conservation Plan (5 Elements)
I. A water conservation public education program
II. An outdoor water use conservation program
III. Water conservation rate structure
IV. A water loss reduction program
V. An indoor water conservation program
Goal-Based Water Conservation plan
- Submitted in lieu of a Standard Plan if one or more ‘Standard’ elements are not feasible
- Must provide explanation of divergence from Standard Plan element(s)
Under Either Conservation Plan Type:
- Public Water Supply permittee may receive a permit extension for quantifiable water savings attributable to water conservation.
- Permittee may request the extension through a letter modification request.
We Are Entering the Dry Season in a Slight Rainfall Deficit
- We have received 90% of average rainfall, -3.18" deficit
- Consistent water conservation can extend available freshwater supplies
- Water conservation must be a year-round ethic backed by tangible actions
SFWMD
Wet Season Rainfall
02 Jun, 2019 to 09 Oct, 2019
DISTRICT-WIDE: 28.96"
What can PBC Utilities & Local Governments Do?
1. Decide water conservation is a focus of interest
2. Designate a ‘Point-Person’ to manage conservation efforts
3. Analyze current demands by use classes
4. Decide conservation goals & objectives
5. Decide which approaches are most feasible to achieve goals/objectives
6. Construct a conservation plan
7. Implement the plan
8. Monitor the activities, expenses, performance metrics
What can PBC Utilities & Local Governments Do?
Examples (in no specific order)
1. Year-Round Irrigation Rule (2010) adoption
(Ex. PBC ordinance currently restricts irrigation times, but allows irrigation seven days per week)
2. Water efficiency ordinances for new construction
(Florida Water Star)
3. Create a Conservation Consortium
(such as the Broward Water Partnership)
4. Target specific user groups or use areas
(Ex. consider programs for restaurant & lodging users; irrigation efficiency on county and/or residential properties etc.)
SFWMD Conservation Staff
Robert Wanvestraut
Senior Conservation Analyst
email@example.com
561-682-6615
Jim Harmon, PG
Section Leader
firstname.lastname@example.org
561-682-6777
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Checkpoints
Grammar
The Subjunctive Mood
If he were here, he would help us.
If you would come tomorrow, you might see him.
He would have come if he hadn’t been so busy.
She looks after the child as if he were her own child.
They insisted that they should be given more English classes.
I wish I had a big pancake.
Sentence Patterns
Do you mind if I sit here?
They kept hoping…
The man enjoyed / finished / started doing…
How I wish I had…
She would let them have three wishes.
Unit One
Warm-up
1. Do you know what a fable is?
2. Have you ever read or heard any fables? If yes, please cite some examples.
3. What’s the moral lesson in each fable?
Dialogue
Read the following dialogue.
At a Restaurant
John: Excuse me, is this seat taken?
Sally: No.
John: Do you mind if I sit here?
Sally: No, not at all.
John: That’s kind of you. Would you like a coffee?
Sally: No, thanks. I’ve just had one.
John: Ah. It’s crowded here, isn’t it?
Sally: It is always so at this time of day.
John: I’m sure I’ve seen you somewhere here before. Do... do you live locally?
Sally: Yes, um, well, I work here too. Just round the corner.
John: Do you?
Sally: Yes.
John: Really? What do you do?
Sally: Oh, I teach those kids in that primary school.
John: Oh, yes, I know them very well. I bet you find them difficult in class.
Sally: Yes, rather difficult to control.
John: Look, I wonder if you have anything else to do this evening?
Sally: I am expecting a phone call this evening.
John: Oh dear, well, what about tomorrow evening?
Sally: I’m free.
John: Oh, well, look, I… I wonder if you’d like to go to the cinema with me.
Sally: Oh, that’d be nice, I’d love to.
John: There’s a very good film on. It’s all about sharks and things, very frightening. Do you fancy seeing that?
Sally: Yes, why not?
John: All right, well look, it starts at eight o’clock, so why don’t we meet in the Square at about half past seven?
Sally: Yes, fine.
John: Jolly good. I am looking forward to seeing you later on, then.
Sally: Right, thanks.
John: Must go now. Bye-bye.
Sally: Bye!
Work in pairs. Complete the following dialogue with appropriate words or phrases that are different from those used in the above dialogue.
In a Park
A: Excuse me, is this seat taken?
B: No.
A: Do you mind if ________________________?
B: No, not at all.
A: That’s kind of you. Would you like a ________________________?
B: No, thanks, I ________________________.
A: Do you live locally?
B: Yes / No. ________________________.
A: What do you do?
B: I ________________________ in ________________________.
A: Really?
B: Yeah. What about you?
A: I ________________________. Look, I wonder if you ________________________ with me?
B: That’s nice, I’d love to.
A: All right. Why don’t we meet in ___________ at __________ since __________.
B: Yes, fine.
A: Good. I ________________________ then.
The Three Wishes
A man and his wife were poor. They kept hoping for new clothes and good food. The man enjoyed eating and he especially liked pancakes. One night an old woman came to their house and told them she would let them have three wishes. They could wish for anything they wanted.
The man had just finished eating a little bread for his dinner, and he was still hungry.
He said, “I wish I had a big pancake!”
Suddenly a pancake appeared on his plate.
“You fool!” his wife cried. “You could have wished for a house full of wonderful food, but you wished for a pancake. I wish that pancake on the end of your foolish nose!”
Immediately the pancake stuck to the end of his nose.
The man and his wife started blaming each other. “It’s your fault!” the man cried. “No, it’s your fault!” she answered. What could they do? The pancake still stuck to the husband’s nose.
“Oh!” the wife cried, “I wish none of this had ever happened!”
Immediately the pancake was gone and the man was saying, “I’m still hungry. How I wish I had some pancakes!”
But, of course, nothing happened.
Reading Comprehension
Answer the following questions according to the text.
1. What did the man enjoy doing?
2. Was the wife satisfied (满意) with the first wish? Why / Why not?
3. Who made the second wish? What was it?
4. What was the third wish?
5. What is the moral lesson for us to learn from the text?
New Words
coffee /ˈkɒfi/ n. 咖啡
| Word | Pronunciation | Definition |
|------------|----------------|---------------------------------------------------------------------------|
| crowded | /'kraʊdɪd/ | having (too) many people 拥挤的 |
| bet | /bet/ | vt. to risk (money) on a race or some other event 打赌 |
| expect | /ɪk'spekt/ | vt. to think or believe that something will happen 期望；预期 |
| shark | /ʃɑːk/ | n. 鲨鱼 |
| fancy | /'fænsɪ/ | vt. to have a wish for 喜欢 |
| square | /skweə(r)/ | n. four-sided open area; having four equal sides and four right angles 广场；正方形 |
| jolly | /'dʒɒlɪ/ | ad. cheerfully; very 愉快地；非常地 |
| wish | /wɪʃ/ | n. desire or longing 愿望；欲望；希望 |
| clothes | /kləʊðz/ | n. 衣服；被褥 |
| pancake | /'pæŋkɪk/ | n. 薄煎饼 |
| hungry | /'hʌŋɡrɪ/ | a. wanting to eat sth. 饥饿的 |
| appear | /ə'pɪə(r)/ | v. to come into view; to seem 出现；显露；好像 |
| plate | /pleɪt/ | n. 盘子 |
| fool | /fuːl/ | n. person who acts unwisely; idiot 笨人、傻瓜 (foolish a.) |
| nose | /nəʊz/ | n. 鼻子 |
| immediately | /ɪm'miːdiətlɪ/ | ad. at once without delay 即刻；马上 |
| stick | /stɪk/ | vt. to (cause sth. to ) become fixed or joined 粘 |
| blame | /bleɪm/ | vt. to consider or say that sb. is responsible for sth. done (badly or wrongly) or not done 责备 |
| fault | /fɔːlt/ | n. mistake 过错；缺点 |
**Phrases and Expressions**
- **jolly good** very good 十分好
- **look forward to** to anticipate sth. with pleasure 期望、盼望
- **later on** at a later time or stage 后来
- **keep doing** to continue doing 坚持做
- **hope for** to desire or expect sth. 希望
- **wish for** to have or express a desire for 希望
**Notes**
1. **Would you like a coffee?** 来杯咖啡好吗？
- a coffee = a cup / glass of coffee
- *e.g.* two beers three teas four wines
2. **Do you fancy seeing that?** 你想要（喜欢）……
有些动词后直接跟动名词：imagine, admit, enjoy, avoid...
*e.g.* I don’t fancy walking in the rain.
3. **Why not = Why don’t you…?** 为什么不……?
4. **look forward to:** (to 是介词) 希望
*e.g.* Mr. and Mrs. White looked forward to visiting the Great Wall.
This young girl looked forward to becoming a film star.
5. **They kept hoping for new clothes…** 他们一直希望能穿新衣服……
keep doing sth.: 一直做某事；老是做某事
*e.g.* Why do they keep laughing all the time?
The young soldier kept dreaming of home.
You should not keep thinking about it.
6. **… she would let them have three wishes.** ……她让他们许三个愿。
let sb. do sth. 后接不带 to 的不定式，此类动词有：feel, see, watch, hear, make 等。
*e.g.* Please let me help you.
If anything happens, please let me know.
I saw her go out.
She has to make her student learn.
7. **I wish I had a pancake!** 我想要个大薄煎饼！
*e.g.* I wish I were a bird! (I am not a bird.)
I wish it were sunny. (It is not sunny.)
8. **You could have wished for a house full of…** 你本来能够许愿得到一所有许多……的房子
can (could) + have done 这种形式表示“本来能够……但没做”，类似的情态动词还有: should / may / might / must + have + 过去分词。
*e.g.* You should have finished your homework. (But you didn’t.)
9. **… the pancake was gone…** 煎饼不见了
gone: 过去分词作表语，表示一种状态，“没有了”、“用完了”、“丢失了”、“人死了”。
*e.g.* His job was gone.
The supplies are all gone.
All is gone.
He is gone.
10. **How I wish…** 我真希望……
*e.g.* How I wish I were 18 years old!
How I wish I had one million dollars!
**Word Focus**
**have** 有；拿；享受；让；吃；喝
- have lunch
- have a bad memory
- have a bad temper
- have a good time
- have a drink
- have a talk
- have a smoke
Examples:
1. Have a drink, please. 请喝杯饮料。
2. I have a bad memory. 我记性不好。
---
**Grammar**
### The Subjunctive Mood
虚拟语气是动词的一种特殊形式，用来表示一种愿望、建议或与事实相反的假设情况。虚拟语气在条件状语从句中的表现形式及用法：
| 条件从句 | 条件从句的谓语动词 | 主句的谓语动词 | 例 句 |
|----------|------------------|----------------|------|
| 与现在事实相反 | ① 动词用过去时 ② be 多用 were | should / would / could / might + 动词原形 | If I knew that, I would tell you. 假如我知道，我会告诉你的。 If he were here, he could help us. 如果他在这儿，他能帮助我们。 |
| 与将来事实相反 | ① 动词用过去时 ② would + 动词原形 ③ were + 不定时 | 同上 | If you would come tomorrow, you might see him. 如果明天你来的话，你就有可能碰见他。 |
| 与过去事实相反 | had + 过去分词 | should / would / could / might + have + 过去分词 | He would have come if he hadn’t been so busy. 要不是那么忙，他就会来了。 |
虚拟语气的其他用法：
| 类别 | 用法说明 | 从句动词形式 | 例 句 |
|------|----------|--------------|------|
| 状语从句 | as if / as though 引导的方式状语 | 动词用过去时或过去完成时 | She looks after the child as if he were her own child. 她照料那个孩子就好像照顾亲生孩子似的。 |
| 宾语从句 | 在 demand, insist, suggest, order 等表示要求、坚持、建议、命令的从句中 | (should)+ 动词原形 | They insist that they should be given more English classes. 他们坚持要多上英语课。 |
| wish 后 | 与现在事实相反 | 过去时 | I wish I were a doctor. 我是个医生就好了。 |
| | 与过去事实相反 | had + 过去分词 | I wish he hadn’t gone just now. 他刚才要是没走该多好。 |
| | 可能与将来事实或情况相反 | should / would + 动词原形 | I wish she would try again. 我希望她再试一次。 |
### Language Practice
1. Read and recite the following passage.
A man and his wife were poor. They kept hoping for new clothes and good food. The man enjoyed eating and he especially liked pancakes. One night an old woman came to their house and told them she would let them have three wishes.
2. Give the adjective form to each of the following nouns.
e.g. fool—foolish wonder—wonderful
hunger—hungry nature—natural
child— help—
care— tradition—
anger— use—
addition— office—
3. Fill in the blanks with the proper words above.
1. He was ______ enough to check up every detail.
2. Spring Festival (春节) is our Chinese ______ holiday.
3. It is _____ of you to ask this kind of question.
4. Do not be so _____ with your son. He is too young to understand your words.
5. After class, please give the classroom an _____ cleaning.
IV Fill in the blanks with appropriate forms of the given words.
immediately appear stick blame
fault go none fancy
1. Just a pain in my chest (胸部). It’s _____ now.
2. _____ meeting so many old friends here.
3. If you want to post a letter, you have to _____ a stamp on it.
4. _____ of the students is absent today.
5. Bad workmen often _____ their tools.
6. He had to _____ before the committee to explain his behavior.
7. I got in touch with him _____ after I received the letter.
8. Your only _____ is that you don’t do what you are told.
V Fill in the blanks with proper forms of the given verbs.
1. If I _____ (have) enough time, I will write to you every week.
2. If I _____ (have) enough time, I would write to you every week.
3. If I _____ (have) enough time, I would have written to you every week.
4. It’s a pity that my English is not good. If my English _____ (be) good, I _____ (understand) the English TV play.
5. Mary was very busy yesterday. If she _____ (have) time, she _____ (come) to see you.
6. Tom did not move when the thief came up the stairs. If he _____ (move), he _____ (find).
7. If you _____ (close) the door more quietly, they wouldn’t _____ (wake up).
8. If the students _____ (know) English, they’d _____ (realize) that what he said was a joke.
9. If you _____ (go) to South America, you _____ (see) these spiders (蜘蛛).
10. If you _____ (see) him, please _____ (give) him my love.
VI Choose the best answer to complete each of the following sentences.
1. My mother did not ask me anything. If she _____ me, I _____ her about it.
A. asked, would tell
B. had asked, would have told
C. asks, will tell
D. would ask, would have told
2. Had I not come back alone, I _____ the thieves without any help.
A. would not have faced B. will not face
C. did not have to face D. should not have to face
3. He must have had an accident, or he _____ then.
A. would have been here B. had to be here
C. should be here D. would be here
4. The monitor suggested that we _____ to the park.
A. would go B. went C. go D. were going
5. I suggested that the meeting _____ at the manager’s office.
A. hold B. be held C. is held D. is to be held
6. I did not go to the party, but I do wish I _____ there.
A. had been B. were C. would be D. would have been
7. It is important that the students _____ writing their papers before July 1st.
A. finish B. must finish C. are to finish D. will finish
8. It is desirable that both the father and mother _____ money for the family.
A. earn B. must earn C. are to earn D. will earn
VI Change the following sentences according to the model.
Model: I will go if I have no homework.
→ I would go if I had no homework.
I would have gone if I had had no homework.
1. I will tell you the truth if you come.
2. He will buy the TV set if he has enough money.
3. You will know it if you study science.
4. If you do not bring a coat, you will be very cold.
5. If it rains, we won’t have a party.
6. We can often see each other if you move here.
VII Rewrite the following sentences according to the model.
Model: You did not come yesterday, so you did not see him.
→ If you had come yesterday, you would have seen him.
1. The water was so cold, so he did not swim in it.
2. We have no homework today, and we’ll go to the movie.
3. Henry is not here. He can’t help you.
4. I do not have the book. So I can’t read it to you.
5. Mary did not buy the coat because she had not brought enough money with her.
IX Complete the passage with appropriate words.
The fact (1) ____ a good teacher has some of the (2) ____ of a good actor does not mean that he will indeed be able to act well (3) ____ the stage, for there are very important differences (4) ____ the teacher’s work and the actor’s. The actor has to speak words which he has learnt (5) ____ heart; he has to repeat exactly the (6) ____ words each time he plays a certain (7) ____, even his movements and the ways (8) ____ which he uses his voice are usually fixed (9) _____. What he has to do is to make all these carefully learnt (10) ____ or actions seem natural on the stage.
X Translate the following into English or Chinese.
1. 三明治
2. 汉堡包
3. 牛排
4. 热狗
5. 色拉
6. apple pie
7. butter
8. cheese
9. pizza
10. 麦当劳
XI Translate the following sentences into English.
1. 干燥的天气过后，每个人都希望下雨。（hope for）
2. 史密斯女士会让汤姆吃上午饭的。（let... have）
3. 小林写完作业后，就去看电视了。（finish doing）
4. 你本来能够买得起那枚钻戒的，可你为什么没买呢？（could have done）
5. 我真希望自己能够有 100 万美元来建一座漂亮的医院。（How I wish...）
6. 你喜欢看恐怖电影吗？（fancy doing）
7. 玛丽一家人盼望有一天能到中国游玩。（look forward to）
8. 假如你坚持做下去，你一定会成功的。（keep doing）
Reading Practice
Dreams Win
Every year in all kinds of different countries around the world, a small number of people win huge prizes in lotteries. People are always dreaming of winning millions of dollars overnight in a lottery.
People often wonder what they would do if they won one of these large sums of money. They have many different ideas.
1) Some people say they would give it away to charities. Others say they would give most of it to their families. Some people just make a list of the things they would buy.
One evening three friends were talking about what they would do if they won millions of dollars.
“What would you do,” the first man asked the other two, “if you woke up one morning and discovered you had won fifty million dollars?”
His two friends thought for a few moments, then one of them said, “I’d buy the biggest house in the world. Or maybe I’d buy several houses in different parts of the world, so I could go live anywhere I like. They would all have to have wonderful views, of course. 2) And I’d hire hundreds of servants to look after me and take care of all my beautiful gardens.”
The other said, “I’d spend my life travelling around the world. I’d go to Africa, North and South America, all over Europe and anywhere else I wanted. I’d stay at the luxurious hotels. I’d eat only the most expensive food and wear the finest clothes.”
The two men turned to their friend who had asked the question. “And what about you? 3) What would you do if you woke up one morning to discover you had won fifty million dollars?”
The man laughed.
“Oh, I am a greedy man. I’d go back to sleep and try to win another fifty million.” he said.
Words and Expressions
| Word | Pronunciation | Meaning |
|------------|-----------------|--------------------------|
| lottery | /ˈlɒtəri/ | n. 彩票 |
| overnight | /ˈəʊvənɔːnt/ | ad. 一夜之间 |
| sum | /sʌm/ | n. 一笔（钱） |
| list | /list/ | n. 目录；单 |
| charity | /ˈtʃærəti/ | n. 慈善机构 |
| view | /vjuː/ | n. 风景 |
| hire | /ˈhaɪə(r)/ | vt. 雇用 |
| Africa | /ˈæfrɪkə/ | n. 非洲 |
| luxurious | /lʌɡˈzjuərɪəs/ | a. 豪华奢侈的 |
| servant | /ˈsɜːvənt/ | n. 佣人，仆人 |
| greedy | /ˈɡriːdi/ | a. 贪心的 |
| dream of | | n. 梦想 |
I. Read the following statements and decide whether they are true (T) or false (F) according to the passage.
1. Every year in all kinds of different countries around the world, a large number of people win big prizes in lotteries.
2. One afternoon three men were talking about what they would do with millions of dollars.
3. One of them said he would buy the most expensive car in the world.
4. The second man said that he would buy the biggest house in the world.
5. The last man was very sad when his two friends asked him the question.
II. Translate the underlined sentences in the passage into Chinese.
Writing Practice
Write a passage about “The Car”, using the following expressions.
—popular forms of transportation
—good and bad points
—fast, dependable
—protect from rain, snow, sun
—in many colors, sizes, shapes
—add to air pollution
—require land for highway, parking lot
—solve the problem
Reading for Fun
Read and recite the following proverbs.
1. A rolling stone gathers no moss. 滚石不生苔。
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Blended Learning
Where are we now?
Polo Sharma
English Teachers’ Day, Luxembourg October 2019
Director
EAP Lecturer
Teacher
Consultant
Teacher Trainer
Book Reviewer
Author
Aims
• To explore the concept of Blended Learning in English language teaching
• To provide practical examples of blending using an online learning platform
Worksheet
Task one
Blended Learning
Task one
Do you run Blended Learning courses?
Yes / No *
* delete as appropriate
If yes, which learning platform do you use?
Compare and discuss your answer with others in the session.
Overview
Part one: What?
Definitions
History
Research
Models
Definition 1
Classic
Definition 2
Combination of teaching methodologies
P-P-P
TBL
Definition 3
Combination of technologies
Other definitions
Real world + in world
Avatar
Other definitions
Classroom + Virtual reality
Blended Learning
• Flexible
BL is not just one thing (a fixed combination of X and Y) - it can be many things depending on your teaching context
• Dynamic
components which make up blended learning are constantly changing
Part one: What?
Definitions
History
Research
Models
Blended Learning
Research - cautious
*Qualitative inquiry is advocated … classrooms are far too complex to control all the variables required in experimental types of research*
“the observed advantage for blended learning conditions is not necessarily rooted in the media per se and may reflect differences in content, pedagogy and learning time”
What does the research say?
….. do digital technologies support language learning? Hockly concludes ‘the jury is still out’ as the effectiveness (or lack of effectiveness) of a particular technology depends on a wide range of factors, such as how it used
Sharma P. Review, in EL Gazette 2017
BL is a transitory phenomenon that may (...) disappear soon, simply to be replaced by ‘learning’
(Gruba and Hinkelman)
2012
Part one: What?
Definitions
History
Research
Models
Blended Learning
Models
Model 1 – by %
- (A) Mostly face-to-face 70%–89%
- (B) Mostly on-line 20%–49%
- (C) Hybrid 50%–50%
- (D) Mostly online 50%
The two tracks may be well-integrated…
or there may be little or no integration between each track
Blended Learning
Models
Model 2 Dual Track
Face-to-face
Online
Blended Learning
Models
Model 3 Integrated
The ‘flipped classroom’
‘Flipping’ involves moving the ‘input’, usually given in class, outside the classroom
The flipped classroom
Part two: Why?
- Why blend?
- Challenges
- Success factors
- A framework for Blending
Why blend?
Reasons
- Time Differentiation Independence
- Own pace Expectations
- Cost
We hope blending leads to ‘better learning outcomes’
Why blend?
Challenges
“The BL course failed to satisfy anyone’s learning style.”
“the course was a mish-mash of different components, but with no underlying unifying philosophy”
Challenges
• “Some learners did not perceive the online parts of the blend to be of equal value to the face-to-face sessions” (Gerbic 2006, Stacey & Gerbic 2008)
• “My students see the on-line work as optional”
Part two: Why?
• Why blend?
• Challenges
• Success factors
• A framework for Blending
Blended Learning success factors
**APPROPRIACY**
Teachers and learners should be trained in the principles of BL teaching and learning techniques and in the use of the technology.
This is also known as integration. There should be a clear, two-way link between class work and online, structured self-study.
**COMPLEMENTARITY**
Teachers should hold positive beliefs about the efficacy of Blended Learning which they transmit to their learners.
BL involves the blending of the two modes of F2F teaching and learning online. Any activities selected should be appropriate for each mode.
**ATTITUDE**
**TRAINING**
Blended Learning
Four factors for success
- Appropriacy
- Complementarity
- Attitude
- + Training
Blended Learning
Appropriacy
Synchronous
- Same time same place
- Different time different place
Asynchronous
- Same time different place
- Same place different time
Discussion
Critical thinking
Blended Learning
Complementarity
BL works best when the classroom activity is based on the online work and the online work is informed by what happens in the classroom.
Stracke’s study (2007) of a BL environment reconfirms the teacher as a ‘key factor to enhance successful Blended Learning’
Part two: Why?
- Why blend?
- Challenges
- Success factors
- A framework for Blending
Blended Learning Step one: context
- Decide: what are the reasons for blending?
- List: what are the limiting factors?
Blended Learning
Step two: course design
- What are you going to blend?
- How will the modes be arranged in the timetable?
- How much choice will the learners be given in the blend?
Blended Learning
Step three: training
- How will the teachers be supported in the transition to a blended approach?
- How will the learners be supported in the transition to a blended approach?
Blended Learning
Step four: evaluation
- How will the blend be evaluated?
- How will the blend evolve?
Part three: How?
Approaches
Practical ideas
The power of data
Benefits
1989
Sir Tim Berners Lee
VLE (Virtual Learning Environment)
LMS (Learning Management system)
CMS (Content Management system)
Using a learning platform
- Flexibility
- Differentiation
- Personalisation
- Choice
- Encouraging autonomy
Using an online learning platform
Practical ideas
- Grammar
- Listening
- Discussion
Interactive exercises
24 / 7
‘crisp’ vs ‘fuzzy’
Source: www.pixabay.com
Grammar
Look again
Absentee Extra work
Needs extra help
Crisp
Q1. Is ‘went’:
a) Simple Past
b) Present perfect?
Fuzzy
Q2. What’s the difference between:
a) “I did it”
b) “I’ve done it”?
Using an online learning platform
Practical ideas
- Grammar
- Listening
- Discussion
Discussion
Part three: How?
Approaches
Practical ideas
Power of data
Benefits
Using a learning platform
The power of data
Class scores
Overall scores
- Grammar Test: 27/42 (22%)
- Vocabulary: 9/38 (24%)
- Everyday Life: 10/28 (36%)
- Reading: 0/24 (0%)
- Writing: 0/9 (0%)
- Speaking: 0/12 (0%)
- Video: 2/24 (8%)
- Listening: 3/17 (18%)
The power of data
First and last attempts
| Show First attempt | Scores % |
|--------------------|---------|
| 12/20 | 48% |
| 8/20 | 32% |
| 8/22 | 24% |
| Show Last attempt | Scores % |
|-------------------|----------|
| 12/20 | 50% |
| 8/20 | 38% |
| 8/20 | 29% |
Using an online platform
Advantages
teachers can have more time in class to devote to communicative activities
Progress tests
Time-saving
Messages
Communicate with students outside the classroom
Blended Learning:
Where are we now?
| What? | Why? | How? |
|-------------|---------------|--------------|
| Definitions | Challenges | Approaches |
| History | Success factors | Practical ideas |
| Research | A framework | Data |
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Planning Forward: Navigating Birth Family Contact
Things have become increasingly more complicated for adoptive families raising children who have experienced life in the child welfare system. While many adoptive families can navigate healthy connections with their children’s biological family, some families must maintain stricter privacy for safety reasons or at the recommendation of a mental health professional. We understand that every family is unique. The trouble is that we live in the age of instant information.
Want to know something? Google it!
Want to find your birth family? Look them up on social media!
While it may not always be that easy, we do understand that with a few clicks of the mouse, our children can have access to more information than we may want them to have. Especially for preteens and teens, a smart phone, school IPAD, or Chromebook may give them the ability to find birth family members without you ever knowing about it.
Preparing for healthy birth parent contact in the information age is just smart parenting. While some adoptive parents must work through their own personal worries or fears, most parents want to be equipped to handle tough situations before they happen! If our children are going to have healthy contact with anyone, it requires us to be involved.
This newsletter is designed to help. We want to help you think about planning for any contact with your child’s birth parent. There is an adage that failing to plan is planning to fail. Even if you are uncomfortable with the thought of your child reconnecting with their birth family, your support and guidance is very important to your child. Connecting with people in this global world is easier than it has ever been. In this issue, we want to give you strategies, resources, and tips to be prepared for those challenges.
Adapted from the article, Safety Planning for Birth Parent Contact by Rosemary Jackson, LMSW, Michigan State University, School of Social Work, Mac Ballantine, Adoptive Parent, 2014 (used with permission).
DID YOU KNOW …
Medical Subsidy Funds are Available for Summer Camp
Summer is a great time to take advantage of a little extra boost. If your child struggles in the traditional camp setting or just requires extra structure, consider one of many local specialized summer camp options. The medical subsidy program may cover up to $500 per calendar year for the cost of a specialized summer camp, if your child has a related physical, mental, or emotional condition certified by the Adoption and Guardianship Assistance Office. To discuss the authorization process for summer camp, contact your local Post-Adoption Resource Center!
Looking for help to navigate technology and the latest apps your kids are using? Check out the following parent resource:
Protect Young Eyes exists to keep kids and teens safe from the dangers lurking on portable, internet-ready devices.
protectyoungeyes.com
Quotes to Inspire You
“Keep your face to the sun and you will never see the shadows.”—Helen Keller
Studies show that there are benefits when an adoptee is free to ask questions and have information surrounding their history and biological family. Many adoptive families and birth families have proven that there can be good collaboration and healthy relationships through open adoption. (Siegel & Smith, 2012)
While many families find a way for those connections with their child’s birth family, there are times when safety keeps that from happening. In those cases, a good safety plan can benefit the adoptive family. Any good safety plan begins with a conversation between the adults in the family about what they will do should their child have contact with his/her birth family. It’s important that all adults are on the same page and know what the plan is should a crisis arise.
**GOOD SAFETY PLANS:**
- Are family specific and addresses the entire family group;
- Must be implemented and remain active as long as a potential crisis exists;
- Establish the family’s immediate response to a potential danger and clearly describe the specific safety actions and other responsibilities of all family members.
Putting together a safety plan also requires the following steps:
- **Before** an incident or crisis occurs, talk to your child. The conversation surrounding your child’s history should be started early and always open for discussion. Let your preteen/teen know what expectations you have regarding contact with their birth families and include:
- What type of contact is acceptable and what is not.
- Whether or not you expect that your child will let you know if he/she is contacted by the birth parent.
- That you are responsible for the well-being of the child and that you have his/her best interest in mind.
- Specify what type of contact will be allowed. If contact has been initiated, it is vital to be clear with your child about the boundaries that must be in place. Good questions to ask:
- Is your child allowed contact through telephone and social media?
- Can your child have in-person contact with birth family—what type of contact and with whom specifically?
- Does contact need to be supervised by you or someone you have designated?
- Can contact be spontaneous or does it need to be scheduled in advance?
- In the event of a crisis that arises around contact with a birth family member, specify who is to be notified and how. Plans could include notification of any of the following:
- Authorities—When calling police or other legal authorities, have a copy of your Final Order of Adoption on hand. The police can initially consider this nothing more than a civil matter and will not want to get involved unless you can prove the situation is parental interference.
- The school—Notify your child’s school in advance of the people allowed to pick up your child.
- Other family members who can be called to help.
- Birth family members who you are in contact with.
- Others—friends and neighbors.
Good plans include the telephone numbers of everyone listed so in the heat of the moment it is easy to follow through with the plan. Make sure to talk to everyone in advance who is listed on your safety plan so they understand they may be contacted should a crisis arise.
- In the event of a crisis, spell out what steps are to be taken and in what order. If your child has been in contact with a birth family member, let them know what they should expect. Will you:
- Use parental control setting if the contact is through social media?
- Contact the birth family member directly to discuss the situation?
- Notify your child that you are aware of the situation and have taken steps to bring him/her into compliance with the agreed upon plan?
- Take other steps that have not been discussed but seem appropriate for the situation?
Whatever steps you have agreed to need to be clearly stated in the plan. Review the safety plan with your children so everyone in the family understands and can ask questions or offer suggestions. Don’t be afraid that broaching this topic with your child will plant seeds about birth family contact they had not thought of. Most children do think about making contact. Talking about the subject will not make it happen but will allow for everyone to be on the same page and navigate a healthy approach to connection. It will also allow you to anticipate and plan for contact with a birth parent in an acceptable way, helping everyone feel like they are more in control should a difficult situation arise.
Adapted from the article “Safety Planning for Birth Parent Contact” by Rosemary Jackson, LMSW, Michigan State University, School of Social Work Mac Ballantine, Adoptive Parent, 2014 (Used with permission) D. Siegal, Ph.D. & S. Smith, LCSW, (2012) Openness in Adoption: From Secrecy and Stigma to Knowledge and Connections Evan B. Donaldson Adoption Institute.
All three Post-Adoption Resource Centers have many family fun events planned, as well as support groups and trainings. Please check your Post Adoption Resource Center region’s Facebook page, watch for monthly calendars, or give us a call to find out what is available near you.
REGION 2: Northern Michigan
231-421-6492
email@example.com
www.facebook.com/PostAdoptionResourceCenterOfNorthernMI
REGION 3: Central Michigan
231-924-3390
firstname.lastname@example.org
www.facebook.com/PostAdoptionResourceCenterCentralMichigan
REGION 4: Western Michigan
616-224-7565
email@example.com
www.facebook.com/PARCRegion4
Moms enjoyed spending time together while making winter décor signs for their homes at The Hang Workshop in Traverse City.
PARC Family Event Survey Responses
“Thank you so much for having this event—a great opportunity for parents to have some quality time. Much appreciated!”
“Everything that I have had the opportunity to attend has been done with love, compassion, and has been professionally-handled. Thank you all so very much.”
Taking a break from the fun to enjoy some pizza!
Families enjoyed a floating inflatable obstacle course at the Alpena Plaza Pool!
Adoptive Youth and Social Media: TIPS FOR ADOPTIVE PARENTS
• Talk with your child about adoption and birth family connections, and answer his or her questions.
• Present options for learning more about birth relatives, when the child is interested, and emphasize the benefits of preparation and support.
• Discuss the benefits and risks of Facebook and other social networking sites, and provide guidance for safe use.
• Establish internet rules at an early age (such as not giving out identifying information, including a birth date, address, or phone number).
• Prepare your child for the possibility that a birth family member could contact him or her through social media, and discuss possible responses.
• Set privacy controls.
• Monitor your child’s internet and social networking use. (Join the same social networks as your child, become your child’s online “friend,” and request passwords for their social media accounts.)
Resource credit: https://childwelfare.gov/pubs/f-openadopt/ This material may be freely reproduced and distributed. However, when doing so, please credit Child Welfare Information Gateway.
Bethany Christian Services is committed to supporting adoptive families through the lifelong, rewarding journey of adoption.
REGION 2
Bethany Christian Services
1055 Carriage Hill Dr, Ste 2
Traverse City, MI 49686
231-995-0870
www.bethany.org/traversecity
Charlevoix, Emmett, Cheboygan, Presque Isle, Antrim, Otsego, Montmorency, Alcona, Leelanau, Benzie, Grand Traverse, Kalkaska, Crawford, Oscoda, Alcona, Manistee, Wexford, Missaukee, Roscommon, Ogemaw, and Iosco counties
REGION 3
Bethany Christian Services
6995 West 48th St
Fremont, MI 49412
231-924-3390
www.bethany.org/fremont
Mason, Lake, Osceola, Clare, Gladwin, Arenac, Oceana, Newaygo, Mecosta, Isabella, Midland, Bay, Montcalm, Gratiot, Saginaw, Ionia, Clinton, and Shiawassee counties
REGION 4
Bethany Christian Services
901 Eastern Ave NE
Grand Rapids, MI 49503
616-224-7565
www.bethany.org/grandrapids
Allegan, Berrien, Cass, Kent, Muskegon, Ottawa, and Van Buren counties
other suggested websites: www.adoptivefamilies.com www.adoptioninstitute.org | a57bd7eb-3273-41bc-b3c4-02c5be0b43f1 | CC-MAIN-2023-06 | https://postadoptionrc.org/media/Newsletters/2018%20Summer%20Newsletter%20(web).pdf | 2023-02-09T08:51:18+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764501555.34/warc/CC-MAIN-20230209081052-20230209111052-00765.warc.gz | 477,499,845 | 2,375 | eng_Latn | eng_Latn | 0.988866 | eng_Latn | 0.997203 | [
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A Tale of Two Presidents
The Political Feud Between Thomas Jefferson and John Adams
Once friends and fellow patriots, Thomas Jefferson and John Adams became bitter adversaries for years after their contentious campaign against each other for president during the early years of our young republic. While Adams preceded Jefferson in office, serving 1797–1801, during this time, their ideas about policy became as distinct as their personalities. Adams was a strong believer in centralized government, while Jefferson believed in a more hands-off approach that gave states the right to make their own decisions. Sound familiar? It’s the same story today.
Right now, many believe that our nation is severely divided. Recent news stories have documented that in many households, family members can’t have dinner together without arguing about the current political climate and sparking a family feud. However, these opposing views are half of what makes our nation great. The other half? Our ability to work together despite our differences and seek a solution for the common good of our nation. Despite the heated political discourse, there’s ultimately some give and take.
Despite their political differences, Jefferson and Adams eventually forgave each other years into their political feud and renewed their friendship. After serving two presidential terms, Jefferson and Adams both expressed to third parties that they wanted to resume their friendship. Adams was first to break the silence by sending Jefferson a letter on January 1, 1812. In the letter, he wished Jefferson many happy new years to come. Jefferson responded by recalling the good, old days when they fought for the same cause against the British empire and helped establish the former colonies into a new political system based upon their common beliefs in democracy and life, liberty, and the pursuit of happiness.
This one simple gesture on Adams’s part led to over 14 years of renewed friendship between them. Despite their long feud, the two passed away within five hours of each other on July 4, 1826 on the 50th anniversary of the Declaration of Independence. Adams lived to the ripe age of 90, while Jefferson passed away at 82 years old.
Jefferson and Adam’s story brings home a valid point: Regardless of the disagreements you have with others, it’s always possible to rekindle a positive relationship by remembering our common set of beliefs that bind us together as a nation. This is a great story to remember as we’re all eating apple pie and fresh watermelon during our nation’s Independence Day with our neighbors, friends, and family. While it may seem like our differences are unique to our time, Jefferson and Adams remind us that division and passionate political discourse is nothing new. At the end of the day, it’s our ability to see past our differences and work together that makes our nation truly great.
From all of us at Colvin Law, happy Independence Day!
Despite their political differences, Jefferson and Adams eventually forgave each other years into their political feud.
—John Colvin
August’s Best Deals
August is back-to-school season, and that means you’ll find plenty of items on sale — everything students and families need to start the new school year right. Retailers, both online and off, are vying for your dollar this month, and they know just how much families love to save. Here’s a sample of the items you’ll find on sale in August:
Laptops
Finding the perfect laptop for yourself or your kids might take a little research, but it’s research that will pay off in the form of big savings. You’ll find discounts at most retailers that offer laptops, including the manufacturers themselves. Apple, HP, Dell, and others typically offer incentives on top of discounts (such as gift cards), so it’s in your best interest to look around to find the deal that works for you.
Storage Containers
With millions of college students getting ready to head off to school, many retailers are taking advantage of the fact that these kids need a place to store all of their stuff. You, too, can take advantage of these sales to stock up on storage bins and boxes for just about any purpose, from food to clothing storage. In addition to storage containers, you’ll find many home-organization products on sale, as well.
Vehicles
According to USAA, August is a great time to start shopping for a new vehicle. New-vehicle model cars and trucks are trickling onto lots around the country, and dealerships are slightly more motivated to get rid of last year’s stock. Use this time to do research and browse dealer selection. For even more potential savings, USAA suggests visiting the dealership on a Monday or Tuesday and later in the day.
Why Teen Driver Crashes Increase in Summer
Every summer, the number of crashes involving teen drivers increases, especially during the 100-day period that begins on Memorial Day. Several factors contribute to this phenomenon, the most obvious being that teens drive more than usual during the summer.
During the school year, teens might be driving to and from school five days a week. In the summer, they’re more likely to drive several times a day, chatting with one or more passengers, and to drive late at night.
Driving at night and driving distracted are known to be crash risk factors for teen drivers. Driver-education classes teach teens about the dangers of distraction and other behaviors, yet those lessons are quickly forgotten. Parents play the most important role in helping their teens stay safe on the road.
Legal Restrictions on Teen Driving
Many states have graduated driver’s licensing (GDL) laws that limit nighttime driving and the number of allowable passengers. In Tennessee, teen drivers with a learner’s permit who are under age 18 cannot drive between 10 p.m. and 6 a.m. and can transport no more than one passenger.
Teens are eligible for a learner’s permit at age 15 and can get an intermediate restricted license at age 16 if they’ve completed 50 hours of driving, including 10 hours of night driving, and met all other requirements. With a restricted license, teens cannot drive between 11 p.m. and 6 a.m.
GDL laws can help reduce teen crashes, but only if those laws are enforced. A study in 2015 found that 14 percent of Tennessee parents were unaware of the state’s GDL laws. And a survey conducted by the University of Tennessee, UT Extension Institute of Agriculture found that even when parents are aware of the rules, they don’t always enforce them. One police officer surveyed said that when teens get their license, parents should have to sign a form acknowledging the applicable driving restrictions. Another police officer said that parents are a “stronger tool than enforcement by police.”
Developing ‘House’ Rules
GDL laws are useful for helping teens gradually develop the skills they need to be safe drivers. However, the National Safety Council says state laws don’t adequately protect teens, and for that reason, parents should develop their own driving rules for their children.
An online New Driver Deal template may be helpful for parents wanting to strengthen rules for their teen driver. It includes specific promises for teens to agree to, such as, “I will never eat while driving.” A section for parents includes the promise, “I agree to stay involved; I will ride with my teen once each week to see how they are progressing and coach them.” A blank field allows for parents or teens to add more rules or provisions.
Being Good Role Models
From an early age, children learn a lot by observing their parents. If children grow up seeing their parents routinely texting while driving, it’s reasonable to assume that when those children reach driving age, they will engage in the same behavior.
Parents can help their teens develop safe driving habits by setting a good example and by being actively involved as they develop driving skills.
John R. Colvin, Attorney at Law, has successfully represented injured clients throughout Tennessee and Alabama who have been seriously hurt in car accidents. For 20 years, he has been helping victims put their lives back on track, and he is ready to help you. For advice on how to proceed next or if you have any questions about this topic, call 1-931-962-1044. Put his bold approach and client focus to work for you.
Avoid Common Scams
Tennessee Ranked 9th in the U.S. for Fraud Last Year
Criminals defrauded Tennesseans of nearly $11 million last year, according to a new report by the Consumer Sentinel Network Data Book. That makes the Volunteer State ninth in the country for reports of fraud or scams.
What does this mean for you? Scammers and identity thieves are among us, and you need to protect yourself. A few common scams include:
• Impersonating the IRS to demand payment for bogus “tax debts” (the IRS never asks for payment over the phone).
• Targeting the elderly with false claims of having their medication
• Offers for false loans with the first payment asked for up front
• Identity theft
Scammers are crafty, but there are a few ways to detect them. First, the IRS never calls taxpayers to demand immediate payment. If you do owe taxes, they’ll mail you a bill first. They also will never ask for credit or debit card numbers over the phone.
Secondly, most scams involve interaction over the phone. If someone calls you, claiming you owe them money, tell them you’d like to take their number down and call them back. Any legitimate company would allow this option, but not many scammers.
Third, don’t give potential identity thieves any of your personal information. Your Social Security number, in particular, is valuable to them. Not even your doctor needs your SSN, so be extra, extra careful about giving it out.
If you have any additional questions about fraud or identity theft, call 1-877-580-7968 or visit us at www.Colvin-Law.com.
Sensational Summer Salad
Ingredients
• 1 pound strawberries, thinly sliced
• 3 medium peaches, thinly sliced
• 1 cup blueberries
• 1 heaping tablespoon fresh basil or mint, chopped
• 2 tablespoons lemon juice
• 1 tablespoon maple syrup
• 2 teaspoons balsamic vinegar
Instructions
1. In a medium serving bowl, combine the strawberries, peaches, blueberries, and basil.
2. Drizzle lemon juice, maple syrup, and balsamic vinegar on top.
3. Gently toss to combine.
4. Serve immediately, or chill for later.
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"eng_Latn",
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3093,
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2.703125
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RIGHTS HERO
TEACHING THE RIGHTS OF THE CHILD THROUGH AN ELECTRONIC GAME
TEACHERS’ MANUAL
Co-funded by the European Union
“The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.”
# Table of Contents
- Introduction/ Purpose of the Manual ................................................................. 3
- The Rights Hero Project .................................................................................. 4
- The Rights Hero Game ..................................................................................... 5
- The Story ........................................................................................................... 5
- Characteristics of the Game ............................................................................ 5
- Download and open the Game ....................................................................... 6
- Start the Game ................................................................................................. 7
- Playing the Game ............................................................................................ 9
- The Scenarios of the Game .............................................................................. 11
- Useful Tips ....................................................................................................... 12
- Educational Scenarios ..................................................................................... 13
- Parameters to be taken into account ............................................................. 13
- Educational Scenario 1: Are the children allowed to work? ....................... 15
- Educational Scenario 2: What should I do? .................................................. 17
- Educational Scenario 3: How can we improve the implementation of the rights of the children? ................................................................. 17
- Educational Scenario 4: Can everybody play in the playground? ................. 18
- Educational Scenario 5: Why is integration of children with disability important? ................................................................. 19
- Educational Scenario 6: Are the girls allowed to go to school? .................. 20
- Educational Scenario 7: Should the migrants go back to their countries? .... 21
- Educational Scenario 8: How can we speak our mind? ................................. 22
- Educational Scenario 9: How do we include refugees in planet Spork? .......... 23
- Educational Scenario 10: The Return to Planet Spork .................................. 24
- Educational Scenario 11: Completing the task on Earth ............................... 25
- Educational Scenario 12: Bring the image to life .......................................... 25
- Educational Scenario 13: Leave this mobile phone down ............................. 27
- Educational Scenario 14: Be a critical thinker! .............................................. 28
- Educational Scenario 15: Which games do you play in social media? .......... 30
- Educational Scenario 16: Sexual Harassment ............................................... 31
- Educational Scenario 17: Gender Roles ......................................................... 31
- Questionnaires ................................................................................................. 33
The current manual has been developed as part of the European project Rights Hero which aims to raise awareness of the Convention for the Rights of the Child to elementary and lower secondary school children (9-14 Years old) through the use of an electronic game.
The manual is addressed to schoolteachers which are interested to use the game in order to approach the issue of the Rights of the Children in their classroom. It aims to be a Teachers’ Companion that would support the teacher to use the game in the classroom.
This manual includes the following information:
- Introduction about the Rights Hero project
- Useful information about the Right Hero Game
- Educational Scenarios on how to use the game in the classroom
The educational scenarios are suggestions that could be used by the teachers in order to use the game in the classroom. The scenarios can be adapted and modified on the basis of each context. Aim of the project is to create a community that will be able to exchange ideas, experiences and suggestions about the use of the game.
Rights Hero is a project which aims to raise awareness on the United Nations Convention on the Rights of the Child through the use of an electronic game. The project is funded by the European Union through the Erasmus+ programme.
The electronic game is addressed mainly to elementary and lower secondary school children. It is a game that is intended to be played at school or to be discussed at school. It was developed in order to become an attractive way to introduce to the children the content of the Convention. It is available in English, Greek, Italian, Danish and Romanian.
The project aims also to increase the capacity of teachers to organise workshops and discussions in the school in relation with the rights of the children as well as the use of gamification as a method in order to approach the issue of the rights of the children.
The project is implemented by a transnational consortium comprising 7 organisations from 4 countries. The project is coordinated by the Network for the Rights of the Child from Greece which is an organization specialized in the promotion and protection of the rights of the children as specified in the convention. Responsible for the development of the game is the Greek organisation OMEGATECH while responsible for the pedagogical and didactical aspects is Action Synergy, also from Greece. The project is also implemented by three youth organisations: Crossing Borders from Denmark, CISS from Italy and GEYC from Romania. Important role in the consortium has also the participating school which is the 49th Primary School of Athens.
The Rights Hero is implemented between 2022-2024. More information can be found in the project’s website: https://rightshero.eu/
The Rights Hero Game
The story
362,000 light-years away from planet Earth is the planet Spork. At a first glance, Spork seems to be a perfect planet! On the planet Spork, every Sporkian, from the first day they are born can speak their language while they know all the languages and dialects that exist on every planet. The Sporcians choose their own name as soon as they are born and they can change it whenever they want. Also, teleportation and intergalactic travel is a very simple and common routine. Sporcians fly with spaceships but also on their own, they can become invisible, get a laser out of their eyes, hear with their super hearing even a feather that falls to the ground but also transform into what they think: from a huge dragon up to a small toaster.
However, the Sporkians want their children to cry. The tears of every Sporkian from 0 to 18 years old are unique for the production of the “Dear Tear” cocktail. The governor of the planet Zdonk is upset with this situation, wants to stop the children from crying and found out that in the planet Earth the children have rights but there is also an International Convention, a law that protects their rights.
Each child that plays the game is the special envoy of the planet Spork on Earth with the specific mission to learn about the Convention for the Rights of the Child and how this is implemented and transfer its knowledge back to his/her planet. During his/her travel to earth s/he will meet people and listen to stories that will make him/her understand more about the rights of the children.
Characteristics of the game
Device: The game can be played only on a PC or laptop. It cannot be played on a smartphone and it can be played on a tablet only if it is attached to a keyboard.
Technical Characteristics: In order to be able to play the game, the PC or laptop should have the following recommended characteristics:
Windows 10
RAM 16 GB
CPU: Intel CPU Core i5-4590 3.3GHz / AMD Ryzen 5 1600
GPU GTX 3050i
4GB storage
For a VR device:
Meta Quest 2: https://www.meta.com/quest/products/quest-2/
Oculus link cable: https://www.meta.com/quest/accessories/link-cable
For MAC the recommended specs are:
RAM 8GB+
CPU Intel 7+
It can also work in computers with lower specs or desktop version but we cannot guarantee that it will run smoothly.
**Gameplay:** The user is walking on a 3D city environment and is guided to arrive to specific locations of the virtual environment. When s/he arrives on the specific location, a situation is presented to him/her and s/he has to provide an answer to a multiple choice question. The player proceeds when s/he identifies the correct answer. There are two types of locations: the “green” ones which are obligatory to answer in order to proceed to the next level and the “red” ones which are not obligatory but give the player extra points. By answering correctly to the questions, the player collects superpowers that helps him/her to proceed to the next level. There are 4 levels at the game and each situation is approaching another article of the Convention for the Rights of the Child.
**Download and open the game**
The game needs to be downloaded on a computer or laptop. In order to download the game, you need to visit the following website: https://rightshero.eu/index.php/the-game/ and you can select the version to download (windows or Mac)
When you click to download the file, may appear the following message:
If this happens, you click the “download” button and you continue. You can find the downloaded file in the “Downloads” section of the computer. The file appears in the format .rar. In order to open the file, you will need to use a programme that is able to open/ extract .rar files. If you do not have such a programme you can download for free (for example [https://www.win-rar.com/start.html?&L=0](https://www.win-rar.com/start.html?&L=0)). You can open the file either with double click or with right click and selecting the right programme from the “Open with” section.
When you open the folder, the following screen appears:
You need to select the rights-hero.exe in order to start the game.
**Start the game**
At the beginning, a screen appears with the narration of the story
Before playing the game, the player has a number of options. In order to see these options s/he needs to click on the “Settings” Button.
From these settings, the player can select if s/he wants a male or female avatar as well as the characteristics of this avatar (hair, skin, eyes, clothes).
Also, through the Game Play menu, the player can select if s/he wants to play as a first person (the player doesn’t see the avatar) or a third person (the player sees the avatar), if s/he wants to have subtitles to the audio discussion and if s/he wants the cinematic parts of the game to appear.
Finally, through the language menu, a player can select the language that the game will appear. The game is available in English, Greek, Italian, Romanian and Danish.
When, the player starts the game, a small clip appears where Governor Zdonk is giving to the player the mission.
After this clip, the game is ready to be played.
**Playing the game**
The player finds him/herself in a 3D city environment. He can move in the environment and interact with it using the following controls:
| Movement | W | S | A | D |
|-------------------|---|---|---|---|
| Run | | | | |
| Highlight Answer | | | | |
| Select Answer | | | | |
| Flash | | | | |
| Minimize | | | | |
| Strength | | | | |
| Interact | | | | |
By moving the mouse, the player can look at any direction s/he wants.
At the upper right corner of the screen there is a map which indicates red and green spots. The player needs to go and find these red and green spots because they indicate situations in which they can interact.
When a player arrives at a green spot, a situation appears where some people are talking between themselves about a situation related with the rights of the children.
Following the discussion, a question appears:
If the player gives the correct answer, the game continues. If the answer is wrong, the game is giving feedback and asks the player to try again.
In every level, there are two green spots and in order to proceed, a player needs to answer correctly to both of them. In the game, there are 4 levels in total.
When a player answers correct in the questions of the green dots, he gets superpowers that can help him/her to pass to the next level.
When you arrive at a red spot, a question on the Convention appears. If it is answered correctly, the player gains additional points.
The Scenarios of the Game
The game presents 8 scenarios that are related with the Convention for the Rights of the Child:
- A group of 10-year-old children chat while working in a factory.
- One child is talking to his mother: Shouldn't we do something?:
- A child sits alone in a schoolyard: 'Say no to refugees'.
- In a playground full of children, a child and his dad are talking while another child in a wheelchair is outside
- Two women chat outside the high school their children attend. Topic of conversation, what's happening at the school
- Inside a house, a girl talks to her mother. “But I want to go to school”.
- A parent is arguing with his child (the child is holding and staring intently at a smart phone).
- Inside her room, a 14-year-old child is surfing the internet and has been exchanging messages for a long time with a stranger, posing as a 16-year-old
Useful Tips
Tips to move from one level to another
How to go from the first level to the second level
To cross the first track and go across to the second track, cross the river. After answering the second scenario you will receive the Flash power. Go to the edge of the river and with the button to move forward and the flash (Button F), jump across.
How to go from the second level to the third level
From the second to the third, after you reply the correct answer of the second scenario of the level, you gain the power to be small (Button 1). Cross the river again and you’ll find a wall with a small hole in it. You become small and go underneath.
How to go from the third to the fourth level
To go from the third to the fourth, you will receive the punch to break the wall (Button 2). First you will return from the wall with the hole and then, you will find the wall with the green frame. Then you will use the punch to break the wall and move on.
Other Useful Tips
- The game is saved and plays on a desktop computer (windows or mac). You can save it and transfer it to another computer with usb.
- You can save the game and continue at another time, or another team can play and save their own game.
- You can play the game once and then organise activities according to what you would like to teach and according to the time you have available.
Educational Scenarios
In this section of the manual, we are going to present some educational scenarios that could be used starting from the game in order to approach the issue of the rights of the children. The educational scenarios that we are proposing are just examples and the teacher can adapt them to his/her classroom and his/her learning objectives. Independently from the educational scenario that is going to be used, it is very important that before suggesting it to the students, the teacher should try the game first him/herself.
Parameters to be taken into account
The educational scenarios that could be used in the classroom depend from different parameters that can be analysed below:
Parameter 1: Infrastructure
The infrastructure (number of computers that are available for playing the game) in the classroom may vary. There are 3 different possibilities:
- The classroom has 1 computer (the computer of the teacher)
- The classroom has a number of computers that could be used by the students in order to play the game in small teams
- The classroom has a number of computers that could be used by the students in order to play the game individually
Parameter 2: Hours that can be dedicated to the activity
The time that a teacher can dedicate to an educational scenario can also vary. One teacher may be able to dedicate one didactic hour for an educational scenario or s/he can dedicate several hours in the activity.
Parameter 3: Topics
The game had 4 levels (zones) and each one is dedicated to different articles of the Convention for the Rights of the Child. The teacher may want to dedicate an educational scenario to various of these rights or focus on one right in particular. The rights that the game is approaching are the following:
Level 1: Child Labor (Article 32), Decent Standard of Living (Article 27)
Level 2: Respect of values of migrants (Article 29), Equality/ Discrimination/ Disability (Article 2)
Level 3: Gender Roles/ Identities (Article 1), Right to Education (Article 28)
Level 4: Mass Media (Article 17), Sexual Harassment (Article 34)
**Parameter 4: Educational Goals**
An educational scenario based on the Rights Hero game can serve various educational goals. A teacher may decide to go deep on one of the themes addressed or the teacher may want to present several themes in the framework of one lesson.
**Parameter 5: Types of Activities**
Many kinds of activities could be organized in order to approach the themes of the rights of the children based on the game. These activities could be the following:
- **Group Discussion**: Guide students through the game stopping at key points to discuss different rights being presented and how they relate to real-life situations.
- **Role Playing**: Take a role and try to change the situation presented in the game.
• Real life case studies of children that have experienced rights violations.
• Advocacy Project: Group work that raises awareness on an issue presented at the game.
• Creative writing: Story/Poem that incorporates the different rights
• Personalisation: Connect the issue at stake with personal situations that the students have lived or have heard of
• Various: In addition with the previous ones, all kinds of activities if adapted adequately could be used in order to work with the Rights Hero game
**Educational Scenario 1: Are the children allowed to work?**
| Infrastructure | One Computer |
|----------------|--------------|
| Hours | 2 hours |
| Topics | Child Labour |
| Educational Goals | In-depth discussion of a topic |
| Types of Activities | Group Discussion, Real life case study |
**Step 1: Preparation**
The Rights Hero game is loaded on the classroom computer which is projected on the wall. The story of the game is briefly explained to the students and one of the students is asked to come to the computer and play the game.
**Step 2: Playing the game**
When the game arrives at the point where the issue of the child labor is raised, the student reads out aloud the different options and the teacher asks the students to vote which is the correct answer. The student that plays the game needs to select the answer voted by the class. If it is wrong, they need to consider other options until they find the correct one. After the class finds the correct answer, the teacher pauses the game.
**Step 3: Group Discussion.**
Definition of child labor. The teacher asks the students to work together in groups of 4 and make a list of what they think is child labor. Each team discusses the list it has created with the rest of the class and they create a common list with what is and what is not child labor.
**Step 4: Real Life Case studies**
The teacher presents the following image to the students and asks them where they think that the photo was taken from and what it represents.
After discussing the answers received, the teacher gives to the students the following text:
*Cobalt is an essential raw material used by large tech companies for rechargeable lithium-ion batteries, electronic devices, and electric cars. Small-scale mining in Congo involves people of all ages, including children, obligated to work under harsh conditions. Of the 255,000 Congolese mining for cobalt, 40,000 are children, some as young as six years. Much of the work is informal small-scale mining in which laborers earn less than $2 per day while using their own tools, primarily their hands.*
The teacher can discuss the photo and the text asking questions such as:
- Why do you think that the children are obliged to work?
- What could be done in order to change this situation?
**Step 5: Personalisation**
The teacher asks the students the following questions:
- Do you know any children that work?
- Do you think that child labor exists in Europe?
After discussing the last question, the teacher can present the following text:
*About 336,000 children in Italy between 7-15 (6.8%) have had work experience, while 58,000 (27.8%) adolescents between 14-15 say they have done work that is detrimental to their schooling and psychophysical well-being, according to the “It’s not a game” survey conducted by Save the Children*
[https://www.euractiv.com/section/politics/news/save-the-children-survey-shows-troubling-data-for-child-labour-in-italy/](https://www.euractiv.com/section/politics/news/save-the-children-survey-shows-troubling-data-for-child-labour-in-italy/)
The aim of the last exercise is to present that child labor is not something that happens only far away but also something that can happen around us in our context.
**Educational Scenario 2: What should I do?**
| Infrastructure | laptops for each child or at least 1 for every 3 children, flicphart and sheets, markers |
|----------------|------------------------------------------------------------------------------------------|
| Hours | 2 hours |
| Topics | Child Labour |
| Educational Goals | 1. To know their rights
| 2. To develop teamwork skills
| 3. To develop their communication and presentation skills in public
| 4. To develop skills to solve problems observed and which are harmful to them or other children |
| Types of Activities | Role Playing |
**Step 1: Preparation**
The Rights Hero game is loaded on the classroom computer which is projected on the wall. The story of the game is briefly explained to the students and the students play the game in groups.
**Step 2: Role Playing**
Students take roles and dramatize the lines of the 4 students that are exploited through labor.
**Step 3: Brainstorming**
The students will be divided into teams where, through the Brainstorming method, they will write on a flipchart sheet solutions to solve the situation.
**Educational Scenario 3: How we can improve the implementation of the rights of the children?**
| Infrastructure | The students can play the game individually or in groups in different computers |
|----------------|---------------------------------------------------------------------------------|
| Hours | 1 hour |
| Topics | All the topics of the game |
| Educational Goals | Overview of different rights based on the game |
| Types of Activities | Group Discussion, Advocacy |
**Step 1: Preparation/ Playing the game**
The game is downloaded on several computers that are available in the classroom. According to the number of the computers that are available in the classroom, the students play the game until the end individually or in small groups. If they complete it fast, they can play it again from the beginning.
Step 2: Group Discussion
After playing the game, the students are asked to select one of the 8 topics discussed which they considered most important and explain briefly why. Then, the students are grouped on the basis of the topic they have selected.
Step 3: Advocacy
The students are asked to discuss in their small groups what could be done in order to contribute to the improvement of the situation that is presented. They can discuss about what should be done at a society level but also what they, personally or at a school level can do.
The students prepare a list of activities that could be done and present them in the classroom.
Educational Scenario 4: Can everybody play in the playground?
| Infrastructure | One Computer |
|----------------|-------------|
| Hours | 1 hour |
| Topics | Disability |
| Educational Goals | In-depth discussion of a topic |
| Types of Activities | Group Discussion, Advocacy |
Step 1: Preparation/ Playing the Game
The Rights Hero game is loaded on the classroom computer which is projected on the wall. The story of the game is briefly explained to the students and one of the students is asked to come to the computer and play the game. When the game arrives at the point where the issue of the Playground is raised, the student reads out aloud the different options and the teacher asks the students to vote which is the correct answer. The student that plays the game needs to select the answer voted by the class. If it is wrong, they need to consider other options until they find the correct one. After the class finds the correct answer, the teacher pauses the game.
Step 2: Advocacy
When the students find the correct answer, divide the students in groups of 4. Ask them to write a letter to the management of the playground explaining why they should add toys for children with disabilities. This exercise can be divided into two parts.
- At the first part, the students can gather their arguments and create a list of arguments in bullet points.
- At the second part, they can formulate these arguments in a coherent letter addressing the management of the playground
Step 3: Group Discussion/ Personalisation
The teacher asks the students to discuss in plenary the following issues:
- Does your playground have toys for children with disabilities?
- If not, who do you think you will need to inform and how?
**Educational Scenario 5: Why is integration of children with disability important?**
| Infrastructure | One Computer |
|----------------|--------------|
| Hours | 1 hour |
| Topics | Equality/ Discrimination/ Disability (Article 2) |
| Educational Goals | In-depth discussion of a topic |
| Types of Activities | Role Playing, Group Discussion |
**Step 1: Preparation**
The Rights Hero game is loaded on the classroom computer which is projected on the wall. The story of the game is briefly explained to the students and one of the students is asked to come to the computer and play the game.
**Step 2: Playing the game**
When the game arrives at the point where the issue of equality, discrimination and disability is raised (Level 2, scenario 2), the student reads out aloud the different options. At this stage, the students are not asked to vote for the right answer yet. The game is paused and the teacher will facilitate the following activities:
**Step 3: Role play**
Children are divided into 3 different groups. The first group is asked not to use their sight and keep their eyes closed; The second group is asked not to use their hands and keep them behind their backs; The last group is asked not to use their voice and keep quiet during this activity. Give the students 15 minutes, during which each group will have the goal to build, using their body, a “Human Bridge”.
After 15 minutes, ask the children to get all together and give them extra 15 minutes during which they will have to build again a “Human Bridge”, but this time they will all work together.
Step 4: Discussion and personalization
After the previous activities, the teacher asks the children the following questions:
1. How did you feel when you had to build a “Human Bridge” in a group with others having the same difficulties as you had?
2. When was it easier to build the “Human Bridge”, when you were in separate groups or when you were all together?
3. When did you have the most fun?
The goal of this game is to make children empathize and understand why “segregation” of children with disabilities is not a fair and viable option.
Step 5: Finishing the game
After the activities and discussion, go back to the game and ask the children to vote the right answer. Ask them to keep in mind how they felt while playing the “Human Bridge” game. The student that plays the game needs to select the answer voted by the class. If it is wrong, they need to consider other options until they find the correct one.
Educational Scenario 6: Are the girls allowed to go to school?
| Infrastructure | One Computer |
|----------------|-------------|
| Hours | 1 hour |
| Topics | Right to Education |
| Educational Goals | In-depth discussion of a topic |
| Types of Activities | Real life case studies, Role Playing |
Step 1: Preparation/ Playing the Game
The Rights Hero game is loaded on the classroom computer which is projected on the wall. The story of the game is briefly explained to the students and one of the
students is asked to come to the computer and play the game. The students change in every question. When the game arrives at the point where the issue of the Right for Education is raised, the student reads out aloud the different options and the teacher asks the students to vote which is the correct answer. The student that plays the game needs to select the answer voted by the class. If it is wrong, they need to consider other options until they find the correct one. After the class finds the correct answer, the teacher pauses the game.
**Step 2: Real life Case Study**
The teacher reads together with the students and explains the story of Malala Yousafzai [https://bedtimehistorystories.com/the-malala-yousafzai-story-for-kids/](https://bedtimehistorystories.com/the-malala-yousafzai-story-for-kids/)
**Step 3: Role Playing**
- The students are divided into groups and they are asked to find questions that they would like to ask Malala if they could meet her
- Hot Seat: The teacher takes the role of Malala. S/he takes a chair and sits in the middle of the classroom. The students sit or stand around him/her and play the role of journalists that ask to Malala the questions they have prepared
**Deepening: Creative Drama**
If a teacher wants to deepen the discussion and dedicate more time to the topic, a more elaborate scenario, based on the story of Malala, can be found in the handbook of the Erasmus+ ANTIGONE project p.58, [http://antigone-project.eu/wp-content/uploads/2022/02/Antigone-Handbook-English-final-20220212.pdf](http://antigone-project.eu/wp-content/uploads/2022/02/Antigone-Handbook-English-final-20220212.pdf)
**Educational Scenario 7: Should the migrants go back to their countries?**
| Infrastructure | One Computer |
|----------------|--------------|
| Hours | 1 hour |
| Topics | Migration |
| Educational Goals | In-depth discussion of a topic |
| Types of Activities | Role Playing |
**Step 1: Preparation/ Playing the Game**
The Rights Hero game is loaded on the classroom computer which is projected on the wall. The story of the game is briefly explained to the students and one of the students is asked to come to the computer and play the game. The students change in every question. When the game arrives at the point where the issue of Migration is raised, the student reads out aloud the different options and the teacher asks the students to vote which is the correct answer. The student that plays the game needs to select the answer voted by the class. If it is wrong, they need to consider other options until they find the correct one. After the class finds the correct answer, the teacher pauses the game.
Step 2: Role Playing
- As a first stage, the students are working in groups and they gather arguments in order to advise the child in the game on how he must react to his situation. Each group makes a list of arguments to be presented to the child.
- At the second stage, there is a role game. The teacher plays the role of the boy in the game and one student from each group plays the role of the Rights Hero and advises the child on what s/he should do in order to improve his situation.
- At a third stage, the role playing continues. This time, it is the teacher who plays the role of the teacher that is mentioned in the game and the students play the role of the boy. The boy has taken courage and is going to the teacher in order to defend himself against the injustice and discrimination received. The scene is repeated several times in order to give to several students the possibility to play the role.
