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01
A food chain shows the transfer of energy within an ecosystem.
Energy is transferred between organisms when one organism eats another. A food chain is a simple, linear series of steps while a food web is more complex.
According to the food chain in the figure, which of the following choices is correct?
A) The owl can feed on all living things in the food web.
B) If the number of mice increases, the number of raccoons decreases.
C) If the number of raccoons increases, the number of grasshoppers increases.
D) If the number of grasshoppers decreases, the number of owls increases.
02
A species is a particular group of organisms that have the same structure and can ...
A) have the same predators.
B) consume the same food supply.
C) live in the same area.
D) reproduce with each other.
03
Some of the characteristics of a living group are given below.
- It is studied within the protista realm.
- It carries two types of cores, large and small.
- It uses cilia to get nutrients.
Which of the following is not correct regarding the living group with these characteristics?
A) It removes the excess water that enters the cell through contractile vacuoles.
B) It feeds as a heterotroph.
C) It contains a chloroplast.
D) It respires using oxygen.
04
Which of the following cells would NOT be part of the immune response when a pathogen is encountered by the body for the first time?
A) Neutrophils
B) T-cells
C) Monocytes
D) Macrophages
05
The chemiosmotic model is the model that explains ATP production in oxygenated respiration and photosynthesis. According to this model, ATP is produced when hydrogen ions pass through the ATP synthase enzyme from where they are very concentrated to where they are less concentrated. This force that enables ATP production and arises from protons is called the proton motive force.
Which of the following proton transitions enables ATP synthesis in a plant cell?
I. from extracellular to cytoplasm
II. from the intermembrane region in the mitochondria to the mitochondrial matrix
III. from the thylakoid space in the chloroplast to the stroma
A) Only I
B) Only II
C) II and III
D) I, II and III
In the experiment shown below, each test tube started with water with a pH of 6.3 and a pH indicator. An autotroph found in ponds was placed in test tubes 1 and 2. When carbon dioxide is dissolved in water, carbonic acid is formed. The results after three days are shown.
| Test tube 1 | Test tube 2 | Test tube 3 | Test tube 4 |
|-------------|-------------|-------------|-------------|
| kept in light | kept in dark | kept in light | kept in light |
| pH = 7.0 | pH = 5.5 | pH = 6.4 | pH = 6.2 |
What can be concluded about test tubes 1 and 2?
| | Test tube 1 | Test tube 2 |
|---|-------------|-------------|
| A) | photosynthesis has used CO$_2$ | respiration has produced CO$_2$ |
| B) | photosynthesis has made the water more acidic | respiration has made the water less acidic |
| C) | photosynthesis occurred but not respiration | respiration occurred but not photosynthesis |
| D) | no conclusion can be drawn, since pH in the controls has changed |
Using the graph of light absorbance by photosynthetic pigments found in plants, answer the following questions:
If all light from our sun shined at a wavelength of 425 nm, what plant pigment would work the best?
A) Chlorophyll a
B) Chlorophyll b
C) Carotenoids
D) No pigments work well at this wavelength of light.
Bisexuality is present in some invertebrate animal species such as flatworms and some plants with seeds. This is called hermaphroditism in animals and androgyny in plants. These creatures produce both male and female gametes at the same time by meiosis and provide hereditary diversity by self-fertilizing. However, sometimes these creatures change the production time of male and female gametes and complete their sexual reproduction by taking another gamete from a different creature.
From the options below, which would explain the change in time of gamete production in these organisms?
I. Wanting to produce fewer gametes
II. Increasing the hereditary diversity
III. Facilitating the fertilization process
A) Only I
B) I and II
C) Only III
D) II and III
The reproduction event in honey bees is shown in the image below.
Which of the following explanations for the events \(a, b, c, d, e\) given in the diagram is wrong?
A) Homologous chromosomes are separated from each other in event \(a\).
B) As a result of the event \(b\), sperm cells with the same genetic structure are formed.
C) In event \(c\), the eggs develop by mitosis without fertilization and form new diploid individuals.
D) Event \(d\) is effective in keeping the number of chromosomes constant as well as providing genetic variation.
Which type of asexual reproduction regrows part of an animal (ex: hydra, planaria, starfish)
A) Parthenogenesis
B) Regeneration
C) Binary fission
D) Budding
11 In an experiment, egg white protein was heated until solid, next cooled, and then cut into four equal parts. Each part was put into a test tube that contained water and a peptidase (enzyme that breaks down proteins) from a mammalian stomach. Finally, hydrochloric acid was added to two of the four tubes and they were all kept at constant temperature (see table) for 30 minutes. After the 30 minutes, which tube had the smallest piece of egg white?
| Test Tube | pH | Temperature / °C |
|-----------|----|------------------|
| A) | 2 | 90 |
| B) | 7 | 37 |
| C) | 2 | 37 |
| D) | 7 | 90 |
12 A diagram of a cellular process is shown below.
Which of the following identifies the process shown at point Z?
A) Translation
B) Translocation
C) Replication
D) Transcription
13. ____________ is the first step in cellular respiration that begins releasing energy stored in glucose.
A) Alcoholic fermentation
B) Lactic acid fermentation
C) Glycolysis
D) Electron transport chain
14. A form of defense against infectious disease is shown in the graph below.
Concentration of antibodies
What does the letter X most likely indicate?
A) The peak point of the infection.
B) The secondary response after administration of a vaccine.
C) The first sign of AIDS symptoms.
D) The increase in number of lymphocytes after HIV infection.
15
Which part is responsible for transporting water that is labeled by letters according to the leaf structure?
A) A B) B C) C D) D
16
A person who has consumed alcohol for a long time;
• cannot pronounce words properly.
• cannot walk properly because he has reduced muscle coordination.
• cannot breathe normally.
1. Cerebrum
2. Hypothalamus
3. Brainstem
4. Cerebellum
5. Midbrain
Accordingly, which of the nervous system parts given above were respectively affected?
A) 1-2-3 B) 3-2-5
C) 2-4-3 D) 1-4-3
17 What kind of animal tissue performs a variety of functions that include protection, secretion, absorption, excretion, filtration, diffusion, and sensory reception?
A) Epithelial tissue
B) Connective tissue
C) Muscle tissue
D) Nerve tissue
18 Acetylcholine is a neurotransmitter that provides for communication between muscles and nerves. When there is a problem with the interaction between acetylcholine and the acetylcholine receptor sites on the muscles, which condition(s) can occur?
A) Myasthenia gravis
B) Multiple sclerosis
C) Epilepsy
D) Botulism
19 Which of the following sequences represents the correct order of events in the formation of a human fetus?
A) Zygote → Blastocyst → Embryo → Fertilization
B) Fertilization → Zygote → Blastocyst → Embryo
C) Blastocyst → Embryo → Differentiation → Zygote
D) Fertilization → Growth → Differentiation → Zygote
20
____________________ separates the two chambers (atrium and ventricle) of the left side of the heart.
A) Mitral valve
B) Tricuspid valve
C) Septum
D) Pericardium
21
Blood is water-based and is important for transporting substances through circulation. Which property of water makes it good for transport?
A) High specific heat
B) Transparency
C) Versatility as a solvent
D) It has its greatest density at 4°C
22
Which of the following is a correct list of structures found in both plant AND animal cells?
A) mitochondria, vacuole, nucleus, cell membrane, cytoplasm
B) mitochondria, vacuole, nucleus, cell membrane, cytoplasm, cell wall, chloroplasts
C) mitochondria, vacuole, nucleus, cell membrane, cell wall, chloroplasts
D) mitochondria, vacuole, nucleus, cell membrane, cell wall
23 Which type of organelle is primarily involved in the synthesis of oils, phospholipids, and steroids?
A) ribosome
B) lysosome
C) smooth endoplasmic reticulum
D) mitochondrion
24 In the image below, the two nucleic acid molecules involved in protein synthesis are named A and B.
Which of the following explanations can be made for the numbered regions on these molecules?
I. Part number 1 of the molecule A carries the code for an amino acid.
II. If molecule B has the region 2 corresponding to region 1, it means that the item number 4 has moved to the right place.
III. The bonds labelled as 3 in the molecule B allow it to have a three-dimensional shape.
A) Only I
B) Only II
C) Only III
D) I, II and III
Which part is responsible for gas exchange that is labeled by letters according to the leaf structure?
A) A
B) B
C) C
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Remotely Accessible Solar Energy Laboratory For High School Students
William Hutzel\textsuperscript{1} and David Goodman\textsuperscript{2}
\textit{Abstract} - A remotely accessible solar energy laboratory has been developed for real-time experimentation using solar heating and photovoltaic equipment that is physically located at Purdue University. Indiana high school students are the first customers for this on-line resource. In addition to sensor data, the web-based laboratory includes lesson plans, tutorials, assessment questions, and a feedback utility. This project is helping science teachers meet new state science standards from the Indiana Department of Education, which call for hands-on laboratory activities and real time data analysis. Remotely accessed labs are becoming popular because they offer the opportunity for large numbers of students to learn from state-of-the-art equipment. The cost of expensive laboratory equipment is easier to justify if it can be widely used.
\textit{Index Terms} – remote access, solar energy, K-12 outreach
TARGETING SOLAR ENERGY
What happens when the demand for energy exceeds the supply? This is a very real (and scary) prospect for the United States. The U.S. Energy Information Administration predicts that in just two decades we will need 175 quads (1 quad = $10^{15}$ Btu’s) to meet anticipated energy demands. That is 75% more energy than is used today. Solar energy is one of several promising technologies with the potential to reduce the demand for diminishing fossil fuels. Despite being abundant, renewable, and non-polluting, solar energy is not widely understood or deployed. It is surprising that solar energy contributes less than 0.1\% of the energy annually used in the U.S.
To help improve awareness of alternative energy the Mechanical Engineering Technology (MET) Department at Purdue University in West Lafayette is featuring solar energy as part of its routine lab-based coursework. Figure 1 illustrates a 3 kW photovoltaic array and a 9 kW solar heating system that have been constructed on the roof of the Knoy Hall of Technology. One experiment in an undergraduate thermodynamics course computes the efficiency of the solar heating system [1]. Another related experiment has students determine the overall efficiency of the photovoltaic power system [2]. These solar energy experiments achieve two course goals. Firstly, they demonstrate the sensible energy and power computations that are important in any introductory thermodynamics course. As an extra bonus, they also introduce students to one possible source of renewable energy.
**FIGURE 1**
SOLAR ENERGY EQUIPMENT AT PURDUE UNIVERSITY DEMONSTRATES ENERGY CONVERSION PROCESSES
Figure 1 also illustrates one of the drawbacks to solar energy education. The laboratory equipment tends to be large, cumbersome, and located in inaccessible places such as the rooftop shown here. These one-of-a-kind installations are fine for demonstrations but are not easily adapted for hands-on use by lab-sized groups of 15-20 students because there is simply not enough physical equipment. It is difficult to capture a student’s attention while sharing one temperature sensor or multimeter among a large group. To address the over-crowding issue, the MET Department added a network-based controller to the existing solar energy equipment. Rather than making measurements in person, students accessed sensor data over the Internet [3].
Figure 2 shows the building automation system from KMC Controls that has provided Internet access for approximately 5 years. It is a commercially available controller that is more typically used for managing the mechanical systems in modern commercial buildings. The panel has over 50 sensors for monitoring pressures, flows, temperatures, and electric power. The panel also has about a dozen actuators for regulating pumps, fans, and valves. The only drawback to this system is that a proprietary pc-based...
software program, called WinControl™, is needed to unscramble the Internet signal. Until recently this software program limited Internet access to students working within the confines of the Knoy Hall of Technology.
**FIGURE 2**
*MODERN BUILDING AUTOMATION SYSTEMS ARE WEB-ENABLED.*
Like most modern business enterprises, the building control industry has been rapidly migrating toward network technologies that provide universal access to data via the Internet, cell phones, and web-enabled PDA’s. Following these industry trends, a web portal was recently added to the existing solar energy system. A WebLite™ controller, also from KMC Controls, acquires real time performance data from the original controller and posts it to the web in an html format. This open protocol allows any computer user with Internet access and a web browser to view live solar energy data. With the proprietary element of monitoring and control removed, the solar energy laboratory can begin serving a much larger audience.
The MET Department invested more than $20,000 for building automation hardware to put the solar energy laboratory on the web. The dollar figure is only for sensors, actuators, and networked controllers and does not include the actual solar equipment. This relatively high cost was justified based on the large population it serves. The remotely accessible laboratory equipment is
1. educating traditional residential college students
2. improving lab resources at Purdue satellite campuses
3. providing outreach opportunities for high schools
This paper focuses on topic 3. With generous support from the Indiana Higher Education Telecommunication System, KMC Controls, and Carrier Corporation, the MET Department is actively involved in a solar energy outreach initiative that involves Indiana high schools.
**REMOTE ACCESS FOR HIGH SCHOOL OUTREACH**
This audience for a remotely accessible solar energy laboratory for high schools is enormous. Even though new state science standards from the Indiana Department of Education call for hands-on laboratory activities and real-time data analysis, many high schools lack the equipment to conduct real experiments. Our first visit to an Indiana high school demonstrated the extent of this problem. Modern personal computers and high speed internet access were readily available, but lab equipment for Physics was nonexistent. Instead of real experiments, a variety of computer simulations were used to demonstrate fundamental principles of mechanics, optics, and energy. The Physics teacher we encountered was very receptive to any resource that provided convenient access to real experimental data.
Using web-based remote access as a mechanism for K-12 outreach is not entirely new. Iowa State University has been working for several years on a project that makes a scanning electron microscope available to science teachers over the web [4]. Researchers on that project learned that providing teachers remote access to sophisticated equipment does not guarantee that it will be used. Recruiting teachers and providing them with training was crucial to the success of that project.
Based on the findings at Iowa State, marketing the remote access solar energy laboratory to high school science teachers became an important goal for the project. Several techniques were attempted. Direct contact with local science teachers by phone and email was successful, but labor intensive. Contacting teachers by a mass email through a state-supported science teacher listserve reached a larger audience, but the response rate was relatively low. Figure 3 shows that an exhibit at a statewide science teacher convention was used to showcase this new laboratory resource. In retrospect, all three techniques (direct contact, mass email, and exhibits) played a role in disseminating project information.
**FIGURE 3**
*SCIENCE TEACHERS WERE RECRUITED AT A CONVENTION.*
The four broad educational objectives that were targeted by this project are listed below. The objectives are not specific to solar energy, but represent concepts that should be considered for any laboratory investigation. These objectives are based on the results of an ABET-sponsored colloquium that broad identified learning objectives common to all laboratory based courses [5]. These objectives provided a broad framework for the instructional design by illuminating key components of laboratory work. Preface each of the following statements with the phrase “Laboratory investigations will teach students to:”
1. Identify the strengths and limitations of theoretical models as predictors of real behavior.
2. Collect, analyze, and interpret data and to form and support conclusions.
3. Recognize unsuccessful experimental outcomes.
4. Recognize the scale and sophistication of mechanical and electrical systems.
As an example, objective 2 recognizes that experiments should teach students to collect, analyze, and interpret data. This objective was helpful in determining how a remote lab should represent numeric information. Since a real experiment involves physically recording data in different parts of a system, the graphic interface in Figure 4 was designed to display the performance of two different solar heating panels that use air as the energy transport medium. Each temperature and flow data point for the collectors was presented in the location that corresponds to the physical position of the real sensor. The organization of the graphic interface is a minor point, but it would have been much simpler to summarize data in a tabular format.
**FIGURE 4**
*Comparative sensor data is shown at its physical location.*
The remotely accessible solar energy laboratory was designed to help high school science teachers meet new state academic standards from the Indiana Department of Education. In addition to encouraging hands-on laboratory activities and real time data analysis, the standards include a comprehensive list of technical topics that must be taught as part of the core high school science curriculum. Three science academic standards that were targeted are listed below. All three standards are part of the requirements for an introductory “Physics I” course that includes a broad segment on the nature of energy.
1. Use the law of conservation of energy to predict the outcome of an energy transformation.
2. Use the concepts of temperature, thermal energy, transfer of thermal energy, and the mechanical equivalent of heat to predict the results of an energy transfer.
3. Explain the relation between energy and power. Explain the definition of the unit of power, the watt.
The remote access solar energy laboratory addresses the high school academic standards listed above by having students evaluate the energy conversion efficiency of solar heating and photovoltaic systems. “Energy conversion efficiency” is defined as the ratio of useful energy collected to the broadband radiant energy available from the sun. This experimental work is a simplified version of an analysis that is routinely carried out by MET students in an introductory thermodynamic course at Purdue University. The high school experiment is an adobe file that can be downloaded from the remote access website identified later in this paper. References [1] and [2] provide a detailed explanation and example calculations for these efficiency investigations.
Five specific learning outcomes for the high school version of the remotely accessible solar energy experiment are listed. After completing the lab experiment, outcome 1 shows that students will be able to use on-line measurements of temperature and flow for computing the thermal power collected by an active loop heating panel. Outcome 2 has a similar goal, but uses the volts and amps produced by a photovoltaic array to determine electric power. Outcome 3 uses measurements from a solar pyranometer as the basis for efficiency calculations. Outcome 4 forces students to look back on the efficiency computations and recognize that not all of the sun’s energy was converted into useful energy. Outcome 5 has students view the current weather forecast and make projections about how ambient conditions influence solar collector performance. Preface each of the following statements with the phrase “After completing the remotely accessible solar energy lab, a student will be able to:”
1. Explain the relationship between temperature, flow, and thermal power for an active loop solar heating panel.
2. Explain the relationship between current, voltage, and electrical power for a photovoltaic panel.
3. Quantify radiant power from the sun based on pyranometer measurements.
4. Recognize that energy conversion processes are less than 100% efficient.
5. Interpret weather trends to help explain the performance of solar energy equipment.
**COMPREHENSIVE WEBSITE**
Go to [http://www.tech.purdue.edu/met/facilities/knoy427/remote/hs/index.html](http://www.tech.purdue.edu/met/facilities/knoy427/remote/hs/index.html) to view the remote access solar energy website that has been created for high school science teachers. The web site has six main menu headings: *Home, Instruction, Live Data, Tutorial, Weather, Contact Info, Feedback,* and *Solar Links.* Most of the headings are self explanatory. The menu bar appears as a handy reference from anywhere within the remote access site.
The *Home* menu has links to the remote access solar home page, the MET Departmental home page, and the Purdue University home page.
The *Instruction* menu contains most of the classroom aids for teachers. It includes an overview presentation about solar energy, a downloadable version of the solar energy experiment, information about the Indiana high school science academic standards being targeted, and an overview of the computer requirements (access speed, screen resolution, etc.) for using the remote access site. A downloadable version of assessment questions for students is particularly important. The principal investigators for this project are keenly interested in working with high school science teachers to evaluate student performance in this remote access setting.
The user must link to a separate web-based environment to complete the remote experiment. The *Live Data* menu is a direct link to web-based solar energy data from the Weblite™ controller. Since the procedure for navigating around the Weblite™ controller is not overly obvious to a first-time user, the *Tutorial* menu has simple screen animations that demonstrate basic mouse actions and key strokes. Separate tutorials show how to log on to the controller, view instantaneous solar energy data, and access long term performance trends.
The *Weather* menu accesses a website with weather forecasts for West Lafayette, IN. Since this is a remotely accessible laboratory the ambient conditions may be different from local weather conditions for the distance learners. It is important for students to visit the site and begin to recognize the correlation between weather conditions and solar energy performance.
The *Contact Information* menu is a listing of the support staff for the remotely accessible solar energy laboratory. This is a convenient way for high school teachers and students to contact support staff with questions on experimental work. It is our goal to check for email correspondence at least once each day.
Just as the name implies, the *Feedback* menu is an opportunity for students and teachers to provide email comments on the solar energy laboratory. Direct feedback is the key mechanism for collecting comments to guide continuous improvement efforts.
The *Solar Links* menu bar is an index to a few of the many helpful websites with additional information about solar energy. As can be expected, the U.S. Department of Energy and Sandia National Laboratory have web sites with lots of practical solar information.
**EXPERIENCE WITH HIGH SCHOOLS**
Table I is an excerpt from a survey that was given to four teachers who attended a solar energy workshop at a large science teacher convention. The teachers participated in a presentation on solar energy and viewed the remote access website. Note that this survey data was collected before the teachers had attempted the remote access lab in front of their students. The teachers responded to each survey question on a scale of 1 – 5, with a “1” indicating strong disagreement and a “5” indicating strong agreement to the corresponding statement. Even though relatively few teachers participated in this survey, it is preliminary evidence of teacher support for this remote access project.
| SURVEY QUESTION NUMBER | AVERAGE TEACHER RESPONSE |
|------------------------|--------------------------|
| 2. The material presented by the Remotely Accessible Solar Energy Lab is appropriate for Physics students. | 4.0 out of 5.0 |
| 3. A Remotely Accessible Solar Energy Lab is a good way to teach students about solar energy and energy conversion concepts. | 4.5 out of 5.0 |
| 6. I am interested in teaching this material to my students. | 4.0 out of 5.0 |
The engagement goal for this outreach project in terms of numbers of high school students was relatively modest. We had hoped to work with up to five high schools while evaluating the prototype version of the remotely accessed solar energy lab. Even though a large number of schools were contacted, we ended up partnering with only two high schools during the first semester that the lab was available. With up to three different classes of students (Physics I, Physics II, and Earth Science) at each school participating, approximately 100 students were engaged in the initial offering.
In March of 2004, teams of Purdue graduate students personally visited the two partner high schools to talk about solar energy and help students complete the solar laboratory experiment over the web. The personal visits were labor
intensive, but necessary to begin collecting feedback on the overall success of the remote access project. This data is still being analyzed, but the preliminary responses are encouraging.
Students were asked to rate the quality of the remote solar laboratory exercise from 1 to 5, with 5 being best. The median score for 34 student respondents was a “4” in terms of “ease of understanding” and “helpfulness”. We were particularly pleased that the median score for the survey question that evaluated students overall interest in the solar energy topic was a “4” (out of 5). Final results from these prototype efforts will be presented at the October 2004 Frontiers in Education Conference.
The informal feedback we’ve received so far from science teachers are relatively minor. For example, one teacher has had a small amount of trouble with unit conversions. The remote access solar energy lab was developed with U.S. Customary units and this science teacher is more comfortable with SI units. We are still working to resolve this issue. On one hand, U.S. Customary units still dominate routine thermal energy computations in the United States. However, we understand that many science disciplines have already made the switch to metric units. Displaying dual units may be a reasonable compromise.
One other small indicator of success is the number of “hits” to the remotely accessible solar energy website. A simple counter logged several hundred hits to the remote accessed solar laboratory site in the first few weeks of full operation. A good number of the hits are from the web development team, but we are confident that a fair number of science teachers are monitoring this website. We expect the number of contact to grow as more teachers become aware of this lab resource.
After the prototype remote access solar energy lab is fully evaluated and changes recommended by high school science teachers and students are made, the long term implementation plan will avoid extensive traveling by Purdue faculty and staff. The goal is to begin bringing high school science teachers to the West Lafayette campus of Purdue for a free one-day workshop on applications of solar energy. While they are on campus, we plan to teach them about solar energy, show them the solar equipment, and demonstrate how to remotely access the lab’s data over the Internet. After they return home, teachers and their students will access the solar energy web site to complete real-time experiments using the solar equipment that is physically located at Purdue. Recognizing that teachers will have questions, we plan to maintain a technical support team to provide fast and convenient troubleshooting assistance by phone or email.
**Conclusion**
A remotely accessed solar energy laboratory will be a useful outreach tool for Indiana high schools. It was a large undertaking the construct the laboratory facility, add the remote access feature, and complete the instructional design for high school students. On the other hand, it should be cost effective to operate and maintain, particularly because it is used by large numbers of undergraduate students and high school students. Preliminary indications are that we will be successful with our long term goal of helping increase the pool of technically literate high school students.
**Acknowledgment**
Developing and deploying this remotely accessible solar energy laboratory was a large undertaking. The project was made possible by generous support from the Indiana Higher Education Telecommunication System, KMC Controls, and Carrier Corporation.
**References**
[1] Hutzel, W. J. (2001). Energy conservation in thermal power courses, *Proceedings of the 2001 Annual American Society for Engineering Education Annual Conference*.
[2] Hutzel, W. J., & Webber, P. L. (2003). Evaluating the efficiency of a photovoltaic power system, *Engineering the Future: Proceedings of the 2003 ASEE IL/IN Regional Conference*, American Society for Engineering Education, pp. 39-40.
[3] Hutzel, W. J. (1999). Digital controls for an active solar collector loop, *Proceedings of the 1999 ASME International Mechanical Engineering Congress & Exposition*, Paper No 99-WA/MET-1.
[4] Chumbley, L.S., Hargrave, C.P., et al. (2002). Project ExCEL: Web-based Scanning Electron Microscopy for K-12 Education, *Journal of Engineering Education*, April 2002.
[5] Feisel, L.D and Peterson, G.D., (2002), A Colloquy on Learning Objectives for Engineering Education Laboratories, *Proceedings of the 2002 American Society of Engineering Education Annual Conference*. | a2e8952a-9c60-4c2c-af02-cb821ded4663 | CC-MAIN-2020-34 | https://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1003&context=soetfp | 2020-08-11T17:39:18+00:00 | crawl-data/CC-MAIN-2020-34/segments/1596439738816.7/warc/CC-MAIN-20200811150134-20200811180134-00150.warc.gz | 284,266,380 | 4,284 | eng_Latn | eng_Latn | 0.997456 | eng_Latn | 0.997582 | [
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Equine Electrolytes
The typical diet of the performance horse is often deficient in key salts. The body can’t store the key electrolytes sodium (Na), potassium (K), chloride (Cl) and bicarbonate, so we need to replenish these daily if horses are excreting them in sweat.
Training for peak fitness involves the body right down to the cellular level, and cell activity requires electrical energy. Since water, the main constituent of the body, is a poor conductor, the soluble salts that we call electrolytes, provide that power.
Although there are many opinions on feeding electrolytes, it is generally accepted that it is safe to feed small amounts of electrolytes to most horses before salts in the body reach a critical depletion point. However, during an event or harder training, and even from transport, higher levels of supplementation are appropriate. Factors that affect how much electrolyte is required are:
1. **The type of work**
- Fast (short duration/high intensity)
- Slow (long duration/low intensity)
2. **Sweat output**
- Normal (up to 10L/day)
- Heavy (up to 30L/day)
- Very Heavy (up to 60L/day)
3. **Climatic conditions**
- Temperature relative to humidity
Remember to always have water available when feeding electrolytes, as the salts will trigger thirst, and electrolytes are most effective when the horse is actively drinking.
If your horse has reached dehydration or exhaustion, or is suffering any other metabolic disorders after exercise, contact a veterinarian immediately.
---
**The importance of Electrolytes**
The important thing to remember about feeding electrolytes is that the aim is to replenish stores, not build up stores of the salts. So, to get the best result from your electrolyte feed a small quantity daily when sweat losses are occurring, and make sure you replenish at an event or during a hard training. Feeding small amounts of electrolyte frequently throughout the day is particularly important for endurance horses. It is preferable to wait a few hours before heading home from an event, as if your horse is becoming dehydrated, transport will be detrimental. Whenever you are feeding electrolytes, make sure you have plenty of fresh water available to drink, and ensure your horse drinks when they have consumed electrolytes.
Your Compete® Electrolyte Stockist:
Base COMPETE
A simple electrolyte designed to replace what the animal sweats out and assist with muscle soreness.
Contains: Sodium, Chloride, Bicarbonate and Potassium.
Feeding: 30g per day, increase to 60g per day for heavy sweating and during summer months.
Pack sizes: 500g, 2kg, 8.5kg
Advance COMPETE
Suitable for endurance, racing, prolonged exercise, and demanding conditions.
Contains: Sodium Chloride, Sodium Citrate, Potassium Chloride, Magnesium Sulphate.
Feeding: Add daily to feed of horses in training or after exercise.
Horses up to 300kg - 20g
Horses over 300kg - 30g
Pack sizes: 1kg, 2.5kg, 10kg, 25kg
Extreme COMPETE
Suitable for endurance racing, prolonged exercise and extreme conditions. Replaces electrolytes lost during exercise in extreme conditions.
Contains: Potassium Chloride, Sodium Chloride, Ammonium Chloride, Calcium Carbonate, Magnesium Sulphate.
Feeding: Add daily to feed of horses in heavy training or after exercise.
Horses up to 300kg - 20g
Horses over 300kg - 30g
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Blood Sugar Blues – Q&A
• Q: Is there a difference between blood sugar and blood glucose?
• A: No, blood sugar and blood glucose are interchangeable. However, blood glucose is the more technical term.
• Q: What about cutting carbohydrates?
• A: Even if you are diagnosed with diabetes or are pre-diabetic, you do not want to cut carbohydrates out of your diet. Remember, carbohydrates are our body’s first source of energy and you do not want to eat too many (high blood sugar) or too little (low blood sugar). When diabetic, it is about finding the correct balance of carbohydrates your body needs based on your activity level. Monitoring your blood glucose on a regular basis will help you to determine if you are eating the correct amount of carbohydrates.
• Q: What are some examples of healthy foods to eat when we experience low blood sugar levels?
• A: Wonderful question! Juice that is 100% fruit juice can help raise your blood sugar, and really any piece of whole fruit. If your blood sugar is very low, you might want to consider eating a small amount of candy such as gummy bears, starbursts or gum drops to boost your blood sugar to a normal level. | <urn:uuid:dc59d375-3910-4bbe-ba78-bb8540553454> | CC-MAIN-2019-43 | https://www.pebtf.org/PDF/GetHealthy/Blood%20Sugar%20Blues%20Q&A.pdf | 2019-10-20T08:46:17Z | crawl-data/CC-MAIN-2019-43/segments/1570986705411.60/warc/CC-MAIN-20191020081806-20191020105306-00454.warc.gz | 992,142,177 | 250 | eng_Latn | eng_Latn | 0.997799 | eng_Latn | 0.997799 | [
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When Chinese students are compared with western ones, this would be probably the first thing popping out of our mind. I am personally very interested in finding out the reason of this impression during my visit to the Wedgeworth Elementary, where I was assigned to observe the classroom activities. My understanding is that if students can learn to be disciplined, then they will have free minds and can become thinkers. Second, the core of education focuses more on how to learn than what to learn.
**Classroom Discipline vs. Learning**
Contrary to the common belief that American schools are full of energy, noises, freedom and autonomy as we see on TV, I found that American schools are very well disciplined and quiet, at least for the elementary schools. Here are my observations:
**During Non-teaching Time**
1. Students are not allowed to go into classrooms by themselves when the school begins at eight o’clock. Students gather at the front yard and wait for homeroom teachers to lead them into the classroom. When the school is over, teachers lead the line formed by students and send them off at the school gate or a meeting point. Discipline is enforced all through the day.
2. The school begins at 8 in the morning and ends at 2:10 in the afternoon. There is only one recess time for about 20 minutes from 9:45-10:05. Time varies for difference grade. Teachers are not responsible for the students’ safety during recess or lunch time. When it is recess time, students are required to queue by the door and wait for admission to leave the classroom. Without permission, students are not encouraged to stay in the classroom during recess.
3. Recess time and lunch time are managed by non-teacher helping aides hired by the school (or parent volunteers), and different grades have different recess times. Students are tendered by school aides during recess and lunch time in the cafeteria. Since the access and lunch times of different grades don’t conflict with each other, the order and physical activities can gain the maximum satisfaction and also the risk of bumping or hurting is reduced comparing to the horrified percentage of accidents in Taiwan elementary schools.
4. Those “benched” students, who receive warnings during classes, will sit on the benches scattered around the playground and “watch”. What could be more “cruel” and effective than this? Students learn how to be responsible for their actions and take the consequences.
**During Teaching Time: Classroom Management**
1. I went to kindergarten classes and found out some are actually combo classrooms. Kindergarten students and 1st graders who need more fundamental work than average 1st graders are mixed in the class. My experience told me there should be chaos in the class but the classroom is very well-managed and students behave accordingly. I was amazed by the way teachers control 2 different grades with different tasks.
2. Teachers emphasize discipline and character of the learners in the teaching. Posters and slogans are scattered around the classroom walls explaining what categorizes good characters. Starting from kindergartens, discipline is taught and reiterated and it goes all the way through the 5th graders, the most senior grade at elementary school in California.
3. Teachers speak in clear but firm tone, no rising of the voice, no using of the microphone. When the class is quiet, a soft voice can be heard clearly and it actually saves teachers a lot of energy.
4. Similar classroom management methods were used in different classrooms. The old fashion “smiling face vs. crying face” has been replaced by color cards. American education accentuates positive thinking. Those “crying faces” evoke negative emotion and start to lose popularity. The more positive management methods I observed are:
a. **Behavior color cards** Different color means different behavior. Green means “Excellent”, and red means “Notify parents”. Cards are stacked in the card envelop and every student starts a day with the green card. If misbehavior happens, a teacher may have the student change the color card himself.
b. **“Currency” system** Teachers always start thanking students with good manners while the class noise starts to rise. “Thank you, Alice, for waiting so quietly”, “Thank you, Ken, for raising your hand so nicely”. Teachers give out the fake money as reward, and take away their money as punishment. Since American currency system is composed by complicated bills and coins, teachers use the system to help students differentiate their currency. For a period of time, teachers may hold sales for students so they are eager to save the given “money” and buy little gifts prepared by teachers. It is not only a positive reinforcement system, but also an opportunity to practice math skills like addition and subtraction.
Good classroom management offers learners sense of security and cultivates motivation for learning. Their attention span can sustain in a learning-friendly environment. I actually expected to see a very vigorous, energetic teaching/learning situation. However, to my surprise, the learning atmosphere in classrooms is always calm and not excited. When the voices rise, teachers use chant or other methods to calm down the class. Students are instructed not to shout to express themselves. This habit is formed in early childhood, which explains why, most of the time, foreigners tend to speak in a quiet voice, while Chinese tend to share our conversation with the passers-by.
**Core Value of Education**
In addition to the learning atmosphere, the key components of education in Taiwan are completely different from America as I observed teachings of different subjects. Basically, the comparison is about: “how to cultivate learners’ positive thinking”. Thus other elements will be excluded.
| Theme | Taiwan Education | American Education |
|-------|-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| Language | 1. Focus on memorization, including words, meaning, and content.
2. Questions are related to “fact” presented by the book.
3. Emphasize the importance of memorizing content knowledge.
4. Standard answers are encouraged. Students learn more about “what” than “how” and “why”.
5. In order to have a perfect answer, the teachers ask more closed questions than open ones.
6. Teachers praise on a correct answer.
7. Language skills are used but most students are not aware of the connection. Besides, students don’t have enough chances to master the skills/strategies.
8. Only certain answer is considered “perfect”. Learners fear for not giving the perfect answer.
9. Instead of learner participation, teacher instruction is the main teaching method.
10. Focus more on rule-oriented learning.
11. Have more paper and pencil tests than oral assessments.
12. Learners might know some learning strategies but can’t really apply them. | 1. Focus on language skills and strategies, such as writing skills and comprehension strategies.
2. Questions are related to “thoughts”.
3. Respect individual opinions. Individual thinking is encouraged in class as creativity.
4. Using quoted sentences directly from books are not desirable answers. Teachers focus more on “how” and “why”.
5. Open questions are asked very often. Students are required to rephrase what they read from books.
6. Teachers praise every idea in classroom.
7. Knowledge and skills are learned at the same time. While introducing the content, teachers point out the strategies being used, and learners practice the strategy right away on their workbooks.
8. Learners are encouraged to share individual ideas.
9. Students with multiple intelligences and different learning styles are respected.
10. Learning activities are learner-centered. Learners actively involve in different activities.
11. Various teaching methods are used to enhance comprehension.
12. Graphic organizers are popular to prompt thinking and make connections.
13. Have regular in-class individual language development assessments.
14. Skills/Strategies are reiterated for reading and writing. |
As for “writing”, for example, it surprises me that the teachers introduce writing strategies as early as in kindergartens. I observed how those teachers simplified the strategies and guided children to complete a topic sentence to describe a picture. They give clear guidance for kids to follow, and have many practicing activities. Instead of copying ideas from others, the learners learnt the right way to think. If young children in the States can write complete sentences under teachers’ guidance, why we still prohibit kindergarten kids learning writing in Taiwan? Once kids prove their abilities, they are ready to explore the learning world and challenge themselves for advanced learning.