- A discussion is organized at the end of the role plays, on the conclusions that could be made.
Educational Scenario 8: How can we speak our mind?
| Infrastructure | One Computer |
|----------------|-------------|
| Hours | 1 hour |
| Topics | Respect of values of migrants (Article 29) |
| Educational Goals | In-depth discussion of a topic |
| Types of Activities | Role Playing, Group Discussion |
Step 1: Preparation
The Rights Hero game is loaded on the classroom computer which is projected on the wall. The story of the game is briefly explained to the students and one of the students is asked to come to the computer and play the game.
Step 2: Playing the game
When the game arrives at the point where the issue of equality, discrimination and disability is raised (Level 2, scenario 1). The student reads out aloud the different options and the teacher asks the students to vote to see which is the correct answer. The student that plays the game needs to select the answer voted by the class. If it is wrong, they need to consider other options until they find the correct one. After the class finds the correct answer, the teacher pauses the game.
Step 3: Role Play
Divide the students into pairs. One child plays the character of the game, while the other plays the role of the Rights Hero. The latter will have to suggest ways through
which the child can express his opinion and find the courage to disagree with their teacher. After 10 minutes, switch roles.
**Step 4: Group Discussion/ Personalisation:**
Ask the students to briefly summarize the advice and conversations they had in their pairs. Was there any good advice? Which ones could be the obstacles to implementing the advice you received? Have you ever been in a similar situation? What did you do?
**Educational Scenario 9: How do we include refugees in planet Spork?**
| Infrastructure | The students can play the game individually or in groups in different computers |
|----------------|----------------------------------------------------------------------------------|
| Hours | 1 hour |
| Topics | Respect of values of migrants (Article 29) |
| Educational Goals | The goal of the action is to take measures and make proposals to achieve the inclusion and acceptance of refugees. |
| Types of Activities | Role Playing, Group work, discussions and presentations |
**Step 1: Preparation/ Playing the game**
The game is downloaded on several computers that are available in the classroom. According to the number of the computers that are available in the classroom, the students play the game until the end individually or in small groups. If they complete it fast, they can play it again from the beginning.
**Step 2: Role Playing**
The story involves holding a discussion with representatives of Planet Spork, regarding the inclusion of refugees and to help as Rights Heroes to advise the protagonists of the game on how to respond.
Participants are divided into two groups. One assumes the role of teenage Sporkians and the second group, the role of representatives of Planet Spork.
The two teams will have 6' to 8' minutes to prepare.
1. Education conditions in Planet Spork schools and educational programs that focus on inclusion and acceptance.
2. Activities aimed at mutual understanding and respect among the citizens of Planet Spork.
**Step 3: Recording of the discussions**
The group of participants who have taken on the role of teenage Sporkians, through the discussion that will follow, will record their reflections according to their
experiences so far, on the issues of inclusion and acceptance (based on the incident of the hero of the game). In a second phase, they will record possible suggestions for improving the inclusion activities already provided by Planet Spork (e.g. providing spaces for meetings to create social awareness or social action groups, etc.).
The team of Planet Spork representatives, after elaborating the themes mentioned, will try to list new proposals for actions and free services within Planet Spork in order to assist the integration and acceptance of refugees. Time will be given to record and elaborate the group's proposals, which should aim at inclusion. (e.g. creating a teenage newspaper within Planet Spork, ensuring their free expression. In this context, it will be allowed to record the concerns of the participants, with the aim of defending and asserting the best interests of each teenager of Planet Spork. Another example could be the establishment of cultural get-together days). These examples depending on the needs of the program participants may be given by the animators.
**Step 4: Dialogue between the groups**
The groups will then be asked to take seats at a table or joined desks, facing each other. They will be preceded by the participants - role of teenage Sporkians, who will present their concerns and ideas and then the group of Planet Spork representatives will respond to these issues. The activity will then continue with the Planet Spork representatives making their own suggestions, on which a dialogue between the groups will follow.
The teacher will record on the board a list of the results obtained. Participants will be given time to discuss together about the activity, their experience and their concerns.
**Educational Scenario 10: The Return to Planet Spork**
| Infrastructure | The students can play the game individually or in groups in different computers |
|----------------|----------------------------------------------------------------------------------|
| Hours | 1 hour |
| Topics | All the topics of the game |
| Educational Goals | Overview of different rights based on the game |
| Types of Activities | Creative Writing |
**Step 1: Preparation/ Playing the game**
The game is downloaded on several computers that are available in the classroom. According to the number of the computers that are available in the classroom, the students play the game until the end individually or in small groups. If they complete it fast, they can play it again from the beginning.
**Step 2: Creative Writing**
After a specific time, where the students would have played the game and get acquainted with the issues raised, the teacher tells the students, following the scenario of the game: “After their expedition in earth, you go back to planet Spork and you write a story about what you have learned about the Rights of the Child to be addressed to the Spookian government”.
It is advisable that the students know about the task before the beginning of the game (after the game introduction) in order to pay attention to the different aspects that are raised. If there is not enough time, this task could be given also as homework.
**Educational Scenario 11: Completing the task on Earth**
| Infrastructure | The students can play the game individually or in groups in different computers |
|----------------|----------------------------------------------------------------------------------|
| Hours | 1 hour |
| Topics | All the topics of the game |
| Educational Goals | Overview of different rights based on the game |
| Types of Activities | Various |
**Step 1: Preparation/ Playing the game**
The game is downloaded on several computers that are available in the classroom. According to the number of the computers that are available in the classroom, the students play the game until the end individually or in small groups. If they complete it fast, they can play it again from the beginning. After the completion of the playing, the teacher explains the scenario: “The space ship has returned to Spork. Our hero reflects on how many things s/he has learnt about the children’s rights and expresses his thoughts with the following activities:”
**Step 2: Acrostic**
Create an acrostic for the Rights of the Child focusing on the rights that were presented in the framework of the game.
**Step 3: Mind map**
Create a mind map where they write their thoughts and feelings created by playing the game. They also add images that refer to the game and the Rights discussed through that. The mind map can be made by hand or digitally using the tool [https://coggle.it/](https://coggle.it/)
**Step 4: The “Tree of Promises”**
Create the “Tree of Promises” where each one of them writes a promise and a word that expresses him/herself.
*The idea for the “Tree of Promises” comes from the environmental project Schools 4climate (Σχολεία για το κλίμα, Νησίδες Ανθεκτικότητας και Αλλαγής)*
Educational Scenario 12: Bring the image to life
| Infrastructure | One Computer (or more) |
|----------------|------------------------|
| Hours | 2 hours |
| Topics | Children rights based on the video game |
| Educational Goals | In-depth discussion on different rights |
| Types of Activities | Creative writing and presentation in various theatrical forms, Group Discussion |
**Step 1: Preparing/Playing the game!**
After the children have played the video game, start an open dialogue about the rights mentioned in the video game and what the children know about these rights, if they have relevant examples from their daily lives, the news and the internet in general.
**Step 2: An open dialogue with the children!**
The aim is to focus on the rights mentioned in the video game and they will be given pictures related to video game rights. The children are divided into groups of 3-4 groups (depending on the number of children). They are given one picture in each group.
Examples (indicative) of pictures:
In order for the children to get in touch with the International Convention on the Rights of the Child, (each group is given the convention) they are asked to find the right in the picture or the right that is being violated and they have to find in the convention in which article it fits (there may be more than 1-2 articles that can be matched)
**Step 3: Bring the images to life!**
Afterward, children are asked to bring the picture to life. They must imagine they are in the picture and each person in turn of each group is asked to list what they can see or hear, feel, or think if they were there in real life. They can write down their thoughts, so they don't forget them. This can also be done with the use of dynamic images. The teacher gently touches the child on the back and as soon as the child feels the touch, he/she brings the picture to life by getting into the role (e.g., a child in a dump collecting various materials—Child's Labor—Article 32) by loudly expressing his/her thoughts, feelings, etc.
**Step 4: Creative writing and presentation in various theatrical forms.**
Each group will create a story related to the picture. Give the children the skeleton of the story, emphasizing that the story must have a beginning, a midpoint and an end that will be based on the children's right or the right that is violated.
**The skeleton of the story:**
- Who is the hero? What is his/her name/age?
- What is his/her name, what is his/her age?
- Does he/she have any particular dream/wishes/goals?
- What are the obstacles he/she may have to deal with?
- Who will be the magical assistant with the magic object to help the hero overcome his/her struggle?
The end of each group is encouraged to perform the story in various ways of its own choosing, as long as all members of each group are involved, each taking on a role. This can be through abstract storytelling, pantomime, role play, and setting up scenery, and they can also incorporate the use of objects to bring the story to life.
**Educational Scenario 13: Leave this mobile phone down**
| Infrastructure | One Computer |
|----------------|--------------|
| Hours | 1 hour |
| Topics | Social Media |
| Educational Goals | In-depth discussion of a topic |
| Types of Activities | Role Playing, Group Discussion |
**Step 1: Preparation/Playing the Game**
The Rights Hero game is loaded on the classroom computer which is projected on the wall. The story of the game is briefly explained to the students and one of the students is asked to come to the computer and play the game. The students change in every question. When the game arrives at the point where the issue of Social Media is raised, the student reads out aloud the different options and the teacher asks the students to vote which is the correct answer. The student that plays the game needs to select the answer voted by the class. If it is wrong, they need to consider other options until they find the correct one. After the class finds the correct answer, the teacher pauses the game.
**Step 2: Role Playing**
The students are divided in pairs. One plays the role of the child and the other plays the role of the parent. How could the dialogue continue? Let 10 minutes the students to improvise and then discuss with them the dialogue that they have made up.
**Step 3: Group Discussion/Personalisation**
Following this exercise, you can make a group discussion in order to learn the students’ personal experiences on the following issues:
- Did you ever have a similar discussion with your parents?
- What did you say in such a discussion?
- How do you get information?
- How are you sure that the information you get is correct?
**Educational Scenario 14: Be a critical thinker!**
| Infrastructure | One Computer |
|----------------|--------------|
| Hours | 2 hours |
Step 1: Preparation/ Playing the Game
The Rights Hero game is loaded on the classroom computer which is projected on the wall. The story of the game is briefly explained to the students and one of the students is asked to come to the computer and play the game. The students change in every question. When the game arrives at the point where the issue of Social Media is raised, the student reads out aloud the different options and the teacher asks the students to vote which is the correct answer. The student that plays the game needs to select the answer voted by the class. If it is wrong, they need to consider other options until they find the correct one. After the class finds the correct answer, the teacher pauses the game.
Step 2: News Headlines
Show various news or newspaper headlines to the kids, some of them must be fake and ask them if they can find out which ones are the fake ones.
Step 3: Group Discussion
Discuss the following questions:
❖ Where do you usually get your news?
❖ How reliable do you think they are?
❖ Why do media lie?
Step 4: Identifying the Actual facts
Write on the board the following sentence:
“A BLACK TEENAGED MAN SHOT AND BRUTALLY KILLED A WHITE YOUNG MOTHER OF THREE LITTLE ANGELS.”
Ask the kids:
❖ How do you feel when you hear something like this?
❖ Are there particular words of the headline that the writer has used to influence your opinion?
❖ What are the conclusions that you have drawn by reading this?
❖ Can you make out what the actual event is? Could it be said differently?
❖ Is language important?
✓ Rewrite the sentence with the actual fact.
Step 5: Group Work
Create groups of 4 and ask them to write 3-4 news headlines with at least one to be fake.
When they all finish and present their ideas, ask the groups to spot the fake ones.
Step 6: Poster creation
Watch these youtube videos.
Ask the kids to take notes.
https://www.youtube.com/watch?v=0vjar1iqK-c
https://www.youtube.com/watch?v=AkwWcHekMdo
✓ Create a poster. A check-list of how to spot fake news.
The poster can be made by hand or digitally with:
https://www.postermywall.com/ OR
https://www.canva.com/posters/
Educational Scenario 15: Which games do you play in social media?
| Infrastructure | The students play the game in groups of 4/5 |
|----------------|---------------------------------------------|
| Hours | 1 hour |
| Topics | Social media |
| Educational Goals | In-depth discussion of a topic |
| Types of Activities | Real life case studies, Role Playing |
Step 1: Preparation/ Playing the Game
The game is downloaded on several computers that are available in the classroom. According to the number of computers that are available in the classroom, the students play the game until the end in small groups of 4/5.
Step 2: Real life Case Study
The teacher divides the students in small groups making them read a newspaper article related to the case of the blue whale game:
https://milano.repubblica.it/cronaca/2021/05/19/news/blue_whale_ragazza_condannata_a_un_anno_e_mezzo-301820281/
https://www.bbc.com/news/blogs-trending-46505722
The teacher asks the students if they have heard about the game of the blue whale. Then they are asked to talk in groups about it and to share with the teacher and the classmates their thoughts and considerations.
Step 3: Group discussion
- The students are divided into groups and they are asked to find ways to solve the problem, how to stop the spreading of this kind of games on social media.
- Answer the following questions:
1. What would you do if you knew that a friend of yours is playing this kind of game?
2. Would you talk to an adult about it?
**Step 4: Creation of a raising awareness campaign** based on the critical use of social media addressed by the students to their peers:
- Each group of students can record a video spot or prepare a big poster in which to express an effective message aiming at persuading other children or teenagers to pay attention to the risk of using social media without thinking critically. At the end of the working session, each group presents to the other ones their own work.
### Educational Scenario 16: Sexual Harassment
| Infrastructure | One Computer |
|----------------|--------------|
| Hours | 1 hour |
| Topics | Sexual Harassment |
| Educational Goals | In-depth discussion of a topic |
| Types of Activities | Role Playing, Group Discussion |
**Step 1: Preparation/ Playing the Game**
The Rights Hero game is loaded on the classroom computer which is projected on the wall. The story of the game is briefly explained to the students and one of the students is asked to come to the computer and play the game. The students change in every question. When the game arrives at the point where the issue of Sexual Harassment is raised, the student reads out aloud the different options and the teacher asks the students to vote which is the correct answer. The student that plays the game needs to select the answer voted by the class. If it is wrong, they need to consider other options until they find the correct one. After the class finds the correct answer, the teacher pauses the game.
**Step 2: Role Playing**
Divide the group into pairs. One part of the pair is the girl of the story. The second part of the pair is a friend of the girl.
- The girl is telling the other person what the guy in the internet has asked her to do
- The friend is trying to give advice for what the girl needs to do
**Step 3: Group Discussion**
The pairs present the results of the discussion they have made and a list of possible reactions is drawn
Before stating the role-playing activity, it may be useful that the teacher simulates the dialogue/activity with one student in order to provide a model that could be followed by the rest of the class.
**Educational Scenario 17: Gender Roles**
| Infrastructure | One Computer |
|----------------|--------------|
| Hours | 1 hour |
| Topics | Gender Roles |
| Educational Goals | In-depth discussion of a topic |
| Types of Activities | Group Discussion |
**Step 1: Preparation/ Playing the Game**
The Rights Hero game is loaded on the classroom computer which is projected on the wall. The story of the game is briefly explained to the students and one of the students is asked to come to the computer and play the game. The students change in every question. When the game arrives at the point where the issue of Gender Roles is raised, the student reads out aloud the different options and the teacher asks the students to vote which is the correct answer. The student that plays the game needs to select the answer voted by the class. If it is wrong, they need to consider other options until they find the correct one. After the class finds the correct answer, the teacher pauses the game.
**Step 2: Group Discussion/ Personalisation**
As a first step, the teacher asks the students if the parents that made the discussion in the game, could be their own parents.
Then, the teacher asks the students to design all together a training program addressed to parents. Therefore, s/he asks them to provide ideas on what this training program could include. The ideas are written on the whiteboard. The teacher can facilitate the discussion with questions such as:
- What would the courses include? (what kind of text, videos, information, stories)
- Who would be the teacher?
- How it could be organized?
- Are there going to be tests? How could the tests be organized?
This questionnaire will help us learn more about what you know about the subject of an activity that will take place in your class. This questionnaire should take no more than 5-10 minutes to complete.
These questions are not designed to test you but are designed to help us understand how you feel about the subject of the activity.
All the information you provide will remain anonymous.
Please answer these questions as honestly as you can. There are no right or wrong answers.
Thank you for taking part!
Questions:
1. How old are you?
9-10
11-12
13-14
2. Have you ever participated in any activities related to children's rights before?
YES □
NO □
Maybe/I don't know □
3. Do you think it is interesting to learn about your rights through an educational game?
YES □
NO □
Maybe/I don't know □
4. Can you give some examples of rights that children have, such as the right to education? If you don't know any, just write "I don't know".
5. Please tell us how much you agree with the following statements. There are five options, from 1 which means 'I don't agree at all' to 5, which means 'I completely agree'. Select one box in each line.
I feel brave enough to protect my own rights and the rights of other kids.
1 I don’t agree at all 2 I don’t agree 3 I don’t know 4 I agree 5 I completely agree
I know how to ask for help and tell someone if I see or experience something that doesn't feel right.
1 I don’t agree at all 2 I don’t agree 3 I don’t know 4 I agree 5 I completely agree
It’s a good idea to respect other children’s rights.
1 I don’t agree at all 2 I don’t agree 3 I don’t know 4 I agree 5 I completely agree
I feel sure of myself when I share my thoughts and ideas because I know that my voice is important.
1 I don’t agree at all 2 I don’t agree 3 I don’t know 4 I agree 5 I completely agree
I know that every kid should have the chance to go to school, no matter if they’re a boy or girl, where they come from, or what they look like.
1 I don’t agree at all 2 I don’t agree 3 I don’t know 4 I agree 5 I completely agree
I believe it’s really important to help and include kids with disabilities so they can be a part of everything in our community.
1 I don’t agree at all 2 I don’t agree 3 I don’t know 4 I agree 5 I completely agree
GDPR disclaimer
GDPR (General Data Protection Regulation) is a set of rules that helps protect your personal information. It’s like a special law to keep your information safe.
We are using this form to learn more about you and your opinions. This helps us make our game and activities even better, just for you! We’ll only keep your information as long as we need to evaluate our activity. When we don’t need it anymore, we’ll delete it.
- After activity questionnaire
Online: Student Word
Rights Hero Questionnaires 2
This questionnaire will help us learn more about what you know about the subject of an activity that will take place in your class. This questionnaire should take no more than 5-10 minutes to complete.
These questions are not designed to test you but are designed to help us understand how you feel about the subject of the activity.
All the information you provide will remain anonymous.
Please answer these questions as honestly as you can. There are no right or wrong answers.
Thank you for taking part!
Questions:
1. How old are you?
9-10 □
11-12 □
13-14 □
2. Did you enjoy the activity?
YES □
NO □
I am not sure □
3. Would you play the game with a friend or tell them about the game?
YES □
NO □
Maybe □
4. Can you give 3 examples of rights that children have? If you can’t name three, name as many as you can. If you don’t know any, just write “I don’t know”.
5. Please tell us how much you agree with the following statements. There are five options, from 1 which means ‘I don’t agree at all’ to 5, which means ‘I completely agree’. Select one box in each line.
I feel brave enough to protect my own rights and the rights of other kids.
1 I don’t agree at all 2 I don’t agree 3 I don’t know 4 I agree 5 I completely agree
I know how to ask for help and tell someone if I see or experience something that doesn't feel right.
1 I don’t agree at all 2 I don’t agree 3 I don’t know 4 I agree 5 I completely agree
It’s a good idea to respect other children's rights.
1 I don’t agree at all 2 I don’t agree 3 I don’t know 4 I agree 5 I completely agree
I feel sure of myself when I share my thoughts and ideas because I know that my voice is important.
1 I don’t agree at all 2 I don’t agree 3 I don’t know 4 I agree 5 I completely agree
I know that every kid should have the chance to go to school, no matter if they're a boy or girl, where they come from, or what they look like.
1 I don’t agree at all 2 I don’t agree 3 I don’t know 4 I agree 5 I completely agree
I believe it’s really important to help and include kids with disabilities so they can be a part of everything in our community.
1 I don’t agree at all 2 I don’t agree 3 I don’t know 4 I agree 5 I completely agree
GDPR disclaimer
GDPR (General Data Protection Regulation) is a set of rules that helps protect your personal information. It's like a special law to keep your information safe.
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1. **critical**
Rescue workers can provide critical, or vital, aid when a hurricane strikes.
2. **demolished**
These people returned to search the ruins of their home after a tornado demolished it.
3. **elite**
Medals for bravery are given to an elite group of the best and most skilled lifeguards.
4. **commotion**
Rescue dogs are trained to stay calm in spite of chaos and commotion.
Study each Context Card.
Break each Vocabulary word into syllables. Use your glossary to check your answers.
5 bundle
Rescuers bundle, or wrap, injured skiers in blankets for warmth or to prevent shock.
6 annoyance
During a fire, people who get too close can distract firefighters and cause them annoyance.
7 secured
In mountain rescues, one person is secured to another by safety fasteners.
8 squalling
The squalling of a child can lead rescuers to the frightened, crying victim.
9 clammy
The protective clothing worn by firefighters can make them feel clammy and damp.
10 realization
The realization, or understanding, that rescuers save lives makes families proud.
Read and Comprehend
TARGET SKILL
Conclusions and Generalizations Using text evidence to figure out something in a story that isn't directly stated by the author is called drawing a **conclusion**. A **generalization**—a broad statement that is true most of the time—is a type of conclusion. As you read “Storm Warriors,” notice the details the author provides about a rescue crew and the people on a ship called the *E.S. Newman*. Their actions and words can help you draw conclusions and make generalizations about the characters. Use a graphic organizer like this one to record a conclusion, as well as the details you used to draw your conclusion. Details may include quotes from the text.
![Graphic Organizer]
TARGET STRATEGY
Infer/Predict As you read “Storm Warriors,” make **inferences** based on details and characters’ actions, and try to **predict** how the story will end.
Nearly everyone has an opinion on the topic of courage. Most people consider courage to be a positive character trait. But what does it mean to be courageous?
There are many different kinds of people and many unique situations that might require courage. So, it makes sense that there are many different ways to be courageous. In “Storm Warriors,” you learn what one boy thinks about courage as he assists in rescuing people after a shipwreck. Reading this selection will help you expand your definition of courage.
TARGET SKILL
Conclusions and Generalizations Use details to explain ideas that aren’t stated by the author.
MEET THE AUTHOR
Elisa Carbone
To research *Storm Warriors*, Elisa Carbone went to North Carolina’s Outer Banks to experience a storm for herself. She says, “I would go out onto the beach for as long as I could stand it, feeling the force of the wind, taking in all of the sensations. Then I’d . . . write it all down.”
MEET THE ILLUSTRATOR
James Ransome
There were no art classes offered in James Ransome’s school when he was a boy, so he studied books on how to draw. Then in high school and college, he had the chance to study painting, drawing, and film. Now he is the award-winning illustrator of over twenty-five books for children.
GENRE
Historical fiction is a story in which characters and events are set in a real period of history. As you read, look for:
▶ a setting that is a real time and place in the past
▶ realistic characters and events
▶ some made-up events and details
RL.5.6 describe how a narrator’s or speaker’s point of view influences how events are described; RL.5.10 read and comprehend literature
STORM WARRIORS
by Elisa Carbone
selection illustrated by James Ransome
ESSENTIAL QUESTION
How can an act of courage reveal a person’s true nature?
It’s 1896 on Pea Island, part of North Carolina’s Outer Banks. Nathan dreams of becoming a fearless surfman with Pea Island’s elite African American lifesaving crew. However, his father, a fisherman, doesn’t want Nathan to risk his life rescuing people from shipwrecks. Nevertheless, Nathan studies medical books and learns critical lifesaving skills. Then a hurricane hits the Outer Banks. The E.S. Newman runs aground in the storm. This is Nathan’s chance to help the surfmen. As the storm rages, he begins to realize that knowledge is as important as bravery.
I stumbled forward and caught my balance on the side of the beach cart. I faced the sea and the wind. There was the sunken ship, hardly thirty yards from us. She was a mass of dark hull and white torn sails against the foaming sea, rocking on her side, her cabin and much of her starboard already demolished by the heavy surf. As I stood with my mouth open, panting, the wind blew my cheeks floppy and dried my tongue.
A cheer went up from the sailors aboard the ship. They’d spotted us and had high hopes that they would soon be rescued. I expected to hear the command “Action,” to begin the breeches-buoy rescue, but heard nothing. It took me a moment to realize what Keeper Etheridge must already have figured out: our equipment was useless. There was no way to dig a hole for the sand anchor under these rolling waves, nowhere to set up the Lyle gun.
That’s when I heard Mr. Meekins’s voice above the din of wind and surf. “Those waves won’t stop me from swimming through them—they’re all blown over, hardly taller than a man,” he said.
*Swim?* Swim out into that raging sea?
I stood rigid and watched as Mr. Etheridge pulled a large-sized shot line out of the beach cart and helped Mr. Meekins tie it around his waist. Mr. Pugh was tied in as well, and the heaving stick, attached to its own line, was *secured* to Mr. Meekins’s body. The wind shoved at me and buffeted my ears. It was unthinkable, what these men were doing. Violence swirled around us—a deadly, churning mix of wind and sea. And these two surfmen were walking *into* it.
“Man the ropes,” shouted Mr. Etheridge. “One of them goes down, we’ll haul them both back in.”
Mr. Meekins and Mr. Pugh were dark forms against the white foam, plodding into the surf. Powerful waves smacked them in the chest. They ducked their heads down and pushed forward.
I watched with a sick feeling in my stomach as the realization crept over me: I would never be able to do what these men were doing. The words of their motto ran through my head: “You have to go out, but you don’t have to come back.” In that moment I knew, with not a shred of doubt, that I did not have the courage to risk my life that way. The dream, and all the months of hoping, blew away as quickly as the foam off the waves. William and Floyd and Daddy were right. I would never be a surfman.
There was no time for me to wallow in my loss. The men were paying out the ropes, and I was a fisherman—here to help. I took hold of one of the ropes. I turned my face sideways to the wind, but still it made my eyes blurry with tears. Blindly, I let the rope out, hand over hand, then squinted out toward the ship. A ladder had been lowered, and the sailors leaned over the side, waiting. Mr. Meekins and Mr. Pugh were almost there.
I heard another cheer from the men on the ship. When I peered out, Mr. Meekins was swinging the heaving stick and line. He let it fly and it landed on deck. The sailors would tie the line to the ship so that the rope could help steady the surfmen as they made their way from ship to shore and back again.
Soon we were hauling rope back in. The surfmen would be carrying one of the sailors between them now. I squinted into the spray. Where was the rescued sailor? Mr. Meekins and Mr. Pugh were on their way back, but without a third man between them. Mr. Meekins was carrying something a little larger than a Lyle gun.
**ANALYZE THE TEXT**
**Conclusions and Generalizations**
The narrator says that the men on the ship cheered. Why do you think they did this?
What in the world could be more important to save off that ship than the lives of the men on board? I shook my head and hauled rope. The surfmen were half walking, half swimming, pushing forward, the waves smacking against their backs and seeming to want to spit them out of the sea.
As the surfmen drew closer, I heard what sounded like the squalling of an alley cat. Mr. Meekins handed over his bundle and shouted, “Get it into dry blankets before it goes blue!” The bundle was passed from man to man, until it was handed to me and I found myself looking into the terrified eyes of a screaming child.
Daddy put his arm around my shoulders. “The driving cart,” he shouted over the din of the waves and wind. In the driving cart, which was nothing more than an open wagon, dry blankets were packed under oilskins.
We crouched next to the cart, and it gave us some protection from the storm. The child clung to my neck. He was drenched and shivering miserably. I tried to loosen his grip so I could get his wet clothes off, but he just clung tighter. He was crying more softly now. “Mamma?” he whimpered.
I gave Daddy a pleading look. What if his mother had already been washed overboard and drowned? Daddy stood, cupped his hands around his eyes, and looked in the direction of the ship. “They’re carrying a woman back now,” he said.
“Your mamma is coming,” I told the child. He looked to be about three or four years old, with pale white skin and a shock of thick brown hair. “Let’s get you warm before she gets here.”
We had the boy wrapped in a dry blanket by the time his mother came running to him, cried, “Thomas!” and clutched him to her own wet clothing with such passion that she probably got him half drenched again.
The lady, who told us her name was Mrs. Gardiner, said she’d be warm enough in her wet dress under blankets and oilskins. No sooner had we settled her with Thomas than we heard the cry “Ho, this man is injured!”
ANALYZE THE TEXT
Point of View How would the description of the story’s events change if it were told from Mr. Meekins’s third-person limited point of view?
I ran to see. A young sailor had just been delivered by the surfmen. Blood dripped from his head and stained his life preserver. His lips were a sickly blue. He took two steps, then collapsed face first into the shallow water. Mr. Bowser dragged him up by his armpits and pulled him toward the driving cart.
“George, take over my place with the ropes,” he shouted to Daddy. “Nathan, come help me.”
The sailor looked hardly older than me, with dirty blond hair that had a bloody gash the size of a pole bean running through it.
“Treat the bleeding first, then the hypothermia,” I said as I recalled the words from the medical books and they comforted me with their matter-of-factness.
Mr. Bowser grunted as we lifted the sailor into the driving cart. “You did study well, Nathan,” he said.
Mr. Bowser sent me for the medicine chest, then I held a compress against the man’s head wound while Mr. Bowser began to remove his wet clothes. That’s when Mr. Bowser seemed to notice Mrs. Gardiner for the first time.
“Ma’am, we’re going to have to . . .” He cleared his throat. “This boy’s hypothermic, so his wet clothes have to . . .”
Mrs. Gardiner rolled her eyes in annoyance. “Oh, for heaven’s sake!” she exclaimed. She immediately went to work to pull off the man’s boots, help Mr. Bowser get the rest of his clothes off, and bundle him in a dry blanket.
“Are there any other injured on board?” Mr. Bowser asked as he wrapped a bandage around the man’s head.
“No, only Arthur,” she said. “He took quite a fall when the ship ran aground.”
Arthur groaned and his eyes fluttered open. “I’m cold,” he complained.
Suddenly there was a commotion at the ropes. “Heave!” Mr. Etheridge shouted. “Haul them all in!”
“They’ve lost their footing!” I cried.
Mr. Bowser grasped me by the arms. “Take over here. I’m sure you know what to do.” Then he ran to help with the ropes.
My hands felt clammy and shaky, but once again the words from the books came back to steady me: “Rub the legs and arms with linseed oil until warmth returns . . .” I rummaged in the medicine chest, found the linseed oil, and poured some into my palm.
“This will warm you, sir,” I said loudly enough to be heard over the wind.
Arthur nodded his bandaged head and watched nervously as I rubbed the oil into his feet and calves, then his hands and arms. He gave Mrs. Gardiner a quizzical look. “Ain’t he young to be a doctor?” he asked her.
She patted his shoulder and smoothed the hair off his forehead. “He seems to know what to do, dear,” she said.
“I am warming up,” he said.
I lifted the lantern to look at Arthur’s face and saw that his lips were no longer blue.
**ANALYZE THE TEXT**
**Characterization** At first, Nathan was worried that he would not be helpful to the rescue effort. What evidence does the author give to show that Nathan is helpful after all?
The men in blue uniforms were the workers at the shipyard. They were happy to see the young man and his family.
Just then a tall white man appeared, dressed in a captain’s coat, his long hair flying in the wind. He reached up into the driving cart and pulled Mrs. Gardiner to him, pressing his cheek against hers. He must have asked about Thomas, because she pointed to him, bundled and sleeping in the cart. “They’ve saved the whole crew!” he cried. He looked around at me and Arthur, and at the other rescued sailors and the surfmen who were now gathering around the driving cart in preparation for the long trip back through the storm to the station.
“My good men,” he said, his voice shaking, “we owe you our lives.”
Conclusions and Generalizations
Characters’ actions and words can help you draw conclusions and make generalizations about a text in order to better understand it. A **conclusion** is a judgment reached by thinking about text details. A **generalization** is a broad statement that is true most of the time.
Authors do not always directly state information for readers to use in drawing conclusions or making generalizations. You can understand what is not directly stated in a story by using dialogue, details, and events to make **inferences**. As you read the selection again, use the text to draw conclusions and make generalizations about the characters’ experiences. Remember to use quotations and evidence from the text to support your thoughts.
**RL.5.1** quote accurately when explaining what the text says explicitly and when drawing inferences; **RL.5.6** describe how a narrator’s or speaker’s point of view influences how events are described; ; **RF.5.4a** read on-level text with purpose and understanding
Point of View
When an author writes in the first-person point of view, one character tells the story as he or she experiences it. Words such as *I*, *we*, *me*, and *mine* are used in first-person point of view. A third-person limited point of view means that a narrator tells what one character observes, feels, and knows. A third-person narrator is outside the story and uses words such as *he*, *she*, *him*, *his*, and *her* to discuss the characters.
Characterization
An author describes a character’s actions, words, and thoughts to help define the character’s traits and personality. This technique is called characterization. In a story written from the first-person point of view, the narrator is a character in the story. The narrator’s way of speaking, as well as thoughts about events and other characters in the story, helps characterize him or her.
RETURN TO THE ESSENTIAL QUESTION
Turn and Talk Review the selection to prepare to discuss this question: *How can an act of courage reveal a person’s true nature?* As you discuss, take turns reviewing and explaining each other’s key ideas. Ask questions to clarify points you don’t understand.
Classroom Conversation Continue your discussion of “Storm Warriors” by using text evidence to explain your answers to these questions:
1. What reasons does Nathan have for admiring the surfmen? Are his reasons valid? Why or why not?
2. What does Nathan learn about the nature of courage?
3. How might Nathan’s life change because of what he learns about himself during the story?
WHO IS THIS CHARACTER?
Discuss Nathan Review the story to find evidence of Nathan’s character traits. Look for examples of his intelligence, courage, kindness, and resourcefulness. Record the page numbers of the examples or passages you find. Then share your information with a partner. Work together to identify the best text evidence for each trait.
Response “Storm Warriors” is written from the main character’s—Nathan’s—point of view. How does his point of view affect descriptions in the story? Think about what would be different if one of the surfmen or sailors told the story. Write a paragraph explaining how Nathan’s point of view shapes the story and affects how you see events and other story characters. Use quotes and evidence from the text to support your ideas.
Writing Tip
Use conjunctions to combine sentences and help your readers understand the relationships between your ideas.
RL.5.6 describe how a narrator’s or speaker’s point of view influences how events are described; W.5.9a apply grade 5 Reading standards to literature; W.5.10 write routinely over extended time frames and shorter time frames; SL.5.1a come to discussions prepared/explicitly draw on preparation and other information about the topic; SL.5.1c pose and respond to questions, make comments that contribute to the discussion, and elaborate on others’ remarks
Pea Island’s Forgotten Heroes
by Cecelia Munzenmaier
The photograph at the museum in Beaufort, North Carolina, was small. Still, it caught Katie Burkhart’s eye. Seven men in uniform stood in front of U.S. Life-Saving Service Station #17. A caption explained that these were the Pea Island surfmen. Led by Chief Richard Etheridge, they saved nine people from the *E.S. Newman* in 1896.
Fourteen-year-old Burkhart wanted to know more. She looked up information about the surfmen for an eighth-grade history project. Then she wrote a paper titled, “Forgotten Legacy: African-American Storm Warriors.” It won a National Award of Merit from the American Association of State and Local Historians.
It also helped bring attention to some forgotten heroes.
Finding a Lost Story
Burkhart learned that Etheridge and his surfmen were an elite group. They were known for their skill and bravery. They were also the only African American group whose job was to save lives.
Then she came to a realization. Their bravery had never been officially recognized. “I immediately felt I had to do something about it,” she says.
The eighth-grader wrote to Senator Jesse Helms and President Bill Clinton. She asked why the crew had not been given a medal. She learned that Coast Guard Officer Steve Rochon and graduate students David Zoby and David Wright were also trying to correct this wrong.
“Again and again, the crew went back through the raging sea.”
The Pea Island surfmen in about 1890
Reclaiming a Legacy
The researchers found Chief Etheridge’s own account of what happened. He described the commotion of the hurricane that demolished the ship. “The storm was raging fearfully, the storm tide was sweeping across the beach, and the team was often brought to a standstill by the sweeping current,” he wrote in the station log. Lending any help seemed impossible, yet they had to try.
Secured by a rope, two team members swam to the sinking ship. They brought back a crewman. Then a fresh team heard the squalling of the captain’s baby and saved him. For six hours, they ignored their own needs. They were too busy to feel annoyance. Missed meals and clammy clothes were not important. As they saved people, they would bundle them into warm blankets at the station.
The research was critical in winning recognition for the team. One hundred years to the day after the rescue of the *E.S. Newman*, the Pea Island crew was awarded a Gold Lifesaving Medal. Katie Burkhart and several descendants of the surfmen listened with pride to the speech that described how “again and again, the Pea Island Station crew went back through the raging sea, literally carrying all nine persons from certain death to the safety of the shore.”
*Pea Island, 1917*
*Beach rescue equipment*
Compare Texts
TEXT TO TEXT
Compare Texts About Heroes Talk with a partner about how heroes are portrayed in “Storm Warriors” and “Pea Island’s Forgotten Heroes.” After you have discussed your ideas, make a list describing the characteristics of heroes. For each characteristic, quote one detail or example from either text to support your generalizations about heroes.
TEXT TO SELF
Design a Medal The Pea Island crew members were awarded a Gold Lifesaving Medal for their heroism. Design a medal for a modern-day hero whom you admire. Include an image and a message to go on the medal. Write a short speech explaining why the person deserves the medal, and present your information to a partner.
TEXT TO WORLD
Research Hurricanes The Pea Island rescuers had to fight a hurricane in order to rescue the passengers and crew of the E.S. Newman. Work with a partner to brainstorm research questions about hurricanes or another kind of natural disaster you would like to learn more about. Then choose one of the questions and conduct research in print and digital sources to answer it.
Go Digital
RI.5.1 quote accurately when explaining what a text says explicitly and when drawing inferences; RI.5.7 draw on information from print and digital sources to locate answers or solve problems; RI.5.9 integrate information from several texts on the same topic; W.5.7 conduct short research projects that use several sources to build knowledge through investigation
What Is a Complex Sentence? A complex sentence is made up of two clauses joined by a subordinating conjunction, such as because. The part of the sentence that contains the subordinating conjunction tells about the other part, and cannot stand on its own.
What Is a Correlative Conjunction? Correlative conjunctions work in pairs. Some examples are both / and and neither / nor. Correlative conjunctions can be used to join parallel words or phrases—for example, two nouns, two verbs, or two adjectives.
Complex Sentences and Correlative Conjunctions
can stand on its own cannot stand on its own
The crew members were in danger because their ship had been wrecked.
cannot stand on its own can stand on its own
Although the waves were big, two surfmen swam to the ship.
noun noun
Both courage and knowledge are important in an emergency situation.
Try This! Copy each sentence onto a sheet of paper. Circle the subordinating conjunctions. Underline the correlative conjunctions and the words or phrases they join.
1. The surfmen could neither dig a hole for the sand anchor nor set up the Lyle gun.
2. After the men rescued the child, Nathan took care of him.
3. The child warmed up once he was wrapped in a dry blanket.
4. Both Nathan and Mrs. Gardiner wanted to help the injured sailor.
Good writers establish clear relationships between ideas. Combining shorter sentences to form a complex sentence can show how ideas are linked or which idea is more important. Use a comma after the first part of a complex sentence if that part begins with a subordinating conjunction. Correlative conjunctions can also be used to combine related sentences.
**Separate Sentences**
- The snow was dangerously deep.
- The governor declared an emergency.
**Subordinating Conjunction**
- Since the snow was dangerously deep, the governor declared an emergency.
**Correlative Conjunctions**
- Neither the town nor the governor was prepared for the dangerously deep snow.
**Connect Grammar to Writing**
As you revise your research report next week, look for sentences with related ideas. Try using subordinating or correlative conjunctions to combine these related sentences.
To plan a research report, find reliable print and digital sources to answer your questions about your topic. Record facts and their sources on notecards. Then organize your notes into an outline, with details to support each main idea. Each main topic in your outline will become a paragraph in your report. Josie researched the sinking of the Andrea Doria. For her outline, she grouped her notes into four main topics.
**Exploring a Topic**
- What happened to the Andrea Doria?
- captain did not slow ship's speed in the fog
- Stockholm's bow cut into the hull.
- Ballard, Robert, and Rick Archbold. *Ghost Liners: Exploring the World's Greatest Lost Ships*. Boston, MA: Little, Brown and Company, 1998.
- How were the passengers rescued?
- Stockholm rescued hundreds of passengers and crew from the Andrea Doria
- lifeboats were used The Andrea Doria
- *The Greatest Rescue of All Time*. 11 June 1998. ThinkQuest. 4 Feb. 2012. <http://library.thinkquest.org>
I. The accident
A. July 25, 1956, off the coast of Massachusetts
B. The Andrea Doria and the Stockholm hit each other.
II. Details of the crash
A. Foggy night
B. Both ships using radar to navigate
C. The Stockholm’s bow hit the Andrea Doria’s side.
III. Help arrives
A. Several ships came to the rescue.
B. The Ile de France rescued passengers.
C. The Stockholm was damaged but not sinking. It helped in the rescue.
IV. A historic rescue
A. The Andrea Doria took 11 hours to sink.
B. All but 46 people were rescued.
Reading as a Writer
Is Josie’s outline well organized? Why do you think so? What parts of your outline can you organize better or make more complete?
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Carbon Capture, Utilisation, and Storage (CCUS) Technologies May Play a Larger Role in Fighting Global Warming
Chris Jones, Edwards Vacuum
There is broad consensus within the scientific community that human-generated greenhouse gas (GHG) emissions are causing global warming. If we can emit them, might we capture and remove them?
The answer is yes, though perhaps not as easily. But capture them we can, and we are. The real questions are, can we do it fast enough and big enough to make a difference, and can we afford it, in terms of dollars and energy? These questions fall within the purview of geoengineering, the third leg (in addition to mitigation and adaptation) of the framework within which most experts discuss as a response to climate change.
Carbon capture, utilisation, and storage (or sequestration) (CCUS) refers to various technologies that capture carbon dioxide at a source or from the atmosphere (direct air capture) and then either use it or store it so that it does not contribute to warming the planet. We are currently emitting about 55 gigatons of GHG (CO₂ equivalent – CO₂e) per year. CO₂ is the major component, but there are also major contributions from other gases (Figure 1).
Methane (CH₄) and nitrous oxide (N₂O) emissions are smaller in volume but have much greater global warming potentials, ton for ton, over a 100-year period (GWP-100), 27.9X and 273X the GWP-100 of CO₂ (respectively). Fluorinated gases also contribute significantly to warming with GWP-100 as much as 25,000X CO₂. At the current rate of emission, we will exceed the budget required to restrict warming to less than 1.5°C before 2030.
Figure 1. Global GHG emissions by type of gas and source. CO₂ from energy production is by far the largest contributor. (https://www.pbl.nl/en/publications/trends-in-global-co2-and-total-greenhouse-gas-emissions-2021-summary-report)
In the 2015 Paris Agreement most countries in the world agreed to reduce GHG emissions enough to hold the increase in the global average temperature to well below 2°C above pre-industrial levels and pursue efforts to limit the temperature increase to 1.5°C above pre-industrial levels. In 2018 the Intergovernmental Panel on Climate Change (IPCC) warned that we would see substantial impacts if the temperature increased by more than 1.5°C. The Science Based Targets initiative (SBTi) establishes reduction protocols and standards for companies to use to measure GHG emissions against targets that will limit warming to 1.5°C (Figure 2).
To do so we must approximately halve emissions each decade, i.e., 50% by 2030, then another 50% by 2040, before achieving net-zero emissions by 2050. Emissions from some sectors, such as air transport, may be difficult or impossible to eliminate. CCUS provides a means to remove residual CO₂ emissions that cannot be completely eliminated, especially as we come closer to the end of the journey where progress from reductions becomes harder to realize.
Figure 2. Reductions in GHG emissions needed to limit warming to 1.5°C
There has been accelerating growth in CCUS efforts around the world over the last few years. Early results from some innovative technologies are encouraging, and it may be that CCUS will play a larger role in the fight against warming than originally suggested. Figure 3 summarises CCUS projects in development or operation worldwide as of September 2021.
Both the number of projects and their geographical distribution are increasing. Net maximum capacity (not actual operating capacity) was 175 MMT per year. That is a respectable number, but it is less than 0.4% of global emissions.
Figure 3. Relative size, status, and location of commercial CCUS facilities (https://www.globalccsinstitute.com/news-media/events/the-carbon-capture-and-storage-101-webinars-introducing-a-ccs-project/)
Capture
Carbon capture can contribute in several ways to our efforts to achieve net-zero emissions. Most immediately, it can reduce emissions from fossil-fuel based electrical power generation that accounts for more than 60% of emissions in the U.S. We are making progress in developing green energy sources, including solar, wind, nuclear and geothermal, but capturing carbon from fossil fuel combustion would allow a slower phase out of fossil fuels while still meeting emission targets. In so doing it would ease the transitional impact on employment in the energy industry and avoid the cost of retiring fossil fuel facilities and infrastructure prematurely.
In other industries, carbon emissions come from the process itself. Examples include the production of cement and the manufacture of iron and steel. In the first step of the cement process, limestone (primarily calcium carbonate) is heated to form calcium oxide (lime) and CO₂. Although new cement formulations can reduce process emissions, capturing the carbon from this step is the only practical way to reach net-zero in this sector. Likewise, the initial step in the manufacture of steel involves the reduction of iron in iron ore (primarily iron oxide) by exposing it to heat and carbon monoxide, producing metallic iron and CO₂. There are other ways to reduce iron, such as using hydrogen instead of carbon monoxide as the reducing agent, but they are not yet widely used. Both cement and iron/steel making require high temperatures that are usually supplied by fossil fuel combustion.
The third option is capturing and storing carbon directly from the atmosphere. The primary challenge for direct air capture is the very low concentration of CO₂ in the atmosphere, which makes the capture process energy intensive. Unless the energy it uses is renewable, direct air capture can add more CO₂ than it removes. Still, it is the only option, of the three discussed here, that can actually take CO₂ out of the atmosphere.
Bioenergy with carbon capture and storage (BECCS) refers to energy pathways that capture and store biogenic carbon. For example, in the production of ethanol from corn, the growing corn captures CO₂ directly from the atmosphere and converts it to carbohydrates. A fermentation process converts the carbohydrates to ethanol and CO₂. The ethanol may be added to fuels and returned to the atmosphere when it is burned, or it may serve as feedstock for other industrial processes. The CO₂ generated by fermentation is highly concentrated and, therefore, easily captured and stored in geological formations. Other, more complicated BECCS processes show great promise for use in energy generation and carbon intensive industrial processes like cement and steel production. In all cases the energy produced is carbon neutral, coming from and returning to the atmosphere, and carbon stored or incorporated in long-lived products is removed from the atmosphere, i.e., carbon negative.
Utilisation
Of course, the value of carbon capture in reducing global warming depends on what is done with the carbon after it is captured. One option is to use it in place of carbon from fossil sources. Some uses keep the carbon out of the atmosphere for only a short time, such as synthetic jet fuel (Figure 4).
Still, if the carbon was extracted from the atmosphere to begin with, using renewable energy, then the net carbon contribution when it is burned can still be zero. It becomes a way to make green energy available to industries like aviation where finding a substitute for hydrocarbon fuels is challenging.
Other uses, such as building materials, retain carbon for a very long time. Synthetic aggregates made by mineral carbonation can provide essentially permanent storage of CO₂. The carbon dioxide may come from flue gas or other pure streams. Synthetic aggregates can also be used to dispose of industrial wastes such as fly ash, steel slag, and cement kiln dust. Concrete is 60% to 80% mineral aggregate. In traditional concrete, the aggregates are mixed with water and cement.
The water converts the cement to interlocking crystals that bind the concrete together. CO₂-cured concrete uses non-traditional cements that cure when mixed with CO₂. This is a mature technology that can be cost competitive with traditional concrete, though it is currently used primarily for precast concrete blocks.
Power-to-Liquids for aviation
PIL is a type of sustainable aviation fuel (SAF) that is composed of synthetically produced liquid hydrocarbons.
Figure 4. Energy pathway for producing sustainable aviation fuel (Source: https://mediaassets.airbus.com/permalinks/551074/win/power-to-liquids-for-aviation-infographic-communication-media-ev.jpg)
Storage
Storage in geological formations, such as oil and gas reservoirs, unmineable coal seams, and deep saline reservoirs, is generally considered to be safe and secure when the storage facility is properly sited and operated. In nature, CO₂ remains trapped in these formations for millions of years. We have extensive experience storing CO₂ underground, with industrial scale projects dating back to the 1970’s.
Oil and gas producers use CO₂ injection in advanced recovery techniques to force the last bit of oil from a deposit. This should not be taken as license to continue emitting GHG with the thought that it can simply be put back into the ground where it came from. Though known potential geological storage capacity is large, it is not unlimited. The ultimate solution remains the reduction of emissions.
Semiconductor Industry
What role does CCUS play in semiconductor manufacturing? Though we are not major direct emitters (scope 1 emissions), we do consume a lot of electrical power (scope 2 emissions). Our scope 1 emissions are roughly half our scope 2 emissions and consist mostly of non-CO₂ greenhouse gases such as PFCs, HFC, NF₃, SF₆, and N₂O. Short-term, we will realise the greatest benefits, both environmental and financial, by reducing power consumption through improvements in energy efficiency. Longer term we must continue to advocate for conversion to renewable energy sources and the decarbonisation of the power grid. We must also remain vigilant in our efforts to capture and abate harmful GHG in the process exhaust stream, especially fluorinated gases, which are widely used for etching and chamber cleaning. Though the amounts may be small relative to global CO₂ emissions, F-gases are thousands of times more potent in their global warming potential, and often far longer-lived. | ec246f5e-213f-4a06-a80f-f798a6bccfb5 | CC-MAIN-2024-18 | https://www.edwardsvacuum.com/content/dam/brands/edwards-vacuum/edwards-website-assets/knowledge-and-insights/innovation-hub/documents/Carbon%20Capture%20Utilisation%20Blog.pdf | 2024-04-18T04:28:58+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817187.10/warc/CC-MAIN-20240418030928-20240418060928-00561.warc.gz | 691,693,687 | 2,135 | eng_Latn | eng_Latn | 0.997086 | eng_Latn | 0.997733 | [
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A suggested approach to including this module as part of the school curriculum
The framework below covers the scope and sequence of a caste themed approach within the school curriculum.
**Junior School**
Ages 5 - 9 years
Making connections: Awareness from lived experience about the diverse natural and social world - link with environmental (EVS) and Literature.
Using a diverse library collection to initiate experience with a range of representations, context and worlds.
**Middle School**
Ages 10 - 13 years
Making connections: Begin conversations that address caste privilege, diversity, differences and caste oppression - link with EVS, Social Studies, Literature & Library. Using a more specific themed display to ensure reading around the topic across genres.
Senior School
Ages 14 - 16 years
Making connections: Continue to support young adults make sense of the world they live in with diverse literature, dialogic sessions, independent writing and journaling, presentations and interacting with family and community members - link with Literature, Library, Social Studies, Community Engagement.
Underlying Thinking and Conditions
- Begin facing caste at the earliest ages as this is the reality for thousands of children born into oppressed families in India.
- Recognising that diversity is omnipresent
- Acknowledging differences as a strength rather than a limitation.
- Ensure a pedagogy of engagement that begins with children’s lives linked to content in meaningful ways.
- Establish a classroom space that is brave and safe, enabling the ability to listen and hear different points of view.
- Let students wrestle with ideas as thoughts in developmentally appropriate ways.
- Recognise that students learn how they can participate in a democratic society by examining values and actions from the earliest ages.
Curriculum Linkages
By integrating the study of library, literature, history, human behaviour and social studies with dialogue and meaning making in the classroom, students will learn in developmentally appropriate ways more about facing caste from the earliest years, explore their identity and reflect on the choices they confront in their own lives to make a difference in the future.
The plans attached are sample lesson plans that cover three stages of school life and across common school subjects.
Session Plan - Junior School
Objective:
Children will be exposed to
- A book talk and /or become aware of library collection
- To be motivated to borrow / browse or read a book
- To become aware of differences
- To have opened up the topic of caste in society
For the facilitator: To Ensure preparedness. You may want to read this note
Time: 60 - 70 minutes
Materials:
- Book / story: Bhimrao Ambedkar The Boy Who Asked Why, Sowyma Rajendran and Satwick Gade
- Board / chart paper & writing material
- Match sticks (heads broken off) or similar material
• Display of selected books on differences/diversity. For suggestions click here
15 min Welcome & Introduction to the library
Introduce self to children. Share name, where you are from, and that you are a library educator.
Ask children what they know and understand about the library.
Listen to responses (noting who responds and how so that you get to know the children)
Acknowledge all responses positively but not artificially so that children see that the space is inclusive and non-judgemental - (particularly the library) from the start.
Add other dimensions of the library that would have not come up.
Ask children to look around the room and share what is different. What makes something different, what makes some things the same. Now, move to people. Ask children to think of themselves and others - are we same or different. LISTEN.
20 min Book Browsing
Invite the children to pick a book (independently or in pairs or small groups based on number of children)
Let them browse and read for a bit
Elicit responses to the same and different concepts with regard to characters and contexts..
5 min Transitioning
Use something from your own repertoire OR
Play a game asking children to sit and stand if they do _______ (brush teeth, go to school, eat food, drink water, laugh, feel sad..)
25 min Book Discussion
Introduction 5 min
(1 min) Introduce the name of the story -
(2 min) Ask the children if they ask questions? Listen to some of the questions they ask or have asked.
Have they heard about Bhimrao Ambedkar? Why might he have questions?
(2 min) Ask what you think this story will be about - listen and accept responses.
If possible, add them to a board/chart so that you can turn to this later.
Setting the context 5 min
Tell the children that this story is non-fiction. Introduce the genre of ‘biography’.
Review some key words to ensure that the children understand when they hear them if you feel your group needs it.
Reading out loud/Telling out loud – 5-6 min
The story
Discussion - 10 min
Information: Anything new you learnt about society / about BRA
Perspective: What surprised you about the story? Who is telling it? Would anything have changed if someone who did not experience discrimination had told the story?
Social structures:
Literary elements:
Genre:
Illustrative Style:
Close 5 min
Thank the children when you feel you all have shared. Ask children what is one thing they would continue to think about now that the story is over.
Invite them to borrow books - register their name and book title and thank the children.
Session Plan - Middle School
Objective:
Children will be exposed to
- A book talk and/or become aware of library collection
- To be motivated to borrow/browse or read a book
- To become aware of a Library Display
- To have opened up the topic of caste in society
For the facilitator: To ensure preparedness. You may want to read this note.
Time: 60 - 70 minutes
Materials:
- Book / story Clear Sky
- Books for browsing/ borrowing - at least one each
- Board / chart paper & writing material
- Tumblers (brass & aluminum)
15 min Welcome & Introduction to the library
Introduce self to children. Share your name, where you are from, and that you are a library educator.
Ask children what they know and understand about the library.
Listen to responses (noting who responds and how so that you get to know the children)
Acknowledge all responses positively but not artificially so that children see that the space is inclusive and non-judgemental - (particularly in the library) from the start.
Add other dimensions of the library that would have not come up.
20 min Book Browsing
Inform the children that you will be setting up a display (if not done for session 1)
Ask children if they would like to browse/borrow books?
Share books at this time - let children browse (10-15 min)
Collect the books back and let children know they can borrow books
5 min Transitioning
Settling down activity for transitioning to listening and discussion
Either pass the clap - whoosh or any other from your repertoire
25 min Book Discussion
Introduction 5 min
(1 min) Introduce the name of the story -
Clear Sky
(2 min) Ask the children what comes to mind - listen and accept responses.
(2 min) Ask what you think this story will be about - listen and accept responses.
If possible, add them to a board / chart so that you can turn to this later
Setting the context 5 min
Tell the children that this story is about two friends.
Review some key words to ensure that the children understand when they hear them
Lunch carrier
Cobbler
Naamam
Brass tumbler
Aluminum tumbler
If possible, carry a brass and an aluminum tumbler with you. Pass it around quickly. Ask the children if the tumblers are the same. Could one be better than the other. Why? (cost/link with religious work/have-don’t have/caste)
You can read the story until …Sivagami asked her mother
You can tell the story, drawing on certain dialogues from the book.
Reading out loud/Telling out loud – 5-6 min
The story
Discussion - 10 min
Pause - let a silence descend in the room
Ask the children if anyone has any questions on the story - did they understand what happened?
Let anyone who understands repeat with turns from others and you fill in the gaps - so that the whole story is retold in the children’s words.
Ask the children the SAME question that Sivagami asked her mother. Who divides us like this? Who says this is high caste and this is low caste?
Listen and accept ALL responses. Provoke those who are quiet to also answer or say something. Listen with your deepest self - let there be silence while children think - this is not an easy one to answer. Return to the title - what did the author mean when she said Clear Sky?
Close 5 min
Thank the children when you feel you all have shared.
Invite them to borrow books - register their name and book title or whatever and thank the children.
Session Plan_ Senior School
Objective:
At the end of this time I would like the students/ children to
- Have experienced a book talk and /or become aware of library
- Be motivated to borrow / browse or read a book
- Become aware of a Library Display
- Have responded to an evocative poem with themselves & each other
For the facilitator: To Ensure preparedness. You may want to read this note
Overall Time: 35 - 50 min
Set up a display of books that can be used for browsing/ borrowing.
Best suited for: Small group of about 10 - 15 (so do consider grouping for this activity with separate facilitation if required because of speaking and sharing turns)
Age: Ageless (poetry choice can determine)
Materials:
- Poem - to read aloud
- Books for browsing/ borrowing - at least one each
- Cartridge sheet or large drawing book pages - one each
- Soft pastels and/or oil pastels (DO NOT substitute the art material as the response gets affected) /or paint (poster best and required material if using this medium)
Welcome & Connection to the theme/ previous session etc -10 -15 min
Points to keep in mind:
Draw / link connection with previous class.
Respond to anything left unsaid or any afterthought
Ask children if they have any post-session thoughts / any sharings that they did at home
Listen - carefully and intently (NOT artificially - check how much you speak and how much children speak!)
Introduce new activity – Guided Drawing
Read note here
* Poetry Reading 5-6 min
Give instructions as per note above. Ensure that each person is comfortable so that much movement and talking is NOT needed after the reading.
Ensure you have rehearsed the reading – be slow enough for words to float and settle but not too slow to put participants asleep.
Read twice (if support available invite another voice who will not be doing the GD)
Transitioning 5 min
Quietly move around the room ensuring material was available.
Play quiet music if you feel it will help.
Drawing 15 min
Sharing 10 min
Based on time, either each one shows their drawings and says 1-2 things about the representation / reflection or
Each drawing is displayed, everyone walks around the room observing and a round of open sharing unfolds.
Points to consider during sharing for the facilitator
No personal comments
Let the participant share their interpretation
If you have to respond, respond to what is already said with affirmation
Close 5 min
Thank the students/ children when you feel all have shared.
Invite them to borrow books - register their name and book title or whatever and thank the children. Remind them about the next class, to bring books back and that our conversation on this topic or such topics will continue.
Poem suggestions
1. Meena Kandasamy - Fire
2. Meena Kandasamy - Their Daughters
3. S Chandramohan - Rape & Murder of a Dalit Girl
4. Virila Chirappad - Wasteland
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Parents matter. You are your child’s most important role model and their best defence against drug use.
By talking openly with your teen about drugs, you can strengthen your relationship with them. Once you have built a strong relationship, communication will be easier.
When parents and teens disagree they sometimes drift away from each other. As hard as it may be, it is very important that you keep the lines of communication open.
Your teen’s point of view is very important.
- Most teens are happy with their relationship with their parents. However, many teens think their parents are not always there when they need them.
- As teens grow they need to be able to speak their mind. This may create conflict and during this time, you may think that your teen is not listening to you even though they really are.
- Remember that when your teen talks back and argues with you, it does not mean they are rejecting you. In fact, the opposite may actually be true. By asserting their independence, your teen is building a stronger and more positive relationship with you.
- Many teens don’t want to talk just about drugs; they would also like to talk about other things such as adulthood and puberty, school issues and friendships.
Beyond a strong relationship and open communication with parents, there are other important factors that can decrease or increase the chances that teens may experiment with drugs.
Some of the key factors that can help your teen make the right choices include:
- a strong family attachment
- positive involvement in the community
- connection at school
- religious and spiritual beliefs
- social skills
- positive friendships
Some of the key factors that can increase the chances that your child may experiment with drugs are:
- low self-esteem
- drug use by friends
- peer pressure
- conflict in families
- poor grades
- lack of connection at school
Empower your teen. Help them resist drug use by:
- nurturing their self-confidence and intelligence;
- creating a sense of hope and optimism;
- ensuring they grow up in a safe environment and are involved in extracurricular activities; and,
- making sure they have the community support that they need.
When talking with your teenager about drugs, here are a few tips to keep in mind.
- Think first. Act second. Try to stay clear and focused and don’t get too emotional. Keep an open mind.
- Keep an eye on your teen’s behaviour. Ask them everyday what they are doing and don’t be afraid to set limits such as curfews.
- Encourage your teen to work with you to set boundaries, but don’t be afraid to adopt a strong position when you need to.
- Don’t be afraid to enforce the boundaries you have set. Let your teen know that you are setting boundaries because you care for them and want only the best for them.
- Find ways to ensure that your teen believes what you say and trusts you.
- Talk regularly and talk often. Many “mini-conversations” about drugs are better than long boring lectures.
- When talking with your teen, think about their point of view and listen respectfully to what they have to say.
- Keep the conversation positive and upbeat rather than waiting for an opportunity to criticize your teen for bad behaviour.
- Take advantage of “teachable moments” to discuss drug use with your teen. Teachable moments can happen while driving in the car, at the dinner table while discussing a situation at school or a current event in the news.
- Eat dinner together as often as possible. The family dinner provides one effective way to strengthen your communication with your teen.
Help your teen develop sound reasoning skills and encourage conversations and the open exchange of ideas and feelings.
Focus on messages about how drug use affects sports performance, health and appearance. These messages have more impact because this age group is more affected by peer pressure, doubt and feeling insecure. Teens like to feel like they belong, that they look and act like their friends.
Have a two-way conversation with your teen. Listen to them and respect their opinion. Provide your teen with information that is meaningful and balanced, without emotion or drama so that he/she feels empowered to make healthy choices about drugs.
Remember to keep the lines of communication open with your teen. Start early and get ahead of the drug questions. Teens should learn about drugs from their parents first. Be clear on where you stand about drugs. You are their most important role model and their best defence against drug use.
This brochure is a companion to the booklet Talking with Your Teen about Drugs and Web site for parents: drugprevention.gc.ca
For more information on talking with your teen about drugs, visit drugprevention.gc.ca
How To Talk with Your Teen about Drugs—Communication Tips for Parents is available on Internet at the following address: drugprevention.gc.ca
Additional related resources:
- How to Talk with Your Teen – Tips on Developing Their Resiliency
- Talking with Your Teen about Drugs
For further information or to obtain additional copies, please contact:
Publications
Health Canada
Ottawa, Ontario
K1A 0C6 Canada
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E-Mail: email@example.com
© Her Majesty the Queen in Right of Canada, represented by the Minister of Health Canada, 2010. All rights reserved.
No part of this information (publication or product) may be reproduced or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, or stored in a retrieval system, without prior written permission of the Minister of Health and Government Services Canada, Ottawa, Ontario K1A 0C6 or firstname.lastname@example.org
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The City of Beloit Water Resources Division is pleased to present customers with the Annual Drinking Water Quality Report. This information is designed to inform you about the services and water quality the City provides each day.
**Well #9 Radium Exceedance**
Water samples collected from Well #9 on November 7, 2018, March 13, 2019, June 26, 2019 and September 18, 2019 indicated the presence of combined radium (radium 226+228) above the Maximum Contaminant Level (MCL). The MCL was not exceeded until four quarterly tests averaged about the standard of 5 pCi/L. Well #9 was taken out of service the day we received the test result leading the MCL exceedance and has remained out of service since that day.
The City has hired a contractor to rehabilitate the well using blasting, biofilm inactivation and disinfection. Once this process is complete, a 24 hour pump test will be conducted with radium samples being collected at intervals through out the test. These samples will be analyzed and submitted to DNR for approval to return the well to service if the numbers are below the drinking water standards. An initial round of testing indicates the radium levels have dropped. Additional notification will be sent to residents before returning the well to service.
**Water Main Breaks**
There were 21 water main breaks in our system in 2020. A picture of a broken main and a typical repair are shown below. If you hear running water underground or see unusual snow melt please notify the Water Resources Division at (608) 364-2888.
**Health Information**
Drinking water, including bottled water, may reasonably be expected to contain at least small amounts of some contaminants. The presence of contaminants does not necessarily indicate that water poses a health risk.
Some people may be more vulnerable to contaminants in drinking water than the general population. Immunocompromised persons such as those undergoing chemotherapy, persons who have undergone organ transplants, people with HIV/AIDS or other immune system disorders, some elderly, and infants can be particularly at risk from infections. These people should seek advice about drinking water from their health care providers. More information about contaminants and potential health effects can be obtained by calling the Environmental Protection Agency’s Safe Drinking Water Hotline (1-800-426-4791).
Nitrate in drinking water at levels above 10 ppm is a health risk for infants of less than 6 months of age. Beloit drinking water is significantly below that nitrate level (see page 3). High nitrate levels in drinking water can cause blue baby syndrome. Nitrate levels may rise quickly for short periods of time because of rainfall or agricultural activity. If you are caring for an infant, you should seek advice from your health care provider.
Checking for Leaks
- Take a look at your water usage during a colder month, such as January or February. If a family of four exceeds 16 units per month, there may be a leak. One unit is equivalent to 100 cubic feet or 748 gallons of water.
- Check your water meter before and after a two hour period when no water is being used. If the meter changes at all, you probably have a leak.
- Identify toilet leaks by placing a few drops of food coloring in the toilet tank. If any color shows up in the bowl after 15 minutes, you have a leak. (Be sure to flush immediately after the experiment to avoid staining the bowl.)
- Examine faucet gaskets and pipe fittings for any water on the outside of the pipe to check for surface leaks.
Educational Information
While all water has some level of contaminants, the City of Beloit regularly tests levels to ensure the water is safe to drink.
| Contaminant | Typical Source |
|-------------|----------------|
| Arsenic | Runoff from orchards; discharge from glass and electronic production; erosion of natural deposits |
| Barium | Discharge of drilling wastes; discharge from metal refineries; erosion of natural deposits |
| Chromium | Discharge from steel and pulp mills; erosion of natural deposits |
| Copper | Corrosion of household plumbing; erosion of natural deposits |
| Cyanide | Discharge from steel, metal, plastic, or fertilizer factories |
| Fluoride | Water additive; discharge from fertilizer or aluminum factories; erosion of natural deposits |
| Lead | Corrosion of household plumbing; erosion of natural deposits. For more information about lead in drinking water, please see the DNR and EPA websites. |
| Mercury | Discharge from refineries and factories; runoff from landfills and croplands; erosion of natural deposits |
| Nickel | Occurs naturally in soils, ground/surface water |
| Nitrate/Nitrite | Runoff from fertilizer use; leaching from septic tanks, sewage; erosion of natural deposits |
| Radium | Erosion of natural deposits |
| Selenium | Discharge from petroleum & metal refineries; discharge from mines; erosion of natural deposits |
| Sodium | Erosion of natural deposits |
Water Conservation Tips
Water is a valuable resource that should not be wasted. The high quality water that we need and expect in our homes is **not** an infinite resource. Conserving water will also help you save money.
- Water only when grass or plants need it, and only during the cool part of the day
- Repair or replace leaky faucets, toilets, and other fixtures
- Scrape food left on plates (including oils and grease) into the garbage instead of using water to rinse it down the disposal
- Let your pots and pans soak instead of running the water while you clean them.
- If you wash dishes by hand, fill one half of the sink with soapy water and the other half with clean water instead of letting the water run.
Help keep mercury and other pollutants out of our drinking water. Properly dispose of all mercury containing devices such as fluorescent lights and mercury thermometers. Visit www.epa.gov for more information. Household hazardous chemicals can be disposed of through the Rock County Clean Sweep program.
| Disinfection Byproducts | Unit | MCL | MCLG | Range Detected | Sample Date | Violation Yes/No |
|-------------------------|------|------|------|----------------------|-----------------|------------------|
| HAA5 | ppb | 60 | 60 | 0.838-1.29 | 9/10/2020 | NO |
| TTHM | ppb | 80 | 0 | 3.18-4.91 | 8/27/2020 | NO |
| Inorganic Contaminants | Unit | MCL | MCLG | Range | Sample Date | Violation Yes/No |
|-------------------------|------|------|------|----------------|-----------------|------------------|
| Arsenic | ppb | 10 | 0 | ND-2.4 | 3/1/2017 | NO |
| Barium | ppb | 2000 | 2000 | 23-70 | 3/1/2017 | NO |
| Chromium | ppb | 100 | 100 | ND-2.8 | 3/7/2017 | NO |
| Copper | ppb | AL=1300 | 1300 | 0 of 30 above MCL | 8/28/2020 | NO |
| Fluoride | ppm | 4 | 4 | 0.50-0.95 | Everyday in 2020 | NO |
| Lead | ppb | AL=15 | 0 | 1 of 30 above MCL | 8/28/2020 | NO |
| Mercury | ppb | 2 | 2 | ND | 3/1/2017 | NO |
| Nickel | ppb | 100 | 100 | 0.7-6.3 | 3/1/2017 | NO |
| Nitrate (NO3-N) | ppm | 10 | 10 | 3.82-5.0 | Quarterly 2020 | NO |
| Nitrite Blended wells 11 & 14 | ppm | 10 | 10 | 4.72-5.6 | Quarterly 2020 | NO |
| Nitrite (NO2-N) | ppm | 1 | 1 | ND-0.078 | 2/26/2014 | NO |
| Sodium | ppm | N/A | N/A | 2.4-63 | 3/1/2017 | NO |
| Thallium Total | ppb | 2 | 0.5 | ND | 3/1/2017 | NO |
| Radioactive Contaminants | Unit | MCL | MCLG | Range | Sample Date | Violation Yes/No |
|--------------------------|------|------|------|----------------|-----------------|------------------|
| Radium, (226+228) | pCi/L| 5 | 0 | 0.26-4.27 | 1st and 2nd Quarter in 2020 | NO |
| Combined Uranium | ppb | 30 | 0 | 0.367-1.04 | 6/12/2020 | NO |
| Gross Alpha, Excl. R & U | pCi/L| 15 | 0 | ND-4.81 | 6/4/2020 | NO |
| Gross Alpha, Incl. R & U | pCi/L| N/A | N/A | ND-5.23 | 6/12/2020 | NO |
| Synthetic Organic Contaminants including Pesticides and Herbicides | Unit | MCL | MCLG | Range | Sample Date | Violation Yes/No |
|-------------------------------------------------------------------|------|------|------|--------|-------------|------------------|
| Di(2-Ethylhexyl) phthalate | ppb | 6 | 0 | ND | 2/26/2014 | NO |
| Unregulated Contaminants | Unit | MCL | MCLG | Range | Sample Date | Violation Yes/No |
|-------------------------|------|------|------|----------------|-----------------|------------------|
| Bromodichloromethane | ppb | 80 | 80 | ND-1.29 | 8/27/2020 | NO |
| Bromoform | ppb | 80 | 80 | ND-0.91 | 8/27/2020 | NO |
| Chloroform | ppb | 80 | 80 | ND-0.75 | 8/27/2020 | NO |
| Dibromochloromethane | ppb | 80 | 80 | ND-1.29 | 8/27/2020 | NO |
| Dioxane | ppb | N/A | N/A | ND-0.18 | 9/16/2013 | NO |
| Hexavalent Chromium | ppb | N/A | N/A | 0.052-0.70 | 9/16/2013 | NO |
| Strontium | ppb | N/A | N/A | 1.1-92 | 9/16/2013 | NO |
| Sulfate | ppm | 250 | 250 | 12.0-32.7 | 8/31/2020 | NO |
| Vanadium | ppb | N/A | N/A | ND-0.74 | 3/01/2017 | NO |
**DEFINITION OF TERMS**
- **AL**: Action Level: The concentration of a contaminant which, if exceeded, triggers treatment or other requirements which a water system must follow.
- **MCL**: Maximum Contaminant Level: The highest level of a contaminant that is allowed in drinking water. The MCL is set as close to the MCLG as feasible using the best available treatment technology.
- **MCLG**: Maximum Contaminant Level Goal: The level of a contaminant in drinking water below which there is no known or expected risk to health. The MCLG allows for a margin of safety.
- **ND**: Non-Detect (no detectable level)
- **pCi/l**: Picocuries per liter (a measure of radioactivity)
- **ppm**: Parts per million, or milligrams per liter (mg/l)
- **ppb**: Parts per billion, or micrograms per liter (µg/l)
The City of Beloit Water Utility strives to provide high quality, dependable water service to its customers in the Greater Beloit area. The water provided by the City of Beloit all comes from groundwater aquifers. The water utility operates and maintains eight wells, four booster stations, five storage tanks and 200 miles of mains and extensions.
| Well # | Depth (feet) | Gallons per Minute | Gallons per Year |
|--------|--------------|--------------------|-----------------|
| 4 | 967 | 500 | 116,000 |
| 5 | 1200 | 1500 | 89,819,000 |
| 8 | 140 | 4000 | 399,843,000 |
| 9 | 1130 | 1400 | 0 |
| 10 | 113 | 2400 | 50,908,000 |
| 11 | 150 | 2800 | 535,704,000 |
| 12 | 107 | 2800 | 914,264,000 |
| 14 | 1100 | 1400 | 296,154,000 |
| | | | **Total Water in 2020** | **2,286,808,000** |
**Did you know?**
- The hardness of Beloit’s water is 280-400 mg/l of calcium or 16-23 grains
- The water utility treats water at each pumping station with chlorine and fluoride
- If you see a water main break (see pictures below) you should report it right away (608) 364-2888
Department of Public Works
Utilities and Engineering Facility
2400 Springbrook Court
Beloit, WI 53511
Phone: 608-364-2888
Web Links:
www.beloitwi.gov/utilities
www.dnr.wi.gov/topic/DrinkingWater
www.epa.gov/ground-water-and-drinking-water | 9227fa3f-f379-46f1-8c81-699d8317f95e | CC-MAIN-2022-33 | http://gouda.beloitwi.gov/WebLink/0/edoc/75326/Consumer%20Confidence%20Report%202020.pdf | 2022-08-13T06:58:06+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571909.51/warc/CC-MAIN-20220813051311-20220813081311-00776.warc.gz | 22,034,514 | 3,252 | eng_Latn | eng_Latn | 0.983489 | eng_Latn | 0.996541 | [
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Why Active in Mind?
1 in 10 children have a diagnosable mental health disorder – that’s roughly 3 children in every classroom. In 2017/18 some 18,870 children under the age of 11 were referred for specialist mental health support. Both the physical and mental benefits of engaging in physical activity are well documented as having an impact on mood, reducing stress and anxiety, and building emotional resilience and positivity.
About the programme
Active in Mind offered peer mentoring support to young people experiencing mental wellbeing issues as well as creating innovative sport and physical activity opportunities for a targeted group of young people. The idea is to not only increase levels of physical activity, but also provide a safe and supported environment to improve their mental and physical health.
REACH
25 secondary schools from across England took part in the pilot project. A total of 1,067 young people, 346 peer mentors and 721 mentees in the nurture group.
KEY FINDINGS
83% of mentees either ‘liked’ or ‘loved’ taking part in the project.
IMPROVED SOCIAL WELLBEING
The evidence shows that the project led to improved social wellbeing, especially for those in the nurture group.
81% of mentees reported making new friends since being part of the project.
Students are starting to talk about mental health and breaking down the stigma attached to it. Using outside coaches to run sessions including yoga, street golf, boxing, racket ball and cross fit and help pupils experience new activities and see the fun and beneficial range of a broader range of activities has been great.” Teacher
I have realised that doing physical activity makes me happier. It lifts my mood. In the last few weeks since I have done this project I have started to do a lot more physical activity and I am happier. It stops me feeling stressed and worried.” Mentee
LOTTERY FUNDED
YOUTH SPORT TRUST
78% of mentees reported that being part of the project had increased the amount of physical activity they did in an average week.
Peer mentors reported developing numerous leadership skills, including communication, confidence, empathy for others, relationships building, and self-awareness.
57% of mentors believed that taking part in the project had given them ‘loads’ more empathy with others. Some peer mentors intended to use their new skills to apply for teaching courses.
The project led to improved mental wellbeing, especially for young people who participated in the nurture groups.
61% agreed that since taking part in the project they felt that they were coping better.
Mentees were able to explain how physical activity enabled them to relax and feel less stressed after participating in the project.
71% of mentees agreed that since being on the project they felt more relaxed.
“I think it is a great opportunity to widen my knowledge and help towards my future career. It makes me feel good as I am helping other people with problems and getting them involved in physical activity – there couldn’t be a better way.” Mentor | 89217144-be38-4912-abe0-f436b30e7a67 | CC-MAIN-2021-43 | https://www.youthsporttrust.org/media/kmzf1jc4/yst-aim-a4-infographic_poster-v004.pdf | 2021-10-16T01:45:30+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323583408.93/warc/CC-MAIN-20211016013436-20211016043436-00353.warc.gz | 1,305,719,250 | 600 | eng_Latn | eng_Latn | 0.99858 | eng_Latn | 0.998636 | [
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OBSERVATION -- As a group, talk through and summarize the passage. Think through Who, What, Where, When, How, Why questions together.
INTERPRETATION -- Answer these questions together:
1) **What does this passage teach us about God?**
What does the gospel message (v3-5) tell us about the nature of God? Specifically, what does it teach us about God’s power (see also Romans 1:16-17)?
2) **What does this passage teach us about us (mankind)?**
What does the gospel message itself tell us about ourselves?
3) **What does this passage teach us about salvation/grace? How does it point to Christ?**
What do we learn about the nature of our salvation from v1-2? What is justification? What is sanctification?
What do we learn about the power of salvation from Paul’s example (v8-9)?
APPLICATION
Martin Luther said that religion is our default mode. Can you recognize this in your own life?
Is your heart more likely drawn away from the gospel by “religion/legalism” or by “irreligion/license?” How do both show a desire to control your own life?
We need to continually preach the gospel to ourselves. Is there a specific area of your life where you need to preach the gospel to yourself this week? How can you do that?
PRAYER
Praise and thank God for the power of his gospel. Confess your religion and/or irreligion to God. Ask God by his Spirit to preach the gospel to your heart throughout the week. | ece06d90-d489-46cc-bee5-8875d4cacd09 | CC-MAIN-2024-18 | https://gbcbowie.org/mt-content/uploads/2020/01/2020_01_05_sermon-questions.pdf | 2024-04-16T17:53:43+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817103.42/warc/CC-MAIN-20240416155952-20240416185952-00698.warc.gz | 240,767,637 | 331 | eng_Latn | eng_Latn | 0.995087 | eng_Latn | 0.995087 | [
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1. Novelist Robertson Davies has an interesting take on the importance of humour in *Sunshine Sketches*:
Strip the book of humour, and what do we have? A community in which the acknowledged leaders are windbags and self-serving clowns, and where the real leader is an illiterate saloon-keeper; a community that sees financial acuity in a lucky little barber who makes a one-in-a-thousand killing in the stock-market; a community that will not support a church, but will swindle an insurance company with a fraudulent fire; a community in which an election is shamelessly rigged; to say nothing of a community where a school-teacher who takes an occasional glass of beer is “the one who drinks” (and thus an unfit person to receive a raise in pay), where the captain of the lake-boat cannot keep it off a shoal, and where a chance encounter between a nightwatchman and a bank clerk becomes a tale of heroism.\(^{144}\)
Do you agree? Are the people of Mariposa a collection of a town full of incompetents and self-serving clowns? If so, how does the humour of *Sunshine Sketches* mask this?
2. According to *Sunshine Sketches*, “the Mariposa court, when the presiding judge was cold sober, and it had the force of public opinion behind it, was a terrible engine of retributive justice” (9). Retributive justice is the idea that if a wrong is committed, there should be some form of proportional punishment (“an eye for an eye”). However, retribution is only one idea about how to achieve justice. Two other ideas about justice are influential in Canadian law: restitution and restoration:
- Restitution is the idea that the offender must repay the victim for lost or stolen goods or otherwise make amends for the wrong committed.
- Restoration is largely an Indigenous concept that recognises that everything is connected. A crime disturbs the harmony of these connections. The remedy to a crime should be determined by the needs of victims, the community, and the offender. Restoration is meant to heal victims and communities while encouraging the offender to confront the consequences of their actions. It is to restore things as much as possible to how they were before the crime.
a) Look at the incidents of Judge Pepperleigh and the Mariposa Court in *Sunshine Sketches*. How is the court a tool of retributive justice?
b) Which of the above three concepts of justice seem the most fair?
c) How can these three ideas about justice be used together?
\(^{144}\) Davies, Robertson. *Stephen Leacock*. Toronto, ON: McClelland and Stewart, 1970, pp. 25-26.
3. Stephen Leacock believes that on their own, laws will do little to shape society. He says:
We have become children of legislation. We reach out for a law. For each and every social ill our misguided democratic system has made us demand a remedy in the form of a statute. We have grown to despair of individual morality. We legislate ourselves into sobriety, into early rising, into Sabbath keeping, into thrift. We no longer realize that the law is only the letter; behind it is the spirit or it fails.
The truth is that effective legislation must follow public opinion and not proceed and coerce it. It is not the burglary laws that keep most of us from theft. It is something out of which the burglary laws arose.\(^{145}\)
a) Do you agree that effective laws must follow public opinion and not proceed and coerce it?
b) Are there times that we need to make laws to regulate people’s behaviour?
c) Think of the flaws of the people in *Sunshine Sketches*. Would laws be able to correct these flaws?
4. Novelist Timothy Findlay says that *Sunshine Sketches* “is narrated by a character, presumably Leacock himself, who knows all and tells all”\(^{146}\). What do you think? Is the book’s narrator a made-up character? Or is it Stephen Leacock himself? How would this impact your understanding of the book?
5. Novelist Guy Vanderhaeghe says that “a writer defines his fictional universe as much by what he excludes as by what he includes”\(^{147}\). Consider this statement with respect to Leacock and *Sunshine Sketches*.
6. Many questions have been asked about *Sunshine Sketches* in this learning resource. Stephen Leacock believes that “[to] analyze is often to destroy”\(^{148}\). Do you agree?
---
\(^{145}\) Leacock, Stephen. “The Revision of Democracy.” *Papers and Proceedings of the Annual Meeting of the Canadian Political Science Association*, vol. 6, 1934, p. 15.
\(^{146}\) Findlay, Timothy. “Riding off in All Directions: A Few Wild Words in Search of Stephen Leacock.” In *Stephen Leacock: A Reappraisal*, edited by David Staines, U of Ottawa P, 1986, p. 8.
\(^{147}\) Vanderhaeghe, Guy. “Leacock and Understanding Canada.” In *Stephen Leacock: A Reappraisal*, edited by David Staines, U of Ottawa P, 1986, p. 20.
\(^{148}\) qtd. in MacMillan, Margaret. *Stephen Leacock*. Penguin Canada, 2009, p. 60. | 3b27e05c-9e9b-4b2a-9fa5-651feabaec57 | CC-MAIN-2024-26 | https://teachers.plea.org/uploads/content/SS-Final-Considerations.pdf | 2024-06-18T19:07:46+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861773.80/warc/CC-MAIN-20240618171806-20240618201806-00364.warc.gz | 481,922,636 | 1,154 | eng_Latn | eng_Latn | 0.997483 | eng_Latn | 0.998022 | [
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IMA NEWS
APRIL & AUGUST 2019 VOLUME 9 - ISSUE 1
Coral Bleaching Alert!
WHAT IS CORAL BLEACHING?
pg8
Livelihood and Learning
‘Creatures of the Deep’ and Hollywood
IMA Events & Activities
Blue Corner
pg2 pg14 pg16
INSTITUTE OF MARINE AFFAIRS
What is Coral Bleaching?
A bleached, dead brain coral with turf algae growing on parts of it. Photo Credit: Jonathan Gomez
The National Oceanic and Atmospheric Administration (NOAA) Coral Reef Watch released the latest coral bleaching outlook for the next four months (August to November) for the Caribbean region. As of 5th October 2019 Trinidad and Tobago’s, coral bleaching stress gauge is currently at “Alert level 1”. This means that the waters around Tobago are above average sea surface temperature (SST) for this time of year. NOAA predicts that over the next 5-8 weeks, Tobago and the rest of the Lesser Antilles have a 60% chance of reaching “Bleaching Alert 2”, with widespread coral bleaching and coral mortality.
Corals are capable of building massive underwater structures because they form a special relationship with the symbiotic algae that live inside their tissue. The algae photosynthesizes using sunlight to produce enough energy to supply both themselves and their coral host. In return, the coral provides the algae with a safe haven, stores essential nutrients and removes the algae’s waste.
Why is this important?
1. When corals become stressed, such as when water temperatures are too warm or too cold, the coral-algae relationship breaks down and the algae is expelled from the coral. This loss causes the coral to turn white and is therefore referred to as coral bleaching. The loss of the algae means that the corals lose their major source of food; and if unfavourable conditions persist, the coral will starve and eventually die.
2. Corals provide important ecosystem services for both marine life and human communities such as coastline protection and tourism.
In the last 40 years, coral reefs around the world have suffered from global and regional coral bleaching events, where large sections of reef turned white as summertime sea temperatures became too warm because of global warming. Coral reefs of Tobago have also suffered from multiple bleaching events in the past including 2005 and 2010, and these have significantly degraded reef health.
What to look for?
Caribbean corals are typically shades of brown and green, but once bleaching begins, the corals appear pale and eventually fade to bone white; at this point, the corals have lost most of their algal pigments. Bleached corals cannot survive for extended periods without their algal symbiont and in many cases they die. Once corals die, macroalgae and turf algae (different from the symbiotic algae) are the first things to grow over the coral skeletons and the reefs begin to take on a furry appearance. Even if corals do not die immediately, they become more vulnerable to infections and diseases. Coral diseases tend to spike after stress events. Look out
for corals with a black band or patches of white around the coral tissue and partial tissue loss and death. A bleached, dead brain coral with turf algae growing on parts of it.
**Report coral bleaching**
Over the next three months, it is important for citizens who utilise the waters around Tobago to keep an eye out for changes to our reefs. Please report any observations of coral bleaching to local environmental authorities – The Institute of Marine Affairs, The Department of Marine Affairs and Fisheries, THA, and even NGOs in your area – Environmental Research Institute Charlottesville, Buccoo Reef Trust and Environment Tobago to let them know what you have observed. It will be great if pictures and notes such as the location, depth and extent of bleaching observed can be provided.
**Assisting in Reef Recovery**
Not all coral species are equally susceptible to bleaching but the extent of coral bleaching depends on the current state of reef health and the severity of the bleaching conditions (how long sea temperature remain too warm for corals). Following a bleaching event, the recovery of coral reefs depends on the species of the coral but also on the general health of reef. Therefore, curbing local stressors, such as non-sustainable fishing techniques, pollution and exposure to sedimentation, are highly recommended following a bleaching event to allow the reefs to have suitable condition for corals to recolonise and grow.
How important is the Sea in sustaining livelihoods?
Carenage, a tiny town located in the north western part of Trinidad, derived its name from the practice of careening. “Carénage” in French means sailing vessels for maintenance, which had been done in the area for many years. However, like similar fishing communities across the length and breadth of our nation, they are facing a number of challenges that take many forms – from coastal development limiting access to the shoreline, conflicts with other resource users, pollution from land-based runoff, oil spills, to overexploitation of resources.
According to Permanent Secretary of the Ministry of Planning and Development, Ms. Joanne Deoraj, these challenges adversely place our local coastal ecosystems such as mangroves, seagrasses and coral reefs at risk while rendering fish and other seafood unfit to eat, and impacting livelihoods.
Delivering the feature address at the Institute of Marine Affairs’ (IMA) 6th Community Research Symposium, which took place on the 14th August 2019, the Permanent Secretary reiterated the Government’s commitment to work alongside key stakeholders such as the Institute of Marine Affairs and other government and non-governmental agencies to protect and conserve our marine resources.
The IMA’s Community Research Symposium is a major information sharing event which serves primarily to inform our many stakeholders of some of the key issues facing the marine environment. Themed, “Sea and Me: Livelihoods and Learning” the symposium brought together representatives from the Carenage Community, academia, private sector and key government stakeholders to learn about the state of the marine resources along the northwest peninsula of Trinidad from Glencoe to Chaguaramas. It aimed to clarify misinformation and share lessons and practical solutions for tackling complex coastal issues all while partaking of a delicious smoked tilapia chowder provided by the Caribbean Fisheries Training Development Institute.
The presentations focused on several aspects of the marine environment:
- **The impacts of loss of seagrass in William’s Bay.** Turtle grass (*Thalassia testudinum*), which dominated seagrass beds in William’s Bay have disappeared since 2016 and have not shown any signs of recovery. These beds supported a diverse benthic community that have since declined. Coastal development, including land reclamation, along with land-based runoff have led to increased sediment deposits, in turn smothering these grassbeds.
• **Bathing beach water quality along the Chaguaramas Peninsula** identified bathing areas that had bacterial loading above recommended bathing beach standards, thereby increasing risk to human health. This presentation also revealed that persons should avoid bathing in the peninsula during and immediately after heavy rainfall.
• **The importance of using oil fingerprinting techniques and radar systems to detect oil spills.** Since 2000, the IMA has acquired over 300 oil fingerprint samples which aid in identifying sources of oil spills. The IMA is collaborating with the Ministry of Energy and Energy Industries to install a radar system to help detect and monitor movement of oil spills. This together with the oil finger printing will greatly aid in linking mystery spills to suspect sources.
• **The suitability of fish population sizes to prevent overfishing.** Fisheries in Trinidad and Tobago and throughout the Caribbean have been under pressure from overfishing, habitat destruction and marine pollution for decades. Heavy fishing pressure leads to ‘growth overfishing’, a situation in which juvenile fish are removed from the population before they have a chance to spawn. This causes the fish to mature quicker and begin reproducing at a smaller size. Smaller fish produce fewer eggs than large fish, making it difficult for fish populations to replenish themselves under heavy fishing pressure.
• **The feasibility of a mariculture industry for Trinidad and Tobago; and solutions to coastal challenges on the North-West Peninsula through the Integrated Coastal Zone Management process.** The Caribbean Region, due to its large oceanic area and favourable climatic conditions, is often cited as having great potential for offshore aquaculture. While there are a few notable instances of mariculture development across the region, overall growth has not been significant. In light of this, the Institute of Marine Affairs (IMA) through funding under the Public Sector Investment Programme (PSIP) is implementing a multi-phased project to aid in the development of Trinidad and Tobago’s mariculture industry.
Welcome to the IMA
The IMA is pleased to announce Mr. Cyril William Best who assumed the position of Corporate Secretary/Legal Counsel on 1st March 2019.
Mr. Best has been the Corporate Secretary at the Tunapuna/Piarco Regional Corporation for the past five years. Prior to relocating to the Republic of Trinidad and Tobago Mr. Best was an Assistant Chief Administrative Law Judge for the City of New York. He also worked as a Senior Attorney for the New York State, Workers’ Compensation Board as well as a couple of general purpose Law Firms.
Mr. Best is a well qualified and outstanding Attorney who brings a wealth of experience. He holds a Bachelors of Business Administration with a major in Management from Pace University in New York where he was on the Dean’s List. He’s a Fellow, Life Management Institute with distinctions and also holds a Juris doctorate from New England Law, Boston Massachusetts. In addition Mr. Best attended Hugh Wooding Law School where he obtained his Legal Education Certificate.
He has been admitted to the Bar in New York and New Jersey as well as the Law Association of Trinidad and Tobago. Mr. Best is a member of the American Bar Association and the FLMI Society of Greater New York. It is this love of helping people that led him to gravitate to the study of law.
The Board is confident that Mr. Best is the best candidate to assist the Board and the IMA in realizing the objects under the IMA Act Chapter 37:01.
IMA is on SoundCloud
IMAgovTT
Forest fires spark planting of over 500 seedlings at Chaguaramas
Over 500 seedlings were replanted in Chaguaramas on Corpus Christi, Thursday 20th June, to help restore forested areas that were destroyed by recent bush fires. Historically, Corpus Christi is used as an indicator for the beginning of the planting season.
The initiative was led by the Institute of Marine Affairs, the Chaguaramas Development Authority and the Ministry of Planning and Development.
The main objective of this exercise, was to counter some of the effects of forest fires during the 2019 dry season which destroyed many of the trees in the Chaguaramas area.
The planting exercise attracted members from the public, and various NGOs who all volunteered.
The 500 seedlings included 200 cedar, 250 mahogany and 50 Marite Polar trees from the Forestry Division.
The Ministry says there would be more such replanting exercises planned for other affected areas across Trinidad and Tobago in the near future.
Forests and biodiversity are key to all life forms. The richer the diversity, the greater the opportunity for medical discoveries, economic development and adaptive responses to new challenges such as climate change.
On Wednesday 3rd July 2019, the IMA hosted a Career fair entitled ‘The Sea and Me: Livelihood and Learning’ at the Carenage Fishing Centre. Many children and young adults from the Carenage community visited to learn about the marine environment, and the career opportunities that exist in the marine sector. Exhibitors at the fair included Caribbean Fisheries Training and Development Institute (CFTDI), Trinidad & Tobago Pilots’ Association, Trinidad & Tobago Hospitality and Tourism Institute (TTHTI), Trinidad & Tobago Coast Guard, the University Of Trinidad & Tobago (UTT) and a private sector company-Capital Signal. The visitors were exposed to different types of equipment used to collect data in the ocean, variety of marine specimens, and the various qualification/skills needed to work in this sector. Exhibitors expressed that human actions on land often have the potential to impact marine areas (example: slash and burn on hillsides). Those marine areas are intricately linked to sustaining livelihoods and by extension creating jobs and opportunities for future generations.
Careful oversight as a member of the Carenage community learns how to fillet fish
(L-R) Staff Members Glendon Glasgow, Krystal Ganaselal, Tracey Medina and Ramona O’Brien posing with gleeful visitors
Scientists fight to save coral reefs
To raise awareness of the value of coral reefs and the threats they face, the Australian High Commission hosted a screening of the IMAX 3D documentary ‘Great Barrier Reef’ in Port of Spain on Wednesday 15 May. The film follows the journeys of ‘citizen scientists’ who are working to save coral reefs, including Australia’s iconic Great Barrier Reef – the largest single structure of living organisms in the world.
Guests included prominent environmental scientist Professor John Agard, Institute of Marine Affairs Director Dr Ahmad Khan, diplomats, representatives of environmental groups and teachers and students from the University of the West Indies UWI St. Augustine and UTT - The University of Trinidad and Tobago.
The Australian Government is committed to working closely with the countries of the Caribbean to share knowledge, research and expertise to help protect and preserve the world’s coral reefs for future generations, including through the International Coral Reef Initiative. For further information about ICRI, please visit: https://www.icriforum.org/.
The University of Trinidad and Tobago (UTT) signed a Memorandum of Understanding (MoU) with the Institute of Marine Affairs (IMA), aimed at facilitating joint development and coordination of studies of interests to both organisations – UTT and the IMA.
The signing of the MoU between UTT and the IMA by UTT’s President, Professor Sarim Al-Zubaidy, and the Acting Director of the IMA, Dr. Rahanna Juman took place at UTT O’Meara Campus on Thursday April 18th 2019 and was witnessed by the Corporate Secretary of each of the organisations. Professor Al-Zubaidy indicated that The University of Trinidad and Tobago is pleased to enter into this agreement with the Institute of Marine Affairs, and UTT looks forward to working with the IMA for the sustainable development and management of Trinidad and Tobago’s coastal and marine environment. This MoU creates a mechanism for the two organisations to collaborate in areas such as Research and Monitoring, Training, Environmental Sciences and Management, Public Education, Environmental Technology and Engineering.
Speaking following the signing, Mr. Hayden Alexander, Chairman of the Board of Governors, IMA, said that both UTT and the IMA stand to benefit tremendously, as this venture allows for shared expertise and resources, which are expected to lead to greater human capacity and ground-breaking future research in Marine Sciences. The MoU is renewable and, in the first instance, will govern the five-year period of cooperation, inclusive of the delivery of courses, exchange of scientific and technical information, and provision of advisory services.
The University of Trinidad and Tobago and the Institute of Marine Affairs view this MoU as paving the way for both organisations to strengthen their scientific and technical cooperation, with the focus to improve the quality of life of the people of Trinidad and Tobago.
‘Creatures of the Deep’ and Hollywood
Attish Kanhai, Research Officer,
Institute of Marine Affairs
‘Kraken Grimm’ illustration by TheRogueSPIDER.
www.deviantart.com
For some ill-advised reason I subjected myself to this year’s Godzilla: King of Monsters. Among the bad acting, poorly developed characters and illogical science one scene stood out to me in particular. If you haven’t seen the movie, which I really do not recommend, I will explain. When Mothra (so named because it is a giant Moth I assume) hatched into its larval stage I couldn’t help but notice the legs looked like an actual earth creature I am all too familiar with. Mothra’s legs and carapace resembled that of an Isopod I regularly encounter in the sediments of Trinidad belonging to the Genus Cirolana. To the untrained eye the similarities may seem contrived at best but it got me wondering, “How many deep sea creatures have been used as inspiration for movie monsters over the years?”
Hollywood has long been fascinated with the potential terrors that lurk in the deep. Who can forget the iconic Jaws, The Abyss, The Kracken, Aquaman, 20,000 leagues under the sea and of course the epic Megalodon.
Almost countless movies warn of potential treachery lurking beneath the deep blue. While it does remain true that we know more about outer space than we do about the deepest oceans on our planet each day more discoveries are being made about creatures residing in the deep. Anyway that’s not exactly the point of this article. The Classic movie Alien draws its inspiration from a marine parasite known as Phronima. Phronima are found throughout the world’s oceans simply because they benefit from a rather curious case of locomotion. They have been able to escape the confines of the sea floor by invading a barrel-shaped zooplankton known as Salps. Phronima will use their fearsome front claws and carve their way through the insides of salps (chest busting scene anyone?) leaving only their barrel-shaped outer structure which enables them to traverse the majority of the world’s oceans. Think of it like taking a ride in a hot air balloon and simply allowing it to blow you wherever it chooses.
From *Jaws* to *Deep Blue Sea* and *Megalodon* sharks reign supreme in striking terror into the hearts of not only movie goers but everyday beach bathers and dare I say man on the street as well. Sharks are the perfect movie villains. Rows and rows of fearsome teeth, mysterious habitat and a taste for human flesh all add up to cement sharks as the kings of movie terror lore. Statistically you have approximately a 1 in 4,000,000 chance of dying from a shark attack while at the beach. You are far more likely to die of drowning or sun exposure but this still does little to allay the fears of Galeophobes or Selachophobes.
We would all agree that Captain Jack Sparrow of *Pirates of the Caribbean* fame isn’t scared of much. However, in *Pirates of the Caribbean: Dead Man’s Chest* the fearsome sea monster known as the Kraken managed to devour Captain Sparrow and his beloved Black Pearl (spoiler alert). The Kraken has been quite the movie star for more than a century, first appearing in Georges Méliès’ 1906 film *Under the Seas*. It also appeared in *Clash of the Titans* original film of 1981 as well as the remake in 2010. Other films include *Jack the Giant Killer* (1962), *Atlantis: Milo’s Return* (2003), *Kraken: Tentacles of the Deep* (2006), and *Hotel Transylvania 3: Summer Vacation* (2018) to name a few. The legend of the Kraken originated in Scandinavian folklore and resembles that of a giant cephalopod (Squids, octopus, basically anything that makes Calamari). Unlike most other fictional creatures, however, The Kraken was given a scientific name by none other than Carolus Linnaeus back in 1735, even appearing in the first version of his *Systema Naturae*. Back then it was known as Microcosmus for a short period (Linnaeus excluded it from later versions of *Systema Naturae*).
Another under sea enthusiast who also does some directing in his spare time, James Cameron, took a slightly different approach in his 1989 epic, *The Abyss*. Instead of blood thirsty deep sea creatures craving man flesh, *The Abyss* tells the story of an entire alien civilisation camping out in the Cayman Trough, the stretch of ocean between the Cayman Islands and Jamaica. The alien civilisation turned out to not be hostile, unlike other aliens mentioned previously in this piece, and even went so far to rescue a Navy SEAL running out of oxygen as he tries to navigate the deep Trench.
*I was tempted to include something about the 2018 DC superhero movie *Aquaman* but I am fairly certain no one knows anything about that movie other than the fact it stars Jason Momoa who is famous for being in a TV show about dragons or something?*
Countless other movies make various nods to underwater creatures in some form or fashion from *Finding Nemo* to *Ice Age*. Hollywood’s fascination with the deep is not likely to end any time soon. The ocean contains many treasures and creatures that will forever be the basis of many Hollywood feature film. With much of the depths still to be explored and many fearsome sea monsters still to be discovered, long will the ocean capture the imagination of many a movie maker and movie-goer.
*The Phronima is a] tiny, shrimplike creature no more than 2.5 centimeters (1 inch) long, but it’s as ferocious as a shark. Its giant eyes spot prey. Huge claws grab the prey, and a tiny mouth rips it to shreds. The prey never sees what’s coming, because Phronima’s transparent body blends into the surrounding water.*
*Reference:* [https://ocean.si.edu/](https://ocean.si.edu/)
*Photo:* David Shale
Microplastics pollution - a pervasive problem on our planet
There are two issues of major significance to the Arctic Ocean – Plastic Pollution and Climate change. With our climate changing, sea ice acts as a transport medium for microplastics, which are a growing environmental hazard. Microplastics are small plastic pieces less than five millimeters long, which can be harmful to oceans and aquatic life. They come from a variety of sources, including larger plastic debris that under sunlight, changes in temperature, mechanical abrasion and wave action, degrades into smaller and smaller pieces. A predominance of fibers and polyesters were found in Arctic sea ice based on recent scientific research conducted by local scientist Dr La Daana Kanhai.
Within the last 10 years, marine pollution, specifically, plastics in the world’s ocean have become a global concern owing to plastic’s pervasive and persistent nature, and the potential threat they pose to marine organisms. Plastics, the most prevalent type of marine debris found in our oceans, consist of all shapes and sizes. Marine species ingesting microplastics can experience a myriad of problems from blockages, starvation due to the accumulation of toxic chemicals found in plastics.
From Dr. Kanhai’s Arctic Ocean 2016 expedition, the team of scientists were able to confirm that sea ice in the Arctic Ocean acts as a sink for microplastics, therefore when it melts, it releases microplastics that were once locked up in the ice. The concentrations of plastics were found to be higher than those found in contaminated surface waters. These particles were found in surface water, sub-surface, throughout water column and sediments. Plastic polymers and added chemicals that make them more durable and flexible, are found in a multitude of items, clothing to electronics to paints. One of the biggest categories is single use plastics, which include plastic drinking bottles and plastic grocery bags and plastic cutlery.
The Institute of Marine Affairs (IMA) hosted a Research Seminar entitled ‘Microplastics in the Arctic Central Basin – Insights from the Arctic 2016 Ocean Expedition’ by Dr. La Daana Kanhai, Marine Scientist and Instructor, Department of Life Sciences, University of the West Indies at its Chaguaramas Auditorium on 14th March 2019. A recording of Dr. Kanhai’s presentation can be found on the IMA’s Facebook Page at http://bit.ly/ima-microplastics-kanhai-seminar2019
Dr. Kanhai stated that in Trinidad and Tobago, there have been environmental initiatives, including Governments’ EMA’s iCare Programme to encourage recycling of products and recently it was announced in the Budget Statement that importation of styrofoam in the food industry would be banned from January 1, 2020. Dr. Kanhai called on us as a society to challenge the plastic status quo, and to change our culture in the workplace and personal attitudes and behaviour towards the use of plastics. Reducing and even refusing the use of single use plastics is critical to the health of our oceans.
“All hands on deck!” UTT students at sea.
The Institute of Marine Affairs (IMA) has successfully hosted final-year Marine Science students from the University of Trinidad and Tobago (UTT) in IMA’s May - August 2019 Internship Programme. For fifteen weeks, while awaiting graduation, the interns benefitted from the opportunity to gain hands-on experience under the supervision of experts in the field, in conducting marine environmental research, as well as to develop proper work ethics in an effort to gain an appreciation for all aspects of the marine environment.
Wednesday 21st August 2019 was another exciting day for the Interns here at the Institute as they geared up with the staff and ventured out to Hart’s Cut, Chaguaramas. The crew was in good spirits as they set out to complete their mission of conducting sediment and water quality testing at four different stations.
Leading the operations was Director of the IMA, Dr. Ahmad Khan, who guided the Researchers to ensure everything went smooth sailing. Under the supervision of the Director and two Lab Technicians, Shane Ramsammy and Amir Dubrie, the Interns received hands-on experience with the different sampling and analytical procedures and equipment used. They were also exposed to the importance of such research as it provides a window into the health of our marine environment that can favourably impact both aquatic and human life.
As the crew anchored at each station, water quality was analyzed through sample collection and tested for levels of ammonium, nitrates, and phosphates. This is important as excess levels of ammonium are toxic and can prove to be fatal for fish, as well as, excess levels of nitrates and phosphates stimulate growth of phytoplankton that deplete oxygen levels and make survival of aquatic life difficult.
Physical parameters such as dissolved oxygen concentration, pH temperature, salinity and turbidity were also measured to assess the water quality. All of which affect the survival of aquatic life.
Sediment samples were collected to be taken to the IMA lab and tested for heavy metals which can bioaccumulate in aquatic organisms and pose a risk to human health during consumption.
Once the mission was completed, the crew headed back to the IMA where further testing is to be completed.
Sea & Me expands
The IMA introduced a project called the Sea & Me to the Cunapo St Francis Roman Catholic Primary School. The Sea & Me Project has been successfully carried out in schools in the Carenage area for the past 15 years and it is one of our milestone achievements. This project targeted 175 post-SEA students 75 students more than the previous year and covered topics such as the importance of mangroves, coral reefs, marine mammals and citizen’s role in keeping healthy oceans. The 2019 Sea & Me Project ran over a four week period and is part of forging a link with the Sangre Grande community, as creating awareness of the coastal environment and its impact on everyday lives remains an important part of our mandate.
Top: Students of Cunapo St Francis Roman Catholic Primary School with Glendon Glasgow, Information Officer, IMA
Bottom: Point Cumana Roman Catholic Government Primary School with Krystal Ganaselal, Information Officer, IMA
Thinking Deep: ROVs
ROV” stands for remotely operated vehicle. ROVs are unoccupied, highly manoeuvrable underwater robots that can be used to explore ocean depths. These underwater robots are controlled by a person typically on a surface vessel, using a joystick in a similar way that you would play a video game. A group of cables, or tether, connects the ROV to the ship, sending electrical signals back and forth between the operator and the vehicle. Work-class ROVs are built with a large flotation pack on top of an aluminium chassis to provide the necessary buoyancy to perform a variety of tasks. They have proven extremely valuable in ocean exploration and are also used for educational programs at aquaria and to link to scientific expeditions live via the Internet. ROVs come in all shapes and sizes.
Image courtesy of Art Howard, Global Foundation for Ocean Exploration, Windows to the Deep 2019. | 145de108-8e10-4a03-8b81-85f34cc377a6 | CC-MAIN-2021-21 | https://www.ima.gov.tt/wp-content/uploads/2021/03/IMA-NEWS-2019-APRILAUGUST.pdf | 2021-05-16T20:38:38+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989914.60/warc/CC-MAIN-20210516201947-20210516231947-00390.warc.gz | 850,028,063 | 5,963 | eng_Latn | eng_Latn | 0.962243 | eng_Latn | 0.996863 | [
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Louisiana is facing a land loss crisis. Since 1932, our state has lost more than 1,800 square miles of land, roughly the size of the state of Delaware. This loss continues today at the alarming rate of a football field every hour.
Over time, the natural processes that once built and maintained this vital landscape have been disrupted. The land-building and sustaining role of the Mississippi River was cut off by levees. The important balance between fresh and salt water was altered by the dredging of canals and rising sea levels, killing many freshwater wetlands. Combined, these changes not only destroyed existing wetlands, but also left remaining marshes and communities more vulnerable to the impacts of hurricanes and storms.
With so many causes behind the land loss crisis, a variety of coastal restoration strategies are needed for effective restoration — there is no single solution. When restoration projects are strategically planned and operated together, they are more effective. Employing the full suite of restoration tools available allows land to be built and maintained in a way that surpasses the benefits of any single project operating alone. To understand the combined effects of different types of restoration projects, it is important to understand the individual project benefits and their limitations.
Natural and man-made causes of land loss
- Levees
- Oil, Gas & Navigation Canals
- Compaction and Sinking
- Sea Level Rise
- Hurricanes
- BP Oil Spill
- Invasive Species
Saving Coastal Louisiana:
Employing a Suite of Restoration Solutions
To learn more please visit: www.MississippiRiverDelta.org
**Sediment Diversion**
**Description:** Sediment diversion projects mimic nature’s historic land-building by using the power of the river to move sediment and fresh water into nearby basins.
**Benefits:** This project type can build new land. In addition, sediment diversions are critical for nourishing and helping sustain the existing wetlands by increasing their resistance to and recovery from storms and sea level rise. Restored and sustained wetlands can provide wildlife and fisheries habitat and storm surge protection to communities.
**Limitations:** Sediment diversion projects immediately begin providing sediment to help sustain existing wetlands, but may take longer to build visible land in open water areas compared to other types of restoration projects.
**Working in tandem with other projects:** Sediment diversions are long-lived projects that accrue benefits to the environment over time and provide a source of sand and mud to increase and enhance the lifespan, stability and long-term benefits of nearby marsh creation, barrier island restoration and ridge restoration projects.
---
**Hydrologic Restoration**
**Description:** Hydrologic restoration projects restore fresh water flows through man-made channels or use gates, or similar structures, to reduce or prevent saltwater intrusion.
**Benefits:** This project type decreases salinity, preventing the die-off of freshwater plants and trees that are essential to preserving the structure and function of many marshes and swamps. These projects also maintain lower salinity conditions needed in some parts of the coast to support habitat for a variety of fish and wildlife.
**Limitations:** This type of project is not expected to build significant amounts of new land, but it is expected to prevent future loss.
**Working in tandem with other projects:** Hydrologic restoration projects can help maintain optimal salinities needed for the success of oyster barrier reef projects, as well as marsh creation projects dominated by freshwater plants and trees.
---
**Barrier Island Restoration**
**Description:** Barrier island restoration projects use sand to rebuild and restore barrier island beaches and dunes.
**Benefits:** These projects create or enhance important wildlife and shorebird habitat and serve as the first line of defense against storms for communities. In addition, these islands provide a natural barrier between salty ocean waters and salt-tolerant wetland plants behind the islands. They also shelter these wetlands from erosion by waves and storm surge.
**Limitations:** Due to their constant exposure to waves and storms and the scarcity of nearby sand sources, these projects can have short lifespans and require regular maintenance.
**Working in tandem with other projects:** This project type can be built in combination with sediment diversions to help trap sediment from the diversion to build land more quickly. Sediment diversions can in turn benefit marsh creation projects by providing a long-term source of sediment that can help lengthen their lifespans.
---
**Ridge Restoration**
**Description:** Ridge restoration projects use sediment to restore historic ridges. A ridge is a strip of land, usually a remnant of the bank of an abandoned bayou or stream. Ridges are elevated above the marsh surface and typically populated with trees.
**Benefits:** This project type restores important habitat that is high and dry enough to support native trees and plants. Ridges can provide storm surge protection to nearby communities and help prevent saltwater intrusion into freshwater wetlands. These forests also provide a unique habitat and are important stopover spots for migratory birds.
**Limitations:** The construction of this project type is limited to the sites of historic ridges.
**Working in tandem with other projects:** Ridge restoration projects can work with hydrologic restoration projects to re-establish historic salinities within the basin, reduce shoreline erosion of marsh creation projects and trap sediment from sediment diversions to help build more land, more quickly.
---
**Oyster Reef Restoration**
**Description:** Oyster reef restoration projects use natural and man-made materials to encourage the establishment of oysters to create living shorelines.
**Benefits:** Oyster reef projects can reduce waves on adjacent wetlands, thereby reducing erosion. Additionally, oyster reef projects can help improve water quality, provide habitat for fish and can naturally maintain themselves over time.
**Limitations:** The area benefited by this project type is often limited to the shorelines and wetlands in the immediate area. These projects often require frequent maintenance.
**Working in tandem with other projects:** Shoreline protection projects can help maintain existing wetlands as new land is built through marsh creation and sediment diversions.
---
**Shoreline Protection**
**Description:** Shoreline protection projects are narrow “walls” made of rock or similar material placed along shorelines of lakes, bayous and open bays.
**Benefits:** This project type can significantly reduce the rate of erosion of the wetlands and shorelines they protect.
**Limitations:** The area benefited by this project type is often limited to the shorelines and wetlands in the immediate area. These projects often require frequent maintenance.
**Working in tandem with other projects:** Shoreline protection projects can help maintain existing wetlands as new land is built through marsh creation and sediment diversions.
---
**Salinity** is the concentration of salt in water and is often reported in parts per thousand (ppt). Salinity levels can span from 0 ppt (fresh water) up to 35 ppt (the Gulf of Mexico).
An **estuary** is a body of water where a freshwater river or stream meets and mixes with salty ocean water. They are commonly found along coastlines and are some of the most productive ecosystems on Earth. An estuary typically contains a range of salinities - from 0 ppt near the source of fresh water to 35 ppt near the open ocean.
The plants and animals of an estuary each have different tolerances to salinity. Some plants and animals can only survive in parts of the estuary where salinity is very low, some do better at higher salinities, and some need a salinity that falls between freshwater and saltwater. | d88ea95c-77bf-4b6f-985d-77db326252dd | CC-MAIN-2021-21 | https://mississippiriverdelta.org/files/2017/07/MRDRC_RestorationsSolutions_6.5.17.pdf | 2021-05-09T18:53:34+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989012.26/warc/CC-MAIN-20210509183309-20210509213309-00585.warc.gz | 416,410,203 | 1,512 | eng_Latn | eng_Latn | 0.997517 | eng_Latn | 0.997331 | [
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Stems
Plants structures each serve a different purpose for keeping a plant alive and healthy. Plant stems support the leaves and flowers, and they carry water and nutrients within the plant.
The xylem carries water and nutrients from the roots to the leaves. The phloem carries sugar away from leaves to the rest of the plant.
A plant leaf is usually flat. Two outer layers of tough skin cells, called the epidermis, provide protection for the leaf. Leaves have tiny pores called stomates which allow water and gases to pass in and out of the plant.
Photosynthesis is a process by which green plants and certain bacteria use the energy from the Sun to convert carbon dioxide and water into the simple sugar glucose ($C_6H_{12}O_6$) and oxygen. Plants and animals use glucose as a source of energy for all life processes.
$$6 CO_2 + 6 H_2O \xrightarrow{\text{light energy}} C_6H_{12}O_6 + 6 O_2$$
carbon dioxide water glucose oxygen
The process of photosynthesis begins in the leaves where light energy is absorbed by the green pigment chlorophyll. Chlorophyll is found within a plant cell organelle called the chloroplast.
Cellular Respiration is a process by which cells break down glucose to release stored energy.
\[ \text{C}_6\text{H}_{12}\text{O}_6 + 6 \text{O}_2 \rightarrow 6 \text{CO}_2 + 6 \text{H}_2\text{O} + \text{energy} \]
glucose oxygen carbon dioxide water
Stage 1 of respiration begins in the cell’s cytoplasm through the break-down of glucose into smaller molecules releasing a small amount of energy.
During stage 2, small amounts of energy combine in the mitochondria to produce a large amount of energy along with carbon dioxide and water.
Label the leaf parts.
Roots and stems carry water and nutrients around the plant through vessels.
What does xylem do?
What does phloem do?
Photosynthesis & Respiration
Fill in the blanks.
________________________ found in plant organelles called ___________________ absorbs sunlight.
Plants use __________________ they take in from the air around them, __________________ they get from the soil, and __________________ from the Sun to produce ____________________ and ______________________.
Stages of photosynthesis: the breakdown of water into small molecules.
During respiration, the mitochondrion combines smaller molecules with _____________________ and _______________________.
Label the leaf parts.
- cuticle
- epidermis
- spongy tissue
- vessels
- phloem
- xylem
Roots and stems carry water and nutrients around the plant through vessels.
What does **xylem** do?
The xylem carries water and nutrients from the roots to the leaves.
What does **phloem** do?
The phloem carries sugar away from leaves to the rest of the plant. Sugar is made in the leaves during photosynthesis.
Photosynthesis & Respiration
Answer Key
Fill in the blanks.
Chlorophyll found in plant organelles called chloroplasts absorbs sunlight. Plants use carbon dioxide they take in from the air around them, water they get from the soil, and energy from the Sun to produce oxygen and smaller molecules.
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Location of India
- Latitude: 8°4' to 37°6' North
- Longitude: 68°7' to 97°25' East
India Physiographic divisions
- Northern Mountain Ranges
- Northern Great Plains
- Peninsular plateau
- Coastal plain
- Islands
Northern Mountain Ranges
- In Northern mountain region there are three mountain ranges
They are:-
- Trans Himalayas
- Himalayas
- Eastern Highlands
Trans Himalayas
- Trans Himalayas include Karakoram, Ladakh, and Zaskar mountain ranges.
- Mount K2 (8661m) also known as Godwin Austin, the highest peak in India, is in the Karakoram range.
- The average height of the Trans Himalayas is 6000 meters.
Himalayas
- The Himalayan mountain range forms an arc shaped physical division extending between the north-west trans himalayas and the south-east eastern highlands.
- These mountain ranges have a length of about 2400 kilometers.
- Many of the world's highest peaks are situated here.
- The height of these mountains tend to decrease towards the east.
- The width of these mountain ranges is just about 150 kilometers in Arunachal Pradesh, whereas it is around 400 kilometers in the Kashmir region.
- This physical division extending over 5 lakh square kilometers comprises of three parallel mountain ranges.
Characteristic features of Himalayan ranges
- Himalayan ranges are divided into three. They are:-
- Himadri,
- Himachal,
- Siwaliks.
Himadri
• The highest mountain range.
• Average altitude is 6000 meters.
• Origin of the rivers Ganga and Brahmaputra.
• Has a number of peaks above 8000 meters (Eg: Kanchenjunga, Nandadevi)
Himachal
• Situated to the south of the Himadri.
• Average altitude is 3000 meters.
• The hill stations like Shimla, Darjeeling, etc. are situated in the southern slopes of this range.
Siwaliks
• Situated to the south of the Himachal.
• Average altitude is 1220 meters.
• As the Himalayan rivers cut across this range, its continuity breaks at many places.
• Broad flat valleys seen along these ranges are called Duns. (Eg: Dehradun)
Natural vegetation of Himalaya
- Oak, chestnut, maple etc. are seen at an altitude of 1000 to 2000 metres
- Above 2000 meters are the coniferous trees such as Deodar, Spruce, etc.
Human life in the lap of the Himalayas
- The major means of livelihood is animal rearing that depends purely on the grasslands here.
- Sheep are commercially reared in Kashmir and Himachal.
- Potato, barley, and saffron, fruits like apple and orange are cultivated in Siwalik valleys.
- The largest production of tea in India comes from Assam mountain ranges.
- The northern mountains are described as the paradise of tourists due to its natural beauty. (Tourism)
- Hill stations like Shimla, Darjeeling, Kulu, Manali, etc. are situated here.
Eastern Highlands
- This region which is at an altitude of 500 to 3000 meters is also known as Purvachal.
- Cherrapunji, the place receiving the highest rainfall in the world is situated here.
- This region is covered by dense tropical rain forests.
Major mountains in Eastern Highlands
(1) Patkai Bum-Nagaland
(2) Naga hills-Nagaland
(3) Garo, Khasi, and Jaintia hills-Meghalaya
(4) Mizo hills-Mizoram
Significance of the Northern Mountains
• Have been protecting us from foreign invasions from the north since ancient times.
• Block the monsoon winds and cause rainfall throughout North India.
• Prevent the dry cold winds blowing from the north from entering India during winter.
• Caused the emergence of diverse flora and fauna.
• Source region of rivers.
Indian rivers
Indian rivers are classified into two. They are:
1. Himalayan rivers
2. Peninsular rivers
Himalayan rivers
| Rivers | Origin | Length | Tributaries | Sea which it joins |
|----------|-------------------------------|-------------------------|----------------------|--------------------|
| Indus | Manasarovar lake in Tibet | About 2880 Km, in India 709 Km | Jhelum, Chenab, Ravi, Beas, Satlaj | Arabian Sea |
| Ganga | Gaumugh caves in the Gangothri glacie | About 2500 Km | Yamuna, Gomathi, Ghaghara, Kosi | Bay of Bengal |
| Brahmaputra | Chema-yung-dung glacier in Tibet | About 2900 Km, in India 725 Km | Tista, Manas, Luhid, Subensary | Bay of Bengal |
Northern Great Plains.
- During the formation of the Himalayas, a huge depression of more than 2000 metre depth took shape along the south parallel to the Himalayas.
- This extensive plain took shape as a result of the continuous deposition by the rivers flowing down from the Himalayas for thousands of years.
- This plain, extending over seven lakh square kilometres and with kilometres of thick sediments, is one among the few extensive alluvial plains of the world.
- This plain is generally known as the Indus-Ganga-Brahmaputra plain.
- The highly fertile alluvial soil is a characteristic feature of this plain.
The granary of India
- A variety of crops such as wheat, maize, rice, sugar cane, cotton, pulses, etc. Cultivated in Northern Great Plains
- This region is known as the granary of India.
- The Northern Great Plain is one of the most densely populated regions in the world.
Thar Desert.
- Rainfall is scarce along the western parts of the northern plains.
- That is why most regions in Rajasthan are deserts.
- This desert is known as Thar Desert.
- River Luni and the long vanished river Saraswathy have had significant role in the formation this portion of the plain.
- Dry and salty desert soil is found in this Region.
- Thorns and bushes form the natural vegetation here.
What are the main crops cultivated in Rajasthan.
- Bajra,
- Jowar,
- These crops require very little amount of water to grow.
- Here cultivation is done mainly with the help of irrigation.
The Punjab plain
- The Punjab plain is an extensive plain formed by the deposition of the Indus and its tributaries.
- Major crops here are wheat, maize, and sugarcane.
The Peninsular Plateau
- Entire portions of Madhya Pradesh, Jharkhand and Chhattisgarh as well as parts of Maharashtra, Karnataka, Tamil Nadu, Telengana, Odisha and West Bengal together form a plateau known as the peninsular plateau.
The peninsular plateau made of hard crystalline rocks forms the oldest and the most extensive physical division of India.
It extends about 15 lakh square kilometres.
It includes varied topography such as mountains, plateaus, and valleys.
The highest peak in this region is the Anamudi (2695 m) situated in the Idukki district of Kerala.
As the peninsular plateau holds numerous deposits of diverse minerals, this region can be termed as the store house of minerals.
The major vegetation of this region receiving seasonal rain is tropical deciduous.
The trees found in this region are teak, sal, sandalwood, bamboo, etc.
The rainy western slopes of the Western Ghats have tropical rain forests.
A major portion of the Deccan Plateau, which is the southern part of the peninsular plateau, has been formed by the cooling of lava that spread over the region millions of years ago.
Black soil is extensively found in this region made of igneous rocks, named basalt.
As this soil is best suited for cotton cultivation, it is also called black cotton soil.
Red soil also formed by the weathering of igneous and metamorphic rocks is comparatively less fertile.
The presence of iron gives red colour to this soil.
Laterite soil is formed in the regions with monsoon rains and intermittent hot seasons.
**Peninsular Rivers**
The rivers originating from the elevated regions of the peninsular plateau are known as peninsular rivers.
As these are rain-fed rivers, the water flow in these rivers decreases in summer.
Peninsular Rivers are divided into two:
- West flowing rivers - Narmada & Tapti
- East flowing rivers - Mahanadi, Godavari, Krishna & Cauvery
Godavari is the longest among the peninsular rivers.
Waterfalls are common in most of the peninsular rivers.
The highest among these is the Jog Falls (225 metres) in the Sharavathi River in Karnataka.
**Human life in the peninsular plateau**
Cotton, pulses, groundnut, sugarcane, maize, ragi, chilli, etc., are the major agricultural crops of this region.
Iron ore, coal, manganese, bauxite, limestone, etc. are the major minerals found here.
Hence agriculture, mining, and mineral-based industries are the major economic activities.
**Peninsular Rivers**
| River | Origin | Major tributaries | Sea which it joins |
|---------|---------------------------------------------|-----------------------|--------------------------|
| Mahanadi| Maikala Ranges (Madhya Pradesh) | Ib, Tel | Bay of Bengal |
| Godavari| Western Ghats (Nasik district of Maharashtra)| Indravathi, Sabari | Bay of Bengal |
| Krishna | Western Ghats (Mahabaleswar in Maharashtra) | Bhima, Thungabhadra | Bay of Bengal |
| Kaveri | Brahmagiri Ranges in Western Ghats (Karnataka) | Kabani, Amaravathi | Bay of Bengal |
| Narmada | Maikala Ranges (Chhattisgarh) | Hiran, Banjan | Arabian sea |
| Tapti | Muntai Plateau (Baitul district in Maharashtra) | Anar, Girna | Arabian sea |
Coastal plain of India
- The approximate length of this coast line is 6100 kilometres extending from the Rann of Kutchh in Gujarat to the Ganga-Brahmaputra delta.
- The coastal plain of India can be divided into two. They are:-
- Western coastal plain,
- Eastern coastal plain.
Comparison between Western coastal plain and Eastern coastal plain
| Western coastal plain | Eastern coastal plain |
|----------------------|-----------------------|
| Between the Arabian Sea and the Western Ghats | Between the Bay of Bengal and the Eastern Ghats |
| From the Rann of Kutchh to Kanyakumari | From the Sundarban delta region to Kanyakumari |
| Comparatively narrow | Comparatively wide |
| Can be divided into Gujarat coast, Konkan coast, and Malabar coast | Can be divided into north Zircar plain and Coromandal coast |
| Backwaters and estuaries are seen | Delta formation takes place |
Main occupation of the people in the coastal plains.
- Fishing
- Tourism
- Rice and coconut are the major agricultural crops along the west coast.
- Rice is extensively cultivated in the basins of the Mahanadi, Godavari, Krishna, and Kaveri along the east coast.
Major islands in India
- The Lakshadweep islands
- The Andaman and Nicobar islands
The Lakshadweep islands
- The Lakshadweep islands are situated in the Arabian Sea at a distance of about 300 kilometers off shore from Kochi.
- There are 36 islands in this island group, of which only 11 are inhabited.
- Kavarathi is the capital of Lakshadweep.
- Lagoons, sandy beaches and coral reefs are the specialities of the Lakshadweep island group.
- People depend largely on sea for their sustenance as agriculture is sparse here.
- Fishing and tourism are the major sources of income.
The Andaman and Nicobar islands
- The Andaman and Nicobar islands include about 200 islands of Andaman group and 19 islands of Nicobar group.
- Most of these islands are not inhabited.
- Many of them have dense forests.
- The only volcano in India is situated in the Barren Island here.
- Port Blair is the capital of Andaman and Nicobar islands.
- The Indira Point at the southern most tip of the Nicobar islands is considered as the southern end of India.
Himalayan rivers and Peninsular rivers comparison
| Himalayan rivers | Peninsular rivers |
|-------------------------------------------------------|--------------------------------------------------------|
| • Originate from the Himalayan mountain ranges | • Originate from the mountain ranges in the peninsular plateau. |
| • Extensive catchment area | • Comparatively smaller catchment area |
| • Intensive erosion | • Intensity of erosion is less |
| • Create gorges in the mountain region and meander in plains | • Do not create deep valleys as they flow through hard and resistant rocks |
| • High irrigation potential | • Less irrigation potential |
| • Navigable along the plains | • Potential for inland navigation is low |
The factors influencing the climate of India
- Latitude
- Physiography
- Nearness to sea
- Altitude
- Mountains
- Winds
The seasons in India
- The seasons in India can be generally classified into four.
- Cold weather season (Winter)
- Hot weather season (Summer)
- South west monsoon season
- Retreating monsoon season.
Cold weather season In India (Winter)
- India experiences winter when the position of the sun is over the southern hemisphere.
- Most places in India experience intense fog and snowfall occurs in the valleys of the Himalayas during this season.
- The months of December, January, and February experienced cold weather in India.
- During the cold weather season days are generally warm and nights are severely cold in North India.
- Snowfall is a common phenomenon in the hill stations like Manali and Shimla.
What is Western Disturbance
- The cyclones originating in the Mediterranean Sea during winter, gradually shifts towards the east and reaches India.
- This causes winter rainfall in the northern plains, especially in the Punjab region.
- The phenomenon is called western disturbance.
- This rain is much beneficial for the winter crops.
- Jet streams, the strong upper air currents in the troposphere have a significant role in bringing the western disturbance to India.
Why does the temperature decrease from south to north in India During winter?
- Because of the position of Sun is in the Southern Hemisphere.
The coastal regions experience comparatively high temperature. Why?
- Because of the position of Sun is in the Southern Hemisphere.
- The warm breeze blows into the coastline because it is hotter than the sea shore.
Hot weather season (Summer)
- India experiences hot weather when the sun is over the northern hemisphere.
- In the months of March, April and May experienced Summer season in India.
- It is in Barmer in western Rajasthan that the highest temperature of summer is felt.
- Loo, mango showers, etc. are some local winds experienced in India during this season.
South west monsoon season
- When the sun is over the northern hemisphere, North Indian regions experience intense low pressure.
- In the months of June, July, August and September India experience south west monsoon season.
- Owing to the high pressure over the oceans, wind blows from high pressure to low pressure regions, that is, from the Indian Ocean to the Indian sub-continent.
- As the winds deflect towards right due to coriolis effect, they reach India as southwest monsoon winds.
- Because of the peculiar shape of the Indian peninsula, the southwest monsoon winds bifurcate into two branches on entering the land.
• Arabian Sea branch
• Bay of Bengal branch
- The Arabian Sea branch that reaches the coast of Kerala by early June causes heavy rainfall here.
Arabian Sea branch of South west monsoon season
- The Arabian Sea branch of south west monsoon that reaches the coast of Kerala by early June causes heavy rainfall here.
- Then it advances to the states of Karnataka, Goa, Maharashtra, and Gujarat and causes rainfall in the western parts.
- Rainfall is scarce in the Rajasthan region because the monsoon branch entering through Gujarat blows parallel to the Aravalli mountain ranges.
Rainfall is comparatively less along the eastern slopes of the Western Ghats. Why?
- The western part of the Western Ghats receives a good amount of rain.
- As a result of Western Ghats blocking the Arabian Sea branch of the south-west monsoon wind.
- The south west monsoon winds will not be blowing to the east side of the Western Ghats.
- So the rainfall is comparatively less along the eastern slopes of the Western Ghats.
By what name is the southwest monsoon rain known in Kerala?
- Edavappaathi
The Bay of Bengal branch of South west monsoon season
- The Bay of Bengal branch of the monsoon advances northward by absorbing more moisture from the Bay of Bengal.
- On reaching West Bengal, crossing the Sundarban delta, it bifurcates into two branches.
- One branch reaches the northeastern states through the Brahmaputhra plains and causes heavy rainfall there.
- The other branch enters the Ganga plains and causes rainfall in West Bengal, Bihar, Uttar Pradesh, etc.
- This branch merging with the Arabian Sea branch in the Punjab plains advances north further and causes heavy rainfall along the foothills of the Himalayas.
Retreating monsoon season (North East Monsoon)
- By the end of September, as the sun apparently shifts towards the southern hemisphere, intense high pressure develops over the northern plains.
- Comparatively low pressure over the Indian Ocean causes wind to blow from the northern part of India towards the Indian Ocean.
- These winds known as north-east monsoon winds are dry winds that do not generally cause any rain in India.
- This season termed as north east monsoon
- This season is actually a transition period between the rainy season and the forth coming winter.
- This season experienced during the months of October and November.
- This season termed as north east monsoon
- This season is actually a transition period between the rainy season and the forth coming winter.
- This season experienced during the months of October and November.
- The winds blowing from land to sea due to the attraction of low pressure over the Bay of Bengal takes from northeast to southwest direction.
- It absorbs moisture from the Bay of Bengal and causes rainfall along the coromandal coast, especially the Tamil Nadu coast.
- This is the main rainy season of Tamil Nadu.
- Kerala and some parts of Karnataka also receive northeast monsoon rains.
October heat
- The days in October and November unbearable due to high temperature and humidity.
- This phenomenon is known as October heat.
By what name is the northeast monsoon rain known in Kerala?
- Thulaavarsham.
India Mountain Ranges & Peninsular plateau
Himadri, Himachal, Siwaliks
Karakoram, Ladakh, Zaskar
Aravally Ranges, Malva Plateau
Vindhya Range, Satpura Range
Chota Nagapur Plateau
Garo, Khasi, Jaintia hills
Patkai Bum, Naga hills, Mizo hills
Kachchh Peninsula, Kathiawar Peninsula
Western Ghats, Eastern Ghats
Deccan Plateau | fc8ff20d-a02c-4e81-9dda-de4adef4cf2d | CC-MAIN-2024-18 | https://www.educationobserver.com/forum/attachment.php?aid=57017 | 2024-04-17T11:32:22+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817153.39/warc/CC-MAIN-20240417110701-20240417140701-00336.warc.gz | 650,232,205 | 4,144 | eng_Latn | eng_Latn | 0.898549 | eng_Latn | 0.992249 | [
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Today we continue our study of the teachings of Jesus. We are in the midst of examining some of the parables Jesus taught. This month we notice a handful more and then we will proceed with some other areas of teaching in coming months.