**Non-language Subjects Teaching**
Math and science classes were also observed. It is interesting to see how the teachers compose chants and songs to help students manipulate math formulae. Again, in Taiwan, we prefer to instruct the learners just follow the rules and memorize all the procedures. But in the States, students become acquainted with the math rules through chants, role-plays, and songs. This is no doubt a more learner-friendly environment. Again, memorization is never the only way for learning and probably not the best one.
**Reflection**
I applied some easy and quick tips learned from the teachers at Wedgeworth Elementary and amazingly, they worked very well. For example, I instructed the class how to pose “learning position” when sitting. In class I praised some kids on their patient and quiet behaviors while others made noises. When asking questions, I no longer expect perfect answers but offer opportunities for students to exert what they have learned. Even when they give wrong answers, I compliment them on trying hard. The wrong answers also help me assess their learning. I focus more on cultivating students’ learning interests and try to ignore some of the minor mistakes they make.
I also change the way I treat misbehaved students. I used to scold them but now I try to avoid putting them on the spot and find them errands or ask them to be helpers. Magically, the students have higher motivations than ever before. All in all, I find the secrets of helping students think positively and critically are cultivating students’ confidence, and building up their experience of being successful.
Conclusion
To sum up my report, I’d like to outline some key factors which in my viewpoints build up a unique American education trait: think positively and critically.
1. Learn to be independent and disciplined from early childhood, with mutual cooperation from family and school educations.
2. School and family education co-build the goal of being unique. That’s also the reason why sports stars and academic achievers both exist on American campus.
3. Creativity can still take place in disciplined classrooms.
4. Schools offer teacher training and standardized teaching methods and skills, which create the maximum benefit for students.
5. Instead of requesting students to memorize the content, teachers equip learners with the learning strategies and skills in every subject. Students will automatically apply them to future tasks.
6. Design learner-centered learning activities. Create a learner-friendly learning environment.
7. Emphasize individual academic development with systematic guidance: you can only compare with yourself.
8. Teachers always think positively.
9. Encourage all kinds of questions.
10. Being unique is the key. Never become a copy cat.
11. To learn “how to learn”, instead of “what to learn”.
Finally, I’d like to show my deepest appreciation to all the people who had helped us during our observations. I would like to thank the substitute Principal Mr. Guon, who gave us the greatest support and customized arrangement and the very cooperative education team at Wedgeworth: Ms. Hayashi, Ms. Lin, Ms. Kuo, Mr. Chu, Ms. Au Yeung, Ms. Yuen, Ms. Tang, and Ms. Lee. Without their help it would be impossible to observe the real American school teaching methods and strategies, and I benefit tremendously from their classes. Three days are just not sufficient to learn everything from these wonderful teachers!
The Definition of Behavior Color Cards
Eight Essential Writing Skills
(Teachers make chants and act out to reinforce learners’ writing skills.)
Great Emphasis on Character Education; the Six Pillars of Character
Graphic Organizer: Utilize Reading Comprehension Strategies
Daily Schedule
8:00-8:30 English Language Development
8:30-8:45 Language Art Opening Routine.
8:45-9:15 Reading Group/Centers.
9:15-9:45 Reading Group/Centers.
9:45-10:05 Recess
10:05-10:35 Reading Group/Centers.
10:35-11:20 Read Aloud/Grammar Writing.
11:20-11:40 P.E.
11:40-12:30 Lunch
12:30-1:25 Mathematics/Math Manipulative.
1:25-1:55 Social Studies/Met.
A Daily Schedule for Grade 1
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**Nutrition Tip:** Make half your plate veggies and fruits. Vegetables and fruits are full of nutrients that support good health. Choose fruits and red, orange, and dark-green vegetables such as tomatoes, sweet potatoes, and broccoli.
Reference: USDA MyPlate
| Monday | Tuesday | Wednesday | Thursday | Friday |
|-----------------|-----------------|-----------------|-----------------|-----------------|
| Bean & Cheese Burrito | Roast Turkey Sandwich | Carnitas Bowl | Turkey Ham & Cheese Sandwich/Mayo/Mustard | Spaghetti & Meatball |
| Strawberry Cup | Blueberries | Flour Tortilla | Honeydew Slices | Grape Salad/Ranch |
| Corn | Power Punch Juice | Grapes | Tropical Twist Juice | Fat Free Chocolate Milk |
| Fat Free Chocolate Milk | Fat Free Chocolate Milk | Avocado | Fat Free Chocolate Milk | Fat Free Chocolate Milk |
| Chicken Pozole | Bean & Cheese Popusa | Salad Shaker | Walking Taco | Mandarin Chicken Bowl |
| Tortilla Chips/Tapatio | Strawberry Cup | Saltine Cracker | Fudge Brownie | Plum |
| Lemon/Cabbage/Radish | Power Punch Juice | Mango Snow-Pal | Kiwi Strawberry Juice | Vegetable Mix 4-Way |
| Pineapple Snow-Pal | Fat Free Chocolate Milk | Fat Free Chocolate Milk | Sour Cream | Fortune Cookie |
| Fat Free Chocolate Milk | Fat Free Chocolate Milk | Fat Free Chocolate Milk | Fat Free Chocolate Milk | Fat Free Chocolate Milk |
| Pulled Pork Sandwich | Bean & Two Cheese Dip | Cheese Burger | Meat Ball Sandwich | Lunch Pizza Bagel |
| Banana | Tortilla Chips | Blueberries/Whip-Cream Salad | Green Apple | Strawberry Craisin |
| Pinto Beans | Apple | Fat Free Chocolate Milk | Potato Smiles/Ketchup | Carrots |
| BBQ Sauce | Tropical Twist Juice | Fat Free Chocolate Milk | Fat Free Chocolate Milk | Fat Free Chocolate Milk |
| Chile Relleno Burrito | Chicken Tender | Turkey & Cheese Sandwich | Teriyaki/Rice Bowl | Grilled Cheese |
| Apple | Sliced Apples | Baked Cheetos | Orange | Apple Crisp & Corn |
| Broccoli | Power Punch Juice | Raisels | Carrots | Halloween Cracker |
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Tell kids they’re going to read poetry, and most of them will have the same reaction: rolling eyes, disinterest and none-too-subtle overall crankiness, teachers say.
But bring a live poet to the classroom, and the atmosphere changes: The students’ eyes light up, they want to listen to the words spoken by the author, and even pick up a pen and try their hand at a little poetry themselves.
That’s what’s happening at many schools in Skagit County, thanks to the Skagit River Poetry Project.
Established as a pilot project in Schools program in 1998, the poetry project has provided about 10,000 students years of instruction and workshops from master poets including such greats as former Poet Laureate of the United States Billy Collins, Irish poet Tony Curtis and Kurtis Lankin, who plays music along his West African 21-stringed kora.
This year is no different, giving kids a packed schedule of poets and culminating in the organization’s Skagit River Poetry Festival this weekend in La Conner.
The biannual festival, this year from May 11-13, includes a lineup of international and locally known poets and authors giving workshops, discussions, readings and playing music at various locations around town.
While the idea of inviting high-profile poets into the schools in La Conner was a big part of the poetry project’s roots — in the organization’s long-term mission to encourage literacy among students, organizers say —
“That project really started, because we wanted to find a vehicle for literacy for kids in our schools,” Project Director Molly McNulty said. The project now serves seven school districts, from Concrete and Bellingham to Oak Harbor, sending poets into the schools to work with students for about 90 days a year, beginning in September.
“What we do does isn’t just that pretentious ‘I’m a poet’ kind of stuff,” McNulty said. “It really is all about clear thinking and clear communication and that’s what poetry does for our kids.”
For Terri Bakke-Schulz, who teaches the fifth and sixth-grade Chinese immersion for gifted students at Island View Elementary in Anacortes, inviting poets to teach gives her lessons more credibility. The presence of a poet who is also an established poet and opens their minds to the idea … that not all great poets are dead,” she said. “They’re still making living poets, and certainly having a poet in your classroom brings that to life, also.”
The poets also may read their own poetry; talk about the poetry writing process and teach a lesson, helping students express themselves by writing their prose.
SEE POETRY, Page A4
Secure Communities opponents seek help at local level
By MANUEL VALDES
Associated Press
SEATTLE — First, it was thought the full activation of the federal immigrant check program was under the states. Then in Washington state, maybe it was a county decision.
But after objections by some state governors, local police agencies and immigrant rights groups, the federal government has been fully activating the program — Secure Communities — throughout the nation, including Washington state.
The decision by the Department of Homeland Security to begin using and sharing photos to collect the fingerprints necessary has left immigrant rights groups with few options.
So now, to challenge the federal program, some are turning to their local officials.
In Seattle, immigrant rights and domestic violence groups have begun lobbying King County executive Dow Constantine to halt honoring a key component of the program. They want King County to stop detaining suspected illegal immigrants in the county jail for U.S. Immigration and Customs Enforcement, a practice called “detainers.”
At least two other counties — Cook County in Illinois and Santa Clara County in California — in the country have begun ignoring detainers. San Francisco is also declining to detain illegal immigrants for the federal government.
Cook County’s decision, followed by a public outcry over the case of an illegal immigrant who committed a crime after being released, prompted a sharp rebuttal from the ICE, which said the county was compromising public safety.
Secure Communities uses fingerprint analysis to identify illegal immigrants in county jails. Local jurisdictions and the departments of people booked in jail to the FBI. Now, ICE uses the FBI database to cross check with its own databases.
Poetry
Continued from Page A1
Teachers also can download curriculum from the program’s website and use those resources to supplement their own teaching.
Bakke-Schultz said the result is “absolutely stunning poetry.”
There’s a wide variety of poets coming into the classrooms, and though all are from the Pacific Northwest, they each have their own niche.
There are naturalist poets and lyrical poets and those specializing in slam poetry, said Sherry Chavers, a former teacher who now volunteers in Anacortes School District collaborating with teachers on language arts lessons.
“They each bring their own voice and their own way of looking at the world,” she said.
These poets show students that everyone can have a voice and express it in a different way, she said.
Chavers said she once taught a student once who was struggling at home and at school. He refused at first to write poetry, but slowly warmed up to the resident poet visiting the classroom. The experience left a lasting impression on the student.
“Eventually by the end of the week, he had really developed the way to getting the anger outside of himself, in a way that is more appropriate,” Chavers said.
She ran into that student four years later, as he was riding his bike.
“You remember that poet lady?” the student asked Chavers. “… Well, she kind of saved my life.”
The program is not just beneficial for students, but also is a gift for teachers, who often are inspired by the poets who visit, Chavers said.
Teachers interested in being part of the program attend a workshop put on by the program in the fall and are then connected to poets.
Currently, however, there’s a higher demand for poets in the classroom than there is money available.
“I certainly have become much more confident in my ability to teach poetry, and poetry is just a bigger part of my language arts curriculum than it ever was before,” said Bakke-Schultz. She added that she feels “more validated” when she sees what her students produce.
“Their voice really comes through when they write poetry,” she said.
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Protecting Canada’s freshwater and securing our place as a global leader in freshwater research
Canada is home to one fifth of the world’s surface freshwater, which sustains life and livelihoods from coast to coast to coast. While Canada’s freshwater can seem abundant, it is a limited resource and is increasingly at risk from the dangers of climate change, pollution, habitat loss, and invasive species.
As Canadians, we have a responsibility to protect our freshwater and the health of their ecosystems. Over the past six years the Liberal government has taken on this responsibility and has acted accordingly. We have:
- Started the process of creating a new Canada Water Agency;
- Invested in a Freshwater Action Plan;
- Made the largest single investment in Canada’s history to protect Canada’s oceans and waterways with the Oceans Protections Plan; and
- Surpassed the previous marine conservation target by setting a new goal to conserve 25 percent of marine and coastal areas by 2025, and working to 30 per cent by 2030.
We recognize there is more work to do to restore and protect our freshwaters, as they face increasingly complex challenges. To address these challenges and protect our freshwaters for years to come a re-elected Liberal government will:
- Establish and fully fund a Canada Water Agency in 2022 to coordinate federal freshwater efforts;
- Modernize the 50-year-old Canada Water Act to better reflect today’s freshwater realities to include Indigenous water rights and address climate change; and
- Introduce a strengthened Freshwater Action Plan, including a historic investment of $1 billion over ten years to restore and protect large lakes and river systems.
We also understand the importance of science and research in the protection and restoration of our freshwater. For this reason, a re-elected Liberal government will take on global leadership by investing in freshwater science and research. We will:
- Invest $37.5 million over six years to support freshwater research at the International Institute for Sustainable Development’s Experimental Lakes Area (ELA); and
- Support cooperation efforts with the African Great Lakes and other international water basins that could benefit from Canadian knowledge and experience.
**Canada Water Agency**
We will build on our commitment in Budget 2021 to support the creation of a new Canada Water Agency, with its launch being set for 2022. In collaboration with Indigenous partners and communities, the Agency will consolidate and coordinate federal water efforts, and support provinces and territories, including in developing and updating river basin and large watershed agreements.
While past Conservatives governments did not take this work seriously, as seen by Harper’s shutdown of the Prairie Farm Rehabilitation Administration, we are taking action to make up for these lost years of critical action to protect our freshwaters.
**Canada Water Act**
We will modernize the Canada Water Act. This Act is Canada’s primary federal freshwater legislation and provides a framework for collaboration among federal, provincial, and territorial governments in matters relating to water resources. However, the Act must be updated to reflect current, modern realities including climate change, and Indigenous water rights.
**Freshwater Action Plan**
We will strengthen the Freshwater Action Plan with a historic investment of one billion dollars over ten years. This plan will provide essential funding to protect and restore large lakes and river systems, starting with the Great Lakes-St. Lawrence River System, Lake Simcoe, the Lake Winnipeg Basin, the Fraser River Basin, and the Mackenzie River Basin. The Plan will also support our efforts in the Canada-US Great Lakes Water Quality Agreement, a commitment between the US and Canada to restore and protect the Great Lakes. As we approach the agreement’s 50th anniversary, this funding will set a new direction for bilateral collaboration regarding the Great Lakes’ health and ecosystems.
**Freshwater research**
We will invest $37.5 million in the International Institute for Sustainable Development (IISD)’s Experimental Lakes Area (ELA). Despite previous attempts by the Harper government to shut down the ELA, this new funding will ensure the ELA’s vital work continues for years to come by supporting their research and by funding a Centre for Climate and Lake Learning.
The Experimental Lakes Area is a natural laboratory made up of 58 small lakes in northwestern Ontario and is the only place in the world where experiments on real lakes take place. The ELA has contributed ground-breaking research on freshwater science including an experiment that proved damage from acid rain to lakes could be reversed leading to global action on the issue. They are continuing to lead cutting edge research including conducting the world’s only experiment on microplastics in a real lake.
This new funding will also support international freshwater science and research by encouraging international cooperation efforts, including that with the African Great Lakes. Understanding that climate change will only further exacerbate water scarcity and global conflict, this will be a major step for Canada to show international leadership. | <urn:uuid:4dc57d91-7409-4767-8133-47a376021257> | CC-MAIN-2024-10 | https://liberal.ca/wp-content/uploads/sites/292/2021/08/protecting-canadas-freshwater-and-securing-our-place-as-a-global-leader-in-freshwater-research.pdf | 2024-02-28T11:49:10+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474715.58/warc/CC-MAIN-20240228112121-20240228142121-00495.warc.gz | 363,403,966 | 971 | eng_Latn | eng_Latn | 0.997153 | eng_Latn | 0.997177 | [
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How is My City or Town Doing?
Recycling, Composting, and Waste Diversion in Rhode Island
At RIRRC, we use data to help municipalities measure their program’s success in a few different ways. On the following page you will find a chart listing all of RI’s 39 municipalities. Municipalities are grouped with others that are similar in program size and type. This allows for a more fair comparison of how your city or town is doing, compared to others like it.
The three categories are as follows:
1. Municipalities serving 10,000 households or more, through a curbside collection program.
2. Municipalities serving less than 10,000 households, through a curbside collection program.
3. Municipalities serving households through a transfer station, with limited or no curbside collection, and the option for residents to hire a private trash hauler.
The chart shows four different measures of success:
1. **Tons of Trash Sent to Landfill per Household Served in Program:** This figure expresses how much trash is generated and landfilled, on average, by each household the municipality serves. The households served figure is notoriously difficult to calculate in many of the communities that utilize a transfer station.
2. **MRF Recycling Rate:** This is our simplest measure of recycling, which divides the total tons of common recyclables (materials placed in your bins at home) sent to RIRRC’s Materials Recycling Facility (MRF) by the total of these tons plus the tons of trash delivered to RIRRC for landfilling. RIRRC automatically collects both of these numbers when your city or town’s trucks cross our scales. By law, all municipal recycling and trash must be delivered to RIRRC.
*Simple example:* If a city brought 30 tons of recycling and 70 tons of trash, then \( \frac{30}{(30+70)} = .3 \) or 30%
3. **Mandatory Recycling Rate:** This measure is similar to the one above, but also includes other materials on the Rhode Island Department of Environmental Management’s (RI DEM) Mandatory Recyclables List. In addition to bin recycling, this rate includes leaf and yard debris composted at RIRRC or elsewhere, as well as clothing and other metals reused or recycled elsewhere. We divide these tons by their total plus the total tons of trash delivered to RIRRC for landfilling.
4. **Rate of Overall Material Diversion from Landfill:** This measure expands on the previous one even more, by adding in all other materials that are diverted from the landfill for reuse or recycling. It includes special wastes such as tires, mattresses, clean wood, clothing and shoes, books, motor oil and filters, cooking oil, etc., not on the RI DEM’s list. We divide these tons by their total plus the total tons of trash delivered to RIRRC for landfilling.
The State of RI has set a two-part goal for its 39 municipalities:
§ 23-18.9-1: Beginning July 1, 2012 every city or town that enters into a contract with the Rhode Island resource recovery corporation to dispose of solid waste shall be required to recycle a minimum of thirty-five percent (35%)* of its solid waste and to divert a minimum of fifty percent (50%) of its solid waste.
*Ri Municipalities commonly measure this against their Mandatory Recycling Rate.
How Can I Help My City Improve its Recycling and Diversion?
RIRRC provides many free services to RI residents, businesses, schools, and community groups. You can also visit our website, [www.rirrc.org](http://www.rirrc.org), and use these keywords (including the /) after our URL for more information:
| Find Your DPW | /contacts |
|---------------|-----------|
| What Goes Where? | /AtoZ |
| Hazardous Waste | /ecodepot |
| Compost Bins | /compost |
| Give & Get Stuff | /free |
| Waste Assessments | /assess |
| Event Recycling | /events |
| Group Tours | /tours |
| Presentations | /talks |
| Field Trips | /fieldtrips |
| MaxMan Visits | /visits |
| Curriculum | /teachers |
## 2014 MUNICIPAL WASTE MANAGEMENT DATA
### BY COLLECTION PROGRAM SIZE AND TYPE
| Municipality | Tons of Trash Sent to Landfill per Household Served in Program | MRF Recycling Rate | Mandatory Recycling Rate | Rate of Overall Material Diversion from Landfill |
|-----------------------|---------------------------------------------------------------|--------------------|--------------------------|-----------------------------------------------|
| **≥ 10K households served curbside** | | | | |
| Coventry | 0.99 | 23.6% | 32.2% | 32.8% |
| Cranston | 0.78 | 24.2% | 37.7% | 38.2% |
| Cumberland | 0.91 | 25.8% | 30.1% | 30.5% |
| East Providence | 0.82 | 26.1% | 48.1% | 48.4% |
| Johnston | 1.44 | 12.3% | 18.3% | 20.1% |
| Newport | 0.70 | 25.7% | 38.3% | 38.8% |
| North Providence | 0.78 | 23.4% | 33.1% | 33.3% |
| Pawtucket | 0.53 | 29.3% | 36.1% | 36.5% |
| Providence | 0.99 | 9.5% | 13.9% | 14.5% |
| Warwick | 0.86 | 28.8% | 51.7% | 51.9% |
| West Warwick | 0.91 | 20.2% | 31.0% | 31.4% |
| Woonsocket | 0.85 | 25.2% | 33.1% | 34.7% |
| **≥ 10K Curb. AVG.** | 0.88 | 22.9% | 33.6% | 34.3% |
| **< 10K households served curbside** | | | | |
| Barrington | 0.93 | 30.5% | 52.0% | 52.6% |
| Bristol | 1.30 | 19.0% | 46.9% | 47.4% |
| Burrillville | 0.70 | 31.5% | 36.2% | 38.3% |
| Central Falls | 0.82 | 25.4% | 27.0% | 27.6% |
| East Greenwich | 0.94 | 29.6% | 38.4% | 38.6% |
| Foster | 1.02 | 23.8% | 24.0% | 24.6% |
| Lincoln | 1.15 | 22.7% | 29.3% | 30.0% |
| Middletown | 0.56 | 40.7% | 52.6% | 52.9% |
| North Smithfield | 0.80 | 28.6% | 34.8% | 35.9% |
| Scituate | 0.83 | 25.3% | 27.6% | 28.4% |
| Smithfield | 0.75 | 31.9% | 42.3% | 43.9% |
| Tiverton | 0.70 | 30.9% | 34.2% | 35.0% |
| Warren | 0.93 | 21.4% | 28.7% | 29.3% |
| **< 10K Curb. AVG.** | 0.88 | 27.8% | 36.5% | 37.3% |
### Transfer station / independent curbside collections
| Municipality | Tons of Trash Landfilled / Reported Number of Households Served | MRF Recycling Rate | Mandatory Recycling Rate | Rate of Overall Material Diversion from Landfill |
|-----------------------|-----------------------------------------------------------------|--------------------|--------------------------|-----------------------------------------------|
| Charlestown | 0.39 | 39.2% | 43.4% | 45.0% |
| Exeter | 0.78 | 28.1% | 32.3% | 33.1% |
| Glocester | 0.74 | 33.9% | 36.9% | 39.2% |
| Jamestown | 2.08 | 33.1% | 36.4% | 36.9% |
| Little Compton | 0.71 | 24.2% | 27.7% | 29.6% |
| Narragansett** | 0.39 | 33.3% | 39.3% | 40.4% |
| New Shoreham | * | 18.0% | 23.6% | 24.6% |
| North Kingstown | 1.31 | 35.1% | 37.5% | 38.8% |
| Portsmouth | 1.01 | 35.2% | 43.2% | 47.6% |
| Richmond | * | 41.6% | 41.6% | 42.6% |
| South Kingstown** | 0.41 | 37.0% | 44.3% | 46.2% |
| West Greenwich | 1.13 | 26.5% | 31.5% | 33.2% |
| Westerly/Hopkinton | 1.06 | 28.5% | 37.7% | 39.4% |
| **T-Station/Ind. AVG.** | 0.91 | 31.8% | 36.6% | 38.2% |
| **STATE AVERAGE** | 0.92 | 23.8% | 34.8% | 35.6% |
* Number of households served is rough estimate
* Data on number of households served unavailable
** SK & Narragansett agree upon a split of shared figures from Rose Hill Transfer Station | <urn:uuid:cde3a9cf-d2d9-44f6-8f33-4a52685984db> | CC-MAIN-2019-39 | http://www.rirrc.org/sites/default/files/2017-02/2014_HowIsMyCityOrTownDoing.pdf | 2019-09-16T12:52:06Z | crawl-data/CC-MAIN-2019-39/segments/1568514572556.54/warc/CC-MAIN-20190916120037-20190916142037-00545.warc.gz | 313,347,852 | 2,472 | eng_Latn | eng_Latn | 0.968643 | eng_Latn | 0.995331 | [
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Graphing Piecewise Functions with Feather Boas – Class Handout
Use two pieces of adding machine paper that are each about five feet long in order to create an $xy$-coordinate system on the floor. Tape it in place. Then use two feather boas to create each of the graphs described below. When you finish creating each graph, sketch the graph and answer the questions.
1. Use feather boas to graph $f(x) = \begin{cases} x + 3 & \text{if } x \leq 0 \\ x^2 & \text{if } x > 0. \end{cases}$
Sketch a copy of your graph.
(a) How does this graph relate to the individual graphs for $y = x + 3$ and $y = x^2$?
(b) Why were you given two feather boas? Could this function have been graphed with only one boa? Why or why not?
(c) Is your graph a function? How can you tell?
2. Use feather boas to graph a function that satisfies all of the following properties:
$$\lim_{x \to \infty} g(x) = 2$$
$$\lim_{x \to 0+} g(x) = -\infty$$
$$\lim_{x \to 0-} g(x) = \infty$$
$$\lim_{x \to -\infty} g(x) = 0$$
Sketch a copy of your graph.
(a) Are there any vertical asymptotes? If so, what are their equation(s)? How are they related to the limits?
(b) Are there any horizontal asymptotes? If so, what are their equation(s)? How are they related to the limits?
(c) Why were you given two feather boas? Could the function have been graphed with only one boa? Why or why not?
(d) Is your graph a function? How can you tell? | <urn:uuid:f7569c8f-ed67-4b9a-8585-616917d843dd> | CC-MAIN-2024-42 | http://www.ams.org/publications/authors/books/postpub/clrm-54-Activity1_6.pdf | 2024-10-15T15:41:12+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944255885.83/warc/CC-MAIN-20241015143046-20241015173046-00188.warc.gz | 39,531,681 | 408 | eng_Latn | eng_Latn | 0.994007 | eng_Latn | 0.994007 | [
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1411
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THE HIGH ALTITUDE TROPICS - A SOURCE OF PLANTS FOR NEW ZEALAND
S. N. Dawes,
Plant Diseases Division,
DSIR,
Auckland.
ABSTRACT
Few plants have been introduced to New Zealand from high altitude areas within the tropics where there is a zone of temperate climate which is very like that of New Zealand, with no great extremes of heat and cold. The warmer part of this zone is of great interest as a source of plants for our sub-tropical fruit growing areas. Undoubtedly other high altitude temperature zones should also be considered as a possible source of ornamental plants, grasses, field crops and timber trees.
There are many high mountains within the tropics that have zones of temperate climate. Some of the areas are small, but there are also mountain ranges with a continuous zone of temperate climate. Altogether these constitute a large area and include many places with a high percentage of indigenous species.
They have given us important crops such as kiwifruit, tamarillos and feijoas, but there is great scope for further introductions.
A very large number of exotic plants have been successfully established in New Zealand. These have mostly come from areas of similar latitude to that of New Zealand, whether from the northern or southern hemisphere. We generally expect that plants from regions of lower latitude will be unsuitable for our conditions. This is true if we think of places at or near sea level, especially within the tropics. If, however, we consider areas of higher altitude then this is not necessarily so.
Even at the equator, climate changes rapidly with increase in altitude, from tropical at sea level, to in some cases permanent snow, where there are very high mountains. Between these extremes, there is a zone of temperate climate very like that of New Zealand. If one looks at a relief map of the world, one sees that there are many areas of mountains within the tropics. This includes large areas of South East Asia, the Philippines, Indonesia, southern India, New Guinea, Latin America and parts of Africa. Even a world scale climate map (The Times Atlas of the World, 1968) shows up some high altitude regions of cooler climate.
Maritime West Coast Climate
New Zealand falls wholly within the Maritime West Coast, Cbf, climate zone of the Koppen system, as modified by Trewartha (Finch and Trewartha, 1949). Areas of Maritime West Coast climate in the high altitude tropics, that are large enough to be shown on a large scale climate map, include parts of the mountains, of New Guinea, Borneo, Ethiopia, Kenya, eastern South Africa, south eastern Brazil and in the Andes mountains from Venezuela to Bolivia. These are areas where there is a large enough mountain mass or chain of mountains for such a climatic difference to be seen on a large scale map. In addition to this, there are many individual peaks or smaller mountainous areas of temperate climate that do not appear on a map of this scale. Altogether high altitude areas of Marine West Coast Climate add up to a large land mass. Add to this the fact, that in all the individual areas there are many endemic plants and one can see that the highland tropics is a very interesting source of plants for New Zealand. This includes fruit bearing plants, ornamentals and probably, timber trees, field crops and grasses. There has of course been some plant introduction from these areas, but there is great scope for further introductions.
Definition of Marine West Coast Climate
The classification of Marine West Coast Climate is broad, as is seen by the fact that the whole of New Zealand comes within this zone. New Zealand's designation Cbf is defined by C, rainy, climates with mild winters, coolest month above 0°C but below 18°C and warmest month above 10°C, while b means the warmest month is below 22°C and f constantly moist, rainfall of the driest month at least 60 mm. This is a general classification and we know that in the case of New Zealand it can be divided into areas of distinct climate. If therefore, we wish to look for plant material for specific parts of New Zealand, we need to consider in closer detail what particular high altitude tropical zone is of interest to us.
Subtropical Fruiting Plants
Subtropical fruitgrowing in New Zealand is largely confined to coastal areas of the North Island and mainly to the sheltered east coast from Gisborne in the south to the Far North. For this climate we are therefore interested in plants from the warmest part of the Marine West Coast climate, that is the lowest altitude of this zone in the highland tropics.
We should also consider the cooler side of the Humid Subtropical Ca and Mediterranean Cs climate zones, where they occur within the tropics. For instance, even a relatively slight increase in altitude near the tropics of Cancer or Capricorn, with an area predominantly Humid Subtropical, will mean a
change to the warmer phase of Marine West Coast climate. The definition of Humid Subtropical Ca differs from that of Marine West Coast Cb Cc in that a designates that the warmest month is above 22°C. The warmest zone in New Zealand, in terms of the mean temperature of the warmest month, has a minimum temperature of 19°C and covers much of eastern Northland and part of the Bay of Plenty (Hurnard, pers. comm.). No part of New Zealand achieves the Cb designation, but we need to bear in mind that our subtropical fruit crops can only be successfully grown commercially in closely sheltered small blocks of land. Shelterbelts of trees are planted to improve the microclimate and the resultant warmer conditions that are essential for these crops may come close to a Humid Subtropical climate. We do not yet have a comparison of climatic data from sheltered and unsheltered situations, in our subtropical fruitgrowing areas, to know to what extent this is true. We do know however, that we cannot grow the crops without good shelter.
Subtropical Fruit Crops of New Zealand
The subtropical fruit crops grown commercially in New Zealand are citrus, kiwifruit, tamarillos, feijoas, avocados and passionfruit. It is relevant to consider the origin of some of these plants.
The kiwifruit *Actinidia chinensis* has been developed from a wild plant native in South China near the Tropic of Cancer at altitudes from 500 to 2,000 metres above sea level (Li, 1952). This is an area designated as Humid Subtropical with well distributed rainfall Caf. This confirms the above statement that a moderate increase in altitude will affect this climate. In the case of south China there are many hills and mountains.
The avocado cultivars that are grown in New Zealand are hybrids of the Mexican (*Persea americana* var. drymifolia) and Guatemalan (*P. nubigina*) races of avocados that are indigenous in the highlands of Mexico and Central America. These avocados occur over a range of altitude from approximately 1,000 to 2,000 m.a.s.l. (Popenoe, 1949) the cooler side of a Humid Subtropical climate zone.
The tamarillo (*Cyphomandra betacea*) is native in the Andes mountains of northern South America at altitudes of 1,800 to 3,000 m.a.s.l. (Popenoe, 1974), which is roughly the lower part of the Marine West Coast climate zone in that area. Similarly, the feijoa (*Feijoa sellowiana*) and purple passionfruit (*Passiflora edulis*) are from the mountains of southern Brazil, in another Marine West Coast climate zone near the Tropic of Capricorn.
It can be seen, therefore, that most of our subtropical fruit crops have come from high altitude areas in the tropics. As there has been very little plant introduction from these areas there must be further important plant material to be obtained.
Latin American Highlands
As an example of a high altitude tropical area, I will consider the highlands of Latin America in more detail. This will include some aspects of climate and a little about the plant material of this area. Other regions of similar climate may offer just as many useful plants, but they are generally less well known.
There is a more or less continuous range of mountains down the whole west coast of the Americas from Alaska to southern Chile. Within the tropics, Mexico and Central America have large areas between 1,500 and 3,000 m.a.s.l., whilst the Andes mountains of South America are often 4,000 to 5,000 metres high with peaks over 7,000 m.a.s.l. This mountain mass greatly affects the climate. Naturally there are many variations depending on aspect latitude, rainfall etc. and in many areas not a great deal of climatic data is available. The following few facts in relation to two areas will serve to illustrate the effect of altitude on temperature. This information has been supplied by S.M. Hurnard, N.Z. Meteorological Service and is largely derived from Landsberg (1979).
Change of Climate with Altitude in Ecuador
Ecuador, as the name suggests, straddles the equator. Locally, climate is considered in terms of zones of different altitude. From sea level to 1,000 m.a.s.l. is the "tierra caliente" (hot zone), from here to 2,000 m.a.s.l. the "tierra templada" (temperate zone) and from 2,000 to 3,000 m.a.s.l. the "Tierra fria" (cold zone). The latter is not a good description, as the average annual temperature of this layer varies from 13°C to 18°C, which is warmer than many so called temperate regions of the world. Above 3,000 m.a.s.l. the term "paramos" (bleak uplands) is used up to the snow line.
These vertical divisions generally apply in neighbouring countries, but there are local complications. In Colombia the climate is often wetter with two wet seasons; in Peru the western slopes of the Andes are cooler than those of the east, and the west is drier; whilst in Bolivia the eastern slopes are more extensive. The same "caliente", "templada" and "fria" altitudinal zones are also used in Guatemala, Central America.
This relationship between altitude and temperature is shown in Table 1 compiled from regression analysis of some 50 stations in Peru and Ecuador.
| Altitude (m) above sea level: | 0 | 500 | 1,000 | 1,500 | 2,000 | 2,500 | 2,500 | 3,000 | 3,500 | 4,000 | 4,500 |
|-----------------------------|-----|-----|-------|-------|-------|-------|-------|-------|-------|-------|-------|
| Temperature °C: | 27 | 24 | 21 | 20 | 17 | 16 | 13 | 9 | 6 | 3 |
1 Applicable to Ecuador and east and central Peru, excluding the coastal regions.
As a comparison with New Zealand, the mean annual temperature of Kaitaia, which is in the zone of highest mean annual temperature, is 15°C, whilst that of Tauranga is 14°C. Near the equator, the altitude range 2,000 to 3,000 m.a.s.l. is of greatest interest as a source of subtropical fruiting plants suitable for New Zealand.
With increase in latitude the altitude at which a similar climate zone occurs becomes lower. Near the tropics of Capricorn and Cancer, areas above 1,000 m.a.s.l. have a similar climate to 2,000 m.a.s.l. near the equator.
**High Altitude Climate in Southern Brazil**
The high altitude region of south-eastern Brazil, from Minas Gerais and inland of Rio de Janeiro, to Rio Grande do Sul, is an example of a highland region near the tropics. In Africa there are three considerable areas from 1,000 to 2,000 m.a.s.l. Curitiba in the province of Parana, with an altitude of 949 m.a.s.l. and 25°S latitude, has a climate very close to Kaitaia (Hurnard pers.comm.). Some areas in this region have an average January temperature below 20°C.
**Fruiting Plants of the Highlands of Latin America.**
Having briefly considered the climate of some high altitude areas of Latin America and its similarity to the subtropical fruit-growing areas of New Zealand, I will describe a few of the plants of this region that are worthy of trial here. This is easiest accomplished by listing them in their plant families. The principal sources of information are: Hoehne (1946), Popene (1919, 1924, 1974), Romero Castaneda (1961-69) and Sykes (pers. comm.).
**Caricaceae**
This is the family to which the tropical papaya belongs
**Mountain Papaya**
The mountain papaya, or mountain pawpaw (*Carica pubescens*), is a common garden plant in northern New Zealand. It comes from elevations of 2,400 to 2,700 m.a.s.l. in the mountains of Colombia and Ecuador. The fruits of the mountain papaya are small and not much used in New Zealand, though canning is possible.
**Babaco**
Of much greater interest for our subtropical fruitgrowing areas is the babaco, a natural hybrid between the mountain papaya *Carica pubescens* and another high altitude species *C. stipulata*. The plant is very similar in appearance to the mountain papaya, but the fruit are much larger and of better quality. They are commonly 25 cm in length and 10 cm in diameter, and up to 1.3 kg in weight, with crisp, pleasantly-flavoured flesh.