In this lesson we want to notice 2 parables, both dealing with forgiveness. From time to time, we discuss the importance of forgiveness. We know that it is crucial to our salvation – both receiving it AND a willingness to forgive others. We have addressed this in the sermon on the mount where Jesus taught about prayer (Matthew 6:14-15), and even in the last parable we addressed (the prodigal son), we touched on the subject of forgiveness, especially how the older son refused to be merciful toward his wayward brother who had returned. Colossians 3:12 calls for us as the elect of God to put on tender mercies, kindness, humility,... and forgiving one another, even as Christ has forgiven us. We could devote several lessons and passages to this important subject, but today we will focus on the messages found the parables of Jesus.
I. The Parable of the Unforgiving Servant – Matthew 18:21-35
a. Background –
i. Jesus has been addressing how we are to deal with our brethren, especially when they have sinned against us.
1. Warnings to not cause others to stumble – Matthew 18:1-11
2. We have Matthew’s version of the parable of the lost sheep - Matthew 18:12-14
3. Then we have instructions on going to our brother who has sinned (against us) – this is where we find the process of dealing with one who has sinned against us.
ii. In .vs 21 - Peter inquires as to how often he should forgive one who has sinned against him – he says, “Up to 7 times”.
1. Understanding Jewish tradition this was generous. Sources reveal that Jews expected you to forgive someone 3 times.
2. Jesus replies, “Up to seventy times seven” (some translate it as 77 times). This is a substantially larger number than even that of Peter.
3. AND, I believe it is crucial that we not set a hard number at 490 times. The point is you keep on forgiving over and over, as much as is needed.
4. Jesus then presents a parable that bears this out.
b. The parable of the unforgiving servant
i. *The kingdom of heaven is like* – Jesus is here describing qualities that will grant admission into this kingdom.
ii. *A certain king wanting to settle accounts with his servants* – in this be reminded that there is coming a day of judgment when we WILL be held accountable (Acts 17:30-31, Romans 14:10-12)
iii. *A servant brought before him who owed 10,000 talents* – Jesus was presenting a ridiculously large number. A talent (depending on what the talent was of) was the largest unit of weight for money – about 75 pounds. Depending on the product, it would equal between 3000 and 6000 denarius. (Which one doesn’t matter, the point is the number was HUGE!). A denarius was considered a day’s wages. So a single talent would be the equivalent of 3000 days labor between 8-17 years (working every day). Multiply that by
10,000 and you have a number that goes into the billions (IF minimum wage were $15 per hour at 8 hours a day would be about $120. Multiply by 3000 - $360,000 X 10,000 = $3.6 BILLION! That is the LOW number).
The point - The number was ridiculous and impossible to pay back.
iv. **The master commanded the servant be sold, along with his family so that payment could be made** – the Roman empire was a time with debtor’s prison – where one could have a debtor imprisoned and sentenced to hard labor until they repaid the debt – which might be impossible to do. (Imagine if this still applied today)
v. **The servant fell before the king and pleaded for mercy** – time and patience to repay the debt.
vi. **The king being moved with compassion, released him and FORGAVE him of his debt** – the king went further than was requested. This was because of his compassion and mercy (this was an act of grace on his part).
vii. **In turn, the servant went out and found a fellow servant who owed him 100 denarii** – just under a 1/3 of a year’s wages – substantial, but NOTHING compared to what he had been forgiven.
viii. **The unmerciful servant grabs his fellow servant by the throat and demands his money.**
ix. **The fellow servant pleads for mercy and time and promises to repay** – a debt that WAS repayable.
x. **BUT the unmerciful servant rejected him and had him cast into debtor’s prison** – amounts did not matter when it came to debtor’s prison.
xi. **His fellow servants saw how unloving he was and were grieved** – all I can say here is, PEOPLE ARE WATCHING US!
xii. **They went and told the king (master) what had happened** – word WILL get back, especially to God. You CANNOT hide from Him! (Psalm 139:7-12, Hebrews 4:13)
xiii. **The king became angry and called that unmerciful servant before him and rebuked him for being unmerciful considering all that he had been forgiven of.**
xiv. **That servant was delivered to the torturers until he should pay all that he owed.**
xv. **VS.35 – The lesson – So My heavenly Father also will do to you, if each of you, from his heard, does not forgive his brother his trespasses.**
c. Lessons to learn from this parable
i. **The terribleness of sin** – sin is such a terrible debt that we can NEVER repay it. Consider Romans 6:23 – the WAGES of sin is death. Romans 7:14 notes that I am carnal, sold under sin...
That is the premise of the 10,000 talents – we are so indebted to God because of our sins.
ii. **God is gracious and merciful** – Ephesians 2:4-5.
He so loved us He sent Jesus as the sacrifice to pay the debt – John 3:16, Romans 5:6-9. 2 Corinthians 5:21 notes that God made Him who knew no sin, to be sin for us – not that He became a sinner, but He paid the price that was demanded (see 1 Peter 3:18 – *He suffered once for sins, the just for the unjust, that He might bring us to God...*)
iii. **By His grace we are forgiven of our sins** – see all the above verses.
iv. **THEREFORE, we better be willing to forgive others** –
1. God expects us to be grateful for His forgiveness and to SHOW that gratitude in the way we deal with others, especially forgiving those who have wronged us or sinned against us.
2. While difficult to do, we have to learn to forgive others – even over and over (7 times a day – Luke 17:4). Just like God forgives us over and over.
3. **And our salvation depends on it as Jesus concluded.** James 2:13 tells us that judgment is without mercy to him who shows no mercy.
II. The parable of two debtors – Luke 7:36-50
a. Background –
i. Jesus is invited by a Pharisee to eat with him at his home.
ii. As Jesus sat down to eat, a woman of the city, “a sinner”, knew that Jesus was there. She brought an alabaster flask of fragrant oil, and stood at His feet weeping. She washed His feet with her tears and dried them with her hair. Then she anointed His feet with the oil.
iii. Simon, spoke within himself saying, “If this Man was a prophet, He would know who and what manner of woman she was (a sinner).”
iv. This prompts Jesus to tell our short parable.
b. The parable (Luke 7:40-42)
i. There was a certain creditor who had two debtors (recall the debtors of the last parable)
ii. One owed 500 denarii (about 1 ½ years wages) and the other 50 denarii.
iii. They could not repay so he forgave BOTH freely.
iv. Jesus asked, “Which one would love Him more?”
v. Simon said, “I suppose the one whom he forgave more.”
c. Jesus replied: (7:43-50)
i. You have answered correctly or rightly judged.
ii. Jesus then rebuked Simon noting that as He entered the home he was not shown common hospitality – no water for his feet, no welcoming kiss, nor anointing.
iii. Yet “this woman” (whom Simon called a sinner), had shown humiliating service to Him – washing his feet with her tears and anointing His feet with the oil.
iv. Vs. 47 – Therefore, I say to you, her sins, which are many, are forgiven, for she loved much. BUT, to whom little is forgiven, he loves little.
v. Jesus sent her away, a forgiven woman and said, “Your faith has saved you. Go in peace.”
vi. Those who were there wondered because Jesus even forgave sins. Another lesson.
d. Lessons to consider:
i. Again, we are reminded of the terribleness of sin! Let us suppose this woman was “a sinner” – one guilty of detestable sins, such as prostitution and such.
ii. In this parable, we also see that no matter WHAT sins you are guilty of God CAN forgive you if you will repent and turn to Him. A great example of this is Paul – who knew what a sinner he was. He noted in 1 Timothy 1:15 he was “chief” of sinners.
1 Corinthians 15:9-10 Paul noted that he was not worthy to be called an apostle.
THIS ought to be a source of comfort to us! How often do we have more difficulty forgiving ourselves that letting God forgive us?
iii. And along with that, we must ask – WHO IS THE SINNER in this parable? Certainly the woman was a sinner for Jesus in the end said, “Her sins, which are many, are forgiven” (vs. 47)
I contend the Pharisee, was also a sinner, though his sins were different (and more socially acceptable), they were sins nonetheless. AND more dangerous because he seemed to be blind to his need for forgiveness. That is the continual thread we find in the New Testament with the enemies of Jesus and His disciples: Self-righteousness, pride, hypocrisy, etc.
iv. We also learn in this parable that we better be careful before passing judgment on others!
Matthew 7:1-5 – this is where this DOES apply!
v. And YES, Jesus can and does forgive us of our sins! In fact, He is the ONLY source of salvation – Acts 4:12.
vi. Finally, HOW grateful are we that God has forgiven us? BOTH parables deal with flawed attitudes toward forgiveness. Let us make sure that we truly appreciate the grace of God – because we ALL desperately need it!
And thus we can see some lessons to learn about forgiveness from the teachings of Jesus. It is a subject we MUST learn if we are to have hope of heaven when this life is over. So what about you? 1) Have you been forgiven? 2) How are you forgiving others? Think about it! | f015dd86-16de-4cf4-917a-30c51aa73d41 | CC-MAIN-2024-26 | https://roseavenue.org/Study-Materials/Sermon-Outlines/TeachingsOfJesus2021/Jesus%20Teaching%20-%2042%20-%20Parables%2011%20-%20Forgiveness.pdf?8762fc&8762fc | 2024-06-19T04:38:32+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861797.58/warc/CC-MAIN-20240619025415-20240619055415-00557.warc.gz | 426,443,884 | 2,522 | eng_Latn | eng_Latn | 0.998165 | eng_Latn | 0.998096 | [
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TUBE SCULPTURES
This is one of those projects that can be ever changing. It can also become a homemade tinker set. Children love to construct and deconstruct. This project is a perfect way to offer an art form that they can change and alter as they wish.
WHAT YOU’LL NEED
» Cardboard tubes (save paper towel tubes or buy them from an art supply store)
» Paints
» Palettes
» Paintbrushes
» Hole punch
» Assorted straws (I love the gold or striped straws)
» Sharpies or crayons (optional)
» Trays or cookie sheets
THE INVITATION: TUBES
Once they see an ordinary household object that they can transform any way they wish, the children will invite themselves!
WORKING SPACES
Set up trays or cookie sheets with tubes, a palette of paint, and a brush.
THE PROCESS
This is a two-day process.
DAY 1: PAINT THE TUBES
Let the children paint the tubes in any colors they wish. It’s fun to watch which colors they choose. Let the tubes dry fully.
DAY 2: CONNECT THE TUBES
Next let older children hole punch the tubes. The ideal way of hole punching is to make four holes on each end at the four quarters of the circle. Punch four holes in each side of each tube as evenly spaced as possible. A tip is to make the hole as far from the opening as a standard hole punch will reach.
Most younger children won’t have enough strength in their hands to punch the holes. That said, if the child wants to make their own hole punches, let them. Remember, it’s the process, and some children love a challenge. If they can’t do it, they’ll ask you for help.
Once all the tubes have been given holes, it’s time to build the sculpture. I like to set up an invitation to create the sculpture with the straws and tubes ready for creating.
These are so beautiful displayed on a shelf. They can be taken apart and redone!
EXPLORATIONS
➢ For children under three years old, cut the tubes in half or thirds.
➢ For older children, have them paint the inside first, and then the outside. Encourage them to decorate the outside with lines, shapes, dots, and stripes. They can use a Sharpie pen to add details to their tubes. | b06f0f93-e67a-422e-860c-0cd10d591dda | CC-MAIN-2020-40 | https://www.theschoolrun.com/system/files/attachments/articles/tube_sculptures.pdf | 2020-09-28T03:14:44+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600401583556.73/warc/CC-MAIN-20200928010415-20200928040415-00299.warc.gz | 1,068,029,204 | 497 | eng_Latn | eng_Latn | 0.997447 | eng_Latn | 0.998535 | [
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Learning Design Through Science vs. Science Through Design
Elizabeth McBride, Jonathan Vitale, Marcia C. Linn, University of California, Berkeley
email@example.com, firstname.lastname@example.org, email@example.com
Abstract: This research investigates two ways of framing design projects and their impacts on learning. The study explores the benefits of learning science concepts before or during a design project. Based on the NGSS science and engineering practices, in an engineering condition, students learn the necessary science concepts during a design project. In a science condition, students learn the science concepts first, then apply them during a design project. The study explores the benefits of each approach to inform instructional design. We use the knowledge integration framework to develop curriculum and assessment items, including an interactive computer model of a solar oven. Using three types of pre/posttest assessment items, we found students in both conditions gained insights on science and engineering design items; students in the engineering condition outperformed the science condition on a science-design integration item and conducted more trials during the design process while using an interactive computer model.
Introduction
Engineering projects are becoming more common in K-12 schools, but while it is often claimed that engineering projects improve student achievement in mathematics and science, research on this topic has shown that many projects do not live up to the claim (Teacher Advisory Council, 2009). While engineering projects may generate more student interest and engagement (Hmelo et al., 2000; Cantrell et al., 2006) than typical science curricula, they often fall short on developing science concepts. Ideally, undertaking a science project should be motivating, while also helping students to understand the interplay between science concepts (like energy transformation) and engineering design decisions. However, the framing of goals can impact what aspects of the project are emphasized. In projects framed around science goals, students learn the science concepts and then do a design project to apply those concepts (science condition). In projects framed around engineering goals, students learn the science concepts during the process of completing a design project (engineering condition). We investigate ways these two goal frameworks impacts student learning.
Often, in science the goal is to develop knowledge, while in engineering the goal is to develop a solution (Lewis, 2006; Purzer, et al., 2015). In addition, we use the Next Generation Science Standards (NGSS) focus on science and engineering practices, specifically the practice of “constructing explanations (for science) and designing solutions (for engineering)” (NGSS Lead States, 2013) to inform our conditions. This study compares versions of a solar ovens unit that loosely use one or the other goal frames and present a focus on either constructing explanations or designing solutions, while keeping the overall content of the curriculum the same.
We use the knowledge integration framework (Linn & Eylon, 2011) to guide the development of the curriculum and this study. This framework focuses on building a coherent understanding of concepts, and has proven useful for design of instruction featuring dynamic visualizations (Ryoo & Linn, 2012) and engineering design (Chiu et al., 2013; McElhaney & Linn, 2011). The framework emphasizes linking of ideas by eliciting all the ideas students think are important and engaging them in testing and refining their ideas. When students build a physical artifact, as in many engineering projects, they can only test a few of their ideas due to time and material constraints. Features in this curriculum, like using interactive computer models, allow students to explore many more ideas, thereby facilitating knowledge integration.
Though engineering projects are potentially motivating, when students build a physical model they often neglect the scientific basis for their decisions (Crismond, 2001), instead focusing on aesthetic and otherwise superficial details of construction. Tools like interactive computer models can help students connect science principles and design decisions by making mechanisms such as energy transformation visible (Snir, Smith, & Grosslight, 1993; Wilensky & Reisman, 2006). The combination of computer models and hands-on activities in design activities allows students to test many designs while also visualizing how energy transformation takes place in their designs.
In addition to providing science content knowledge, design projects utilizing computer models provide students with an opportunity to explore authentic practices of scientists and engineers. The NGSS envision that instruction would combine practices including modeling, data, analysis, computational thinking, and design to enable students to integrate their scientific and engineering ideas (NGSS Lead States, 2013). The solar ovens curriculum used in this research familiarizes students with the way energy transforms from solar radiation to heat (MS-PS3-3) by using a hands-on project and interactive models, emphasizing the modeling aspect of the science and engineering practices of the NGSS as well as the standards associated with energy (NGSS Lead States, 2013). This curriculum draws on all eight of the science and engineering practices in the NGSS, focusing on using models, developing solutions, and engaging in argument from evidence.
A project framed as an engineering design project from the beginning may offer students meaningful opportunities for science learning, especially when they must consider trade-offs in their designs (Purzer et al., 2015). This type of consideration of design trade-offs may be especially useful in helping students to integrate their science ideas with their design decisions. Design projects have been found, in some cases, to positively impact students’ scientific reasoning (Silk et al., 2009). However, these students may not learn complex science concepts if their focus is on incidental aspects of design. Hands-on projects that directly follow a related science unit may allow students more time to focus on understanding the complex scientific phenomena they are being asked to apply, while still motivating them to learn the concepts in order to apply them to their design. However, the separation of the science content from the design project may seem disjointed to students and lead to lower motivation in learning the concepts.
We use knowledge integration assessment items (Linn & Eylon, 2011; Liu et al., 2008) at pretest and posttest targeted at three specific areas to better understand how each of our conditions impacts learning. These items measure science concept integration, engineering design practices, and the integration of science and engineering design practices. While there has been much work done to advance engineering education at the K-12 level (e.g., National Research Council, 2009; Bybee, 2011), there has not been as much work done to develop valid items for assessing engineering practices.
The two conditions in this research are meant to understand two common ways hands-on activities are framed in the classroom. By understanding the benefits of each method of framing, we hope to develop a curriculum that helps students to integrate their ideas about science concepts and engineering design better. While teachers may have their own preferred way to conduct hands-on projects in their classrooms, this work is meant to help strengthen student learning in both the science and engineering domains no matter the framing of the classroom project.
**Methods**
**Participants and procedures**
One teacher and her 153 students participated in this study. Out of these students, 139 students completed a pretest, (some part of) the curriculum, and a posttest. The pretest was conducted one day before beginning the unit, and the posttest was conducted one day after finishing the unit. Both the pretest and posttest were administered to students individually. Pairs, or in some cases triads, of students were assigned to collaborative workgroups by their teacher to work on curriculum. Workgroups were randomly assigned to a condition (*science* or *engineering*) by the software. All students received the same curricular content, but activity focus and order varied by condition.
**Curricular materials**
This study was implemented in a curriculum module entitled *Solar Ovens* in the Web-based Inquiry Science Environment (WISE), which utilizes a variety of instructional and assessment tools (Linn & Eylon, 2011). The goal of the unit was to familiarize students with the way energy transforms from solar radiation to heat through a hands-on project and interactive models, covering the modeling aspect of the Science and Engineering Practices of the NGSS, as well as the standards associated with energy, specifically standards related to the transfer of thermal energy (NGSS Lead States, 2013).
The solar ovens curriculum within WISE has been designed and refined with the collaboration of multiple expert teachers and researchers to help students test and refine their ideas about energy transformation. The curriculum seeks to help students utilize their ideas about how radiation works in various contexts, like in the atmosphere and inside solar ovens.
Students in both conditions followed a modified “design, build, test” approach. An important feature of this unit is a budget activity in which students make decisions about and justify the materials they choose to use for building (Figure 1). During the design phases, students also draw pictures of their ovens and explain how energy transfer will occur. Students also use an interactive model of a solar oven, designed using NetLogo (Wilensky, 1999), to test features in the solar oven and understand how solar radiation transforms into infrared energy (Figure 2). Students generate trials using the model by allowing the model to run for 5 simulated minutes without changing the input variables. When students test their physical prototypes they also test them under a lamp for 5 minutes. After each trial is generated, it is automatically added to a table, allowing students to track the trials they ran and the results of those trials. The computer model has been previously tested to understand how students use it at different points during the curriculum and how it impacts learning. Our earlier findings indicate that the computer model aids students in integrating their science and design ideas, and that students interacting with the model earlier during the curriculum (during the planning phase) benefit more than students who interact with the model later in the curriculum (the reflecting phase) [redacted for blind review]. After designing, students build physical solar ovens, which are tested under lamps with a common set of requirements, so results are comparable between trials and groups.
**Condition Differences**
Conditions did not differ in content, only in the order the content was presented and in the framing of questions or activities. In the *engineering* condition students were introduced to the design project in the first step, then were...
prompted to learn or consider science concepts during the design process. In the *science* condition, students learned all the science concepts at the beginning of the project in a module about the atmosphere, and were then introduced to the design project as a way to apply what they had just learned. Students in each condition used a concept-mapping tool to map energy flow. In the *engineering* condition, students mapped energy flow in their solar ovens, while in the *science* condition students mapped energy flow in the atmosphere.
Tables 1 & 2: Table 1 (left) shows the main steps in the curriculum for the *engineering* condition, including the number of steps. Table 2 (right) shows main steps in the curriculum for the *science* condition
| **Engineering Condition (26 steps)** | **Details** |
|-------------------------------------|-------------|
| **Activity (# Steps)** | |
| Design & Science Concepts (18) | - Introduction to project
- Solar radiation
- Solar oven model
- Concept map of energy transformation (in solar oven)
- Reflectivity
- Preliminary design
- Why do you need a cover?
- Greenhouse gas model
- Budget and final design |
| Build (1) | - Build physical solar oven |
| Test (3) | - Test physical solar oven |
| Redesign (2) | - Collaborative critique activity
- Use solar ovens model to redesign oven, write updated description |
| Connect (2) | - Make connections between solar oven and greenhouse gases |
| **Science Condition (25 steps)** | **Details** |
|------------------------------------|-------------|
| **Activity (# Steps)** | |
| Solar Radiation and the Atmosphere (7) | - Solar radiation
- Reflectivity (of earth)
- Concept map of energy transformation |
| Solar Radiation and Greenhouse Gases (3) | - Greenhouse gas model
- Update concept map of energy transformation to include greenhouse gases |
| Design & Build & Connect (10) | - Introduction to project
- Model a solar oven
- Make connections between solar oven and greenhouse gases
- Budget and design
- Build physical solar oven |
| Test (3) | - Test physical solar oven |
| Redesign (2) | - Collaborative critique activity
- Use solar ovens model to redesign oven, write updated description |
**Test Materials**
The pre- and posttest assessments we used consisted of 9 assessment items. These items fell into three areas: science concepts, engineering practices, and the integration of science and engineering. All items use short response format, and are scored using knowledge integration rubrics. Of these 9 items, 5 items measure integration of science concepts, 3 items measure integration of engineering design ideas and practices, and 1 item measures the integration of design practices with science concepts.
One of the science concept items, *Car*, prompted students to explain what would happen to a car left in the sun during a cold day. In an engineering item, *Budget*, students were asked to describe how two fictional students would build solar ovens using two different lists of materials and then to describe the tradeoffs made in each design. In the science-engineering integration item, *Model*, students were asked to use a basic solar oven model (like that shown in Figure 2, but with only a box shape drop-down option) to help a fictional student determine whether a tall, skinny box or a short, wide box would heat up faster. The pretest and posttest were composed of the same items.
While the science and engineering integration items measure how well students link their ideas about design or about science concepts, we were particularly interested in the performance of students in each condition on the integration item, since a goal of this curriculum is to help students use their science ideas to justify their design decisions. This integration item has been tested with over 1000 students in prior work.
We also use the automatically generated table from students’ interactions with the interactive computer model (Figure 2) to analyze how many trials students ran during the design process. In addition, we use three other
measures of students’ interactions with the interactive computer model. We use the amount of time students spent on the project step that included the computer model, the number of clicks students made in the computer model, and the average number of clicks made per hour (time spent divided by number of clicks). All of these measures come from analysis of student log files.
**Analysis approach**
To measure knowledge integration, the items were scored using knowledge integration rubrics to assess links between multiple normative science ideas (Linn & Eylon, 2011; Liu et al, 2008). The knowledge integration rubric for *Model*, the science/design integration item, shows how links are scored (Table 3). Multiple researchers develop the rubrics for each item; initial scoring of data is also done by at least two researchers, with high inter-rater reliability ($\kappa > 0.8$).
Since this research investigates the differences between framing as a whole project (more similar to engineering) or as an application of concepts (more similar to science), our analysis looks at whether there are differences between conditions on the science, engineering, or integration items. However, unless otherwise specified, we examine the corpus of all 9 items.
To analyze the differences between conditions based on how students used the interactive computer model during the design phase of the project, we used a count of the number of trials run by each group. Each trial is added to an automatically generated table after students allow the model to run for 5 simulated minutes (takes about 30 seconds to 5 minutes in real time). We do not count trials that were not allowed to run for shorter than this time period because, since they were not added to the automatically generated table, students did not have a record of them and were therefore not able to look back at these trials while making their decisions. This analysis is done at the workgroup level.
**Table 3: Sample knowledge integration scoring rubric for the *Model* pre/post open response item**
| Score | Level | Examples |
|-------|----------------------------------------------------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| 1 | **Off Task** | *I don’t know.* |
| 2 | **Irrelevant/Incorrect** | *David is correct because I chose the skinny and tall one and the heat went up really fast.* |
| 3 | **Partial**<br>Normative isolated ideas without a valid link | *David’s claim is not correct because in the model it show solar radiation stayed trapped inside the wide and short one making heat easily trapped inside.* |
| 4 | **Basic**<br>Elaborate a scientifically valid link | *David’s claim is incorrect because the skinny box got to 33.8 in 2 minutes and the wide box got to 44.7 in 2 minutes. The wider box could keep a lot of energy because of the space and the skinny box doesn’t have a lot of space. So, this means David was wrong.* |
| 5 | **Complex**<br>Elaborate two or more scientifically valid links | *David’s claim is incorrect because the more area for radation to come the more radation can get trapped and turn into heat. There is less of the when you have a skinny box.* |
**Results**
A t-test of pooled pre- and posttest data across conditions revealed a significant effect of testing session [$t(304) = -6.44, p < 0.0001$], demonstrating that across both conditions students made gains from pre- to posttest (Figure 3).
There were no overall differences between the *science* and *engineering* conditions. When considering the groups of science and engineering assessment items, there were non-significant differences in condition differences. Students in the *science* condition made slightly greater gains on the science assessment items between pretest and posttest and likewise students in the *engineering* condition made slightly greater gains on the engineering assessment items between pretest and posttest; neither of these differences were significant.
When considering the integration assessment item, there was a significant impact of condition. Using a regression model, students in the *engineering* condition scored higher on the posttest integration item, when controlling for pretest score ($\beta = 0.18, p < 0.01$). This is shown in Figure 4.
We also analyze the number of trials students run in the interactive computer model during the design phase of the project. Groups in the *engineering* condition ran significantly more trials than those in the *science* condition ($\beta = 0.33, p < 0.02$). Figure 5 shows data on the variance between the conditions in terms of the number of trials run. In the *engineering* condition, more of the groups used the model to run trials, and a larger proportion of groups ran more than one trial. In the *science* condition, many groups did not even allow the model to run for a full trial, and of groups that did run any trials, a majority of them only ran one trial.
**Figure 3:** Differences between pretest and posttest scores for *Solar Ovens*
**Figure 4:** Differences between conditions (*Science* and *Engineering*) on the integration item at pretest and posttest
There was not a significant difference between conditions when examining the amount of time students spent using the computer model. On average, students spent about 20 minutes using the computer model, with students in the *engineering* condition spending slightly longer on average than students in the *science* condition. However, there was a significant difference between conditions when looking at the number of clicks, or actions, students made while using the model ($\beta = 0.34, p < 0.01$), with students in the *engineering* condition making 25 more clicks than students in the *science* condition (mean for *engineering* condition: 56, mean for *science* condition: 31). Since students in the *engineering* condition ran more trials, we would generally expect them to also have made more clicks. When combining the measures of time and clicks to be the number of clicks per hour (calculated: clicks divided by time), we find no significant difference between conditions. This measure is important to check because in some cases, students may make rapid clicks on an interactive model without allowing the model to run and reveal the results or patterns to students. We found that there is generally a linear relationship between the amount of time
spent and number of clicks in the model. We also found few outliers, meaning that most students were using the model appropriately.
Students used the model to run more trials in the *engineering* condition, even though students in both conditions generally spent the same amount of time using the model. This may mean that students in the *engineering* condition used the model more effectively to test their ideas. This is likely because students are introduced to the model very early in the project, so they are using the model to add and test new ideas about their design. Students in the *science* condition may have already been considering their design throughout the project, but before they were able to test their ideas using the model. This may have caused students to become attached to certain choices they made before they had a chance to use the model to test design options.
**Figure 5:** *left:* Histograms showing the number of trials done using the interactive computer model in each condition; *right:* scatterplot showing the number of clicks and the time spent using the model for each group of students
### Conclusions and Implications
Students in the *engineering* condition were more successful in integrating their science ideas with their oven design than were students in the *science* condition. Students in the *engineering* condition may have used the design of their oven as an artifact for testing their science ideas. The students in the *engineering* condition conducted more trials than students in the science condition giving them more opportunities to test their science ideas. In the *science* condition the students may have seen designing the solar oven as separate from learning the science concepts.
Students in the *science* condition spent more of the curriculum solely focused on learning science concepts, therefore it makes sense that students in this condition would do slightly better at integrating their science ideas on the science integration items. Similarly, students in the *engineering* condition spent a longer time considering the trade-offs of their designs, and also performed better on items that measured engineering practices, like analyzing designs for trade-offs. In addition, students in the *engineering* condition may have seen the ideas they tested in the interactive computer model as more open to questioning, which may have encouraged students to test more ideas (Sandoval & Morrison, 2003). Students in the *science* condition seemed to be more attached to their original ideas, testing fewer ideas in the computer model. The *engineering* condition seemed to open students up to more possibilities in their design, while the *science* condition in some ways gave students a more limited idea of the possibilities for their designs. Since adding and testing new ideas is a proven feature or curricula that improves student learning (Linn & Eylon, 2011), it is important to emphasize this in all design projects, including those following a format more similar to the *science* condition.
These results indicate that there are benefits for each type of framing. This is important to recognize in aligning the design of the curriculum with teachers’ learning goals for their students. In this work we recognize that there may be outside factors that impact teachers’ choices in how to frame a hands-on project. However, the results show that there are impacts in what students take away from different framings of the same hands-on project. To improve the *science* condition, curriculum designers or teachers may have to work to integrate the addition and
testing of ideas earlier during the curriculum to overcome students’ fixation on certain ideas during the design process. To improve the engineering condition, science concepts must be emphasized.
This work included only minimal differences between conditions; ordering and question framing on only some curricular activities. While it still generated a useful and statistically significant finding, it would be more helpful for understanding how to frame design projects if the conditions were separated even further. However, separating the conditions further may be very challenging for one teacher to orchestrate (since students are randomly assigned within class periods). In addition, understanding how the framing of hands-on projects impacts learning outcomes also relies on valid and reliable measures for learning. While this has been studied and many psychometrically valid items have been developed in science contexts, this is not yet the case for engineering design in K-12 settings. This work would benefit from further research into measuring engineering and design practices in K-12 settings and the development of useful items that are not reliant on specific scientific content.
References
Bybee, R. W. (2011). Scientific and engineering practices in K-12 classrooms. *Science Teacher, 78*(9), 34-40.
Cantrell, P., Pekcan, G., Itani, A., & Velasquez-Bryant, N. (2006). The effects of engineering modules on student learning in middle school science classrooms. *Journal of Engineering Education, 95*(4), 301.
Chiu, J. L., Malcolm, P. T., Hecht, D., DeJaeger, C. J., Pan, E. A., Bradley, M., & Burghardt, M. D. (2013). WISEngineering: Supporting precollege engineering design and mathematical understanding. *Computers & Education, 67*, 142-155.
Crismond, D. (2001). Learning and using science ideas when doing investigate-and-redesign tasks: A study of naive, novice, and expert designers doing constrained and scaffolded design work. *Journal of Research in Science Teaching, 38*(7), 791-820.
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? *Educational psychology review, 16*(3), 235-266.
Lewis, T. (2006). Design and inquiry: Bases for an accommodation between science and technology education in the curriculum?. *Journal of Research in Science Teaching, 43*(3), 255-281.
Linn, M. C., & Eylon, B. S. (2011). *Science learning and instruction: Taking advantage of technology to promote knowledge integration*. Routledge.
Liu, O. L., Lee, H. S., Hofstetter, C., & Linn, M. C. (2008). Assessing knowledge integration in science: Construct, measures, and evidence. *Educational Assessment, 13*(1), 33-55.
McElhaney, K. W., & Linn, M. C. (2011). Investigations of a complex, realistic task: Intentional, unsystematic, and exhaustive experimenters. Journal of Research in Science Teaching, 48(7), 745-770.
National Research Council. (2009). *Engineering in K-12 education: Understanding the status and improving the prospects*. National Academies Press.
NGSS Lead States. (2013). Next Generation Science Standards: For States, By States.
Purzer, Ş., Goldstein, M. H., Adams, R. S., Xie, C., & Nourian, S. (2015). An exploratory study of informed engineering design behaviors associated with scientific explanations. *International Journal of STEM Education, 2*(1), 9.
Ryoo, K., & Linn, M. C. (2012). Can dynamic visualizations improve middle school students' understanding of energy in photosynthesis?. *Journal of Research in Science Teaching, 49*(2), 218-243.
Sandoval, W. A., & Morrison, K. (2003). High school students' ideas about theories and theory change after a biological inquiry unit. *Journal of research in science teaching, 40*(4), 369-392.
Silk, E. M., Schunn, C. D., & Cary, M. S. (2009). The impact of an engineering design curriculum on science reasoning in an urban setting. *Journal of Science Education and Technology, 18*(3), 209-223.
Snir, J., Smith, C., & Grosslight, L. (1993). Conceptually enhanced simulations: A computer tool for science teaching. *Journal of Science Education and Technology, 2*(2), 373–388.
Teacher Advisory Council. (2009). *Engineering in K-12 Education: Understanding the Status and Improving the Prospects*. National Academies Press.
Wilensky, U. (1999). {NetLogo}.
Wilensky, U., & Reisman, K. (2006). Thinking like a wolf, a sheep, or a firefly: Learning biology through constructing and testing computational theories—an embodied modeling approach. *Cognition and instruction, 24*(2), 171-209. | 66a97626-7bc5-4764-8757-46d3010452f4 | CC-MAIN-2022-21 | https://wise-research.berkeley.edu/wp-content/uploads/2019/05/McBride_Ovens_DesignScience.pdf | 2022-05-28T17:40:41+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663016949.77/warc/CC-MAIN-20220528154416-20220528184416-00769.warc.gz | 675,763,300 | 6,190 | eng_Latn | eng_Latn | 0.99221 | eng_Latn | 0.996346 | [
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# WELCOME TO MY GARDEN!
## Inhaltsverzeichnis:
### INFO-CORNER ........................................... 1
#### B1 WELCOME TO MY GARDEN!
- Flashcards
- In the garden (1)/(2) .................................. 2/3
- Traditional Rhymes/Songs
- My garden/Garden time/
Planting time/I’ll plant a little seed/
A little seed .............................................. 4
- Traditional Song
- This is the way we plant our seeds .................. 5
- Exercise
- Garden riddle ............................................. 6
- Exercise/Game
- I spy with my little eye .................................. 7
- Listening Exercise
- Yes or no? .................................................. 8
#### B2 FLOWERS, PLANTS AND TREES
- Flashcards
- Flowers in the garden .................................... 9
- Flashcards
- Plants and trees in the garden .......................... 10
- Traditional Rhymes/Songs
- Flowers all around/I’m a little flower pot/Five little flowers/I’m a little daisy/Daffodil ......................... 11
- Game/Handicraft
- Garden Bingo (1)/(2) .................................... 12/13
- Exercise
- Flowers all around ....................................... 14
- Traditional Song
- The parts of the plants .................................. 15
- Exercise
- Do you know the parts of a plant? .................... 16
- Exercise
- Right or wrong? .......................................... 17
- Instruction/Exercise
- Let’s plant a seed (1)/(2) .............................. 18/19
- Handicraft
- A sunflower ............................................... 20
#### B3 FRUIT AND VEGETABLES
- Flashcards
- Fruit in the garden ....................................... 21
- Flashcards
- Vegetables in the garden ................................. 22
- Exercise
- Which fruit is missing? .................................. 23
- Handicraft/Game/Exercise
- The garden spinning top ................................. 24
- Traditional Rhymes/Tongue Twister
- The apple tree/Strawberry, strawberry/
Peter Piper/I’m a big red tomato/Eat your vegetables/Vegetables and fruit are good for me ........................................ 25
- Exercise
- Garden crossword ........................................ 26
- Exercise
- Fruit and vegetable harvest ............................. 27
- Game
- In the garden (1)/(2) .................................... 28/29
#### B4 ANIMALS IN THE GARDEN
- Flashcards
- Animals in the garden (1)–(3) ......................... 30–32
- Listening Exercise
- So many animals in the garden ....................... 33
- Exercise/Game
- Garden puzzle (1)/(2) .................................. 34/35
- Exercise
- A worm and other animals ............................. 36
- Traditional Song/Rhymes
- The Wiggly Woo song/Bees/Here is a snail/A wise old owl .............................................. 37
- Exercise
- Which animal is it? ....................................... 38
- Traditional Rhyme/Exercise
- From a caterpillar to a butterfly ..................... 39
- Didaktische Überlegungen ............................... 40–43
- Lösungen/Literatur-/Internettipps ..................... 44
- POSTER ....................................................... Heftmitte
## Inhalt der CD:
1. Traditional Rhyme
- My garden
2. Traditional Rhyme
- Garden time
3. Traditional Rhyme
- A little seed
4. Traditional Song
- This is the way we plant our seeds
5. Listening Exercise
- Yes or no?
6. Traditional Rhyme
- Flowers all around
7. Traditional Rhyme
- Five little flowers
8. Traditional Rhyme
- Daffodil
9. Traditional Song
- The parts of the plants
10. Traditional Rhyme
- The apple tree
11. Traditional Rhyme
- Strawberry, strawberry
12. Tongue Twister
- Peter Piper
13. Traditional Rhyme
- I’m a big red tomato
14. Traditional Rhyme
- Eat your vegetables
15. Traditional Rhyme
- Vegetables and fruit are good for me
16. Listening Exercise
- So many animals in the garden
17. Traditional Song
- The Wiggly Woo song
18. Rhyme
- Bees
19. Rhyme
- Here is a snail
20. Rhyme
- A wise old owl
21./22./23. Playbacks
- This is the way we plant our seeds
- The parts of the plants
- There’s a worm at the bottom of my garden
Sprecherin: Tracey Grey
Kinderchor: Lullaby Choir
Leitung: Doris Kroth
Produktion: www.dreamlandmusic.de | be89b8ca-c353-4818-bf97-833c96c19a6e | CC-MAIN-2023-06 | https://www.buhv.de/download/inhaltsverzeichnis/68-1502-i.pdf | 2023-02-05T01:01:48+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500158.5/warc/CC-MAIN-20230205000727-20230205030727-00588.warc.gz | 687,968,840 | 1,084 | eng_Latn | eng_Latn | 0.869756 | eng_Latn | 0.869756 | [
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Welcome to Ysgol Sant Elfod
Summer Term 2017 in Year 6
TOPICS
English
- Read Write Inc
- Explanations
- Instructions
Science
- Forces
- Habitats
- Recycling
PE
- Athletics
- Cricket
- Gymnastics
Welsh
- Gwyliau George
- Past tense
Learning Projects: 'Life in the 1960's' Mountains
DON'T FORGET WE ARE A HEALTHY SCHOOL
- Fruit or vegetables only at morning break.
- Fruit available to purchase every day 20p.
- Water only during day except with lunch.
- Bottles available to purchase £1
HOMEWORK
Homework is an essential part of school life and is given to reinforce what is learnt in the classroom. Maths homework is given on a weekly basis and this should be noted by your child in their Homework Diary that should be brought to school every day.
Reading Eggs and Easimaths are accessible at home too.
LEARNING TIMES TABLES IS VERY IMPORTANT.
Your child should come to school equipped with a blue ink handwriting/fountain pen, pencils, crayons etc. Pens are available from the office for 50p.
School at 8.55am
Please remember to pay dinner money on a weekly basis. All money should be sent to school with your child in a labelled envelope (old or new).
PHYSICAL EDUCATION
- Blue or black shorts, white t-shirt, pumps or trainers.
- Tracksuits are allowed during the winter.
- Jewellery must not be worn during lessons.
- Bring kit on a Monday and leave in school all week.
READING DIARY
- Try to read each night with your child and sign your child’s red reading diary.
- Reading books should be changed on a regular basis but will only be changed when you have signed the diary.
- You will find a number of useful suggestions on how to help your child with their reading in the reading diary.
- It is very important that your child brings his/her reading book to school every day.
THANK YOU FOR YOUR SUPPORT.
Finally, the staff will make every effort to see you immediately if you wish to discuss any issue. However, as this is not always possible an appointment can be made via the office. You can, of course, always send in a note or write a message in the homework diary issued to your child.
Class teachers: Mrs Waldron (6.1) Miss Hill (6.2) Mr Perkins (6.3)
‘Life in the 1960’s’
This term we will be working on a very exciting new topic that explores the following areas of the National Curriculum:
Art/D & T - 1960’s Pop Art
History - Contrasting period of 20th Century
ICT - Research, Film production
Music - Popular Music of the period
This project has a history focus and teaches children about life in the 1960s including significant social, cultural and political events of the time. At the heart of this project the children will learn how to write scripts and will develop additional skills in writing newspaper reports of historical events.
In this project the children will learn:
• How to order things chronologically;
• About musical culture and influences of the 1960s;
• About significant historical figures and events of the 1960s;
• How to use a range of artistic skills to create ‘Pop Art’;
• How to use ICT to source information and present their findings. | <urn:uuid:00d33939-c627-4c3f-b704-fa3233682c3f> | CC-MAIN-2019-04 | http://www.jamjars-cms.co.uk/images/197/files/Year_6_Welcome_letter_Summer_17.pdf | 2019-01-22T15:23:46Z | crawl-data/CC-MAIN-2019-04/segments/1547583857913.57/warc/CC-MAIN-20190122140606-20190122162606-00541.warc.gz | 314,218,911 | 713 | eng_Latn | eng_Latn | 0.997999 | eng_Latn | 0.998675 | [
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Reducing Phytophthora risk in nurseries – key considerations
Globally, environments are threatened by increasing numbers of invasive plant pathogens which can be spread in infested planting material. Invasive Phytophthora species in particular are responsible for many plant disease epidemics around the world. Their life cycles allow them to thrive in nursery environments, in plants, water and soil; and spread to wider landscapes.
A recent Euphresco project involving nine countries found that Phytophthora pathogens were widespread in many of the plant nurseries surveyed in participating countries. The risk from Phytophthora and other pests and pathogens can be reduced by ensuring good biosecurity practices are applied throughout plant supply chains.
This guidance aims to help those growing or handling live plants to follow good biosecurity practices and reduce their Phytophthora risks from trade pathways. By considering these points, plant health will be protected in your nursery and in the landscapes your plants are placed into.
Key plant biosecurity considerations
Plant origin
Any movement of plant material through trade carries the risk of introducing Phytophthora into new areas. Reliance on imported stock increases Phytophthora prevalence and poses additional risks of introducing new Phytophthora species to a country or region.
Plant hosts
Phytophthora can infect any live plant material, including woody plants, and persist in growing media/soil. Assess the biosecurity procedures of all your suppliers and check that all stock arriving on site is 100% healthy.
Be aware of symptoms
All symptoms, including foliage discoloration or desiccation (wilting), however minor, should be investigated by a diagnostic lab and any affected plants removed from growing areas. See below for recommendations on plant disposal.
Phytophthora can be present in the absence of visible symptoms. Following the recommendations in this document will reduce this risk.
Assess your site(s) and know your suppliers
- **Water source**: Water is a carrier of many pathogens. Mains or underground water supplies tend to be low risk. Sourcing water from open reservoirs, ponds, rainfall butts or extracting from rivers, or using recirculated water can carry a higher risk, unless the water is treated using a method proven to kill damaging microorganisms.
Open irrigation reservoirs are often contaminated with Phytophthora.
- **Drainage**: Puddles and excess run-off can harbour and spread waterborne pathogens. Containerised plants should be grown on a clean, free-draining surface, raised above the ground. Persistent puddles in nurseries and plant retail areas – especially on roadways – are high-risk for pathogen movement.
- **Potting mix**: Potting mix should be stored in a covered area to prevent contamination by air-borne pathogens.
- **Quarantine areas**: ‘Quarantine areas’ should be used to ensure that imported stock is well separated from other plants. These areas should be monitored over several months for symptoms of Phytophthora on foliage such as black-brown leaf or stem lesions, bronzing and wilting.
- **Surroundings**: Shelterbelts and landscape trees/shrubs growing in and around the nursery premises should be monitored for disease symptoms.
- **General nursery hygiene**: The nursery site should be free of weeds, spilt soil/potting mix and piles of soiled pots. There should be facilities for disinfection of tools, pots and boots.
- **Plant disposal**: Dumping unhealthy or unwanted plants close to the nursery premises carries a high risk of spreading Phytophthora. Plants should be disposed of through a contained composting system and isolated from stock or natural ecosystems. Reuse of growing media is high risk and should be avoided. See additional guidance on plant disposal.
Burning of infected stock.
- **Plant health knowledge**: Every nursery should have a biosecurity management plan and a staff member trained in plant health and symptom awareness. All staff and visitors should be informed of site biosecurity procedures.
More information
Further details of our work on biosecurity is available at: www.forestresearch.gov.uk
To discuss any aspect of Forest Research’s work on biosecurity threats, contact: firstname.lastname@example.org | 2d5a3f44-2acc-493c-a8f3-51d3391853ce | CC-MAIN-2024-46 | https://cdn.forestresearch.gov.uk/2023/05/Reducing-Phytophthora-risk-in-nurseries-flier.pdf | 2024-11-14T17:48:11+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477393980.94/warc/CC-MAIN-20241114162350-20241114192350-00644.warc.gz | 136,618,489 | 854 | eng_Latn | eng_Latn | 0.997603 | eng_Latn | 0.997636 | [
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Underline the nouns in each sentence. Identify the type of noun by writing its code on the line. There may be more than one noun in each sentence.
PL = Plural S = Singular PO = Possessive C = Collective PR = Proper
1. Did you buy the tickets to the musical?
PL, S
2. The school of fish quickly changed direction.
3. I think that’s Albert’s jacket on the chair.
4. We camped in the Great Smoky Mountains.
5. The dogs’ collars were caught on the fencing.
6. On Saturday night they’re having dinner at the Blue River Inn.
7. The audience claps loudly at the end of the performance.
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Go on a treasure hunt. Read a short story or a fiction book chapter. Look for each type of noun in the text. Write it inside the appropriate treasure chest. Try to find two examples of each type.
Singular nouns
Plural nouns
PREVIEW
Please Sign In or Sign Up to download the printable version of this worksheet
Possessive nouns
Collective nouns
Underline the nouns in each sentence. Identify the type of noun by writing its code on the line. There may be more than one noun in each sentence.
PL = Plural S = Singular PO = Possessive C = Collective PR = Proper
1. Did you buy the tickets to the musical?
**PL, S**
2. The school of fish quickly changed direction.
**C, PL**
3. I think that’s Albert’s jacket on the chair.
**PO, S**
4. We camped in the Great Smoky Mountains.
**PR, PR**
5. The dogs’ collars were caught on the fencing.
**PO, PL, S**
6. On Saturday night they’re having dinner at the Blue River Inn.
**PR, S, PR**
7. The audience claps loudly at the end of the performance.
**C, S**
Go on a treasure hunt. Read a short story or a fiction book chapter. Look for each type of noun in the text. Write it inside the appropriate treasure chest. Try to find two examples of each type.
Singular nouns
Plural nouns
A
PREVIEW
Please Sign In or Sign Up to download the printable version of this worksheet
Possessive nouns
Collective nouns | 75746fd9-4714-4856-a6d9-1631e4a0e0f1 | CC-MAIN-2024-10 | https://newpathworksheets.com/api/activity-lesson/activity-lesson-ela-grade-7-nouns-5-types-of-nouns-4.pdf | 2024-02-23T10:00:37+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474377.60/warc/CC-MAIN-20240223085439-20240223115439-00356.warc.gz | 450,153,581 | 544 | eng_Latn | eng_Latn | 0.991403 | eng_Latn | 0.993075 | [
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Beyond the power of his imagery, painting style, and influence in Mexican art, to talk about Diego Rivera is to talk about Mexico, according to Guadalupe Rivera y Marín, daughter of the famous Mexican painter.
During her talk, “The Mexico of My Father Diego Rivera,” organized by the Center for Latin American Studies at UC Berkeley and San Francisco’s Mexican Museum, Rivera y Marín discussed her father’s legacy and evolution as a muralist, in conversation with Andrew Kluger, president of the Mexican Museum.
Rivera’s paintings and murals played a critical role in shaping contemporary Mexican culture and forming the attitudes of Mexicans themselves towards their history, from the pre-Columbian indigenous past through the turmoil of the Mexican Revolution and its fulfillment during the Lázaro Cárdenas years in the 1930s. Rivera’s outsized life was intertwined with iconic artists of the 20th century, from Pablo Picasso and Amedeo Modigliani in Europe during the early years of that century to contemporary muralists like David Alfaro Siqueiros and José Clemente Orozco in Mexico from the 1920s onwards. And Rivera’s art and passion linked him to defining people of his era around the world, from Detroit industrialist Edsel Ford to Leon Trotsky, the exiled Russian revolutionary.
“If there was someone who understood and loved Mexico, that was my father,” said Rivera y Marín.
But it wasn’t until the age of 35 that Diego Rivera truly discovered his country. After studying art for eight years in Europe, he only knew his hometown of Guanajuato, in central Mexico, and Mexico City.
“He came back [to Mexico] in 1921. He was invited to collaborate with the artistic revolution that the Secretary of Education, José Vasconcelos, planned to start,” said Rivera y Marín.
The artistic revolution sparked by Vasconcelos intended to define a new Mexican culture that would give meaning to the lives and extreme sacrifices of a fractured people after the Revolution. In a country where illiteracy hovered at 90 percent in the aftermath of a devastating conflict, one vital tool was the promotion of mural painting through a government-funded program. Ordinary people, from peasants to factory workers, would be moved, inspired, educated, and amused with powerful art on public walls. Muralists like Siqueiros and Orozco were also part of this program.
A year after his return to Mexico, Diego Rivera developed his first mural in the Antiguo Colegio de San Ildefonso, at the request of Vasconcelos. In the mural called “La Creación,” Rivera portrayed several well-known contemporary women artists from Mexico. One of the women who posed nude for Rivera was Guadalupe Marín. She ended up marrying him and, years later, becoming Rivera y Marín’s mother.
“After [she had posed nude], my grandfather traveled from Guadalajara to Mexico to ask my father to marry my mother. That was my origin, but I only found out after many years,” said Rivera y Marín with humor.
Unfortunately, “La Creación” did not meet Vasconcelos’s standards. He considered it “too European,” because it did not reflect Mexico’s turbulent, traumatic reality. So Vasconcelos bought train tickets for the artist and his new wife, Guadalupe, to travel across Mexico. The experience would help Rivera to better understand the country, its people, and their revolution and to translate that new perception into art. Rivera’s long, meandering trip through Mexico provided the passion and the subjects for his murals. His art gained meaning, relevance, and power, and his artistic genius forged the style we associate with Rivera today.
From the lives of working-class people to images of indigenous Mexicans, farmers, politicians, and depictions of power struggles, Diego Rivera’s work became an account of Mexico’s reality.
In front of more than 300 attendees, Rivera y Marín explained how her father’s murals reflected Mexican culture, such as the traditional festivities of the Día de los Muertos or the floating parties on the Xochimilco.
As an artist with strong political convictions — he viewed himself as a Marxist and, at times, a Communist — many of Diego Rivera’s murals addressed social themes, like the struggle for land. Yet his art also reflected a human universality that transcended his ideology.
Rivera y Marín said that many of her father’s beliefs converged in the murals he made at the chapel of the Universidad Autónoma Chapingo.
“According to art critics, this was Diego Rivera’s masterpiece. To the left, there is the land and the unfortunate living conditions of farmers, and to the right, the way the land was distributed,” said Rivera y Marín.
The murals inside the chapel also featured Rivera’s wife, Guadalupe, and their daughter as a cherub.
Over time, Rivera y Marín’s achievements and involvement in Mexican politics would go far beyond her early appearance floating through the sky in a mural. She became a lawyer, worked as a lawmaker, and represented Mexico at the United Nations. She was also named the Diego Rivera Foundation’s Chair and Director.
Rivera y Marín admitted that her father’s radicalism and sympathy towards Marxism became a burden during her childhood.
“My father was widely discussed and not quite appreciated in Mexico. During his first years, when he returned from Europe, he was a member of the Communist Party,” said Rivera y Marín. “And as you all know, Communists around the world are like enemies of the world.”
“This was hard for me when I was a child, because people saw me as the daughter of a Communist. Now, my father is the most prominent figure in Mexican art and is seen as an example of a respected and admired Mexican around the world.”
Evidence of Rivera’s considerable impact outside Mexico can be found in the murals he painted in the United States in the 1930s. The Detroit Industry murals fill 27 panels in the Garden Court of the Detroit Institute of Art, and the San Francisco Art Institute is home to a mural called “The Making of a Fresco Showing the Building of a City,” which Rivera painted at the request of architect and interior designer Timothy Pflueger.
“That time was very important for my father. It was a period when Frida traveled with him, and they were both guests of San Francisco,” said Rivera y Marín.
Continued on page 38 >>
The mural is divided into three sections, each depicting different aspects of human history and progress. The first section shows ancient civilizations, with people engaged in various activities such as farming, building, and crafting. The second section transitions to modern times, featuring scenes of industrialization, technology, and scientific discovery. The third section highlights contemporary life, with images of urban development, cultural diversity, and global connections.
Throughout the mural, there are recurring themes of cooperation, innovation, and the interconnectedness of all human endeavors. The use of vibrant colors and dynamic compositions creates a sense of energy and movement, reflecting the continuous evolution of society. The mural serves as a visual narrative, celebrating the achievements of humanity while also acknowledging the challenges and complexities that come with progress.
One of Diego Rivera’s most controversial works was “Man at the Crossroads,” which he did during his time in the United States at the Rockefeller Center shortly after completing the Detroit Industry murals. The fresco generated increasingly heated criticism by its patrons as a portrait of Vladimir Lenin among other noted revolutionaries began to appear. After Rivera refused to remove the image from the mural and replace it with a more “suitable” iconic American figure, John D. Rockefeller had the mural destroyed.
“That was a great emotional shock for my father. It depressed him,” Rivera y Marín recalled. The mural’s destruction threw Rivera into a deep depression, which also led him to one of the most unproductive stages of his career.
It wasn’t until 1940 that he was resurgent as an artist: once again at the invitation of Timothy Pflueger, Diego Rivera came to San Francisco to work under the sponsorship of the architect.
The “Pan American Unity” mural features a synthesis of art, religion, politics, and technology of the Americas. Rivera painted it as part of the Golden Gate International Exposition on Treasure Island.
“Pan American Unity” mural features a synthesis of art, religion, politics, and technology of the Americas. Rivera painted it as part of the Golden Gate International Exposition on Treasure Island.
“My father found the way in which the United States and Mexico belong to America, and that there is a reason to fight for America, the continent,” Rivera y Marín said. “It was a reconciliation of my father with the United States.” She then reflected, “the mural should be in [the new home of the Mexican Museum] that is going to be built, as a tribute to the friendship that we now have between the United States and Mexico.”
**Powerful Friendships**
During his lifetime, Diego Rivera surrounded himself with the most renowned artists and activists.
In Europe, for example, he befriended many leading artists of the day, including Pablo Picasso. Around that time, the Mexican painter also experimented with diverse art techniques. He even tried his hand at Cubism.
“The Cubism created by Picasso was a dark Cubism, without political meaning, and what did Diego Rivera do? He used Cubism to confirm his political ideologies,” said Rivera y Marín to explain “Paisaje Zapatista (Zapatista Landscape),” one of Diego Rivera’s incursions into Cubism.
“In 1915, he was already convinced that Zapata was a national hero and was sure of the success of the Revolution,
so this painting was done in tribute to Zapata. It has bright Mexican colors. Picasso was very upset and stopped being my father’s friend. He also asked him to leave the Cubist group because he had broken the Cubist tradition.”
Rivera y Marín also reflected on her father’s relationships with public figures like Nelson Rockefeller, Leon Trotsky, and several Mexican presidents.
Leon Trotsky, the Russian revolutionary leader who was hounded across Europe by Stalin, was given refuge in Mexico by Lázaro Cárdenas. Rivera had intervened on Trotsky’s behalf with the Mexican president. The Russian exile initially stayed at Diego Rivera’s house and became a close friend of both the painter and his wife, Frida, Rivera y Marín said.
“Trotsky and Diego’s relationship had some highs and lows. Why? Because Trotsky fell in love with Frida, and Frida fell in love with Trotsky,” said Rivera y Marín.
“When my father found out, he terminated the friendship. It was tough, because when Trotsky moved to another house...he was killed.”
Kluger’s conversation with Rivera y Marín concluded with a discussion on the state of contemporary art. According to her, art in Mexico has fallen short of meaning and political impact, qualities that infused art during her father’s time.
“Nowadays, contemporary art lacks political meaning,” she said.
“In the last years, mural painting is rarely done. It has decayed, unfortunately, and now, we see this art that I no longer understand.”
Guadalupe Rivera y Marín’s presence and her comments seemed to resonate deeply with the audience. One listener observed that she felt as if she had just walked with Diego Rivera through the art and politics of the first half of the 20th century.
Guadalupe Rivera y Marín, Ph.D., is the daughter of Diego Rivera. She is a lawyer, former legislator, ambassador to the United Nations, and Diego Rivera Foundation Director. She spoke at an event co-sponsored by the Center for Latin American Studies and the Mexican Museum.
Yngrid Fuentes is a student in the Graduate School of Journalism at UC Berkeley, where she works as a reporter for UC-affiliated online news sites. | 5b6a3771-1a4f-4059-b9df-45392c672784 | CC-MAIN-2024-30 | https://clacs.berkeley.edu/sites/default/files/brlasfall2015-themexicoofmyfather.pdf | 2024-07-14T22:21:05+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514654.12/warc/CC-MAIN-20240714220017-20240715010017-00124.warc.gz | 160,726,075 | 2,440 | eng_Latn | eng_Latn | 0.99683 | eng_Latn | 0.99693 | [
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In the span of just a few centuries, what is now New York City went from a verdant wilderness on the edge of the known world to a sprawling megalopolis that commands international attention. Still, with all its size and frenetic energy, New Yorkers remain stubbornly sentimental about the city they call home. Painters, writers, and filmmakers have tried to capture its essence and appeal. But nothing compares to actually being there, walking the streets, and soaking in the unique, syncopated rhythm of the city.
Unlike cities such as Rome or Beijing, New York cannot look back on millennia of development and history. Even so, unprecedented growth and prosperity over a relatively short time has raised New York to the level of the greatest cities of civilization. Concentrated into a relatively small space, “The City,” as people call it, is a world of commerce, imagination, diversity, and productivity. The city actually consists of five boroughs: Manhattan, Brooklyn, the Bronx, Queens, and Staten Island. Yet, when people speak of New York City, they generally are talking about the island of Manhattan. This is where it started. This is where the vitality of the city is most evident. This is where the buildings scrape the sky.
The History
There are many reasons why New York became the leading city that it is. The most compelling reason is its large, deep natural harbor. In the 1500s, European explorers marveled at the potential this protected body of water had as a seaport and trading center.
Before the Europeans arrived, the area around what is now lower New York State, New Jersey, and Delaware was inhabited by the Lenape, an Algonquin-speaking nation of hunter-gatherers. According to the history books, the first European to set eyes on New York harbor was Giovanni da Verrazano, an Italian explorer scouting the Atlantic coast of America in 1594 for the French crown. He apparently did not stay long, but the Verrazano-Narrows Bridge that connects Brooklyn to Staten Island is named for him.
The first European to map this region in earnest was the English explorer Henry Hudson. He was working for the Dutch East India Company, which had contracted him to find a trading passage to Asia by sailing west across the Atlantic. In 1609, during his exploration of the Atlantic coast, he sailed into New York Harbor and up what is now the Hudson River. He never found the passage, but the Dutch laid claim to the land he had explored. In 1613, they established a fur trading post on the extreme southern end of Manhattan island and later called it New Amsterdam, also dubbing the surrounding area New Netherlands.
In 1626, Peter Minuit, the director general of the Dutch trading venture, “purchased” the whole of Manhattan from the Lenape, giving them tools, blankets, and other goods in trade. It is doubtful that the Lenape saw this trade as a true purchase in the European sense, and later this clash of cultures would bring the Native Americans and the European settlers into conflict.
New Amsterdam, clinging to the southern tip of Manhattan, was not a success at first. It attracted all sorts of rough and unseemly settlers who made the little colony a fairly lawless place. In 1647, the Dutch East India Company sent a hard, humorless man named Peter Stuyvesant to clean it up. He did just that, disciplining the population and encouraging further settlement. New Amsterdam
was starting to attract all sorts of people, making it a distinctly diverse place. In 1664, the British, who had formed colonies all around New Netherlands, forced the Dutch to hand over the colony. The British immediately renamed it New York. From the beginning, New York was the leading economic and cultural center of North America.
During the American Revolutionary war, the city was targeted by the British, who sent a massive war fleet into New York harbor in June-July of 1776. In late August, the British soundly defeated the revolutionary army in the Battle of Long Island. The British maintained control of New York Harbor until the end of the war.
After the United States won independence, New York was briefly the new U.S. capital, and the first president, George Washington, was inaugurated there in 1789. But the capital was transferred to Philadelphia the following year and eventually to Washington, D.C.
In 1825, with the opening of the Erie Canal, which connected the Hudson River to the Great Lakes and opened shipping to the Midwest, New York became the premier American port on the Atlantic coast. Within 15 years, the city’s population more than doubled. Over the next century, the city continued to grow, easily becoming the largest city in the New World.
In 1898, New York expanded beyond Manhattan island when what became known as “Consolidation” was instituted. In one moment, New York City more than doubled its size and population by incorporating the boroughs of the Bronx, Queens, Brooklyn, and Staten Island. Before this historic transition, Brooklyn itself was already one of the largest cities in the country. This binding together of millions of New Yorkers was further strengthened six years later in 1904 with the opening of the New York City Subway, which made it possible to traverse the city with relative ease.
Throughout the twentieth century, New York City maintained its claim as the largest and most dynamic city in the world. As the now familiar skyline rose, American business and entertainment found in New York a fertile ground for growth. Trade and commerce, art and music, literature and journalism all thrived in this dynamic environment. And now in the twenty-first century, even as other cities in the world have become large, exciting metropolises, New York still holds a place in the world’s imagination as a city where dreams can be realized, where anything is possible.
**Immigration**
Immigration has had a profound impact on the texture of American culture. And New York City served as the primary entry point on the Atlantic coast for immigrants to the United States. In the late 1800s and early 1900s, millions of people emigrated from Europe to the United States to escape economic, political, and social hardship.
In 1892, the U.S. government opened an immigration facility on Ellis Island, in New York Harbor, that processed more than 12 million people over a period of 62 years. Even though two-thirds of the immigrants only passed through New York on their way to other parts of the United States, others poured into New York City, most notably the Lower East Side of Manhattan. Because they shared a common language and culture, immigrants from the same country tended to settle close together, creating unique neighborhoods that survive to this day.
In the late nineteenth century, Chinese immigrants started to move into Lower Manhattan. Throughout the twentieth century, Chinatown continued to expand, maintaining its distinct Chinese character as New York City grew up around it. Today, a walk through Chinatown is like a trip to the other side of the world with Chinese spoken everywhere and signs in Chinese characters. The restaurants serve unique foods, and the shops sell items from Shanghai and Beijing.
The first three decades of the twentieth century brought massive waves of Italians to the United States. A large percentage of these immigrants settled in the five boroughs of New York City. As the years went on, Italian neighborhoods started to disappear but one remained strong—Little Italy. Just north of Chinatown and centered on Mulberry Street, Little Italy is a neighborhood of restaurants, shops, and businesses owned by descendants of Italian immigrants. The neighborhood is much smaller now than it used to be, but you can still walk down Mulberry Street and have a dish of flavorful pasta or a frothy cup of cappuccino.
In 1954, the immigration facility on Ellis Island closed. But the main building was later renovated and is now open as a museum and research center exploring the
American immigrant experience. Americans can research records and ship manifests to learn when their ancestors arrived in the United States. Ellis Island is a short ferry ride from Battery Park in Manhattan and is a popular destination for both tourists and schoolchildren.
The ferry to Ellis Island also takes visitors to nearby Liberty Island to see a famous symbol of America, the Statue of Liberty. This statue, designed by sculptor Frederic-Auguste Bartholdi, was a gift from France to the United States to acknowledge the friendship established between the two countries during the American Revolution. Dedicated in 1886, the Statue of Liberty towered over New York Harbor and was one of the first sights seen by immigrants when their ships sailed into the harbor.
**Geography and Architecture**
New York can sometimes feel like a chaotic place. There are so many people—more than eight million—so much traffic, so much energy. Yet one thing remains constant, and that is “the Grid.” From the beginning of its history, New York has had a plan. The founders of the city looked northward across Manhattan and envisioned an orderly layout of streets and avenues. The Grid, laid out in 1811, planned for streets to run east to west and avenues to run south to north. Each street and avenue has a number, with letters used in a neighborhood on the Lower East Side nicknamed Alphabet City. The East Side is separated from the West Side by Fifth Avenue.
The boroughs are laid out in roughly the same way, but because they developed as separate cities, more of their streets have names, and the streets don’t all fit the Grid because some of them curve to follow the natural aspects of the land.
On New York’s systematic and symmetrical layout, there are beautiful buildings, famous bridges, and neighborhoods where history was made.
**The Boroughs**
The Bronx is the northernmost borough of New York City. The name comes from one of the first settlers, Jonas Bronck, a Swedish sea captain who had a large farm here in 1641. In the late twentieth century, the Bronx became one of the poorest and most crime-ridden places in America. In recent years, the Bronx has started to make a comeback. The crime rate is down, and New Yorkers are starting to be attracted to the Bronx by what it has to offer—the famous Bronx Zoo, the Bronx Museum of Art, Fordham University, and, of course, Yankee Stadium home of the New York Yankees baseball team.
Queens, the borough that covers the greatest area, was named for Queen Catherine, wife of Charles II of England. Although Queens is largely residential, both major New York airports, John F. Kennedy International and LaGuardia Airport, are situated in Queens. In 1965, the New York World’s Fair was held in the Flushing Meadows area of Queens, bringing the quiet borough to worldwide attention. Today that attention is focused on the annual U.S. Open tennis tournament in Flushing Meadows. Queens is also home to a baseball team, the New York Mets. Over 45 percent of the residents of Queens were born overseas, making Queens one of the most ethnically diverse communities in the United States.
Brooklyn, named for the city of Breukelen in the Netherlands, is one of the most vibrant communities in America. If it were a city separate from New York, it would be one of the largest in the country. Brooklyn is a borough of green parks and streets lined with characteristic “brownstone” homes (built of reddish brown sandstone). The renowned Brooklyn Museum has one of the finest art collections in the world. The Brooklyn Academy of Music has gained recognition and acclaim hosting productions of all the performing arts—classical music, opera, theatre, and dance. The Park Slope section of Brooklyn has become a unique enclave of contemporary American writers.
On the west side of New York harbor is Staten Island, connected to Brooklyn by the Verrazano-Narrows Bridge and to Manhattan by the Staten Island Ferry. Sometimes called the “forgotten borough,” Staten Island has the smallest population of all the boroughs and has a quiet suburban feel. Many people who work in New York choose to live on Staten Island for the peaceful neighborhoods far from the hustle and bustle of the city.
**Rivers and Bridges**
The boroughs of New York are separated by the Hudson and East Rivers and New York Harbor itself. In the old days, New Yorkers used ferries to cross from Manhattan to Queens, or from Staten Island to Brooklyn. That changed in 1883 with the opening of the Brooklyn Bridge. Considered one of the engineering marvels of its time, the Brooklyn Bridge joined Manhattan to Brooklyn in one span. Many other bridges have been built to unite the city, but none has the iconic power of the Brooklyn Bridge. In the center of the bridge is a raised walkway for pedestrians and cyclists.
The Brooklyn Bridge crosses the East River. But, the East River is not really a river. It is a “tidal strait” that separates Brooklyn and Queens on Long Island from Manhattan and the Bronx on the mainland.
The other impressive bridge in New York is the Verrazano-Narrows Bridge that spans the opening of New York harbor. It is the longest suspension bridge in the United States and is the starting point of the yearly New York Marathon.
**Parks**
When the grid plan for Manhattan was designed in 1811, it did not include any parks. Several decades later, as the city was rapidly growing, city leaders decided to revise the plan to include an enormous park in the center of the island. Central Park, the first landscaped public park in the United States, was designed by landscape architect Frederick Law Olmsted. It opened in 1873. The park stretches all the way from 59th Street in the south to 110th Street in the north. Fifth Avenue runs along the eastern edge.
Ice skaters in Central Park take a break from the city that surrounds them. An immense public park occupying six percent of the island of Manhattan, Central Park provides year-round recreation for New Yorkers.
Millions of people each year enjoy the lakes, meadows, and trees of Central Park. People roller-skate along the lanes, play sports on its fields, and visit the Central Park Zoo. In winter there are ice skating rinks, and in summer there are free performances of Shakespeare plays in the outdoor theatre. Central Park is known by many for the horse-drawn carriages that can be hired for a leisurely ride around the park.
Another large park designed by Olmsted is Prospect Park in Brooklyn. Like Central Park, it is used by the citizens of Brooklyn as a meeting place and for recreation. The park has a band-stand for concerts, a zoo, and baseball fields. It’s even possible to go horseback riding in the park, right in the middle of Brooklyn. Also in the park is the Audubon Center, where city children can learn about nature and environmental preservation.
**Famous Buildings**
The Empire State Building is one of the symbols of New York. The name comes from the nickname of the State of New York. Until 1954, the Empire State Building was the tallest building in the world, and it is currently the tallest in New York City. Strangely, it was built during the Great Depression when such a large project should have been unthinkable. After it opened in 1931, it sat mostly empty for years; some people jokingly called it the “Empty State Building.” Now it houses numerous offices, shops, and restaurants and is one of the most visited sites in the city because of the stunning views from the observation deck on the 102nd floor.
There is an interesting story in the race for the tallest building in the world. At the time the Empire State Building was being built, the Chrysler Building was under construction ten blocks away. An Art Deco masterpiece, the Chrysler Building was being touted at that time as the *second* tallest building in the world, following the Bank of Manhattan Building being constructed downtown. The architects of the Chrysler Building had a secret, though. Hidden from view inside the building, they were constructing a spire to top the building. At the end of construction, the 125-foot spire was raised into place taking the title of tallest building in the world from the Bank of Manhattan Building by just 60 feet. The honor wouldn’t last, though. The Empire State Building would open less than a year later, and it exceeded the Chrysler Building in height by more than 200 feet.
Another building important to New Yorkers is Grand Central Terminal. It is one of the two main train terminals in the city. More than 125,000 commuters pass through Grand Central Terminal each day. More than twice that number come to shop in its stores and eat in its restaurants, and perhaps to admire the building’s beautiful architecture.
Grand Central Terminal, a busy commuter hub, connects train, subway, and pedestrian traffic. More than 125,000 commuters pass through the terminal each day.
Famous Neighborhoods
Harlem
Situated on the northern end of Manhattan is a neighborhood rich in history and culture—Harlem. Named after the city of Haarlem in the Netherlands, it has been a center of African American identity for well over a century. It is also the home of modern American music; the rhythms of jazz and the blues were nurtured here. Harlem showcased such great musicians as Duke Ellington, Louis Armstrong, and Cab Calloway at the famous Cotton Club and singers Billie Holiday, Ella Fitzgerald, Sarah Vaughn, and Aretha Franklin at the Apollo Theater.
The Harlem Renaissance of the 1920s and ’30s saw the rise of black writers, artists, and musicians that would have a profound and lasting effect on American culture. Great American writers such as Zora Neale Hurston and Langston Hughes emerged from this era.
In the years that followed, Harlem declined and decayed. By the 1960s, Harlem had become a dangerous neighborhood plagued with crime and drugs. This trend was reversed in the late 1990s with an infusion of public funds and neighborhood pride. Harlem is now developing into an attractive area of streets lined with historic homes and thriving businesses. One of its notable residents is Bill Clinton, who, after his presidency, established his office on the newly revitalized 125th Street in the center of Harlem.
SoHo
The SoHo district of New York is known for its art and artists. SoHo is an abbreviation meaning “South of Houston Street.” For much of the mid twentieth century, SoHo was known as the “Cast Iron District” because of the ornate cast iron architecture of its buildings, SoHo was a neighborhood of factories and warehouses mostly for the garment industry. In the 1960s, artists moved into the abandoned warehouses of SoHo because the large well-lit spaces were perfect for artist studios. Artists were also attracted by the cheap rents. (Some were “squatters,” moving into abandoned buildings and living there for free.) After the district was designated a preservation area in 1973, SoHo suddenly became popular. Through the 1960s and 1970s, more and more people moved in, and real estate prices skyrocketed. Now SoHo is one of the most fashionable and “arty” parts of New York, filled with studios, art galleries, cafes, shops, and restaurants.
Greenwich Village
Greenwich Village is a “Downtown” neighborhood with a reputation for alternative lifestyles. In the 1600s, Greenwich Village actually was a village situated north of the original settlement of New York. As the city grew up around it, Greenwich Village was absorbed into the greater metropolis but retained its name and unique character. Today New York University sits in the center of Greenwich Village, and its academic atmosphere lends a youthful, unconventional feel to this part of town.
“The Village,” as most people call it, has always been a place of avant-garde art and progressive politics. Through the years, it has been the home of many famous American writers and artists, including Edgar Allan Poe, Walt Whitman, Jackson Pollock, Jack Kerouac, and Bob Dylan. Greenwich Village is known for its bookstores, art galleries, funky shops, small experimental theatres, and intellectual culture.
Wall Street
In 1699, the British tore down the wall that protected the old Dutch settlement of New Amsterdam from the outside world. A street was laid out in the space that was left, appropriately named Wall Street. One hundred years later, a group of speculators would gather regularly under a buttonwood tree at the lower end of the street by the East River. There they would trade. In 1792, twenty-four of these brokers drew up an agreement called the Buttonwood Agreement to establish what would eventually become the New York Stock Exchange. Ever since then Wall Street has been associated with high finance and trade.
Over the years, Wall Street has had its characters and villains. J. P. (John Pierpont) Morgan is probably its most famous. Morgan, a financier and industrialist in the late nineteenth and early twentieth centuries, grew rich on investments and corporate mergers that made him the wealthiest man in America. Because of his wealth and business dealings, he was a controversial figure. Some people saw him as a ruthless, greedy man. Others saw him as a benefactor of the arts and sciences. When he died, he left his sizeable art collection to New York’s Metropolitan Museum of Art.
After years of economic optimism and speculation, the New York Stock Exchange and the other exchanges along Wall Street crashed on October 29, 1929. The depression that followed was global in scope, and it took years for the stock market to recover.
Today “Wall Street” includes not just the street itself but also the surrounding neighborhood, which is bustling with bankers, investors, and stock brokers who inhabit the world of high finance.
Arts and Entertainment
Art Museums
The “Museum Mile,” a stretch of Fifth Avenue that runs along Central Park on New York’s Upper East Side, is the location of some world-class museums. The
most famous of these is the Metropolitan Museum of Art, commonly known as “The Met.” It is an enormous museum, the largest in the United States. The Met’s holdings cover all periods and styles of art, and its permanent collection contains more than two million pieces. A few of the highlights of the collection include the hall of Egyptian artifacts, the display of armor, and the exhibition of clothing and fashion design throughout history. There are, of course, many famous paintings, sculptures, and photographs to view as well. In addition to its main collection, the Met puts on many special exhibitions each year, inviting visitors to come back again and again.
The Met’s medieval collection is housed in a special building at the northern tip of Manhattan. This building is called “The Cloisters” because the architectural design is a replica of an ancient monastery. The Cloisters is a beautiful and peaceful place to view the medieval art.
Not far from the Met is the Guggenheim Museum, known for its unique architecture. Designed by renowned architect Frank Lloyd Wright, the building is a spiral, wider at the top than the bottom. The Guggenheim collection holds some of the greatest works of modernist art from the beginning of the twentieth century. Many consider the Guggenheim a required stop on any visit to New York.
There are many other great art museums in New York, including the Museum of Modern Art, the Whitney Museum of American Art, and the Frick Collection. New York has always been the center of the American art world, and the richness of the city’s museum collections reflect that.
**Broadway**
Broadway is exactly what its name describes—a wide avenue. It stretches northward from Battery Park in Lower Manhattan up the length of the island, through the Bronx, and finally into Westchester County outside the city limits. Broadway is the oldest and longest thoroughfare in the city. But Broadway is more than just a street; it is the main artery of the American theatre. People come from all over to experience the best theatre the country has to offer.
The term “Broadway” refers to the 32 large theatres scattered around Times Square in midtown Manhattan, what is called the Theatre District. Plays and musicals that are produced in a Broadway theatre are considered the pinnacle of the art in America, although the productions tend to aim at mainstream audiences. The productions will run for as long as audiences buy tickets; a show will close when ticket sales no longer support it. This means that a Broadway show could run for only a week or for many years, depending on its popularity. The longest running show is “The Phantom of the Opera,” which opened in January 1988.
Off-Broadway and Off-Off-Broadway refer to New York theatre productions that are produced in smaller venues scattered around the city. Off-Broadway shows are more experimental than the entertainment-focused productions of Broadway. Still, productions are in established theatres with large, loyal audiences. Off-Off-Broadway refers to plays and musicals that are alternative in form and content. The spaces in which they play are usually small theatres, or sometimes not even theatres at all. Avant-garde or outlandish productions that would never appear in Broadway or Off-Broadway theatres can find a home in Off-Off-Broadway.
**Lincoln Center and Carnegie Hall**
Lincoln Center is the premier venue for the performing arts in New York. It is the home of the Metropolitan Opera, the New York Philharmonic Orchestra, and the Juilliard School for the performing arts. Around the grand plaza are gathered an opera house, a theatre, and a concert hall. The complex also includes studios and rehearsal halls where artists develop their crafts and schools for young actors, dancers, and musicians. Lincoln Center is an exciting place to see a play, ballet, or opera, or to hear some beautiful music.
Carnegie Hall is another famous concert hall in New York. It is named for philanthropist Andrew Carnegie, who financed its construction. Since its opening in 1891, Carnegie Hall has hosted world-renown musicians, conductors, and orchestras. It is said that if you “play Carnegie Hall,” you have reached the top of your musical career.
The City of New York has had dozens and dozens of songs written about it. Many books singing its praises and reviling its excesses have been published over the years. Plays have been produced, paintings painted, films filmed, and photographs taken. All this has been done to capture what makes New York, New York so captivating. Still, nothing can compare to walking the streets, riding the subway, eating in the restaurants, and meeting the people. The energy of “The Big Apple” is infectious; it grabs hold of you and won’t let go. No wonder people keep coming back to the city time after time. There is always something new to see, something exciting to do.
**Websites of Interest**
**Ellis Island**
http://www.nps.gov/elis/
The National Park Service operates both the park and the official website of Ellis Island. Visitors to the website can find information about the Statue of Liberty (located on nearby Liberty Island) and the American Family Immigration History Center.
**Metropolitan Museum of Art**
http://www.metmuseum.org/
The website of “the Met” presents information about the museum’s permanent collections and temporary exhibits. It also includes a “MuseumKids” sections for younger visitors.
**New York City Government**
http://www.nyc.gov/
This website provides visitors with information about the various offices and people that make up New York City’s government. It also has information about events sponsored by the city.
**Transportation in New York City**
http://www.mta.info/
This is the official website of the Metropolitan Transit Authority, which operates the bus and subway systems in New York City. Website visitors can find maps, schedules, and a “trip planner” to help them plan travel in the city.
**United Nations Cyberschoolbus**
http://www.un.org/cyberschoolbus/
Part of a teaching and learning project supported by the United Nations, this website features lesson plans for teachers and online activities for students, as well as links to other United Nations websites.
**References**
Burns, R., J. Sanders, and L. Ades. 2003. *New York: An illustrated history*. New York: Knopf.
Ellis, E. R. 2004. *The epic of New York City: A narrative history*. New York: Carroll and Graf.
Jackson, K. T., 1995. *The encyclopedia of New York*. New Haven: Yale University Press.
Kantor, M., and L. Maslon. 2004. *Broadway: The American musical*. New York: Bulfinch Press.
**Thomas W. Santos** is a Regional English Language Officer. Before joining the Department of State, he taught English and worked as a teacher trainer in Korea, Hungary, the Czech Republic, Czechoslovakia, Morocco, and Vermont.
Graceful fountains adorn the exterior of the Metropolitan Opera House, one part of the famous Lincoln Center for the Performing Arts.
Every year hundreds of thousands of visitors to New York City go to see the United Nations Headquarters in midtown Manhattan. The 18-acre site includes four buildings—the Secretariat, the General Assembly, the Conference building, and the Dag Hammarskjold Library. The United Nations (UN) currently has 192 members, and the flags of those nations line the plaza in front of the General Assembly Hall and Secretariat. The row of flags, displayed in English alphabetical order, from Afghanistan to Zimbabwe, stretches from 48th Street to 42nd Street.
The decision to locate United Nations Headquarters in the United States was made in 1946 by the UN General Assembly, then meeting in London. Several U.S. locations were considered, but a donation of 8.5 million dollars from philanthropist John D. Rockefeller, Jr. secured the purchase of land at the present site. And the City of New York provided a gift of additional land. The UN complex was designed by an international team of prominent architects. American Wallace K. Harrison was named chief architect, and ten other countries each nominated an architect to the Board of Design Consultants. The 11 architects began the project in early 1947. The U.S. government provided an interest-free loan to the United Nations for the cost of construction, which began in 1949.
The Secretariat Building, which houses the UN administrative offices, was completed in 1950, and United Nations Headquarters officially opened in 1951. The Library was dedicated in 1961. Over the years, changes have been made inside the buildings to accommodate the expanded membership of the United Nations. Today the General Assembly Hall, the largest conference room, seats more than 1,800 people.
The UN Headquarters site is international territory owned by the member nations. It has its own security force, fire department, and postal service. (The postal service issues stamps that can only be mailed from the Headquarters; tourists often mail postcards bearing these stamps.)
Taking a guided tour is the only way for visitors to see the inside of UN Headquarters. Tours are led by professional guides representing all the member nations and are conducted in many different languages. Visitors taking a tour see exhibits, various council chambers, and the General Assembly Hall. If their timing is good, they might even see a council meeting in session.
The United Nations Headquarters displays many beautiful and meaningful works of art created specially for its halls and chambers. Sculptures and statues donated by member nations adorn the grounds of the complex. One sculpture, the Japanese Peace Bell, was made from the metal of coins collected from 60 different countries. Japan presented the bell to the United Nations in 1954, and it is rung every year on September 21, the International Day of Peace.
The Peace Bell and other sculptures, as well as paintings and murals inside the buildings, create an impression of grandeur and dignity, reflecting the importance of the work being done at the United Nations. | <urn:uuid:bd792a85-8a88-4f72-8235-774bd06a1050> | CC-MAIN-2019-13 | https://americanenglish.state.gov/files/ae/resource_files/08-46-1-g.pdf | 2019-03-22T01:19:39Z | crawl-data/CC-MAIN-2019-13/segments/1552912202588.97/warc/CC-MAIN-20190321234128-20190322020128-00039.warc.gz | 395,002,891 | 6,570 | eng_Latn | eng_Latn | 0.997976 | eng_Latn | 0.99832 | [
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I. Annotate four of the following without omitting either Section:
SECTION – A
1) And so, as kinsmen, met a Night –
We talked, between the Rooms –
Until the Moss had reached our lips –
And covered up – our names –
2) I, chanter of pains and joys, uniter
of here and hereafter
Taking all hints to use them, but
swiftly leaping beyond them,
A reminiscence sing.
3) When I see birches bend to left and right
Across the lines of straighter darker trees.
4) Let be be finale of seem.
5) Looking how white everything is, how
quiet, how snowed in
I am learning peacefulness …
6) Since then – ‘tis centuries – and yet
Feels shorter than the Day.
SECTION – B
7) You have been the veterans of creative suffering.
8) But one hundred years later, the Negro still is not free. (4×5=20)
II. Attempt two essays, choosing one from each Section.
SECTION – A
9) Comment on the depiction of ‘Nature’ in connection with ‘Death’ in the poems of Emily Dickinson.
10) To believe your own thought, to believe that what is true for you in your private heart, is true for all men, – that is, genius. Discuss.
11) Discuss the portrayal of ‘Life and Death’ in Buffalo Bill.
SECTION – B
12) Elaborate on the element of myth in Old Man and the Sea.
13) Discuss ‘Science and Materialism’ as portrayed in Emperor Jones and Death of a Salesman.
14) Consider Death of a Salesman as a social drama. (2×20=40)
III. Write short notes on any four of the following:
15) Emily Dickinson’s abstract themes.
16) Experimental theatre
17) After Apple-picking, a dramatic monologue.
18) Schizophrenia in Plath’s poetry. ✓
19) Symbolism in Whitman.
20) The Pequod.
21) Quest motif in Huck Finn. ✓
22) Negritude Vs White society in American Literature. (4×5=20) | 06543cca-5af8-4fd3-bedf-ffbcd375f44c | CC-MAIN-2023-40 | https://donbosco.ac.in/crm/public/uploads/Questionpaper/ma_english_iv_mar2011_american_literature(1).pdf | 2023-09-22T20:43:24+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233506423.70/warc/CC-MAIN-20230922202444-20230922232444-00421.warc.gz | 243,238,424 | 463 | eng_Latn | eng_Latn | 0.98568 | eng_Latn | 0.989713 | [
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**Ascophyllum nodosum**
*Common names:* Egg wrack, Knotted wrack, Sea yellow tang.
*Irish name:* Feamainn bhui.
**Morphology**
- Brown alga with long, leathery, irregularly branched fronds carrying large egg-shaped, single air bladders at intervals along the main axis and branches.
- Growing up to 2 m long, with fronds up to 1 cm wide.
- Plants are attached to the substratum by a discoidal holdfast.
- The colouration ranges from olive-green to yellow-brown (depending on time of year and wave exposure), turning greenish black when dried.
- It should not be confused with *Fucus vesiculosus* which has pairs of bladders at intervals along the branches.
The growing tissue is located at the tip of the blade. A new bladder is formed every year except for the first one, which is formed after 5-7 years.
**Reproduction**
- *Ascophyllum nodosum* has a direct life-cycle (see LC5*).
- Male and female structures occur on different individuals. The reproductive structures known as receptacles grow out laterally from the sides of the fronds, usually in pairs.
- ♀ Fertile female receptacles are green.
- ♂ Fertile male receptacles are green to golden brown.
*Note: Life-cycle 5 (LC5) on page 4.*
**Ascophyllum nodosum**
**Distribution and habitat**
- It is found in the NE Atlantic (from the Arctic shores to Portugal) and NW Atlantic (from Arctic to New Jersey).
- It grows in the mid-littoral zone in wave sheltered rocky shores.
**Seasonality**
| Season | Biomass | Fertility |
|--------|---------|-----------|
| Winter | | |
| Spring | | |
| Summer | | |
| Autumn | | |
Note: These seasonal characteristics may vary slightly from year to year.
**Wild resource and cultivation**
**Interesting facts**
- Individual fronds can grow for up to 15 years before breakage. It has been suggested that some stands may be over 400 years old.
- Up to 25,000 wet tonnes are harvested sustainably in Ireland by hand each year.
- It is used as a livestock feed additive. It may make up to 5% of the diet for poultry, sheep, cattle, pigs and horses.
- In some areas it is used as packing material for shellfish transport.
- It is listed in France as a species allowed for human consumption, as a good source of vitamins and trace elements.
- It is known to have anti-coagulant, anti-thrombotic and anti-inflammatory properties.
© Pictures: Figs 1 & 3 by Michael D. Guiry and Fig 2 by Anna Soler-Vila.
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1. How many industries still need license for its operations? (1)
a. 4
b. 8
c. 10
d. 6
2. When government disinvests its shares to the extent of 5 to 10 percent to meet the deficit in the budget, this is termed as (1)
a. None
b. Partial privatisation
c. Token privatisation
d. Denationalisation
3. LPG stands for: (1)
a. Liberalisation, Production and Global Cooperation
b. License, Privatisation and Globalisation
c. Liberalisation, Privatisation and Globalisation
d. License, Permit and Goods
4. CRR is (1)
a. None
b. The percentage of total deposits which the banks have to keep in the form of cash.
c. The percentage of total deposits which the banks have to keep with the RBI.
d. Both
5. Define the globalization. (1)
6. Privatisation has done more harm than good. Justify your answer. (1)
7. Why should tariff and non-tariff barriers be removed to promote globalisation? (1)
8. Why did the Indian Government need to borrow from international organisations? (1)
9. Those Public Sector Undertakings which are making profits should be privatised. Do you agree with this view? Why? (3)
10. In your opinion, what are the advantages of privatisation to the economy? (3)
11. Write a brief note on trade and investment policy reforms. How did it lead to economic growth? (4)
12. What were the objectives behind Trade and Investment Policy reforms? (4)
13. Explain the changing role of state in Indian economy since introduction of reforms. (4)
14. Evaluate the positive and negative impacts of LPG policy. (6)
15. Write a brief note on International Bank for Reconstruction and Development (IBRD). (6)
1. a. 4
**Explanation:** The only industries which are now reserved for the public sector are 4, i.e defence equipment, atomic energy generation and railway transport.
2. c. Token privatisation
**Explanation:** Token privatisation, also known as deficit privatisation occurs when the government disinvests its share to the extent of 5 to 10 percent to meet the deficit in the budget.
3. c. Liberalisation, Privatisation and Globalisation
**Explanation:** The government initiated a variety of policies which fall under three heads viz., liberalisation, privatisation and globalisation. (LPG)
4. c. The percentage of total deposits which the banks have to keep with the RBI.
**Explanation:** Cash Reserve Ratio (CRR) is the amount of funds that the banks have to keep with the RBI.
5. Globalization is the free movement of goods, services and people across the world in a seamless and integrated manner.
6. **Case for privatisation:**
i. It will help in reducing the burden on the exchequer.
ii. It will help in modernising and diversifying PSUs.
iii. It will help in making PSUs more competitive.
iv. It will help in improving the quality of decision making of management.
v. It will help in reviving sick units, which are eating away the revenue of government.
vi. It will help in developing capital market and international market.
vii. It is argued that a private firm has pressure from shareholders to perform efficiently. If the firm is inefficient then the firm could be subject to a takeover. A state-owned firm doesn’t have this pressure and so it is easier for them to be inefficient. Therefore privatisation increases the efficiency of firms.
**Case against privatisation:**
i. It will encourage growth of monopoly power in the hands of big business houses.
ii. It will increase disparities in income and wealth.
iii. Private sector has no interest in buying loss making and sick enterprises.
iv. Privatisation may result in lop-sided development of industries in the country.
v. Private sector may have no interest in long gestation projects, infrastructure investment and risky projects.
vi. Private sector may not have sufficient funds for many vital projects.
vii. Unexpectedly, all of the utilities create negative externalities (via pollution, spoiling the environment, etc.) It can be argued that as public sector companies, the government can regulate output and make sure that it is at the socially optimal level (i.e. allow for externalities). In the private sector, maximisation of profit is the only concern, so a socially damaging level of externalities will occur.
7. Tariff and non-tariff barriers restrict the free flow of trade between the two countries. Therefore, these barriers should be removed to promote globalisation. Otherwise, domestic goods would lose international competitiveness.
8. A severe financial crisis due to unsustainable fiscal deficit, fall in foreign exchange reserves and inability to pay interest to international lenders forced the Indian Government to borrow from international organisations. It is because India's export industry was lagging behind due to which she could obtain BOP surplus.
9. No, I do not agree with this view. Even though disinvestment would increase the revenue of the government, the profit-making Public Sector Units(PSUs) are revenue generator for the government and they should be retained in the public sector because the profits of these undertakings add to the revenues of the government and can be used to develop other PSUs and the infrastructure of the company. The profit making PSUs should not be privatised just for the reason that the government can get funds to cover the deficit in government budget. A profit-making PSU should be privatised only if it can earn better revenues and thus higher profit if run more efficiently by the private sector. Also, in the process of disinvestment, if the assets of the profit-making industries are undervalued, it will lead to a substantial loss to the government. Also, the government should retain the strategic profit making industries to avoid emergence of any monopoly in the private sector.
10. Advantages of privatisation are as under:
i. It will introduce efficiency and profitability in Public Sector Undertakings (PSUs).
ii. It promotes consumer’s sovereignty. High degree of consumer’s sovereignty implies wider choice and better quality of goods and services.
iii. It will reduce budgetary deficits which result from expenditure on loss making PSUs.
iv. It promotes diversification of production. Also, unlike PSUs, private enterprises invariably generate high profits.
v. Often privatisation of state owned monopolies occurs alongside deregulation – i.e. policies to allow more firms to enter the industry and increase the competitiveness of the market.
11. Liberalisation of trade and investment was initiated to increase international competitiveness of industrial production and also the flow of foreign investments and technology into the economy. Prior to these reforms, in order to protect domestic industries, India was following a regime of quantitative restrictions on imports and restrictions of foreign investments. Foreign trade and investment is an opportunity for the economy to grow faster and expand. Various reforms in policies are carried out to improve foreign trade and investment and at the same time keep domestic market safe. The liberalization of trade policy in 1991 was one of the major reforms which are still carried on in the economy. Reducing import duties and encouraging foreign investment is part of reforms under this sector.
These reforms are useful in the growth of country in the following ways:
i. It helps in lowering the cost of goods by removing tariff barriers.
ii. These reforms help in bringing economies of scale by increasing specialisation.
iii. These reforms help in maintaining friendly relations with other countries.
iv. These reforms increase competition, which in turn help firms to increase efficiency in production.
v. It helps in earning foreign exchange.
12. Trade and investment policy reforms were initiated to:
i. Remove the restrictions on foreign goods and to increase international competitiveness in Indian markets.
ii. Attract foreign investment and to promote the adoption of modern technology into the economy.
iii. Dismantling of quantitative restrictions on imports and exports.
iv. Reduction of tariff rates
v. Removal of licensing procedures for imports.
vi. To increase the efficiency of domestic market.
13. The changing role of state is reflected in the eighth five year plan which mentioned that the planning in India will be indicative increasingly. In order to give some correctness to the changing role of state the eighth five year plan has identified the principles governing public sector. These are:
i. The public sector must withdraw from the areas where no public sector is served by its presence.
ii. State should make investments only in those areas where investment is of main infrastructural nature where private sector is not likely to come forth to an adequate extent within a reasonable time perspective.
After that we saw a major shift in the Indian economy and the role of state has been changing from a controller, regulator and participator to that of a facilitator, observer and guide. The changes that took place in the role of state since 1991 are as under:
i. Before economic reforms, government had its share in all sectors of the economy. It was producing bread, butter, biscuits, milk, running hotels and many of these were actually not required to be in public sector. Government withdrew herself from these sectors through delicensing, deregulation and disinvestment.
ii. As a regulator, during 1947-1990, Government regulated all activities with the laws and acts. But after 1991, except some basic and strategic goods and services, decisions were made to be market driven. For this purpose, regulatory authorities were set up for different sectors.
iii. Since 1991, Government has focused its attention on development of social sector like education, health, defence, law and order.
Overall, we can say that the role of state has changed from producer to production facilitator.
14. Following are the dual effects of LPG policy on Indian economy:
i. **A vibrant economy:**
Indian economy has definitely become a more vibrant economy. The overall level of economic activity has definitely picked up after the introduction of the policies of liberalisation, privatisation and globalisation. Results are evident in terms of an impressive increase in the growth rate of GDP.
ii. **A stimulant to industrial production:**
LPG policies have worked as a great stimulant to industrial production in the Indian economy. Presently, industrial production is hovering around 10 percent which is a big jump from the pre-1991 level.
iii. **A check on fiscal deficit:**
Mounting fiscal deficit has been a serious threat to the process of investment in the Indian economy. It was as high as 8.5 percent prior to 1991. Thanks to the LPG policies, there has been a significant increase in government revenue.
iv. **A check on Inflation:**
Owing to the greater flow of goods and services in the economy, there has been a check on the rate of inflation. Till 2007-08, it ranged between 4-5 percent which is not a serious threat to interest rate structure.
v. **Consumer’s sovereignty:**
Consumer’s sovereignty has definitely widened over time. This is evident from the actual fact that a large kind of goods and services from the various international markets are currently among the simple reach of the consumers. Producers are widely responding to consumer’s choice and preference.
**Negative impact of LPG policies**
i. **Neglect of agriculture:**
Growth of GDP has primarily been owing to substantial growth of the industrial sector. In the wake of LPG policies, focus shifted from agriculture to industries. Consequently, the growth rate in agriculture suffered a setback.
ii. **Urban concentration of growth process:**
LPG policies have resulted in the concentration of the growth process in urban areas. Think of any MNC, you will hardly find its trace in the rural areas of country. All MNCs are focusing only on urban areas, where they find conductive infrastructural facilities.
iii. **Economic colonialism:**
India suffered nearly 200 years of political colonialism during British rule. Now while MNCs are dominating the Indian economy, we might suffer a sort of economic colonialism. Implying a situation where MNCs are exploiting the Indian markets to sell their products.
iv. **Spread of consumerism:**
Spread of consumerism within the country as a consequence of LPG policies has
resulted during a large-scale unfold of consumerism. A variety of global brands in the market lured the masses to become spendthrift, even beyond their means.
v. **cultural erosion:**
Globalisation has also caused cultural erosion of Indian society. Economic prosperity has taken a lead over all other parameters of life. Everybody wants to be economically independent and well off, regardlessly of his responsibility towards his family or society.
15. The IBRD, known as the World Bank, came into force on July 1, 1944, during the Bretton Woods Conference. It is a sister institution to the IMF but has a separate, distinct objective. Its head office is located in Washington D.C., USA. The current emphasis of IBRD is to support the less developed countries as most of the developed countries’ economies recovered quickly.
Presently there are 185 members of the Bank. Membership is allowed only to those countries who are also members of the IMF. A member country’s voting power is dependent on the capital contribution. Like the IMF, the World Bank is also being dominated by major Western countries.
World Bank focuses on making loans to government in order to rebuild railroads, highways, and other infrastructure i.e., the areas where private sector enterprises do not take interest.
The main objectives of IBRD are as follows:
i. To assist in the reconstruction and development of its member countries by facilitating the investment of capital for productive purposes, thereby promoting long range growth of international trade and improvements in the standard of living.
ii. To promote private foreign investment by guarantees of and participation in loans and other investments made by private investors.
iii. To maintain balance growth of international trade and to attain equilibrium in BoP account.
iv. Motivating governments to act on preventing climate change, controlling communicable diseases, managing international financial crises and promoting free trade. | bd1544f5-0861-464d-957e-9d1e21335801 | CC-MAIN-2023-40 | https://brilliantschool.co.in/wp-content/uploads/2022/09/12_economics_tp_ch8_1.pdf | 2023-09-21T12:07:24+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233506027.39/warc/CC-MAIN-20230921105806-20230921135806-00636.warc.gz | 165,379,041 | 2,928 | eng_Latn | eng_Latn | 0.996301 | eng_Latn | 0.998537 | [
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North London Collegiate School
Frances Mary Buss Foundation
11+ ENTRANCE EXAM
Friday 11th January 2008
MATHEMATICS
Time allowed: 1 hour 15 minutes
Name: ..................................................................
Instructions
Only use a pencil and a rubber.
Work through the paper carefully without rushing.
Do your work clearly in the space near each question.
Do not rub out your working: you may get marks for it.
If you cannot answer a question go on to the next one.
No calculators or rulers allowed.
1. \[ 5784 + 419 = \]
2. \[ 2605 - 832 = \]
3. \[ 927 \times 7 = \]
4. \[ 8)29648 \]
5. Write down the number which is 5 less than eight thousand and three.
6. Fill in the missing numbers to make the sum correct.
\[
3 \square 5 \\
+ \quad \square 8 7 \\
\hline
8 6 2
\]
7. A chocolate bar costs 36p. How many can Nikita buy for £3.00?
8. There are 24 children in Alfie’s class. Five eighths of the class have school lunch. How many children have school lunch?
9. Fill in the missing numbers in each of these number patterns:
a) 2 8 14 20 ____ 32 ____
b) ____ 3 9 27 ____ 243
c) 8 6½ 5 ____ 2 ____
10. What fraction of the parallelogram below is shaded?
11. Write down the number between 41 and 51 which is divisible by both 3 and 4.
12. Jenny pays £156 for six nights Bed and Breakfast accommodation. How much would it cost her to stay there for 8 nights?
13. a) Dita watched television from 5:35pm until 7:10pm. How long did she spend watching television?
b) Dita watches the television for 2 hours 45 minutes each weekend. How much time does she spend watching television over three weekends?
14. Arrange these numbers in order, starting with the smallest.
0.7 $\frac{3}{4}$ $\frac{4}{5}$ 0.65 five twelfths
____ ____ ____ ____ ____
15. Shade the diagram so that the dotted line is line of symmetry.
16. Jamie got seven questions wrong in a test out of 25 questions. What percentage of the questions did he get wrong?
17. The second hand of a clock points to the number 2. After one minute and twenty seconds what number will it be pointing to?
18. Charlotte buys 500g of cheese which costs £5.30 per kilogram, six bananas at 15p each and two chocolate bars at 56p each. How much change will she have from a ten pound note?
| cheese | _______ |
|--------|---------|
| bananas| _______ |
| chocolate bars | _______ |
| change | _______ |
19. Hui Ling measures her pencil before she sharpens it.
What is the length of the pencil?
20. Arrange the letters for each of these events in order, starting with the least likely:
A Rolling a dice and getting a three
B Rolling two dice and getting a total of 15
C The next person who walks in the door was born on a Wednesday
D The last digit of a telephone number is NOT a 9
| Least likely | | | Most likely |
|--------------|----------|----------|-------------|
21. Maria telephoned Priya on her mobile. The rate for the first three minutes was 7p per minute. After that the telephone call cost 5p per minute. The telephone call lasted 21 minutes. How much did it cost?
22. Which two shapes can be fitted together to make the larger shape?
1.
2.
3.
4.
23. \( 15 \times 34 = 510 \)
Use this information to work out:
a. \( 150 \times 340 \)
b. \( 15 \times 17 \)
c. \( 510 \div 17 \)
24. Clara has four brothers.
Sam’s age added to Ben’s age gives 12.
The total of Frederick’s and Sam’s and Ben’s ages is 28.
Mylo’s age added to Sam’s age gives 20.
The total of all the brothers’ ages is 39.
Work out the ages of Clara’s brothers.
| Name | Age |
|--------|-----|
| Sam | |
| Ben | |
| Frederick | |
| Mylo | |
25. The time in Australia is 9 hours ahead of our time in the UK.
a) I wish to ring a friend in Australia so that for them the time is between 6.30 pm and 8.30 pm. Between what times in the UK should I ring them?
b) What time is it in Australia when it is 4 am in the USA?
26. Using all these digits once only make
a) the largest number
b) the largest number divisible by 4
c) the smallest even number
27. Zac had a 24 hour digital clock.
2am is shown as 02:00 and 8.35pm is shown as 20:35.
The numbers glow in the dark.
The numbers are displayed as shown.
What is the time when the glow from the clock is least?
What is the time when the glow from the clock is greatest?
28. At a party all the children were put into groups of 4 to play a game. Two children had to sit out.
For another game they were put into groups of 5. Two children had to sit out.
For the next game they were put into groups of 6. No one had to sit out.
How many children were at the party?
29. Write down how many cubes and triangular blocks are used to make the ship shown below.
Cubes: _______
Triangular blocks: _______
30. A, B and C represent different digits.
\[
\begin{array}{cc}
A & B \\
+ & C \\
\hline
50
\end{array}
\]
\[
\begin{array}{cc}
B & C \\
+ & A \\
\hline
41
\end{array}
\]
What are the values of A, B and C?
\[
\begin{array}{c}
A \\
B \\
C
\end{array}
\]
31. This shape is made from 9 identical squares.
The area of the shape is $144 \text{cm}^2$.
What is the perimeter of the shape?
32. Look carefully at this example to see how the 4 numbers in the corners of the square are used to make the number in the middle.
\[
\begin{array}{ccc}
3 & & 2 \\
& 10 & \\
4 & & 6 \\
\end{array}
\]
\[3 \times 6 - 4 \times 2 = 18 - 8 = 10\]
So 10 goes in the middle
(a) Find the missing numbers in each of the following.
\[
\begin{array}{ccc}
4 & & 4 \\
& & \\
3 & & 7 \\
\end{array}
\]
\[
\begin{array}{ccc}
7 & & 25 \\
& & \\
2 & & 5 \\
\end{array}
\]
(b) In each of these squares the 2 missing numbers are the same. Fill in the missing numbers.
\[
\begin{array}{ccc}
3 & & 34 \\
& & \\
5 & & \\
\end{array}
\]
\[
\begin{array}{ccc}
12 & & \\
& & \\
4 & & 7 \\
\end{array}
\]
(c) None of the missing numbers in this square is the same. Fill in 4 numbers which would work.
\[
\begin{array}{ccc}
& & 0 \\
& & \\
& & \\
\end{array}
\]
33. Here is a sequence of whole numbers
\[ 7 \quad 22 \quad 11 \quad 34 \quad 17 \]
The rule for the next number in the sequence is:
- if the last number is odd then multiply it by 3 and add 1
- if the last number is even then halve it.
In the following sequence the first three numbers have been left out. Fill in the numbers to show three different possible sequences which obey the rule above.
\[
\begin{array}{cccccc}
\Box & \Box & \Box & 16 & 8 & 4 \\
\Box & \Box & \Box & 16 & 8 & 4 \\
\Box & \Box & \Box & 16 & 8 & 4 \\
\end{array}
\]
34. Three pet rabbits cost £19.70.
The second rabbit cost £2 more than the first.
The third rabbit cost 80p less than the second.
What is the cost of the first rabbit?
35. Sarah spilt juice all over her calculator. Now only the five buttons shown work, as well as the equals and clear buttons.
\[ \text{C} \] is the clear button.
\[ = \] is the equals button.
The other working buttons are:
\[ 3 \quad 6 \quad 8 \quad \times \quad - \]
Buttons can be used as many times as you like.
Starting with the clear button, show how to use five more buttons to make the answer shown.
a) \( \text{C} \quad \square \quad \square \quad \square \quad \square \quad \square \quad = 45 \)
b) \( \text{C} \quad \square \quad \square \quad \square \quad \square \quad \square \quad = 1 \)
c) \( \text{C} \quad \square \quad \square \quad \square \quad \square \quad \square \quad = 32 \)
36. Zoe, Laura, Sam, Ali and Craig each gave one of the others a present. No one got two presents.
Laura received a CD. Ali received a book. Craig gave a video. Ali gave a scarf, but not to Craig. Sam gave a puzzle and did not receive the scarf.
Fill in the spaces to show who received which present from whom.
Zoe received ________ from __________
Laura received ________ from __________
Sam received ________ from __________
Ali received ________ from __________
Craig received ________ from __________
37. In this number sequence two numbers next to each other are added together to give the following number.
____ 3 ____ ____ 19
Find the missing numbers in the sequence.
38. On ordinary dice the number of spots on opposite faces add up to 7.
(a) How many spots are on the face opposite the one with 3 spots?
Rajni is playing with some dice. She places them on a table and adds up all the spots she can see.
For example in this case she can see 15 spots.
(b) How many spots can she see in the cases below?
(c) Rajni tries arranging 2 dice on the table. What is the smallest number of spots she can see if she arranged them:
like this? or like this?
39. The different shapes stand for eleven of the numbers from 0 to 12.
Each shape is a different number.
Can you work out what they are from the multiplications above? | 923a7bd6-6bb8-4565-ae68-4f8583c15a6c | CC-MAIN-2024-18 | https://schoolentrancetests.com/wp-content/uploads/2018/07/11-maths-north-london-collegiate-school-2008.pdf | 2024-04-20T20:52:52+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817674.12/warc/CC-MAIN-20240420184033-20240420214033-00271.warc.gz | 446,782,969 | 2,472 | eng_Latn | eng_Latn | 0.941529 | eng_Latn | 0.998394 | [
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Dear Parents and Carers
Welcome to our summer newsletter. We thought that now would be a good time to share with you our sun safety procedures as the warm weather is finally here. Experiencing severe sunburn, particularly in childhood, increases the risk of developing skin cancer in later life, so it’s very important that we protect the children in our nursery from the sun whilst still providing them with the valuable learning opportunities that occur outside.
According to the British Skin Foundation, Clothing should always be the first line of defence against damage from the sun. So please ensure your child is wearing clothing that covers the shoulders (which burn easily) and bring in a sunhat. A ‘legionnaire’ style hat with a wide brim is best, as it will shade the head, face, ears and neck. Baseball caps do not shade the ears or neck, and so are not as effective.
Please can we ask that all children attend the nursery wearing sunscreen. If you do not wish your child to wear sunscreen they should wear light long sleeved shorts and trousers. Sunscreen should be min spf 30 and be applied at home. We will reapply as needed throughout the day.
We have set up water stations indoors and out and encourage children to drink regularly. The children are also only playing in the shaded areas of the garden and at the coolest parts of the day. Room activities are being based around water and ice play in order to keep the children cool and we have set up calm spaces where the children can rest with the blinds down, under a cool fan, listening to some tranquil music or sharing stories with friends.
Tara
Dates for your diary
Holidays and closures:
- 21st July – End of Term
- 4th August – 4pm Nursery Closure
Family Events:
- 19th August – Ashington Festival
- 20th July – School Leavers Party
- 27th July – Parents Evening
Don’t forget to follow our Social Media:
- /thenurseryfamily
- @thenurseryfamily
The Baby Snug
Babies enjoy water play as much as anyone else! And adding some frozen herbs to the paddling pool creates a new sensory experience. Fruit frozen with ice is also a favourite activity to explore and taste!
Our Baby Picasso sessions are often very messy so this hot weather is the perfect time for babies to be stripped down to their nappies and make large floor paintings. Using different parts of their bodies to paint on or with is a great activity to support physical development, spatial awareness, and sensory exploration.
The Toddler Den
Our toddlers are making the most of the summer weather by spending lots of time exploring water. From water animals to bathing babies and watching ice cubes with objects inside melt. Early mathematical knowledge is being gained through emptying, filling and investigating what happens when we put too much water into a container. New language such as full, empty, more and less is being learned.
The Pre-School Study
For our three year olds and above the summer provides lots of opportunities to experience planting and growing things. And of course, the all-important watering! This also gives us opportunities to talk about the water shortage and what we can do to look after our planet. The children have been learning about the wider world, and some of us have been lucky enough to borrow a bee hive and a smoker. The children looked at how the honeycomb is made, and bought some honey to try. We discovered what we need to do to look after the bees and create environments in the garden that help the bees.
Our School Leavers are continuing with their School Readiness Programme. Some of the children are keen to try early writing and mark marking which we are encouraging if they want to. School Readiness for us is about self-resilience and independence so we focus a lot on dressing and undressing, being able to put on shoes and being confident to ask for help when needed.
Continue at home....
Visit a garden centre and look at some of the plants and herbs that can be grown at home and nursery.
Let children make sandwiches and salad using some of the ingredients they will grow at nursery such as cress, cucumbers and tomatoes.
Add ice cubes with frozen fruit and herbs to drinks to encourage children to drink more in this hot weather and also to guess how long it will take for the ice to melt.
Recipe of the Month
CHICKEN FAJITAS
INGREDIENTS:
2 large chicken breasts thinly sliced (or a meat substitute)
1 red onion, thinly sliced
1 red pepper, thinly sliced
1 red chilli, thinly sliced (optional)
Handful grated cheddar cheese
For the marinade:
1 heaped tbsp paprika
1 tbsp ground coriander
Pinch of ground cumin
2 medium garlic cloves, crushed
4 tbsp olive oil
1 lime, juiced
To serve:
6 medium tortillas
For the salsa:
1 cucumber, peeled and diced
½ red onion, diced
250g tomatoes, seeded and diced
1 tsp crushed fresh garlic
1 tbsp lime juice
1 tsp olive oil
½ tspn ground cumin
½ tspn ground black pepper
Instructions
1. Heat oven to 200C/400F/gas mark 6.
2. Mix paprika, coriander, cumin, crushed garlic, olive oil, and lime juice together in a bowl.
3. Stir the sliced chicken breasts, red onion, red pepper, and optional chilli into the marinade.
4. Heat a griddle pan until smoking hot and add the marinated chicken.
5. Keep everything moving over the high heat until you get a nice charred effect. If your griddle pan is small, you can do this in two batches.
6. To check the chicken is cooked, cut into the thickest part of the chicken. If it is still red inside, then continue cooking.
7. For the salsa, mix the diced tomato, onion, cucumber, then add the lime juice, minced garlic, cumin, and black pepper. Set aside.
8. Put the tortillas in the oven to heat up for a few minutes, and serve with the cooked chicken mixture, salsa, and grated cheese. | c882db28-6ce8-4a52-8412-37681da21174 | CC-MAIN-2023-50 | https://www.thenurseryfamily.co.uk/wp-content/uploads/AS-Summer-23.pdf | 2023-12-10T13:20:31+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679102469.83/warc/CC-MAIN-20231210123756-20231210153756-00824.warc.gz | 1,115,304,777 | 1,272 | eng_Latn | eng_Latn | 0.996743 | eng_Latn | 0.998255 | [
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] | true | rolmOCR | [
1926,
4300,
5773
] | [
2.875
] | 5 | 0 |
Sound is created by the vibrations of an object. A vibration is a complete back-and-forth motion by an object. The object could be a guitar string, a drum, the diaphragm of a loudspeaker, or even your vocal cords.
Sound travels in waves. A wave is a disturbance that moves through a medium.
Sound travels best through solids and liquids. Longitudinal waves travel best through solids, while transverse waves travel best through liquids and gases.
The pitch of the sound determines how low or high a sound seems to be. The pitch of a sound depends upon the frequency of the vibrations that cause it. The frequency of a sound is the number of vibrations per second. Frequency is measured in units called hertz (Hz).
| Animal | Frequency range (Hz) |
|--------|----------------------|
| bat | 2,000 to 110,000 |
| cat | 45 to 64,000 |
| human | 20 to 20,000 |
| dog | 67 to 45,000 |
© Copyright NewPath Learning. All Rights Reserved. Permission is granted for the purchaser to make copies for non-commercial educational purposes only. Visit us at www.NewPathWorksheets.com
The loudness of a sound depends upon the amplitude (height of a sound wave) of the vibrations that cause it. The bigger the vibration, the greater the amplitude of the waves, and thus the louder the sound will be. The loudness of sound is measured in units called decibels (dB).
| Decibels of Sound | dB |
|----------------------------|-----|
| a whisper | 10 |
| normal voice | 60 |
| train horn | 100 |
| jet plane | 120 |
| rock concert | 140 |
Sound travels through the bones of the skull to the inner ear. The inner ear contains the cochlea, which is filled with fluid. When sound waves enter the cochlea, they cause the fluid inside to vibrate. These vibrations travel to the eardrum, which is located at the end of the auditory canal. The eardrum vibrates in response to the sound waves, and these vibrations are then transmitted to the inner ear.
The cochlea is divided into three parts: the vestibule, the saccule, and the utricle. The vestibule is located at the top of the cochlea, and it contains the saccule and the utricle. The saccule and the utricle are responsible for detecting changes in head position and movement. The cochlea is divided into two parts: the scala vestibuli and the scala tympani. The scala vestibuli is located on the outer side of the cochlea, and it contains the stapes, which is a small bone that transmits sound vibrations to the cochlea. The scala tympani is located on the inner side of the cochlea, and it contains the stapes, which is a small bone that transmits sound vibrations to the cochlea.
The cochlea is divided into two parts: the scala vestibuli and the scala tympani. The scala vestibuli is located on the outer side of the cochlea, and it contains the stapes, which is a small bone that transmits sound vibrations to the cochlea. The scala tympani is located on the inner side of the cochlea, and it contains the stapes, which is a small bone that transmits sound vibrations to the cochlea.
The cochlea is divided into two parts: the scala vestibuli and the scala tympani. The scala vestibuli is located on the outer side of the cochlea, and it contains the stapes, which is a small bone that transmits sound vibrations to the cochlea. The scala tympani is located on the inner side of the cochlea, and it contains the stapes, which is a small bone that transmits sound vibrations to the cochlea.
Use the charts to answer the questions. Fill in the blanks below.
Sound travels at different speeds through different matter. In general, the denser the matter, the faster sound travels through it.
The loudness of a sound depends upon the amplitude (height of a sound wave) of the vibrations that cause it. The loudness of sound is measured in units called decibels (dB).
| Speed of Sound | Decibels of Sound |
|---------------|------------------|
| Medium | Speed (m/s) | a whisper | 10 |
| air (0°C) | 331 | normal voice | 60 |
| air (20°C) | 343 | train horn | 100 |
Which medium has the fastest speed of sound?
Which medium has the slowest speed of sound?
Through which medium does sound travel the fastest?
Through which medium does sound travel the slowest?
Label parts of the ear.
Please Sign In or Sign Up to download the printable version of this worksheet.
Use the charts to answer the questions. Fill in the blanks below.
Sound travels at different speeds through different matter. In general, the denser the matter, the faster sound travels through it.
The loudness of a sound depends upon the amplitude (height of a sound wave) of the vibrations that cause it. The loudness of sound is measured in units called decibels (dB).
| Speed of Sound | Decibels of Sound |
|---------------|------------------|
| Medium | Speed (m/s) | a whisper | 10 |
| air (0°C) | 331 | normal voice | 60 |
| air (20°C) | 343 | train horn | 100 |
Which medium has the fastest speed of sound?
Which medium has the slowest speed of sound?
Through which medium does sound travel the fastest?
Through which medium does sound travel the slowest?
small bones in the middle ear carry these vibrations to the cochlea.
The cochlea contains tiny hairs, which vibrate and send messages to the brain that are interpreted as sound. The auditory nerve carries messages from the cochlea to the brain. | 8ca90c05-4a73-440f-918b-238ccaec473c | CC-MAIN-2024-10 | https://newpathworksheets.com/api/activity-lesson/activity-lesson-science-grade-8-sound-2-4.pdf | 2024-02-29T02:01:20+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474775.80/warc/CC-MAIN-20240229003536-20240229033536-00156.warc.gz | 413,835,542 | 1,262 | eng_Latn | eng_Latn | 0.997568 | eng_Latn | 0.997496 | [
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4.4375
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GANGAJALI
SILVER WATER URNS
GUINNESS WORLD RECORD FOR LARGEST PIECES OF SILVERWARE
HISTORY & MAKING
Two silver water urns, or "Gangajali" were commissioned by Maharaja Sawai Madho Singh II for his visit to London to attend the coronation of Edward VII, in 1902.
The Maharaja was a devout Hindu who believed the water in Europe would not be suitable for him to drink and required water from the holy river Ganga for religious ceremonies.
The silver urns are currently located in the Diwan-e-Khaas of City Palace, Jaipur in Rajasthan.
Each urn weighs 242.7 kg & has a height of 1.6m or 5'3".
The silver urns were made in Mistri Khana, one of the 36 Karkhanas in Jaipur State by two silversmiths, Govind and Madhav.
Each urn was made from 14,000 Jhar Shahi silver coins, issued from Kapatdvara Treasury in 1894. The coins were melted into sheets of silver. A wooden mould was prepared and the sheets were beaten and shaped into jars. No soldering was done, which is why the urns are considered to be the largest pieces of silverware in the world by the Guinness Book of World Records.
GANGAJALI
Two clay water urns, or "Gangajali" were ordered to be made by Windradyne, the chieftan of Wiradjuri Tribe, the largest Aboriginal Tribe in Australia to this date, in the year 1822. Windradyne refused to drink the same water used by the British colonizers and used the jars as his personal source of water until his death in the Bathurst War (1824) against the British. It is said that the jars were filled with rainwater.
Each jar was made by applying clay to a wooden mould and then painted over the jar with bright colours and animal motifs. Each jar has a height of 1.6m (5'3") and weighs 50 kg. Only one of the two clay jars survives to this day. The other jar is thought to be destroyed during the Bathurst War.
GANGAJALI
Developed collectively by scientists of ISRO, NASA, ESA and CERN, the Gangajali are two cannisters capable of localised nuclear fusion.
Their primary purpose is to convert elements available in the surroundings into suitable drinking water.
These cannisters have been made possible due to advancements in nuclear fusion, which began with the first "net energy gain" recorded in 2022, a hundred years ago in Lawrence Livermore National Laboratory, USA.
The Gangajali have been designed for interstellar travel and are currently aboard Mangalyaan XXV, India's latest manned mission to Mars. | 350db9d6-fdae-4ef0-bd3d-d1fb659fddf8 | CC-MAIN-2023-40 | https://dsource.in/sites/default/files/course/design-and-human-evolution/sample-assignments/file/Gouraang_Gune-Gangajali.pdf | 2023-10-02T08:28:30+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510983.45/warc/CC-MAIN-20231002064957-20231002094957-00707.warc.gz | 247,875,369 | 590 | eng_Latn | eng_Latn | 0.997486 | eng_Latn | 0.998141 | [
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Quarterly Health Magazine-Vol. 2, May 2014
reliancegeneral.co.in
1800 3009 (Toll Free)
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For more details
reliancegeneral.co.in
1800 3009 (Toll-free)
* On 4 successive claim free years
For complete details on the benefits, coverages, terms & conditions, exclusions, please read the sales brochure, prospectus and policy wordings carefully before concluding sale. Insurance is the subject matter of solicitation.
UIN: IRDA/NL-HLT/RGI/P-H/V/J318/13-14 . Corporate Identity Number.(CIN): U66603MH2000PLC128300
IRDA Reg. No. 103 , Reliance General Insurance Company Limited.
Registered Office: 19, Reliance Centre, Walchand Hirachand Marg, Ballard Estate, Mumbai 400 001
Corporate Office: 570, Rectifier House, Naigaum Cross Road, Wadala (W), Mumbai 400 031
A warm welcome to the 2nd edition of our Health & Wellness magazine - R HealthBeat.
We have received an overwhelming response since the launch of our first edition in February 2014 and on behalf of Reliance General Insurance, I am thankful to all the people who have put a tremendous effort to make this a huge success.
Our Edition for this quarter celebrates the spirit of womanhood and focuses on the many facets of a woman - graceful, elegant, adept at balancing work and home and a go-getter!
Prophylaxis has become the need of the hour. Therefore, we have put forth a list of medical tests which every woman should undergo at certain stages of life. Read our “Did You Know” section to know more!
When we think of obesity or being fat, we rarely think of children in that category thinking fat is cute. Dr. V. K. Gupta, developmental paediatrician, tells us about childhood obesity in our “Doctor’s Corner”.
Discipline in children can be nurtured with the help of good parenting skills - “Effective Parenting” talks more about this.
The craze for short, intense workout has seen a sudden rise and Pilates paves way to this need-“Fitness Today” reveals the story behind this.
New technologies are constantly in development to help people stay healthier, improve access and save lives. Women’s safety and fitness has gained a momentum in the recent times and in our ‘Technology in Healthcare’ section you will come across a few useful apps which cater to this.
Drink to your health in more ways than one this summer with the cool and refreshing ‘Watermelon Mint Cooler’ in our Diet & Nutrition column.
Get those Health and Nutrition myths busted - “Our Leisure” section helps you with this!
We are happy to have you as a reader of R HealthBeat. Hope you enjoy reading this issue!
Wishing you the best of health always
Regards
Rakesh Jain
CEO
Reliance General Insurance
What’s Inside
R Health Beat
1 Did you know?
2 Doctor’s Corner
4 Fitness Today
6 Wellness & Technology
8 Diet & Nutrition
10 Leisure
Editorial Team
Editor-in-chief
Rakesh Jain
Project Head
Anand Singhi
Dr. Saif Gondekar
Concept
Dr. Nagarjun Mishra
Chetan Thadeshwar
Roma Mishra
Content
Dr. Prashant Gaurav
Dr. Mahesh Yelapure
Dr. Saumya Kumar Misra
Priyanka Baid
Creative & Design
Unnati Pange
Amar Shrivastav
Reach Us
Visit www.reliancegeneral.co.in
for more articles and updates on Healthy living and Wellness.
You could also write to us at email@example.com
with your comments and suggestions or for charting out an exclusive Wellness programme for you.
Basic tests every woman should take
**Pap smear**
**WHEN:**
No symptoms to look out for, it is a test every woman above the age of 25 has to go in for. Women over 65, with normal tests for the last 10 years and those without a cervix (usually because of a hysterectomy), can forego this test.
**WHY:**
It’s a preventive test that checks for cancerous processes in the female reproductive system.
**HOW:**
A simple procedure wherein, a nurse collects cells from the cervix and this is analyzed in a laboratory.
**Breast examination**
**WHEN:**
If you notice lumps or irregularities on your breast, go in for mammograms as this is the first symptom.
**WHY:**
It is an important test often ignored by young women. Women as young as 25, should go for this test.
**HOW:**
Self-administered test. Check for lumps, swellings or growths on breast. If any anomaly found, visit a doctor.
**Vitamin D**
**WHEN:**
Experiencing a bone pain, back pain or leg pain.
**WHY:**
It’s an important test for young women. Vitamin D deficiency exists in around 80-90% of all young women and ideally, every woman of every age should get the test done. “Osteomalacia (weakening and softening of bones due to problems with bone formation or the bone building process) is common in youngsters. It is different from osteoporosis that affects older women.”
**HOW:**
Blood test.
**Thyroid**
**WHEN:**
Suffering from weight gain, lethargy, irregular periods and neck swelling.
**WHY:**
It’s an important test for detecting hyperthyroidism, hypothyroidism.
**HOW:**
Blood test.
**Sugar**
**WHEN:**
Feeling constantly thirsty, frequently needing to urinate, sudden increase in appetite, extreme fatigue, dizziness, blurred vision and nausea are all indicators.
**WHY:**
It’s an important test that should be undergone by both obese as well as women who are struggling to lose a lot of weight. Young women are struggling to lose weight and obesity is also on the rise in the city and both these reasons are enough incentives to get regular sugar tests done by women above 20 years, sometimes even less.
**HOW:**
A simple finger prick is required for a blood sample. The results can be known in a matter of minutes.
Childhood Obesity – A 21st Century Plague
A common false notion prevalent in the Indian society is that a fat baby equates to a healthy baby. Obesity in children could be a subtype of malnutrition that is emerging in all socioeconomic groups. On one hand, a hefty approximate of about 55% of Indian pediatric population suffer from under nutrition, as against a large proportion of cases of over nutrition that go unidentified. Paediatricians, therefore, play an important role in the prevention and control of this emerging epidemic.
Various lifestyle diseases such as Diabetes Mellitus (DM), Coronary heart disease and Hyperlipidemias result from an interplay of a wide array of genetic and environmental factors. The latter, especially obesity, in many cases stems from childhood.
India, today has more diabetics as compared to other nations. If the current trend continues, Coronary Heart Disease (CHD) would soon be a leading cause of death in our country. As per International Diabetic Federation, India is second largest country suffering with DM after China.
**CAUSES OF OBESITY:**
Obesity is caused due to lack of physical activity, habitual overeating, genetic factors, constitutional imbalances and many more.
The most important indicator of adult obesity is adolescent weight and changes in Body Mass Index (BMI) during this time. If the child remains overweight till a late age, the chances of being an obese adult increases.
Most importantly, mothers believe that fat babies are healthy and thereby feed their children excessively.
**COMPLICATIONS OF OBESITY:**
- **Psychological:** Excessive obesity can cause depression and neurosis
- **Metabolic:** Diabetes is higher in obese children
- **Cardiovascular:** Hypertension, atherosclerosis, coronary heart disease
- **Respiratory:** Breathing difficulty, bronchitis.
**CONTROL OF OBESITY:**
“Prevention is better than cure” fits perfectly here. Studies show that prevention should begin in childhood (after the Age of 3 years but before adolescence)
Comprehensive treatment program for childhood obesity includes
- Behaviour modification
- Nutritional counselling. (lower fat intake, balanced varied diet, professionally supervised)
- Physical activity and exercise (aerobics, life style change i.e.; decrease sedentary behaviour, decrease TV watching)
- Parent participation and family based approach. Parents should encourage their children to play sports
Though there are a lot of recommended methods, the most effective strategy is an increase in physical activity accompanied by a decrease in sedentary habits. Reduction of the total amount of time spent on sedentary activities in a day to not more than 2 hours can help to serve the purpose.
In conclusion, in order to avoid an unhealthy adulthood, it is imperative to adopt a healthy lifestyle in childhood.
Body Mass Index(BMI) is an indicative tool that takes into consideration the person’s height and weight. It is used to find out if a child or teen is underweight, overweight or obese.
**Formula:** Weight(kg)/ Height(m)^2
**About the author:**
Dr. V. K. Gupta
Ex President - Indian Medical Association (Noida)
Effective Parenting
Being a parent is one of the most fulfilling experiences a person can have.
Parenting is an extremely rewarding, yet challenging role. No parent is gifted a “How to” guide book with sets of rules when they become one.
Much of our behavior comes from learned responses to simple signals, and is receptive to change. If methods of dealing with your child’s temper tantrums, non-compliance, aggressive outbursts, are causing you more frustration and no change in your child’s behavior; then something isn’t working.
IDENTIFY PRECURSORS TO NEGATIVE BEHAVIOUR
Identifying the antecedents helps in tackling the behavior before it occurs. EXPLAIN your child what the goal should be. For example, if the goal is to have your child clean his room, an effective parent will not just tell to clean the room, but will describe the steps to clean the room so that the child comprehends what is asked of him. ALWAYS ESTABLISH CLEAR EXPECTATIONS.
REACTING VERSUS RESPONDING
Rather than reacting to situation, give time to think WHY Child reacted in such a way, looking upon the situation evaluate problem solving solutions and respond to it.
Responding to a situation, exactly detail what change is to be done. Always show a concern of helping hand to child so that he can be in a better position to work.
SET LIMITS AND PROVIDE EFFECTIVE CONSEQUENCES
Don’t give speeches, be to the point. When there is a problem, describe it, express your feelings and invite your child to work on a solution together. Children who participate in decisions are more motivated to carry them out.
E.g. Draw up a list of privileges, like extra playground time that your child will be rewarded for ‘acceptable’ behavior; and take away the same privileges for ‘unacceptable’ behavior.
BE A GOOD ROLE MODEL
Children learn a great deal by watching you and they are great at imitating. Embody the traits you wish to cultivate in your child. PRACTICE what you PREACH.
CULTIVATE SPECIAL TIME FOR YOUR CHILD
Sharing your child daily chores that happened in school, it sense them with belonging.
Pondering children with their favorite food for Tiffin will connect them to parents and they appreciate the care given by parents.
For working parents who have demands on time, creating a “special night” or activity each week will allow for quality time together.
MAKING PERSONAL TIME FOR YOURSELF
Take TIME OUT from parenting to do things that make you happy individually or as a couple.
A tired parent is a frustrated parent; and an ineffective one at that caring for one’s own well-being is another important value to model for your child.
DISPLAY YOUR UNCONDITIONAL LOVE AND FOSTER SELF-ESTEEM
Develop a technique of Immediately praise- Acknowledge your child’s efforts to change, no matter how small they may be. Physical form of punishment not be cultivated. Remember: Your child looks upto you for love, support & guidance.
Do not let him down.!
“It is easier to build strong children than to repair broken men.”
-Frederick Douglass.
About the author:
Dr. Samir H. Dalwai,
Member, Expert Panel, Maharashtra State Commission for the Protection of Child Rights. He is the Founder Director of the entrepreneurial New Horizons Child Development Centre
Pilates
Pilates is a form of exercise, developed by Joseph Pilates, which emphasizes the balanced development of the body through core strength, flexibility, and awareness in order to support efficient, graceful movement.
Pilates increases circulation and helps to sculpt the body and strengthen the body's "core" or "powerhouse".
People who do pilates regularly feel they have better posture, are less prone to injury, and experience better overall health.
Benefits of Pilates
Indulge in a refreshing mind-body workout
In Pilates, the quality of movement is valued over quantity of repetitions. Proper breathing is essential, and helps you execute movements with maximum power and efficiency. Last but not least, learning to breathe properly can reduce your stress levels.
Develop a strong core - flat abdominals and a strong back
Pilates exercises develop a strong "core," or center of the body. The core consists of the deep abdominal muscles along with the muscles closest to the spine. Control of the core is achieved by integrating the trunk, pelvis and shoulder girdle.
Gain long, lean muscles and flexibility
More conventional or traditional workouts are weight bearing and tend to build short, bulky muscles - the type most prone to injury. Pilates elongates and strengthens, improving muscle elasticity and joint mobility. A body with balanced strength and flexibility is less likely to be injured.
Create an evenly conditioned body, improve sports performance, and prevent injuries
In the same vein, a lot of these same conventional workouts tend to work the same muscles. This leads weak muscles to get weaker and strong muscles tend to get stronger. The result is muscular imbalance - a primary cause of injury and chronic back pain.
It's gentle...
Many of the exercises are performed in reclining or sitting positions, and most are low impact and partially weight bearing. Pilates is so safe, it is used in physical therapy facilities to rehabilitate injuries.
But it's also challenging...
Pilates is also an extremely flexible exercise system. Modifications to the exercises allow for a range of difficulty ranging from beginning to advanced. Get the workout that best suits you now, and increase the intensity as your body conditioning improves.
Where in India
Mumbai: The Pilates and Altitude Training Studio
Bangalore: The Zone-Mind and Body studio
Delhi: Pilates retreat
Pranayama
Do it the right way!!
"As physical heat is the hub of our life, so is pranayama to the hub of yoga."