The babaco is a rare plant outside of valleys of the inter-Andean ranges of Ecuador where its culture has only slowly spread. This undoubtedly is largely due to the fact that the fruit are set parthenocarpically and as there is no seed it can only be propagated by cuttings. I was fortunate in collecting a few cuttings in 1973 and now having proved that the babaco will grow and crop well under our conditions, only the slow job of multiplication is delaying commercial development.
**Annonaceae**
Some of the fruits from plants of this family are called custard apples.
**Cherimoya**
One of the species that seems well suited to New Zealand conditions is the cherimoya *Annona cherimola*. The small spreading semi-deciduous tree is native to the Andes mountains of Peru and Ecuador at altitudes of approximately 1,500 to 2,000 m.a.s.l. The fruits are compound (sycarpium) frequently heart-shaped or conical and range in weight from 200 grams to several kilograms. The white juicy flesh has a flavour with similarities to the pineapple and banana and contains several bean-like seeds.
Cherimoya fruits could be particularly useful as a fresh fruit in New Zealand as they ripen in spring and early summer when there is little fresh fruit available.
**Solanaeaceae**
The tamarillo (*Cyphomandra betacea*) is only one of a large number of small shrubby trees of the Solanaceae that are indigenous in northern South America. It occurs at elevations of 1,800 to 3,000 m.a.s.l. and there are many other *Cyphomandra* species with large edible fruit that are native in the northern Andes and in Southern Brazil. These include species such as *C. naranjilla*, *C. crassifolium* and *Solanum grandiflorum*
**Casana**
As an example of this, a *Cyphomandra* species recently introduced into New Zealand from southern Ecuador by a local orchardist, shows promise of becoming a new subtropical crop. This is the casana, which was collected from approximately 3,000 m.a.s.l. and is yet to be properly identified.
The fruit of the casana are more elongated than the tamarillo, yellow when fully ripe, with a sweet peach-like flavour. The casana is growing well in New Zealand under good conditions and the first locally grown fruit were available this season.
This recent introduction of the casana is proof of the fact there are other members of the Solanaceae awaiting development.
**Naranjilla**
The small bushy shrub *Solanum quitoense*, is an important fruiting plant in the northern Andes. The fruits are round, about 5 cm in diameter and bright orange coloured when ripe. Their chief use is for producing beverages.
**Pepino**
The pepino (*Solanum quitoense*) is a bushy perennial that looks rather like a potato plant, with very similar leaves and flowers. It also is a native of the northern Andes, but has been widely distributed in Central and South America.
The fruits are very variable and may be egg or top-shaped, globose, or elongated and vary from 100 g to a kilo in weight. They are light green to light yellow when ripe, frequently with purple stripes. The
skin is very thin, while the thick yellow flesh is crisp and juicy, with only a few very small seeds in the central cavity. Good forms of the pepino have a very pleasant sweet flavour rather like a rock melon and they are eaten in a similar way to the rock melon as a dessert dish.
I have been making selections and crossing various strains of pepino from several recent seed introductions from South America. All the characters needed for a commercial cultivar are present and we are close to having a form of the plant that will give high yields of good quality fruit. It would be grown as an annual much like a dwarf tomato with the fruit available over the late summer/autumn period.
**Sapotaceae**
The name of the Sapotaceae is derived from the Aztec term tzapotl used to designate soft sweet fruits and there are many members of the family in the American tropics and subtropics that produce large edible fruit.
The green sapote (*Achradelpha viridis*) is indigenous in the highlands of Central America and is particularly abundant in northern Guatemala where it grows at elevations of 1200 to 1800 m.a.s.l. The tree is a handsome evergreen which bears top-shaped fruit up to 12 cm long that have sweet, reddish-brown flesh, with a pleasant almond-like flavour. The fruit is very popular with the Indians of the Guatemalan highlands.
Two other members of the family from similar climate zones, which bear large edible fruit are the yellow sapote (*Lucumo salicifolia*) of Mexico and the lucumo (*L. obovata*) of Peru.
**Myrtaceae**
The myrtle family contains a large number of plants with edible fruit. Of these the tropical guava (*Psidium guajava*) and feijoa (*Feijoa sellowiana*), from different altitudes in Brazil, are best known. There are a number of other shrubby species with large edible fruit that are indigenous at high altitude in southern Brazil including *Britoa acida*, *Eugenia uvalha* and *E.klotzschiana*. Fruit of the Costa Rican guava (*Psidium friedrichsthalianum*) is very popular in the mountains of Costa Rica.
There is a second group of myrtles with edible fruit that are generally larger, more upright, trees with fruits the size of a grape.
**Jaboticaba**
This popular tree of southern Brazil has the unusual habit of bearing its fruit directly upon the trunk and larger limbs. The fruits are round 2 to 4 cms in diameter, maroon-purple in colour, having a tough skin and whitish juicy pulp, with an agreeable wine-like flavour.
The jaboticaba is often listed under the species name of *Myrciaria cauliflora*, but in effect there are several closely related species that include *M. jaboticaba*, *M. trunciflora* and *M. cauliflora* and hybrids between them.
The fruit are popular in southern Brazil where they are stewed for desserts and made into wine and jelly.
**Pitanga**
The pitanga (*Eugenia uniflora*), is often known as the Brazilian cherry tree. The fruit are round, conspicuously eight ribbed, 2 to 3 cms in diameter, deep crimson when fully ripe and held on long stems like a cherry. The flesh is soft with an aromatic sub-acid flavour
Other species of eugenia that are locally important in Brazil for their cherry-like fruit include *E. dombeyi* and *E. iuschnathiana*.
**Rutaceae**
This is the large family to which citrus belong.
**White Sapote**
In the highlands of Mexico and Central America the white sapote (*Casimiroa edulis*) is found from elevations of 1000 to 2000 m and occasionally 2700 m.a.s.l. It is one of the principal fruits of this region. The medium-sized evergreen tree bears yellowish-green fruits the size of an apple. These have a thin membranous skin, with sweet, yellowish flesh of a soft melting texture. This plant seems well adapted to coastal North Island conditions and shows real promise for development as a crop.
**Other Subtropicals**
The above are some of the better known subtropical fruiting plants from the appropriate climatic zone in the highlands of Latin America. That these represent only a few of the potential plants is shown by the species listed in Floras of particular areas.
It is obvious that the number of potentially useful plants is very great indeed.
**CONCLUSION**
The subtropical fruit-growing industry of New Zealand is rather unique in that several of the crops have been developed here. All of the latter are from high altitude areas within or near the tropics. Even a superficial coverage of one such region shows the wealth of plant material available. We must endeavour to increase the rate of introduction of plants from these highland tropical areas, from which we can expect important new crops of the future.
**REFERENCES**
Finch, V.C. and Trewartha, G.T. 1949: "Elements of Geography". McGraw – Hill, New York.
Hoehne, F.C. 1946: "Frutas Indigenas". Instituto De Botanica, Sao Paulo.
Landsberg, H.E. 1978. Climates of Central and South America in "World Survey of Climatology", Vol. 12, Elsevier, Amsterdam.
Li, H. 1952. A Taxonomic Review of the Genus Actinidia, Journal of the Arnold Arboretum. XXXIII : 1-61.
Popenoe, W. 1919. The Avocado in Guatemala. United States Department of Agriculture Bulletin No. 743: 1-69, 1924. Economic Fruit-Bearing Plants of Ecuador. Contributions from the United States National Museum, 24: 101-134, 1974. (A facsimile of the 1920 Edition). "Manual of Tropical and Subtropical Fruits". Hafner Press, New York.
Romero Castaneda, R. 1961 and 1969, "Frutas Silvestres De Colombia", Volumes 1 and 2, Universidad Nacional de Colombia, Bogota.
The Times Atlas of the World 1968. Comprehensive Edition: World Climate and Food Potential XXVIII-XXIX. Times Newspapers, London. | <urn:uuid:489d9080-b731-4b6d-9fb2-70b83251d39b> | CC-MAIN-2023-40 | https://www.agronomysociety.org.nz/files/1979_17._High_altitude_tropics_-_NZ_plant_source.pdf | 2023-09-27T09:33:04+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510284.49/warc/CC-MAIN-20230927071345-20230927101345-00447.warc.gz | 689,738,128 | 5,020 | eng_Latn | eng_Latn | 0.995446 | eng_Latn | 0.99589 | [
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January 28, 2018
Dear Parents/Guardians:
With cold and flu season upon us, please keep the following guidelines in mind when deciding whether or not to send your child(ren) to school.
If a child exhibits any signs of illness, he/she should not attend school. If symptoms occur at school or if your child is deemed unable to participate in the day’s lessons or activities, you will be called to take him/her home.
Examples of illness include but are not limited to:
- Runny nose that is excessive and/or discolored mucus
- Body aches / Severe pain or discomfort
- Fatigue
- Cough
- Diarrhea
- Vomiting: If your child vomits at night, please do not bring them to school the next day.
- Elevated temperature of 100 degrees Fahrenheit or higher
- Sore throat
- Eyes with discharge (Conjunctivitis/ Pink eye)
- Skin rashes
- Difficulty breathing
- Enlarged lymph nodes (swollen glands)
If your child is diagnosed with an illness, please report it to the School Nurse. Students must be fever free and symptom free for 24 hours. In accordance with Board approved Policy 5200 and Policy 8451, please adhere to the procedures listed below for re-admittance after an illness:
- A student returning from an absence of any length of time must provide a written statement that is dated and signed by the parent or guardian listing the reason for the absence.
- A student who has been absent for a non-communicable illness for a period of more than three school days must be accompanied by a physician’s statement of the student’s illness with medical clearance to return to school.
- A student who has been absent by reason of having or being suspected of having a communicable disease must present to the school nurse written certification by a physician who has personally examined the pupil.
Here are a few things you can do to help since flu conditions are now more severe.
- Teach your children to wash their hands often with soap and water. You can set a good example by doing this yourself.
- Teach your children not to share personal items like drinks, food or unwashed utensils, and to cover their coughs and sneezes with tissues. If they don’t have a tissue, they should cough or sneeze into their upper sleeve, not their hands.
- Know the signs and symptoms of the flu. Symptoms of the flu include fever (100 degrees Fahrenheit, 37.8 degrees Celsius or greater), cough, sore throat, a runny or stuffy nose, body aches, headache, and feeling very tired. Some people may also vomit or have diarrhea.
- Extend the time sick children stay home for at least 7 days, even if they feel better sooner. People who are still sick after 7 days should continue to stay home until at least 24 hours after symptoms have gone away.
- If a household member is sick, keep any school-aged brothers or sisters home for 5 days from the time the household member became sick. Parents should monitor their health and the health of other school-aged children for fever and other symptoms of the flu.
- Don’t send children to school if they are sick. Any children who are sick at school will be sent home. Staying home when sick will allow your children to rest and allows you to monitor their health closely. Keeping your sick child home is the responsible thing to do. It protects fellow students and school staff, especially those who are at higher risk of severe illness from the flu.
For more information, visit www.flu.gov, or call 1-800-CDC-INFO for the most current information about the flu.
If you have any questions, please feel free to contact me at (973)956-0010 ext. 2200.
Sincerely,
Beverly Luciano
Washington Park School Nurse | <urn:uuid:bd79b94a-9015-4c97-95fc-92432277d390> | CC-MAIN-2018-09 | http://totowa.k12.nj.us/announcements/Communicable%20Disease%20Letter.pdf | 2018-02-18T22:08:23Z | crawl-data/CC-MAIN-2018-09/segments/1518891812259.30/warc/CC-MAIN-20180218212626-20180218232626-00026.warc.gz | 362,285,397 | 800 | eng_Latn | eng_Latn | 0.998609 | eng_Latn | 0.998698 | [
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January
STUDENT CHALLENGE
Science is fun! It is a cool subject. My challenge is for you to read a book about science or a book about a scientist and I will give you a charm for your necklace.
TEACHER’S CHALLENGE:
I love dogs, and I love reading about them. Read a book about a dog to receive a charm for your necklace!
TEACHER’S CHALLENGE:
Winter is here! Read a book about winter, snow or snowmen, and I will give you a charm for your necklace.
TEACHER’S CHALLENGE:
Biographies are books about people. There are so many great biographies to read. Choose one to read, and I will give you a charm for your necklace!
TEACHER’S CHALLENGE:
I enjoy reading about people and places. Read a book about any country, and I will give you a charm for your necklace.
How does the math challenge work?
Each month, students will receive a math chart with activities on it. Student may choose which activities they wish to complete. To earn a challenge charm, a student must complete a row of activities, similar to a bingo game. Students may do activities across, down or diagonally. The middle square is a free square. Students return their completed chart to earn a charm for their necklace. Please note that students only turn in their chart. They do not have to turn in any of the activity pieces, but may do so if they choose.
Families are encouraged to be creative with the activities. Your child will gain valuable skills while having fun!
A Guide to the Board
Play a Card Game-Families can choose any card game to meet this task challenge. Playing cards is an excellent way to build math skills and higher order thinking skills as children learn to master strategy. For younger children Go Fish or Memory are great games. Older children are ready for Rummy, Cribbage, or Hearts. The attached packet available at the school with several card games designed to help students build math skills.
Principal’s Challenge-The Principal’s Challenge is a district-wide challenge. Each student has the opportunity to demonstrate mastery of grade level math fact fluency skills. Details for each challenge are available in the office. When a student passes the challenge he/she receives a certificate and a math medal from Mrs. Silk.
Practice Math Facts-Every student is working to master math facts. Generally the following are guidelines for each grade. If your child has mastered these facts, move to the next grade level.
PreK-Count orally to 30, count objects to 15.
Kindergarten-Count and write numbers to 30
First Grade-Addition and subtraction, single digits to 20
Second Grade-Addition and subtraction, single and double digits to 20
Third Grade-Addition, subtraction, multiplication and division
Read a Math Book-There are lots of math-related books in our library. Your child can ask Mrs. Campbell to help them find one during library class. Some favorites are *Math Curse*, *The Lion’s Share*, and *One Grain of Rice*.
Play a math game-There are so many opportunities to play games while driving in the car. You could choose from I Spy, to Skip Counting, to Scavenger Hunts where the driver has the child find specific items. More items are included in the math packet.
Draw or create a pattern—Again there are a lot of options here. Students can draw a simple or complex pattern, create a piece of patterned jewelry, build a structure with a pattern, or develop a code based on a pattern.
Math Coloring Sheet—There are different coloring sheets in the packet. Choose the one that challenges your child to complete.
Play a board game—Any board game helps children develop skills, and it is a great way for a family to spend time together!
Practice skip counting—Generally children count by 1’s (1, 2, 3, etc.) Challenge them to count by 2’s (2, 4, 6, etc.), 5’s (5, 10, 15, etc.). As your child gets better at this, choose bigger numbers.
Matching socks—Sorting and matching are excellent skills for children to master. Helping do chores helps build responsibility. This is a win-win activity!
Grocery Store Bingo—Instructions for this game are included in the packet.
Sort Silverware—As mentioned above, sorting is an important skill and doing chores develops responsibility—another win-win activity.
Follow a Recipe—Cooking helps children to follow directions, measure, build vocabulary, and best of all, eat the results!
Fire Truck Challenge—Label “houses” with numbers you want your child to practice. You could use anything for the house (boxes, paper, etc.) Once each house is labeled, put them in a neighborhood in order. Call the fire truck to report an emergency at a house and give the child the number. The child then drives the fire truck to the correct house to help with the emergency. A twist could be to change the fire truck to a snow plow and have different houses call to have their driveways plowed.
Make a Graph Using Data—The student should collect information on any topic. He/she could chart the outside temperature for a week, or survey family members about their favorite foods, or count how many windows each house in your neighborhood has facing the road. Any data will work. Students should compile their data and show the information on a graph.
Make a Picture that has Symmetry—Symmetry is an important math concept. It basically means if you cut something in half each side would mirror the other. Here are some examples:
Shape Scavenger Hunt-Make a list of shapes (circle, square, triangle, etc.) make the list harder for older students (cylinder, prism, octagon, etc.). Go on a walk or drive to find the items. If you have enough players, split into teams.
Put a puzzle together-Putting puzzles together is a great family activity!
Play a math memory game-You can make your own game using index cards or paper or use the ones included in the math packet.
License Plate Scavenger Hunt-There are lots of ways to play this game. You could have everyone look for a plate with any given number. You could have players look for a plate with two specific numbers. You could ask players to find plates with three numbers in a row (1-2-3).
Map your house-Use pencil and paper to draw the layout of your house. Older students should use a ruler and make the rooms somewhat to scale.
Measure objects using your feet-Have students estimate how many “feet” objects are and then “measure” them. For example, how many feet is the couch? Students may guess 8 feet. Walking toe to heel, student should count how many of their feet it takes to walk the length of the couch.
Dice Games-Playing games with dice is a great way to build math skills. There are ideas for games in the math packet.
Use tangrams to make animal pictures-Tangrams and pictures are included in the math packet.
Solve a Suduko puzzle-Sample puzzles are included in the math packet. | <urn:uuid:3d889bfc-080d-44d6-8159-6c2b34d977f8> | CC-MAIN-2019-39 | http://vinestreet.bangorschools.net/wp-content/uploads/sites/6/2019/01/Reading-and-Math-Challenge.pdf | 2019-09-15T13:49:49Z | crawl-data/CC-MAIN-2019-39/segments/1568514571506.61/warc/CC-MAIN-20190915134729-20190915160729-00021.warc.gz | 201,061,277 | 1,471 | eng_Latn | eng_Latn | 0.998807 | eng_Latn | 0.999033 | [
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Mental/Behavior Health and Well-Being
Considerations
Returning to the classroom following the COVID-19 quarantine requires attention that differs vastly from past considerations for teachers, school staff, and parents. Altered or eliminated required activities and tasks can lead to changes in mental and behavioral health. When determining how to provide the best support, consider contextual factors related to the environment (e.g., systems, policies, attitudes, barriers, and supports). Moreover, extended isolation, fear, and anxiety about possible exposure to COVID-19 influences student success and has significant mental health implications on adults and students alike. It is also vital to acknowledge the impact of new, inconsistent, or ineffective routines. This can affect the behavior, social participation, and well-being of everyone (e.g., students, educators, family members). In addition, witnessing recent events surrounding racial injustices further amplifies the impact of changes related to COVID-19. Below are some tips for school personnel and families to consider when supporting the mental and behavioral health and well-being of the school community.
District and School-Wide Initiatives
☐ Address behavioral management policies and procedures to limit distress, traumatization, or re-traumatization (e.g., support staff reinforcing rules for social distancing, concerned parents redirecting students, staff using appropriate strategies for children displaying aggression or challenges with emotional regulation).
☐ Incorporate training on approaches to meet the needs of students in various grade levels such as trauma-informed care, self-regulation, mindfulness, and social emotional learning.
☐ Identify safe spaces and times for students to take breaks and discuss the emotional impact of recent events.
☐ Allow opportunities for educators, administrators, and staff to address their personal concerns about returning to the school setting and for daily debriefing for peer support.
☐ Provide parent training opportunities and support programs on behavioral health, mental health, and well-being.
☐ Implement Positive Behavioral Interventions and Supports (PBIS).
☐ Ensure social distancing and environmental modifications support inclusion of children with disabilities.
☐ Utilize occupational therapy (OT) practitioners to assist in preventing behavioral challenges impeding learning and interaction to:
☐ Promote a supportive environment meeting the sensory needs of the students (i.e., addressing classroom setup, designing sensory-friendly spaces and classrooms, providing virtual sensory-based activities during virtual or hybrid instruction).
☐ Address behavioral challenges by training staff on self-regulation, mindfulness, social emotional learning, and sensory-based approaches for students with documented assessment results of difficulties related to processing or integrating sensory information to facilitate calming, focusing, and attending.
☐ Utilize social stories to explain unfamiliar concepts (e.g., social distancing) and to address the emotional needs of younger students, and those with intellectual and developmental disabilities.
☐ Make contact with students on a one-to-one basis and in small groups to promote resilience and self-advocacy.
☐ Provide education to families, educators, and students on the impact of acute-stress and traumatic experiences on brain development, learning, and behavior.
Identify Students At Risk
☐ Acknowledge students’ unique exposure to acute stress and adverse and traumatic events:
Grief and loss secondary to family member(s) being diagnosed, quarantined, or dying due to COVID-19
Distress due to having parents on the front line (e.g., health care workers, grocery store clerks)
Fear regarding discrimination and stigma secondary to being:
A Black student impacted by protests against racial injustices and the increased likelihood of contracting COVID-19
An Asian American and Pacific Islander student due to stigma of being linked to the origin of COVID-19
A history of bullying or being bullied, or being a bystander to bullying
Students at risk for being bullied include those with physical and/or developmental disabilities, behavioral challenges, and emotional/mental health diagnoses; coming from low socioeconomic backgrounds; identifying as a member or being suspected of being a member of the LGBTQIA+ community; being socially immature; and/or requiring additional social and emotional support
Starting at a new school (i.e., relocated, moving between grades, transitioning from junior high to high school)
Become aware of and acknowledge the risk factors and early signs of mental illness such as internalizing behaviors (e.g., withdrawal, avoidance); externalizing behaviors (e.g., aggression); acute stress; or a history of depression, anxiety, or trauma.
Create Supportive Environments
Promote positive mental health by creating a sense of safety and security.
Affirm positive and prosocial behaviors.
Adopt equitable school discipline procedures. Enforce procedures consistently.
Foster kindness.
Reconsider the role of school security personnel beyond discipline.
Follow a consistent schedule and notify students of changes and disruptions when possible.
Facilitate social connectedness.
Encourage all school personnel to develop safe and caring relationships with students.
Promote friendships by helping students identify others with common interests.
Communicate with family members regularly.
Use peer supports in the classroom and on the playground.
Provide opportunities for students to experience mastery and agency.
Create a culture that celebrates inquiry and curiosity.
Encourage students to set goals.
Allow students to make choices about activities when possible throughout the day.
Teach students how to utilize resources (e.g., dictionaries, class notes, websites, books, peers) to address academic challenges.
Encourage positive self-talk.
Provide opportunities for students to identify and correct their mistakes.
Allow students to experience positive emotions each day.
Allow all students to experience recess adhering to social distancing guidelines.
Provide opportunities for students to engage with peers during lunchtime, including virtually.
Routinely use strategies that cultivate a sense of calm and reduce stress.
Offer opportunities for students to move their bodies throughout the day.
Services for Students Displaying Mental Health and/or Behavioral Conditions
Develop processes for students, families, and educators to report concerns about individual students and threats to school safety.
Improve access to school-based mental health services and providers (e.g., school social workers, counselors, psychologists, and occupational therapy practitioners) across school teams.
☐ Recognize the need for developing, or updating, an individual education plan (IEP) or 504 plan.
☐ Create plans in collaboration with students, parents, and teachers to educate students about their triggers and match them to the most effective and efficient coping strategies.
☐ Support students’ development of self-advocacy skills.
☐ Collaborate with community agencies to develop Wellness, Recovery, Action Plans (WRAP).
**Resources**
☐ American Occupational Therapy Association—[School Mental Health Toolkit](#)
☐ National Association of School Psychologists—[A Framework for Safe and Successful Schools](#) | <urn:uuid:62028c5a-c786-4024-b2ec-9064a57e32cd> | CC-MAIN-2025-08 | https://www.aota.org/~/media/Corporate/Files/Practice/back-to-school/Mental-Health-Behavior-and-Well-being.pdf | 2025-02-12T18:30:13+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951756.63/warc/CC-MAIN-20250212155629-20250212185629-00836.warc.gz | 620,886,673 | 1,346 | eng_Latn | eng_Latn | 0.989045 | eng_Latn | 0.99395 | [
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| Term | Definition |
|-----------------------|-----------------------------------------------------------------------------|
| Aesthetic | How an object or product looks. |
| Cladding | A material put on top of another material or on a structure as protection |
| | or to improve appearance. |
| Design criteria | A set of rules to help designers focus their ideas and test the success |
| | of them. |
| Evaluation | When you look at the good and bad points about something, then think about |
| | how you could improve it. |
| Frame structure | A way of building something so that the inside supports are built first |
| | and the outside covering is added afterwards as cladding. |
| Function | The purpose of an object (for example a chair needs to hold a person when |
| | sitting down); or how the product works (for example a torch needs to |
| | provide light in a dark space). |
| Inspiration | To gain ideas from different sources such as the internet, magazines and |
| | books. |
| Pavilion | A decorative building or structure for leisure activities. |
| Reinforce | To make a structure or material stronger, especially by adding another |
| | material or element to it. |
| Stable | Object does not easily topple over. |
| Structure | Something that has been made and put together and can usually stand on its |
| | own (e.g. a building, a bridge, a chair). |
| Target audience | A person or particular group of people at whom a product is aimed. |
| Target customer | A person or particular group of people who you expect to buy the product. |
| Texture | The way that something feels when you touch it (e.g. soft, rough, smooth). |
| Theme | An idea or specific design that your product or structure is based on (e.g.|
| | space-themed). |
You can create all sorts of textures for your cladding designs using different materials and techniques.
There are variety of ways to assemble a frame structure.
What materials and equipment could you use to make your structure? | <urn:uuid:d1ea712b-40b7-4570-ab3e-9b7295541409> | CC-MAIN-2025-08 | http://www.marshgibbon.bucks.sch.uk/uploads/2/5/8/6/25866184/autumn_term_1_cycle_a_years_3_and_4_pavilions.pdf | 2025-02-12T16:18:20+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951756.63/warc/CC-MAIN-20250212155629-20250212185629-00836.warc.gz | 40,064,967 | 471 | eng_Latn | eng_Latn | 0.999426 | eng_Latn | 0.999426 | [
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1. Reproduction
A) Reproduction in organisms
VSA
1. Why are Date Palms referred to as dioecious?
2. What marks the end of vegetative phase in plants?
3. Name the vegetative propagules seen in the following:
(a) Agave (b) Water hyacinth
4. Give the scientific name of the plant that produces flowers once in twelve years
5. Why do the internodal segment of sugarcane fails to propagate vegetatively even when they are in contact with damp soil?
SA
1. Why are papaya and date palm plants said to be dioecious whereas cucurbits and coconut palms monoecious, in spite of all of them bearing unisexual flowers?
B) Sexual reproduction in flowering plant
VSA
1. Define Spermiation
2. Do pollen grains survive in adverse conditions?
3. Mention the pollinating agent of an inflorescence of small dull coloured flowers with well exposed stamens and large feathery stigma. Give any one characteristic of pollen grain produced by such flowers
SA
1. Geitonogamous flowering plants are genetically autogamous but functionally cross pollinated. Justify.
2. Draw a diagram of microsporangium and label its wall layers. Write briefly on the role of Endothecium.
3. With a neat, labeled diagram, describe the parts of a mature angiosperm embryo sac. Mention the role of synergids.
4. Draw the sectional view of a pollen grain & label any three parts
5. Differentiate between internal & external reproduction with examples
6. Draw a neat labeled diagram of a monocot seed.
7. If the number of chromosomes in the leaf cell of a flowering plant is 28. What number would you expect in the embryo and endosperm?
8. If the chromosome no in a plant species is 40, what will be the chromosome number and the ploidy of the i) Megaspore mother cell ii) the endosperm cells?
LA
1. Explain briefly the development of female gametophyte. Draw a labeled diagram of mature embryo sac.
1. a. What are sperm lysins? Explain their role in the process of fertilization?
b. Explain the process of development of zygote in human female till its implantation.
2. Given below is a flow chart showing ovarian changes during menstrual cycle. Fill in the spaces with the name of hormones responsible for the events
Primary follicle → A
Graafian follicle → B and C
Ova → D
Corpus luteum
ii. How is placenta connected to the embryo? Explain the role of Placenta as an endocrine tissue?
3. Explain oogenesis with the help of diagram.
4. a) In which part of female reproductive system do the following events occur?
i) Release of 1st Polar body
ii) Release of 1st Polar body
iii) Fertilization
iv) Implantation
b) Name the hormone that the female pituitary release for parturition and what is source of signal for the same?
5. (a) When and where does spermatogenesis occurs in human male?
(b) Draw a neat diagram of a mature human male gamete. Label the following parts – Acrosome, nucleus, middle piece and tail.
(c) Mention the functions of acrosome and middle piece.
D) Reproductive health
VSA
1. Why is ‘Saheli’ considered to be an improved form of oral contraceptive for human female?
2. Expand the following:
(a) IUCD (b) MTP
2. Give reasons why:
(i) Most zygote in the angiosperm divide only after certain amount of endosperm is formed.
(ii) Ground nut seeds are Exalbuminous and castor seeds are Albuminous.
(iii) Micropyle remains as small pore in the seed coat of a seed.
(iv) Integuments of an ovule harden and the water content is highly reduced, as the seed matures.
(v) Apple and cashew are not called true fruits
3. (a) Draw the labeled diagram of L S of an albuminous seed and label any six parts.
4. (a) Draw a neat labeled diagram of an anatropus ovule.
(b) What is meant by triple fusion?
5. Give reasons why –
(a) Most zygotes in angiosperms divide only after certain amount of endosperm is formed.
(b) Groundnut seeds are exalbuminous and castor seeds are albuminous.
(c) Micropyle remains as a small pore in the seed coat of a seed.
(d) Integuments of an ovule harden and the water content is highly reduced, as the seed matures.
(e) Apple and cashew are not called true fruit.
C) Human Reproduction
1. What initiate the foetal ejection reflex?
2. Name the important mammary gland secretions that help in resistance of the new born baby
3. Why do intensely lactating mothers do not generally conceive?
1. a. In which part of human female reproductive system do the following events take place?
(i) Release of 1st polar body
(ii) Release of 2nd polar body
b. From where do signals for parturition originate? What does the maternal pituitary release for stimulating uterine contractions for child birth?
2. What prevent the polyspermy in human? Explain the phenomenon
3. Draw the well labeled diagram of gametogenesis in human male.
4. Name the cells located inside & outside the seminiferous tubule.
5. Given below is a flow chart showing ovarian changes during menstrual cycle. Fill in the spaces giving the name of the hormones responsible for the events shown | <urn:uuid:3b1c0193-72a6-4989-a3b7-8835340ec33c> | CC-MAIN-2017-39 | http://kvsamastipur.org/userfiles/userfiles/file/Class%20XII%20Bio.pdf | 2017-09-21T17:42:39Z | crawl-data/CC-MAIN-2017-39/segments/1505818687834.17/warc/CC-MAIN-20170921172227-20170921192227-00575.warc.gz | 196,228,099 | 1,247 | eng_Latn | eng_Latn | 0.987055 | eng_Latn | 0.991211 | [
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**Featured Display**
Months and seasons and weather, oh my! This OWL-standing calendar set puts it all into perspective.
For this display, our focus is on April:
- Display the pieces in the set as shown.
- Create a display pocket that holds fun facts about April.
- Draw (or have a student draw) a fun fact from the pocket each day, read it, and open it up for class discussion.
- Discuss fun facts like, “April begins with a day of fun and jokes – April Fools’ Day” and “April comes from the Latin word *aperire*, which means to open.”
Feature a similar display for each month. Add cards with fun facts about the seasons or the weather for discussion and to enhance learning fun.
**You’ll need**
- T8363 Owl-Stars!® Calendar Bulletin Board Set
- T92357 Pink Pattern Owl-Stars!® Terrific Trimmers®
- T10880 Owl-Stars!® Mini Accents Variety Pack
- T92378 Sky Blue Terrific Trimmers®
- T79756 Colorful Patterns 4" Playful Combo Pack Ready Letters
- T1789 White 2" Letters, Numbers, & Marks STICK-EZE® Stick-On Letters
- T23019 Make-Your-Own Pocket Flash Cards
Scissors, string, marker, yellow paper, double-sided tape
**Keep the theme going**
- T8360 Owl-Stars!® Job Chart Bulletin Board Set
- T8364 Owl-Stars!® Alphabet Line Standard Manuscript Bulletin Board Set
- T25071 Welcome Owl-Stars!® Quotable Expressions® Banner – 10'
- T10612 Year ‘Round Houses Owl-Stars!® Classic Accents® Variety Pack
- T10617 Owl-Stars!® Clips Classic Accents® Variety Pack
- T38447 Days of the Week Owl-Stars!® Learning Chart
- T38448 Months of the Year Owl-Stars!® Learning Chart
- T11422 Owl-Stars!® Terrific Papers®
- T69910 Owl-Stars!® Desk Toppers® Name Plates Variety Pack
- T68117 Owl-Stars!® Name Tags | <urn:uuid:2e098cdb-ec75-4b6b-a8da-70794b320adb> | CC-MAIN-2018-05 | http://argus.com/freedownloads/T8363-Owl-Stars-Calendar-2.pdf | 2018-01-19T13:38:42Z | crawl-data/CC-MAIN-2018-05/segments/1516084887981.42/warc/CC-MAIN-20180119125144-20180119145144-00486.warc.gz | 21,936,459 | 456 | eng_Latn | eng_Latn | 0.952611 | eng_Latn | 0.952611 | [
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A child is playing in a sandbox with colorful plastic buckets and toys.
How to Build a Sandcastle
Ideas:
• Teach this person to build a sandcastle.
• What does he need?
• What must he do first?
• What must he do next?
• Tell a friend the steps in order.
• Write instructions to build a sandcastle. | <urn:uuid:388f377c-a4b1-4378-a2f1-2c9231a88159> | CC-MAIN-2018-51 | http://www.literacysolutions.com.au/downloads/resources/daily-write-early-years-book-prompt-16.pdf | 2018-12-14T10:35:49Z | crawl-data/CC-MAIN-2018-51/segments/1544376825512.37/warc/CC-MAIN-20181214092734-20181214114234-00606.warc.gz | 400,308,904 | 72 | eng_Latn | eng_Latn | 0.997409 | eng_Latn | 0.997704 | [
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Grade 6 Summer Math Worksheet
No calculators and you must show all your work on loose-leaf paper. Please put your answers in the answer column and staple the loose-leaf paper to the back.
Round each to the nearest ten, hundred, and thousand.
1.) 6709
2.) 7893
Read each decimal, than write the place of the underline digit.
3.) 0.8
4.) 0.02
Add the following numbers.
5.) 5751 + 756
6.) 0.56 + 0.41
7.) 0.8 + 0.47
8.) $9.78 + $43.85 + $5
Subtract the following numbers.
9.) 489 – 366
10.) 36,243 – 13,963
11.) 0.74 – 0.39
12.) $14.97 - $10.49
Find the product of the following numbers.
13.) 55 x 6
14.) 7 x $8.64
15.) 67 x 34
16.) 329 x 43
Find the quotient of the following numbers.
17.) 24)522
18.) 45)3268
19.) 65)$9.10
20.) 59)4267
Add or subtract the fractions. Write each answer in simplest form.
21.) $\frac{3}{5} + \frac{1}{5}$
22.) $\frac{2}{3} - \frac{1}{3}$
23.) $\frac{5}{9} + \frac{1}{27}$
24.) $\frac{3}{4} - \frac{2}{10}$
Find the GCF (Greatest Common Factor) of each set of numbers. (Factor Trees)
25.) 16 and 20
26.) 24 and 36
Multiply or divide the fractions. Write each answer in simplest form.
27.) $\frac{4}{5} ÷ \frac{2}{10}$
28.) $\frac{3}{8} ÷ \frac{7}{2}$
29.) $\frac{5}{9} × \frac{3}{10}$
Solve the following word problems.
30) How much would 45 gallons of gasoline cost if the price is $1.39 per gallon?
31.) Michelle and Michael collect baseball cards. Michael has 5 more cards than Michelle. Together they have 27 cards. How many cards does each have?
Go over your multiplication tables!!!
Know them by heart | <urn:uuid:99202b6b-a07d-4420-afec-627f02163ed6> | CC-MAIN-2018-05 | http://gwcrs.org/sites/default/files/GR6%20Math2017.pdf | 2018-01-19T13:18:03Z | crawl-data/CC-MAIN-2018-05/segments/1516084887981.42/warc/CC-MAIN-20180119125144-20180119145144-00487.warc.gz | 140,537,950 | 540 | eng_Latn | eng_Latn | 0.950428 | eng_Latn | 0.950428 | [
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Historic, archived document
Do not assume content reflects current scientific knowledge, policies, or practices.
The following is a list of the books and articles that have been published by the author in the field of mathematics.
1. "A New Approach to the Theory of Numbers," *Journal of Number Theory*, vol. 123, no. 1, pp. 1-10, 2007.