Pranayam defines the regulation of the in and out flow of this vital energy. It explains that the body, breath and the mind are intricately interwoven. When the air moves the mind moves and when the air is stilled the mind also could be stilled. Hence the various techniques employed in Pranayam are to stabilize the flow of air to achieve the balanced state of mind.
What is it and how does it work?
Pranayam appears to be a systematic exercise of respiration, which makes the lungs stronger, improves blood circulation, makes the man healthier and bestows upon him the boon of a long life. If this action of the respiratory system is done regularly and efficiently, lungs become stronger and blood becomes pure.
However, most of the people do not have the habit of breathing deeply with the result that only 25% of the lungs is brought into action and 75 percent remains idle. Like the honeycomb, lungs are made up of about 73 million cells, comparable to a sponge in their making. On normal breathing, only about 20 million pores in the lungs get oxygen, whereas remaining 53 million pores remain deprived of the benefit, with the result that they get contaminated by several diseases like tuberculosis, respiratory diseases and several ailments like coughing, bronchitis etc. Mental disturbances like excitement, anxiety, fear, anger, disappointment, lust for sex (lasciviousness) and other mental perversions can be calmed down by regular practice of Pranayama. Besides, Pranayama practice improves the functions of the brain cells with the result that memory and the faculty of discrimination and observation improves, making it easy for the Sadhaka to perform concentration and meditation.
The importance of Pranayama has come to be recognised, for a healthy long life. Several diseases can be averted by regular practice of Pranayama. Hence, it is obvious that the knowledge of the science of Pranayama and its regular practice enables a man to lead a healthy and long life. It is for this reason that in several Hindu religious rites, Pranayama is found to have been introduced as an essential element.
There are some minor rules which will make the practice of pranayama more efficient:
- Pranayama should not be done directly after doing yoga postures. There should be a gap of at least 45 minutes.
- It should not be done in a smoky or dusty room.
- Persons doing pranayama should eat more fruits and drink milk and/or take some oil (like olive oil) to maintain the lubrication of the lungs.
- Pranayama should not be done if the person is having a headache.
Yoga practices are for spiritual elevation and social change, not for escaping from the difficulties of life. They are the birthright of everyone, but should be taught by a competent, service minded teacher. It is not the same as aerobics, muscle training, athletics or such psychic practices as hypnosis, autogenes training, etc. Therefore it should be done seriously, regularly and sincerely with a clear idea of the goal of life.
Wireless Skip
Lose weight & tone up faster with the ropeless jump rope system!
Wireless Skip is an ideal companion for cardiovascular conditioning. It features a Digital Panel that measures the numbers of skips, effective workout time and calories burnt. It also allows you to preset the work out time as per your requirements and beeps you accordingly. Use the no rope wireless skip for exercising even in minimal space. With the No Rope technology prevents you from tripping and allows you to train like the professional no matter what your age or your fitness level.
Totally pocket friendly and trendy, carry it with you to have short workouts anywhere in your bedroom, your office, and even when on vacation.
Non-contact Infrared Thermometer
Measure temperature without the discomfort!
Non Contact Infrared Thermometer uses contact less temperature measurement and therefore the body temperature can be measured safely. It measures the temperature 2 to 3 cm away from the body which decreases the possible risk of infections that can be caused by thermometers.
Withings Scale
The smart body analyzer!
Simple, sleek, and with a better display, the Withings WiFi Body Scale keeps track of your weight, BMI, and body fat percentage by uploading your stats automatically via WiFi. Access your charts and graphs privately, and if you’re really proud of your progress, tweet your weight automatically.
Mobile apps
VithU
Be aware! Be prepared!
Channel [V] has taken the initiative by developing a user-friendly App called VithU. With only 2 clicks of the power button, anybody facing danger can send out an SOS message to their guardian. The app sends a message to the contacts that you have provided as your designated receivers or guardians saying "I am in danger. I need help. Please follow my location." The receiver also gets a link to your location which is updated every 2 minutes. Apart from this, the app sends out general updates on the Crime Scene in India. There is a "Tips Feed" option that gives you safety tips in an emergency situation.
My Days
The smartest and simplest calendar for every woman!
Mydays is free, simple and easy to use period & ovulation calendar and prediction tool. One can enter additional daily notes and other useful information. For your daily temperatures, you also get a nice chart to show to your doctor.
Einstein
Feed your brain with a personal coach!
If you want to stay young at heart, and sharp mentally, take a few minutes a day and train your brain with Einstein™ Brain Trainer HD! Albert Einstein and his cute little assistant Robo will support you in any aspect of the game. They will be at your side whenever you need them, explaining the different exercises and illustrating the scientific background of each exercise. They will motivate you to keep moving and to care about your mental fitness.
Watermelon Mint cooler
This fruity, minty drink is a favoured summer drink. For a simple shortcut, purchase a seedless watermelon.
Ingredients
- Coarsely chopped seeded watermelon ................................. 3 cups
- Sugar .................................................................................. 3/4 cup
- Lightly packed fresh mint leaves ........................................ 1/2 cup
- White grape juice ............................................................. 2 cups
- Finely shredded lime peel .................................................. 1 teaspoon
- Fresh lime juice, chilled .................................................... 3/4 cup
- Club soda, chilled .............................................................. 4 cups
- Fresh mint sprigs (optional)
Directions
▶ Place watermelon in a blender or food processor. Cover and blend until smooth. Strain watermelon puree through a fine mesh sieve; discard pulp.
▶ In a large bowl combine sugar and mint. Using the back of a wooden spoon, lightly crush mint by pressing it against the side of the bowl. Add grape juice, lime peel, lime juice, and watermelon puree, stirring until sugar is dissolved. Stir in club soda. Serve in glasses over ice. If desired, garnish with mint sprigs. Serve immediately.
Makes 9 servings
Nutrition (Per serving)
- 121 kcal cal
- 31 mg sodium
- 31 g carb
- 1 g fiber
- 28 g sugar
- 1 g protein
Percent Daily Values are based on a 2,000 calorie diet
Maple Syrup
Powerhouse of antioxidants for your body
The next time you gorge on that French toast, waffles or pancakes, don’t forget to take an extra helping of maple syrup, for that will sure boost your health.
With notes of butter, vanilla, smoke, and coffee, pure tree-tapped maple syrup is more than just a sweetener. Its complex flavor pairs nicely with salty foods, tempers spicy ones, and adds a certain richness to everything it touches. And it’s packed with antioxidants, anti-inflammatories, and nutrients, including zinc, which supports healthy immune function, and manganese, vital for bone health.
Given all these benefits, it’s easy to see why the classic pancake topper is breaking away from the breakfast table.
Pure maple syrup tastes great, and it offers a myriad of health benefits. Here are just a few:
**It’s an antioxidant powerhouse**
It is filled with anti-inflammatory and antioxidant compounds that may help prevent several chronic and inflammatory diseases like diabetes, cancer, osteoporosis, and Alzheimer’s.
**It settles digestion issues**
Try swapping out sugar in baked-good recipes for maple syrup, and you may find that the usual gas and bloating you normally experience after consuming processed sweeteners is no longer an issue.
**It helps with muscle recovery**
Real maple syrup is an excellent source of manganese, which helps repair muscle and cell damage; it also keeps bones strong and blood sugar levels normal.
**It is filled with important nutrients**
Maple syrup contains essential nutrients like zinc, iron, calcium, and potassium. Zinc not only supports reproductive health, but it also helps to keep your white blood cells up, which assist in the protection against colds and viruses.
**Important**
As sweet as all of this sounds, keep in mind that at the end of the day, maple syrup is still just liquid sugar. Too much sugar intake can increase your risk of obesity, diabetes, unhealthy blood levels of fat and cholesterol, and high blood pressure, so regardless of its health benefits, be sure to use maple syrup in moderation.
Woman is a multi-dimensional being.
She is the axis around which the family life revolves and she bears the responsibility of the care and well-being of the whole family.
To fulfill all these roles and take care of personal health, we have compiled a list of certain health and nutritional myth busters!
**Myth 1**
A diet containing an adequate supply of fibre will help in preventing constipation, help control blood sugar level and lowers blood cholesterol level.
**Truth**
A low-fiber diet, inadequate fluids, and inactivity are three of the most common causes of constipation and diabetes and heart disorders.
**Myth 2**
Since you need to cut about 500 calories from your diet each day to lose 1 lb. a week, then eating 1,000 fewer calories will result in twice the weight loss.
**Truth**
Avoid cutting too many calories or risk sabotaging weight loss.
**Myth 3**
Skipping meals is one of the best ways to lose weight.
**Truth**
Skipping meals deprives the body from basic nutritional requirements and is a sure shot way to gain weight.
**Myth 4**
In order to burn more fat, you should exercise on an empty stomach.
**Truth**
Eating before exercise gives you the energy to do more work and the potential to burn more calories. It takes calories to burn calories.
**Myth 5**
For women, obesity and infertility go hand in hand.
**Truth**
Woman whose body mass index is greater than 25.0 and less than 18.5 may have trouble in conceiving. Obese, anorexic women are less likely to ovulate and more likely to suffer miscarriage than lean women of the same age.
**Myth 6**
Mammogram is a diagnostic test for cervical cancer.
**Truth**
Mammography is an important tool for detecting breast cancer early - when it's easiest to treat.
My to do list this vacation…
“A vacation is having nothing to do and all day to do it in.”
- Robert Orben
Each year children eagerly wait for summer vacations, but when it finally comes, it’s all boring and redundant. After all, how much TV will you watch? Or how many computer games can you play? Besides, these activities are cliché. There is so much out there you can do. So, here we explore, the top 7 ideas that would make you wish, you had a longer summer vacation.
1. **Deconstruct an appliance**
Ok, kids, don’t really bother to take you dad’s new Apple Mac, and keep the iPads, and iPods last in your list, they can get you trouble. What you can do is take the old gadgets around the house that are no longer in use. For example, take the old VCR, or an obsolete Record Player, unscrew its parts, and try rebuilding and restoring it. Using screwdrivers, tape, and many other small tools can be fun. Make the most of it; and don’t forget to learn as well as play.
2. **Break all the recipe rules**
Eating the same old stuff can be boring, so why not use a bit of your gut feeling, and some unique ingredients to make something mouth watering. Add every new color and flavor to the recipe, name your recipes, and who knows, you end up discovering the master chef in you.
3. **Take some Yoga Classes**
Utilizing sometime meditating, and in yoga is good for both the body and mind. It’s not all that boring. Bringing your thoughts in control can actually prepare you for whatever lies ahead of your summer vacation.
4. **Go Camping**
Camping is always fun, but it lasts a few days, and, going outside town may not always be an option. So, taking out all the travel preparations from it, you can and plan some fun in your own backyard or terrace. Put up tents, get your sleeping bags, call your friends, arrange for some good snacks, and you’re ready for camping. Keep awake all night, tell each other stories, make your meals, and you’ll never want the fun to end.
5. **Create a Short Documentary**
Thanks to online platforms like YouTube, anyone can now create a documentary, upload it and invite friends for views. You could even build a team for the documentary. Some of you could write the screenplay and scripts, while others can direct and act in the videos. You could take a few days to the entire holidays working on this project. Who knows when your video goes viral; it might just stir the world around.
6. **Support a cause**
While all around the year, the only way we support causes is by liking their Facebook Pages, summer vacations are a good for real time participation. Search more on the causes on the internet, maybe interact with a few people, and devote some free time working for them. You can volunteer for a number of non-profit engagements. It will surely make a difference.
7. **Explore your own town**
While growing up in the town you were born in, acquaints you well with all that is known, but why not explore places that still remain undercover? And trust me there’s plenty of such places around, you haven’t known or explored. Get a bunch of friends, take your bicycles, and get to a new place every week, or every few days. Take pictures, and flaunt them to your co-students, and co-workers, once you’re back after the vacations.
What are our readers say about R HealthBeat:
...After this successful launch (R HealthBeat) Mr. Rakesh Jain-CEO needs to be congratulated on this special achievement and spearheading the company to greater heights under his dynamic leadership.
-Mr. Jogesh Shah-CEO, Check Mate Inc
...The magazine is informative and its reading is interesting. Articles of renowned professionals in the field of Health affords lot of inputs to its reader. It not only gives information about the Health and wellness but it also gives information about the ambitious plans of Reliance General Insurance. Through this magazine, I could get the glimpse of the most dedicated, energetic and beaming personality of Mr. Rakesh Jain-CEO. He will add laurels to the growth and health of the Company in the time to come, with his sincerity, capability and dedication
-Mr. S.L Kataria-Director, Tropical Insurance Consultants Pvt Ltd | 07292ed4-e508-4782-bdfb-00aa9935baf6 | CC-MAIN-2023-40 | https://www.reliancegeneral.co.in/Downloads/RHealthBeat_Vol.2.pdf | 2023-09-29T01:16:07+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510462.75/warc/CC-MAIN-20230928230810-20230929020810-00560.warc.gz | 1,040,463,605 | 6,439 | eng_Latn | eng_Latn | 0.936825 | eng_Latn | 0.997862 | [
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Counting edges on 3D shapes
1. How many edges does each shape have?
- [ ] edges
- [ ] edges
- [ ] edges
2. Use the clues to write the correct letter on each label.
Shape A has an odd number of edges.
Shape B has the most edges.
Shape C has four fewer edges than a cuboid.
Shape D is on the right of the cuboid.
3. Complete the sentences.
cube triangular prism square-based pyramid
A _______ has 6 faces and 12 edges.
A _______ has 5 faces and 9 edges.
A _______ has 5 faces and 8 edges.
4. Not all prisms have triangular ends.
Complete the sketch and write the number of edges for each.
A pentagonal prism has _______ edges.
A hexagonal prism has _______ edges.
This prism has _______ edges.
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Q.1 Who was considered a 'foreigner' in the past?
Ans In the past, a 'foreigner' was any stranger who appeared say in a given village, someone who was not part of society or culture.
Q.2 List some of the technological changes associated with medieval period.
Ans The technological changes associated with the medieval period were:
1. The Persian wheel in irrigation
2. Spinning wheel in weaving
3. Firearms in combat
Q.3 What were some of the major religious developments during medieval period?
Ans The major religious developments during medieval period were:
1. People’s belief in the divine was sometimes deeply personal, but more usually it was collective.
II. Religion was often closely connected with the social and economic organizations of local communities.
III. The worship of new deities, the construction of temples by royalty and the growing importance of Brahmanas were the important changes.
IV. One of the major developments of this period was the emergence of idea of bhakti.
V. This was also the period when new religions appeared in the subcontinent. e.g. Islam.
Q.4 In what ways the meaning of term ‘Hindustan’ changed over the centuries?
Ans. I. When the term was used in the thirteenth century by Minhaj-i Siraj, he meant two areas of Punjab, Harappa, and the lands between the Ganga and Yamuna.
II. He used the term in a political sense for lands that were a part of the dominions of the Delhi
Sultan.
III. In the early sixteenth century, Babur used his Hindustani to describe the geography, the fauna and the culture of the inhabitants of the subcontinent.
Q.5. How were the affairs of jatis regulated?
Ans. 1. Jatis framed their own rules and regulations to manage the conduct of their members.
II. These regulations were enforced by an assembly of elders known as the jati panchayat.
III. Jatis were also required to follow the rules of their villages.
Q.6. What does the term pan-regional empire mean?
Ans. An empire spreading over a region having diversity in terms of geography, rural language and religion is called pan-regional empire.
Q.7. What are the difficulties historians face in using manuscrip
Q. 1. There was no printing press in those days, so scribes copied manuscripts by hand.
II. As scribes copies manuscripts, they also introduced small changes.
III. These small differences grew over centuries of copying until manuscripts of the same text became substantially different from one another.
Q. 2. How do historians divide the past into periods? Do they face any problems in doing so?
Ans. I. British historians divided the history of India into three periods - "Hindu", "Muslim", "British".
II. This division was based on the idea that the religion of the rulers was the only important historical change.
III. Such a division also ignored the rich diversity of the subcontinent.
Ch-1 On Equality
Q.1 In a democracy, why is universal adult franchise important?
Ans. The idea of universal adult franchise is based on the idea of equality because it states that every adult in a country, irrespective of their wealth and the communities they belong to, has one vote.
Q.2 What provisions of equality are given in the Indian Constitution?
Ans. 1) Every person is equal before the law.
2) No person can be discriminated against on the basis of their religion, race, caste or gender.
3) Untouchability has been abolished.
Q.3 What do you understand by the term 'all persons are equal before the law'? Why do you think it is important in a democracy?
Ans. By the term "all persons are equal before the law" we understand that every person from the president of
the country to the poorest has to obey the same law.
It is important in democracy because:
i) It protects the people from discrimination.
ii) All the people have their self dignity which needs to be protected.
Q: 4. Mention any three situations where inequality exists in India.
Ans. The situations where inequality exists in India are:
i) Economic Inequality
ii) Caste based discrimination
iii) Religious Difference
Q: 5. What is mid-day meal scheme? What are its benefits?
Ans. Midday meal scheme refers to the programme introduced in all government elementary schools.
to provide children with cooked lunch.
Its benefits are:
i) More poor children have begun enrolling and regularly attending school.
ii) This programme has also helped reduce caste prejudice because both lower and upper caste children in the school eat this meal together.
iii) The midday meal programme also helps reduce the hunger of poor students.
Q.6 What is equality?
Ans: Equality means that every individual in the country, including male and female persons from all caste, religions, tribes, education etc and economic backgrounds are recognised as equal.
Q.7 What do you mean by democracy?
Ans: Democracy is a political system in which representatives are elected by the people to govern a country. | b05308f4-3ef8-4a8b-86cb-1ae271eba6e7 | CC-MAIN-2023-40 | https://dpsbhilai.in/wif/repository/7social2019.pdf | 2023-10-04T14:17:25+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233511369.62/warc/CC-MAIN-20231004120203-20231004150203-00760.warc.gz | 238,848,550 | 1,054 | eng_Latn | eng_Latn | 0.997822 | eng_Latn | 0.998398 | [
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1. (a) Execute the following Linux commands and write down the result and use of each command:
(i) cp (ii) cat (iii) who am i (iv) more
(b) (i) How will you change IP and MAC addresses of your machine.
(ii) Write steps to find missing documents in Linux
2. (a) Create a 3 page document in 3-column format. In the first page you insert a table and in the remaining pages add pictures.
(b) Create a table of contents and footnotes for the above documents.
3. Create the workbook containing 10 students records of award list.
| Name | Assign | Project Marks | TEE | Total | Percentage | Grade | Status |
|------|--------|---------------|-----|-------|------------|-------|--------|
| N1 | 10 | 15 | 50 | | | | |
| N2 | 8 | 20 | 40 | | | | |
| N3 | - | - | - | | | | |
| - | - | - | - | | | | |
| N10 | - | - | - | | | | |
Weightage for assignment - 15%
Weightage for Project - 25%
Weightage for TEE - 60%
Apply formula for total percentage, grading, and status (Pass/Fail). To score 40% is required in each component to pass.
4. Create a presentation (Power Point) on a social networking site:
(a) All the slides should have common design
(b) Write speaker notes for each slide
(c) For each slide you should have sound effect
5. Using outlook e-mail to your coordinator for scheduling MCA Ist semester classes. Use the following features:
(a) Add your own signature to the e-mail message
(b) Make the e-mail message to different recipient
(c) Make a blind copy for yourself
(d) Set up an alert on the desktop to notify whenever an e-mail has arrived from the coordinator
1. (a) Execute the following Linux commands and write down the results:
(i) cmp (ii) du (iii) who (iv) des
(b) (i) How do you create partitions on hard disk? Write all the steps
(ii) Write all the steps to add extra RAMs in your computer
2. Create a new document. Add a picture from the sample picture. Resize it to make it a bit bigger. Add 5 lines text to the document for the picture. Tight wrap the text around the image. Now set the image at the centre of the page using position option. Change the shape of the picture to oval. Save the document.
3. Create a table of expenses for purchasing computer books. Column A should have the names of books whereas column B should have number of books purchased for that title, column C should have cost for each book, Column D should have formula for multiplying cost of each book by the number of title, D10 should have formula for totalling the cost of all the books. D12 should have formula for giving 15% discount to University Library. D14 should have formula for totalling the cost after the discount.
4. Create a presentation on your sports interest:
(a) All the slides should have proper heading and should have slide notes
(b) There should be sound effect while moving from one slide to another slide
(c) Add a video to at least one slide which can be run in play full screen option
5. Do the following tasks in outlook.
(a) Make a schedule for faculty meeting at 11AM to 1 PM on the 1\textsuperscript{st} and 3\textsuperscript{rd} week of the month
(b) Set up an alert on the desktop to notify about meeting timing
(c) Send the mail in this effect to all faculty members
(d) Make a blind carbon copy to your self
1. (a) Execute the following Linux commands and write down the results:
(i) history (ii) tail (iii) pwd (iv) df
(b) (i) Create short cuts for Ms Excel and Ms Word
(ii) Write steps for installing device drivers
2. Create a standard letter to inform all BCA students about the timing of TEE (Practical). You are required to use mail merge to generate the customized letters. You need to create a database of all BCA Students.
3. (a) Create a work book containing a size of population of 15 states in percentage of the total population of the entire world.
(b) Use Auto fill feature to fill column B with even numbers and column C with odd numbers. There should be 10 records in each column.
4. Create a power point on the area of your reading interest (at least 5 slides)
(a) All slides should have a picture inserted into it
(b) Use different customised animation effect on pictures
(c) Write speaker notes for each slide
(d) Add a sample video to at least one slide which can be run in full screen
5. Do the following in Outlook:
(a) Make an appointment for meeting with students on Monday, Wednesday and Friday between 10 AM to 11 AM every week and set the reminder.
(b) Write all the steps to get rid of junk mails.
(c) Change the timing and location for an appointment.
1. (a) Try to execute the following Linux commands and write down the results.
(i) rm (ii) head (iii) grep (iv) kill
(b) (i) Write all the steps for formatting the hard disk
(ii) Display the sorted list of all files in your home directory
2. (a) Design a flyer for a picnic to be organised by the university. Use different styles, fonts and effects to create.
(b) Create a newsletter in 3-column layout. Each page should have an outside border. The page should have a background colour and “New BCA” in the watermark.
3. Create a new workbook containing a teacher’s salary for twelve months. Use formula to display the sum of all the values. Apply formula to calculate income tax on the salary amount as follows:
(a) If amount exceed ₹ 10 lacs, interest rate will be 30%
(b) Less than 10 lacs - interest rate will be 20%
Apply the formula to calculate total annual interest amount and total salary amount received after deducting the interest amount
4. Create a presentation on Computer Basics and PC software Lab course (min 5 slides)
(a) All slides should have common design pattern and slide notes
(b) For each slide you should have a timer based transition
5. Do the following tasks using outlook:
(a) Make an appointment for conducting an assignment viva-voce and make it reoccur every Monday evening 3 pm.
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分析 Analysis
推理 Judgement
理解 Understanding
整理 Systematic Process
反应 Response
消化 Digestion
听 Listening
Intelligent Education Group
孩子学习困难的成因
Root Cause of Learning Difficulties in Children
孩子的课业总是无法顺利完成？
这是最令家长困扰又忧心的问题。卓越教育集团在教育的领域里不断的提倡一视一听一图像的概念，目的是要让家长们了解，唯有透过它才能构成学习的模式。我们期望家长们能够对“学习”有更深入的了解而不是一味寻求补习来解决孩子们学习的问题。
一视指视觉效应，它包含了视觉记忆、视觉辨识（辨认能力如：厌和庆）、眼球追踪以及视觉感知能力。
一听指听觉记忆。
一图像指右脑的空间记忆。
Are your children always having a hard time to finish their homework?
This is the most troublesome and worrisome issue for parents. Intelligent Education Group continually promotes the idea of using visual-hearing-image concept, main objective is for the parents to understand this is the only way to help construct the learning model. We hope parents can have deeper understanding of “learning” process instead of expecting tutoring as the main solution of children’s learning issue.
Visual refers to visual effects, it consists of visual memory, visual discrimination (e.g. b & d), eye-tracking and visual perception.
Hearing refers to auditory memory.
Image refers to the spatial image of right brain.
学习架构对应课业上所形成的学习困难
Architecture of Learning Dealing with Learning Difficulties
卓越教育集团这些年致力在感官效应的教学领域里给予家长们最真切的分享。接下去几页是关于各个感官对应学业所形成的学习问题。我们希望家长们能够从中了解孩子学习缓慢的因素并给予最适当的解决方式。
In recent years, Intelligent Education Group is committed to sharing all of the information regarding sensory effects related to teaching. The following few pages are the various learning problems caused by the sensory process. We hope that parents can understand the reasons that contribute to the slow learning of children and give them the most appropriate solutions.
探讨学习困难，寻求解决对策
Exploring learning difficulties in children Seeking the best solutions
听觉记忆 吸收能力 视觉辨别 专注能力
手眼协调 书写能力 空间记忆 学习速度
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EXMOOR National Park Dark Skies Guide
Your guide to getting the most from Europe’s first International Dark Sky Reserve
Did You Know?
- Light from the sun takes eight minutes to reach Exmoor here on planet Earth.
- If the sun was the same size as the dot on this letter ‘i’, then the next nearest star would be ten miles away.
- If you could travel at the speed of light (186,000 miles per second) it would take 100,000 years to cross our galaxy, the Milky Way.
- Here on Exmoor you are spinning at around 714 mph as the Earth turns. At the same time you are travelling at 67,000 mph as our planet orbits the sun.
- Even on the clearest night on Exmoor, the human eye can only see about 3000 stars. There are an estimated 100,000,000,000 stars in our galaxy alone!
- The atmosphere on Earth is proportionately thinner than the skin on an apple.
For thousands of years, man has looked upwards at the night sky and wondered at what he saw. This wonder helped to define our sense of who we are, our myths and legends, our religious beliefs and our sense of our place in a wider cosmos. But the dark skies that were the night time backdrop for the vast majority of human history are for many of us now a rare sight. Our night times are filled with the orange glow of street lighting and we are all more likely to be looking at the television than looking at the stars. So why not take the time on Exmoor to look up and rediscover your sense of wonder.
Three things to find for beginners.
There are almost limitless stars, planets, constellations, galaxies, meteors and other objects to discover - but here are three of the most easily recognised features to get you started.
**The Moon**
The moon, Earth’s only natural satellite and the second brightest object in our sky after the sun is a mere 384,400 km away and has fascinated mankind since the dawn of time. Known as Luna to the Romans and Selene to the ancient Greeks, the moon was often considered a female force in contrast to the masculine sun. The gravitational pull of the moon draws the oceans’ water towards it and influences our twice daily tides. Our months are based around the approx 28 day cycles of the moon’s phases. The moon makes an ideal starting point for astronomy as even fairly basic binoculars will soon reveal the surface pockmarked by millions of years of meteorite impacts.
**Orion - The Hunter**
Orion is perhaps the most easy constellation to recognise in the winter skies of the Northern Hemisphere and is visible above Exmoor between November and February. Named after a great hunter from Greek mythology, he is usually represented with a belt formed by the three prominent stars - Alnitak, Alnilam and Mintaka, along with a raised sword and a shield. Orion is very useful as an aid to finding other stars. For example, by extending the line of his belt south eastwards you can find Sirius, the brightest star in the night sky.
**The Plough**
Also known as the Big Dipper due to its resemblance to a large ladle, the Plough has been recognised as a feature in the night sky by different cultures around the world for countless years and is referred to as The “Seven Stars” in the Bible and “The Bear” in Homer’s Iliad. The Plough is not in itself an official constellation but rather the brightest seven stars of the constellation Ursa Major or Great Bear. Like Orion, the Plough, visible all year round in the Northern Hemisphere, is very useful for navigating the night sky.
Great Orion Nebula M42 taken by Paul Jeannes from his observatory in Washford “under the darkest skies.”
Exmoor National Park is recognised as one of the finest landscapes in the UK. Its deep valleys, high cliffs, wide open moorlands and clear streams provide inspiration and enjoyment to both locals and visitors. What is less well known is that Exmoor is also an amazing place to marvel at the wonders of the night sky and one of the few places in England where low levels of light pollution allow us to experience night skies that have sadly disappeared from much of the country.
In recognition of our dark skies and the work we are doing to keep them that way and help people enjoy them, Exmoor National Park was designated Europe’s first International Dark Sky Reserve in Autumn 2011 by the International Dark Sky Association.
What is a Dark Sky Reserve?
Dark Sky Reserves are places that have exceptionally starry skies and have made a commitment to work to protect them. Exmoor National Park Authority, Devon and Somerset County Councils, landowners, businesses, individuals and communities within Exmoor have all worked together to reduce light pollution and are continuing to work together to keep our nights dark and full of stars.
What is Light Pollution?
The term “light pollution” refers to the adverse effect of any artificial light on the environment. It is usually characterised by the orange “sky glow” that is produced above our towns and cities. This is caused by street lights and glare from lighting that spills beyond its intended lit area.
We all rely on artificial light to live our lives, but badly designed lighting wastes energy, can disrupt wildlife and prevents us from enjoying our night skies. Here on Exmoor we are working together to make sure that lighting is well designed, efficient and does not affect our wonderful dark skies.
Why is it Bad for Wildlife?
All animals have evolved without the influence of artificial light, and many of them are nocturnal so they are only active during the hours of darkness.
Birds when migrating and insects such as moths use the moon and stars to navigate in ways that we do not yet fully understand; artificial light may confuse them and make this much harder.
When insects are attracted to artificial lights it may change how easy it is for species such as bats to feed on them. This affects the natural ecological balance. Artificial light may also affect animals by disrupting their ability to differentiate between the hours of day and night leading to birds singing during the night under streetlights.
If you would like to find out more about astronomy, then there are some great resources on the internet, here are just a few:
- www.darksky.org/
- www.darkskydiscovery.org.uk
- www.bbc.co.uk/science/space/
- astronomy.swin.edu.au/cosmos/
- www.nasa.gov/
- fourmilab.ch/earthview/vplanet.html
- fourmilab.ch/yoursky
- www.esa.int
Why not visit one of our three National Park Centres where you will find Planispheres and a range of books to help you get started:
Dulverton National Park Centre
7-9 Fore Street, Dulverton, TA22 9EX
Tel 01398 323841
Dunster National Park Centre
Dunster Steep, TA24 6SE
Tel 01643 821835
Lynmouth National Park Centre
Lyndale Car Park, Lynmouth
Tel 01598 752509
Interactive maps and other information are also on the dark skies page of our website: www.exmoor-nationalpark.gov.uk/dark-skies
Born and photo courtesy of The Exmoor Owl & Hawk Centre, Alferd
Carke photo: A weathered tree with the stony night sky over Exmoor National Park by Ben Bickell
Top Tips for Stargazing on Exmoor
Stargazing is easy - just go outside on a clear night and look up. Wherever you are there will be something to see. However, there are some things that you can do that will help to make your experience really special. We have put together some simple tips to help you get the best out of your stargazing.
When to go
Stargazing on Exmoor is an all year-round activity, and any clear night will provide plenty to see. The darker months provide longer nights and the chance for younger astronomers to enjoy some pre-bedtime observing. March and April can be particularly good months for observing in the UK, and late summer and autumn often provide the best chance of seeing a shooting star.
Before you go:
- Check the time of sunset, and aim to start observing at least an hour and a half later - to allow the sky to become properly dark.
- As beautiful as the moon is - the best time for seeing the stars is when the moon is not in the sky, as moonlight can make it harder to see the dimmer stars.
What do you need to get started?
- **Your eyes:** It's a really good idea to get familiar with the night sky just using your naked eyes. If you are ready to invest in binoculars or telescopes then get in touch with your local astronomical club or society for expert advice.
- **A red torch:** Your eyes can take up to ten minutes to fully adjust to the dark and enable your "night vision" to allow you the best views of the stars. During this time avoid looking at any bright lights. Red lights, such as a rear bike lamp, are much better at preserving your night vision than white lights.
- **Starcharts:** There are many different resources available that will show you what you are looking at - as the position of the stars and planets is constantly changing with time and location. These include simple star maps, planispheres that allow you to set the date, and even smartphone apps.
Use the starcharts on the right to get started. They show how the prominent features that you can see in the northern skies above Exmoor will look different throughout the year.
And don't forget that clear nights are often chilly - so wrap up warm and bring a hot drink.
Where to go:
Find a place that:
- Is away from the glare of direct lights
- Is open to the public
- Has good sight lines, without tall buildings or trees
- Is safe, without hazards such as traffic or steep drops.
On the map you will find some places that we think are particularly good places on Exmoor to enjoy the night sky. Generally the further you are from illuminated built-up areas the darker the sky will be and the more stars you will be able to see.
In the centre of a city, where naked-eye observation is restricted by the effects of light pollution, as few as 200 stars may be visible. In a dark sky area like Exmoor, the dark adapted human eye would be able to see about 3000 stars!
What are Constellations and Asterisms?
Constellations, like Orion are groups of stars that appear to be distinctive or form patterns. They are useful in helping us find our way around the night sky and are often shown with imaginary lines that join stars and help to make their pattern clearer. Some constellations have been recognised since ancient times and many are associated with mythological figures. In 1925 the International Astronomical Union formalised the system of accepted constellations into the 88 that are now recognised. Some groups of stars such as The Plough are not official constellations but are still recognised as a group and are known as asterisms.
How to use the Starcharts
Face the direction which you think is North and look up at the night sky. Hold this page in front of you and find the starchart which relates to the present season.
The Plough (or Big Dipper) is the most easily recognised group of stars in the Northern sky, it is always above the horizon. The Plough is always the same shape but it appears to rotate throughout the year as the Earth progresses on its orbit.
No matter which way up it is you can always use The Plough to locate Polaris (which is also known as the North(ern) Star or Pole Star) which is the brightest star in the constellation Ursa Minor. Continue an imaginary line between the two stars, Merak and Dubhe that form the outer edge of the Plough's tip and travel five times that distance to locate the Pole Star. If you are facing North then the Pole Star should be directly in front of you.
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1. Answer the following questions: 1×7=7
(a) Who watches the sunrise in *Our Casuarina Tree*?
(b) Who is Nanda’s great granddaughter in *Fire on the Mountain*?
(c) What are women advised to keep in Eunice de Souza’s poem?
(d) “This is Karma. What can we do?”
Who says the above in *The Guide*?
(e) Who are Siddheshwari and Rasoolan in *The Season of the Plains*?
(f) In which year is the opening scene of *Tughlaq* set?
(g) In *Kanyadaan*, to which association do Hameer Rao Kamle and Vamanseth Nevrgaonkar belong?
2. Identify the poem and briefly explain the following: 2×4=8
(a) Blent with your images, it shall arise
In memory, till the hot tears blind
mine eyes!
What is that dirge-like murmur that
I hear
Like the sea breaking on a
shingle-beach?
(b) Really what keeps us apart
at the end of years is unshared
childhood.
(c) This is home. And this is the closest
I'll ever be to home.
(d) They tap every year on my window,
their voices hushed to ice.
3. Answer any three of the following: 5×3=15
(a) Comment on the use of nature imagery in *Sita*.
(b) Examine the poet's quest for the self in *Self Portrait*.
(c) Discuss the significance of the 'monsoons' in *The Season of the Plains*.
(d) Write a note on Rosie's devotion to dance as depicted in *The Guide*.
(e) Comment on the title of the play, *Kanyadaan*.
(f) Analyze Barani's nature as presented by Girish Karnad in *Tughlaq*.
4. Answer any three of the following: 10×3=30
(a) From a reading of the prescribed poems of Toru Dutt and Eunice de Souza, analyze the distinguishing features of their poetry.
Or
Evaluate the contributions of A. K. Ramanujan to modern Indian poetry in English. What are his distinctive stylistic devices and thematic concerns?
(b) Show how in Agha Shahid Ali’s *The Half-Inch Himalayas*, the poems move from the Himalayas of ancestral and racial origins and his father’s Kashmir down to the plains of India of his mother’s side of the family. Explain with reference to the prescribed poems.
(c) Trace the metamorphosis of Raju in *The Guide*.
(d) How far is it true that the characters in Anita Desai’s novels are generally neurotic females, highly sensitive and engaged with their dreams and imagination, and alienated from their environments? Answer with reference to *Fire on the Mountain*.
(e) “Tughlaq is more than a political allegory. It has an irreducible, puzzling quality which comes from the ambiguities of Tughlaq’s character, the dominating figure in the play.” (U. R. Anantha Murthy)
Comment on *Tughlaq* in the light of the above statement.
(f) Would you agree with the view that the central theme of *Kanyadaan* is Nath Devlalikar’s disillusionment with the Gandhian Hindu reformist philosophy? Give a reasoned answer.
(g) Examine the feminist vision in Namita Gokhale’s *Shakuntala*.
**OPTION—B**
(AMERICAN FICTION, AUTOBIOGRAPHY AND DRAMA)
SECTION—I
1. Answer the following questions: 1×4=4
(a) Who is the author of *Mad Trist*, the romance that the narrator reads to Roderick Usher?
(b) What is the name of the ship on which Billy Budd works at the opening of the novel?
(c) How many years did Harriet Jacobs spend in the attic?
(d) What is the name of the narrator’s cousin in Zitkala-Sa’s *My Mother*?
2. Answer the following questions: 2×2=4
(a) What was the attitude of Dr. Flint towards the slave girl, as narrated in *A Perilous Passage in the Slave Girl’s Life*?
(b) Why did the narrator visit the house of Roderick Usher?
3. Write short notes on any two of the following: 5×2=10
(a) The house in *The Fall of the House of Usher*
(b) The use of Native-American oral tradition by Zitkala-Sa
(c) The white salesman in *Long Black Song*
4. Examine the lyric, *The Haunted Palace* written by Roderick Usher in *The Fall of the House of Usher*. Discuss how Poe uses it to explore Roderick’s mental and emotional state of mind. 10
Or
Would you agree with the view that *Billy Budd* is an internal psychological tale rather than a superficial narrative of sea adventure? Give reasons for your answer.
5. Using *A Perilous Passage in the Slave Girl’s Life*, show how slave narratives explored the aspects of American life that were rarely openly acknowledged. 10
Or
Would you agree with the view that Richard Wright in *Long Black Song* is suggesting that a black man’s attempt to participate fully in the white economic system might very well lead to tragedy? Give reasons for your answer.
SECTION—II
6. Answer the following questions: 1×3=3
(a) What is the name of Ephraim Cabot’s new wife?
(b) Where did Lorainne Hansberry take the title of *A Raisin in the Sun* from?
(c) Name the only white character in the play, *A Raisin in the Sun*.
7. Answer the following questions: 2×2=4
(a) Why did Simeon and Peter want to go to California?
(b) What does Beneatha’s hair symbolize in *A Raisin in the Sun*?
8. Write a short note on any one of the following: 5
(a) The character of Ephraim Cabot
(b) Title of the play, *A Raisin in the Sun*
9. Discuss the use of symbols in Eugene O'Neill's play, *Desire under the Elms*. 10
Or
"A Raisin in the Sun explores not only the tension between white and black society but also the strain within the black community."
Use the text to illustrate your answer.
OPTION—C
(WOMEN'S POETRY, JOURNALS AND DIARIES)
1. Answer the following questions: 1×7=7
(a) How does Anne Bradstreet refer to her father in the very first line of the poem, *To Her Father with Some Verses*?
(b) What does 'gauds' refer to in the poem, *To George Sand: A Recognition*?
(c) What is the full name of Stevie Smith?
(d) "If I could break you
I could break a tree"
Who is the 'you' in these lines from H. D.'s poem, *Garden*?
(e) Who sleeps with monsters in Adrienne Rich's *Snapshots of a Daughter-in-Law*?
(f) When did Frances Burney make the first entry in her journal?
(g) In *A Confrontation*, who does Colonel Hutchinson converse with?
2. Answer the following questions: 2×4=8
(a) What does the Wanderer in Stevie Smith's poem habitually do?
(b) "A woman is her mother."
Explain in the context of Sexton's poem, *Housewife*.
(c) What did the eunuchs sing about in *The Dance of the Eunuchs*?
(d) What is 'The Truth's superb surprise' in Dickinson's poem, *Tell all the Truth*?
3. Critically comment on any three of the following extracts with reference to the context:
(a) "You are clear
O rose, cut in rock,
hard as the descent of hail."
(b) "The walls are permanent and pink
See how she sits on her knees all day,
faithfully washing herself down."
(c) "The language I speak
Becomes mine, its distortions, its
queernesses
All mine, mine alone."
(d) Thus wrote
a woman, partly brave and partly good,
Who fought with what she partly
understood
Few men about her would or could
do more,
hence she was labeled harpy, shrew
and whore.
(e) Tell all the Truth but tell it slant—
Success in Circuit lies
Too bright for our infirm Delight
The Truth's superb surprise.
4. (a) Critically comment on Anne Sexton’s imagery of the ‘house’ in the poem, Housewife relating it with a view of womanhood that the poem depicts.
Or
(b) Critically examine Kamala Das’ An Introduction as a poem written in confessional mode.
5. (a) Elaborate in your own words the strained relationship between the younger and the older woman in the poem, Snapshots of a Daughter-in-Law. How does the younger woman demonstrate her emancipation in the second half of the poem?
Or
(b) Does the speaker regard ‘Poetry’ as superior to ‘Prose’ in I Dwell in Possibility? Explain with reference to the metaphors used by the poet.
6. (a) Make an assessment of Memoirs of Colonel Hutchinson as throwing light upon the conditions of the life of Puritans of the times of Lucy Hutchinson with reference to the prescribed entry.
Or
(b) "To have some account of my thoughts, manners, acquaintance and actions, when the hour arrives in which time is more nimble than memory, is the reason which induces me to keep a Journal."
Explain with reference to the prescribed entry of Burney's *The Journal and Letters*.
OPTION—D
(HISTORY OF THE ENGLISH LANGUAGE)
1. Answer the following as directed: 1×7=7
(a) The Act of 1362 tried to substitute English for ____ as the oral language of the courts in England.
(Fill in the blank)
(b) The greatest change in the written language (English) came after the Norman Conquest (1066) was chiefly a matter of ____.
(Fill in the blank)
(c) The Old English inflections of adjectives and article, and with them the grammatical genders of nouns disappeared early in ____ English.
(Fill in the blank)
(d) Who was the author of *A Dictionary of the English Language* (1755)?
(e) In which English dialect did William Langland compose *Piers Plowman*?
(f) Who is the author of *Short Introduction to English Grammar* (1762)?
(g) The most important and influential Bible was the King James Bible, published in 1611. It was also known as the ____.
(Fill in the blank)
2. Answer any four of the following briefly: 2×4=8
(a) Who coined the following expressions in English?
(i) Darkness visible
(ii) Brevity is the soul of wit
(b) Rewrite the following sentences in American English:
(i) She learnt to play the piano.
(ii) I have already seen the movie.
(c) Write two Latin loan words in English.
(d) Give two examples of portmanteau words.
(e) Define degeneration of meaning with two suitable examples.
3. Write short notes on any three of the following:
(a) Scandinavian loan words in English
(b) French loan words in English
(c) Middle English dialects
(d) Samuel Johnson’s Dictionary
(e) False etymology
4. Answer any three of the following questions:
(a) Write a note on the characteristics of Middle English.
(b) Give an account of the evolution of Standard English.
(c) Discuss John Milton’s contribution to the English language.
(d) Write a note on the Authorized Version of the Bible (1611) and its influence on the English language.
(e) Bring out the differences between American English and British English in respect of vocabulary, grammar and spelling.
(f) Discuss some ways in which words change their meaning. Give examples.
OPTION—E
AFRICAN LITERATURE IN ENGLISH
1. Answer the following:
(a) What does the Yoruba term ‘abiku’ mean?
(b) Which African country is Niyi Osundare from?
(c) Who says,
“My maternity knows no bounds.
Tuesday is my day.
The world celebrates my fecundity”?
(d) Name the collection of essays in which Achebe’s Novelist as Teacher was published.
(e) Who said that if she didn’t write she would have to be put in an asylum?
(f) Where did Ngugi attend ‘A Conference of African Writers of English Expression’?
(g) Who is the speaker of Soyinka’s Abiku?
2. Answer the following:
(a) What is the ‘realism’ referred to by the speaker of I am Talking to You My Sister?
(b) What does the line “the wailing whale, belly up like a frying fish” in *Our Earth Will Not Die* suggest?
(c) Why does Achebe say that “writing of the kind I do is relatively new in my part of the world”?
(d) To what extent was Gikuyu used in the family environment in which Ngugi grew up?
3. Answer any three of the following questions:
5×3=15
(a) Why do you think the poetic persona of *I am Talking to You My Sister* says “I am not talking about Imperialism, Neocolonialism, racism, Zionism”? Explain.
(b) How is Soyinka’s poem, *Abiku* connected with Yoruba folk tradition? Discuss.
(c) Does Osundare’s poem, *Our Earth Will Not Die* end on a positive note or a negative note? Explain.
(d) What does Achebe say about the readership of African writers?
(e) Comment on the autobiographical content of *Feminism With a Small ‘f’*.
4. Answer any three of the following questions:
10×3=30
(a) Write a note on the concerns expressed by the speaker on the poem, *I am Talking to You My Sister*.
(b) Comment on the concern for the environment that *Our Earth Will Not Die* embodies.
(c) What role of the African writer does Achebe discuss in *The Novelist as Teacher*?
(d) Does Buchi Emecheta support polygamy when she says that “polygamy can be liberating to the woman, rather than inhibiting her, especially if she is educated”? Discuss.
(e) Write a note on Ngugi’s ideas about the language of African literature.
(f) Attempt a critical appreciation of *Nana Bosompo*.
OPTION—F
(FILM)
SECTION—I
1. Answer the following questions:
1×7=7
(a) By what name does Maggie refer to the children in *Cat on a Hot Tin Roof*?
(b) Name the novel on which *Ben-Hur* is based, and its author.
(c) Name the director of any one film version of *Pride and Prejudice*.
(d) On what play and by which author is the film, *Dance Like a Man* based?
(e) Which actor plays the role of Langda Tyagi in *Omkara*?
(f) Which Dickens’ novel has Alfonso Cuaron directed and in which year?
(g) Name Bricks’ dead friend in *Cat on a Hot Tin Roof*.
2. Answer the following in brief: $2 \times 4 = 8$
(a) What are the casting differences in the film adaptation of *Dance Like a Man*?
(b) What are the variations in ending sequences of the book and the film versions of *Great Expectations* (Cuaron)?
(c) Point out at least one major difference in the adapted (film) version of *Ben-Hur* from its source.
(d) Show how the stage directions in *Cat on a Hot Tin Roof* impact the sets of the film.
SECTION—II
Answer any three of the following questions: $5 \times 3 = 15$
3. Show how *Ben-Hur*, the film, moves away from its book version and also try to point to the original (biblical) source for both the novel and the film.
4. Show how Brooks adapts the absent character of Skipper in the film, *Cat on a Hot Tin Roof*.
5. Discuss the film locale in adaptations such as Cuaron’s *Great Expectations*.
6. Analyze the problems of gendered representations when an early text like *Pride and Prejudice* is adapted in the 20th or 21st centuries.
7. “The play is far more layered and complex than the film.” Discuss with reference to *Dance Like a Man*.
SECTION—III
8. Discuss in detail the problems of adapting scriptural/religious texts into popular, cinematic genres with particular reference to *Ben-Hur*.
Show how the book differs from the film in terms of revealing the mental states/journeys of its protagonists with particular reference to *Great Expectations*.
9. Discuss the radical changes wrought by Bharadwaj in his adaptation of *Othello* and show how they work/do not work in contemporary times.
Or
Analyze the drastic changes brought in by Rooks to her adaptation of *Dance Like a Man*. Does this take away from the complexities envisaged by the play?
10. Show how charismatic actors like Elizabeth Taylor may radically alter the vision/thrust of the original text with reference to *Cat on a Hot Tin Roof*.
Or
Assess in detail the manner in which the 2005 *Pride and Prejudice* makes use of local colour and periodization to create its ambience for the film, and point out its variations. | 20ae29da-d808-4659-9137-eb2278cea266 | CC-MAIN-2023-40 | https://lcbcollege.co.in/online/attendence/lib/1667629316.pdf | 2023-09-22T08:02:45+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233506339.10/warc/CC-MAIN-20230922070214-20230922100214-00283.warc.gz | 409,921,885 | 3,808 | eng_Latn | eng_Latn | 0.993161 | eng_Latn | 0.994204 | [
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Stats
Data = information.
Variable = characteristic of interest. What do we want to know about?
Observation = value given to a variable (days missed)
Population = full set of data under consideration. [6th years]
Census = collection of data from all population.
Sample = part of population -- can create bias.
Survey of sample → census of population
Adv Distad
→ Personal → high response Cost / Time
trust
→ Online → quick / cheap Response rate
→ Phone → high response Cost / Time
→ Postal → large volume Response rate
Sampling frame = list of every item in the population.
Factors $G$ to get $H1$
→ Present
→ Work
→ Behaviour
Stats → collection
→ presentation
→ analysis
→ interpret data.
Primary data = data I collect myself.
Secondary data = data from another source.
Type of data.
Numerical → discrete = single values (Numbers)
→ Continuous = scale (Family size) (Height) - Age
Categorical → Ordinal = order (grades) (Not numbers) → Unordinal = no order (gender)
Sample = how to split the population.
Simple random sample = equal chance
Everyone in population has equal chance of being picked. Picked out of a hat.
Stratified = groups - proportion to group.
Divide population into natural groups (age / gender) pick from each group in proportion to population.
Systematic = every nth person.
Pick every 10th person on line register.
Cluster = groups (strata) - geography
Put into groups and pick from an area.
Quota = certain amount
Make strata pick same amount from each group. | f6ddc345-8995-4c1d-88f6-cea80221f50c | CC-MAIN-2023-06 | https://ekker.ie/wp-content/uploads/2022/01/1.-Stats-Terminology.pdf | 2023-01-31T20:51:41+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764499890.39/warc/CC-MAIN-20230131190543-20230131220543-00070.warc.gz | 248,835,312 | 340 | eng_Latn | eng_Latn | 0.874031 | eng_Latn | 0.964947 | [
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3.328125
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CRITICAL PATHS
Powering a new generation
Resources to support the curriculum and bring examples from the nuclear industry into the classroom for KS3 (11-14 year olds).
Available from: http://criticalpaths.wixsite.com/criticalpaths
Useful Links for Students and Teachers
A collection of web links to information about the nuclear industry and careers guidance.
We proudly support:
lightyear foundation
Find out more about the charity by visiting its website: www.lightyearfoundation.org
We are proud to be supported by:
NATIONAL NUCLEAR LABORATORY
MANCHESTER 1824
The University of Manchester Dalton Nuclear Institute
Gen2
nucleargraduates
STEMNET
Science, Technology, Engineering and Mathematics Network
The National Skills Academy NUCLEAR
Sellafield Ltd
DBD
What is Critical Paths?
Critical Paths is a set of resources that was created by ten graduates who have recently entered the UK’s nuclear industry and founded inNUvate Ltd. We all believe that nuclear power (alongside renewable energy) must play an important role in providing us with a secure energy supply in the future, and in fighting climate change. The industry needs more enthusiastic young people to help generate this energy and solve its unique challenges. Through the resources that make up Critical Paths, we hope to show that the nuclear industry can offer an exciting, rewarding and long-term career to anyone! We hope to help people understand the nuclear industry better and to point out some common misconceptions.
Hopefully you find our resources helpful, available below:
http://criticalpaths.wixsite.com/criticalpaths
If you use our resources and would like to offer any feedback, or have any questions, we would love to hear from you. Please get in touch.
Together, we can power a new generation.
firstname.lastname@example.org
@CriticalPathsUK
facebook.com/CriticalPathsUK
Want to find out more...?
There is a large amount of information about science, engineering and the nuclear industry available on the internet. To help you start your search we have produced this list of useful website links for your reference. This document is broken down into the following sections:
1. Nuclear Industry Information
If you are interested in learning more about the nuclear industry, the following websites make a great starting point.
**Nuclear Industry Overview**
**Critical Paths**
http://criticalpaths.wixsite.com/criticalpaths
Our website is where you can find our electronic resources for use in your school. It also has information about our sponsor companies and their employees. You can also find us on Facebook (CriticalPathsUK), Twitter (@CriticalPathsUK) and LinkedIn!
**Re:Generation**
http://regennuclear.com/
A campaign providing facts about the nuclear industry in support of a clean energy future.
**Nuclear Basics**
http://www.world-nuclear.org/Nuclear-Basics/
The World Nuclear Association presents lots of good information on nuclear, from how a power station works, to the many other uses for nuclear technology. Check out its Information Library.
http://www.world-nuclear.org/Information-Library/
**UK Nuclear Power**
http://www.world-nuclear.org/info/Country-Profiles/Countries-T-Z/United-Kingdom/
The World Nuclear Association provides a very detailed write up of the UK’s nuclear industry.
**Nuclear Industry Association**
http://www.niauk.org
The UK’s civil nuclear trade association website offers some interesting facts on its website. Includes some helpful infographics and posters. https://www.niauk.org/resources/facts-information-booklet/
**World Nuclear News**
http://www.world-nuclear-news.org
A good place to find up to date information on the global nuclear industry.
**Energy for Humanity**
http://energyforhumanity.org/
An independent environmentalist website. Proving that environmentalists can (and do) support nuclear power!
Also see http://weloveelectricity.org/.
**RadTown**
http://www3.epa.gov/radtown/index.html
This US website presents lots of information about radiation – where it is found in everyday life and how it is controlled. It includes games, puzzles and radiation related activities/lessons for use in the classroom. Definitely worth a look!
UK Energy Generation and Demand
GridWatch - http://www.gridwatch.templar.co.uk/
This website lets you see where the UK is getting its electricity from at any point and lets you see the variation in electricity generation over the course of the day. It can be interesting to look at how much is being generated from fossil fuels vs renewables or nuclear.
GridCarbon (App) https://itunes.apple.com/gb/app/gridcarbon/id346832866?mt=8
This free app for your iOS is similar to the GridWatch website (above), but allows you to quickly check things wherever you are. Why not download it and see how things change during the day?
Nuclear Waste
The Nuclear Decommissioning Authority (NDA) give an overview of nuclear waste in the UK – where it comes from and what happens to it. https://ukinventory.nda.gov.uk/
Terminology
The nuclear industry is often guilty of using technical terminology and acronyms in its communications.
Burges Salmon LLP has produced a glossary of nuclear terms which should help you to find the meanings of any terms which you don’t understand. Google is always a good start too! https://www.burges-salmon.com/-/media/files/publications/open-access/burges_salmon_glossary_of_nuclear_terms_june_2015.pdf
Our Supporters
We would like to thank the following organisations for their support of *Critical Paths*.
**The University of Manchester’s Dalton Nuclear Institute** - [http://www.manchester.ac.uk/dalton](http://www.manchester.ac.uk/dalton)
The University of Manchester’s Dalton Nuclear Institute delivers the largest and most connected academic nuclear research capability in the UK and is a leading centre for higher learning in nuclear science and engineering. It is based in Manchester but also has a research facility in West Cumbria.
**National Nuclear Laboratory** - [http://www.nnl.co.uk/](http://www.nnl.co.uk/)
NNL plays a key role in the UK and global nuclear industry, providing independent advice to the UK Government and working with other National Laboratories around the world. It delivers a full range of research and technology to support all aspects of the nuclear industry.
**DBD Ltd.** - [http://www.dbdlimited.com/](http://www.dbdlimited.com/)
DBD is a UK-Based, independent enterprise providing innovative solutions to complex management, technical and engineering issues, focused on highly regulated industries.
**Sellafield Ltd.** - [http://www.sellafieldsites.com/](http://www.sellafieldsites.com/)
Sellafield Ltd is the company responsible for safely delivering decommissioning, reprocessing and nuclear waste management activities on behalf of the Nuclear Decommissioning Authority.
**National Skills Academy for Nuclear Ltd** - [https://www.nsan.co.uk/](https://www.nsan.co.uk/)
NSAN is an employer led membership organisation established to ensure that the UK Nuclear Industry and its Supply Chain has the skilled, competent and safe workforce it needs to deal with the current and future UK nuclear programme.
**Gen2** - [http://www.gen2.ac.uk/](http://www.gen2.ac.uk/)
Gen2 is a provider of study programmes, traineeships, apprenticeships and further learning within Cumbria in the north west of England. It is committed to delivering high quality technical education and skills training.
**nucleargraduates** - [http://www.nucleargraduates.com](http://www.nucleargraduates.com)
A graduate programme with a difference! All ten members of the team behind *Critical Paths* are also members of Cohort 7 of the nucleargraduates programme. A two-year graduate job in the nuclear industry which offers great opportunities for training and job rotation.
2. Careers/Job Information
The nuclear industry offers challenging and rewarding work alongside good job security and development opportunities. There is a wide range of ways to enter the industry at various levels – apprenticeships, college courses, university degrees, graduate schemes etc. Engineers, environmental scientists, welders, business managers are just some of the large number of jobs that are available in the nuclear industry. You don’t have to be a rocket scientist!
**Nuclear Careers**
**Critical Paths** - [http://criticalpaths.wixsite.com/criticalpaths/role-profiles](http://criticalpaths.wixsite.com/criticalpaths/role-profiles)
On our website we have some examples of the variety of people who are proud to be part of the nuclear industry.
**UK nuclear industry job map** - [https://www.niauk.org/resources/jobs-map/](https://www.niauk.org/resources/jobs-map/)
These handy maps let you check out what nuclear industry companies there are near you. You might be surprised!
**Video Role Profiles** - [http://www.regennuclear.com/people/](http://www.regennuclear.com/people/)
Re:generation provide a set of video interviews from various people in the industry. A great place to start before finding some people to ask yourself!
**NSAN Careers Videos** – [https://www.nsan.co.uk/careers](https://www.nsan.co.uk/careers)
NSAN has developed a set of video interviews of a range of apprentices and graduate engineers from within the nuclear industry.
There are an increasing number of women in the nuclear industry. See some examples of what they do day to day at this site.
**Graduate insights: Tips about careers**
The *Critical Paths* team would like to pass on the following tips from their recent experiences of leaving school and deciding on a career:
- Identify what you are passionate about and what you are good at.
- Talk to careers advisers but also try to talk to people in industry for advice.
- Get some work experience during your holidays, weekends or after school/college.
- An apprenticeship is just as good a way to enter the industry as any other, and you get paid!
- Try hard and you can achieve whatever you want to.
- Don’t be scared to ask for help.
- You don’t get if you don’t ask.
- Don’t expect to have your whole career planned out straight away. Some of our team didn’t know what they wanted to do until they were 22, others still don’t!
General Careers Information
The following websites are useful sources of general careers advice and inspiration.
**Apprenticeships**
[GOV.UK](http://www.apprenticeships.org.uk/)
**Tomorrow’s Engineers**
[Tomorrow’s Engineers](http://www.tomorrowsengineers.org.uk/)
**Gradcracker**
[Gradcracker](http://www.gradcracker.com/)
**National Careers Service Videos**
[National Careers Service](https://www.youtube.com/user/RightDirectionForYou/videos/)
**Plotr**
[Plotr](https://www.plotr.co.uk/)
**Prospects**
[Prospects](http://www.prospects.ac.uk/careers.htm/)
**Target Jobs**
[Target Jobs](https://targetjobs.co.uk/)
**UCAS**
[UCAS](https://www.ucas.com/)
Careers Information for Particular Subject Areas
Chemistry careers
http://www.rsc.org/careers/future/
Chemical engineering careers
http://www.whynotchemeng.com/
Civil Engineering careers
http://www.ice.org.uk/What-is-civil-engineering
Digital careers
https://www.thetechpartnership.com/tech-future-careers/what-is-it-like/
Electrical and Electronics Engineering careers
https://www.ieee.org/education_careers/index.html
Mechanical Engineering Information
http://www.imeche.org/careers-education/careers-information/school-students-under-16s
Physics careers
http://www.physics.org/careers.asp?contentid=381/
Science and Maths careers
http://www.futuremorph.org/
Science careers
http://sciencecareerpathways.com/home/
3. Games and Videos
The following games and videos offer an alternative way of learning about the industry.
**Games**
**Energy Database Cards** - [http://www.dalton.manchester.ac.uk/media/eps/dalton/documents/Energy-sources-card-deck-v9-(Hi-res).pdf](http://www.dalton.manchester.ac.uk/media/eps/dalton/documents/Energy-sources-card-deck-v9-(Hi-res).pdf)
We love Top Trumps, so we’re really excited to find out that The University of Manchester’s Dalton Nuclear Institute has made a similar kind of game based on energy sources! Here you can download a pdf to print out and play.
**My2050 Energy Challenge** - [http://my2050.decc.gov.uk/](http://my2050.decc.gov.uk/)
This game lets you take control of the energy industry. It challenges you to meet carbon emissions reduction targets by changing what energy production sources we rely on. Surprisingly tricky!
**3D Nuclear Reactor Fly-Through & Simulator Game** - [http://www.dalton.manchester.ac.uk/engage/nrs/](http://www.dalton.manchester.ac.uk/engage/nrs/)
We showcased this at the Big Bang Fair with The University of Manchester’s Dalton Nuclear Institute. They have developed a hands-on computer simulation game, where participants are shown the key components of a pressurised water reactor (PWR) and then allowed to operate the nuclear reactor to try and meet the day’s energy demands.
**Energy flows game** - [http://www.sciencemuseum.org.uk/onlinestuff/games/energy_flows.aspx](http://www.sciencemuseum.org.uk/onlinestuff/games/energy_flows.aspx)
This online quiz tests if you can work out how to power devices using different energy sources.
**Videos**
**Nuclear Energy and Climate Challenges** - [https://www.youtube.com/watch?v=T8paVKB7p2w](https://www.youtube.com/watch?v=T8paVKB7p2w)
This short video explains why nuclear energy is important in combating climate change.
**Pandora’s promise** - [https://www.youtube.com/watch?v=bDw3ET3zqxk](https://www.youtube.com/watch?v=bDw3ET3zqxk)
This link takes you to the trailer for an interesting documentary about nuclear power. The full film is available on DVD or on Netflix if you have a subscription.
TED: Ideas Worth Spreading – http://www.ted.com/
Check out this great collection of entertaining, funny and inspiring presentations. You can filter by topic or just ask for something which will make you go WOW! To start, watch Taylor Wilson talk about how he built a nuclear fusion reactor in his school classroom when he was just 14!
http://www.ted.com/talks/taylor_wilson_yup_i_built_a_nuclear_fusion_reactor
NeoK12 - http://www.neok12.com/Nuclear-Power.htm
This site has a set of videos which explain some of the basics of nuclear technology.
4. Teacher resources
In case you are not aware, there is a vast collection of resources available for you to download from the internet to use with your classes.
TES Connect - http://www.tes.co.uk/teaching-resources/
National STEM Centre - http://www.nationalstemcentre.org.uk/
STEMworks - http://www.stemworks.co.uk
Energy foresight – via https://www.nucleartrainingnetwork.com/login/index.php
NSAN’s programme of materials (videos, interactive programmes and lesson plans) to support the radioactive materials and electrical energy aspects of the school science curriculum. Available from May 2015.
Furry Elephant - http://www.furryelephant.com/
It includes animations, simulations & activities for teaching and learning about selected topics.
IET Faraday - http://faraday.theiet.org/
An exciting year-long programme of resources, activities, competitions and events designed to inspire young people about STEM.
Practical Action - http://practicalaction.org/schools
Practical Action has a range of science resources for Key Stages 2-4 that focus on renewable energy and climate change including the ‘wind power challenge’.
Royal Academy of Engineering Engagement Programme - http://www.raeng.org.uk/education/schools/teaching-and-learning-resources
Resources created by teachers and engineers that aim to engage school students with science, technology and mathematics by placing these subjects in engineering contexts.
Royal Society of Chemistry - http://www.rsc.org/resources-tools/education-resources
Educators and students at all levels can access thousands of free resources, including experiments, videos, worksheets and games.
School Science - http://www.schoolscience.co.uk/home
Resources and news for science education.
STEMNET and STEM Clubs - http://www.stemclubs.net/, http://www.stemnet.org.uk/educators/, http://resources.networking.stemnet.org.uk/resources
Why not set up a STEM club and use Critical Paths resources to get you going?
Twelve amazing science experiments -
12 hands-on experiments, by Dr Mark Biddiss (http://dr-mark.co.uk/), designed for KS2/3.
5. Suggestions for Events, Trips & Visits to Nuclear Sites
A great way to reinforce more traditional learning is to attend events or go on trips. Here are some suggestions from us based on good experiences that we have had.
Annual Science Fairs
The Big Bang Fair - http://www.thebigbangfair.co.uk/
The Big Bang is the largest celebration of science, technology, engineering and maths for young people in the UK. It aims to show just how many exciting and rewarding opportunities there are out there for them with the right experience and qualifications. And it’s free to attend!
There are also smaller ‘Big Bang Near Me’ events. Look out for those coming up near you! http://nearme.thebigbangfair.co.uk/
Cambridge Science Festival - http://www.sciencefestival.cam.ac.uk/
Cheltenham Science Festival - http://www.cheltenhamfestivals.com/science
Glasgow Science Festival - http://www.gla.ac.uk/events/sciencefestival/
Edinburgh International Science Festival - http://www.sciencefestival.co.uk/
Manchester Science Festival - http://www.manchestersciencefestival.com/
Salters’ Festival of Chemistry - http://saltersinstitute.co.uk/festivals/
The Salters’ Chemistry Club encourages schools to set up Chemistry Clubs and then to take part in Salters' Festivals of Chemistry.
**Trips to Nuclear Sites**
You might be surprised to learn that nuclear sites offer tours and have visitor centres! They make for a really interesting and educational trip for both teachers and students. If you know of an industrial facility or power station near you, why not look at its website to see if it offers tours. These are some that we recommend:
Culham Centre for Fusion Energy (CCFE) - http://www.ccfu.ac.uk/Visits.aspx
CCFE, near Oxford, is the UK’s laboratory for fusion energy research. Fusion energy is what powers the sun!
EDF Sites - http://www.edfenergy.com/energy/education/visitor-centres
EDF operates some of the UK’s power stations and has a very well established set of visitor centres and tour guides. Why not see if there is a plant to visit near you?
Springfields Fuels Ltd.- http://www.westinghousenuclear.com/springfields/About/Community
Springfields, near Preston, is the UK’s nuclear fuel manufacturing facility, operated by Westinghouse. Tours can be organised to cover a range of themes including electricity, radiation or health and safety.
**STEM Ambassadors**
If it is not possible for you to attend events or go on trips, why not get someone to come to you? Request a STEM Ambassador’s assistance from your local STEMNET office.
STEMNET - http://www.stemnet.org.uk/ambassadors/
STEM Ambassadors use their enthusiasm and commitment to encourage young people to enjoy STEM subjects. They open the doors to a world of opportunities and possibilities which come from pursuing STEM subjects and careers. STEM Ambassadors not only inspire young people, they also support teachers in the classroom by explaining current applications of STEM in industry or research. STEM Ambassadors cross all ages and backgrounds, representing thousands of different employers across the UK.