2. "On the Distribution of Prime Numbers," *Bulletin of the American Mathematical Society*, vol. 45, no. 2, pp. 111-120, 2008.
3. "The Riemann Hypothesis: A Historical Perspective," *Historical Mathematics*, vol. 15, no. 3, pp. 201-210, 2009.
4. "Prime Numbers and Their Distribution," *Mathematical Intelligencer*, vol. 31, no. 4, pp. 6-15, 2009.
5. "The Goldbach Conjecture: A Survey of Recent Developments," *Acta Arithmetica*, vol. 142, no. 1, pp. 1-10, 2010.
6. "The Prime Number Theorem: A Century of Progress," *Bulletin of the London Mathematical Society*, vol. 42, no. 1, pp. 1-10, 2010.
7. "The Sieve of Eratosthenes: A Modern Perspective," *Journal of Combinatorial Theory*, vol. 123, no. 1, pp. 1-10, 2011.
8. "The Twin Prime Conjecture: A Historical Overview," *American Mathematical Monthly*, vol. 118, no. 1, pp. 1-10, 2011.
9. "The Prime Number Theorem: A Century of Progress (Part II)," *Bulletin of the London Mathematical Society*, vol. 43, no. 1, pp. 1-10, 2011.
10. "The Goldbach Conjecture: A Survey of Recent Developments (Part II)," *Acta Arithmetica*, vol. 143, no. 1, pp. 1-10, 2012.
11. "The Prime Number Theorem: A Century of Progress (Part III)," *Bulletin of the London Mathematical Society*, vol. 44, no. 1, pp. 1-10, 2012.
12. "The Goldbach Conjecture: A Survey of Recent Developments (Part III)," *Acta Arithmetica*, vol. 144, no. 1, pp. 1-10, 2013.
13. "The Prime Number Theorem: A Century of Progress (Part IV)," *Bulletin of the London Mathematical Society*, vol. 45, no. 1, pp. 1-10, 2013.
14. "The Goldbach Conjecture: A Survey of Recent Developments (Part IV)," *Acta Arithmetica*, vol. 145, no. 1, pp. 1-10, 2014.
15. "The Prime Number Theorem: A Century of Progress (Part V)," *Bulletin of the London Mathematical Society*, vol. 46, no. 1, pp. 1-10, 2014.
16. "The Goldbach Conjecture: A Survey of Recent Developments (Part V)," *Acta Arithmetica*, vol. 146, no. 1, pp. 1-10, 2015.
17. "The Prime Number Theorem: A Century of Progress (Part VI)," *Bulletin of the London Mathematical Society*, vol. 47, no. 1, pp. 1-10, 2015.
18. "The Goldbach Conjecture: A Survey of Recent Developments (Part VI)," *Acta Arithmetica*, vol. 147, no. 1, pp. 1-10, 2016.
19. "The Prime Number Theorem: A Century of Progress (Part VII)," *Bulletin of the London Mathematical Society*, vol. 48, no. 1, pp. 1-10, 2016.
20. "The Goldbach Conjecture: A Survey of Recent Developments (Part VII)," *Acta Arithmetica*, vol. 148, no. 1, pp. 1-10, 2017.
21. "The Prime Number Theorem: A Century of Progress (Part VIII)," *Bulletin of the London Mathematical Society*, vol. 49, no. 1, pp. 1-10, 2017.
22. "The Goldbach Conjecture: A Survey of Recent Developments (Part VIII)," *Acta Arithmetica*, vol. 149, no. 1, pp. 1-10, 2018.
23. "The Prime Number Theorem: A Century of Progress (Part IX)," *Bulletin of the London Mathematical Society*, vol. 50, no. 1, pp. 1-10, 2018.
24. "The Goldbach Conjecture: A Survey of Recent Developments (Part IX)," *Acta Arithmetica*, vol. 150, no. 1, pp. 1-10, 2019.
25. "The Prime Number Theorem: A Century of Progress (Part X)," *Bulletin of the London Mathematical Society*, vol. 51, no. 1, pp. 1-10, 2019.
26. "The Goldbach Conjecture: A Survey of Recent Developments (Part X)," *Acta Arithmetica*, vol. 151, no. 1, pp. 1-10, 2020.
27. "The Prime Number Theorem: A Century of Progress (Part XI)," *Bulletin of the London Mathematical Society*, vol. 52, no. 1, pp. 1-10, 2020.
28. "The Goldbach Conjecture: A Survey of Recent Developments (Part XI)," *Acta Arithmetica*, vol. 152, no. 1, pp. 1-10, 2021.
29. "The Prime Number Theorem: A Century of Progress (Part XII)," *Bulletin of the London Mathematical Society*, vol. 53, no. 1, pp. 1-10, 2021.
30. "The Goldbach Conjecture: A Survey of Recent Developments (Part XII)," *Acta Arithmetica*, vol. 153, no. 1, pp. 1-10, 2022.
In this circular a number of the terms used in discussing food are defined and some of the principles of nutrition are briefly stated. The average composition of a number of the more common American foods is quoted as well as the commonly accepted dietary standards. With the aid of such data, the nutritive value of any given diet may be computed and its comparative value ascertained. The method of making such calculations is given, as is also a method for calculating the digestibility of different foods.
Ordinary food materials, such as meat, fish, eggs, potatoes, wheat, etc., consist of "refuse" and "edible portion."
Refuse includes the bones of meat and fish, shells of shellfish, skins of potatoes, bran of wheat, etc.
Edible portion includes the flesh of meat and fish, the white and yolk of eggs, wheat flour, etc. The edible portion consists of water and nutritive ingredients, or nutrients. The nutritive ingredients are protein, fats, carbohydrates, and mineral matters or ash.
The water, refuse, and salt of salted meat and fish are called non-nutrients. In comparing the values of different food materials for nourishment they are left out of account.
USE OF NUTRIENTS.
Food is used in the body to build and repair tissue and to furnish energy. The manner in which the valuable constituents are utilized in the body may be expressed in tabular form as follows:
| Protein | Forms tissue (muscles, tendon, and probably fat). |
|---------|--------------------------------------------------|
| White (albumen) of eggs, curd (casein) of milk, lean meat, gluten of wheat, etc. | All serve as fuel and yield energy in form of heat and muscular strength. |
| Fats | Form fatty tissue. |
|------|--------------------|
| Fat of meat, butter, olive oil, oils of corn and wheat, etc. | |
| Carbohydrates | Transformed into fat. |
|---------------|------------------------|
| Sugar, starch, etc. | |
| Mineral matters (ash) | Aid in forming bone, assist in digestion, etc. |
|-----------------------|---------------------------------------------|
| Phosphates of lime, potash, soda, etc. | |
---
a This article, which was originally published under the title "Food for Man" in the U. S. Dept. Agr. Yearbook, 1897, pp. 676-682, has been revised and contains some additional matter.
The fuel value of food.—Heat and muscular power are forms of force or energy. The energy is developed as the food is consumed in the body. The unit commonly used in this measurement is the calorie, the amount of heat which would raise the temperature of a pound of water 4° F.
Instead of this unit some unit of mechanical energy might be used—for instance, the foot-ton, which represents the force required to raise 1 ton 1 foot. One calorie is equal to very nearly 1.53 foot-tons.
The following general estimate has been made for the average amount of potential energy in 1 pound of each of the classes of nutrients:
| Nutrient | Calories |
|-------------------|----------|
| In 1 pound of protein | 1,814 |
| In 1 pound of fats | 4,037 |
| In 1 pound of carbohydrates | 1,814 |
In other words, when we compare the nutrients in respect to their fuel values, their capacities for yielding heat and mechanical power, a pound of protein of lean meat or albumen of egg is just about equivalent to a pound of sugar or starch, and a little over two pounds of either would be required to equal a pound of the fat of meat or butter or the body fat.
Within recent years analyses of a large number of samples of foods have been made in this country. In the table below the average results of a number of these analyses are given.
Binding: Half roan, blue, with comb paper sides and marbled edges.
Lettering on back:
Office of Experiment Stations.
Circulars 59-63 and 46 and 52 rev.
Farmers Bulletins.
Extracts.
Lists.
Department of Agriculture.
1904-1905.
## Average composition of American food products.
| Food materials (as purchased) | Refuse | Water | Protein | Fat | Carbohydrates | Ash | Fuel value per pound |
|-------------------------------|--------|-------|---------|-----|---------------|-----|----------------------|
| **ANIMAL FOOD.** | | | | | | | |
| Beef, fresh: | | | | | | | |
| Chuck, including shoulder | 17.3 | 54.0 | 15.8 | 12.5| 0.7 | 791 | |
| Chuck ribs | 19.1 | 53.8 | 15.3 | 11.1| 0.8 | 726 | |
| Flank | 5.5 | 56.1 | 18.6 | 19.9| 0.8 | 1,141 | |
| Loin | 13.3 | 52.9 | 16.4 | 16.9| 0.9 | 980 | |
| Porterhouse steak | 12.2 | 52.7 | 16.1 | 17.0| 0.8 | 1,080 | |
| Sirloin steak | 12.8 | 54.0 | 16.5 | 16.1| 0.9 | 949 | |
| Neck | 31.2 | 45.3 | 14.2 | 9.2 | 0.7 | 629 | |
| Ribs | 20.1 | 45.3 | 14.4 | 20.0| 0.7 | 1,069 | |
| Rib tips | | 64.4 | 13.4 | 12.0| 0.9 | 97 | |
| Round | 8.5 | 62.5 | 19.2 | 9.2 | 1.0 | 720 | |
| Rump | 19.0 | 46.9 | 15.2 | 18.6| 0.8 | 1,027 | |
| Shank, fore | 98.3 | 43.2 | 13.5 | 5.2 | 0.6 | 445 | |
| Shoulder and clod | 17.7 | 57.1 | 16.5 | 8.4 | 0.8 | 688 | |
| Fore quarter | 20.6 | 49.5 | 14.4 | 15.1| 0.7 | 871 | |
| Hind quarter | 16.3 | 52.0 | 16.1 | 15.4| 0.8 | 914 | |
| Beef, cured, canned, pickled, and dried: | | | | | | | |
| Corned beef | 8.4 | 49.2 | 14.3 | 23.8| 4.6 | 1,220 | |
| Tongue, pickled | 6.0 | 58.9 | 11.9 | 19.2| 4.3 | 991 | |
| Dried, salted, and smoked | 4.7 | 55.7 | 26.4 | 6.9 | 8.9 | 757 | |
| Canned boiled beef | | 51.5 | 25.5 | 22.0| 1.3 | 476 | |
| Canned corned beef | | 31.8 | 26.3 | 18.7| 4.0 | 1,232 | |
| Veal: | | | | | | | |
| Breast | 29.3 | 52.5 | 15.7 | 8.2 | 0.8 | 616 | |
| Leg | 11.6 | 63.4 | 18.3 | 5.8 | 1.0 | 566 | |
| Leg cutlets | 3.4 | 68.3 | 20.1 | 7.5 | 1.0 | 667 | |
| Fore quarter | 24.5 | 54.2 | 15.1 | 6.0 | 0.7 | 516 | |
| Hind quarter | 20.7 | 56.2 | 16.2 | 6.6 | 0.8 | 566 | |
| Mutton: | | | | | | | |
| Flank | 9.9 | 39.0 | 13.8 | 36.9| 0.6 | 1,740 | |
| Leg, hind | 17.7 | 51.9 | 15.4 | 14.5| 0.8 | 865 | |
| Shoulder | 22.4 | 40.1 | 13.7 | 11.1| 0.7 | 938 | |
| Fore quarter | 21.2 | 41.6 | 12.3 | 24.5| 0.7 | 1,212 | |
| Hind quarter, without tailow | 19.3 | 43.3 | 13.0 | 24.0| 0.7 | 1,206 | |
| Lamb: | | | | | | | |
| Breast | 19.1 | 45.5 | 15.4 | 19.1| 0.8 | 1,050 | |
| Leg, hind | 13.8 | 50.3 | 16.0 | 19.7| 0.9 | 1,086 | |
| Pork, fresh: | | | | | | | |
| Flank | 18.0 | 48.5 | 15.1 | 18.6| 0.7 | 1,025 | |
| Ham | 10.3 | 63.1 | 14.3 | 20.7| 0.8 | 1,400 | |
| Loin chops | 19.3 | 40.8 | 13.2 | 26.0| 0.8 | 1,250 | |
| Shoulder | 12.4 | 44.9 | 12.0 | 29.8| 0.7 | 1,421 | |
| Tenderloin | | 66.5 | 18.9 | 13.0| 1.0 | 868 | |
| Pork, salted, cured, and pickled: | | | | | | | |
| Ham, smoked | 12.2 | 33.8 | 14.5 | 33.2| 4.2 | 1,603 | |
| Shoulder, smoked | 18.9 | 30.7 | 12.6 | 33.0| 5.0 | 1,561 | |
| Salt pork | | 7.9 | 50.9 | 86.2| 3.9 | 3,514 | |
| Bacon, smoked | 8.7 | 18.4 | 9.5 | 59.4| 4.5 | 2,570 | |
| Sausage: | | | | | | | |
| Bologna | 3.3 | 55.2 | 15.2 | 15.7| 3.8 | 1,130 | |
| Frankfurts | 3.9 | 22.7 | 27.9 | 40.4| 7.0 | 1,177 | |
| Frankfort | | 57.2 | 19.6 | 18.6| 3.4 | 1,126 | |
| Soups: | | | | | | | |
| Celery, cream of | | 88.6 | 2.1 | 2.8 | 5.0 | 233 | |
| Beef | 92.9 | 4.4 | 4.4 | 1.1 | 1.2 | 116 | |
| Meat stew | | 84.5 | 4.6 | 4.3 | 5.5 | 1.1 | 357 |
| Tomato | | 90.0 | 1.8 | 1.1 | 5.6 | 1.5 | 179 |
| Poultry: | | | | | | | |
| Chicken, broilers | 41.6 | 43.7 | 12.8 | 1.4 | 0.7 | 259 | |
| Fowls | 25.9 | 47.1 | 13.7 | 12.3| 0.7 | 745 | |
| Goose | 17.6 | 38.5 | 13.4 | 29.8| 0.7 | 1,446 | |
| Turkey | 22.7 | 42.4 | 16.1 | 18.4| 0.8 | 1,035 | |
| Fish: | | | | | | | |
| Cod, dressed | 29.9 | 58.5 | 11.1 | 0.2 | 0.8 | 209 | |
| Halibut steaks or sections | 17.7 | 61.9 | 15.3 | 0.2 | 0.9 | 455 | |
| Mackerel, whole | 44.7 | 60.1 | 10.2 | 4.2 | 0.7 | 57 | |
| Perch, yellow, dressed | 35.1 | 50.7 | 12.8 | 0.7 | 0.9 | 260 | |
| Shad, whole | 50.1 | 35.2 | 9.4 | 4.8 | 0.7 | 364 | |
| Shad, roe | | 71.2 | 20.9 | 3.8 | 2.6 | 1.5 | 580 |
| Fish, salt; Cod | 24.9 | 40.2 | 16.0 | 0.4 | 18.5 | 306 | |
---
a Condensed from detailed tables in Bulletin No. 28, revised, of the Office of Experiment Stations of this Department.
### Average composition of American food products—Continued.
| Food materials (as purchased) | Refuse | Water | Protein | Fat | Carbohydrates | Ash | Fuel value per pound |
|-------------------------------|--------|-------|---------|-----|---------------|-----|---------------------|
| **ANIMAL FOOD—continued.** | | | | | | | |
| Fish, canned: | Per ct.| Per ct.| Per ct.| Per ct.| Per ct.| Per ct.| Calories |
| Salmon | 14.2 | 56.8 | 19.5 | 7.5 | ———— | 2.0 | 657 |
| Sardines | 35.0 | 55.6 | 28.7 | 12.1 | ———— | 5.3 | 918 |
| Shellfish: | | | | | | | |
| Oysters, "solids" | 88.3 | 6.0 | 1.3 | .3 | 3.3 | 1.1 | 221 |
| Clams | 89.0 | 10.6 | 1.1 | .3 | 5.2 | 2.3 | 353 |
| Crabs | 52.4 | 36.7 | 7.9 | .9 | 1.6 | 1.5 | 191 |
| Lobsters | 61.7 | 30.7 | 5.9 | .7 | .2 | .8 | 139 |
| Eggs: Hen's eggs | 11.2 | 65.5 | 13.1 | 9.3 | ———— | .9 | 613 |
| Dairy products, etc.: | | | | | | | |
| Butter | 11.0 | 1.0 | 85.0 | ———— | 3.0 | 2,450 | |
| Whole milk | 87.0 | 3.3 | 4.0 | 5.0 | .7 | 312 | |
| Skim milk | 90.5 | 3.4 | .3 | 5.1 | .7 | 166 | |
| Butterfat | 91.9 | 3.0 | .3 | 4.8 | .7 | 162 | |
| Condensed milk | 88.9 | 8.8 | 2.3 | 5.0 | 1.9 | 1,575 | |
| Cream | 74.0 | 2.5 | 18.5 | 4.5 | .5 | 874 | |
| Cheese, Cheddar | 27.4 | 27.7 | 36.8 | 4.1 | 4.0 | 2,063 | |
| Cheese, full cream | 34.2 | 25.9 | 33.7 | 2.4 | 3.8 | 1,874 | |
| **VEGETABLE FOOD.** | | | | | | | |
| Flour, meal, etc.: | | | | | | | |
| Entire-wheat flour | 11.4 | 13.8 | 1.9 | 71.9 | 1.0 | 1,632 | |
| Graham flour | 11.3 | 13.3 | 2.2 | 71.4 | 1.8 | 1,626 | |
| Wheat flour, patent roller process— | | | | | | | |
| High-grade and medium | 12.0 | 11.4 | 1.0 | 75.1 | .5 | 1,610 | |
| Low grade | 12.0 | 11.0 | 1.0 | 71.2 | .2 | 1,623 | |
| Macaroni | 78.4 | 3.0 | 1.5 | 15.8 | 1.3 | 402 | |
| Crushed wheat | 10.1 | 11.1 | 1.7 | 75.5 | 1.6 | 1,640 | |
| Buckwheat flour | 13.6 | 6.4 | 1.2 | 77.9 | .9 | 1,578 | |
| Corn meal | 12.5 | 9.2 | 1.2 | 75.9 | 1.0 | 1,612 | |
| Oatmeal | 7.3 | 16.1 | 7.2 | 67.5 | 1.9 | 1,508 | |
| Rice | 12.3 | 8.0 | .3 | 79.0 | .4 | 1,591 | |
| Tapioca | 11.4 | .4 | .1 | 88.0 | .1 | 1,608 | |
| Starch | ———— | ———— | ———— | 90.0 | ———— | 1,633 | |
| Bread, pastry, etc.: | | | | | | | |
| White bread | 35.3 | 9.2 | 1.3 | 53.1 | 1.1 | 1,183 | |
| Brown bread | 43.6 | 5.4 | 1.8 | 47.1 | 2.1 | 1,025 | |
| Graham bread | 35.5 | 8.9 | 1.5 | 52.1 | 1.5 | 1,179 | |
| Whole-wheat bread | 35.4 | 9.7 | 1.7 | 49.7 | 1.3 | 1,114 | |
| Rye bread | 35.7 | 9.0 | .6 | 53.2 | 1.5 | 1,153 | |
| Cake | 19.9 | 6.3 | 9.0 | 63.5 | 1.5 | 1,636 | |
| Cream crackers | 8.9 | 9.7 | 1.2 | 69.7 | 1.7 | 1,592 | |
| Oyster crackers | 1.8 | 11.3 | 10.5 | 70.5 | 2.9 | 1,968 | |
| Soda crackers | 5.9 | 9.8 | 9.1 | 73.1 | 2.1 | 1,872 | |
| Sugars, etc.: | | | | | | | |
| Molasses | 25.1 | 2.4 | ———— | 63.3 | 3.2 | 1,391 | |
| Cane | ———— | ———— | ———— | 86.9 | ———— | 1,742 | |
| Honey | 48.2 | .4 | ———— | 81.2 | .2 | 1,481 | |
| Sugar, granulated | ———— | ———— | ———— | 100.0| ———— | 1,814 | |
| Maple syrup | ———— | ———— | ———— | 71.4 | ———— | 1,295 | |
| Vegetables: | | | | | | | |
| Beans, dried | 12.6 | 22.5 | 1.8 | 59.6 | 3.5 | 1,562 | |
| Beans, Lima, shelled | 68.5 | 7.1 | .7 | 22.0 | 1.7 | 556 | |
| Beans, string | 7.0 | 82.9 | 2.1 | 3.3 | 6.9 | .7 | 175 |
| Beets | 20.0 | 70.0 | 1.3 | 1.7 | 7.7 | .9 | 1,167 |
| Cabbage | 15.0 | 77.7 | 1.4 | 2.2 | 4.8 | .9 | 121 |
| Celery | 20.0 | 75.6 | .9 | .1 | 2.6 | .8 | 68 |
| Corn, green (sweet), edible portion | 75.4 | 3.1 | 1.1 | 19.7 | .7 | 458 | |
| Cucumbers | 15.0 | 81.1 | .7 | 2.6 | 2.5 | .4 | 68 |
| Lettuce | 15.0 | 80.5 | 1.0 | 2.2 | 2.5 | .8 | 72 |
| Mushrooms | 88.1 | 3.5 | .4 | 6.8 | 1.2 | 203 | |
| Onions | 10.0 | 78.9 | 1.4 | 3.3 | 8.9 | .5 | 199 |
| Parsnips | 20.0 | 66.4 | 1.3 | 4.4 | 10.8 | 1.1 | 236 |
| Peas (*Pisum sativum*), dried | 9.5 | 24.6 | 1.0 | 62.6 | 2.9 | 1,012 | |
---
a Refuse, oil.
b Refuse, shell.
c Containing an average cane sugar 2.8 and reducing sugar 71.1 per cent. The reducing sugar was composed of about equal amounts of glucose (dextrose) and fruit sugar (levulose).
d Such vegetables as potatoes, squash, beets, etc., have a certain amount of inedible material, skin, seeds, etc. The amount varies with the method of preparing the vegetables, and can not be accurately estimated. The figures given for refuse of vegetables, fruits, etc., are assumed to represent approximately the amount of refuse in these foods as ordinarily prepared.
### Average composition of American food products—Continued.
| Food materials (as purchased) | Refuse | Water | Protein | Fat | Carbohydrates | Ash | Fuel value per pound | Calories |
|-------------------------------|--------|-------|---------|-----|---------------|-----|----------------------|----------|
| **VEGETABLE FOOD—continued.** | | | | | | | | |
| Vegetables a—Continued. | | | | | | | | |
| Peas (*Pisum sativum*), shelled | 74.6 | 7.0 | 0.5 | 16.9| 1.0 | 3.4 | 1,554 | |
| Cowpeas, dried | 13.8 | 21.4 | 1.6 | 60.8| 3.4 | 1.548 | | |
| Potatoes | 20.0 | 62.6 | 1.8 | 1.1 | .4 | 308 | | |
| Rhubarb | 40.0 | 56.6 | .4 | 2.2 | .4 | 63 | | |
| Sweet potatoes | 20.0 | 55.2 | 1.4 | .6 | 21.3 | 448 | | |
| Spinach | 92.0 | 2.1 | 3.2 | 2.2 | 2.1 | 1,300 | | |
| Squash | 50.0 | 44.2 | .7 | 2.2 | .4 | 102 | | |
| Tomatoes | 94.3 | .7 | .4 | 3.9 | .5 | 103 | | |
| Turnips | 30.0 | 62.7 | .9 | 1.1 | 5.7 | 124 | | |
| Vegetables, canned: | | | | | | | | |
| Peas (*Pisum sativum*), green | 85.3 | 3.6 | .2 | 9.8 | 1.1 | 251 | | |
| Corn, green | 76.1 | 2.8 | 1.2 | 19.0| .9 | 444 | | |
| Tomatoes | 94.0 | 1.2 | .2 | 4.0 | .6 | 102 | | |
| Fruits, berries, etc., fresh: b | | | | | | | | |
| Apples | 25.0 | 63.3 | .3 | 10.8| .3 | 214 | | |
| Bananas | 35.0 | 48.9 | .8 | 1.4 | 1.4 | 324 | | |
| Grapes | 25.0 | 58.3 | 1.0 | 1.4 | 1.4 | 328 | | |
| Lemons | 39.0 | 62.5 | .7 | 5.5 | .4 | 140 | | |
| Muskemelons | 50.0 | 41.8 | .3 | 4.6 | .3 | 169 | | |
| Oranges | 27.0 | 63.4 | .6 | 1.1 | 8.4 | 149 | | |
| Pears | 10.0 | 76.0 | 5.4 | 2.7 | 4.2 | 256 | | |
| Persimmons, edible portion | 66.1 | .8 | .7 | 31.5| .9 | 614 | | |
| Raspberries | 85.8 | 1.0 | .6 | 12.6| .6 | 247 | | |
| Strawberries | 5.0 | 85.9 | .9 | 7.0 | .6 | 70 | | |
| Watermelons | 59.4 | 37.5 | .2 | 1.1 | 2.7 | .1 | 37 | |
| Fruits, dried: | | | | | | | | |
| Apples | 28.1 | 1.6 | 2.2 | 66.1| 2.0 | 1,317 | | |
| Apricots | 31.4 | 1.9 | .9 | 17.3| .9 | 394 | | |
| Dates | 10.0 | 13.8 | 1.9 | 2.5 | 70.6 | 1.2 | 1,416 | |
| Figs | 18.8 | 4.3 | .3 | 74.2| 2.4 | 1,436 | | |
| Nuts: | | | | | | | | |
| Almonds | 45.0 | 2.7 | 11.5 | 30.2| 9.5 | 1.1 | 1,600 | |
| Beechnuts | 40.8 | 2.3 | 13.0 | 34.0| 7.8 | 2.1 | 1,750 | |
| Brazil nuts | 49.6 | 2.6 | 8.6 | 33.7| 3.5 | 2.0 | 1,580 | |
| Butternuts | 36.4 | 2.6 | 3.8 | 5.8 | .4 | 416 | | |
| Chestnuts, fresh | 16.0 | 37.8 | 5.1 | 4.3 | 35.4 | 1.1 | 918 | |
| Chestnuts, dried | 24.0 | 4.5 | 8.1 | 5.3 | 56.4 | 1.7 | 1,384 | |
| Coconuts, c. 48.8 | 7.2 | 2.9 | 25.9 | 14.5| 9.9 | 1.3 | 1,600 | |
| Coconut, prepared | 3.5 | 2.9 | 5.7 | 34.9| 3.5 | 1.3 | 1,600 | |
| Filberts | 62.1 | 1.8 | 7.5 | 31.3| 6.2 | 1.1 | 1,512 | |
| Hickory nuts | 62.2 | 1.4 | 5.8 | 25.5| .4 | 8.8 | 1,213 | |
| Pecans, polished | 33.2 | 1.4 | 5.2 | 33.3| 6.2 | 1.531 | | |
| Peanuts | 24.6 | 10.0 | 19.1 | 21.1| 1.5 | 1,800 | | |
| Pinon (*Pinus edulis*) | 40.6 | 2.0 | 8.7 | 36.8| 10.2 | 1.7 | 1,829 | |
| Walnuts, California, black | 74.1 | .6 | 7.2 | 14.6| 3.0 | .5 | 774 | |
| Walnuts, California, soft-shell | 58.1 | 1.0 | 6.9 | 26.6| 6.8 | .6 | 1,822 | |
| Raisins | 10.0 | 13.1 | 2.3 | 5.0 | 68.5 | 3.1 | 1,400 | |
| Miscellaneous: | | | | | | | | |
| Chocolate | 5.9 | 12.9 | 48.7 | 30.3| 2.2 | 2,750 | | |
| Cocoa, powdered | 4.6 | 21.6 | 28.5 | 37.7| 7.2 | 2,242 | | |
| Cereal coffee, infusion (1 part boiled in 20 parts water)d | 98.2 | .2 | 1.4 | .2 | 29 | | | |
---
a Such vegetables as potatoes, squash, beets, etc., have a certain amount of inedible material, skins, seeds, etc. The amount varies with the method of preparing the vegetables, and can not be accurately estimated. The figures given for refuse of vegetables, fruits, etc., are assumed to represent approximately the amount of refuse in these foods as ordinarily prepared.
b Fruits contain a certain proportion of inedible materials, as skin, seeds, etc., which are properly classed as refuse. In some cases, as oranges and prunes, the amount rejected is practically the same as refuse. In others, as apples and pears, more or less of the edible material is ordinarily rejected with the skin and seeds or other inedible portions. The edible material which is thus thrown away, and which should properly be classed with the waste, is here classed with the refuse. The figures for refuse here given represent, as nearly as can be ascertained, the quantity actually rejected.
c Milk and sugar.
d The average of five analyses of cereal coffee grain is: Water 6.2 protein 13.3, fat 3.4, carbohydrates 67.8 and ash 4.5 per cent. Only a portion of the nutrients, however, enter into the infusion. The average in the table represents the available nutrients in the beverage. Infusions of genuine coffee and of tea like the above contain practically no nutrients.
### DIETARY STANDARDS.
Dietary studies have been made in considerable numbers in different countries. The results of such studies and experiments to determine the
amount of food required by men engaged in different occupations have resulted in the adoption of dietary standards. Some of these follow:
**Standards for daily dietaries.**
| Character of work to be performed | Nutrients | Fuel value |
|----------------------------------|-----------|------------|
| | Protein | Fat | Carbohydrates | Calories |
| European: | Pound | Pound | Pounds | |
| Man at moderate work | 0.26 | 0.12 | 1.10 | 2,685 |
| Man at hard work | .52 | .22 | .99 | 3,270 |
| American: | | | | |
| Man without muscular work | .20 | | | 2,450 |
| Man with light muscular (sedentary) work | .22 | | | 2,700 |
| Man with light to moderate muscular work | .25 | | | 3,050 |
| Man with moderate muscular work | .28 | | | 3,400 |
| Man with very hard muscular work | .39 | | | 3,500 |
The table of composition of food materials shows the amount of water, protein, fat, carbohydrates, and ash and the total fuel value per pound for each kind of food named. The protein, fat, and carbohydrates all furnish energy. In addition to furnishing energy, protein forms tissue. Since protein and energy are the essential features of food, dietary standards may be expressed in their simplest form in terms of protein and energy alone.
Observation has shown that as a rule a woman requires less food than a man, and the amount required by children is still less, varying with the age. It is customary to assign certain factors which shall represent the amount of nutrients required by children of different ages and by women as compared with adult man. The various factors which have been adopted are as follows:
**Factors used in calculating meals consumed in dietary studies.**
Man at hard muscular work requires 1.2 the food of a man at moderately active muscular work.
Man with light muscular work and boy 15–16 years old require 0.9 the food of a man at moderately active muscular work.
Man at sedentary occupation, woman at moderately active work, boy 13–14, and girl 15–16 years old require 0.8 the food of a man at moderately active muscular work.
Woman at light work, boy 12, and girl 13–14 years old require 0.7 the food of a man at moderately active muscular work.
Boy 10–11 and girl 10–12 years old require 0.6 the food of a man at moderately active muscular work.
Child 6–9 years old requires 0.5 the food of a man at moderately active muscular work.
Child 2–5 years old requires 0.4 the food of a man at moderately active muscular work.
Child under 2 years old requires 0.3 the food of a man at moderately active muscular work.
These factors are based in part upon experimental data and in part upon arbitrary assumptions. They are subject to revision when experimental evidence shall warrant more definite conclusions.
The plan followed in making dietary studies is, briefly, as follows: Exact account is taken of all the food materials (1) on hand at the beginning of the study, (2) purchased during its progress, and (3) remaining at the end. The difference between the third and the sum of the first and second is taken as representing the amount used. From the figures thus obtained for the total quantities of the different food materials the amounts of the different nutrients and the energy furnished by them are calculated. Deducting from these values the nutrients and energy found in the kitchen and table refuse, the amounts actually consumed are obtained. Account is also taken of the meals eaten by different members of the family or group studied and by visitors, if there are any. From the total food eaten by all the persons during the entire period the amount eaten per man per day may be calculated. In making these calculations due account is taken of the fact that, as stated above, women and children eat less than men performing the same amount of work.
**METHOD OF CALCULATING DIETARIES.**
The following may be taken as an illustration of the way in which the table of composition of food products and the dietary standards may be practically applied. Suppose the family consists of four adults engaged in moderate muscular work, and that there are on hand or may be readily purchased the following food materials: Oatmeal, milk, sugar, eggs, lamb chops, roast beef, potatoes, sweet potatoes, rice, bread, cake, bananas, tea, and coffee. From these materials menus for three meals might be arranged as follows:
*Breakfast.*—Oatmeal, milk, sugar, lamb chops, bread, butter, and coffee.
*Dinner.*—Roast beef, potatoes (Irish), sweet potatoes, rice pudding, and tea.
*Supper.*—Bread, butter, cake, and bananas.
The amounts required of the several articles of food may be readily approximated by any person experienced in marketing or preparing food for a family. Thus, it may be assumed that four adults engaged in moderate muscular work would consume for breakfast 1.5 pounds lamb chops, one-half pound oatmeal, one-half pound bread, 6 ounces milk, 3 ounces sugar, and 2 ounces butter. From the table of composition of food materials the nutritive ingredients which these foods furnish may be easily calculated. Thus, if oatmeal contains 16.1 per cent of protein and furnishes 1,808 calories per pound, one-half pound would contain 0.081 pound protein \((0.5 \times 0.161 = 0.081\) pound) and yield 930 calories \((0.5 \times 1,808 = 904)\), and if lamb chops contain 16 per cent protein and furnish 1,086 calories per pound, 1.5 pounds of lamb chops would furnish 0.24 pound protein \((1.5 \text{ pounds} \times 0.16 = 0.24 \text{ pound})\) and 1,695 calories \((1.5 \text{ pounds} \times 1,086 = 1,629 \text{ calories})\). The others may be calculated in the same way.
The assumed quantities of food materials which the four persons would consume in a day, and the calculated protein content and fuel value, would be as follows:
**Menu for family of four adults for one day.**
[Standard: Man at moderate muscular work.]
| Food materials | Weights | Protein | Fuel value |
|---------------------------------|---------|---------|------------|
| **BREAKFAST.** | | | |
| Oatmeal | 8 | .051 | 904 |
| Milk | 6 | .012 | 117 |
| Sugar | 3 | — | 340 |
| Lamb chops (from leg) | 1 | .240 | 1,629 |
| Bread | 8 | .045 | 592 |
| Butter | 2 | .001 | 431 |
| Coffee | — | .010 | 381 |
| **Total** | | .390 | 4,394 |
| **DINNER.** | | | |
| Roast beef (chuck) | 1 | .277 | 1,384 |
| Potatoes | 1 | .018 | 203 |
| Sweet potatoes | 12 | .011 | 335 |
| Bread | 6 | .035 | 444 |
| Butter | 2 | .001 | 431 |
| Rice pudding | | | |
| Rice | 4 | .020 | 398 |
| Eggs | 4 | .033 | 153 |
| Milk | 6 | .012 | 117 |
| Sugar | 3 | — | 340 |
| Tea | — | .010 | 381 |
| **Total** | | .417 | 4,286 |
| **SUPPER.** | | | |
| Bread | 12 | .069 | 887 |
| Butter | 3 | .002 | 647 |
| Bananas | 12 | .006 | 218 |
| Cake | 8 | .032 | 813 |
| **Total** | | .109 | 2,565 |
| **Total for 3 meals** | | .916 | 11,245 |
| **Average for 1 person** | | .229 | 2,811 |
*Coffee and tea in themselves have little or no nutritive value. In the menu, allowance is made for the milk or cream and the sugar that would ordinarily be added.*
The American dietary standard for a man at moderate muscular work calls for 0.28 pound protein and 3,400 calories of energy. It will be seen that the menu suggested above is insufficient, that is, that more food must be supplied. For instance, cheese might be added for dinner, and pork and beans for supper. The amounts of protein and energy which a sufficient quantity of these articles for four persons would supply are shown in the following table:
**Food added to bring the day's menu up to the dietary standard.**
| Food materials | Weight | Protein | Fuel value |
|----------------|--------|---------|------------|
| | Ounces.| Pound. | Calories |
| Cheese | 4 | .065 | 469 |
| Beans | 10 | .141 | 976 |
| Pork | 4 | .005 | 877 |
| **Total amount added to menu** | | .211 | 2,824 |
These additions would make the total protein 1.127 pounds and the total fuel value 13,569 calories for four persons, or for one person, 0.282 pound protein and 3,392 calories. (For the sake of simplifying the calculations no distinction is made between the amounts required by men and women.) These values are approximately the amounts required by the dietary standard.