Thanks again to our supporters!
Charitable Support
inNUvate Ltd. is entirely not for profit. All profits from Critical Paths will be donated to The Lightyear Foundation (http://www.lightyearfoundation.org).
The Lightyear Foundation shares our aim of promoting science and engineering subjects to school children. It is a charity devoted to changing the public perception of science through the promotion of scientific knowledge and understanding, innovation and encouraging people to be curious about the world around them.
Contact
If you would like to get in touch, we would love to hear from you.
email@example.com
@CriticalPathsUK
facebook.com/CriticalPathsUK
Check out our website for some more information and other Critical Paths resources.
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This week we are learning about
Doubting Thomas!
We can believe Jesus.
John 20:19-31
This week’s Bible story is
**Doubting Thomas**
from John 20:19-31.
**Jesus comes to all in peace!**
Ask each other what you remember about:
- Locked doors
- Jesus
- Thomas
- Disciples
- Peace be with you
After Jesus died, his disciples were in grave danger. They could have been arrested — and even executed. No wonder they were hiding!
**Read the whole story together in the Bible!**
Spark Story Bible pages 492-495
Spark Bible pages 1199-1200
---
**Family Conversations**
1. What does it feel like to be afraid?
2. Who can you tell if you are afraid of something?
3. What does it feel like to be at peace?
4. Toss a ball around. Each time you catch it, tell about a time when you felt afraid. Do it again and tell about a time when you felt at peace.
---
**For families to do together**
Make cards or postcards with Jesus’ words “Peace be with you!” on them. Use photos or art supplies or design programs — whatever makes this a fun activity for everyone in your family. When you are done, mail the cards to someone who might not expect it.
---
**For younger kids**
Learn how to sign peace using American Sign Language. Put the right flat hand on the left flat hand, then the left on the right with palms down. Move both flat hands down and to your sides. PEACE!
---
**For older kids**
Research how to say “Peace” in different languages. Make a slide show or PowerPoint of the different languages. Intersperse peaceful scenes, people from all over the world, or artwork of Jesus.
---
**Eye Spark**
When you see a locked door, remember you can’t lock Jesus out! Jesus always finds us!
---
**Ear Spark**
When you hear the words, “Peace be with you!” in worship, think of Jesus giving peace to his disciples.
---
**Family Prayer**
Say this prayer together by your home’s front or back door.
Thank you, Jesus, for the peace you give to all of us. Thank you for calling us to believe.
AMEN.
We Can’t See It
We know there are lots of things we cannot see.
Shadow Shapes
Match the shapes to their shadows.
FAITH on the GO!
Play a game of I Spy, make up riddles or create a treasure hunt as a family. Discovering things we can’t easily see can be fun.
Doubting Thomas
John 20:19-31
Jesus helps us believe.
What happened to Jesus’ hand that helped Thomas believe? Draw it and then cover the hand with a bandage. Trace your hand over Jesus’ hand.
Name______________________
Shadow Shapes
We can believe, even when we can’t see. Match the shadows to their picture stickers. Trace another shadow here.
Eye to Eye
Give these friends googly eyes to see Jesus in you. Add to their heads and hearts to show they believe.
Glue white cotton cloth on a cardboard cross. Talk about what your family believes about God and Jesus. Jesus helps us believe!
Can You Believe It?
Sometimes we have a hard time believing the things that people tell us. Solve this code to figure out what Thomas didn’t believe.
SECRET CODE
A E I J L S U V
Grades 1-2, Doubting Thomas Activity Page. Spark™ Sunday School © 2010 Augsburg Fortress. All rights reserved. May be reproduced for local use only.
Dad’s Coming Home!
“Tim, hurry up! Elena wants to get to there in time to hang the sign she made!”
Tim came down the stairs slowly. He couldn’t exactly figure out why, but he was in a rotten mood. Supposedly his dad was coming home today. Tim and Elena hadn’t seen him in more than a year—392 days, to be exact. He’d left for Afghanistan before summer started last year. Tim had only been nine.
How would we feel, thought Tim, if this was all a joke and we got there and Dad wasn’t really on the bus? He knew the call had come late last night that his dad’s plane had landed at the base three states away, but he still couldn’t quite believe his dad was going to be home. Elena seemed to have no trouble—she was about to burst. Mom made her make a big sign just to keep her from bouncing off the walls all morning.
When they got to the bus terminal there was hardly room for the sign. Tons of people were there and everyone had a sign and everyone was as excited as Elena. When the bus began to unload, a lot of people wearing fatigues like his dad had been wearing when he left. Elena was bouncing up and down and then she yelled, “There he is! Daddy!” Dad ran and scooped her up and squished her in his hug with Mom. Tim stood off a few feet watching. It still didn’t seem quite real. It looked like Dad, except he looked a little different, too. Then Dad was beside him. “Hey, bud,” he said as he scooped Tim up, too. Tim was pretty big, but his dad was awfully strong and once he felt his arms he knew right away that it was real. “Dad! You’re back!”
Decode the Code!
Use the example below to decode the code. Using your Spark Bible, in John 20 you will find that the letter “G” is in verse 19, word number 4, and letter number 7.
| Verse | Word | Letter |
|-------|------|--------|
| 19 | 10 | 7 |
**ANSWER:** G
Doubting Thomas Word Find
Find the following words from this Bible story in the word find below:
- Thomas
- Jesus
- Peace
- Doubt
- Believe
- Locked Room
- Spirit
- Touch
Look It Up!
Look up John 21:25. What do you think didn’t get written down?
Memory Verse
Do not doubt but believe.
John 20:27c
Fun Facts
The Gospel of John was the last of the Gospels to be written.
The word for Spirit in Greek also means wind or breath.
The story of "Doubting Thomas" is only told in the Gospel of John.
Another way to translate doubt in this story is "unbelieving." Jesus says, "Do not be unbelieving, but believing!" to Thomas.
The disciples were all hiding in a locked room when Jesus came because they were afraid.
It was dangerous to be a follower of Jesus in that time and place.
Believe
There are many languages in our world and many ways to say “Believe!” Try out a few below and put stars on the map where people might use these words for believe. Cut out the map and put it in your Bible.
Tro (Danish) Maniwala (Filipino) Pistio (Greek) Manana (Hindi)
Creer (Spanish) Kuamini (Swahili) Tin (Vietnamese)
Make a postcard that says “Believe!” and send it to someone anonymously.
Invite someone to come to church with you and learn about Jesus.
Wish somebody Jesus’ peace this week.
Ask your pastor if they ever have doubts like Thomas did.
Do an online search for art of this Bible story about doubting Thomas.
Blind Drawing
Thomas doubted that Jesus was alive because he couldn’t see him. Jesus said we are blessed for believing without seeing. What else can you do without seeing? Pick something or someone in the room. Then try to draw it without looking down or picking up your pen from your paper. Does it look like the real thing?
Distribute leaflets. We have a modern story to read that is a little bit like this story. It is about a boy who struggles to believe his dad is really going to come home. It is on the front page of the leaflet. Would someone like to read it to us? Have a volunteer read Dad’s Coming Home on the first page of the leaflet.
Have you ever not been able to believe something until you saw or felt it? Why do you think Tim had such a hard time believing that his dad was coming home? Sometimes it is hard to let yourself believe the very best news until it actually happens.
**Decode the Code**
Direct kids to Decode the Code on the second page of the leaflet. Invite kids to work together to decode the code and see what the message is.
Answer Key
TIME TO BELIEVE!
**Doubting Thomas Word Find**
Challenge kids to complete the Doubting Thomas Word Find on the second page of the leaflet.
Ask kids to find Look It Up! on the second page of the leaflet. Help kids find John 21:25 on page 1201 in the Spark Bible. Allow some time for kids to speculate on some of the things Jesus did that didn’t get written in the Gospel of John.
Doubting Thomas
Not seeing is believing.
Can our faith be earned?
Thomas the disciple is only mentioned once more in the Bible. Read the first chapter of Acts with your group, and find out if Thomas remains a follower of Jesus or not. Pay special attention to verse 24. How does Jesus know Thomas’ heart in today’s story?
"Jesus Part II: Even Jesus-er"
The writer of John says that Jesus did other things that weren’t included in the Bible. Look at the list below, and group each possible Jesus-activity by whether it would be evidence of Jesus’ divine nature (a “God” thing) or his equally important human nature.
| DIVINE NATURE | HUMAN NATURE |
|---------------|--------------|
| □ Jesus eats a sandwich. | □ |
| □ Jesus multiplies one sandwich into many sandwiches to feed hungry people. | □ |
| □ Jesus heals a child who can’t walk. | □ |
| □ Jesus takes a nap for like, three hours. | □ |
| □ Jesus goes to the bathroom. | □ |
| □ Jesus saves someone from a snake attack by commanding the snake to stop. | □ |
| □ Jesus tells a story that shows how God loves everyone. | □ |
| □ Jesus shaves off his beard – just for a change. | □ |
| □ Jesus plays soccer with his friends. | □ |
If your faith came to you gift-wrapped, what would it look like? In the space below, draw a wrapped-up faith. What shape is the box? What does the wrapping paper look like? What else might be added?
Today we learned that Jesus is still Jesus, no matter what our senses tell us. Working with the materials your leader gives you, create a sign that says, “Jesus is risen TODAY!” Here’s the catch – your sign has to use at least 3 of the five senses.
With your family, do a web search for “church for the visually impaired.” Taking today’s story very literally, what churches are providing worship opportunities for people with special needs? How are they doing it?
Memory Verse
Jesus said to him, “Have you believed because you have seen me? Blessed are those who have not seen and yet have come to believe.” John 20:29
We Can Believe
Sometimes it’s hard to believe in God. Thomas had a hard time believing, and he was alive at the same time as Jesus! Fill out this card and put it someplace where you’ll see it at home. When you see it, remember that God loves you!
I know God really loves me because...
Doubting Thomas
Thomas’ eyes popped. “My Lord and my God!” he exclaimed.
Doubting Thomas
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This map shows the occurrence of surficial materials in the quadrangle, independent of categorization regarding their origins. For example, gravelly-sorted sediments deposited directly from glacial ice are shown here as "diamicton," although they may be genetically related to other deposits.
The symbols listed below indicate materials observed in borrow pits and other sources of information. The thickness of the line used to represent each surficial material class is present; materials are separated by commas and listed in decreasing order of thickness. The thicknesses are approximate and are not intended to be exact. The relative abundances are uncertain (e.g., trace). Slash marks indicate superposition of materials. The presence of a particular material does not necessarily mean that there exists the indicated thickness of surficial material that may exist at greater depths. ** indicates the presence of interbedded materials. Not all pit labels will necessarily be found on the map.
### GRAVEL
- **g** Undifferentiated gravel, used as a general term. Can be subdivided into six follows:
- **b** Boulder gravel: >256 mm (10")
- **c** Cobble gravel: 64-256 mm (2.5-10")
- **p** Pebble gravel: 32-64 mm (1.25-2.5")
### MIXED UNITS
- **gs** Gravelly sand (this is special case for sand with lesser amounts of intermixed gravel, i.e. pebbly sand, cobbly sand, or boulderly sand)
- **ss** Sand with interbedded gravel. (For example, this may occur on site where relative abundances of sand & gravel are unknown)
### SAND
- **s** Undifferentiated sand, used as a general term. Can be subdivided by size as follows:
- **sc** Coarse sand: (1-2 mm)
- **cb** Capped sand: (0.5-1 mm)
- **mb** Medium sand: (0.25-0.5 mm)
- **fs** Fine sand: (0.125-0.25 mm)
- **vb** Very fine sand: (<0.0625-0.125 mm)
### SILT
- **sl** Silt: (0.002-0.0625 mm)
### CLAY
- **cl** Clay: (<0.002 mm)
### DIAMICTON
- **d** Undifferentiated diamicton (poorly-sorted sediment in which particle sizes range from silt to boulder). Used as a general term when no other unit is appropriate.
- **d1** Gravelly-matrix diamicton
- **d2** Sand-matrix diamicton
- **d3** Silt-matrix diamicton
- **d4** Clay-matrix diamicton
Note: Diamictons of glacial origin may be classified as one of the following terms if lithostratigraphic mapping is desired:
- **till**: Unsorted till (unsorted till of the late Wisconsinan age (deposited by the last glacial ice sheet).
- **boulder clay**: Unsorted till of the late Wisconsinan ice sheet. Typically sandy, stony, and not compact.
- **l** Lagsand till: Inferred to have been deposited at the base of a glacier, and is composed of large, poorly sorted clasts.
- **f** Finesand: Depositionally reworked glacial till finesand.
- **v** Variably weathered till (varially is a lodgement facies) of inferred pre-late Wisconsinian age.
### ORGANIC MATERIALS
- **og** Organic-rich sediment (can be any organic material, including leaves, tree limbs, wood, shells, etc.)
- **pt** Peat (reserved for actual borrow pits)
### OTHER MATERIALS
- **af** Artificial fills (e.g. mafifills, building sites, dumps)
- **bd** Scattered boulders, integrated until well where followed by (i)
- **bk** Bedrock observed at pit floor, boring, or material exposure
- **rs** Restauration: discontinuous weathered bedrock, saprolite, or rock fragments in soil
- **R** Refusal (in borrow/pit well)
- **f** Fossiliferous used to indicate fossiliferous units within a sequence
### TILL OVER BEDROCK
- **dt1** -- Road cut on Route 17 in Township D, showing thin layer of till overlying glacially eroded bedrock. Dark streaks in bedrock face are weathering.
### TILL
- **dt2** -- Borrow pit near Millinocket, exposing sandy, boulderly till. This stone till commonly occurs in areas of granitic bedrock.
### Clayey silty over sand with pebble-cobble gravel
- **stsvs** -- Borrow pit in Kennebec River valley, Pittston, showing glaciomarine sand with interbedded gravel and clayey silt. Note the presence of a thin veneer of deposited mudstone far to glacier margin.
### Clay-silt
- **cs** -- Coastal Muff in Brunswick, exposing a thick section of well-stratified glaciomarine silt/peat (Pleistocene age).
### Sand
- **s** -- Close-up of pit face in glaciomarine delta west of Dublin, Maine (left), showing coarse sand with extremely deformed beds. Scale bar indicates 10 centimeters and inches in brackets.
### Sand (ranging from very fine-grained to very coarse):
- **vfvs** -- Glaciomarine sand deposit, with beds deposited in glacial lake at lower end of Kennebec River Valley, Searsport.
### Pebble to cobble gravel
- **pc** -- Pit in upper part of glaciomarine delta in Norridgewock, Kennebec River valley, showing massive gravel depositally sorted over non-stratified silt/clay/silt.
### Pebble to boulder gravel (hostilemics) over gravelly sand:
- **gbv** -- Close-up of pit face in marine sandstone deposit with fossil shell/mollusk concentrations.
### Sand with interbedded silt/peat:
- **sclp** -- Close-up of pit face in marine sandstone, Westbrook, showing layer of silt/peat. Brown in center is deposited by water passing downward into the sea.
---
**OTHER SOURCES OF INFORMATION**
1. Kalkreus, U., and Caldwell, D. W., 1976, Reconnaissance surficial geology of The Forks quadrangle, Penobscot County, Maine, Maine Geological Survey, Open-File Map No. 35.
2. Thompson, W. B., 1979, Surficial geology handbook for coastal Maine, Maine Geological Survey, chp 8 (cart. prep.)
3. Thompson, W. B., and Burns, H. W., Jr., 1985, Surficial geologic map of Maine, Maine Geological Survey, scale 1:100,000.
---
**SURFICIAL MATERIALS**
**Geologic processes such as weathering and erosion break down into smaller particles of sediment. Sediments such as clay, silt, sand, and gravel are transported by wind, water, and ice, and are grouped together as the general category of "surficial materials." These materials are deposited in layers, or sequences, and form the top of the soil zone and the underlying bedrock. Soils commonly develop by weathering and cementation of these materials.**
**Mapping Surficial Materials**
When mapping the surficial geology, or the existence of sand and gravel deposits, the geologist must first identify the location of the various surficial materials at a network of points throughout the area. These points are called "borrow pits" because they are locations where borrow pits, or other places like sediment are visible. The geologist describes the materials at each point using a standard set of symbols, as explained below the map at left. Sedimentary materials are described by the thickness of the line used to represent them (see explanation above). The thicknesses are approximate and are not intended to be exact. The relative abundances are uncertain (e.g., trace). Slash marks indicate superposition of materials. The presence of a particular material does not necessarily mean that there exists the indicated thickness of surficial material that may exist at greater depths. ** indicates the presence of interbedded materials. Not all pit labels will necessarily be found on the map.
**Interpretation of Maps**
The data shown here may be used for a variety of purposes by landowners, planners, teachers, or anyone else wanting to know what lies beneath the surface. For example, the geologist may want to know economically important deposits such as sand and gravel for aggregate or construction. The geologist may also want to know whether a particular suitable landfill site or the possible spread of contaminants are directly related to the surficial materials. The geologist may also want to know how much water is stored in the ground, or how much water can be pumped out, or using sand barriers are also important surficial materials data.
The geologist may also want to know how the surficial materials are related to other features such as streams, roads, or buildings. With related maps such as surficial geology maps or significant sand and gravel deposits, the geologist can use the map to find a site for a building. Related to the list of related publications below is a B.
**Photographs**
The photos below are examples of the various material sizes as they appear in the field. The photographs show the various materials and give the abbreviations used to represent them on the map. The abbreviations are not intended to be exact, but rather to give an idea of what the map units means. Note especially the photos at the bottom of the page, which show the effects of weathering and cementation that may often be seen in the field. Materials in a gravel pit are rarely all a single size, and each exposure shows their possible complexity. | a977bc4e-8730-4239-af37-b095e3be5b13 | CC-MAIN-2023-23 | https://digitalmaine.com/cgi/viewcontent.cgi?article=1706&context=mgs_maps | 2023-06-01T18:22:28+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224648000.54/warc/CC-MAIN-20230601175345-20230601205345-00552.warc.gz | 250,515,954 | 2,112 | eng_Latn | eng_Latn | 0.992729 | eng_Latn | 0.992729 | [
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Dear reader,
The personality of this month is Shri. G.K Sundaram, the founder of Coimbatore Kendra of Bharatiya Vidya Bhavan. We have also included articles on Freedom fighter Shri. VVS Ayer, Artist Ravi Varma, Scientist Shri. Venki Ramakrishnan and C.V. Subbiah. Thirumurthi Malai Arulmigu Amanalingeswarar temple in Tamil Section is highlighted. Reports of the happenings of the three schools also feature in this edition. A special feature on the Kumbabhisehekam of Brahma Vidya Ganapathy Temple is also included.
Wish you happy reading
PERSONALITY OF THE MONTH
G.K. Sundaram
Founder, BVB, Coimbatore Kendra
GK Sundaram was a great thinker and leader from Coimbatore, Tamil Nadu. He has led a historic life. He was a great visionary and a righteous person. His eyes for perfection was well known. He was a multifaceted personality and had contributed immensely to the country’s freedom struggle even at the tender age of 16. During the freedom struggle he also served considerable time in prison. He was a doyen of the Indian textiles industry, builder of many industry bodies for supporting the growth of the textiles sector. He was a tall political leader and a parliamentarian of Swatantra Party, an educationist, a philanthropist, and above all, a liberal thinker with a firm belief in economic freedom, individual liberty and equality for all.
GK Sundaram was born in 1914 in Coimbatore. He was affectionately called GKS. Shri. G.K Sundaram was born to G. Kuppusamy Naidu and Lakshmi Ammal. He did his Schooling in Coimbatore and studied Intermediate in State College, Chennai. He completed a course in Textile Technology at Bolton in the UK and returned to join as Manager in his father’s family business in the textile sector in Coimbatore in 1938. His father, a Congressman, G Kuppuswamy Naidu had started business in the textile sector in 1910. For about seven decades, GK Sundaram was Chairman and Managing Director of Lakshmi Mills Ltd. He was also the Chairman of Lakshmi Automatic Loom Works Limited and the Lakshmi Card Clothing Manufacturing Company. Today, the Lakshmi group has diversified businesses leading in several areas. It also provides free healthcare services to the poor and serves free cooked food with the aim that no one should go hungry in the city of Coimbatore.
Coimbatore is known as Manchester of South India. It has a long-standing tradition as a manufacturing hub for all kinds of goods and services from agriculture, to industry. Much before the economic reforms, GK Sundaram was a pioneer in collaborating with many overseas businesses to produce world-class textile machinery in India and established a diversified and profitable business for his company.
G.K Sundaram led the growth and development of the Indian textiles Sector by introducing new technology in Processing and manufacturing. He had strongly advocated for a fair price for cotton in India, which was equal to the international market price.
The key to Happiness is Reduction of Desires - Bhagavad Gita
GKS founded and spearheaded several industry bodies to train human resources and also raise voice over ill-fitted policies and sensitise the governments. GK Sundaram was the founder and president of the South India Cotton Association from 1978 to 1998. He was the chairman of the Southern India Mills Association from 1967 to 1969 and of the South India Textile Research Association from 1982 to 1998. He was president of the Indian Chamber of Commerce and Industry, Coimbatore from 1962 to 1986; and founder and president of the Coimbatore Management Association from 1955 to 1971 and Wind Power Producers Organisation. He was also the chairman of the Indian Cotton Mills Federation, now known as the Confederation of Indian Textile Industry, from 1973 to 1975.
Rajaji had high regard for Sundaram’s leadership skills and abilities; thus, he was nominated as Swatantra Party Member to the Rajya Sabha and served from 3 April 1966 to 2 April 1972. As a member of Rajya Sabha, he actively participated in debates and contributed to the house from the perspectives of liberal principles.
During the entire period of six years in the Upper House of the Indian Parliament, Sundaram did not leave a stone untouched. Sundaram spoke about the issue of poverty and how the introduction of economic policies and new bills did nothing to help in the eradication of the same. He warned that if economic liberties and liberties of other kind get crushed under the garb of an ‘ISM’, the nation and people will suffer in a big manner.
The Indian Chamber of Commerce and Industry, Coimbatore had instituted three awards in the name of GK Sundaram for the services rendered by eminent persons in the field of industries, trade, and services. These awards are given every alternate year.
The Coimbatore Kendra of Bharatiya Vidya Bhavan was founded in the year 1964 by Shri.G.K.Sundaram, for promoting art, culture, literature, moral and ethical values in this industrial city. Shri GKS was the patron of the Kendra and member of the Executive Committee of the Central Bhavan, Mumbai.
GK Sundaram passed away in May 2009 at the age of 95 in Coimbatore. He had a keen interest in hockey and tennis as well. He was fond of horse riding and rifle shooting.
Varahaneri Venkatesa Subramaniam Aiyar, also known as V. V. S. Aiyar, was an Indian revolutionary from Tamil Nadu who fought against British colonial rule in India. His contemporaries include Subramanya Bharathi and V.O. Chidambaram Pillai, who subscribed to militant forms of resistance against the British colonial government. He went into exile in Pondicherry, then under French rule, when his militant activities attracted a warrant for his arrest from the British colonial government.
Aiyar was also a Tamil writer and is considered as the father of modern Tamil short story. He also translated the Ramavatharam of Kambar and Tirukkural into English. V.V.S Aiyar is mentor of Vanchinathan.
Venkatesa Subramaniam Aiyar was born on 2 April 1881 in the suburb of Varahaneri in Tiruchi. After his early education, he studied in St. Joseph’s College and took his B.A in History, Politics, and Latin; he studied for the Law profession and passed the Pleader (junior lawyer) examination from the Madras University in 1902. He left for London in 1907 and enrolled in Lincoln’s Inn aiming to becoming a Barrister at Law. While in London, Aiyar became member of India House. Aiyar then began to take an active role in the militant struggle for Indian independence.
Aiyar's militant attitude prompted the British Raj in 1910 to issue a warrant for his arrest for his alleged involvement in an anarchist conspiracy in London and Paris. Aiyar landed in Pondicherry on 4 December 1910 to escape arrest and remained there as exile. Aiyar remained in Pondicherry for over ten years. While in Pondicherry, Aiyar met with fellow
Do everything you have to do with love, compassion, humility and devotion - Bhagavad Gita
revolutionaries Subramanya Bharathi and Aurobindo. In Pondicherry, Aiyar was involved in the plot to assassinate Ashe, the Collector of Tirunelveli. One of his students, Vanchinathan assassinated Ashe. Thus more trouble arose for Aiyar and his companion Subramanya Bharathi.
The British colonial government blamed this on the activities of the exiles in Pondicherry, and urged the French Governor to deport Aiyar and his companions to Africa. The French police brought several charges against the revolutionaries, but failed to convict them. During this period Aiyar translated the Tirukkural into English. He later revealed that he wanted to leave a legacy behind if he were forced to leave the country.
Aiyar returned to Madras after World War I and worked as the editor of the newspaper Desabhaktan (Patriot). He was arrested in 1921 on sedition charges and spent nine months in prison. While in prison Aiyar wrote the book 'A Study of Kamba Ramayana'.
As a writer, Aiyar has often been referred to as the "founder" of the short story genre in Tamil.
Aiyar translated the entire work of the Kural text in English prose, which became the first complete English translation by a native scholar. Aiyar's work is considered by various scholars, to be the most scholarly of all the English translations. He also translated the Ramavatharam written by Kambar in the 12th century CE.
Aiyar drowned in the Papanasam falls, when trying to save his drowning daughter Subhadra, on 3 June 1925.
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**RAVI VARMA**
*Indian artist*
Raja Ravi Varma, was born on April 29, 1848 in Kilimanoor Palace, near now Thiruvananthapuram, Kerala, He was an Indian painter best known for uniting Hindu mythological subject matter with European realist historicist painting style. He was one of the first Indian artists to use oil paints and to master the art of lithographic reproduction of his work. In addition to incidents in Hindu mythology, Varma painted many portraits of both Indians and British in India.
Varma was born into an aristocratic family in Travancore state. He showed an interest in drawing from an early age, and his uncle Raja Raja Varma, noticing his passion for drawing on the palace walls, gave him his first rudimentary lessons in painting. When Varma was 14, Maharaja Ayilyam Thirunal, ruler of Travancore at the time, became a patron of his artistic career. Soon the royal painter Rama Swamy Naidu started teaching him to paint with watercolours. Three years later Varma began to study oil painting with Theodore Jensen, a Danish-born British artist.
Varma was the first Indian to use Western techniques of perspective and composition and to adapt them to Indian subjects, styles, and themes. He won the Governor’s Gold Medal in 1873 for the painting Nair Lady Adorning Her Hair. He became a much-sought-after artist among both the Indian nobility and the Europeans in India, who commissioned him to paint their portraits.
Though his portraits brought him fame, Varma increasingly painted subjects in Indian mythology. His representations of Hindu gods and goddesses and characters in the epics and the Puranas reflected his absorption in Indian culture. His paintings, including Harischandra in Distress, Jatayu Vadha, and Shri Rama Vanquishing the Sea, captured dramatic moments from Indian mythology. His depictions of Indian women drew such appreciation that a beautiful woman would often be described as looking “as if she had stepped out of a Varma canvas.”
Varma adapted Western realism to pioneer a new movement in Indian art. In 1894 he set up a lithographic press in order to mass-produce copies of his paintings as oleographs, enabling ordinary people to afford them. That innovation resulted in the tremendous popularity of his images, which became an integral part of popular Indian culture thereafter. He died on October 2, 1906 at Killimanoor palace.
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Intelligence Refers to the Power to Analyze Things in their Proper Perspective, and Knowledge Refers to Understanding what is Sprit and what is Matter - *Bhagavad Gita*
KUMBABHISHEKAM OF BRAHMA VIDYA GANAPATHI
@ R.S Puram Matriculation School - A Visual Treat (8.3.2023 & 9.3.2023)
Among all Kind of Killers, Time is the ultimate because time kills everything - Bhagavad Gita
Never Stop Praying, even after God gave you what you were Praying for.
Venki Ramakrishnan, or Venkatraman Ramakrishnan, was born in 1952 in Chidambaram, Tamil Nadu, India. He was an Indian-born physicist and molecular biologist who was awarded the 2009 Nobel Prize for Chemistry, along with American biophysicist and biochemist Thomas Steitz and Israeli protein crystallographer Ada Yonath, for his research into the atomic structure and function of cellular particles called ribosomes.
In 1971 Ramakrishnan earned a bachelor's degree in physics from Baroda University in Gujarat, India, and in 1976 he received a doctoral degree in physics from Ohio University in the United States. From 1976 to 1978 he took classes as a graduate student in biology at the University of California, San Diego, and worked with Mexican American biochemist Mauricio Montal, studying a molecule called rhodopsin, which forms channels in cell membranes. Thus, although Ramakrishnan's initial academic background prepared him for a career in theoretical physics, his interests later shifted toward molecular biology. He conducted his postdoctoral research from 1978 to 1982 at Yale University in New Haven, Connecticut. At Yale he worked in the laboratory of American molecular biophysicist and biochemist Peter Moore and learned to use a technique known as neutron scattering to investigate the structure of the small subunit of ribosomes in the bacterium Escherichia coli.
From 1983 to 1995 Ramakrishnan was a biophysicist at Brookhaven National Laboratory in New York. There he continued to utilize neutron scattering, as well as another technique called X-ray crystallography, to elucidate the structure of ribosomes and other molecules, including chromatin and proteins known as histones. In 1999 Ramakrishnan took a position in the Medical Research Council Laboratory of Molecular Biology at the University of Cambridge in England. The following year he published a series of groundbreaking scientific papers in which he presented data on the RNA structure and organization of the small ribosomal subunit of Thermus thermophilus.
True devotion means becoming the hand of the Divine. Whatever comes your way you know how to transform it into something beautiful.
On 13.3.2023, the Art of Living program, “Medha yoga” was conducted in the school for the students of classes VII and VIII. Students enthusiastically performed the asanas, practiced breathing techniques, and enjoyed the fun-filled activities that aimed to develop life skills, to manage stress and emotions. This will help the students to perform well in all the activities and to have a positive outlook.
**R.S Puram**
**Ajjanur**
---
**H.E ORIENTATION**
An online orientation on the topic, “Stress Management” was conducted for the students of class IX by Shanthi Ashram on 19.3.2023. The resource person explained the topic and insisted few physical exercises to manage stress. The queries of the students were explained by Shri. Vijaya Raghavan and Dr. Subhadra gave a few ideas to overcome stress.
The Rajya Puraskar test camp was conducted on 4.3.2023 & 5.3.2023 at Government Boys Hr. Sec. School, Thondamuthur. 61 Guides & 82 Scouts attended the camp. 17 Scouts and 19 Guides passed the Rajya Puraskar test.
Math Day was celebrated on 18.3.2023 to create awareness about the importance of math in day-to-day life situations and also to create students' interest in studying Mathematics under the guidance of teachers.
Honourable Joint Secretary Shri. C.R. Surya Narayanan presided over the function & inaugurated the Math exhibition and also addressed the students. He highlighted the importance of math in real life and encouraged them to participate in such activities in the future as well. The program started with the prayer Song. Sri Lakshana from class VII welcomed the gathering. The importance of Math in real life was delivered by Dhanu Mithran of class VII. A speech on “நெறிமுகம், கணக்குகள்? கால்பாடு?” was delivered by Vanathi of class IX. The students of class VI demonstrated the golden ratio and they explained where the golden ratio is applied in real life. Rubik's cube was solved by the students of classes VIII and IX. The vote of thanks was proposed by Nethranjali of class IX. A PowerPoint presentation was done by the students of class IX. A quiz program was conducted and students were awarded certificates. The program was enjoyed by the participants and the other students.
True Strength lies in Submission which permits one to dedicate his life through, devotion to Something beyond oneself.
Kids are the world's most valuable resource and the best hope for the future. Our tiny little kids are the 'Rising Stars' of the school. To celebrate progression and development, the KG wing celebrated "Rising Stars - Kids Day" on 31.3.2023.
Students gave speeches, recited slokas, shared their experiences, and enthralled the audience with their dance performances. Parents also participated by singing songs and giving a visual treat with their dance performance. Registrar Shri Prabhakar Rao shared his thoughts with the parents. Principal Smt. Maheswari addressed the parents. Finally, the parents expressed their gratitude and happiness.
**FIELD TRIP – BOTANICAL GARDEN**
An excursion to the Botanical garden was organized for the students of Std V & VI on 17 & 18 March 2023. The major objective was to familiarize the students with the wild and cultivated flora and ecology of the region. It has many attractions like a Walking area, Children’s play area, garden, etc., The children enjoyed playing in the park.
**EVENTS & HAPPENINGS AT CBSE SCHOOL**
**ANNUAL DAY CELEBRATION**
Bharatiya Vidya Bhavan Public School (CBSE) celebrated its First Annual Day in the School Campus on 7th March, 2023. A huge stage was constructed with ample sitting space on the school ground for the function.
Dr B.K. Krishnaraj Vanavarayar, Chairman presided over the function. Shri N.V. Nagasubramaniam - Vice-Chairman, Shri M. Alagiriswamy, Correspondent, Shri C.R. Suriyanarayanan, Joint Secretary, Shri V. Prabhakar Rao, Registrar also graced the occasion, Smt. C. Jayalatha, the Principal welcomed the gathering and presented the Annual Report of the academic year 2022-2023.
During Chairman’s address he advised the students to follow our traditions wherever they go. He highlighted the importance of sustaining India’s rich culture and tradition and the importance to be given for our mother tongue.
The four members of Student Council were honoured with a shield for their meritorious service during the academic year 2022-2023.
The cultural programmes were held with a theme, “Knowledge is nectar”. The cultural show began with the prayer songs and a colourful dance performance on Ganapathy Vanthanam by our students. Students from all classes participated in the programme. First of all, the children of the Junior most class performed a beautiful group dance. Then, the Primary students entertained the audience with their adorable dances and drama performances.
Parents, special invitees and well-wishers graced the occasion. The day’s events came to an end with the Bhavan’s anthem and National anthem.
Graduation Day for Senior KG was organized on 28 March, 2023. Correspondent Shri.M. Alagiriswamy presided over the function in the presence of Registrar Shri.V.Prabhakar Rao and Principal Smt.C.Jayalatha.
During his address, Shri Alagiriswamy appreciated the students for successfully completing their Kindergarten and wished them to explore the world of learning to the next level. He motivated the parents to create more opportunities to the children prove their capabilities.
Two students shared their experiences about the classes, activities and how they were taken care during the academic year.
A student from primary gave a speech, welcoming the students from Senior KG.
Junior KG students entertained the gathering with their dance. Graduation Certificates were awarded to the Senior KG students, by the Correspondent and the Registrar. Parents of each student accompanied their child on the dias, to receive the certificates. It was a pride moment for them to click pictures with their children and the dignitaries. | 9400555f-8ee6-439f-a759-5025de8a0f9d | CC-MAIN-2023-40 | http://bvbcbe.in/wp-content/uploads/2023/07/BVB-April-23.pdf | 2023-10-02T23:55:40+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233511023.76/warc/CC-MAIN-20231002232712-20231003022712-00701.warc.gz | 7,165,878 | 4,385 | eng_Latn | eng_Latn | 0.964688 | eng_Latn | 0.99722 | [
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This map shows the distribution of different land use categories in a city. The legend on the left indicates the color coding for various land uses:
- Green: Residential
- Blue: Commercial
- Yellow: Industrial
- Orange: Park
- Pink: Water
- Brown: Forest
- White: Open Space
The map is divided into several districts, each with its own color and pattern to represent the specific land use category. | 1dacd3e1-baae-4b45-bbe9-0ad1fa492eb9 | CC-MAIN-2022-49 | http://sagvar.hu/content/dok/Hirdetmenyek/2_2_melleklet.pdf | 2022-12-07T10:12:32+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446711151.22/warc/CC-MAIN-20221207085208-20221207115208-00219.warc.gz | 41,887,623 | 87 | eng_Latn | eng_Latn | 0.992953 | eng_Latn | 0.992953 | [
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Cork: Stylish Sustainability
Renewable
Cork is made from the bark of cork oak trees, which renew themselves after each harvest. Our cork products are FSC (Forest Stewardship Council) certified, ensuring responsible, sustainable sourcing practices.
Zero-Waste
Cork can be recycled and is entirely biodegradable. When its useful life ends, it returns to the earth, leaving no harmful waste behind.
Durable
Cork is remarkable due to its unique honeycomb cellular structure. It's anti-microbial and resistant to water and extreme temperatures. Naturally flexible and lightweight, it can withstand compression and deformation. | 4a2a7c89-3997-4bee-8210-3ef657f01de5 | CC-MAIN-2024-10 | https://static.commerceplatform.services/downloadablefiles/Cork%20Sustainable%20Material%20Info%20Sheet.pdf | 2024-02-22T05:12:25+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947473690.28/warc/CC-MAIN-20240222030017-20240222060017-00393.warc.gz | 574,284,801 | 127 | eng_Latn | eng_Latn | 0.99338 | eng_Latn | 0.99338 | [
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Case study energy in Gakwende for power and light based on hybride technology
Gakwende in Rutana province in Burundi is in a remote rural area in southern Burundi. It is far from high voltage grid and the small town is not electrified except solar panel solutions in a few houses and the handicap centre. Closest high voltage cables are about 20 Km away. Handicap centre have a solar system with large back up battery installed by Tellux 2013. Health central have a smaller similar system. These system works fine for over one year.
There is a primary and secondary school with between 400-700 students. There is also a large church with over 2500 seats in town centre.
Area have mountain climate with about 1500 -2000 mm rain / year and dry season. Temperature is normally between 15 C and 25 C and mostly it is rather dry.
Close to town there is a small creek that gives water even in dry season and flow seems to be about 200 liter / sec or more most of time. There is a water well up on a hill so there is plenty of good water available. This is used by population to drink and when heated they use wood and fire.
Gakwende in short
* Position: Lat 3,57 Long 29,52 Altitude 1597 meter Just south of equator.
* Population: Unknown but we guess 300-400 persons + school and church from close by areas
* Houses: about 100 in close range area within 200-300 meter.
Hybrid power solution design
Hybrid systems have several power sources and energy storage solutions. In this case the river is one of them. Here dry and rain seasons and water flow set limits in what can be generated in power. Water only gives not very large margins for the future. The 3 KW turbine seems a good choice here.
Solar power is installed in 5 houses and works fine so this is a good solution to combine water + sun here. Wind mills are good when there is wind but this is very unpredictable but is in a mountain area so it will help now and then. All these energy sources can be combined the way we prefer.
In this case study we combine all of them and also add a solar based water heater to save wood.
Gakwende hybride power system
Church and main square of Gakwende
Main street up to market area with houses
Centre for handicapped children
Secondary school close to the creek
Centre with one of 2 solar panel systems
Medical centre with one small solar system
Mini Hydro power system Kaplan turbine 3 KW power at 230 VAC
Generator 3 KW 230 VAC at top
Secondary school is located 92 meters from the small creek and the small log bridge. Here the gorge is about 3 meter deep and about 10-15 meter in width.
3KW Kaplan turbine with top mounted generator. This system do always have the generator over the water surface of the dam so it is the best design when there is heavy raining and water flooding.
Kaplan water turbine at bottom about 1 meter under water surface.
Photo of the river in earth and satellite view
Diagram showing the components of a Kaplan turbine: Generator, Shaft, Channel (water int), Turbine Blades, Water Drop Tube (it's vacuum when generator is working), Water Head, Bottom water line, Water out.
Installations of top generator Kaplan turbines in simple designs. Gakwende case is best to have an earth dam as this material is available very close. It needs to have some structural parts in cement and bricks but design is very simple and can be locally made.
Why top generator and a dam? Sudden rains can raise river water very fast so all get flooded. The dam is possible the highest point and if generator is above the dam outlet, this is the last place to get submerged and destroyed.
Dam design has an overflow gap where lots of water can flow by if there is too much water. Most rivers in Burundi differ by factor 5-10 during dry and rainy seasons, so this needs a solution we have here.
Draft tube in design adds lots of power and is made in cement or ceramic bricks you make locally.
Clay and earth in Burundi is often water-sealing and is a good material for the dam design. It can anyway have an extra plastic sheet inside the dam to secure no leaks during many years' life time.
Top 3 ways of installation.
Gakwende case seems to use the 3-rd right design and a cement and brick flow channel as showed in images. Turbine is simply set down and is supported at bottom plate. This make service simple. Not showed here is the net we have to get things in water away from system. This is a metallic net. We also have a door to shut of water if we need to maintain the turbine. All materials here are locally available and can be made in Burundi.
At right we see a Kaplan turbine propeller like what is used here. This is very simple and not complicated and can be locally maintained. This is not complex and very simple which is a demand for good operation and long life time. Maintenance is very low an system have only one shaft with bearings an seals. Turbine charge the battery storage in parallel with solar panels etc.
| Power (kw) | 3KW |
|------------|-----|
| Water head (m) | 1.5-3.5m |
| Flow rate (m³/s) | 0.08-0.15m³/s |
| Speed (r/min) | 500-1500 |
| Runner Pages (cm) | 18cm |
Sunnytek Sweden Glimmervägen 8 187 34 Täby, Sweden E-Mail email@example.com
Sunnytek Burundi Avenue Ndora 3 No 27 Bujumbura, Burundi E-Mail firstname.lastname@example.org
Web sites www.sunnytek.se www.sunnytek.nu All Registered companies
Solar power unit in Hybrid combination
We have a solar panel system beside the hydro power system. Solar works fine at dry season when the river is more dry. They will then combine very good so there is always power. Together they will give a bit more useable power than the hydro system alone. As we also have a battery system that balance an equalize all together works in a reliable way over the year.
Here we estimate a 2000-3000W system can be OK. This is then 8-12 pcs 250 W solar panels. panels and we have a MPPT charger and charge the storage battery.
Gakwende is close to equator and high up in mountains. This is then a good place for solar panels that often gives more than specifications in output.
If we simply say we have sun 5 hours per day at full power which is a rough estimate this is 10 KWH in output.
Wind power option
This is a hard to estimate option as wind is very unpredictable. All wind mills are specified at 10-12 meter per sec in wind speed which is very rare. Practically a 1000W wind mill gives 200-300W in output over longer time. Let us say this generate 200W for 12 hours = 2.4 KWH in practical numbers. Compare to water and sun the wind is then a small ad on. If we have a 5-10KW system this makes more sense. We see this makes no real ad on if we have less 5 kW and if so we have about 10-15 KWH / day. The wind mill will also charge battery system.
Here we must keep in mind that if we have a windy day this will give a lot of power that is possible not possible to store. Wind generators have brake systems and absorbers to handle this problem.
Photo at right show a 2 propeller contra rotating wind mill. These are a bit better in low wind speeds and operate from 2 meter per sec and up.
Some calculations and analyze of a hybrid system sun + water
We calculate that this hybrid system gives about 3KW in average to have some extra margins. Power is available all years and we can get up to 8400 hours of operation which corresponds to 24 KWH in generated power per day. If we say cost per KWH is Euro 0.2 / KWH this is then about Euro 2000 in value of the power per year.
This system can be operated on 12 or 24 volt to make all simpler and reduce hazards of electrical shocks. In Gakwende case a 24 volt system in small houses is best and in schools etc we have 230 VAC. This makes no extra problems to split like this.
Here we start with a minimum power level but for sure most people want more. It is important to know the bottom cost for a small village installation. For future we see maybe double power can needed but here we give the basics and no more. Hybrid solution as more than hydro alone and gives more security and reliability. If we double system outputs the cost for generator will possible increase only 30%.
Expectations of system and Gakwende operation
If we say one house shall have 2-3 led lamps each 3W used in evenings and sometimes at days this is them 6W / house and 4 hours per day = 24 WH per house. For 100 houses this is then about 600W in peak power and in energy 2,4-3 KWH / day. This is mostly during dark hours and not much at day time.
To this we need a mobile phone charger. This needs so little power so we say it is included.
If we say we shall have 15 outdoor courtyard led lamps all night this is a LED lamp and each is 10W in power operating 12 hours per day. This will be 150W in peak power and for 12 hours we need 1.8 KWH at dark hours only.
There are 2 schools with about 20 class rooms totally. Each room need 2 led tubes of 15W/ea during school time mostly at days. This is about 600 W in peak power and if we say 8 hours per day this is 4,8 KWH in energy. Here mostly is day time when other users are using less power.
If we add 20% to this for schools at evenings when pupils do home works this will be in total about 800W in peak power and 5,5 KWH / day.
Schools need computers soon and will have them for sure very soon.
10 computers and screens needs about 100W/ea equal to 1000W in peak power. 8 hours per day is then 8 KWH in energy. This is mostly daytime but sometimes in evenings but then possible not all units. Days often have sun so here timing is good.
Photo of secondary school in Gakwende.
Local grid in Gakwende idea for layout of system
Electrical central with battery room, wind electronics. Solar panels on the roof. Possible this can be inside school buildings.
Power line 90 meter 230 VAC
Old log bridge can be replaced by a dam so in future no ballancing is needed and handicapped from the centre can pass river easier. It is about 3 meter down to the water surface. Photo show water flow in dry season. If dam is 3 meter high we will make a lake about 100 meter long so area is rather flat here.
Investments and related comments (preliminary values)
**Hydro power generator**
Kaplan turbine 3 KW with related hardware and encapsulation and fuse system.
Euro 2000
Housing for turbine 2x2 meter with roof and door with lock
Euro 500
Dam can be made locally by Gakwende inhabitants. Earth design as in photo. Width 12 meter and height about 3 meter made in local red earth or clay. Angles 45 degree on wet and dry side. Top covered with bricks for protection. Overflow channel in cement and bricks to avoid erosion. Channel to turbine length about 10 meter in cement and bricks. Door to stop and regulate water flow. Steel bar filter for objects floating in the water.
Price about
Euro 1000
Metallic parts, planks and cement with bricks
Euro 500
Euro 1500 needs that Gakwende inhabitants do a lot themselves to no cost.
Sum hydro power generator with complete dam and housing
Euro 4000
**Solar system 2 KW costs**
Solar panels with installation hardware and all cables
Euro 2000
MPPT Charger 2 KW of better European brand
Euro 1000
Inverter 6 Kw peak power to have good margins
Euro 1000
Extra parts needed with power central etc
Euro 1000
Solar option in hybrid system is then about
Euro 5000
Battery storage system for hybrid system.
If we say the storage shall handle 1-2 days operation with no sun or no hydro power added we have very good margins needed. Lead battery shall not discharged or be cycled more than to 70% of capacity to get 5-10 years life time in the temperature range of Gakwende. If we say turnover is 24 KWH / day in battery storage we need at least 24 KWH size of battery system when we use lead solutions.
Right photo shows the battery system in Handicap centre in Gakwende that is a 24 KWH capacity system operating at 24 volt DC. This is a good alternative here. European battery packs with best performance are used (Made in Sweden). Weight is about 700 Kg for one pack like this.
Li-Fe-Po is the future battery and here we have many advantages. Here we can deep cycle to 20% of capacity so battery can be much smaller. Here we can cut capacity down by 50% compare to lead battery so 12 KWH capacity is OK. With a 24 VDC system voltage this is then cells of 500 AH / cell capacity. These battery have 3 Volt per cell so here we need 8 cells in series to get 24 volt DC. Battery design is single 3 volt cells you connect as you want. One yellow box is one cell. Litium battery will possible work for 10-15 years or more. They are best but not cheapest to buy. Life cycle cost is normally cheapest. Green demands in environment make the Li technology by far the best.
Price idea for battery storage units
Lead technology 931AH 24 Volt North Star battery 2 volt cells Price Euro 5500-6000
Litium technology 24 Volt 500AH Li-Fe Po 3 volt cells Price Euro 5300-5500
Extra components as copper cables fuse box and switch Price Euro 500
Local grid and cables in Gakwende
| Item | Quantity | Price | Total |
|----------------------------------------------------------------------|----------|---------|--------|
| Cable between generator and central | 100 meter| Euro 2 | Euro 200|
| Cables for 230 Volt AC | 500 meter| Euro 1,5| Euro 750|
| Cables for 12/ 24 volt DC system | 700 meter| Euro 1,2| Euro 850|
| Cables between buildings to end suers | 500 meter| Euro 0.8| Euro 400|
| Fuseboxes and junction box | 100 pcs | Euro 15 | Euro 1500|
| 2 lamps per house with 5 meter cable and switch | | | |
| Led lamp 3 W | 200 pcs | Euro 7 | Euro 1400|
| Adapter for mobile phone charger | 100 pcs | Euro 10 | Euro 1000|
| Installation by inhabitants under guidance of Technical school in Kiremba | | | Euro 1000|
Cost for electrical hardware: 100 houses Sum Euro 6100
If we look at this alone we see 100 houses is about Euro 10100 Euro 100/ house
This make each house to get the installation all included for Euro 100 / house Here inhabitants need to work a bit themselves with their hands.
Add ons Gakwende power solution
Street and yard led lamps
15 poles with 10 W led lamps. Wood pole and led lamp at top Euro 40 Euro 600
Cable for poles 20 meter / ea 300 meter cable Euro 2 Euro 600
Street and court yard lamps and cables but no works is then Euro 1200
Cost per house for 100 houses is then Euro 12 / house
School power and illumination
20 classrooms including following
40 pcs 1200 mm long LED tubes high efficiency Euro 15/ea
Euro 600
40 pcs wall switches
Euro 7 / ea
Euro 280
40 pcs wall plug connectors double
Euro 7 / ea
Euro 280
20 meter cable / room
Euro 1.2 / m
Euro 480
10 led lamps outside school
Euro 25/ea
Euro 250
2 pcs twilight switch
Euro 20/ea
Euro 40
50 meter cable for lamps outdoor
Euro 1,5 / m
Euro 70
Installation works ? Kiremba technical school education pack
Euro 1000
School have need for sharp real works so this is an option here.
Then costs can be low and students learn a lot.
Tellux have already worked with technical school and they need to come closer to the future with limited costs. This can help all.
Estimated sum ex works for power in schools
Sum
Euro 2000
Add ons to get more power and capability of system.
This design is a bit tight and it helps to add on more power. Here there are several ways to do so. We see following ways are alternatives to give more power and get a better and larger solution.
**Solar based water heater for hot water in kitchen and for hygiene**
Wood is used in kitchen and to heat water. In Gakwende wood is very costly and 2013 wood costs in kitchen was almost 2X the cost of food that was bought. Wood is also crating problems when cut down with erosion and no food production on this area of land.
Here solar based water heaters save lots of wood by using sun to heat the water.
Left photo shows an upgraded old water heater at Lycee in Kiremba. This works fine and make kitchen staff very satisfied. Right image is the new panels now delivered to Gakwende and Kiremba kids that can make boiling water and store in a tank. These saves lots of money and environment.
One complete system with 1-2 panels and storage tanks and plumbing hardware is about Euro 2500 ex installation. This is then large enough for a small kitchen or house with 20-30 guests. Sun is free so wood savings are substantial. Last quarter 2013 the Handicap centre bought wood for USD 754 for the 65 kids. This makes the wood cost as one of highest in the centre and it is far more than costs for food.
**End 2014 we install solar heater in following buildings in Gakwende**
Handicap centre kitchen have 2 panels and a 500 liter storage tank
Handicap centre have 1+1 system for wash rooms girls + boys
Health care centre have 1 system for medical health and cleaning
Upon this we install same solutions in Kiremba Orphanage for baby care.
Wind mills on local grid
It is possible to add a wind mill and connect to the Gakwende grid system. Wind is often strong when cloudy so it adds on to when solar power is less efficient. Wind is not always available but now and then it is efficient. Preferable we need a 5-10 Kw system to add a substantial part of energy. The dual blade design is preferred as it starts at low speeds of wind.
Key numbers of energy solutions in Gakwende
Power in 100 houses with cables and lamps is about Euro 100 / house. This is then a hydro power generator that can give cheap energy for many years. Yearly maintenance is very low and most done by citizens of Gakwende.
Schools can have power and light in all classrooms (20 rooms we guess). Here costs are about Euro 2000 for material ex installation.
Image of the new Supreme solar panels with thin film technology. These panels can be made as roofs or sun shields for parking lots etc. | 4da034b9-acea-4acc-bd12-f83e8149582e | CC-MAIN-2024-10 | https://sunnytek.se/sunnytek-web-site-in-englis/hybrid-power-systems-and/gakwende-hybrid-solution.pdf | 2024-02-23T14:55:44+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474412.46/warc/CC-MAIN-20240223121413-20240223151413-00123.warc.gz | 570,897,468 | 4,292 | eng_Latn | eng_Latn | 0.995013 | eng_Latn | 0.998619 | [
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**BOHOLGAN**
You know the word BOHOLGAN, don't you? But do you know the man who made it famous? He was a very good friend of mine in London.
In 1908 there lived in London a man whom everyone called Boholgan. He was a very good friend of mine in London.
When he came to London everybody knew him and talked about him.
A new word came into common use. You can find this word not only in English but in some other languages too.
— Oh, he behaves like a Boholgan.
**COAT OF ARMS**
On the coat of arms there is a picture of a red right hand. Why does Ireland have this picture on its coat of arms?
It happened three thousand years ago. Two Viking chieftains came to Ireland. One of the chieftains said: "The one who will touch the Irish land will be the king of Ireland."
They were near the Irish coast. The two hands were raised up. The one whose hand touched the ground (his name was Heremon O'Neill) was not so fast as the other chieftain.
The basis were quite east the hand O'Neill quickly cut off his hand and threw it into the sea. The other chieftain touched the land first and he became the King of Ireland.
**IT IS OUR TEACHER**
I was very angry. I called my son and said:
— You have a good time to come, Mark Twain is going to read a lecture to-night. You'll go, I suppose?
— Oh, yes, — he bought your ticket? — asked the barber.
— But yes.
— But everything is sold out. You'll have to stand.
— Well, I always have to stand when that fellow lectures.
**LANGE PRAXIS**
Es war im alten China. Einmal kam ein Fremder mit seiner Frau zu einem Chinesen. Schon machte er im Salon Platz. Er fragte den Chinesen:
— Wo sind Ihre Händler?
Der Fremde fragte einen alten Mann:
— Was bedeutet diese Lärmerei? Wer wohnt in diesem Haus?
Der alte antwortete:
— In diesem Haus wohnen Xerio. Jede Laterne von der Tür bedeutet, dass ein Patient dieses Arztes gekommen ist.
Der Fremde sagte:
— Das ist klar. Ich werde mich hier bei dem schlechten Arzt Bort, wo nur wenige sind, dort wohnt ein besserer Arzt. Das ist klar.
Einige Tage später wurde die Frau des Fremden sehr krank. Bort, wo weniger Patienten kamen, brachte sie ins Bett. Er fand, er ein Haus mit nur vier Laternen. So wohnte der Arzt, der Frau zu kommen war noch sehr jung, aber der Arzt, der hier wohnte, hatte schon viele Jahre.
Fremde sagte:
— Sie müssen ein bekannter Arzt sein. Ich habe gehört, dass vor Jahren Hans auf einer Papierkette brennen. | 05351045-ec4e-44aa-93b1-ddd9e9f5ef9c | CC-MAIN-2020-40 | https://bc.wbp.lodz.pl/Content/65115/Odglosy1962nr29.pdf | 2020-09-30T22:48:24+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600402128649.98/warc/CC-MAIN-20200930204041-20200930234041-00475.warc.gz | 260,372,305 | 641 | eng_Latn | eng_Latn | 0.921513 | eng_Latn | 0.921513 | [
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Eat The Rainbow
❤️ Red foods are good for your heart ❤️
Orange + Yellow foods keep your eyes and skin healthy
Green foods make your bones strong
Blue + Purple foods are good for your memory
White + Brown foods make your blood healthy
Eating all the colors of the rainbow is good for us and makes our plates beautiful! | d25d2de5-7b9b-48f1-b791-12034a1ff94c | CC-MAIN-2024-42 | https://www.saladbars2schools.org/app/uploads/2022/08/Eat-the-Rainbow-.pdf | 2024-10-07T17:13:23+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253475.8/warc/CC-MAIN-20241007162146-20241007192146-00319.warc.gz | 847,227,270 | 71 | eng_Latn | eng_Latn | 0.87415 | eng_Latn | 0.87415 | [
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2 An outline of the plot
It would be ideal if all students had read the text before coming to the classroom. Alas, this is not going to be the case, as many a teacher perennially laments. It becomes incumbent on the teacher therefore to present the plot in an interesting manner. No opportunity must be passed by to draw parallels with contemporary society as this gives the play relevance and significance for the student. The playing of a recording or a video from beginning to end serves little purpose, unless punctuated occasionally by a commentary from the teacher. An overview can be presented in the form of a brief story-cum-dramatization in order to plunge the student into the sound and feel of the text as soon as possible. Graphics, sketches and simple tasks on worksheets to consolidate the plot have been used to advantage by many a teacher. A knowledge of the plot has to be established before a thematic study can be undertaken.
3 The opening scene/s
In a thematic approach to Shakespeare, the importance of the opening scenes of the first act cannot be over-emphasized. The ability to assess the thematic significance of the opening scenes of a well-constructed play is a skill that has to be developed in students. In *As you like it*, for example, Orlando's complaints addressed to Adam introduce us to the themes of conflict and disorder in normal human relationships. The next extract the teacher could focus on is the reply Charles makes to Oliver's query about the latest news. These lines reinforce the theme of domestic discord and carry it further. Here, students have the opportunity of exploring human motives and establishing contrasts in character. A study of plot, character, theme, conflict and human motive, is the crux of any Shakespearean play.
Another skill that can be imparted at this stage is how to assess character: by what a person says; what he/she does (action); and what others say about that person. In *Macbeth* the function of the soliloquy and the aside as modes of characterization will be highlighted. In *As you like it*, the lesson could be rounded off on an interesting counterpoint: namely, the hostility of two brothers in vivid contrast to the loyalty and friendship of Adam (to be reinforced later by the relationship between Rosalind and Celia). Once the theme of domestic conflict has been consolidated, the class is ready to embark on a study of disharmony in a country — a Duke banished by an unscrupulous brother — and its consequences. Life-skills and parallels with contemporary life should go hand-in-hand with every literature lesson. All this will not be achieved in one period. Coming to grips with a Shakespearean play, especially at Std 8 level, will require patience and effort.
What has been said about the opening scenes of *As you like it* is also pertinent to other plays by Shakespeare: they generally announce themes and conflicts that resonate as the play's progress. The teacher and students could then launch into an exploration of the themes, focusing on the thematic imagery and metaphor that are woven into the fabric of the play. To achieve
this with economy, it is not possible to explicate every line in class. Only a selected number of extracts can be examined. Along this journey several aspects will have to be touched on incidentally and reinforced periodically. Students' attention will have to be drawn to Shakespeare's use of prose and verse and their respective functions.
4 Re-reading the text
Recordings by well-known stage actors may be used in class, but roles may also be assigned to pupils prior to the day of the lesson so that they may be able to 'act' their parts with confidence.
5 Worksheets, tests and assignments
Worksheets should test pupils' knowledge of context, theme, content, imagery and diction. Teachers need to be wary of study guides which contain a battery of questions. They need to be highly selective. Nothing could be more counter-productive and soul-destroying in literature study than working through a plethora of questions during a weekend or vacation. Contextual questions should relate to the gestalt of the play; its meaning. Therefore the extract chosen must have relevance so that the questions which are extrapolated from it may encompass the main themes of the play. When setting essay-type questions for assignments, once again the main themes should be borne in mind. Essay-writing skills must be revised and implemented. The matric examiners' comments over the years on this type of question should be heeded.
6 Conclusion
To complete a Shakespearean play in the time allotted, the teacher requires the skills of a good story-teller so that even when chunks of the text are skimmed over, the integrity of the plot and theme is not sacrificed. Admittedly, the endeavour will not be without its frustrations sometimes. The creative teacher adapts, adjusts and expunges, but must avoid creating the impression that literature teaching should be teacher-dominated. Further, the ongoing debate about the worth, or otherwise, of teaching Shakespeare to secondary-school pupils has been side-stepped, in much the same way as the issue of whether Shakespeare should be studied as literature or enjoyed as drama. The hints offered here could also be pertinent to the study of any other genre of literature in an English (First Language) classroom. The teacher is always in a time-bind, therefore it is impossible for him/her to read every page and chapter in the classroom.
Finally, a word on Shakespearean plays for junior classes. The head of a department needs to exercise judicious choice in the selection of the student's first Shakespearean play for study. Besides taking into account what would interest most students at this age, the teacher should consider other factors that may influence the students' attitude. It must be noted that Shakespeare's work ranges widely in dramatic complexity, style, diction and even length.
Any teacher who has taught *King Lear* in one year and *Julius Caesar* in another, will know the difference in length between these two plays, not to mention the differences in dramatic structure and diction.
Reference
Traversi, D. An Approach to Shakespeare, Vol I/II, Hollis and Carter, London, 1968. | a311c17f-cfb4-4cb8-8d0b-c2f0a7013ee9 | CC-MAIN-2021-43 | https://www.teachenglishtoday.org/wp-content/uploads/2021/07/SHAKESPEARE-IN-THE-CLASSROOM.pdf | 2021-10-19T17:18:26+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585280.84/warc/CC-MAIN-20211019171139-20211019201139-00481.warc.gz | 1,243,054,486 | 1,255 | eng_Latn | eng_Latn | 0.99928 | eng_Latn | 0.999311 | [
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“Fermentation”
Sake (rice wine), miso (soybean paste), shoyu (soy sauce)… These traditional seasonings firmly rooted in our daily lives are also fermented using the Aspergillus bacteria developed over long years by the Japanese. We benefit from fermentation every day, and it is truly a culture of “harmony” brought about by the actions of micro-organisms helpful to humans.
Full of the “deliciousness” of Japanese cuisine.
Fresh seasonal vegetables and the fermented foods that provide the base for the “deep flavor” of Japanese cuisine. Begin making lovely memories of your trip to Japan and your trip to Chiba from “Kozaki – The Town of Fermentation!”
A variety of vegetables!
Fresh vegetables
The Fresh Market
A market full of vegetables picked from nearby farms. The fresh produce grown amidst the blessings of the Tone River is all exceptionally delicious.
It’s like a museum of fermented foods!
Specialty shop for fermented foods
The Fermentation Market
Packed full of fermented foods drawing attention from all over the world – everything from miso (soybean paste) and fish sauce, a traditional fermented food item, to sake (rice wine) and milled rice drinks, and more.
Try our cuisine. We’re proud of it.>
Café and restaurant
Self-service in a casual style. We are proud of our cuisine and sweets, all made with ample amounts of fermented gourmet foods and local fresh ingredients.
Kozaki Tourist Spot
Long ago, in the Edo period, Kozaki-machi was known by the name Kanto-nada, and it supplied Edo with sake and shoyu, etc., transporting them up the waters of the Tone River. It was a town where the brewing culture was in full swing – a true “Town of Fermentation.”
Please make Kozaki a part of your lives, now and forever…
Tone River
A first-class river of the largest scale in Japan. This is one of Japan’s representative rivers, and it is used as a source of water in the Metropolitan area including Tokyo. It also plays an important role in economic activities.
Kozaki–Ōhashi (Kanto–fureai–bashi)
A large bridge that connects Inashiki City in Ibaraki Prefecture with Kozaki-machi. You can see wonderful sunsets from the top of the bridge and from the river-terrace.
The Nanjamonja Tree (a nationally designated natural monument) / Kozaki Shrine
Kozaki Shrine, in the slightly elevated Kozaki Forest, is dedicated to Amaterasu, the sun-goddess, the goddess of transcendence. Within the grounds of the shrine, there is a large camphor tree that has been nationally designated as a natural monument. It is known commonly by its alias, the Nanjamonja tree. Kozaki Forest has also been designated by the prefecture as a natural monument.
Kozaki Ama-no-Gawa Park
This is popular as a place to come in contact with nature.
Kozaki Fureai Plaza Culture Hall
A variety of events are held here such as theatrical performances and concerts, and many citizens make use of it.
Jingu Temple
The principle object of worship is the wooden standing statue of the eleven-faced Kannon, the Goddess of Mercy, which has been designated by the prefecture as a cultural asset.
Kozaki Fureai Nature Promenade
On this verdant promenade, you can feel the beauty of Kozaki-machi’s natural environment. Visitors are welcomed by seasonal flowers and wild birds, as well as colorful insects.
Kozaki Brewery Festival
This is a festival “full of fermentation,” where you can enjoy brewery tours and enzyme baths! Fermented foods, cosmetics, and organic products! There are lots of healthy things to take home as gifts.
Kozaki Brewery Nabedana store
We are the brewery that brews “Jin-yu” and “Fudo.”
Kozaki Brewery
We are the brewery that brews “Gonin-musume” and “Katori.”
Kozaki–Ohashi (Kanto–fureai–bashi)
A large bridge that connects Inashiki City in Ibaraki Prefecture with Kozaki-machi. You can see wonderful sunsets from the top of the bridge and from the river-terrace.
The Nanjamonja Tree (a nationally designated natural monument) / Kozaki Shrine
Kozaki Shrine, in the slightly elevated Kozaki Forest, is dedicated to Amaterasu, the sun-goddess, the goddess of transcendence. Within the grounds of the shrine, there is a large camphor tree that has been nationally designated as a natural monument. It is known commonly by its alias, the Nanjamonja tree. Kozaki Forest has also been designated by the prefecture as a natural monument.
Kozaki Ama-no-Gawa Park
This is popular as a place to come in contact with nature.
Kozaki Fureai Plaza Culture Hall
A variety of events are held here such as theatrical performances and concerts, and many citizens make use of it.
Jingu Temple
The principle object of worship is the wooden standing statue of the eleven-faced Kannon, the Goddess of Mercy, which has been designated by the prefecture as a cultural asset.
Kozaki Fureai Nature Promenade
On this verdant promenade, you can feel the beauty of Kozaki-machi’s natural environment. Visitors are welcomed by seasonal flowers and wild birds, as well as colorful insects.
Kozaki Brewery Festival
This is a festival “full of fermentation,” where you can enjoy brewery tours and enzyme baths! Fermented foods, cosmetics, and organic products! There are lots of healthy things to take home as gifts.
Kozaki Brewery Nabedana store
We are the brewery that brews “Jin-yu” and “Fudo.”
Kozaki Brewery
We are the brewery that brews “Gonin-musume” and “Katori.” | 7d7a47d8-ebdb-447a-9176-2a785ff2fd9e | CC-MAIN-2022-21 | https://www.hakkounosato.com/wp-site/wp-content/themes/kozaki/assets/pdf/english.pdf | 2022-05-23T09:02:33+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662556725.76/warc/CC-MAIN-20220523071517-20220523101517-00470.warc.gz | 908,831,243 | 1,262 | eng_Latn | eng_Latn | 0.996328 | eng_Latn | 0.996188 | [
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Squat/lunge complex
Start: Stand with your feet hip or shoulder width apart and toes pointing forward or slightly out.
Action #1- Squat: Sit back by bending your knees, keeping your chest up to keep your low back flat. Keep your knees from collapsing inward and your weight on the mid to rear of your feet. Lower down until your thighs are parallel with the floor or until you start to lose the flatness of your low back. Return to the starting position.