Following the above method, the value of any menu chosen may be easily calculated. It should be borne in mind that approximate rather than absolute agreement with the dietary standard is sought. It is not the purpose to furnish a prescription for definite amounts of food materials, but rather to supply the means of judging whether the food habits of families accord in general with what research has shown to be most desirable from a physiological standpoint. If economy is necessary, a study of the tables will show that it is possible to devise menus which will furnish the requisite amounts of nutrients and energy at comparatively low cost.
DIGESTIBILITY.
The value of a food is determined not alone by its composition, but also by its digestibility; that is, by the amount of it which the body can retain and utilize as it passes through the digestive tract. The term digestibility, as frequently employed, particularly in popular articles, has several other significations. Thus, to many persons it conveys the idea that a particular food "agrees" with the user, i.e., that it does not cause distress when eaten. The term is also very commonly understood to imply ease or rapidity of digestion, and one food is often said to be more digestible than another because it is digested in less time. However, the term digestibility is most commonly understood in scientific treatises on the subject to mean thoroughness of digestion. The digestibility of any food may be learned most satisfactorily by experiments with man, although experiments are also made by methods of artificial digestion. In the experiments with man the food, feces, and urine are generally analyzed. The amounts of fat and carbohydrates digested are then determined by deducting the amounts of each excreted in the feces from the amounts of each taken into the body in the food. Since it has been found that the urine as well as the feces contain undigested protein, the amount of protein digested is found by deducting from the protein of the food consumed, that in the feces plus that of the urine, which latter is, if not actually determined, found by use of certain factors. The results are usually expressed in percentages and spoken of as coefficients of digestibility. From a large number of experiments with man it has been calculated that on an average the different groups into which foods may for convenience be divided have the following coefficients of digestibility:
Coefficients of digestibility of different groups of food.
| | Protein | Fat. | Carbohydrates |
|----------------------|---------|------|---------------|
| | Per cent.| Per cent.| Per cent. |
| Animal foods | 97 | 95 | 98 |
| Cereals | 85 | 90 | 98 |
| Legumes, dried | 78 | 90 | 97 |
| Sugars and starches | 83 | 90 | 98 |
| Vegetables | 83 | 90 | 95 |
| Fruits | 85 | 90 | 90 |
| Vegetable foods | 84 | 90 | 97 |
| Total food | 92 | 95 | 97 |
Making use of these figures, the digestible nutrients furnished by any food may be readily calculated. Thus, as shown by the table of composition above, sirloin steak contains 16.5 per cent protein. One and one-half pounds would therefore contain 0.2475 pound protein, or in round numbers, 0.25 pound \((1.5 \times 0.165 = 0.2475)\). As shown by the coefficients of digestibility quoted above, 97 per cent of the protein of animal food is digestible. Therefore, 1.5 pounds sirloin steak would furnish 0.243 pound digestible protein \((0.25 \times 0.97 = 0.243)\). The digestibility of the several nutrients in a given quantity of any food may be calculated in a similar way.
Recommended for publication.
A. C. True,
Director.
Approved:
James Wilson,
Secretary of Agriculture.
Washington, D. C., October 25, 1904. | <urn:uuid:84c58a87-55f1-49b6-82a8-ebdbb1b7439f> | CC-MAIN-2021-17 | https://naldc.nal.usda.gov/download/7263485/PDF | 2021-04-21T08:44:18+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618039526421.82/warc/CC-MAIN-20210421065303-20210421095303-00366.warc.gz | 481,360,253 | 13,396 | eng_Latn | eng_Latn | 0.929533 | eng_Latn | 0.994477 | [
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Students’ Rights
Reprinted in part from *Students’ Rights: Conscientious Objection in the Classroom*, by The Rutgers Animal Rights Law Center.
"...because our legal system does not yet recognize the right of animals to be free from the pain and stress and possible death inflicted in the classroom, the law must look to vindicate the right of the student—which is protected by the law—not to be forced to participate in harming animals."
**Students' Rights and the First Amendment Guarantee of Freedom of Religion: A Brief Review of a Student's Claim**
The First Amendment to the United States Constitution provides that:
*Congress shall make no law respecting the establishment of religion or prohibiting the free exercise thereof...*
The second prohibition, guaranteeing the free exercise of religion, has been the basis of a succession of successful Animal Rights Law Center cases that have vindicated a student’s right not to use animals in education. In order to make a free exercise of religion claim, the student must show that her or his situation satisfies the following five elements.
1. **There Must Be State Action.**
Because the First Amendment guarantees do not apply if the entity alleged to infringe upon the student’s religion is not satisfying the pedagogical concerns of the state that are determined to be compelling, the state must still satisfy its concerns in the manner least restrictive to religion. If there are nonanimal alternatives to the procedures in question, the state must use those alternatives if they also satisfy the state’s concerns for education.
2. **The Belief Must Be Sincere.**
An implied requirement of invoking First Amendment protection for religious beliefs is that the claimant be sincere in holding her or his beliefs. Indeed, it would make no sense to protect insincere beliefs. In the context of a student’s rights, a court may consider whether the asserted religious belief has other impacts on the student’s life. A person does not have to be consistent in her or his religious beliefs, and a court is not permitted to be the arbiter of religious orthodoxy. If a student eats meat and wears leather or engages in other practices such as hunting, a court might question the sincerity of the asserted belief that prevents the student from using an animal in the classroom.
3. **There Must Be a Burden on the Free Exercise of Religion.**
A court will consider whether the state is seeking to impose some sort of burden.
Editor’s Note: Keep in mind that even if legal cases are lost and even if the courts do not yet recognize the rights of animals, every time a student raises the issue of the suffering of animals before a court, it raises the consciousness of the legal system.
---
**Vivisection/ Dissection**
Continued from front page
Be aware that animal rights organizations can offer you help. Contact them for guidance on how to proceed. | <urn:uuid:7be5495e-549e-4dfc-87f0-4586838996ac> | CC-MAIN-2017-39 | http://www.hsvma.org/assets/pdfs/students-rights.pdf | 2017-09-21T17:35:08Z | crawl-data/CC-MAIN-2017-39/segments/1505818687834.17/warc/CC-MAIN-20170921172227-20170921192227-00572.warc.gz | 482,432,851 | 574 | eng_Latn | eng_Latn | 0.997409 | eng_Latn | 0.997409 | [
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How to Linearize Curved Data
**Introduction:** If your data is curved, the variables you have plotted have a non-linear relationship or mathematical form. Non-linear data is mathematically difficult to analyze. However, if we can convert the data to a linear (straight) form we can use our knowledge of straight lines to learn about the actual physics involved in our experiment. So, if we are confronted with non-linear (curved) data then our goal is to convert the data to a linear (straight) form that can be easily analyzed. This process is called **linearization**.
1. There are four possibilities for graph shapes that we will deal with this year. Each shape represents data that exhibits a different mathematical form.
- **Linear – Our Goal!**
- Mathematical form: \( y = mx + b \) or \( y = kx \)
- Data is already linear. Draw a best fit line and calculate the slope.
- **Over-achiever**
- Mathematical form: \( y = x^2 \)
- Make a new calculated column with the x-axis variable squared. (\( X = x^2 \)). Then plot \( y \) vs. \( X \).
- **Under-achiever**
- Mathematical form: \( y = \sqrt{x} \)
- Make a new calculated column with the y-axis variable squared: (\( Y = y^2 \)). Then plot \( Y \) vs. \( x \).
- **Non-conformist**
- Mathematical form: \( y = 1/x \) or \( y = 1/x^2 \)
- Make a new calculated column with the x-axis variable as \( 1/x \) or \( 1/x^2 \) (\( X = 1/x \) or \( X = 1/x^2 \)). Then plot \( y \) vs. \( X \).
2. Make a new calculated column based on the mathematical form (shape) of your data.
3. Plot a new graph using your new calculated column of data on one of your axes.
4. If the new graph (using the calculated column) is straight, you have succeeded in linearizing your data.
5. Draw a best fit line USING A RULER! DO NOT CONNECT DOTS!!
6. Calculate the slope of your best fit line (with units) by selecting two points from the best fit line. Pick two points that are reasonably spaced (one near the beginning of the line and one near the end). **Do not use data points.**
7. Write the equation of the best fit line using the real physical variables from your experiment. We call this equation the **physics equation** since it is written in the real variables from our experiment.
**IMPORTANT POINT:** The slope of the physics equation will have an important physical meaning.
8. Make sure your graph is drawn according to all the steps in the handout **Rules for Graphing By Hand.** | <urn:uuid:3ea1ada5-e0aa-4ed5-b326-e9f8b7297dbc> | CC-MAIN-2018-05 | http://www.fallriverschools.org/COTE/AP%20BIO/How%20to%20Linearize%20Curved%20Data.pdf | 2018-01-19T13:23:07Z | crawl-data/CC-MAIN-2018-05/segments/1516084887981.42/warc/CC-MAIN-20180119125144-20180119145144-00479.warc.gz | 451,700,986 | 616 | eng_Latn | eng_Latn | 0.99578 | eng_Latn | 0.99578 | [
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Jacob’s Ladder
Esau threatened to kill his brother so Jacob left home. One night while Jacob was sleeping he dreamed he saw a ladder reaching to heaven. He saw angels going up and down and then God spoke to Jacob. Break the code to see what God said to Jacob.
Stairway to Heaven
Genesis 28
Add or subtract the number of letters written under each line.
A = +
B = O
C = 11
D = -
E = @
F = 1-1
G = 1-1
H = :
I = J = 2 : i .
K = 2 : i .
L = M = * U
N = O = U ; U
P = Q = W =
R = S = H 2 N
T = U = W
V = V = m
W = W = oo
X = Y = JL
Z = Z = oo
Jacob went on a J L-2 M+2 V-1 S-1 L+2 D+1 Z-1 to visit relatives. He was Q+3 J-1 S-1 C+2 F-2 so he lay down on the ground. He used a T-1 W-3 L+3 Q-3 B+3 for a pillow.
That night Jacob had a beautiful F-2 P+2 A+4 C-2 L+1. He saw a stairway leading to heaven with D-3 L+2 H-1 G-2 K+1 R+1 on it. F+1 R-3 E-1 was at the top and spoke to Jacob. God A+1 M-1 G-2 U-2 V-3 B+3 F-2 him and promised to be with Jacob.
When Jacob woke up he poured N+1 J-1 K+1 on the stone and made a S-3 Q+1 N+1 N-1 G+2 U-2 H-3 to God. Jacob called the place E3 C+2 V-2 J-2 C+2 K+1, which means “The House of God.”
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Description:
Unit 5 of *Auf geht’s!* will take us through a tour of Germany, discussing the geography, history, and cultural treasures of four regions of the country. You will work with classmates and take the information from the unit and develop it further to create your own virtual tour of a specific region of Germany. Your project will consist of three phases:
Phase 1: Facts and background information
Provide factual information about the *Bundesländer* and major cities of your region. This information includes:
1) square mileage; comparable sizes of states in the US; important cities/places
2) population
3) geographical characteristics
4) historical/cultural significance
Your work on this phase will culminate in a Google Earth presentation—software that integrates three-dimensional maps, text, video, and images. This software will allow you to create a tour of the region, “flying” from place to place providing pertinent information along the way. This will form the foundation of your project and will establish the framework for your two-part analysis.
Phase 2: Analysis – an American exchange student
For the final two phases of the project, your group will write two one- to two-page responses revolving around two fictional scenarios. **Scenario 1:** You are to prepare an information session for a student from HWS who is going to study at a university in your region of Germany. This is meant to help him/her prepare for his/her time in Germany, so you need to consider what information would be pertinent to the student’s preparation for study at a German university. You need to consider the following questions when preparing your session:
1) What important aspects of the region should the student know about?
2) Is the area comparable to Geneva? Why or why not?
3) What important historical or cultural sites might the student want to visit?
4) What basic information about the German university can you provide?
Phase 3: Analysis – a German exchange student
**Scenario 2:** Now you are prepare a second information session for a German exchange student from your region coming to HWS. As was the case in phase 2, this is meant to help him/her prepare for his/her time in Geneva, so you need to consider what
information would be pertinent to the student’s preparation for study at HWS. Some points include:
1) What important aspects of up-state NY should the student know about?
2) Is the student’s home region comparable to Geneva? What might the student find new or different and what will remind him/her of home?
3) Are there places of historical or cultural interest in this region that the student might find similar or different from his/her home region?
4) Will the student find campus life at HWS similar to campus life in Germany? Why or why not?
**Evaluation:**
Your project will be evaluated according to two sets of criteria: group and individual criteria. The group grade will be determined by the following criteria:
1) factual information
2) quality of virtual tour
3) analyses – how well do you integrate your factual investigations into your analyses
Your personal grade will be determined by your peers. Each student will complete a peer evaluation assessment that will evaluate how well and reliably students worked in their groups.
**Timeline:**
We will begin working on this project before we begin Unit 5. On February 9th, we will meet with Dr. G. to discuss the project and get feedback about the students’ progress so far. | <urn:uuid:9aabc1fb-4a0d-4b0c-9833-2eb12a38a0e0> | CC-MAIN-2014-23 | http://www.hamilton.edu/documents/German102.pdf | 2014-08-02T04:32:30Z | crawl-data/CC-MAIN-2014-23/segments/1406510276353.59/warc/CC-MAIN-20140728011756-00200-ip-10-146-231-18.ec2.internal.warc.gz | 585,420,304 | 707 | eng_Latn | eng_Latn | 0.997185 | eng_Latn | 0.997038 | [
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Testing the Soil in the Lawn
How do you know what fertilizer your lawn needs? The primary nutrients required by plants are nitrogen, phosphorus, and potassium. Testing the soil is the best way to find out what it needs. You can save time and money by determining the nutrients needed in the soil before applying fertilizer. In addition, you can cause problems by over-fertilizing or over-liming.
What does a soil test tell you? The soil test conducted through the University of Kentucky Soil Testing Laboratory tells you the pH, phosphorus, and potassium levels of the soil. A recommendation for the amount of the nutrients to apply to soil is given.
pH
The pH indicates the degree of acidity or alkalinity of the soil. The pH scale ranges from 0 to 14. A pH of 7 is neutral. Values below 7 make up the acid range of the scale and values above 7 make up the alkaline range. The pH scale is not a linear scale but a logarithmic scale. A soil with a pH of 8.5 is ten times more alkaline than a soil with a pH of 7.5, and soil with a pH of 4.5 is ten times more acid that a soil with a pH of 5.5. Many plants will grow under pH levels of 6.0 to 7.0. Acid loving plants such as azaleas and rhododendrons prefer a pH of 4.5.
pH is important because it affects the availability of nutrients in the soil to plants. In highly acidic soils with a pH below 5 (pH is low), calcium, phosphorous, and magnesium are less available to the plant. At pH levels above 7 (pH is high), phosphorus, iron, copper, zinc, boron, and manganese become less available.
The pH is used to determine if lime should be applied to increase the pH of the soil or if sulfur should be applied to decrease the pH.
Phosphorus
Phosphorus (P) is essential for seed and fruit formation and root growth. The soil test, as well as the fertilizer bag, refers to phosphorus as P₂O₅ instead of only P. On the University of Kentucky soil test results, phosphorus is referred to as phosphate.
Potassium (K), also mentioned as potash, is essential for root development and plant growth. The soil test result and fertilizer bag uses K₂O when referring to potassium instead of K.
Nitrogen
The soil test does not determine the nitrogen (N) level. Plants need nitrogen to grow. When nitrogen is limiting, plants look yellow and grow slowly, often producing leaves that are smaller than normal. Nitrogen is leached out of the soil and used up regularly by all plants, so a basic nitrogen recommendation is given based upon the known nitrogen requirements of the plants being grown.
For the lawn with cool season grasses, apply 1 to 1.5 lbs. of actual nitrogen per 1000 sq. ft. per application. The timing and | <urn:uuid:4a13f21c-f598-4b00-aaed-696f50cbe0c0> | CC-MAIN-2017-22 | http://daviess.ca.uky.edu/files/testing_soil_in_the_lawn.pdf | 2017-05-29T13:06:21Z | crawl-data/CC-MAIN-2017-22/segments/1495463612327.8/warc/CC-MAIN-20170529130450-20170529150450-00233.warc.gz | 106,857,971 | 635 | eng_Latn | eng_Latn | 0.996299 | eng_Latn | 0.996299 | [
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The Role of Home Composting in Waste Management Cost Reduction
Nahid Hassanshahi, Ayoub Karimi-Jashni, Nasser Talebbeydokhti
Abstract—Due to the economic and environmental benefits of producing less waste, the US Environmental Protection Agency (EPA) introduces source reduction as one of the most important means to deal with the problems caused by increased landfills and pollution. Waste reduction involves all waste management methods, including source reduction, recycling, and composting, which reduce waste flow to landfills or other disposal facilities. Source reduction of waste can be achieved from two perspectives: avoiding waste production or reducing per capita waste production, and waste deviation that indicates the reduction of waste transfer to landfills. The present paper has investigated home composting as a managerial solution for reduction of waste transfer to landfills. Home composting has many benefits. The use of household waste for the production of compost will result in a much smaller amount of waste being sent to landfills, which in turn will reduce the costs of waste collection, transportation and burial. Reducing the volume of waste for disposal and using them for the production of compost and plant fertilizer might help to recycle the material in a shorter time and to use them effectively in order to preserve the environment and reduce contamination. Producing compost in a home-based manner requires very small piece of land for preparation and recycling compared with other methods. The final product of home-made compost is valuable and helps to grow crops and garden plants. It is also used for modifying the soil structure and maintaining its moisture. The food that is transferred to landfills will spoil and produce leachate after a while. It will also release methane gas and cause greenhouse gases. But composting these materials at home is the best way to manage degradable materials, use them efficiently and reduce environmental pollution. Studies have shown that the benefits of the sale of produced compost and the reduced costs of collecting, transporting, and burying waste can well be responsive to the costs of purchasing home compost machine and the cost of related trainings. Moreover, the process of producing home compost may be profitable within 4 to 5 years and as a result, it will have a major role in reducing waste management.
Keywords—Compost, home compost, reducing waste, waste management.
I. INTRODUCTION
Due to the high volume of daily production of urban and industrial waste, proper management of them is of particular importance in all countries, especially from the environmental and health perspective. Regarding the limitations of suitable waste disposal sites and the undesirable effects of landfills and other methods of waste disposal or control on public health and the environment, moving towards optimal waste management with a view to sustainable development is among the main goals of developed and developing societies.
One of the best ways to dispose of waste at recycling centers is to convert them into compost. This process plays an very important role in the optimal management of waste, which not only reduces the economic, health and environmental problems but also plays an important role in the production of organic materials and replacement of dangerous chemical fertilizers and also releases water and soil ecosystems from contaminated waste products. Therefore, controlling solid waste materials, including trash, and reducing the production of waste are unavoidable requirements of urban management [1].
Compost production is in fact a biodegradation process in which corrosive organic waste is converted to useful materials for plants under aerobic or anaerobic conditions. Bio-compost (a compost fertilizer that originates only from organic wastes) includes the organic part of the waste (detached domestic waste) and the wastes from gardens and fields (mostly residues of leaves and branches).
Since most of Iran’s soils are considered arid and semi-arid, and their organic material content is less than 1%, the use of organic fertilizers will not only increase the production of agricultural products, but also prevent erosion and degradation of soil. Organic materials are known as one of the soil fertility elements due to their structural effect on physical and chemical properties of soil as well as its fertility [2]. Hence, since more than 80% of the waste produced in cities is organic and convertible to compost, and on the other hand, due to the simplicity, relatively low-cost, and generalizability of the process of compost production for waste recycling, it is worth doing more studies and investigations on the application of this biotechnology that has significant effects on the health of the environment [1].
II. IMPORTANCE AND NECESSITY OF DOMESTIC COMPOSTING
Composting organic materials of the residential sector and residue of green spaces in central installations will significantly help to reduce the amount of landfill waste and provide other environmental benefits. The other option that helps to achieve these environmental benefits while reducing the costs of collection, transmission and processing is the management of organic materials by the residents at the place of production. The most important option is composting in backyards [3].
Encouraging backyard composting is one of the most cost-effective waste reduction tools. Promotion and improvement of home-made compost can be increased through programs...
such as selling the composters with subsidies and/or providing them free of charge. Educating the people who buy the composters is required to ensure the correct use of these bins by them. The reduction potential is contingent on participation and educational activities [4]. The costs of implementing this strategy include the following [3]:
- The cost of providing and distributing free composters for each home (e.g. X Rials per composter × number of households)
- The costs of promotion and education
Implementation of this strategy and encouragement and education for composting in the backyards are recommended for the following reasons [3]:
1. It is a cost-effective program to increase the rate of waste diversion
2. The amount of waste managed in homes will increase; therefore, the amount of waste that needs to be collected and buried will increase as well.
3. It encourages other activities (for example, horticulture) that are very useful for individuals and communities.
4. It may reduce the amount of organic matter that enters the landfills. Hence, the environmental hazards of organic matter in the landfills will decrease.
5. It is an option that will be considered by the public, especially by those who are interested in home-made compost and waste diversion.
III. EXPERIENCES OF OTHER COUNTRIES
In other countries of the world, there has been a lot of research and work on the production of home-made compost, a summary of which is presented here.
Fredericton, the capital city of New Brunswick, Canada, in cooperation with the FBYC\(^1\), holds an auction of the composters with subsidies at a price of 30$ per composter once in May. FBYC also provides education of Master Composter every two years, and hold workshops for various centers. In 2008, 70 master composters were trained for free because of doing 40 hours of compost-related activities [4].
The township of Langley in British Columbia, Canada, carried out studies on backyard composting and identified the following barriers [3]:
- Availability of other disposal methods, such as trash cans and food shredders
- Not understanding the benefits of home composting
- Not knowing how to do backyard composting
- Problems associated with the preparation of composters
- Concerns about smell and insect accumulation
- Saying that home backyards were small
- Imagining it to be dirty compared to other options
In order to overcome these barriers, the township created a website containing composting films and other required information. Furthermore, they offered the composters for 35$ and the aerators for 15$. The township also held workshops and conferences on vermicomposting [3].
The city of Davis, California, has implemented a program for reduction in origin, which provides the residents with free bins of compost. Residents interested in composting are being trained on how to produce compost and use it to improve agriculture. They also receive a composting manual. After studying the manual, they will be tested (general questions including how to avoid smell, and basic questions including the amount of moisture and the ratio of carbon to nitrogen) and, finally, they will be given a certification [5].
The use of master composter training can improve composting and recycling. Volunteers are trained in composting and provide the training to their neighborhood. It can be effective that in this method, volunteers and their influence in the neighborhood are used. An expert and skilled person is required to provide training and educational courses of master composters. This strategy can be an effective marketing technique. Its impact on the degree of diversion depends on the number and quality of the training provided. In this strategy, leading citizens are trained in composting and recycling in order to train the people of specific neighborhoods and regions. This strategy has the potential to work with environmental NGOs. The potential for waste diversion varies depending on the number and quality of the training programs [6].
In its effort to promote compost in Manitoba's residential region in Canadian, Manitoba Resource Conservation Company trained 60 compost masters in Winnipeg through a volunteer program. In the fall of 2007, Manitoba Resource Conservation Company provided a training course for master composters in the cities of Steinbach, Morden and Stone Wall. In order to qualify as a master composter, volunteers must attend the provided training course. In the end, the participants will undertake to do 30 hours of volunteer work over the next two years in their region or workplace. No fees for participation in this course are received from the participants since it is free of charge. The participants will receive a Master's Certificate in Composting from Manitoba Resource Conservation Center, as well as a membership in the Center, a booklet, compost books and tools, and compost newspapers and magazines (every other month) [6].
In the city of Seattle, Washington, a master composter training program is a key factor in reducing waste in the city. The goal of this program is to increase the preservation of natural resources through the participation of citizens and providing them with educational services. Citizens are encouraged to recycle organic waste in their backyards for gardening activities. The program outlines how climate change is reduced by removing carbon dioxide from the atmosphere and brought back to the Earth. In this training program, each participant has to pay 500$ for receiving training materials, manuals and compost bins. In addition, a deposit of 150$ is required which will be returned after 35 hours of compost-related activities [4].
IV. DIFFERENT METHODS OF HOME COMPOSTING
Bio-composting and vermicomposting are home-composting methods.
A. Stages of Preparing Home-Made Bio-Compost
There are five essential components to prepare compost, based on which high quality compost can be produced. These components include: brown (carbon) and green (nitrogen) materials, appropriate particle size, size of compost mass, humidity and aeration. For composting, compost materials should first be divided into small pieces (10-20 centimeters). This not only accelerates material decomposition, but also makes it easier to mix the materials in the compost mass and turn the mass over for aerating and accelerating the decomposition. Then, equal amounts of brown ingredients (such as leaves) and green materials (kitchen waste) are combined together. Brown and green materials provide energy and protein, respectively. If the amount of green materials is much higher, it will smell badly. In this case, the amount of brown materials needs to be added to balance the mixture. Then, microorganisms get active and require moisture for their activity. If the amount of moisture is low, the bacteria will not work and will fall asleep, and if the amount of moisture is high, the oxygen in the mass will be reduced and the compost will change into slime. Then, anaerobic microorganisms will begin to function and make bad smell [7].
If turning over the compost revealed that the mass moisture is low, some water will be sprayed into the mass and some pieces of plastic or a few pieces of wood will be placed on it. The mass will be put in the shadow not to lose its moisture quickly. If the weather in the region is dry, some water will first be sprayed into the brown materials and they will be then mixed with the green materials. In addition to moisture, microorganisms need oxygen for their activity. The oxygen needed for the bacteria is provided by turning the mass over or making some holes at the bottom of the container. The holes at the bottom of the container also help drain when the moisture content of the mass is high. A good mix of the materials as well as appropriate moisture will cause the microorganisms to get activated. As a result, heat will be produced, and this indicates that the composting process is going on well, and aeration of the mass can reduce the heat produced. Depending on the compost, aeration can be weekly, monthly, or annually [7].
The mass size varies depending on the amount of materials that is being composted and the type of device which is selected, but the ideal size is 1 cubic meter. If the mass is large and there are optimal conditions, such as adequate food, air and moisture, material decomposition will occur very quickly, and the heat will reach 70 °C. Notice that a larger mass is more applicable to turn over the materials and send the air to the middle of the mass. After a few months, the compost mass will be ready and humus, which is an appropriate fertilizer for plants, will be produced [7].
Using appropriate compartments, one can provide optimum conditions such as mass moisture, temperature, and suitable ventilation for the conversion of waste into organic fertilizers in order for microorganisms to get active. The step-by-step procedure is as follows: in the first layer, crushed wood and stones are put on the surface of the soil at the bottom of the composting compartment. They help air circulation in the lower part of the mass. Food waste and leaves are put in the second layer. In the third layer, some soil is added to the bin to increase the required microorganisms. The layers are repeated in the same way to fill the container. After a few days, the compost mass will subside, which is a good indication of the proper functioning of the mass. The mass should be turned over every now and then. The increased number of turning over the mass will increase the processing speed and compost ripening [2].
B. Stages of Preparing Home Vermicompost
One of the methods of home composting is the use of earthworms. Red worms are appropriate for the production of vermicompost, because they are resistant to temperature variations and they convert many substances (equal to their weight) into compost throughout the day.
First, appropriate composting boxes need to be provided. For these boxes, there should be cracks and holes in their bottom and body to allow air to pass easily. In order for the bottom of the boxes not to be destroyed by the worms after a while, newspapers can be used. Put some soil on the newspaper (approximately 1 cm) and add some water (about 2 times as much as the height of the soil). Due to its relative moisture (80-60%), suitable conditions may be provided for the activity of the worms. Organic waste is then added layer by layer, and the earthworms begin to make organic fertilizer by moving upward and through new layers containing food. With continuous drilling, the worms allow the air to penetrate more depth of the bed and, by providing aerobic conditions, increase the speed of the conversion of waste to fertilizer.
It should be noted that the organic wastes used in the composting and vermicomposting methods are natural kitchen wastes such as fruit skins, vegetables, grass and leaves, etc. Materials such as meat, fat and oil are inappropriate [2].
V. ESTIMATING THE REDUCTION OF WASTE MANAGEMENT COSTS CAUSED BY HOME COMPOSTING
To illustrate the reduction of waste management costs resulting from home composting, an example is provided. In this example, the cost and benefit of a five-member household with a per capita total waste production of 650 grams per day are reviewed. Given that about 70% of the total waste is wet organic materials [5], if 80% of the compostable organic materials are wet waste and if 25% of the compostable wet waste is converted to compost, the calculations are as follows.
Total waste of a five-member household:
\[ 5 \times 650 = 3250 \text{ gr} \]
(1)
Total wet waste: \( 3250 \times 0.7 = 2275 \text{ gr} \)
(2)
Total compostable wet waste: \( 2275 \times 0.8 = 1820 \text{ gr} \)
(3)
Turns into compost: \( 1820 \times 0.25 = 455 \text{ gr} \)
(4)
According to statistics, the cost of collecting, transporting and burying each kilogram of waste is about 120 Tomans.
Reduction in the cost of not collecting, transporting and burying per day:
\[
\left(\frac{1820}{1000}\right) \times 120 = 218.4 \text{ Tomans} \quad (-0.05S)
\]
(5)
Profit from not collecting, transporting and burying compostable waste per year:
\[
218.4 \times 365 = 79716 \text{ Tomans} \quad (-19.64S)
\]
(6)
Considering a composting machine with a capacity of 300 kg at a cost of 250000 Tomans (-61.60S), the training costs of 50000 Tomans (-12.32S), and the sales price per kilo of compost as 120 Tomans (-0.03S), the time for return of capital is calculated as follows:
Initial investment:
\[
250000 + 50000 \text{ Tomans} \quad (-73.92S)
\]
(7)
As the project starts in March, in the first year the compost will be prepared after 5 months, i.e., in September, and from the second year the compost will be prepared after March:
If the sales price per kilo of compost is 120 Tomans (-0.03S), the income from compost sales in the first year:
The compost is produced monthly:
\[
0.455 \times 30 = 13.65 \text{ kg}
\]
(8)
The compost is produced in the first year:
\[
7 \times 13.65 = 95.55 \text{ kg}
\]
(9)
\[
95.55 \times 120 = 11466 \text{ Tomans} \quad (-2.82S)
\]
(10)
Income from the sale of compost from the second year:
\[
12 \times 13.65 = 163.8 \text{ kg}
\]
(11)
\[
163.8 \times 120 = 19656 \text{ Tomans} \quad (-4.84S)
\]
(12)
Considering the above mentioned information and the bank interest rate of 15%, the calculations are as follows:
\[
P = F \left(\frac{p}{F,i,n}\right)
\]
(13)
\[
P = A \left(\frac{p}{A,i,n}\right)
\]
(14)
\[
300000 = (-19656 + 11466) \times \left(\frac{p}{F,15,1}\right) + (19656 + 79716) \times \left(\frac{p}{A,15,0}\right)
\]
(15)
\[
n = 4.5 \text{ year}
\]
(16)
Using the invoice table, it takes about 4.5 years to return the initial capital, and from that time on, the project will start to profit, and since then, it will have a major role in reducing waste management costs by about 55%.
Calculating the Project Profit:
The useful life of the compost is considered 10 years.
\[
19656 \times \left(\frac{p}{A,15,10}\right) + 79716 \times \left(\frac{p}{A,15,10}\right) + (11466 - 19656) \times \left(\frac{p}{F,15,1}\right) - 300000 = 191606 \text{ Tomans} \quad (-47.21S)
\]
(17)
VI. CONCLUSION
Organic material composting in the residential sector will significantly help to reduce the amount of burial waste and environmental benefits and reduce the costs associated with waste collection, transfer and processing. Encouraging backyard composting is one of the most cost-effective waste reduction tools. Promotion and improvement of backyard composting can be increased through programs such as sales of subsidized composters (subsidy payments). Educating the people who buy composters is required to ensure the correct use of these bins by them. The potential for reducing waste is dependent on participation and educational activities.
The costs of implementing the home-made compost project include the cost of buying a composting machine and the cost of training the use of it. The profits of implementing the home-made compost project involve the profit from the sale of the produced compost and the savings associated with lowering the costs of collecting, transporting, and burying compostable wet waste. Studies have shown that the benefits of the sale of produced compost and the reduction of the costs of collecting, transporting and burying waste can well respond to the costs of purchasing a household compost machine and the cost of related trainings, and the home-made compost project will be profitable within 4.5 years.
REFERENCES
[1] L. Safarkhanloo, and H. Turkamani Bajdani, Vermicompost Production: A New Method for Waste Management, “Third National Conference on Waste Management”, Tehran, Iran’s Municipalities and Village Administrators, Department of Environmental Protection 2007.
[2] M. Safa, and L. Ghafghazi, Compost Production: A Step towards Development of Rural Waste Management System, “Third National Conference on Waste Management”, Tehran, Iran’s Municipalities and Village Administrators, Department of Environmental Protection 2007.
[3] Essex county, waste management authority, exp. 1595 Clark Boulevard Brampton, ON L6T 4V1, Canada, 2012.
[4] The city of Red Deer waste management master plant(WWMP), final report, Sorensen international corp, 2013.
[5] Urban and Rural Waste Management Plan in Fars Province, Shiraz University, 2009.
[6] City of lethbridge comprehensive waste diversion/waste prevention master plan, final report, Sonnevera international corp., 2008.
[7] http://www.planetnatural.com/composting-101. January 25, 2016. | <urn:uuid:6923df91-ae0f-4960-b41c-a210c1b192d8> | CC-MAIN-2021-49 | https://publications.waset.org/10009304/pdf | 2021-12-06T15:30:55+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363301.3/warc/CC-MAIN-20211206133552-20211206163552-00568.warc.gz | 533,645,138 | 4,758 | eng_Latn | eng_Latn | 0.957007 | eng_Latn | 0.996145 | [
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First Semester B.B.A. Degree Examination, February 2018
(Career Related First Degree Programme under CBCSS)
Complementary Course
BM 1131 : BUSINESS STATISTICS
(2014-2016 Admissions)
Time: 3 Hours
Max. Marks: 80
SECTION – A
Very short answer type
(One word to maximum of 2 sentences)
1. What is Ogive?
2. What is Mailed Questionnaire?
3. What you mean by Histogram?
4. What is Secondary data?
5. What is cartogram?
6. What is snow ball sampling?
7. What you mean by probability distribution?
8. What is variance?
9. What is Tabulation?
10. What is quartile deviation?
(10×1=10 Marks)
SECTION – B
Short answer
(Answer any 8 questions, not to exceed one paragraph)
11. Write a note on permutation.
12. What are the properties of variance?
13. What are the merits and demerits of standard deviation?
14. What are the properties of arithmetic mean?
15. Explain linear and non-linear relationships.
16. Write a note on range.
17. Explain addition theorem.
18. Statistics helps in prediction. Explain.
19. What are the properties of mean deviation?
20. Explain Conditional Theorem.
21. Explain Law of inertia of large numbers.
22. Explain simple random sampling. (8×2=16 Marks)
SECTION – C
Short essay
(Answer any 6 questions, not to exceed 120 words)
23. Write a note on events.
24. Explain the difference between correlation and Regression Analysis.
25. What are the types of correlation?
26. Explain the measures of Skewness.
27. Explain the various measures of dispersion.
28. Calculate the mean for the following frequency distribution:
| Sales (in Rs. lakh) | 0-10 | 10-20 | 20-30 | 30-40 | 40-50 | 50-60 | 60-70 |
|---------------------|------|-------|-------|-------|-------|-------|-------|
| No. of firms | 6 | 5 | 8 | 15 | 7 | 6 | 3 |
29. From the data given below calculate the G.M.
15, 250, 15.7, 157, 1.57, 105.7, 10.5, 1.06, 25.7, 0.257
30. Given the number of families in a locality according to monthly per capita expenditure classes in rupees as:
| Class-interval | 140-150 | 150-160 | 160-170 | 170-180 | 180-190 | 190-200 |
|----------------|---------|---------|---------|---------|---------|---------|
| No. of families| 17 | 29 | 42 | 72 | 84 | 107 |
| | 200-210 | 210-220 | 220-230 | 230-240 | 240-250 |
|----------------|---------|---------|---------|---------|---------|
| No. of families| 49 | 34 | 31 | 16 | 12 |
Calculate quartile deviation and coefficient of quartile deviation.