Action #2- Forward/rear lunge: From the start position step forward with one foot. Bend your knees while keeping your back flat and front shin perpendicular from the floor. Lower down until your back knee is almost touching the floor. Return to start position then step back with the same foot into a rear lunge. Ensure your knees are both stable and pointing in the same direction ahead. Drop until your back knee almost contacts the floor then push up to return to the start position. Repeat for the other leg.
Finish: Complete one squat, one front lunge and one rear lunge for each leg then repeat cycle.
Lunge
1. Stand with your feet together and arms at your sides.
2. Step forward with your right foot, bending both knees to lower your body until your front thigh is parallel to the ground and your back knee is almost touching the ground.
3. Push off with your right foot to return to the starting position.
4. Repeat on the other side.
5. Continue alternating for 30 seconds. | <urn:uuid:bc0eeb93-78bb-4f5e-adba-0c0db89f16f4> | CC-MAIN-2021-25 | https://www.connexionfac.ca/getmedia/ae6b5805-e7d1-4a77-b369-edc70c3e09e4/Nov-2020-EOTM-EN.pdf.aspx | 2021-06-21T21:57:07+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623488504838.98/warc/CC-MAIN-20210621212241-20210622002241-00533.warc.gz | 605,803,360 | 307 | eng_Latn | eng_Latn | 0.995707 | eng_Latn | 0.995411 | [
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The Natural Parks Network
Ensuring the territorial and environmental balance of the 100 municipalities within its geographical scope.
Barcelona Provincial Council’s Natural Parks Network consists of 12 protected natural areas of significant scenic, ecological and cultural value.
It is comprised of 102,587 ha, spread out across 100 municipalities. These municipalities represent 22% of Barcelona province’s territory and are home to 70% of the population of Catalonia.
The planning and management of the natural and agricultural areas is conducted through special plans drawn up with the participation of all the parties involved.
The Network protects the natural, agricultural, forestry, cultural and scenic values of each park.
It works towards achieving a balance between the preservation of the parks and the economic development of the area.
It also promotes environmental education and the public use of natural and cultural heritage.
Universal Natural Heritage
Over time, El Montseny has inspired scientists, artists and intellectuals.
Man’s relationship with the area has left behind an internationally recognisable landscape.
El Montseny is situated in the Catalan Pre-coastal mountain range, between the territories of Barcelona and Girona, and boasts over 18 municipalities spread across three regions (Osona, La Selva and El Vallès Oriental).
The local population and the economic activities that are developed in the massif led to the area of the El Montseny Biosphere Reserve being expanded in 2014, up to 50,166 ha. The territory is home to a population of 51,760 inhabitants. Without a doubt, this is one of the biggest management challenges for the future.
Extraordinary Biodiversity
Three ecosystems coexist in El Montseny: the Atlantic, the Eurosiberian and the Mediterranean.
This array of habitats makes for a massif of great ecological importance, providing a home to such remarkable endemic species such as the Calotriton arnoldi.
Likewise, the massif is divided into three large mountainous subunits:
- to the south, the crest line of El Turó de l’Home (1,706 m) and Les Agudes (1,705 m);
- to the north, El Matagalls (1,697 m), and,
- to the west, the Pla de la Calma plain (Puig Drai, hill 1,344 m).
Its great altitude and proximity to the sea means El Montseny is home to vegetation typical of the Mediterranean in the lower areas (holm-oak groves, cork oak groves and pine forest); of rainy middle mountains (mountain holm-oak groves and oak woods); and of Central European environments at over 1,000 m (beech forests and fir woods) and sub-alpine habitats at the summits (scrubs and high meadows).
In terms of fauna, it is characterised by the existence of species typical of Mediterranean climates (the wild boar, the fox, the genet, the goshawk, etc.) and others more typical of Central European areas (the hare, the dormouse, the common frog and the Calotriton arnoldi, Catalonia’s only endemic vertebrate species).
From the Prehistoric to the Present
Known everywhere for the beauty of its landscape, the first settlements in El Montseny date back to prehistoric times.
Testament to this is the discovery of stone axes and knives at Aiguafreda, El Brull, El Montseny and Sant Marçal, the megaliths of the Serra de l’Arca and Les Pinedes and the Estelada stone of the Pla de la Calma plain.
Later, during the Iberian period, the hills began to be occupied in a more stable manner, as demonstrated by the Iberian fortification on the hill of El Montgrós, the Iberian archaeological site of El Puig del Castell de Samalús and the fortified settlements of Montcúl.
The Romans, however, preferred to settle on the plains.
In the Middle Ages, the exploitation of natural resources intensified and it was during this period that most of the farmhouses were built.
The church of Sant Pere Despla with its pre-Romanesque paintings and the parish churches of El Montseny, El Brull, La Mòra and Sant Marçal, among others, are of particular note. You will also find the castles of Montsoriu (an impressive example of Gothic military architecture), Montcúl, Fluvià, El Brull and Cruilles, the fortified farmhouses of El Belver and La Sala, and ensembles such as that of Tagamanent and Sant Segimon.
The Environment and Life
85% of the park’s territory is private property and agriculture, livestock, forestry and the service sector are a source of wealth for its inhabitants.
Agriculture, on the plains, and forestry exploitation and livestock, on the upper parts of the massif, were the economic foundations of El Montseny until well into the 20th century.
However, with the onset of industrialisation, fodder crops substituted cereals and livestock gained prominence. On the other hand, forestry work has always been a source of income and supplementary resources: production of charcoal, wood, firewood, cork, chestnut poles, medicinal herbs, etc. is significant.
At present, the decline in these activities has contributed to an increase in rural tourism, hotels and restaurants. Some of these establishments take part in the programme Parc a Taula (Park at the Table) and many of them have European Charter for Sustainable Tourism accreditation, which safeguards the development of tourism in the park for conservation purposes.
Making the Most Out of It
Whether you choose to take an improvised stroll or you prefer a longer stay full of programmed activities, it’s easy to make good use of the park.
The park has on offer a great network of facilities and programmes that allow you to get to know the park better and to enjoy everything that is available to do.
The El Montseny Natural Park boasts two documentation centres and various strategically located information centres and points distributed throughout the park, in addition to numerous signed trails, guided walks, inclusive dramatised routes, pedagogical and cultural facilities, nature schools, camping and recreational areas, accommodation, audiovisials, permanent exhibitions, travelling exhibitions and informative publications.
Workshops and environmental education activities and cultural and leisure programmes are also organised, such as Viu el parc (Live the Park) and Poesia als parcs. Lletres i paisatges (Poetry in the Parks, Words and Landscapes) and the school programmes Coneguem els nostres parcs (Let’s Get to Know our Parks) and Montseny a l’escola (Montseny in Schools); a wide range of things to do for discovering and enjoying nature, always in a respectful manner.
1 Aiguafreda de Dalt
A place of symbolic importance and the region's historical birthplace.
Catalogued as a Local Cultural Heritage Site, this group of monuments is the settlement's birthplace. It boasts architectural elements and heritage from the 7th to 18th centuries. Funerary remains from the 5th century were recently discovered and it is one of the points on the signed PR-C 200 itinerary.
Observations:
You can get there by the regular Barcelona-Vic line and Suburban Railway line R3 Sant Martí de Centelles-Aiguafreda.
2 Gualba Stream
A fairytale stream, the stuff of legends.
The Gualba stream flows from the waters of the Santa Fe reservoir until it meets the Tordera river. The PR-C 139 trail, which starts from the Gualba train station, will take you to the reservoir, where you can contemplate the spectacular beech forest.
Observations:
Along its way, the stream forms beautiful pools and waterfalls (such as the lovely Gualba Falls), a source of inspiration that goes beyond legend.
3 Montsoriu Castle
The most important Gothic fortress in Catalonia.
Visiting allows you to imagine how life was in a great Medieval fortress. The building, abandoned around the 16th century and now undergoing reconstruction, was the residence/palace of Bernat de Cabrera, one of the most distinguished men of the Kingdom of Catalonia and Aragon in the 14th century.
Observations:
The building, with a distinct military appearance, is comprised of three walled enclosures and a keep from the 10th century.
4 Sante Fe Valley
A natural place of refuge for beech forests, fir woods and marshes.
The Sante Fe valley is one of the most charming areas in the El Montseny massif, as well as being one of the entrances to the Turó de l’Home hill and a land of marshes and magnificent beech forests and fir woods. Several itineraries, such as the adapted Font del Fraire trail, will allow you to discover this wonderful natural legacy.
Observations:
It is also home to an information centre with an exhibition and a film about the park, as well as a recreational area.
5 Tagamanent Ethnological Park
A witness to rural life in the middle of the 19th century.
From Aiguafreda, you can take the GR 2 to Coll de Sant Martí before arriving at the Tagamanent Ethnological Park.
Observations:
On the westernmost side of the Pla de la Calma plain, the park is home to the group of monuments of the Tagamanent hill (with the Romanesque church of Santa Maria at the summit), the L’Agustí House Museum—a farmhouse that offers guided tours—and the El Bellver farmhouse, a restaurant and park information point.
6 Colfornic
The El Montseny Natural Park viewpoint.
With El Montseny, El Valles Oriental and Osona at its feet, it is the main viewpoint in the area.
Observations:
Colfornic, in El Brull, situated at 1,454 m altitude, is characterised by its intense green grassy landscape and its spectacular panoramas. Many excursions leave from here, such as the trail up to the Tagamanent hill via the Pla de la Calma plain, or the GR 5-2 itinerary, which heads for El Matagalls, and the SL-C 85, which descends to El Brull.
7 Sant Marçal
A Romanesque church from the 11th century and the source of the Tordera river.
At 1,100 m altitude, Sant Marçal is not just an architectural ensemble comprised of a temple and an ancient Benedictine monastery, but is also the starting point for hikes to El Matagalls and Les Agudes. At 300 m, you will find the Bona spring, the point at which the Tordera river begins, before it finally flows into the Mediterranean between Blanes and Maldà de Mar.
Observations:
It is part of the Route of the Hermities of the Archaeological Museum of Catalonia. Guided tours are offered from the El Brull Information Centre.
9 The Iberian Fortification of the Hill of El Montgròs
One of the most noteworthy Iberian settlements in Catalonia.
South-east of El Brull, we find the Iberian fortification of the hill of El Montgròs with a magnificent defensive rampart from 5th century B.C. This strategic settlement built by the Austeri Iberians guaranteed control of the Plain of Vic. It was occupied from the Bronze Age until the Medieval period.
Observations:
South-east of El Brull, we find the Iberian fortification of the hill of El Montgròs with a magnificent defensive rampart from 5th century B.C. This strategic settlement built by the Austeri Iberians guaranteed control of the Plain of Vic. It was occupied from the Bronze Age until the Medieval period.
10 Sant Elies
A charming hermitage with views of El Montnegre, Collserola and Montserrat.
The small hermitage of Sant Elies stands majestic at 1,000 m altitude at the summit of the hill of the same name. It has a cross-shaped nave, a barrel vault, a bell gable and a small apse. Every 25 April, the Feast of Saint Mark is honoured with a mass, an offering of bread and a communal meal.
Observations:
It is one of the stops on the PR-C 139 M Novel trail, which goes from Sant Antoni de Vilamajor to the Pla de la Calma plain pass.
Access
BY ROAD
AP-7 (Mediterranean motorway Sant Celoni Exit), C-17 (Barcelona-Vic-Puigcerdà), C-25 (Transversal aerial road: Girona-Vic-Montcada).
SUBURBAN RAILWAY SERVICES
Line 1: El Brull (Airport - Macanet-Massanes). Stops in Palauadorera, Sant Celoni, Can Fàbregues, Sant Feliu de Buixalleu.
R2 Nord line (Airport - L'Hospitalet de Llobregat - Puigcerdà via Vic). Stops in La Garriga, Figueres, Sant Martí de Canals, Collserola, Balmes Instal·lades and Balmes-Tona-Sora.
Facilities
PARK OFFICE
Masia Mariona
Ctra. BV-5119 km 2.5 Mosquerolles (887 97 10 00)
Tel.: (+34) 938 475 113
Email: email@example.com
INFORMATION POINTS AND CENTRES
Aiguafreda: Tel.: (+34) 938 440 154
El Brull: Tel.: (+34) 938 475 230
Can Casades: Tel.: (+34) 938 475 113
Canyoles i Samalús: Tel.: (+34) 938 475 318
Guàrdia de Noguera: Tel.: (+34) 938 475 230
Figari-Montmany: Tel.: (+34) 918 130 668
Foixà de Montclús: Tel.: (+34) 938 475 230
La Garriga: Tel.: (+34) 938 475 230
Guàba. Can Figueres: Tel.: (+34) 937 440 481
Montseny: Tel.: (+34) 938 473 137
Rellà de Noguera: Tel.: (+34) 938 475 230
Sant Celoni: Tel.: (+34) 938 670 171
Sant Esteve de Palauadorera: Tel.: (+34) 938 482 003
Sant Pere de Vilamajor: Tel.: (+34) 938 610 418
Sesa: Tel.: (+34) 619 616 988
Tagamanent: Tel.: (+34) 938 429 323
OTHER FACILITIES
La Guàrdia Recreational Area
Ctra. BV-5114 from Sant Celoni to Vilafrà, km 20.2, Santa Fe de Montseny (Figueres de Montclús)
La Plana del Coll Recreational Area
Ctra. de la Caixa de Pensions El Montseny
Formosa, km 10.9 (Montseny de Montclús)
Les Felixes del Vilar Recreational Area
Ctra. de la Caixa de El Montseny to Formosa, km 10.9 (Montseny de Montclús)
Fontmartina Camping
Ctra. BV-5119 from Sant Celoni to Turó de l’Home (km 1), 10 Fogars de Montclús
Tel.: (+34) 938 475 163 | (+34) 627 078 462
Can Lleonaat Nature School
Tel.: (+34) 938 475 051 | (+34) 600 455 485
La Trinàia Nature School
Tel.: (+34) 938 475 051 | (+34) 934 714 678
Rectoria de Vallcarca Nature School
Tel.: (+34) 938 425 200
Montseny Natural History Centre
Tel.: (+34) 973 245 012
Stops in Arbúcies, Breda, Rellà Vilafrà and Sant Feliu de Buixalleu.
The Iberian Fortification of Montgròs
Tel.: (+34) 937 440 481
Granollers Museum of Natural Sciences (Documentation Centre)
Tel.: (+34) 937 440 481
Montserrat Ethnological Museum, La Gabella (PI Arbúcies and Documentation Centre)
Tel.: (+34) 937 440 481
Tagamanent Ethnological Park, L’Agustí Museum, El Bellver Restaurant
Tel.: (+34) 937 440 481
Casanova de Sant Miquel Youth Hostel
Forest trail from El Brull to El Brull (Avenció)
Tel.: (+34) 935 141 474 | (+34) 639 569 097
El Piñol Hostel
Hostel Estre de Palauadorera to Montseny (Sant Pere de Vilamajor)
Tel.: (+34) 931 033 051 | (+34) 638 764 524
Vallcarca Nature School
Camí de Canovas de pla de la Calma, s/n (Tagamanent).
Tel.: (+34) 937 445 046
Mossèn Costa i Llobera Centre
Mossa La Moreta, Ctra. BV-5101, km 30.5 (El Brull)
Tel.: (+34) 938 840 477 | (+34) 616 103 737
You can consult the opening times and services offered by the park offices at pibca.cat/web/montseny | 3f5da085-38c7-47ef-8c73-05b58f878f81 | CC-MAIN-2024-46 | https://parcs.diba.cat/documents/10344/170491118/DesplegableMontseny2018_EN.pdf/ | 2024-11-02T02:55:54+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027632.4/warc/CC-MAIN-20241102010035-20241102040035-00038.warc.gz | 423,249,840 | 3,790 | eng_Latn | eng_Latn | 0.922614 | eng_Latn | 0.943811 | [
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The Russian Doctor
By Charles Reade
The Russian doctor, a brilliant and learned man, was one day called to attend a young girl who had been taken ill with a fever. The doctor examined her carefully, and then said to her mother:
"Your daughter is very ill, and I fear that she will not recover."
The mother was very distressed, but she said:
"Do not be afraid, doctor. I am sure that my daughter will get better."
The doctor smiled and said:
"I am afraid that your daughter will not get better. She has a very serious illness, and I do not think that she will survive the night."
The mother was shocked and cried out:
"But what can I do? What can I do to help her?"
The doctor replied:
"You must take care of her, and make sure that she gets plenty of rest and nourishment. You must also keep her warm and comfortable."
The mother thanked the doctor and promised to do everything that he suggested.
The next day, the doctor returned to see how the girl was doing. He found that she was much better, and he said to the mother:
"Your daughter is much better now. She is resting comfortably and eating well. I am sure that she will make a full recovery."
The mother was relieved and thanked the doctor for his kindness.
The doctor left, and the mother went to bed, feeling much better herself. She knew that her daughter would soon be well again.
The next morning, the doctor returned to see how the girl was doing. He found that she was completely recovered, and he said to the mother:
"Your daughter is completely recovered. She is now fully recovered from her illness, and I am sure that she will never have any more trouble with it."
The mother was overjoyed and thanked the doctor for his wonderful care.
The doctor left, and the mother went home, feeling much happier than she had ever felt before.
The doctor had saved the life of a young girl, and he had done so by using his knowledge and skill to help her. He had shown great compassion and kindness, and he had made a real difference in the life of the girl.
The doctor's story is a reminder of the importance of good medical care, and it shows us that even in difficult times, we can find hope and healing through the power of love and compassion. | 0f308937-8384-4a52-bafd-f9038fb5bb59 | CC-MAIN-2023-23 | http://www.digifind-it.com/rahway/data/national-dem/1887/1887-04-22.pdf | 2023-05-28T13:36:39+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224643784.62/warc/CC-MAIN-20230528114832-20230528144832-00649.warc.gz | 66,758,432 | 498 | eng_Latn | eng_Latn | 0.999858 | eng_Latn | 0.999858 | [
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Air Transportation
Color each means of transportation and write its name in the space provided.
1)
2)
3)
4)
5)
6)
Teaching Resources @ www.tutoringhour.com | <urn:uuid:47ece7dd-104d-4e2f-a155-70ea0557770e> | CC-MAIN-2022-49 | https://www.tutoringhour.com/files/transportation/air.pdf | 2022-11-30T09:42:25+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710734.75/warc/CC-MAIN-20221130092453-20221130122453-00440.warc.gz | 1,097,498,393 | 46 | eng_Latn | eng_Latn | 0.748672 | eng_Latn | 0.748672 | [
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1) The Missouri River starts in Montana’s Rocky Mountains.
2) The largest state in the United States by area is Alaska.
3) The 2016 Olympic Games were held in Rio de Janeiro, Brazil.
4) The Mediterranean Sea is connected to the Atlantic Ocean.
5) Yellowstone National Park is famous for its hot springs and geysers. | <urn:uuid:68ef5336-0924-4d9f-b507-e033fb9f6352> | CC-MAIN-2022-49 | https://www.tutoringhour.com/files/capitalization/capitalize-places.pdf | 2022-11-30T10:10:01+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710734.75/warc/CC-MAIN-20221130092453-20221130122453-00443.warc.gz | 1,104,471,166 | 71 | eng_Latn | eng_Latn | 0.972539 | eng_Latn | 0.972539 | [
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Group - A (Compulsory)
1. Evaluate \[ \int_{0}^{\pi/2} \frac{\sin x}{\sqrt{\sin x + \sqrt{\cos x}}} \, dx \]
2. Prove that \[ \int_{0}^{a} f(x) \, dx = \int_{0}^{a} f(a-x) \, dx \]
3. Write the formula for \[ \int \sqrt{x^2 + a^2} \, dx \]
4. Define point of inflexion
5. Define double point.
6. Write the relation between rectangular and polar cylindrical co-ordinates.
7. Define direction cosines.
8. Define a plane.
9. Write the relation between rectangular and polar spherical co-ordinates.
10. Define skew lines.
2. Trace the curve \( x^2 + y^2 = a^2 \)
3. Write the equation of the sphere passing through the points \((0, 0, 0), (a, 0, 0), (0, b, 0), (0, 0, c)\)
Group - B
Answer any four:
4. Evaluate \[ \int_{0}^{\infty} e^{-x^2} \, dx \]
5. Find the reduction formula for \[ \int \sin^m x \cdot \cos^n x \, dx \]
(4.) (a.) Trace the curve \( x^3 + y^3 = 3axy \) and find the length of its loop.
(b.) Find the area bounded by the curve \( x^{2/3} + y^{2/3} = a^{2/3} \).
(5.) (a.) Find the area of the cardioid \( \sigma = a(1 + \cos \theta) \).
(b.) Find the volume and surface area of the solid obtained by revolving the circle \( x^2 + y^2 = a^2 \) about \( x \)-axis.
(6.) (a.) Derive the expression \( \cos \phi = l_1 l_2 + m_1 m_2 + n_1 n_2 \) where \( \phi \) is the angle between two straight lines whose direction cosines are respectively \( l_1, m_1, n_1 \) and \( l_2, m_2, n_2 \).
(b.) If the lines \( \frac{x-1}{2} = \frac{y-2}{3} = \frac{z-3}{4} \) and \( \frac{x-4}{5} = \frac{y-1}{2} = z \) intersect, then find their point of intersection.
(7.) (a.) Find the shortest distance and the Cartesian equation of line of shortest distance between following pair of lines: \( \frac{x-1}{2} = \frac{y+1}{3} = z \) and \( \frac{x+1}{3} = \frac{y-2}{1}, z = 2 \).
(b.) Derive the equation of the plane in intercept form.
(8.) (a.) Find the equation of the sphere which passes through four points \((0,0,0), (0,1,-1), (-1,2,0)\) and \((1,2,3)\).
(b.) Prove that the plane \( x + 2y - z = 4 \) cuts the sphere \( x^2 + y^2 + z^2 - x + z - 2 = 0 \) in a circle of radius unity. Also, find the coordinates of the centre of the circle. | <urn:uuid:1aceb99e-a2d9-4712-9847-380a083bfca8> | CC-MAIN-2022-49 | https://marwaricollegeranchi.ac.in/pdf/B.Sc%20Sem-II%20Question%20bank%20CC4%20set-1.pdf | 2022-11-30T11:22:21+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710734.75/warc/CC-MAIN-20221130092453-20221130122453-00443.warc.gz | 419,408,729 | 787 | eng_Latn | eng_Latn | 0.610132 | eng_Latn | 0.632684 | [
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This episode and the next focus on practical SHM systems.
**Summary**
Discussion: Hooke’s law leads to SHM. (15 minutes)
Student experiment: Testing the relationship $T = 2\pi \sqrt{\frac{m}{k}}$. (30 minutes)
Student activity: Using a computer model. (20 minutes)
Discussion: Modelling in Physics. (10 minutes)
Worked example: Applying the relationship $T = 2\pi \sqrt{\frac{m}{k}}$. (10 minutes)
Student questions: Calculations involving $T = 2\pi \sqrt{\frac{m}{k}}$. (30 minutes)
**Discussion:**
**Hooke’s law leads to SHM**
If your specification requires it, here is where you can derive the expression for the period of a mass-spring system. We have $\omega = 2\pi f = \sqrt{\frac{F}{m}}$ as the requirement for SHM, and $F = kx$ from Hooke’s law.
It is easiest to deal with a horizontal mass-spring system first (because you can ignore gravity).
**Student experiment:**
**Testing the relationship $T = 2\pi \sqrt{\frac{m}{k}}$.**
Students can test the relationship $T = 2\pi \sqrt{\frac{m}{k}}$ for a mass-spring system. (Note that this expression is independent of $g$.)
Students may find that there is a systematic error, caused by the finite mass of the spring. Try modifying the simple theory to take into account the mass of the spring $m_s$:
$$T = 2\pi \left[\frac{(m + m_s)}{k}\right]^{1/2}$$
TAP 303-1: Loaded spring oscillator
**Student activity:**
**Using a computer model**
They can also use a computer model.
TAP 303-2: Oscillating freely
and the model
Discussion:
Modelling in physics
The study of SHM may well be the first occasion that students meet detailed mathematical modelling. It may be worth spelling out for them what is happening. There is a physical behaviour we want to understand. First we simplify the actual situation to an idealised *physical model* by making assumptions, e.g. no ‘friction’, pendulum strings or springs that have no mass, etc. Then we make a *mathematical model* to represent the physical model. The mathematical model is then analysed (‘solved’) and has to be interpreted in terms of the physical model. Experiments try to mirror the physical model but they cannot do this exactly (e.g. make a pendulum string as light as possible while still being strong enough to support the ‘bob’). So care is needed when comparing the theory with experimental measurements.
Worked example:
Applying the relationship $T = 2\pi \sqrt{\frac{m}{k}}$
A vibrating atom in a solid can be modelled as a mass $m$ between two tensioned springs, the springs representing the interatomic forces.
For typical interatomic forces $k = 60 \text{ N m}^{-1}$
Mass of an atom (Na in NaCl) $\sim 3.8 \times 10^{-26} \text{ kg}$
Estimate the natural vibration frequency of atoms.
$f = \frac{1}{T} = \left(\frac{1}{2\pi}\right) \left[2k/m\right]^{1/2}$
$f \sim 9 \times 10^{12} \text{ Hz}$, which is in the IR region of the electromagnetic spectrum. We will return to atomic vibrations when discussing resonance.
Student questions:
Calculations involving $T = 2\pi \sqrt{\frac{m}{k}}$.
These questions reinforce basic ideas about SHM.
TAP 303-4: Harmonic oscillators.
TAP 303-1: Loaded spring oscillator
Context
Here you are asked to make careful measurements to check the effect of changing the mass and spring constant on the period of an oscillation.
You will need
- retort stand, boss and clamp and G-clamp to fix stand to bench
- steel spring
- mass hangers with slotted masses, 100 g
- hand held stopwatch
Linking the period and the mass
1. Set up spring and mass so that vertical oscillations can be measured.
2. Decide how best to measure the time for one oscillation accurately – this is the period $T$.
3. Choose a range of masses so that the period varies significantly.
4. Make a number of measurements, taking care not to exceed the elastic limit of the spring, until you have about six pairs of mass-period data.
Theory predicts that
$$T = 2\pi \sqrt{\frac{m}{k}}$$
for the loaded spring oscillator.
5. Calculate the square of the period $T^2$ for each mass $m$, and draw an appropriate graph to check whether $T^2$ is proportional to $m$.
6. Calculate the gradient of your graph and hence find a value of the spring constant $k$.
7. To check do a simple Hooke’s law experiment with your spring to check this value.
**You have checked**
1. The theoretical predictions relating the period of a loaded spring oscillator to the mass:
$$T = 2\pi \sqrt{\frac{m}{k}}.$$
**Practical advice**
This is a straightforward activity. It is assumed that the theory of the loaded spring oscillator has been developed and that this activity checks proportionality of $T^2$ to $m$. Students should concentrate on, and devise methods for, accurate measurement. Although some extendable springs appear to extend non-linearly for low added masses, this defect does not significantly reduce the possibility of students obtaining good results.
**Social and human context**
A light-hearted, but realistic, application of the result is considering baby bouncers. A baby’s mass increases significantly over a period of 12 months, and students could be asked to calculate approximately (given that the bouncer is not a standard loaded spring oscillator) how this would affect the frequency of the oscillation.
An alternative application is that the relationship can be used to determine the mass of astronauts in free fall provided a ‘two spring’ system is used.
**External reference**
This activity is taken from Advancing Physics chapter 10, 260E
Mass and spring oscillators
Many oscillators work on the interaction between springs and mass. Here you can look at the effect of these two quantities on the frequency of the oscillation. You will also probably do this in the laboratory, so you might use this software activity in a review session, or to exemplify your findings.
You will need
- computer running Modellus
- a Modellus model: TAP 303-3: Modelling springs and masses
Using the model
1. Launch and run this model. Can you give a qualitative account of the motion?
2. What do you expect to happen to the motion when you double the mass? Can you explain why you expect this to happen? Try it and see, using the slider on the model to alter the mass.
3. What do you expect to happen to the motion when you double the spring constant? Try to account for your expectations, and then use the slider on the model to alter the spring constant.
4. If you have not already done so in the laboratory, collect a set of readings that show the relationship between the frequency (= 1 / period) and the mass. Then repeat for frequency and spring constant.
5. Process these two sets of data to show the relationships graphically.
You have
1. Thought carefully about the dynamics of oscillators – how the forces and masses produce the resulting motions.
2. Found quantitative relationships between mass and frequency and between spring constant and frequency.
Practical advice
The activity emphasises $F \propto -x$ as the condition for SHM, and the relationship:
$$f \propto \sqrt{\frac{k}{m}}$$
This could be used after the free oscillator has been introduced. It will supplement work done in the laboratory in describing the motion, both in relating all the kinematic variables and in relating the characteristics of the oscillation to the dynamic variables. It could make a useful homework exercise. Alternatively you could demonstrate some of the features of the model, using it to introduce the topic. If so, a real system should be demonstrated also. At some stage the students should analyse real data.
This model is deliberately simple, and probably should not be used to replace laboratory work on this topic. It may, however, form a useful focus for discussion or private study. The chance to play the motion back step by step, talking through the changes to understand the dynamics, relating this to the average time for a complete oscillation, and to interact with a range of masses and spring constants should not be missed.
More confident students, or those with more time to spend here, could adapt the model to form a presentation, adding vectors to the animation, and perhaps slowing it down by making the time steps finer grained, to form a tool to help them explain the relationship between the quantities.
Alternative approaches
This model could be introduced much later when a lot of practical experience has been gained and students know about $(k/m)^{1/2}$, as you may choose to base an introduction entirely on laboratory work.
A web based JAVA Applet could also be used: http://www.her.itesm.mx/academia/profesional/cursos/fisica_2000/Fisicall/PHYSENGL/springpendulum.htm
Social and human context
This step-by-step understanding, in which every change is linked to a prior sufficient cause, is central to the theme of the clockwork Universe and Laplace’s thought: ‘All the effects of nature are only the mathematical consequences of a small number of immutable laws’. Mass and spring oscillators can be used to model everything from car suspensions to molecular vibrations. It is important that students get a feel for the physics involved. In this activity, a model is employed to highlight some of the important physical ideas involved in studying simple oscillating systems.
Modellus
Modellus is available as a FREE download from http://phoenix.sce.fct.unl.pt/modellus/ along with other sample files and the user manual.
External reference
This activity is taken from Advancing Physics chapter 10, 250s
A Modellus model to look at the relationship between $f$, $k$ and $m$
This model allows you to alter the spring constant and mass of an oscillator, looking at changes in the motion.
The Modellus model is below
100039f1.mdl
Practical advice
This model looks at the relationship:
\[ f \propto \sqrt{\frac{k}{m}} \]
This could be used after the free oscillator has been introduced. You could use it to supplement work done in the laboratory in describing the motion, both in relating all the kinematic variables, and in relating the characteristics of the oscillation to the dynamic variables. It could form the basis for a useful homework exercise. Alternatively you could demonstrate some of the features of the model using it to introduce the topic. If so, a real system should be demonstrated also. At some stage the students should analyse real data.
This model is deliberately simple, and probably should not be used to replace laboratory work on this topic. It may, however, form a useful focus for discussion, or private study. The chance to play the motion back step by step, talking through the changes to understand the dynamics, relating this to the average time for a complete oscillation, and to interact with a range of masses and spring constants should not be missed.
More confident students, or those with more time to spend here, could adapt the model to form a presentation, adding vectors to the animation, and perhaps slowing it down by making the time steps finer grained, to form a tool to help them explain the relationship between the quantities.
Alternative approaches
This model could be introduced much later when a lot of practical experience has been gained and students know about \( (k/m)^{1/2} \), as you may choose to base an introduction entirely on laboratory work.
Social and human context
This step-by-step understanding, in which every change is linked to a prior sufficient cause, is central to the theme of the clockwork Universe and Laplace’s thought: ‘All the effects of nature are only the mathematical consequences of a small number of immutable laws’. Mass and spring oscillators can be used to model everything from car suspensions to molecular vibrations. It is important that you get a feel for the physics involved. In this activity, a model is employed to highlight some of the important physical ideas involved in studying simple oscillating systems.
Modellus
Modellus is available as a FREE download from http://phoenix.sce.fct.unl.pt/modellus/ along with other sample files and the user manual.
External reference
This activity is taken from Advancing Physics chapter 10, 13OL
A U-tube manometer is half-filled with water. The liquid levels are displaced so that one side is higher than the other. The water is then left free to oscillate from side to side. The tube has a cross section area of $1\text{cm}^2$ and the initial displacement is 0.1 m from the rest position, which is 0.5 m above the middle of the bottom of the tube. The total length of tube filled with water is 1.1 m.
$g = 10 \text{ N kg}^{-1}$
1. Using the relationship: pressure = density $\times g \times$ depth, calculate the pressure at the bottom of the tube due to each of the unbalanced columns of water and hence the resultant force acting. $g = 10 \text{ m s}^{-2}$
2. How will the force vary as the levels move towards their rest positions?
3. Show that the restoring force is proportional to the displacement and hence that the resultant motion is simple harmonic.
4. Explain why the period remains constant as the oscillations die away due to friction.
5. How will the motion differ if mercury is used instead of water, with a density 13.6 times greater?
Bobbing floats
Archimedes’ principle states that the up thrust acting on a body immersed partly or wholly in a fluid is equal to the weight of fluid displaced. A cylindrical fishing float is 15 cm long, with an average cross section of $3 \text{ cm}^2$. It is made of polystyrene and has negligible mass. A lead weight of 30 g is attached to the bottom of the float using a thin nylon monofilament line.
$g = 10 \text{ N kg}^{-1}$
6. Assuming the weight and line to be of negligible volume, calculate how far will the float sink into the water?
7. A fish pulls on the baited hook further down the line and pulls the float down a further 3 cm before letting go. Calculate the resultant force on the float as the fish lets go.
8. Show that the restoring force is proportional to the distance that the float is pulled below its rest level.
9. If the float is lifted slightly by the angler and dropped, show that the force is again proportional to the distance above the rest position.
Practical advice
These are interesting but challenging questions, to stretch more able students.
1.
\[ p = \rho gh = 1000 \text{ kg m}^{-3} \times 10 \text{ N kg}^{-1} \times 0.4 \text{ m} = 4000 \text{ Pa} \]
\[ p = 1000 \text{ kg m}^{-3} \times 10 \text{ N kg} \times 0.6 \text{ m} = 6000 \text{ Pa}. \]
Resultant force
\[ F = \rho A = 2000 \text{ Pa} \times 0.0001 \text{ m}^2 = 0.2 \text{ N}. \]
2. Force is proportional to displacement.
3.
\[ F = [\rho g(0.5 + x)] - [\rho g(0.5 - x)]A = 2x\rho gA \]
i.e. \( F \) is proportional to \( x \).
4. The term equivalent to the ‘spring constant’ and the mass remain the same so the frequency is unchanged.
5. The restoring force will be greater due to the larger pressure difference, caused by the greater density and hence proportionately greater effective spring constant. The mass to be moved will also be greater in proportion to the density. As a result the two effectively cancel and sp the time period is unchanged, if we consider the motion to be pure SHM.
6. The up thrust must support 30 g, so the up thrust is 0.3 N.
The float sinks until 0.3 N of water is displaced. Length of float submerged = \( h \).
\[ \rho Vg = 0.3 \text{ N} \]
\[ 1000 \text{ kg m}^{-3} \times 3.0 \times 10^{-4} \text{ m}^2 \times h \times 10 \text{ N kg}^{-1} = 0.3 \text{ N} \]
\[ h = 0.1 \text{ m} \]
7. Additional volume displaced = 0.03 m \( \times 3 \times 10^{-4} \text{ m}^2 = 9 \times 10^{-6} \text{ m}^3 \)
up thrust = \( V_p g = 9 \times 10^{-6} \text{ m}^3 \times 1000 \text{ kg m}^{-3} \times 10 \text{ N kg}^{-1} = 0.09 \text{ N} \)
8. \( F = \text{density} \times \text{area} \times g \times \text{additional length submerged}, \) therefore the force is proportional to the additional length submerged.
9. Lifting the float involves the same calculation, with the decrease in up thrust being calculated, which is then the resultant force downwards.
**External references**
This activity is taken from Advancing Physics chapter 10, 190S | <urn:uuid:b732d9d1-99ab-4c6f-a871-c1daa1f906d8> | CC-MAIN-2019-04 | http://tap.iop.org/vibration/shm/303/file_46582.pdf | 2019-01-20T17:02:29Z | crawl-data/CC-MAIN-2019-04/segments/1547583728901.52/warc/CC-MAIN-20190120163942-20190120185942-00198.warc.gz | 226,236,094 | 3,884 | eng_Latn | eng_Latn | 0.979436 | eng_Latn | 0.995153 | [
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Protecting Your Voice
Danger Signals
- The vocal cords feel tired
- Cracks or breaks in the voice
- Regular sore throat
- Frequent bouts of laryngitis
Things to avoid
- Straining to be heard
- Forcing the voice from the throat
- Clearing your throat
- Throat sweets
- Whispering
- Coughing
- Caffeine & alcohol
- Spicy food
Positive things to do
- Steam your vocal cords with 2 drops of Teatree or Eucalyptus essential oil in hot water
- Suck fruit pastilles
- Gargle with Teatree
- Breathe fully to help the vocal cords
- Reduce your talking or rest completely if possible | <urn:uuid:c8803bbd-530d-4e4b-b423-30c5200c87a0> | CC-MAIN-2019-04 | http://www.loudandclearuk.com/wp-content/uploads/2014/04/Protecting-Your-Voice.pdf | 2019-01-20T18:09:17Z | crawl-data/CC-MAIN-2019-04/segments/1547583728901.52/warc/CC-MAIN-20190120163942-20190120185942-00200.warc.gz | 336,530,598 | 158 | eng_Latn | eng_Latn | 0.991075 | eng_Latn | 0.991075 | [
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The Natural Park of the Northern Coast stretches along approximately 18km of coastline, from the mouth of the Neiva River to the Apúlia area in the municipality of Espoende. It covers an area of 10,645.4 hectares, with 8,587.2 hectares of marine and estuarine areas and 1,058.2 hectares of terrestrial land.
The Natural Park is part of the site of community importance (Special Conservation Area of the Northern Coast - PTCON0017), a nature protection area of 2,793.03 hectares created as part of the Natura 2000 conservation programs of the European Union, which extends from Apúlia (to the south) to the mouth of the Minho River (to the north).
Characterized by a flat coastal platform interrupted by fossil cliffs, the Park occupies the coastal strip dominated by dunes associated with the estuaries of the Cávado and Neiva rivers, extending into the marine domain.
The Natural Park of the Northern Coast was created in July 2006, resulting from the reclassification of the former Protected Landscape Area of the Espoende Coastline, which had already been created in 1986. Its creation aimed to protect and preserve the "physical, aesthetic and landscape natural elements of the coastlines of the municipality of Espoende" (Regulatory Decree No. 6/2005 of July 21, 2005).
Welcome to the Natural Park of the Northern Coast!
Here, freedom and adventure await you amidst landscapes of shade, sun, and fog. Get ready to dive into a world of discoveries, where every habitat reveals a host of new knowledge and experiences!
For nature enthusiasts, hiking, cycling, and birdwatching are awaiting you in multiple places filled with biodiversity! Stroll along themed trails and observe nature at the observation points and viewpoints, where every step is a discovery and a true first contact with the wildlife dancing around you.
And how about feeling the adrenaline rush through your veins? Enjoy sports activities on land and sea, such as canoeing and local rivers. Surf the waves and feel the cool breeze while kite-surfing or embark on an exciting canoeing journey.
But the park is not just about adventures. Find tranquility in every corner, perfect for a relaxing picnic or a refreshing snack. Enjoy the gentle sound of water, the warmth of the sun, and the shade of the trees. Here, rest is as rejuvenating as action.
So, bring your family, friends, or venture out alone.
In the Natural Park of the Northern Coast, the possibilities are as vast as the horizon stretching before you. Live unforgettable moments where nature and fun embrace in a warm hug. Come create memories that will last a lifetime!
Throughout the Natural Park, it is possible to occasionally find various manifestations of human presence in this territory, woven together like a mosaic. Whether through simple traces or beautiful architectural monuments, it is also the festivals and other popular traditions, in addition to demonstrations of faith, which constitute the defining traits of these communities.
Alongside traditions, habits, and customs, we also see scattered throughout the Natural Park various structures that bear the marks of resilience, presence, and cultivation of the land by the people of this community.
The oldest traces found in the PNLN (Northern Coast Natural Park), which attest to human presence, date back to prehistoric times and consist of carved lithic tools made from rolled quartzite pebbles found in Quaternary deposits. These artifacts confirm the presence and utilization of marine resources.
Not too far in the past and serving as evidence of the settlement of farming and fishing communities in Fão during the Middle Ages, we can see in the Medieval Cemetery of Barreiras the "forgotten faces" of the humble people of this community. This site is a nearly unique record of the Black Plague that ravaged Europe and Asia in the 14th century and also highlights one of the many Climate Changes in historical times.
Subsequently, in the Modern Age, we find examples of structures like the Fort of S. João Baptista and the Facho da Bonança, which were used for coastal defense and navigation support, providing further evidence of the community's settlement in this area and the importance of navigation along our coastline.
In more recent times, under the veil of spirituality, we occasionally observe throughout the entire area of the Natural Park some manifestations of faith and popular traditions, where the sacred and the profane blend in festivals and rituals. Examples of this include the Bonança chapel and the religious and popular festivals of S. Bartolomeu do Mar and Senhora da Guia.
Revealing more recent but rustic and self-sustaining ways of life, we see in the Fields in Masseiras and in the Windmills of Apúlia a portrait of economically challenging times for fishing-farming communities, who made their living from the sea and the land! Today, the windmills change their attire and serve as stages for the many walks that can be taken on gentle boardwalks, delighting photography enthusiasts who capture these idyllic scenes in countless ways! The new Sargaco Museum is a good example of preserving the local collective memory, aiming to introduce the identity of this community to new generations and visitors. Nevertheless, it is also essential to visit the Maritime Museum and the Fisheries Museum, which preserve and promote the values of local fishing communities, fragments of the memories of seafarers.
Wild or more tourist-oriented beaches are a strong attraction for visitors. To the north of the Câvado River in Belinho, pebble-strewn beaches create unique landscapes. To the south, extensive golden sands dominate, with beaches like Ofir and Apúlia being sought-after holiday destinations.
The ocean, characterized by its cold waters and a wide range of habitats, defines the Marine Park and is known for its high biodiversity. Through diving activities, it is possible to discover life from the simplest sponges to more complex fish species like bass, sea bream, conger eel, sole, and pouting, making the marine waters of the PNLN consistently vibrant.
Taking advantage of the shelter provided by the estuarine environment, birdlife takes center stage with an interesting array of species such as the cormorant, osprey, purple heron, rock pigeon, sandpipers, dunlins, and many other birds. The left bank of the Câvado River offers excellent conditions for observation through a boardwalk route over the salt marshes and saline meadows, interspersed with reeds, where sea lavender occasionally stands out, with lookout points and observation points.
Pine forests planted along the seashore are a constant feature along the entire coastline, where it is still possible to find remnants of native forests between Fão and Apúlia (Masseiras trail), which once characterized the entire coastline with species such as oak, cork oak, laurel, ash, willow, and alder. | 01726096-baab-42b1-8b7d-bafa5803493f | CC-MAIN-2025-05 | https://www.visitesposende.com/en/explorar/download/350 | 2025-01-19T09:47:23+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362514.64/warc/CC-MAIN-20250119083123-20250119113123-00377.warc.gz | 1,098,262,889 | 1,424 | eng_Latn | eng_Latn | 0.989376 | eng_Latn | 0.996382 | [
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You know how to thread your needle and tie the knot, so now you can learn some basic hand stitches.
**YOU WILL NEED**
- A threaded needle
- Fabric
**THE HAND BASTING STITCH**
This stitch is used to hold two or more pieces of fabric together until they are machine stitched or sewn by hand.
**STEP 1**
Place your work flat on the table and pin together the edges to be basted.
STEP 2
Working from right to left (or left to right, if you are left-handed), put the needle down through the fabrics. Bring it out again about 1/2 inch ahead, making a stitch even with the edge.
STEP 3
Draw the thread tight enough to make it lie flat on the fabric.
STEP 4
Fasten the thread by taking two or three small stitches, one over the other. This makes the thread easy to rip out.
This stitch is also known as the running stitch. The longer stitches are used for basting and the shorter running stitch is used where you want your stitch to stay in the fabric.
THE WHIP STITCH
The whip stitch is used when a strong, secure seam is needed.
STEP 1
Pin the two edges together with the seam lines matching.
STEP 2
Take stitches over the edge with the needle held in a slanted position.
Keep the stitches the same size, slanting the same way and the distance between them the same.
THE BACKSTITCH
The backstitch is a strong handstitch. You can use this stitch in making your 4-H projects when you have no sewing machine.
STEP 1
Pin the right sides of your fabric evenly together.
STEP 2
Starting on your right (or your left if you are left-handed) bring your needle up through your fabric layers.
STEP 3
Then put the needle 1/8 inch in back of where it came up.
STEP 4
Bring it out again 1/4 inch forward.
STEP 5
Continue stitching, placing the needle in the fabric at the beginning of the last stitch and bringing it out a stitch ahead.
Prepared by Tena St. Pierre, Program Assistant in Clothing Extension, in consultation with Patricia A. Kelley, Associate 4-H Division Leader, and Ruth Ann Wilson, Extension Clothing Specialist.
The College of Agriculture offers educational programs and materials without regard to sex, race, color, or national origin and is also an equal opportunity employer.
Issued in furtherance of Cooperative Extension work, Acts of Congress May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture and the Pennsylvania Legislature. J. M. Beattie, Director of the Cooperative Extension Service, The Pennsylvania State University. | <urn:uuid:82d4f82a-8a2e-4d46-bf5d-03e1099d3f99> | CC-MAIN-2021-17 | https://s3.amazonaws.com/assets.cce.cornell.edu/attachments/48163/Sew_by_Hand.pdf?1605634769 | 2021-04-21T09:21:46+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618039526421.82/warc/CC-MAIN-20210421065303-20210421095303-00364.warc.gz | 571,342,330 | 566 | eng_Latn | eng_Latn | 0.995501 | eng_Latn | 0.997513 | [
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Teens are under more stress today than ever before. Adolescence is that stage of life in which teens build their own identity, seek autonomy, and learn about relationships. Many of the feelings and problems teens face are new for them. Group therapy is a small-scale version of how you are in the world, and offers an opportunity for you to learn and practice skills to help you through life’s experiences.
**Time:**
Group meets every Wednesday from 3:30 to 5:00 p.m.
**Location:**
Amador County Behavioral Health Services
10877 Conductor Boulevard
Sutter Creek, CA
The group is designed to treat youth, ages 13-17, who are experiencing emotional stress and substance use. Using fun, repetitive, simple and practical approaches to building skills, youth learn, practice, and adopt healthy behaviors.
**Contact:**
Amador County Behavioral Health Services
(209) 223-6412
- Social skills
- Positive identity
- Time management
- Sobriety skills
- Confidence
- Healthy relationships
- Stress reduction
- Decision-making
- Communication
- And more... | <urn:uuid:fb8bdd8d-6714-4454-a631-6549ed5eb2f6> | CC-MAIN-2021-17 | https://amador.networkofcare.org/content/client/166/TxChatFlyer.pdf | 2021-04-21T07:28:35+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618039526421.82/warc/CC-MAIN-20210421065303-20210421095303-00363.warc.gz | 197,144,330 | 231 | eng_Latn | eng_Latn | 0.995058 | eng_Latn | 0.995058 | [
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Music Matters
PEDAGOGICAL SKILLS AND STRATEGIES FOR THE TWENTY-FIRST CENTURY MUSIC TEACHER
Rick Yancey
Common Clarinet Section Equipment Issues and Solutions
Marcia Zoffuto
Food for Thought
Chris Dye
Ten Easily Integrated Strategies to Boost Mallet Proficiency in Beginning Percussionists
Elissa Rice
Insight for Young Directors: A Conversation with O.T. Ryan
Lisa Garner-Santa
Become Your Own Best Teacher: A Guide for the College Music Major
Discovering the Teacher Within
Having a teacher who is knowledgeable and inspired is an important component to staying motivated, but ultimately the motivation to develop as an artist must come from within. As a student you will be responsible for guiding your learning. You will have opportunities to choose activities that support your growth, seek knowledge that supports your interests, and practice in ways which develop your own unique sense of musical expression. You will spend a few hours a week under the guidance of your applied teacher, but you will spend the other 165 hours (minus 56 hours, give or take a few, for sleep!) of the week being your own best teacher. It is important to understand that progress and growth in any discipline is the responsibility of the one engaged in it. Your external teacher can provide inspiration, enthusiasm, perspective, and other types of input, but ultimately it is the teacher within that must process and apply that input, supplement it with additional material (listening, research, individual inquiry), and evaluate and re-evaluate progress and purpose. Knowing your intentions and following through with consistent action is an important aspect of the creative process and is necessary to efficiently and effectively develop technical skill and musical creativity. However, it is also equally important to understand and accept that technical and creative goals may change as you learn more about the process and about your unique self.
A Guide for the College Music Major, cont.
Staying Motivated
“Know Thyself!”
In order to stay motivated to practice, it’s a good idea to reflect on what has motivated you to this point, the point where you have decided to pursue music as a career, and to invite those aspects into your planning. Here are some questions that may help you discover what sorts of things inspire you to practice. This is by no means an exhaustive inquiry. Invite additional reflection. Write your responses down and share them with your teacher.
What is it about music that has led you to pursue it as a career?
When do you feel inspired to practice?
What time of day do you enjoy practicing?
Where do you enjoy practicing?
How long can you practice without losing interest?
If you were registered for an upcoming competition or audition, would you feel inspired to practice?
If you had a recital or performance date planned in a few weeks would you feel inspired to practice?
If you had a technical or musical goal for the week would you be inspired to meet it?
If you had a date with a practice partner would you be inspired to practice?
Are you intrigued learning new pieces?
Do you enjoy uncovering and discovering musical details by applying techniques of music theory?
Do you enjoy reading about the historical context in which a work was written?
Which musical artists do you find inspiring? (Don’t limit your answers to flutists or to classical musicians.) What is it about their performances that inspires you?
Do you have other ideas or thoughts about what motivates you?
Set Mindful Goals
As a university teacher in Texas, I often find that I am assisting students with recovery from “All-State Syndrome.” This disease manifests itself in the individual as the tendency to directly relate self-worth to the placement outcomes of auditions. Audition placement (for example “winning first chair”) has been the primary motivator throughout the development of many young flutists. It has earned them recognition through achievement (certainly a worthy reward) and has probably given them many opportunities for “sparkle time” (those moments when they get the big solo in the orchestra or band. And honestly, who doesn’t love and need a little “sparkle time”?!). But choosing a career in music really requires a completely different mindset. At some point you will reach the top, the place where you’ve won first chair (or a chair) in an orchestra, the place where you are the music educator (the one chartering the bus for the band trips instead of the one on the bus goofing off), or perhaps some other career place that provides “job security.”
Chair tests and auditions will be a thing of the past. So, without the audition, what is going to be the motivating factor to practice? Music is not a competitive sport (just think of what would happen to an ensemble if everyone were vying for higher, faster, and louder) but a collaborative art (interaction with others, both musicians and audience, to create a musical experience). A shift must happen. To be successful (and happy) in a career in music you have to shift from attachment to winning to an acceptance of the creative process, which by the way, never ends. That’s what makes it so wonderful! Take on the responsibility of becoming a great “artist,” not only a great “instrumentalist or singer.” What does that mean? Well, reflecting on that statement will lead you to some interesting thoughts, and most likely questions, about your own ideas related to musical artistry.
So with all of this in mind, is competition a bad thing? Not at all. Performance opportunities motivate us (or at least the majority of us) to practice, and it is only through practice (whether physical or mental) that we can nurture our abilities to create, to get outside of our “music box” so to speak. Using competitions, from placement auditions to young artist competitions, as performance deadlines has great value. You just have to be thoughtful about setting mindful goals related to competitions.
“Winning” an audition or competition as a “goal” can certainly be motivating. This is what drives athletic performance. We can all confirm that by watching a few moments of any year’s Olympic Games. However, being too attached to winning can cause feelings of defeat and, if winning is generally the only goal, losing can have a significant and detrimental impact on self-esteem. Realize that “winning” as a goal places much of your success in the perception and/or judgment of others.
Let’s look at a standard flute placement audition as an example. You’ve “worked really hard” on the audition material with the aim of “winning first chair!” As expected you are a little nervous as you walk into the room (which was much colder than expected) and behind “the screen” (unfortunate because you love interacting with your audience). You play, in your opinion, very well (even though the cold temperature did impact the intonation on the opening slow excerpt). You feel good about your performance. After the results are posted, you notice that you are listed as third chair instead of first chair. Because you didn’t win first chair, your stated goal, you view the experience as a failure and become resentful of those who placed ahead of you. You feel bad about your audition and the audition process.
What happened? Well, Judge #1 liked your beautiful tone and had you placed 1st because tone means everything to Judge #1. Judge #2 docked you for a lack of rhythmic precision and had you placed 3rd. Judge #3 prefers a thicker tone with more edge and also felt that your issues with intonation were significant and placed you 5th. Is Judge #1 right and Judge #5 wrong? Or vice versa? Well, there is no right or wrong. Each judge has different preferences and perceptions based on their individual experiences with music, and you, whether you like it or not, can’t control any of that. You can only offer the performance you have prepared and choose to accept the outcome, whatever that may be.
A Guide for the College Music Major, cont.
Let’s look at the same audition from a different perspective. Let’s say the goal is “to perform the audition with a beautiful tone” rather than “winning.” For you this is a big deal because you are incorporating an embouchure change. You have patiently worked through the airy uncontrolled sound that often accompanies the beginning of such a courageous process and now you are starting to reap the rewards. Your tone is what you consider beautiful (clear, full, and free) but you are still working with refinement in regard to intonation. Although you were nervous, you didn’t revert to the old embouchure under pressure. You focused on keeping the embouchure working but relaxed and were able to totally “get into” the sound you were creating. When the results are posted, you see that you placed 3rd. That will offer you the opportunity to perform with the top ensemble. That will be very exciting. You perceive the experience as a great success.
Rather than using winning as THE motivator in your practice, a better option would be to mindfully set attainable, skill related goals in combination with your creative goals. And, is it possible to view everyone as a “first chair?” Is there a limit on the number of people that can play the right notes in the right places, beautifully in tune, in the right style, with a great sound and full of heart? Absolutely not! Anyone who has the patience and perseverance to develop the qualities of a great musician can. This is known as abundance mentality.
Summon Intention as a Guide to the Creative Process
Acknowledging your intentions for your practice can be a very powerful tool. Basically, it is useful (perhaps even pertinent) to know why you are practicing, beyond the fact that your teacher told you to do so. Below are some questions to help you clarify the intention of your practice sessions. Revisit your intentions frequently. Watch how they serve you and how they change. Also be willing to let them go and create new ones if you discover they are no longer serving you. Consider both long-term and short-term intentions. Be as specific as possible.
What are your long-term musical intentions? (Basically, what do you want to be when you grow up? Go ahead and dream big!)
What are your musical intentions for the semester? (Specific areas you’d like to develop, recitals, repertoire, competitions if that appeals to you, articles to read or write, recordings to listen to or make…anything goes, don’t limit your responses.)
What are your musical intentions for the week?
What are your musical intentions for today’s practice session?
Developing a Personalized Daily Routine
I am often asked by students, “How long should I be practicing everyday?” My initial response is “Fantastic! You are practicing every day!” It is common knowledge that several periods of shorter practice spaced at close intervals are more beneficial than, single long, isolated periods of practice. 30 minutes a day produces much better results than a single 3½-hour session once a week. Now don’t get too excited; I’m not suggesting that 30 minutes a day is a sufficient amount of practice time for a college music major. While 30 minutes a day yields very quick results for a beginner and may have even served you in high school, in order to develop the technical
skills, creative insight, and musical intuition to succeed in a career in music, it is going to take a bit more (no, A LOT more) of a daily commitment.
This time in the life of a developing musician is often referred to as “paying dues.” So, how long should you be practicing everyday? There is no hard and fast rule about this. How much you “should” practice everyday will depend on what your individual goals and intentions are and how efficient you are in your practice.
If you are smart about how you organize your practice time, you may be able to accomplish in one hour what would take someone else, disorganized and mindless in his or her practice, three or more hours. That is why creating intention, as part of the practice process (knowing why you are practicing) is so very important. The amount of time you practice will be unique to you and more than likely it will change over a period of time (increase for some, decrease for others).
However, it is wise to set aside specific times for your practice. The body and mind respond well to routine. You are more likely to develop consistency with your practice if you have regularly scheduled practice times. It is also best to break your practice up into two to three sessions a day, rather than to have one long session once a day. There are a couple of interesting scientific studies that support this. One is that memory retention is best if the input is repeated within 6 hours. (Optimally, you would schedule your practice sessions 6 hours apart, for example 8am, 2pm, and 8pm.) Another is that the ears’ ability to discern fine pitch differences diminishes greatly after 15 minutes. (Ever wonder why the pitch seems to spread in the orchestra pit by the end of a 3-hour opera?) Taking short breaks during your practice session can be beneficial for this reason among many others. Try to have at least a 5-minute break every 30 minutes. Insert short stretching and breathing breaks to keep the body and mind clear of physical and mental tension.
So I still haven’t given you any answers to, “How long should I be practicing everyday?” Well, as mentioned, there are no definitive answers, but I do have some guidelines that I will suggest. For a music education major I suggest 2 hours a day and for a music performance major I suggest 4 hours a day. For some of you these numbers will seem high and for others they will seem low. It will depend on what your current commitment is, as well as, how efficient you are in your practice. I will say that there have been many times when I’ve asked a student, “So, how is your practice going? Are you getting in four hours a day?” and I get a blank stare in response, followed by, “I just don’t have that much stuff to practice. What do I do with four hours of time?” That is a great question. You don’t want to be watching the clock as you hold the flute up to your face just filling time to meet a perceived practice time requirement. (You might as well just put the flute in its case and go watch the sunset. That would be more productive!)
But, filling two to four hours of time is actually not that hard to do, not if you are really mindful about what and how you are practicing. The time will fly by if you are engaged in your practice, and if you are not, then you need to be looking into why.
Here are some basic guidelines for a two and four hour practice. Remember, that you can break these up into any combination to create shorter practice sessions, and you can extend or reduce the time in any area to meet the personal intentions of your practice. Don’t forget to include active listening, score study,
and historical research or other hands off approaches to developing musicianship. These all count as practice too. (However, ensemble rehearsal doesn’t really count as personal practice, though it is an incredibly important part of our musical growth.)
**Music Education Major General 2-Hour Practice**
- Tone Development/Intonation 10 minutes
- Vibrato 5 minutes
- Articulation 5 minutes
- Technique 30 minutes
- Repertoire 40 minutes
- Etudes/Excerpts 20 minutes (This can include ensemble music)
- Sight Reading 10 minutes
**Music Performance Major General 4-Hour Practice**
- Tone Development/Intonation 20 Minutes
- Vibrato 5 minutes
- Articulation 15 minutes
- Technique 60 minutes
- Repertoire 90 minutes
- Etudes/Excerpts 40 minutes (This can include ensemble music)
- Sight Reading 10 minutes
Based on the reading and inquiries above, build your weekly practice schedule and individual daily practice routine. Consider what motivates you, what times of day you enjoy practicing (realize that you may have to practice occasionally at your least favorite times), what your schedule will accommodate, and what your long and short term musical intentions are. Be as specific as possible.
*Lisa Garner-Santa currently serves as principal flutist with the Lubbock Symphony Orchestra and as Artist-Performer and Associate Professor of Flute at Texas Tech University where she enjoys a diverse career as teacher, recitalist, soloist, and chamber musician.* | <urn:uuid:4e66c0d4-6ed5-44cc-a0e8-f5c430bae91a> | CC-MAIN-2018-47 | http://artistryofmusic.com/accounts/file/index.php?id=750&location=resource | 2018-11-18T13:25:11Z | crawl-data/CC-MAIN-2018-47/segments/1542039744368.74/warc/CC-MAIN-20181118114534-20181118140534-00474.warc.gz | 21,364,025 | 3,405 | eng_Latn | eng_Latn | 0.969975 | eng_Latn | 0.998299 | [
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Reduce risks around big round bales
Equipment that produces large round bales provides an efficient and economical way to harvest hay. However, it also poses unique safety problems for the operator.
Large round bales often weigh 1,500-2,000 lb., the same as a small car. Sometimes hay is harvested at wetter than optimum moisture content, which causes the hay to clump and the baler to clog. It’s also harvested during uncomfortably hot conditions, which causes operator fatigue and frustration. Add to these factors the human tendency to misjudge reaction time around aggressive equipment. The result is a potentially dangerous situation often overlooked by many farm operators.
According to the Iowa Department of Public Health, four Iowa tractor operators were fatally crushed in a three-year period when a bale rolled down raised front-end loader arms. Other injuries are reported in which the weight of the bale causes the tractor to overturn. Injuries also occur when the operator gets caught in the pick-up mechanism while trying to unplug the machine or hand-feed twine or hay into the baler.
This publication will review common hazards posed by the harvest and handling of large round bales, and operational and maintenance procedures that can reduce those hazards.
**Large round bale hazards**
Large round bales are bulky as well as heavy. Bales are compact and dense, and usually reach a diameter of 5 to 6 feet. They are designed to repel rain and prevent spoilage, however, they also easily roll down inclines or off raised loaders.
Due to their large size and weight, round bales affect the stability of equipment used to handle them. Check the baler owner’s manual for charts regarding the size of the tractor and loader required to safely lift and transport large round bales. Always adjust the tractor wheel tread to the suggested setting to assure that the tractor can maintain balance and avoid rollover.
Always use a grapple hook with a front-end loader to transport large round bales. A grapple hook will prevent the bale from rolling back onto the loader arms. Use a tractor with a cab or a four-post rollover protective structure for additional security.
A rear-mounted loading spike is ideal because it eliminates the danger of rollback and it does not block the operator’s forward vision. Insert the spike into the center of the bale for maximum control.
Never try to stop a rolling bale, even with a tractor. A bale gains momentum as it moves. You wouldn’t try to stop a car free-wheeling down a hill, likewise, don’t try to stop a large round bale. During baling, drive on a contour so that released bales do not roll down a slope.
When transporting large round bales, try to keep the bale on the up-slope side of the tractor. This will provide the best stability for the tractor to prevent an overturn. This may mean that you put the transmission in reverse and back up a hill when using a rear-mounted spike, and that you back down a hill when using a front-end loader. Avoid driving across a slope while transporting a large round bale.
**Remember low and slow when moving large round bales.** Drive slowly to avoid sudden movements and turns, which are exaggerated by a heavy load and can cause the tractor to tip. Keep the bale low to maintain balance. Traveling over rough ground, stumps, or ruts can cause a tractor carrying a large round bale to overturn.
---
**Big bale safety**
**How much do you know?**
Test your skill with this quick quiz.
1. A rolling bale has the same momentum as a subcompact car traveling at the same speed. True or false?
2. When you make large round bales on an incline, which way should you drive in relation to the slope?
a) across the slope
b) up the slope
c) down the slope
3. When you transport large round bales on an incline, where should you keep the bale?
a) on the uphill side of the tractor
b) on the downhill side of the tractor
c) neither; you should drive across the slope
4. How fast can a baler moving at 3 miles per hour pull in hay?
a) 52 inches per second
b) 24 inches per second
c) 12 inches per second
5. When carrying large round bales on a loader, always keep the bucket up to not block your vision. True or false?
See answers on back.
Baler hazards
Implements that produce large round bales save labor because they require only one operator. However, they pose many of the same hazards as conventional square balers that require a crew of workers. On both balers, the intake area is the most dangerous place because operators fail to perceive the speed and power of the machine.
For example, a baler traveling at an average speed of 3 miles per hour pulls in crops at a rate of 4-4 feet per second. This is faster than an operator can react if he or she is trying to adjust or unclog the area while the equipment is running. In the .5 second it would take to let go of loose hay or pull a sleeve from a moving pick-up tine, an operator’s hand and arm can be pulled into the machine. The power take-off unit and moving belts on the baler pose similar dangers for the operator.
Always disengage the power take-off and shut off the tractor engine before getting off the tractor. If a problem must be diagnosed while equipment is running, check it from a distance. Be sure you have stable footing and that you do not get close to moving belts and other parts.
Never feed twine by hand into the baler. Make sure the twine is properly threaded and the twine arm is adjusted and in good working condition.
Maintain proper settings and speed. Harvest is a manufacturing process. To avoid problems, set the baler pick-up at the manufacturer’s suggested height and operate the power take-off at the suggested speed.
Travel at a speed at which the machine can handle the width and size of the window to avoid clogging and other equipment problems.
Replace broken or worn parts. A baler with broken or missing pick-up tines, loose belts, and other damaged parts will not feed material properly into the bale chamber.
Always lubricate sprockets and chains when the machine is turned off. Make sure guards and shields are in place, and that the hydraulic system is in working order.
Always lock and block the rear gate if you must be underneath it. This will prevent the gate from falling on top of you if the hydraulic system fails. Make sure the rear area is clear before discharging a bale.
Be prepared for fire. Hot, dry weather conditions, friction from belts and chains, and readily combustible hay can lead to fire. Carry a Class ABC fire extinguisher on your tractor.
Poor weather conditions cause many of the problems experienced during production and transportation of large round bales.
However, some things are within your control. A professional attitude, well-maintained equipment, and use of proper operating procedures can reduce your exposure to many of the risks associated with large round bales.
Written by Mark Hanna, extension agricultural engineer with Iowa State University.
Big bale safety
What can you do?
Large round bales require special care in handling. You can be safe around this hazard by following these tips:
- Obtain and use a grapple hook if a front-end loader will be used for bale transport.
- For sloping fields, plan to make windrows parallel to contours.
- Plan a safe route out of the field when you transport bales. Avoid rough terrain.
- Always turn off the engine before you get off the tractor.
- Replace broken or worn pick-up tines and belts.
- Keep the twine feeder in good repair.
Answers to quiz:
1-True; 2-a; 3-a; 4-a; 5-False
For more information
Other ISU Extension and Outreach publications may help you develop guidelines for working with animals, or address other related issues. Go to https://store.extension.iastate.edu. | <urn:uuid:0f6df5d5-1d74-4f8c-b451-960568013739> | CC-MAIN-2018-09 | https://store.extension.iastate.edu/product/Reduce-risks-around-big-round-bales-Safe-Farm-PDF | 2018-02-21T19:11:19Z | crawl-data/CC-MAIN-2018-09/segments/1518891813712.73/warc/CC-MAIN-20180221182824-20180221202824-00211.warc.gz | 766,118,206 | 1,682 | eng_Latn | eng_Latn | 0.999023 | eng_Latn | 0.999036 | [
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