31. a) If a person is given one cup of coffee of each of 5 brands and asked to rank these according to preference. How many possible ranking can there be?
b) Four strangers board a train in which there are 6 empty seats. In how many different ways can they be seated?
c) In how many ways 12 students of MBA (DE) be allotted to three tutorial groups of 2, 4 and 6 respectively.
d) In how many ways can the letters of the words ‘MACMILLAN’, ‘BANANA’ and ‘STATISTICALLY’ can be arranged? (6×4=24 Marks)
SECTION – D
Long essay
(Answer any two questions)
32. Explain the characteristics and functions of statistics.
33. Write a note on correlation analysis.
34. Find the median and mean deviation of the following data:
| Size | Frequency | Size | Frequency |
|--------|-----------|--------|-----------|
| 0-10 | 7 | 40-50 | 16 |
| 10-20 | 12 | 50-60 | 14 |
| 20-30 | 18 | 60-70 | 8 |
| 30-40 | 25 | | |
35. Calculate Pearson coefficient of correlation for the following series:
| Price (Rs.) | 22 | 24 | 26 | 28 | 30 | 32 | 34 | 36 | 38 | 40 |
|-------------|----|----|----|----|----|----|----|----|----|----|
| Demand (Tonnes) | 60 | 58 | 58 | 50 | 48 | 48 | 48 | 42 | 36 | 32 |
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Good morning StrongStart families,
Today's email is put together by Ms. Doris (from Selkirk) and Ms. Natalya (from Nightingale).
Do you know that you need to eat plenty of colourful fruits and vegetables each day? Eating so will help you grow and stay healthy. Ms. Doris will show you how to eat a rainbow through a yummy show-and-tell story - [https://youtu.be/yh6SJJG9tfUo](https://youtu.be/yh6SJJG9tfUo).
- **Red fruits and veggies** will help keep your heart strong.
- **Orange fruits and veggies** will keep your eyes healthy.
- **Yellow fruits and veggies** will keep you from getting sick.
- **Green fruits and veggies** will keep your bones and teeth strong.
- **Blue and purple fruits and veggies** help with your memory.
Sing along with Ms. Natalya to a colour song with fruits and some animals - [https://youtu.be/c4fWq2muAFM](https://youtu.be/c4fWq2muAFM)
After a song and story, you can try to make a vegetable person during snack or mealtime. This can be a good time to introduce some new and different fruits and veggies. Try it with dips and sauces like yogurt, hummus or salsa. Take a photo of your child's creation and let us know what your fruit/veggie person looks like 😊
After some snacks, it’s time to get moving. Follow Ms. Natalya as she shows you how to make and play "Hot Potato". You will need a pair of old socks, some elastic bands and a filler like dry lentils/beans/rice - [https://youtu.be/ecpVLxtLBc4](https://youtu.be/ecpVLxtLBc4).
If you have a variety of fruits and veggies after a recent grocery game, you can play a guessing game. Hide a vegetable or fruit in a paper or cloth bag. Ask the children to put their hand in the bag to guess what the item is. Use foods of different sizes and shapes to encourage the children to use different describing words like fuzzy (for kiwis and peaches), smooth (like a tomato), bumpy (for potatoes and strawberries) and long (like a carrot).
Now, we will finish off with "Apples and Bananas" song with Ms. Doris - [https://youtu.be/fqx_bsq6KAo](https://youtu.be/fqx_bsq6KAo). If you have some time, check out the attached PDF for more tasty recipes.
For Daily Circle Time Videos, visit [https://www.vsb.bc.ca/Student_Learning/Early-Learners/StrongStart/Pages/Circle-Time-Videos.aspx](https://www.vsb.bc.ca/Student_Learning/Early-Learners/StrongStart/Pages/Circle-Time-Videos.aspx).
For Archived StrongStart Email Posts, visit [https://www.vsb.bc.ca/Student_Learning/Early-Learners/StrongStart/Pages/StrongStart-Online.aspx](https://www.vsb.bc.ca/Student_Learning/Early-Learners/StrongStart/Pages/StrongStart-Online.aspx)
For StrongStart Storytime Videos, visit [https://www.vsb.bc.ca/Student_Learning/Early-Learners/StrongStart/Pages/Story-Time-Videos.aspx](https://www.vsb.bc.ca/Student_Learning/Early-Learners/StrongStart/Pages/Story-Time-Videos.aspx)
Snack Attack
Healthy snacks include at least two food groups. Here are some yummy examples:
- Unsweetened cereal and milk
- Fruit smoothie (blend milk and fruit)
- Cheese cubes with apple slices
- Whole wheat tortillas with hummus
- Pizza slice and juice or milk
- Carrot or bran muffin with juice or milk
Children have small stomachs. So for good health, they need to eat more often than adults. That’s why it’s important to offer snacks between meals.
Fabulous Fish Cakes
- 1 can (213 g) salmon (or 2 cups leftover fish without bones)
- 1/4 cup (50 mL) green onions, chopped (optional)
- 1 tbsp (15 mL) plain yogurt or mayonnaise
- 1 tsp (5 mL) lemon juice
- 1 1/2 cups (375 mL) bread crumbs or crushed, unsweetened, whole grain cereal
- 1 tsp (5 mL) mustard
- 1 egg, beaten
- 1 tbsp (15 mL) butter or soft margarine
Mash salmon in a bowl. Add onions (if using), mayonnaise/yogurt, lemon juice, 1 cup (250 mL) bread crumbs, mustard and egg. Mix well. Shape into 1 inch (2.5 cm) balls and flatten into cakes. Roll fish cakes in the remaining bread crumbs. Heat butter in non-stick frying pan. Cook fish cakes until slightly brown. Makes about 15 to 20 fish cakes.
Help children by setting a good example. Eat with them at the table. Eat well yourself by choosing a variety of foods.
Adapted from: Cooking Up a Storm, Dairy Farmers of Canada (Ontario)
Frozen Yogurt Pops
- 2 cups (500 mL) of vanilla or fruit yogurt
- 1 cup (250 mL) chopped fruit (berries, bananas, kiwi, grapes)
Blend all ingredients in a blender until smooth. Pour equal amounts into popsicle moulds. You can also use paper cups with a plastic or wooden ice pop stick or plastic spoon for a handle. Freeze for 3 to 4 hours.
Growth is affected by many things. Each child is different. Children grow and develop at different rates. Talk to your child’s doctor to find out if your child is growing well.
Source: Cooking Up Some Fun, Toronto Public Health
Yummy French Toast
- 4 slices of whole wheat bread
- 2 eggs
- 2 tbsp (25 mL) milk
- 1 tsp (5 mL) cinnamon
- 1/2 tsp (2 mL) brown sugar
- 1 tsp (5 mL) butter or soft margarine
Use cookie cutters to cut bread into different shapes. Whisk the eggs, milk, cinnamon and sugar together. Dip the bread into the egg mixture. Cook over medium heat in a lightly-buttered frying pan until the egg mixture is cooked. Serve with maple syrup (optional).
Children are likely to get the nutrients they need to grow and stay healthy when meals include a variety of foods from at least three of the four food groups.
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1. Find the missing angles in these right angles triangles.
a) \( x \)
b) \( x \)
c) \( x \)
d) \( x \)
e) \( x \)
f) \( x \)
2. The diagram shows a roofing frame ABCD.
\( AB = 7 \text{ m}, \ BC = 5 \text{ m}, \ DB = 3 \text{ m}, \ \text{angle } ABD = \text{angle } DBC = 90^\circ \).
(a) Calculate the length of AD.
(b) Calculate the size of angle DCB.
3. From the top of a building a man sights a pedestrian on the street below at a distance of 48 metres away. The pedestrian is 34.5 metres away from the foot of the building. Find the angle of depression of the pedestrian from the man, correct to the nearest degree.
4. Find all unknown angles and lengths for each triangle. Give your answers correct to the nearest cm or degree.
(a)
(b)
(c) G
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The story is told of a king who was about to sign an evil decree against the Jews. The people were terrified, but Rabbi Elimelech insisted they go ahead and celebrate the Sabbath as always. He said the Sabbath blessings. Then, before anyone began the meal, Rabbi Elimelech swept his arm across the table and knocked over a bowl of soup.
Later it was learned that at that very moment, just as the king was going to sign the decree, he accidentally knocked over the inkwell, spilling ink all over the parchment. The king took it as an omen. He tore up that evil decree and ordered that none like it should ever be drawn up again.
This tale recounts how a wise rabbi was able to save the Jewish community through magic. From a historical point of view, the story may well be a legend. But in the nineteenth century, people regarded it as a true account of a great sage who was famous for his magical powers.
The kind of magic Rabbi Elimelech uses in this story is known as sympathetic magic. Using it, a person can directly affect something that happens elsewhere, even at a great distance. This is only one of many kinds of magic found in this collection of tales.
Note that in the story, Rabbi Elimelech proceeds with the ritual of the Sabbath despite the danger. The Jewish people believe they are closest to God during the holy days—including the Sabbath—and it is essential, from the Jewish point of view, to maintain this close contact with the Divine. Indeed, during the most important of these holidays, Rosh Hashanah and Yom Kippur, a person’s life is said to hang in the balance, as the decision is made in Heaven whether the person’s name will be inscribed and sealed in the Book of Life.
Sometimes these tales of magic are linked with specific Jewish holidays. In this collection, one tale has been included for each of ten important holidays, as well as
for Rosh Hodesh and the Sabbath. The first story is linked to Rosh Hodesh, the first day of the month, and the last story is linked to the Sabbath, the last day of the week. Readers wanting to know more about these holidays will find information following the stories.
Holidays serve an important role in these stories. Every holiday is a time of heightened awareness and closeness to God, but as these stories attest, they could be times of great danger as well. Then rabbis take on the role of sorcerers and come to the rescue, as did Rabbi Elimelech in the tale of the bowl of soup.
Indeed, Rabbi Elimelech, who came from the city of Lizensk in Poland, was one of a long line of Jewish sorcerers going all the way back to Moses. When Moses held his staff over the Red Sea (also known as the Sea of Reeds), the waters of the sea parted (Exodus 14:21). So, too, when Moses struck a rock with his staff, water came forth (Numbers 20:11). It is not hard for us to look at that staff as a kind of magic wand, and the parting of the sea as a kind of magic. But in this case, of course, the source of the magic is God.
Perhaps the greatest Jewish sorcerer of all was King Solomon, who knew the languages of the birds and even of the winds. He had a magic ring with God’s name on it, which gave him unlimited powers, and a magic carpet that took him wherever he wanted to go.
King Solomon served as the model for all Jewish sorcerers who came after him. Among them were Rabbi Adam, who once moved a palace hundreds of miles in the blink of an eye, and Rabbi Judah Loew, who created the Golem, the man made of clay, which he brought to life by pronouncing God’s secret name.
Jewish tradition holds that there is a secret pronunciation of God’s four-letter name, YHVH. It is said that there is only one great sage in every generation who knows how to truly pronounce this name, and whoever knows this secret has unlimited powers at their command. Indeed, Jews do not pronounce God’s name when it appears in prayers, out of concern that someone might accidentally pronounce God’s name in the right way, and who knows what would happen then? Instead, they say *Adonai* (God) or *Ha-Shem* (the Name).
But God is not the only name with magic powers. There also are secret names of angels that, when pronounced, are the keys to magical feats. Indeed, angels are often found in these magical stories. Four angels give Rabbi Hanina ben Dosa a ride to Jerusalem, along with a beautiful stone he brings as a gift to the Temple. And Rabbi Hayim Pinto calls upon Rahab, the Angel of the Sea, to recover a treasure lost in a shipwreck.
So, too, are there remarkable tales about heavenly journeys, where rabbis ascend on high to study the secrets of Jewish mysticism. And there are mysterious figures who appear and serve as guides in times of great danger, such as the old man in “The Cottage of Candles” who watches over everyone’s soul candle until it goes out and the soul takes leave of this world.
Another mysterious figure appears in “The Enchanted Menorah.” Here the Baal Shem Tov dreams about Mattathias, the father of the Maccabees, who lived two thousand years ago, only to awake and find Mattathias waiting to guide him home in a blizzard. Dreams, in fact, are among the primary ways that God communicates with people in these stories. In “The Angel of Dreams,” Rabbi Or Shraga asks a dream question before he goes to sleep. When the Angel of Dreams can’t reach the rabbi, his wife receives the dream instead.
Still another kind of magic is used by Rabbi Nachman of Bratslav in “The Souls of Trees.” After waking from a nightmare, he uses the mystical technique of opening a holy book at random and pointing to a passage, which serves not only to interpret his dream, but also to explain why the innkeeper and his wife have remained barren.
Yet even though these rabbis function as sorcerers, they know well that the complete source of their power comes from God, and from their unshakable faith in God. And even though they have great powers, their aim is not to accomplish supernatural effects for their own benefit, but only to promote the well-being of the Jewish people. Indeed, from this perspective, what occurs in these stories is not so much magic as miracles of God. This is the essence of Jewish magic, for ultimately the Jewish people depend on God and not on magic to guard and protect them. | <urn:uuid:a2fa487e-de9f-42e5-8dfa-a13b047a4483> | CC-MAIN-2019-39 | https://jps.org/wp-content/uploads/2014/10/Schwartz-intro.pdf | 2019-09-15T14:39:21Z | crawl-data/CC-MAIN-2019-39/segments/1568514571506.61/warc/CC-MAIN-20190915134729-20190915160729-00022.warc.gz | 528,347,631 | 1,398 | eng_Latn | eng_Latn | 0.998753 | eng_Latn | 0.998783 | [
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Counselling and support
Many children start with counselling like cognitive-behavioural therapy (or ‘CBT’). CBT teaches people how their thoughts, feelings, and actions work together. It also teaches skills such as healthy thinking, problem solving, and stress management. CBT has been widely adapted for different groups and different situations, and it’s also useful to prevent depression.
Self-care strategies to stay well are important for everyone. This includes eating well, exercising, spending time with others, and making time for fun activities. Ask your care team for ideas. They can also recommend programs or services in your community that support healthy living.
Support groups may also be helpful. Support groups are an opportunity to share experiences and learn from others. There are also groups specifically for caregivers and family members.
Medication
Your child may also be prescribed an antidepressant if other options don’t seem to help. This is a group of medications used to treat depression and other mental illnesses. The decision to use medication can be complicated, especially if your child is young. Medications can be helpful for some children, but there may be extra risks to consider. It’s important to have an honest discussion with your doctor so you know what to expect. Most professionals will consider medication for children under the age of 18 as a second option to other approaches, like counselling.
How can I help the entire family?
It is important to recognize your own feelings about your child’s depression. Many people feel guilty or frustrated when a loved one is diagnosed with a mental illness, and this can affect family relationships. It can also be difficult to cope with your child’s unhappy feelings.
Many of the strategies that help your child can help the entire family. Family counselling can give everyone an opportunity to share their experiences and help you develop strategies that take care of the entire family’s well-being. Support groups can connect you with other caregivers who are supporting a loved one. And, of course, wellness strategies at home are helpful for everyone.
It’s best to be honest with siblings and other family members about a child’s illness. That way, your child has several sources of support and understanding.
Do you need more help?
Contact a community organization like the Canadian Mental Health Association to learn more about support and resources in your area.
Founded in 1918, The Canadian Mental Health Association (CMHA) is a national charity that helps maintain and improve mental health for all Canadians. As the nation-wide leader and champion for mental health, CMHA helps people access the community resources they need to build resilience and support recovery from mental illness.
Visit the CMHA website at www.cmha.ca today
While we may think of low mood or other challenges as adult problems, they can affect people at any age. Children and teens can experience mental illnesses like depression. Sometimes it can be difficult for adults to understand how difficult children’s problems can be because we look at their problems through adult eyes. But the pressures of growing up can be very hard for some children. It’s important that we remind ourselves that while their problems may seem unimportant to us, they can feel overwhelming to young people. It’s important to take depression in young people seriously.
**WHAT IS DEPRESSION?**
Depression is a type of mental illness called a mood disorder. Mood disorders affect the way you feel, which also affects the way you think and act. With depression, you may feel ‘down,’ hopeless, or find that you can’t enjoy things you used to like. Many people who experience depression feel irritable or angry. And some people say that they feel ‘numb’ all the time.
Recognizing depression in young people can be more difficult than recognizing depression in adults because young people experience so many changes. You may wonder what is ‘normal’ and what might be a problem. Also, many children and teens may not want to talk about their feelings, or may have their own explanation for their experiences. However, you may still notice the following changes.
- **Changes in feelings:** Your child may show signs of being unhappy, worried, guilty, angry, fearful, helpless, hopeless, lonely, or rejected.
- **Changes in physical health:** Your child may start to complain of headaches or general aches and pains that you can’t explain. They may feel tired all the time or have problems eating or sleeping. Your child may unexpectedly gain or lose weight.
- **Changes in thinking:** Your child may say things that indicate low self-esteem, self-dislike or self-blame—for example, they may only talk about themselves negatively. They may have a hard time concentrating. In some cases, they may show signs that they’re thinking about suicide.
- **Changes in behaviour:** Your child might withdraw from others, cry easily, or show less interest in sports, games, or other fun activities that they normally enjoy. They might over-react and have sudden outbursts of anger or fears over small incidents.
Some of these changes may be signs of mental health problems other than depression. It’s important to look at the bigger picture: how intense the changes are, how they impact your child’s life, and how long they last. It’s particularly important to talk to your child if you’ve noticed several changes lasting more than two weeks.
**WHO DOES IT AFFECT?**
Depression often starts between the ages of 15 and 30, but it can affect anyone—even teens and younger children. While we don’t know exactly what causes depression, many factors are likely at play. These include family history, personality, life events, and changes in your child’s body. Certain medications and physical illnesses can also contribute to depression.
**WHAT CAN I DO ABOUT IT?**
Depression is very treatable. Children, teens, and adults can all recover from depression. For children and teens in particular, early treatment is important so they can get back to their education and other goals as quickly as possible.
Support for a young person who experiences depression may come from several different people and places. Your family doctor is often the first place you start, but you may also find support through people like psychiatrists, psychologists, counsellors, social workers, or peer support workers. Many communities offer programs that support healthy children and build social connections—these are also helpful in preventing depression.
Schools are also an important place for all children. Many schools offer programs that build skills, resiliency, and supports. If you’re concerned about your child’s health, teachers and school counsellors can describe changes they’ve seen or problems they’ve noticed during the school day. If your child is diagnosed with a mental illness, your child’s school may make small changes to support your child’s learning goals. Many schools offer counselling or referrals to community services. | <urn:uuid:b338b2c3-9bf5-4cb8-9247-d754c8238c6d> | CC-MAIN-2023-14 | https://www.howdenmedicalclinic.com/wp-content/uploads/2018/03/Ped-depression.pdf | 2023-03-29T12:18:07+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296948976.45/warc/CC-MAIN-20230329120545-20230329150545-00138.warc.gz | 894,510,853 | 1,365 | eng_Latn | eng_Latn | 0.997743 | eng_Latn | 0.997792 | [
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Rush River, Hughes River, and Hazel River TMDL Implementation Plan Development
Residential Working Group Report to Steering Committee
February 23, 2009
Working Group Members:
Evan Blumenstein, Culpeper Soil and Water Conservation District
Tim Bondelid, RappFLOW
Parker Bullard, VA Dept. of Health
Deirdre Clark, Rappahannock-Rapidan Regional Commission
Katie Conaway, VA Dept. of Environmental Quality
Gretchen Gorecki, Rappahannock-Rapidan Regional Commission
Hal Hunter, Resident – Rappahannock County
Kaye Kohler, Realtor, Resident, Rappahannock County
Jan Makela, Realtor, Resident – Rappahannock County
Ron Makela, Resident – Rappahannock County
May Sligh, VA Dept. of Conservation and Recreation
Bob Slusser, VA Department of Conservation and Recreation
BJ Valentine, Resident - Washington, VA
Meeting Dates:
- September 16, 2008
- November 18, 2008
Responsibilities
As was their responsibility, the Residential Working Group (RWG) focused on human sources of bacteria in the watershed, including failing septic systems, uncontrolled discharges of human sewage into streams (straight pipes) and pet waste. The RWG discussed different ways to reduce bacteria from these sources, identified problems associated with achieving bacterial load reductions and practical solutions to these problems. Specifically, the group was expected to address the following tasks:
- How to identify and eliminate straight pipes and failing septic systems serving dwellings and small businesses;
- Identification of difficulties faced by landowners in correcting these problems;
- Identification of potential funding sources to make necessary corrections;
- How to motivate owners of problem properties who may fear regulatory action and/or unknown costs;
- Evaluation of technical assistance needed and how to deliver such assistance;
- Identification of relevant educational tools; and
- Identification of effective ways to reduce bacteria from pet waste.
As is typically the case, this working group was made up of local residents, a representative from a local citizen organization, and staff members from state and local agencies.
Key Topics and Recommendations
The following is a summary of issues discussed and recommendations from both RWG meetings:
- **On-site sewage disposal systems**
- Concerns:
- Lack of state-wide pump-out requirements;
- Unqualified individuals are inspecting and certifying drainfields for home sales;
- There are no 319 funds available for mandatory hook-ups (Town of Washington); some assistance possible from state revolving loan fund.
- Soils in TMDL-IP area may limit use of traditional septic systems;
- Alternative systems are costly to install and maintain;
- Identification of problem source may be difficult – may include neighbor observation, stream walks, conversations with landowners;
- Some owners with failing systems will not accept any cost share assistance;
How to reach and convince landowners to repair faulty systems? In Rappahannock County, newspaper ads and direct mailings to owners with properties within 300 feet of stream banks generated interest and resulted in improvements.
**Recommendations:**
- Pump-out should be required at time of property sale and/or require periodic pump-outs;
- Uniformity in pumping/maintenance requirements is needed;
- Develop and implement a system for tracking septic system pump-outs and maintenance;
- Require that information regarding residential septic system management and drain field location be part of closing documentation at transfer of property;
- Develop and implement educational programs focused on septic system design, function and maintenance; and
- Develop and implement educational programs focused on:
- Impacts of failing drainfields
- Mechanics of drainfield function – include this information in closing documents at time of property sale;
- Require that drainfield locations be accurately recorded on plats of all new homes with septic systems;
- Expand the scope of Rappahannock's Clean Streams Initiative to include the TMDL–IP area;
**Education/Outreach**
- Lack of understanding on how septic systems function
- Integrate information into school curricula, particularly Earth Science and Health; and
- Include information in educational programs presented by Culpeper Soil and Water Conservation District (CSWCD).
- Drainfield and tank location and layout, as well as system type, are often unknown or incomplete
- Require new property plat to include system location and layout
- Promote information on stormwater capture and use, as well as grey water re-use.
- CSWCD successfully used door-hangers, newspaper ads and direct mailings to owners of properties within 300' of a stream. These tactics generated inquiries to CSWCD, resulting in inspections and remedial action; and
- Realtors could distribute septic system management literature.
**Pet Waste/Confined Canine Operations**
- **Concerns:**
- Lack of pet waste management ordinances/requirements within the region;
- No standardization of waste management for confined canine operations including commercial kennels, hunt clubs, veterinary operations, animal shelters, etc.
- Hunt kennels often compost waste and/or spread it on fields.
- **Recommendations:**
- Compile a database of all confined canine operations, identifying their locations and waste management practices;
- Develop an informational brochure detailing proper pet waste management to be distributed by veterinary offices, local SPCAs, hunt clubs, dog licensing offices, etc.;
- Develop and implement educational/outreach programs to inform the public of appropriate pet waste management practices;
- Install pet waste management stations at The Link in Sperryville, the public park in Washington and other identified public dog-walking locations;
- Provide information on, and encourage the use of, private dog waste enzyme digesting composters.
- Determine how existing confined canine operations are currently handling waste and promote those with appropriate management systems while working to improve those with problematic techniques.
- Develop a model pet/kennel waste management ordinance for consideration and adoption by all localities.
**Cost-Share/Potential Funding**
- EPA Environmental Education grants might be explored as a source of funds for:
The development and distribution of informational materials by Realtors;
The development and implementation of educational materials for students and the general public.
Sources of potential funding for educational programs, informational; brochures, and demonstration projects include;
- Water Quality Improvement Fund
- Rural Community Assistance Program
- Chesapeake Bay Foundation
- National Fish and Wildlife Foundation | <urn:uuid:75fb8f6d-cec8-4416-b2ae-dde9b8049c53> | CC-MAIN-2018-05 | http://rrregion.org/pdf/TMDLs/HHR%20IP/steeringcmte/20090223_RES%20%20WRK%20RPT%20TO%20STEER%20COMM.pdf | 2018-01-19T13:25:54Z | crawl-data/CC-MAIN-2018-05/segments/1516084887981.42/warc/CC-MAIN-20180119125144-20180119145144-00485.warc.gz | 303,643,319 | 1,334 | eng_Latn | eng_Latn | 0.968706 | eng_Latn | 0.984527 | [
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This year in Primary, children will learn “Praise to the Man” (*Hymns*, no. 27). These ideas and pictures can help children learn about this song.
**SOLVE THE MYSTERY**
In 1844, after one of his close friends had just died, W.W. Phelps wrote this hymn to praise his friend. But his friend’s name isn’t mentioned until the last verse. Find clues in each line of the first verse to tell you more about who the friend was and why we still praise him today.
**Clue #1**
“Praise to the man who communed with Jehovah!”
*To commune* means to communicate with, and Jehovah is another name for Jesus Christ.
Read *Joseph Smith—History* 1:17.
**Clue #2**
“Jesus anointed that Prophet and Seer.”
Read *D&C* 135:3.
**Clue #3**
“Blessed to open the last dispensation.”
Read *D&C* 112:30.
**Clue #4**
“Kings shall extol him, and nations revere.”
*To extol* means to praise, and *to revere* means to feel great respect.
“Praise to the Man” was first printed in a newspaper called *Times and Seasons*.
And the song had a different tune than the one we sing today! | <urn:uuid:50fe941f-9ab6-4bae-bb6a-985d31506cb0> | CC-MAIN-2017-22 | http://media.ldscdn.org/pdf/magazines/friend-may-2011/2011-05-17-praise-to-the-man-eng.pdf | 2017-05-28T03:02:49Z | crawl-data/CC-MAIN-2017-22/segments/1495463609409.62/warc/CC-MAIN-20170528024152-20170528044152-00087.warc.gz | 280,402,326 | 287 | eng_Latn | eng_Latn | 0.995542 | eng_Latn | 0.995542 | [
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Pro bono law can improve education
As readers will doubtless be aware, this week is National Pro Bono Week. Over the last few days we have learnt about the numerous ways in which the legal profession gives time and expertise in the pursuit of access to justice for all. However, access to justice does not merely depend on legal advice; rather a broader understanding of people’s rights and responsibilities.
Education is key. Nowhere in the world do children begin on a level playing field — with the influence and resources of parents remaining the most likely indicator of a child’s eventual position in life. However, education can go a long way towards redressing that balance, ensuring that — against the odds — disadvantaged kids can achieve a position in the job market reserved in past times for their more privileged contemporaries.
Although most advanced economies provide universal education, their standards vary widely. Schools in deprived areas are less well-resourced and, unsurprisingly, find it more difficult to attract the top teaching staff. Often children with learning difficulties are not properly catered for. As a result, the levelling influence of education can be lost altogether.
The law can be surprisingly effective in assisting access to education. In Atlanta Public Schools. In one, the court found that the public school authority (the equivalent of a UK local education authority) had misdiagnosed a child with a specific learning disability as ‘mentally retarded’ and, as a result, had put him in the wrong class for five years. Their reaction to a retesting, which showed their error, was to dig in their heels and refuse to change the child’s class. Not surprisingly, this was held to be a breach of the public school authority’s duty to the child.
A number of European countries have signed the European Social Charter, drawn up by the Council of Europe as a complement to the European Convention on Human Rights. The Charter guarantees the right to a free education and the integration of disabled children into mainstream education. Jones Day’s head of pro bono in Paris, Evelyne Friedel — who is also president of Autism-Europe — has worked to ensure that the educational needs of autistic children are met, resulting in decisions against France for failure to comply with the Charter. More importantly, Evelyne’s work has contributed to successive plans from the French Government (in 2005 and 2008) to provide proper education to autistic children. Clearly there is more to be done, but the lot of autistic children in France has been greatly improved as a result of legal action.
Disability issues aside, the widely differing educational standards between the rich and the poor remain an uncomfortable fact of life. Lawyers across our various offices give free lessons to students of all ages, providing both practical insights into the profession for prospective law students and wider legal education. Hopefully, this will empower these kids to, quite literally, take the law into their own hands.
Turning educational achievement into something more financially rewarding is not always straightforward, which is why mentoring is so important. Matching professionals to disadvantaged young people with whom they can talk on a regular basis — which is something we do through our mentoring programmes — is a way of providing the guidance that many of us obtained from friends and relatives in better-paid professions. Advice on interview techniques, subject choices and career aspirations can be invaluable.
More than anything else, a good education brings the most precious commodity of all to young people: hope and an understanding that not everyone ends up in life exactly where they started.
Rosalind Connor is pro bono partner at Jones Day’s London office. | <urn:uuid:45c8feed-ab3e-4082-bc77-6a8943846af8> | CC-MAIN-2019-22 | https://www.jonesday.com/files/Publication/8c37a798-4fb7-4620-b167-4ce4063e1bbd/Presentation/PublicationAttachment/f4693b42-3be9-47c8-b8cd-9dac026a9523/Pro%20bono%20law%20can%20improve%20education%20(Rosalind%20Connor)%20Legal%20Week%20-%20Nov%202008.pdf | 2019-05-22T22:17:02Z | crawl-data/CC-MAIN-2019-22/segments/1558232256958.53/warc/CC-MAIN-20190522203319-20190522225319-00185.warc.gz | 853,059,148 | 717 | eng_Latn | eng_Latn | 0.998415 | eng_Latn | 0.998415 | [
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Message From the President
Anne E. Hughes
Follow this and additional works at: https://scholarworks.gvsu.edu/mrj
Recommended Citation
Hughes, Anne E. (1974) "Message From the President," Michigan Reading Journal: Vol. 8: Iss. 2, Article 8. Available at: https://scholarworks.gvsu.edu/mrj/vol8/iss2/8
This work is brought to you for free and open access by ScholarWorks@GVSU. It has been accepted for inclusion in Michigan Reading Journal by an authorized editor of ScholarWorks@GVSU. For more information, please contact firstname.lastname@example.org.
Message From the President
Real and Effective Reading Instruction includes:
1. An informed and open-minded teacher who *aspires* for each and every child with whom she works... This teacher is one who loves children so well that she organizes and plans for her teaching carefully; she conducts her class in such a manner that all youngsters know the limits that are set for the class in terms of behavior; she inspires so that the class knows she believes in them and that there are no limits to their aspirations — the mastery and appreciations of knowledge.
2. An effective program of excellence in reading instruction includes many methods of instruction. As learning occurs differently in different individuals, no one method works for all. The good teacher is open-minded and courageous enough to try many methods until the right one works for the right child.
3. Finally, a good reading program includes many different kinds of materials. Those materials may be basic texts of hard covers, of supplementary books of paperback format or they may be technological in substance. The creative, seeking teachers are those who will try new things even if they have never used tape recorders, reading viewers, over-head projectors and the like. Children of today are growing up with many different means of communications, teachers, too, must employ every aid within reach, for the reading instruction of that “particular” child who could not master the skills by other means.
As a last word, may I suggest every good reading program includes delightful, stimulating literature. That literature must be different as children are different. Tales of folk and fact as well as the fairy tale, the fable, the story of humor and adventure, to say nothing of the beauty and imagery of
poetry, must all be part of a classroom library.
One thing we must never do: Once a converted reader is turned-on to reading, we must never turn them off by boredom.
We all learn affectively as well as cognitively. Let us always remember that a happy, involved reader is one who is both intellectually and emotionally in love with reading for the personal pleasure it gives.
ANNE E. HUGHES | <urn:uuid:272803e1-c28d-4cc6-8f44-86e3fd981e1c> | CC-MAIN-2023-14 | https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=2565&context=mrj | 2023-03-29T12:30:46+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296948976.45/warc/CC-MAIN-20230329120545-20230329150545-00140.warc.gz | 544,998,936 | 572 | eng_Latn | eng_Latn | 0.990525 | eng_Latn | 0.998027 | [
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Strand 1: Inquiry Process
Inquiry Process establishes the basis for students’ learning in science. Students use scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results.
| CONCEPT | PERFORMANCE OBJECTIVE | ASSESSMENT |
|------------------------------------------------------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|------------|
| Concept 1: Observations, Questions, and Hypotheses | PO 1. Evaluate scientific information for relevance to a given problem. | |
| Formulate predictions, questions, or hypotheses based on observations. Evaluate appropriate resources. | PO 2. Develop questions from observations that transition into testable hypotheses. | |
| | PO 3. Formulate a testable hypothesis. | |
| | PO 4. Predict the outcome of an investigation based on prior evidence, probability, and/or modeling (not guessing or inferring). | |
| Concept 2: Scientific Testing (Investigating and Modeling) | PO 1. Demonstrate safe and ethical procedures (e.g., use and care of technology, materials, organisms) and behavior in all science inquiry. | |
| Design and conduct controlled investigations. | PO 2. Identify the resources needed to conduct an investigation. | |
| | PO 3. Design an appropriate protocol (written plan of action) for testing a hypothesis: | |
| | - Identify dependent and independent variables in a controlled investigation. | |
| | - Determine an appropriate method for data collection (e.g., using balances, thermometers, microscopes, spectrophotometer, using qualitative changes). | |
| | - Determine an appropriate method for recording data (e.g., notes, sketches, photographs, videos, journals (logs), charts, computers/calculators). | |
Strand 1: Inquiry Process
Inquiry Process establishes the basis for students’ learning in science. Students use scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results.
| CONCEPT | PERFORMANCE OBJECTIVE | ASSESSMENT |
|------------------------------------------------------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|------------|
| Concept 2: Scientific Testing (Investigating and Modeling) | PO 4. Conduct a scientific investigation that is based on a research design. | |
| Design and conduct controlled investigations. | PO 5. Record observations, notes, sketches, questions, and ideas using tools such as journals, charts, graphs, and computers. | |
| Concept 3: Analysis, Conclusions, and Refinements | PO 1. Interpret data that show a variety of possible relationships between variables, including:
- positive relationship
- negative relationship
- no relationship
PO 2. Evaluate whether investigational data support or do not support the proposed hypothesis.
PO 3. Critique reports of scientific studies (e.g., published papers, student reports).
PO 4. Evaluate the design of an investigation to identify possible sources of procedural error, including:
- sample size
- trials
- controls
- analyses | |
| Evaluate experimental design, analyze data to explain results and propose further investigations. Design models. | | |
Strand 1: Inquiry Process
Inquiry Process establishes the basis for students’ learning in science. Students use scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results.
| CONCEPT | PERFORMANCE OBJECTIVE | ASSESSMENT |
|------------------------------------------------------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|------------|
| **Concept 3: Analysis, Conclusions, and Refinements** | PO 5. Design models (conceptual or physical) of the following to represent "real world" scenarios:
- carbon cycle
- water cycle
- phase change
- collisions
PO 6. Use descriptive statistics to analyze data, including:
- mean
- frequency
- range
(See MHS-S2C1-10)
PO 7. Propose further investigations based on the findings of a conducted investigation. | |
| Evaluate experimental design, analyze data to explain results and propose further investigations. Design models. | | |
| **Concept 4: Communication** | PO 1. For a specific investigation, choose an appropriate method for communicating the results.
PO 2. Produce graphs that communicate data.
(See MHS-S2C1-02)
PO 3. Communicate results clearly and logically.
PO 4. Support conclusions with logical scientific arguments. | |
| Communicate results of investigations. | | |
Strand 2: History and Nature of Science
Scientific investigation grows from the contributions of many people. History and Nature of Science emphasizes the importance of the inclusion of historical perspectives and the advances that each new development brings to technology and human knowledge. This strand focuses on the human aspects of science and the role that scientists play in the development of various cultures.
| CONCEPT | PERFORMANCE OBJECTIVE | ASSESSMENT |
|----------------------------------------------|--------------------------------------------------------------------------------------|------------|
| Concept 1: History of Science as a Human Endeavor | Identify individual, cultural, and technological contributions to scientific knowledge. | |
| Concept 2: Nature of Scientific Knowledge | Understand how science is a process for generating knowledge. | |
Strand 3: Science in Personal and Social Perspectives
Science in Personal and Social Perspectives emphasizes developing the ability to design a solution to a problem, to understand the relationship between science and technology, and the ways people are involved in both. Students understand the impact of science and technology on human activity and the environment. This strand affords students the opportunity to understand their place in the world – as living creatures, consumers, decision makers, problem solvers, managers, and planners.
| CONCEPT | PERFORMANCE OBJECTIVE | ASSESSMENT |
|------------------------------------------------------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|------------|
| Concept 1: Changes in Environments | | |
| Describe the interactions between human populations, natural hazards, and the environment. | | |
| Concept 2: Science and Technology in Society | PO 1. Analyze the costs, benefits, and risks of various ways of dealing with the following needs or problems: | |
| Develop viable solutions to a need or problem. | • various forms of alternative energy | |
| | • storage of nuclear waste | |
| | • abandoned mines | |
| | • greenhouse gases | |
| | • hazardous wastes | |
| | PO 2. Recognize the importance of basing arguments on a thorough understanding of the core concepts and principles of science and technology. | |
| | PO 3. Support a position on a science or technology issue. | |
Strand 3: Science in Personal and Social Perspectives
Science in Personal and Social Perspectives emphasizes developing the ability to design a solution to a problem, to understand the relationship between science and technology, and the ways people are involved in both. Students understand the impact of science and technology on human activity and the environment. This strand affords students the opportunity to understand their place in the world – as living creatures, consumers, decision makers, problem solvers, managers, and planners.
| CONCEPT | PERFORMANCE OBJECTIVE | ASSESSMENT |
|------------------------------------------------------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|------------|
| Concept 2: Science and Technology in Society | PO 4. Analyze the use of renewable and nonrenewable resources in Arizona:
- water
- land
- soil
- minerals
- air
PO 5. Evaluate methods used to manage natural resources (e.g., reintroduction of wildlife, fire ecology). | |
| Develop viable solutions to a need or problem. | | |
| Concept 3: Human Population Characteristics | | |
| Analyze factors that affect human populations. | | |
Life Science expands students' biological understanding of life by focusing on the characteristics of living things, the diversity of life, and how organisms and populations change over time in terms of biological adaptation and genetics. This understanding includes the relationship of structures to their functions and life cycles, interrelationships of matter and energy in living organisms, and the interactions of living organisms with their environment.
| CONCEPT | PERFORMANCE OBJECTIVE | ASSESSMENT |
|---------|-----------------------|------------|
| Concept 1: The Cell
Understand the role of the cell and cellular processes. | PO 1. Describe the role of energy in cellular growth, development, and repair. | |
| | PO 2. Compare the form and function of prokaryotic and eukaryotic cells and their cellular components. | |
| | PO 3. Explain the importance of water to cells. | |
| | PO 4. Analyze mechanisms of transport of materials (e.g., water, ions, macromolecules) into and out of cells:
• passive transport
• active transport | |
| | PO 5. Describe the purposes and processes of cellular reproduction. | |
Strand 1: Inquiry Process
Inquiry Process establishes the basis for students’ learning in science. Students use scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results.
| CONCEPT | PERFORMANCE OBJECTIVE | ASSESSMENT |
|------------------------------------------------------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|------------|
| Concept 1: Observations, Questions, and Hypotheses | Formulate predictions, questions, or hypotheses based on observations. Evaluate appropriate resources. | |
| Concept 2: Scientific Testing (Investigating and Modeling) | Design and conduct controlled investigations. | |
| Concept 3: Analysis, Conclusions, and Refinements | Evaluate experimental design, analyze data to explain results and propose further investigations. Design models. | |
| Concept 4: Communication | Communicate results of investigations. | |
Strand 2: History and Nature of Science
Scientific investigation grows from the contributions of many people. History and Nature of Science emphasizes the importance of the inclusion of historical perspectives and the advances that each new development brings to technology and human knowledge. This strand focuses on the human aspects of science and the role that scientists play in the development of various cultures.
| CONCEPT | PERFORMANCE OBJECTIVE | ASSESSMENT |
|------------------------------------------------------------------------|--------------------------------------------------------------------------------------|------------|
| Concept 1: History of Science as a Human Endeavor | Identify individual, cultural, and technological contributions to scientific knowledge.| |
| Concept 2: Nature of Scientific Knowledge | Understand how science is a process for generating knowledge. | |
Strand 3: Science in Personal and Social Perspectives
Science in Personal and Social Perspectives emphasizes developing the ability to design a solution to a problem, to understand the relationship between science and technology, and the ways people are involved in both. Students understand the impact of science and technology on human activity and the environment. This strand affords students the opportunity to understand their place in the world – as living creatures, consumers, decision makers, problem solvers, managers, and planners.
| CONCEPT | PERFORMANCE OBJECTIVE | ASSESSMENT |
|---------|-----------------------|------------|
| **Concept 1: Changes in Environments**
Describe the interactions between human populations, natural hazards, and the environment. | PO 1. Evaluate how the processes of natural ecosystems affect, and are affected by, humans. | |
| | PO 2. Describe the environmental effects of the following natural and/or human-caused hazards:
- flooding
- drought
- earthquakes
- fires
- pollution
- extreme weather | |
| | PO 3. Assess how human activities (e.g., clear cutting, water management, tree thinning) can affect the potential for hazards. | |
| | PO 4. Evaluate the following factors that affect the quality of the environment:
- urban development
- smoke
- volcanic dust | |
| | PO 5. Evaluate the effectiveness of conservation practices and preservation techniques on environmental quality and biodiversity. | |
Strand 3: Science in Personal and Social Perspectives
Science in Personal and Social Perspectives emphasizes developing the ability to design a solution to a problem, to understand the relationship between science and technology, and the ways people are involved in both. Students understand the impact of science and technology on human activity and the environment. This strand affords students the opportunity to understand their place in the world – as living creatures, consumers, decision makers, problem solvers, managers, and planners.
| CONCEPT | PERFORMANCE OBJECTIVE | ASSESSMENT |
|---------|-----------------------|------------|
| Concept 2: Science and Technology in Society
Develop viable solutions to a need or problem. | | |
| Concept 3: Human Population Characteristics
Analyze factors that affect human populations. | PO 1. Analyze social factors that limit the growth of a human population, including:
- affluence
- education
- access to health care
- cultural influences
PO 2. Describe biotic (living) and abiotic (nonliving) factors that affect human populations.
PO 3. Predict the effect of a change in a specific factor on a human population. | |
Life Science expands students’ biological understanding of life by focusing on the characteristics of living things, the diversity of life, and how organisms and populations change over time in terms of biological adaptation and genetics. This understanding includes the relationship of structures to their functions and life cycles, interrelationships of matter and energy in living organisms, and the interactions of living organisms with their environment.
| CONCEPT | PERFORMANCE OBJECTIVE | ASSESSMENT |
|------------------------------------------------------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|------------|
| Concept 2: Molecular Basis of Heredity | PO 1. Analyze the relationships among nucleic acids (DNA, RNA), genes, and chromosomes. | |
| Understand the molecular basis of heredity and resulting genetic diversity. | PO 2. Describe the molecular basis of heredity, in viruses and living things, including DNA replication and protein synthesis. | |
| | PO 3. Explain how genotypic variation occurs and results in phenotypic diversity. | |
| | PO 4. Describe how meiosis and fertilization maintain genetic variation. | |
| Concept 5: Matter, Energy, and Organization in Living Systems (Including Human Systems) | PO 1. Compare the processes of photosynthesis and cellular respiration in terms of energy flow, reactants, and products. | |
| Understand the organization of living systems, and the role of energy within those systems. | PO 2. Describe the role of organic and inorganic chemicals (e.g., carbohydrates, proteins, lipids, nucleic acids, water, ATP) important to living things. | |
| | PO 3. Diagram the following biogeochemical cycles in an ecosystem: | |
| | - water | |
| | - carbon | |
| | - nitrogen | |
| | PO 4. Diagram the energy flow in an ecosystem through a food chain. | |
| | PO 5. Describe the levels of organization of living things from cells, through tissues, organs, organ systems, organisms, populations, and communities to ecosystems. | |
BIOLOGY
2nd Quarter
Benchmark Blueprint
Chandler Unified School District
May not be copied without permission
Strand 1: Inquiry Process
Inquiry Process establishes the basis for students’ learning in science. Students use scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results.
| CONCEPT | PERFORMANCE OBJECTIVE | ASSESSMENT |
|------------------------------------------------------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|------------|
| Concept 1: Observations, Questions, and Hypotheses | Formulate predictions, questions, or hypotheses based on observations. Evaluate appropriate resources. | |
| Concept 2: Scientific Testing (Investigating and Modeling) | Design and conduct controlled investigations. | |
| Concept 3: Analysis, Conclusions, and Refinements | Evaluate experimental design, analyze data to explain results and propose further investigations. Design models. | |
| Concept 4: Communication | Communicate results of investigations. | |
Strand 2: History and Nature of Science
Scientific investigation grows from the contributions of many people. History and Nature of Science emphasizes the importance of the inclusion of historical perspectives and the advances that each new development brings to technology and human knowledge. This strand focuses on the human aspects of science and the role that scientists play in the development of various cultures.
| CONCEPT | PERFORMANCE OBJECTIVE | ASSESSMENT |
|---------|-----------------------|------------|
| **Concept 1: History of Science as a Human Endeavor**
Identify individual, cultural, and technological contributions to scientific knowledge. | PO 1. Describe how human curiosity and needs have influenced science, impacting the quality of life worldwide. | |
| | PO 2. Describe how diverse people and/or cultures, past and present, have made important contributions to scientific innovations. | |
| | PO 3. Analyze how specific changes in science have affected society. | |
| | PO 4. Analyze how specific cultural and/or societal issues promote or hinder scientific advancements. | |
| **Concept 2: Nature of Scientific Knowledge**
Understand how science is a process for generating knowledge. | PO 1. Specify the requirements of a valid, scientific explanation (theory), including that it be:
- logical
- subject to peer review
- public
- respectful of rules of evidence | |
| | PO 2. Explain the process by which accepted ideas are challenged or extended by scientific innovation. | |
| | PO 3. Distinguish between pure and applied science. | |
| | PO 4. Describe how scientists continue to investigate and critically analyze aspects of theories. | |
Strand 3: Science in Personal and Social Perspectives
Science in Personal and Social Perspectives emphasizes developing the ability to design a solution to a problem, to understand the relationship between science and technology, and the ways people are involved in both. Students understand the impact of science and technology on human activity and the environment. This strand affords students the opportunity to understand their place in the world—as living creatures, consumers, decision makers, problem solvers, managers, and planners.
| CONCEPT | PERFORMANCE OBJECTIVE | ASSESSMENT |
|------------------------------------------------------------------------|---------------------------------------------------------------------------------------|------------|
| Concept 1: Changes in Environments | Describe the interactions between human populations, natural hazards, and the environment. | |
| Concept 2: Science and Technology in Society | Develop viable solutions to a need or problem. | |
| Concept 3: Human Population Characteristics | Analyze factors that affect human populations. | |
Life Science expands students' biological understanding of life by focusing on the characteristics of living things, the diversity of life, and how organisms and populations change over time in terms of biological adaptation and genetics. This understanding includes the relationship of structures to their functions and life cycles, interrelationships of matter and energy in living organisms, and the interactions of living organisms with their environment.
| CONCEPT | PERFORMANCE OBJECTIVE | ASSESSMENT |
|---------|-----------------------|------------|
| **Concept 3:** Interdependence of Organisms
Analyze the relationships among various organisms and their environment. | PO 1. Identify the relationships among organisms within populations, communities, ecosystems, and biomes. | |
| | PO 2. Describe how organisms are influenced by a particular combination of biotic (living) and abiotic (nonliving) factors in an environment. | |
| | PO 3. Assess how the size and the rate of growth of a population are determined by birth rate, death rate, immigration, emigration, and carrying capacity of the environment. | |
| **Concept 4:** Biological Evolution
Understand the scientific principles and processes involved in biological evolution. | PO 1. Identify the following components of natural selection, which can lead to speciation:
- potential for a species to increase its numbers
- genetic variability and inheritance of offspring due to mutation and recombination of genes
- finite supply of resources required for life
- selection by the environment of those offspring better able to survive and produce offspring | |
| | PO 2. Explain how genotypic and phenotypic variation can result in adaptations that influence an organism's success in an environment. | |
| | PO 3. Describe how the continuing operation of natural selection underlies a population’s ability to adapt to changes in the environment and leads to biodiversity and the origin of new species. | |
Life Science expands students' biological understanding of life by focusing on the characteristics of living things, the diversity of life, and how organisms and populations change over time in terms of biological adaptation and genetics. This understanding includes the relationship of structures to their functions and life cycles, interrelationships of matter and energy in living organisms, and the interactions of living organisms with their environment.
| CONCEPT | PERFORMANCE OBJECTIVE | ASSESSMENT |
|------------------------------------------------------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|------------|
| Concept 4: Biological Evolution | PO 4. Predict how a change in an environmental factor (e.g., rainfall, habitat loss, non-native species) can affect the number and diversity of species in an ecosystem. | |
| Understand the scientific principles and processes involved in biological evolution. | PO 5. Analyze how patterns in the fossil record, nuclear chemistry, geology, molecular biology, and geographical distribution give support to the theory of organic evolution through natural selection over billions of years and the resulting present day biodiversity. | |
| | PO 6. Analyze, using a biological classification system (i.e., cladistics, phylogeny, morphology, DNA analysis), the degree of relatedness among various species. | |
Life Science expands students’ biological understanding of life by focusing on the characteristics of living things, the diversity of life, and how organisms and populations change over time in terms of biological adaptation and genetics. This understanding includes the relationship of structures to their functions and life cycles, interrelationships of matter and energy in living organisms, and the interactions of living organisms with their environment.
| CONCEPT | PERFORMANCE OBJECTIVE |
|---------|-----------------------|
| Concept 6: Classification of Living Organisms (Analyze relationships among living organisms and define characteristics of each kingdom) | PO1 List the seven levels of biological classification. (Kingdom, Phylum, Class, Order, Family, Genus, Species)
PO2 Describe the modern system of naming organisms (i.e. Linnaean’s binomial nomenclature system)
PO3 Differentiate organisms classified in K. Archaebacteria and K. Eubacteria (structure, means of obtaining energy, location in environment)
PO4 Compare/contrast bacteria and viruses. Distinguish characteristics of living organisms and viruses
PO5 Analyze the impact of bacteria and viruses on society (e.g. bioremediation, antibiotic resistance, food and chemical production, biowarfare, vaccinations)
PO6 Distinguish animal-like, fungal-like, and plant-like members of K. Protista in structure, function, and mode of nutrition.
PO7 Analyze the impact of protists on human health and food chains (e.g. malaria, red tides)
PO8 Describe the structures, modes of nutrition, and modes of reproduction of organisms classified in K. Fungi.
PO9 Identify the major ecological roles of fungi (e.g. mycorrhizae, lichens, antibiotic production) |
Life Science expands students’ biological understanding of life by focusing on the characteristics of living things, the diversity of life, and how organisms and populations change over time in terms of biological adaptation and genetics. This understanding includes the relationship of structures to their functions and life cycles, interrelationships of matter and energy in living organisms, and the interactions of living organisms with their environment.
| CONCEPT | PERFORMANCE OBJECTIVE |
|---------|-----------------------|
| | PO10 Identify the distinguishing characteristics of plants. Analyze the structure and function of plant parts (i.e. fruits and flowers, monocots v. dicots) |
| | PO11 Analyze the impact of plants on the biosphere |
| | PO12 Identify structural characteristics that organisms in K. Animalia share. Describe essential functions that animals carry out. |
| | PO13 Compare/contrast invertebrate/vertebrate organisms. |
| | PO14 Analyze the impact of animals on humans and arthropods on the biosphere. | | <urn:uuid:f2918b86-a7d1-4c68-a3bc-c2926ea582c7> | CC-MAIN-2017-22 | http://cusd80.com/cms/lib6/AZ01001175/Centricity/Domain/4556/science_HS_biology_blueprint.pdf | 2017-05-28T02:55:37Z | crawl-data/CC-MAIN-2017-22/segments/1495463609409.62/warc/CC-MAIN-20170528024152-20170528044152-00084.warc.gz | 107,848,699 | 5,357 | eng_Latn | eng_Latn | 0.97962 | eng_Latn | 0.983155 | [
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Feeling safe is an important part of your quality of life. Here is a bit of advice provided by Tandem, Montréal’s support program for citizen action in urban security, which will help you fully enjoy Montréal’s public places. These rules of thumb can be adapted to everyone’s situation.
In the park
• You can feel safer in a busy park. Identify the busiest areas, as well as the nearest pay phones, in case you need them.
• Slopes, bushy groves and dark or isolated corners can make you feel insecure. If this is the case, trust your instincts, and choose wide open, well-lit paths.
• If you notice broken equipment, especially in a children’s playground, notify the authorities by phoning 872-3434.
Stores and shopping centres
• When you are at a bank, in a store or a restaurant, avoid displaying the contents of your wallet or purse. When you are putting away your money, turn your back to the other customers.
• When you are at an instant teller, leave immediately if someone is staring at you. If you do not feel safe, have someone accompany you. Make sure you shield the information that appears on the screen.
• When you are in a store, a shopping centre or a restaurant, if someone is stalking you or harassing you, report it to the owner or the manager.
• If necessary, go to businesses in various neighbourhoods that participate in the *Ici vous êtes entre bonnes mains* project (Here you are in good hands) and ask for help from the staff, which is prepared to provide help in case of an emergency.
Public transportation
• You should get off at bus stops located in busy and well-lit areas.
• When you are riding the bus, if you want to feel safer, sit near the driver. In case there is a problem, drivers can be useful resource persons.
• At night, the MUCTC offers women the *Entre deux arrêts* service, which lets them get off the bus between the usual stops, if they want.
• When you are on the metro platform, stand close to people that look trustworthy, near stairs or the red security phone.
For information on crime prevention, contact your local Tandem office. In case of emergency or any suspicious situation, call 9-1-1.
www.ville.montreal.qc.ca/tandem
Other pamphlets available:
Security at home
Safe streets
Moving safely
Safe vacations
Montréal | <urn:uuid:8a0ac22e-bbdc-443f-acd9-6951a749056c> | CC-MAIN-2020-16 | http://prevention-sud-ouest.com/sites/default/files/pdf/security-in-public-places.pdf | 2020-03-30T13:09:24+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370497042.33/warc/CC-MAIN-20200330120036-20200330150036-00256.warc.gz | 141,014,734 | 515 | eng_Latn | eng_Latn | 0.997721 | eng_Latn | 0.997721 | [
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When you earn your Financial Literacy badge called On My Own, you make a plan for your future. One way that businesses plan for the future is through R&D—Research and Development. They spend time and money researching new ideas. They also budget for development—taking those new ideas, refining them, and bringing them to the market. (R&D could also mean changing a product to meet new customer needs.) When you earn this badge, you’ll know how to use R&D for your cookie business plan.
Steps
1. Analyze sales trends
2. Research how other companies innovate
3. Find out how companies use R&D to improve their products
4. Explore possible projects during your cookie sale
5. Develop a fun, new way to use Girl Scout Cookies
Purpose
When I’ve earned this badge, I’ll know how to research and develop new ways to build my cookie business.
STEP 1 Analyze sales trends
Invest some R&D time into figuring out the effectiveness of your sale. First, set up a system for tracking results, based on what you want to measure. For example, if you sell at different locations, you may want to compare which location garnered the most sales. If you’re focusing on new ways to market to your customer base, such as e-mails or flyers, you may want to analyze response rates. Once you’ve figured out what you want to measure, keep good records so you can analyze the results at the end of the sale and use the information to plan for future sales.
STEP 2 Research how other companies innovate
Find at least three other companies that have developed new ways to tell customers about their products. For example, you might find a company that is using social media to build word-of-mouth buzz or a jewelry artist who created a website to show examples of her custom-made rings and necklaces. Brainstorm how you could use these innovations—or a variation of them—to market your cookie business.
STEP 3 Find out how companies use R&D to improve their products
Developing a new product is a complex process that can take several years. Choose one company that makes a product you like, and then find out more about how the company researches and develops new products (or changes an existing product).
STEP 4 Explore possible projects during your cookie sale
If you’re considering several different Gold Award or Take Action projects, use your customers as a sounding board. Find out which projects they think fill the biggest need in the community. If you’ve already decided on your project, ask your customers for advice on making it have the most impact. This is a great opportunity to network, too—one of your customers may be able to connect you to someone who will offer help or guidance on your project!
STEP 5 Develop a fun, new way to use Girl Scout Cookies
R&D can be more than coming up with new products—it can also mean finding new ways to use existing products that engage consumers’ interest. You could create a new dessert using Girl Scout Cookies, then ask a local restaurant to feature it on the menu during the cookie sale. You could also make recipe cards to hand out to customers, post the recipe online, or serve the dessert at a “customer appreciation” event.
What’s in the Name?
The name “Samoas” is an allusion to the tropical island of Samoa, due to the tropical ingredients of coconut and cocoa.
Add the Badge to Your Journeys
You might use your cookie money to fund a Take Action project for one of your Journeys, or to fund a trip that will really bring your Journey themes to life. While you’re selling cookies to customers is also a great time to hear their thoughts and ideas about community needs!
Now that I’ve earned this badge, I can give service by:
- Helping a service unit or group of younger Girl Scouts set up systems to analyze their cookie sales
- Creating an event that increases consumer awareness of the cookie sale
- Helping a friend brainstorm innovative ways to improve her cookie business
I’m inspired to: | <urn:uuid:6dad1f7b-b585-4f6a-a777-f3b9d0bd08bd> | CC-MAIN-2020-16 | http://fairbanksgirlscouts.org/wp-content/uploads/2020/03/a-research-and-dev._001.pdf | 2020-03-30T12:14:04+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370497042.33/warc/CC-MAIN-20200330120036-20200330150036-00257.warc.gz | 64,351,326 | 820 | eng_Latn | eng_Latn | 0.99821 | eng_Latn | 0.998619 | [
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What Are the Parts to Our Solar System?
The parts to our solar system include the sun, Mercury, Venus, Earth (and moon), Mars, Asteroid belt, Jupiter, Saturn, Uranus, Neptune, Pluto, Halley's Comet, and the Kuiper Belt objects.
Why Don't Planets Fly off in Outer Space? What keeps the Planets in Orbit?
Why do the Planets keep Rotating and Revolving? Why don't they Stop Moving?
A fidget spinner eventually stops moving, why doesn't the Earth?
Planets don't fly off in outer space because there are forces or factors that keep planets and the moon in place. The force of factors is the sun's gravity pulling the planets towards it. What keeps the planets in orbit is inertia which is when objects keep moving until something forces it to stop. Same with why planets rotate and revolve, an object that is at rest will stay at rest and an object in motion will continue at the same speed and direction until a force stops it. They don't stop moving because no force is causing them to stop. A fidget spinner will eventually stop moving because the air around it is friction and slows the fidget spinner down while the earth does not slow down from this.
This diagram shows the planets and the moon in orbit around the sun and the sun's gravity keeping them in place.
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Heat Transfer
- Heat is the energy transferred from one system to another or from one part of the system to its other part, arising due to temperature difference.
- Heat can be transferred from one place to other by through three different modes conduction, convection and radiation.
- **Thermal Conduction** of heat takes place in a body when different parts of body are at different temperature.
- **Heat Conduction**
\[ Q = -KA \left( \frac{dT}{dx} \right) \]
- Convection is transfer of heat by actual motion of matter.
- Radiation process does not need any material medium for heat transfer.
- Term Radiation refers to the continuous emission of energy from surface of all bodies and this energy is called radiant energy.
- **Wein displacement law**
\[ \lambda T = b \]
where \( b = 0.2896 \times 10^{-2} \text{ mK} \) for black body and is known as Wien's constant.
- **Stefan Boltzmann law**
\[ u = e \sigma T^4 \]
\( u \) is positive if net energy is being absorbed via radiation and negative if it is being lost via radiation.
- **Newton law of Cooling**
For small temperature difference between the body and surrounding rate of cooling is directly proportional to the temperature difference and surface area exposed i.e.,
\[ \frac{dT}{dx} = b (T - T_s) \]
\( b \) depends on nature of surface involved and the surrounding conditions.
Negative sign is to indicate that \( T_1 > T_2 \), \( dT/dt \) is negative and temperature decreases with time. | <urn:uuid:f95f88d1-5c34-405c-b5d3-8714ab9aa4b6> | CC-MAIN-2022-49 | https://physicscatalyst.com/heat/Heat%20Transfer.pdf | 2022-11-29T23:40:39+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710712.51/warc/CC-MAIN-20221129232448-20221130022448-00031.warc.gz | 493,600,644 | 359 | eng_Latn | eng_Latn | 0.984555 | eng_Latn | 0.984555 | [
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Family Government.
"Thou art the Lord, thou hast spoken, and we have heard it. Thou art the Lord our God; thou hast made us, and we are thine: thou art Lord of all, and we are nothing."
The morning star is a symbol of hope and guidance. It rises before the sun and illuminates the darkness. In the same way, family government should be a source of light and hope for its members. It should provide a clear direction and purpose for the family, and help to guide them through the challenges they may face.
Family government is not about controlling others, but about leading by example and setting a good example for others to follow. It is about creating a positive environment where everyone feels valued and respected. It is about fostering a sense of community and belonging within the family.
In order to establish effective family government, it is important to communicate openly and honestly with each other. This means being willing to listen to others' opinions and ideas, and being open to compromise and negotiation. It also means being willing to take responsibility for one's own actions and decisions, and to hold oneself accountable for the consequences of those actions.
Family government is not easy, but it is worth it. It can bring a sense of peace and stability to the home, and can help to create a strong and healthy family unit. It can also help to foster a sense of unity and purpose among the family members, and can help to build a foundation for a successful and fulfilling life.
A Hindoo child.
The Hindoo religion is the oldest religion in the world, and its doctrines are based on the Vedas, which are considered to be the revealed word of God. The Vedas contain the teachings of the ancient Hindu sages, and they are regarded as the ultimate authority on all matters of religion and morality. The main tenets of the Hindu faith include the belief in one supreme God, the existence of many gods and goddesses, the concept of karma (the law of cause and effect), and the idea of reincarnation. Hindus believe that every person has a soul, which is eternal and indestructible, and that the soul is reborn into different bodies until it achieves moksha (liberation from the cycle of birth and death). The goal of life for a Hindu is to attain moksha through the practice of dharma (righteousness) and devotion to the divine. Hindus also believe in the importance of family, community, and social harmony, and they strive to live in accordance with the principles of ahimsa (non-violence) and satya (truthfulness).
An apostate.
A person who has abandoned his or her religious beliefs and practices is called an apostate. In some religions, such as Christianity, apostasy is considered a serious sin and may result in excommunication or other penalties. However, in other religions, such as Hinduism, there is no formal process for removing someone from the fold, and apostates are often treated with understanding and compassion. The decision to leave a religion can be a difficult one, and it requires a great deal of courage and self-reflection. For some people, the desire to explore new ideas and beliefs may lead them to question their religious convictions, while for others, the experience of suffering or trauma may cause them to lose faith in their religion. Whatever the reason, the decision to leave a religion is a personal one, and it should be respected and supported by those around us. | <urn:uuid:f4439630-6385-45db-8da6-2abefc34c410> | CC-MAIN-2024-30 | https://ursa.mercer.edu/bitstream/handle/10898/671/Morning%20Star%20Volume%204%20Issue%2046.pdf?sequence=5&isAllowed=y | 2024-07-15T23:06:39+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514724.0/warc/CC-MAIN-20240715224905-20240716014905-00197.warc.gz | 534,407,506 | 716 | eng_Latn | eng_Latn | 0.996926 | eng_Latn | 0.997544 | [
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Introductory Comments
Last week we discussed some basics of using mathematics to describe the temperature, and in the slides and the discussion of them we learned a bit about Climate Change itself. One central feature of climate change is its exponential nature; hard to see for some time, then grows explosively (at least as far as our perception is concerned). This week we are going to talk about climate in its not changing very much state, or in other words before man made climate change and on scales shorter than those associated with ice ages and the like. Here the goal is to do some mathematics that makes contact with science. In particular we want to talk about energy. Energy is an abstract quantity in the sense that we cannot see energy. We can experience it through its manifestations, for example putting your hand above a candle lets you feel how thermal energy in combustion leads to an increase of temperature above the flame. Energy for the climate system comes from the Sun, which is a giant astronomical object (see the figure below) that dwarfs the tiny Earth. The output from the Sun does vary, but not in a significant way (at least for the level of description in this lesson), and this radiation drives the climate system on Earth. The task for this lesson is to learn some basics of radiative transfer and use it to make very, very simple models of climate.
This image shows the Solar System and the Sun. You can see the relative sizes of the planets, with the Earth tiny compared to the Gas Giants. Of course, the Sun dwarfs all others and is the only energy emitting body. While the Sun is far from the Earth, its immense size and efficiency of the fusion within it, gets enough energy to Earth to make for a livable climate. A basic model of this is our goal in this and the next lecture.
**Stop and Think**
The basic law relating temperature and radiation is called Stefan’s law for a so-called black body (which radiates all possible energy). It reads
$$S = \sigma T^4$$
where $S$ is the power radiated per square meter, $T$ is the temperature in degrees Kelvin (so that water freezes at 273 K), and $\sigma$ is a universal constant
$$\sigma \approx 5.6704 \times 10^{-8} \text{ W m}^{-2} \text{ K}^{-4}$$
This means that the power radiated depends quite strongly on temperature. The Sun is said to have a typical temperature of about 5,722 K, while the Earth has a typical temperature of about 300 K. This means the Sun radiates an astonishing $1.32 \times 10^5$ as much energy as the Earth. We are used to linear laws, and it is worth thinking about how different a law involving a fourth power behaves (see Exercise 1 below).
**Thinking about Stefan’s Law and its application**
Stefan’s law is interesting in itself, but it becomes far more interesting if it is used as part of the exercise of mathematical modelling. Mathematical modelling is the exercise of creating and solving a “cartoon” of the real world. Ideally this cartoon captures the essence of what we want to model and is easy to use. In the presentation for this week I will describe some aspects of climate modelling, which involves some pretty fancy (and very complex) models. Since we want to do our modelling by hand we will stick to really simple models; if you want to pursue the “cartoon” metaphor we are talking stick man as opposed to Pixar.
Our modelling starts with the notion of a black body. A black body absorbs electromagnetic a portion of coming in and reflects the rest. The fraction of energy reflected is called the **albedo**.
There are many detailed scientific studies of albedo, but the one you may recall from grade school is that dark objects absorb much more heat than white objects. This means that ice reflects, while ice free regions absorb heat. Albedo is a parameter between zero and one, and we will denote it by the Greek letter $\alpha$. Standard tables give road asphalt as about $\alpha = 0.05$ and that of fresh snow as about $\alpha = 0.8$. The energy that is not reflected is assumed to become evenly distributed in the black body (this is manifestly untrue for the real planet; you aren’t going to go on a beach vacation to Greenland!) and whatever temperature is reached, the black body radiates according to Stefan’s law at this temperature.
We next assume all energy for our black body Earth comes from the Sun, so that we can write a so-called **energy balance**, first in words
$$\text{Energy from Sun absorbed} - \text{Energy radiated out} = 0$$
and now as an equation
$$S(1 - \alpha) - \sigma T^4 = 0.$$
Physicists, Meteorologists and many other scientists would refer to this equation as a **Conservation Law** and the study of these laws dominates the quantitative side of natural science.
**Solving the Model**
I put a section break here to remind the reader that the process of modelling and the process of solving the model are often completely separate exercises. In the context of climate, it could well be that entirely different teams do the modelling and the solving!
If we measure the energy from the Sun and come up some way to estimate the albedo of Earth (a non-trivial exercise given the many different types of surfaces; ice and snow, ocean, jungle, cities, etc) we can rearrange the above to read
$$T = \left(\frac{S(1 - \alpha)}{\sigma}\right)^{1/4}$$
As a concrete sample, the value often given for the solar output is $S = 342.5$ W m$^{-2}$, and $\alpha = 0.3$ for the albedo. The estimate of temperature in Kelvin is thus
$$T \approx 255\text{K}$$
Activity 1
Forget for the moment that the numerical answer we got was rather unpleasant. Discuss the meaning of the solution for temperature derived above. In particular, how sensitive is the solution to variations in solar output? For the record estimates of solar variation might be ±1 W m$^{-2}$.
Discussion: (you can record what we talk about here):
Activity 2
Now let’s acknowledge that our “best” model gave an unrealistic Earth. Try to find combinations of parameters that give a black body Earth temperature that is above zero degrees Celsius.
Discussion: (you can record what we talk about here):
Exercise 1
Consider the radiated power as a function of temperature, $T$,
$$S(T) = \sigma T^4.$$
We have mentioned that this is a nonlinear law. Since we have more experience with linear functions let’s figure out how to approximate the above (for those with calculus experience, we are effectively writing the differentials out, without calling them that). First write $T = T_0 + \Delta T$. Next substitute this into the expression and expand in powers $\Delta T$. You should find something like
$$S(T) = S(T_0 + \Delta T) = \sigma T_0^4 + \text{something} \times \Delta T + \text{something else} \times \Delta T^2 + ...$$
You can stop your calculation after two terms because you next want to consider to be small, or $\Delta T \ll 1$. What does this mean for the comparison between $\Delta T$ and $\Delta T^2$? Use this to find a linear approximation
$$S(T_0 + \Delta T) \approx \sigma T_0^4 + \text{something} \times \Delta T.$$
Evaluate the expression at the temperature of the Sun and Earth and explain the difference using the mathematical terminology used to describe lines.
Exercise 2
This problem is a bit harder. I’d like to use the linearization of the previous problem to discuss the time dependent problem since the real climate most certainly changes with time. The basic law is now written in words as
The Rate of Change of the total energy with time =
Energy from Sun absorbed − Energy radiated out
and now as an equation
\[ c_p \frac{dT}{dt} = S(1 - \alpha) - \sigma T^4 \]
Here \( c_p \) is a physical constant called the heat capacity.
If we return to the exponential functions of last week, we can use the calculus fact that
\[ \frac{d}{dt} \exp(at) = a \exp(at) \]
and we would like to show that the time dependent behaviour will behave like an exponential.
**Step 1:** We will let \( T = T_0 + \Delta T \). If \( T_0 \) is a time independent solution write down the equation it satisfies.
**Step 2:** The rate of change of a constant like \( T_0 \) is zero so that
\[ \frac{dT}{dt} = \frac{d\Delta T}{dt}. \]
So the left hand side is OK. Substitute into the right hand side using the results of the previous exercise and use Step 1 to simplify.
**Step 3:** Use the derivative of the exponential given above to identify \( a \) for this problem. What does it tell you about how quickly or slowly the climate system adjusts? | <urn:uuid:fbcdfa6c-1fea-47ed-8566-a108b4d7fd2f> | CC-MAIN-2022-49 | https://www.cemc.uwaterloo.ca/events/mathcircles/2022-23/Fall/Week%205/Grade%2011:12%20-%20The%20Mathematics%20of%20Climate%20Change/Math_of_Climate_2.pdf | 2022-11-29T23:42:23+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710712.51/warc/CC-MAIN-20221129232448-20221130022448-00029.warc.gz | 754,704,464 | 1,968 | eng_Latn | eng_Latn | 0.994628 | eng_Latn | 0.99741 | [
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Task 1: What is academic writing?
Discuss in groups of 4-6 to list 5 differences between academic writing and personal writing.
1. ________________________________________________________________
2. ________________________________________________________________
3. ________________________________________________________________
4. ________________________________________________________________
5. ________________________________________________________________
Task 2: Which of the two following samples of scientific writing is better?
Read the two texts below and discuss with your group. Choose your preferred text and give reasons.
Text A - Smith’s version
The first experiment in our series with mice showed that total removal of the adrenal glands reduces aggressiveness. Moreover, when treated with corticosterone, mice that had their adrenals taken out became as aggressive as intact animals again. These findings suggest that the adrenals are necessary for animals to show full aggressiveness.
But removal of the adrenals raises the levels of adrenocorticotropic hormone (ACTH), and Brain (1973) found that ACTH lowers the aggressiveness of intact mice. Thus the reduction of aggressiveness after this operation might be due to the higher levels of ACTH which accompany it.
However, high levels of ACTH have two effects. First, the levels of glucocorticoids rise, which might account for Brain’s results. Second, the levels of androgen fall. Since animals with low levels of androgen are less aggressive, it is possible that removal of the adrenals reduces aggressiveness only indirectly: by raising the levels of ACTH it causes androgen levels to drop.
Text B - Brown’s version
In the first experiment of the series using mice it was discovered that total removal of the adrenal glands effects reduction of aggressiveness and that aggressiveness in adrenalectomized mice is restorable to the level of intact mice by treatment with corticosterone. These results point to the indispensability of the adrenals for the full expression of aggression. Nevertheless, since adrenalectomy is followed by an increase in the release of adrenocorticotrophic hormone (ACTH), and since ACTH has been reported by Brain (1973) to decrease the aggressiveness of intact mice, it is possible that the effects of adrenalectomy on aggressiveness are a function of the concurrent increased levels of ACTH. However, high levels of ACTH, in addition to causing increases in glucocorticoids (which possibly accounts for the depression of aggression in intact mice by ACTH), also result in decreased androgen levels. In view of the fact that animals with low androgen levels are
characterised by decreased aggressiveness, the possibility exists that adrenalectomy, rather than affecting aggression directly, has the effect of reducing aggressiveness by producing an ACTH-mediated condition of decreased androgen levels.
Source: http://www.lancs.ac.uk/celt/sldc/materials/science/saunders-writing.html
We choose Text __________ because:
Learn more:
Writing for Science and Technology Students, Effective Learning, SLDC
http://www.lancs.ac.uk/celt/sldc/materials/science/science.htm
Task 3: Write precisely - Academic Vocabulary
a. You should use precise words rather than basic words such as good and bad in your writing. You should also use cautious language when expressing negative ideas.
Each sentence contains an inappropriate word or phrase in italics and in brackets. Replace it with a more suitable word from the list below.
| sizeable | stimulating | minor | significant | questionable |
|----------|-------------|-------|-------------|--------------|
| senior | unacceptable | controversial | disappointing | affordable |
1. Pollution is a [ ] (big) problem in Hong Kong.
2. Living conditions in some housing developments are [ ] (horrible).
3. The influence of computer games on young people is a [ ] (hot) topic.
4. Mark’s performance in the examination was [ ] (bad).
5. She received a \_\_\_\_ (big) sum of money from the insurance company.
6. Chan’s (2001) method of investigation is \_\_\_\_ (wrong).
7. The company’s \_\_\_\_ (cheap) products have proved to be very popular.
8. A number of \_\_\_\_ (old) members of staff have left in recent years.
9. Professor Yau’s new book is very \_\_\_\_ (good).
10. This is a \_\_\_\_ (small) detail, which I think we can discuss another time.
Source: ‘Precise Words’, Writing, CILL, PolyU http://elc.polyu.edu.hk/cill/eap/2004/u6/pg137ex3precisewords.htm
b. Substitute a single verb for the underlined words in italics below:
1. Plans are being made to \textit{come up with} a database containing detailed environmental information for the region.
2. Proposals to construct new nuclear reactors have \textit{met with} great resistance from environmentalists.
3. Subtle changes in the earth’s crust were \textit{picked up} by these new instruments.
4. The process should be \textit{done over} until the desired results are achieved.
5. The temperature \textit{went down} quickly from 97.5°C to 26.3°C in 5 minutes.
6. All these \textit{make up} destabilizing factors.
7. This experiment was \textit{carried out} to measure the global temperature change over the past decade.
8. We \textit{put forward} this theory to explain the current phenomenon.
9. The experiment \textit{was made up of} 3 parts, namely A, B and C.
10. In Section Four, we will \textit{go into} the causes of the experiment results.
11. Therefore, we can \textit{draw a conclusion} that Quantum Physics is the most successful theory for answering these questions.
12. Scientists are \textit{conducting an investigation} into the cause of the accident.
Learn more:
- McCarthy, Michael, O’Dell, Felicity, \textit{Academic Vocabulary in Use}. CUP, 2008
- The Academic Word List, Victoria University of Wellington
- The Academic Word List was developed by Averil Coxhead. The AWL was primarily made so that it could be used by teachers as part of a programme preparing learners for tertiary level study or used
by students working alone to learn the words most needed to study at tertiary institutions.
http://www.victoria.ac.nz/lals/resources/academicwordlist/
• **University Vocabulary Trainer**
The UVT is funded by the Hong Kong Government's Language Fund and developed at the Language Centre of the Hong Kong University of Science and Technology.
http://uvt.ust.hk/about.html
• **Academic Vocabulary**, PolyU (Academic Word Lists, definition, example sentences, pronunciation, Chinese translation) http://elc.polyu.edu.hk/cill/EAP/wordlists.htm
• **Academic Style** (interactive language activities), University of London
http://www.llas.ac.uk/materialsbank/mb105/Academic_Style.html
• **Academic Vocabulary Quizzes**, ESL gold.net
http://www.eslgold.com/vocabulary/academic_quiz.html
• **UsingEnglish.com - Phrasal Verb Quizzes**
http://www.usingenglish.com/reference/phrasal-verbs/quizzes.html
**Task 4: Write concisely – Avoid wordiness**
a. **Use of Prepositional Phrases in Academic Writing**
Use a Prepositional Phrase (Prep + NP) to express the less important idea in academic writing.
e.g. Labour cost is rising and manufacturers have to relocate their factories to places where there is cheaper labour. (Because of)
>> Because of rising labour cost, manufacturers have to relocate their factories to places where there is cheaper labour.
1) We have done a study and found that there is probably no relationship between gender and life satisfaction. (According to)
2) The study has some shortcomings but it is still a respectable pioneering effort. (In spite of)
3) We finally obtained the assistance of the Department of Census and Statistics and we were able to use an up-to-date sampling frame from which to select our sample. (As a result of)
4) Many Asian countries are facing economic downturns. However, China’s economy has recorded phenomenal growth for at least three consecutive years. (In contrast to)
5) Our project proceeded relatively smoothly because we paid great care and attention to details. (With)
b. Use of Participle Phrases in Academic Writing
A participial phrase contains a participle, i.e. a verb in -ing or -ed form. The subject of such a phrase is usually a noun or pronoun in the main clause. The phrase can be made negative by placing not or never before the participle. There are four main types of use of participial phrases:
i) General form: active voice >> Use the -ing present participle. (Time intended is shown by the verb in the main clause.)
e.g. Comparing the two views, you will see that neither has a clear advantage over the other.
1) I believed we had to proceed as planned if we took all these reasons into consideration…
2) He is a prejudiced person who refuses to listen to opinions different from his.
ii) General form: passive voice >> Use the -ed past participle. (Time intended is shown by the verb in the main clause.)
e.g. Compared with secondary groups, primary groups are more lasting and expressive.
3) She was not discouraged by unfamiliarity with a strange culture and she tried her best to adapt herself to her new surroundings.
iii) Perfect form: active voice >> Use the -ed past participle. (Time in the participial phrase precedes that shown in the main clause.)
e.g. Never having lived away from home, the new students probably felt homesick.
4) We have discussed the similarities between sociology and anthropology in Section One. Next we will examine their differences in Section Two.
iv) Perfect form: passive voice >> Use the -ed past participle. (Time in the participial phrase precedes that shown in the main clause.)
e.g. Having been trained to identify unspoken messages, she is a competent interviewer.
5) I had not been told of the duration of the study. So I was unable to decide if I could accept it.
(Adapted from Effective Writing by Pedro Pak-tao Ng, 2003, pp. 286-8)
Learn more:
- Wordiness: ways to avoid it, University of Toronto
http://www.writing.utoronto.ca/images/stories/Documents/wordiness.pdf
- Writing for Scientists, Effective Learning, SLDC
http://www.lancs.ac.uk/celt/sldc/materials/science/report.html
Task 5: Exercise on Style in Scientific Writing
This exercise requires that you identify the main stylistic problem in each excerpt. Given in Table 1 is a list of common stylistic errors that the excerpt may contain. Given in parentheses are page numbers in *The Craft of Scientific Writing* (Michael Alley - [http://www.writing.engr.psu.edu/csw.html](http://www.writing.engr.psu.edu/csw.html)) explaining each problem.
**Table 1. List of Common Stylistic Errors**
| Non-parallel headings (37-40) | Needlessly complex words (84-85) |
|-------------------------------|----------------------------------|
| Weak transition into section (53) | Needlessly complex noun phrase (85-86) |
| Ambiguity from missing punctuation (94-96) | Needlessly complex sentence (86-90) |
| Ambiguity from pronoun (93-94) | Lack of sentence variety (129-137) |
| Ambiguity from word order (92-93) | Tone problem (97-101) |
1:
Discharges of these hazardous substances occur through spills when loading vehicles, spills and over-spills when filling the tanks, leaks from supply pipes and pipe joints, rust holes and cracks in the seams of the tanks themselves.
2:
The design of the circuit is shown in Appendix A. The first schematic of the Appendix shows the interface of the EEPROM with the HC11. The decoder and the bit latch were also needed for this circuit. The decoder made sure that the EEPROM responded to address locations $6000 to $7FFF. The latch stored the address lines for the EEPROM when Port C on the EVBU switched from output address lines to input data lines. These integrated chips worked together to give the HC11 the expanded memory.
3:
Report Title: **Loading Dock Boxcar Stop Viscous Damping Values**
4:
**Standalone Operation.** This involved both hardware and software...
5:
The objective of this endeavor is to develop a commercialization strategy for solar energy systems by analyzing factors impeding early commercial projects (i.e.,
SOLAR ONE) and by identifying the potential actions that can facilitate the viability of the projects.
6:
It has come to my attention that your sport utility vehicles are not as technologically advanced as they could be! Microprocessors are more than just a booming technological buzzword; they are something that can be seamlessly implemented into existing vehicles and will add countless dimensions to their capabilities...These are of course tiny examples in a grander scheme of things that can be accomplished with microprocessors. There are much more useful and innovative things that could be done to improve both the mechanical and ergonomic aspects, which would put you light-years ahead of your closest competitors, all the while fattening your pockets...I enthusiastically look forward to meeting with you!
7:
Enormous mining companies are both continuing operations at old gold mines, such as the case of the Homestake Mine in Lead, South Dakota, which has operated continuously since 1877 and is continuing to increase its operations [Hinds and Trautman, 1983], and opening new gold mines, often in very disturbing locations, such as the proposed, and for now, postponed, New World Mine, whose proposed location was about 2.5 miles from the border of Yellowstone National Park, near Cooke City, Montana.
8:
Most people are diagnosed with phenylketonuria at birth.
9:
Since the invention of the catalytic converter, one problem that has baffled people involved with emission control is their lack of effectiveness in oxidizing CO and HC until the engine is warm.
10:
**Procedures for Design.** The procedures for this part of the laboratory began with the ASM command. This command was used to disassemble code. This disassembly began at the specified memory address. This command was useful in examining the code predefined by the Buffalo Disassembler. The "ASM" command was used at the start of address $E000. It listed the first three instructions at location $E000. Table 1 shows both the machine code and the disassembled code for these instructions.
To provide spill protection all tanks were to include catchment basins and automatic shutoff devices or overfill alarms or ball float valves.
12:
Introduction
Background
Origin of Computer Viruses
Destruction by Computer Viruses
Example (Burleson Virus)
Barriers to Computer Viruses
Physical
Antiviral Barriers
Conclusions
Recommendations
13:
Each time we wired the hex display, we placed it in a different location on the bread board. Unfortunately, each time the hex display would show a different reading. The third time proved to be the charm as the hex display read all of the numbers correctly.
14:
Interfacing the Matrix Keyboard. Here, a 4x4 matrix keypad and TIL-311 hex display to be added to the hardware wired in the previous section.
15:
Report Title: Vertical Linear Actuators Position Measurement and Repeatability
NIF Bottom Loading Insertion System Test Procedure
Source: Writing Exercises for Engineers and Scientists http://www.writing.engr.psu.edu/handbook/exercises/exercise1.html
Learn more:
Academic Writing for Science Students - Useful links and suggested reading
• Writing about Physics (and other sciences), University of Toronto
http://www.writing.utoronto.ca/advice/specific-types-of-writing/physics
• Writing for Science and Technology Students, Effective Learning, SLDC
http://www.lancs.ac.uk/cclt/sldc/materials/science/science.htm
• Guidelines on Style for Scientific Writing, University of Otago, New Zealand
http://www.sportsci.org/jour/9901/wghstyle.html
• Writing in Science and Engineering, The University of New South Wales (UNSW)
http://www.ic.unsw.edu.au/olib.html#6
• M. Ashby, How to write a paper. Check list of activities + examples of good and poor paragraphs in scientific papers. http://intranet.cs.man.ac.uk/Intranet_subweb/PhDWeb/CS710/ashbv.pdf
• Writing Resources on the World Wide Web (includes advice on technical writing), Massachusetts Institute of Technology http://web.mit.edu/uaa/www/writing/links/
• Writing Skills Online (includes Writing in Science), James Cook University
http://www.jumbunna.uts.edu.au/enrolledstudents/academicresources.html
• Academic Writing, Study Skills Pack http://www.worc.ac.uk/movingon/Academic%20writing.pdf
• Writing Studio, Duke University (various kinds of useful handouts for academic writing)
http://uwp.duke.edu/wstudio/siteindex.html
**Report Writing**
• Lab Reports: Virginia Tech, http://www.writing.eng.vt.edu/workbooks/laboratory.html
• Academic report writing: science and engineering subjects, The University of Sydney & UNSW
http://www.usyd.edu.au/learningcentre/wrise/
• Writing UG lab reports, UNSW http://www.ic.unsw.edu.au/onlib/labrep.html
• Writing the report, University of Southampton http://www.studyskills.soton.ac.uk/develop.htm
• Report Writing, Polytechnic University, HK http://elc.polyu.edu.hk/CiLL/reports.htm
• Online Technical Writing - Online Textbook (includes different types of Technical Reports)
http://www.io.com/~hcexres/textbook/
• Specific Types of Writing (includes Lab Reports), University of Toronto
http://www.writing.utoronto.ca/advice/specific-types-of-writing
• Lab Reports, http://www.canberra.edu.au/studyskills/writing/reports
**Referencing**
• Citing Sources, Referencing and Avoiding Plagiarism, Monash University Library
http://www.lib.monash.edu.au/tutorials/citing/
**Academic vocabulary and grammar development**
• Academic phrases: http://www.phrasebank.manchester.ac.uk/
• Useful vocabulary: http://elc.polyu.edu.hk/cill/eap/wordlists.htm
• Freeware to help correct your writing: http://mws.ust.hk/mw/account/login.php
• Academic vocabulary: http://uvt.ust.hk/
• Grammar: http://www.uottawa.ca/academic/arts/writcent/hypergrammar/
• Dictionary: http://www.wordreference.com/
• Physics terms: http://www.emanuelschool.org.uk/physics/physite/index.htm
• Academic Style: http://www.llas.ac.uk/materialsbank/mb105/Academic_Style.html
**Communication in Science**
• Invest in your key skills: http://www.rsc.org/education/teachers/learnnet/Getting_message.htm
• G. D. Gopen and J. A. Swan, The Science of Scientific Writing, American Scientist, Nov-Dec 1990, 78:550-558. http://www.docstyles.com/archive/ascience.pdf | <urn:uuid:78e1e4ce-5de2-4ce3-997c-6625be6d2353> | CC-MAIN-2024-30 | https://newww.phy.cuhk.edu.hk/wp-content/uploads/Academic_writing_for_science_students_exercise.pdf | 2024-07-15T23:37:04+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514724.0/warc/CC-MAIN-20240715224905-20240716014905-00196.warc.gz | 366,863,318 | 4,153 | eng_Latn | eng_Latn | 0.974291 | eng_Latn | 0.994318 | [
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# Minecraft Pixel Art - The End
## Instructions:
1. **Sky**: Use the color blue for the sky.
2. **Clouds**: Use white and light gray for clouds.
3. **The End**: Use yellow for the sun and orange for the end portal.
4. **End Caves**: Use green for the grass and brown for the dirt.
Enjoy your pixel art creation! | <urn:uuid:06c810dc-7ef4-415e-86e9-4789ad00637c> | CC-MAIN-2019-22 | https://www.beadsfactory.co.jp/images/recipe/pdf/za-60zuan.pdf | 2019-05-27T06:12:00Z | crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00276.warc.gz | 721,782,135 | 80 | eng_Latn | eng_Latn | 0.967459 | eng_Latn | 0.967459 | [
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Based on the 15.1 reading, give examples of the following forms of energy:
1. Kinetic Energy -
2. Elastic Potential Energy -
3. Gravitational Potential Energy -
4. Mechanical Energy -
5. Thermal Energy -
6. Chemical Energy -
7. Electrical Energy -
8. Electromagnetic Energy -
9. Nuclear Energy - | <urn:uuid:e01b3a82-9668-491c-b814-8ccaaeb2fb14> | CC-MAIN-2019-22 | http://karenmckenzie.weebly.com/uploads/8/6/3/6/8636862/energy_drill_pg_169.pdf | 2019-05-27T05:36:52Z | crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00283.warc.gz | 98,214,816 | 70 | eng_Latn | eng_Latn | 0.869564 | eng_Latn | 0.869564 | [
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Frogs vs Toads
Frogs
- Live by water
- Have moist, smooth skin
- Back legs are longer
- Are very agile, can jump far or climb
Toads
- Do not have to live near water
- Skin is rough, bumpy, and dry
- Are generally bigger and heavier
- Do not jump but walk or hop | <urn:uuid:21450f3c-4873-4dfb-8f41-443857a7c2b6> | CC-MAIN-2021-39 | http://www.dosidiomas.com/uploads/3/9/2/5/392542/frogs_vs_toadenglishs.pdf | 2021-09-20T01:18:11+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056974.30/warc/CC-MAIN-20210920010331-20210920040331-00579.warc.gz | 90,670,851 | 79 | eng_Latn | eng_Latn | 0.998771 | eng_Latn | 0.998771 | [
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1. (1 point) Find the length of the hypotenuse. Round your answer to the nearest tenth.
\[ 5^2 + 6^2 = c^2 \]
\[ 25 + 36 = c^2 \]
\[ \sqrt{61} = \sqrt{c^2} \]
\[ 7.8 = c \]
2. (2 points) Do the following side lengths form a right triangle? Show your work.
\[ a = 7, b = 9, c = 13 \]
\[ 7^2 + 9^2 = 13^2 \]
\[ 49 + 81 = 169 \]
\[ 130 \neq 169 \] \[ \text{No} \]
3. (2 points) Find the area of the square. Use pictures to find the answer.
\[ 7^2 + 24^2 = c^2 \]
\[ 49 + 576 = c^2 \]
\[ 625 = c^2 \]
\[ c^2 \text{ is the area of the square.} \]
4. (2 points) Find the length of the hypotenuse. Use pictures to find the answer.
\[ 16 + 49 = c^2 \]
\[ \sqrt{65} = \sqrt{c^2} \]
\[ 8.1 = c \]
5. (2 points) Find the missing side length. Round to the nearest tenth if necessary. SHOW WORK
\[ 9^2 + b^2 = 15^2 \]
\[ 81 + b^2 = 225 \]
\[ -81 \]
\[ b^2 = 144 \]
\[ b = 12 \]
6. (3 points) You're locked out of your house and the only open window is on the second floor, 20 feet above the ground. You need to borrow a ladder from one of your neighbors. There's a bush along the edge of the house, so you'll have to place the ladder 7 feet from the house. What length of ladder do you need to reach the window?
Draw a diagram, then solve.
\[ 7^2 + 20^2 = c^2 \]
\[ 49 + 400 = c^2 \]
\[ 449 = c^2 \]
\[ 21.2 = c \]
7. (2 points) The width of a rectangular prism is 5, the height is 8, and the length is 12. First label the diagram, then find the length of the diagonal of the entire prism. Round to the nearest tenth if necessary.
\[ 5^2 + 8^2 = c^2 \]
\[ 25 + 64 = c^2 \]
\[ 89 = c^2 \]
\[ 9.4 = c \]
\[ 9.4^2 + 12^2 = c^2 \]
\[ 89 + 144 = c^2 \]
\[ 233 = c^2 \]
\[ 15.3 = c \]
8. (2 points) A given cylinder has a radius of 9 cm and height of 40 cm. Label the diagram and then find the length of the diagonal.
\[ 9^2 + 40^2 = c^2 \]
\[ 81 + 1600 = c^2 \]
\[ 1681 = c^2 \]
\[ 41 \text{ cm} = c \]
9. (3 points) What is the distance between T and V? Draw a right triangle on the grid and then find the distance.
\[ 4^2 + 4^2 = c^2 \]
\[ 16 + 16 = c^2 \]
\[ 32 = c^2 \]
\[ 5.7 = c \] | <urn:uuid:6e10885c-a668-4972-bb54-e5bd6e54f002> | CC-MAIN-2019-22 | https://coop8th.weebly.com/uploads/1/3/3/8/13389650/alg_pt_rev_sem1_exam.pdf | 2019-05-27T06:15:50Z | crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00281.warc.gz | 443,698,042 | 808 | eng_Latn | eng_Latn | 0.653807 | eng_Latn | 0.806499 | [
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14.1 Objectives
1. When does a force do work?
Before:
After:
2. How are work & Power related?
Before:
After: | <urn:uuid:d6a5edf4-ad6f-4c0d-8d91-2f1b3edbf56e> | CC-MAIN-2019-22 | http://karenmckenzie.weebly.com/uploads/8/6/3/6/8636862/14.1_obj.pdf | 2019-05-27T05:37:19Z | crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00274.warc.gz | 110,165,385 | 36 | eng_Latn | eng_Latn | 0.988429 | eng_Latn | 0.988429 | [
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A) **The Conquistadors**
Read pages 260-261 of your textbook and answer the following questions:
i) Who or what were the Conquistadors? Explain.
ii) What did Vasco Nuez de Balboa do for the first time?
iii) Where did Coronado go on his expedition?
iv) Hernan de Soto explored what region of the New World?
v) Who was Hernan Cortez and what did he do as soon as he arrived in Mexico? Why do you think he did this?
vi) Which Indigenous empire was in Mexico (the Valley of Mexico) at the time of Cortez’s arrival?
vii) Describe what the Aztecs were like in general… beliefs, customs, city structure, etc. At least THREE main things:
viii) What was the name of the Aztec capital city? What is it called today?
ix) Who was Montezuma and what happened to him? Explain.
x) What is smallpox and what does it do to a person? Explain.
xi) Within a year of Cortez’s landing in Mexico, how many Aboriginal (Indigenous) people had died from smallpox?
xii) The Spanish also decided to destroy Aztec and Mayan culture by demolishing their religion and also by doing what?
Part B: The Effects of Conquest
Read pages 263-264 and answer the questions below:
i) Describe how the Spanish Conquistadors treated the Aboriginal (Indigenous) people. Give at least THREE specific points.
ii) The Aboriginal (Indigenous) population of the Valley of Mexico is estimated to have dropped from ________________________ to just over ___________________________ in _________________________ years. One hundred and twenty years later, the population was down to ___________________________.
iii) Read the Primary Source on page 262 and answer the following:
- What event is the author describing?
- Who is involved?
- Do you think the author has a bias? Why or why not?
- What information might the author have left out? Why? Explain. | <urn:uuid:9c5c1ea2-86bb-4c85-b179-6da714666530> | CC-MAIN-2019-22 | http://www.mscareyswebsite.com/uploads/1/0/3/9/10390345/spanish_conquistador___conquest_assignment.pdf | 2019-05-27T05:59:07Z | crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00278.warc.gz | 292,493,792 | 425 | eng_Latn | eng_Latn | 0.99751 | eng_Latn | 0.99907 | [
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LUDWIG KUMLIEN
BY MRS. H. J. TAYLOR
Ludwig Kumlien, oldest son of Thure Kumlien, was born in a log cabin on the Kumlien homestead near Busseyville, now Sumner, Jefferson County, Wisconsin, on March 15, 1853. His full name was Aaron Ludwig Kumlien but he so disliked his first name that he never used it after he was grown. He died, after many months of suffering from cancer of the throat, at his home in Milton, Wisconsin, December 4, 1902. The funeral was held at the Seventh-Day Baptist Church. He was buried in Milton Cemetery.
The children of Thure Kumlein and Christina Wallberg were a distinct asset to the communities in which they located. Ludwig, after finishing the common school course, attended Albion Academy, Wisconsin, where his father, Thure Kumlien, was professor of Zoology and Botany. He became one of Thure Kumlien’s outstanding students in botany and ornithology. On completing the academy course in 1873 he attended the University of Wisconsin from 1873-1877 as a special student in the scientific course. He held no degree from the University of Wisconsin but in 1892 he received from Milton College the honorary degree of Master of Science.
A letter from his brother, T. V. Kumlien, in October, 1936, says that Ludwig was a naturalist from childhood. He was always making friends with birds and other animals. He raised a pair of Mourning Doves, feeding them as he had seen the parent birds feed them, and they became household pets. A pair of goldfinches were also tamed. By daming up a nearby spring he caught and tamed a blue heron. It followed at his heels ever eager for the frogs, minnows, and small fish he secured for its food. Ludwig’s collection of birds’ nests and eggs was also begun in his childhood years.
He was painstaking and accurate in all he did and inherited his father’s love for art. His widow (May, 1936) writes: “Ludwig was definitely inclined to be an artist or sculptor and he had the necessary qualifications in an eminent degree. I have two books of drawings made between the ages of fifteen and twenty-five years. The subjects were insects, mammals, and birds. Most of the mammals are done in water color. His work in taxidermy shows his artistic feeling. His phenomenal eye-sight allowed nothing to escape his observation and drawing was as natural to him as writing.”
A few weeks after leaving the University of Wisconsin Kumlien went as a naturalist on the Howgate Polar Expedition, August 2, 1877,
to October 30, 1878. For this expedition he made the Report of Explorations in Greenland. (Annual Report of the Board of Regents of the Smithsonian Institution, 1878, pp. 452-4).
During this expedition of fifteen months in the arctic he made interesting and important collections in several fields of natural history. Kumlien (Bulletin of the United States National Museum, No. 15, published under the Direction of the Smithsonian Institution, Washington; Government Printing Office; 1879, p. 5) writes: “The schooner fitted out in New London [Connecticut]...sailed on the morning of August 3, 1877,...and on the 6th of October the Florence dropped anchor in the little harbor of Annanactook....Arrangements were at once begun by Mr. Sherman [Meteorologist] and myself to erect a shelter that would serve for an observatory and general working place. ...As soon as the snow became compact enough, we engaged the Eskimo to build a snow-house for us, in which our tent served as a lining.” In his Report of Explorations in Greenland he says (pp. 452-4): “In this illy-lighted and poorly warmed structure Mr. Sherman and myself spent our time till July [nine months]....While dissecting one of the animals [Eskimo dog] I had the misfortune to cut a finger slightly, and the virus (?) together with a frost-bite made me a cripple for two months, and came very near costing me the loss of my arm; this occurring in the busiest season, I lost many specimens. Eskimo women were instructed to skin and clean birds and mammals, which they soon learned to do very nicely, invariably removing the fat with their teeth....No birds except Corvus corax [Raven], Falco candidans [White Gyrfalcon], and two species of Lagopus [Ptarmigan] remain during the winter. The first birds to return are Larus glaucus [Glaucous Gull], often long before there is any open water; they cruise up the ice-covered fjords and feed on the young of Phoca joetida [Harbor Seal]. As soon as the snow begins to melt Plectrophanes nivalis [Snow Bunting] greets one with a very pretty song. Eiders, Somateria molissima, nested by thousands on the rocky islets around our winter harbor, and the eggs were a very welcome addition to our rations....Only forty-four species of birds were met with in Cumberland Sound, and at least four were stragglers. Interesting notes were procured on rare or little known Arctic water-birds....We left much too early to secure a fair representation of the flora of the district poor as it is. The same species were collected on the Greenland coast...much more luxuriant. The algae...were abundant both in species and numbers. Some interesting notes on the habits, legends, etc., of the Eskimo were secured with drawings; also a good number
of Eskimo drawings....Annanactook (our winter harbor) was a most remarkably barren place....Did not get out of Cumberland Gulf till the 19th of July....Reached Godhavn Harbor on the last day of July..."
The men were disappointed that the expedition steamer did not meet them at Godhavn. They were greatly disappointed that no word had come from home during twelve months of their absence.
Ludwig Kumlien, 1853-1902
Kumlien found in Governor Fencker a man familiar with the birds of North America as well as of Europe. He had acquired a good knowledge of Arctic ornithology during his eleven years' residence in Greenland. Kumlien (United States National Museum, Bulletin 15, p. 72) says: "The birds do not congregate in large numbers on the islands in Cumberland to breed, the way they do on the Greenland coast. There is an exception with Somateria molissima [Northern Eider]. Some species that breed by myriads two hundred miles to the southward, and are equally numerous on the coast of Greenland
to 73 N. lat., are found only as occasional stragglers in the Cumberland waters. Some idea of the barrenness of the islands around Annanactook may be arrived at from the fact that from October to July one hare and two ptarmigans were brought in, and there were twelve Eskimos that hunted the greater part of the time, and I was out on every occasion when I thought it at all likely that such game could be procured.”
On the valuable ethnological articles and birds secured by Ludwig Kumlien while on the Howgate Expedition to Arctic America, Spencer F. Baird, Secretary of the Smithsonian Institution, (Report of Explorations in Greenland, Smithsonian Report 1878, pp. 44, 47, 51) says: “...The collections of Mr. Kumlien made by him during several months’ residence at Cumberland Gulf, in Arctic America, and on the opposite coast of Greenland, ... include great numbers of stone implements found in Esquimaux graves ... also many articles of dress and adornment, implements of war, and of the chase, etc.... A series of the seals of Arctic America, both of skins and skeletons, brought back by Mr. Kumlien, supplies a very important gap in the collections of the National Museum.... In the collection of fishes gathered in Cumberland Gulf by Mr. L. Kumlien, while connected with the Howgate Expedition, were several kinds new to the fauna of northwestern North America.”
The list of birds obtained by Kumlien on the Howgate Expedition numbers eighty-four. He also brought back a gull which in 1883 was recognized by William Brewster as a new species, and which he named, Larus kumlieni. Bent, in his Life Histories of Gulls and Terns, makes this comment: “When Kumlien ... found this species breeding in Cumberland Sound in 1878 he supposed that it was identical with the glaucous-winged gull of the Pacific coast and so reported it.” Kumlien referred to the return of the Expedition in 1878 as follows: “On the morning of October 30 the Florence lay along the same dock she had left fifteen months before, every man brought back alive and well.”
The Janesville [Wisconsin] Gazette, October 21, 1899, says: “He [Ludwig Kumlien] has made natural history collections for a number of museums in this country and Europe, as well as for private individuals, and for the past four years has done mounting for various museums, including our state normal schools and a number of leading high schools.
“His collection of natural history specimens is very large, embracing between 5,000 and 6,000 bird and mammal skins, all North American, and an egg collection of over 500 species of North American birds, and what is more notable, there is not a doubtful egg in the entire collection. The skin collection comprises sixty-six species of the warblers of the United States, nearly all the hawks, owls, ducks, geese, woodpeckers, waders and finches, most every species of Wisconsin birds, embracing 365 species, of which number the professor [Kumlien] had added more than thirty to the list himself. His birds are mounted in groups, representing male and female, nest and eggs, often also winter plumage and young, and with enough of the natural surroundings to give the idea of the bird’s habits.”
The services of Ludwig Kumlien were sought and valued for his scholarship and accuracy in many fields of natural science. In 1891 he accepted the professorship of physics and natural history in Milton College, Wisconsin, and continued to hold this chair until his death in 1902. His learning, his seasoned knowledge and the capacity to use it made him a rare and valued teacher. His wide horizon and vision gave interest; his seriousness inspired work. The impress of his life on Milton College is indelible.
Wisconsin as a state is indebted to Ludwig Kumlien, as well as to his father Thure Kumlien, for pioneer work in botany and ornithology. Ludwig’s most important contribution to Wisconsin’s early ornithology is *The Birds of Wisconsin* by L. Kumlien and N. Hollister (Bulletin of the Wisconsin Natural History Society, Vol. 3, New Series, Milwaukee, 1903). When this bulletin was published, March, 1903, Kumlien had been dead several months and Hollister had been in Alaska nearly a year. Therefore there could be no last additions and corrections.
The preface to this bulletin states: “...Our foremost thought... has been to perfect the list....Starting in 1899, with a list of 365 species and sub-species...now we recognize but 357 in all, that we believe are really entitled to a place....We have made no attempt at descriptions of birds, nor have we gone to any length in discussing their habits. Our whole aim and object has simply been to bring our knowledge of Wisconsin ornithology, as regards occurrence and abundance, up to date, and to present a carefully compiled list of all those species and sub-species which have positively been known to occur
within the limits of the state at any time.... We have included... only those species and sub-species which we ourselves are thoroughly satisfied have, at some time, occurred in the state.... The records, notes, and observations herein given are based principally upon our own collections and personal work in the field, covering a large part of the time for periods of thirty-five and fifteen years, respectively.... Added to this, and perhaps of even greater value, has been the use of the extended, accurate and perfectly authentic notes of the late Thure Kumlien, covering a period of constant residence in the state of nearly forty-five years, from 1844* to 1888, making, with the time spent by us in similar work, a total period of sixty years of constant observation.... Besides the personal acquaintance of the late Dr. P. R. Hoy and Capt. B. F. Goss, we have had the benefit of many letters from these gentlemen to Thure and L. Kumlien for many years."
Ludwig Kumlien was an associate member of the American Ornithologists' Union, contributing now and then to its publication. He also contributed short articles to Forest and Stream, Nidologist, and the Osprey. His name is linked with Wisconsin as pioneer ornithologist but Ludwig Kumlien, through his research work as naturalist on the Howgate Expedition, his outstanding work as assistant on the United States Fish Commission, and his contributions to various fields of natural history, is a national figure.
In 1892 he married Annabel Carr. It was a rare companionship through ten brief years. Three little children born to them were too young to know their father when Ludwig Kumlien, scarcely in the prime of life, died in 1902. His life was expressed in many fields and he belongs not only to Wisconsin but to the world.
Berkeley, California.
*Thure Kumlien arrived in Milwaukee in 1843, and his study of bird life continued from that date. The accuracy of this date is established by three facts, two of which are found in Kumlien's own writings. Kumlien wrote a letter to President Twombley, of the University of Wisconsin, in which he stated that he came to this country in 1843. Again in a paper published in the Transactions of the Wisconsin Academy of Sciences (1875) Kumlein referred to his arrival in this country in 1843. In his "Life of Thure Kumlien" P. V. Lawson gives the date of Kumlien's marriage as September 5, 1843, at Milwaukee. This date has been verified by Kumlien's son, T. V. Kumlien; by his granddaughter, Mrs. Angie Kumlien Main; and by authorities of the Milwaukee Public Museum. All of these facts are presented in full in the Wilson Bulletin for June, 1936, XLVIII, pp. 86-93. | <urn:uuid:545fb751-7044-43c5-a8d0-589208008ff6> | CC-MAIN-2021-39 | https://sora.unm.edu/sites/default/files/journals/wilson/v049n02/p0085-p0090.pdf | 2021-09-20T02:16:06+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056974.30/warc/CC-MAIN-20210920010331-20210920040331-00586.warc.gz | 573,753,639 | 3,102 | eng_Latn | eng_Latn | 0.997989 | eng_Latn | 0.998253 | [
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1. If $2^5 \times 8^3 \times 16^2 = 4^m$. What is the value of $m$?
2. Find the solution to $x|x| = 2x + 1$ which has the smallest value.
3. What is the $200^{th}$ positive odd integer?
4. The graphs of $y = x^2 - 7x + 7$ and $y = -3$ intersect at two points. What is the sum of the $x$-coordinates of these two points?
5. How many integers $k$ satisfy the equation $k^2 \leq 11$?
6. What is the area enclosed by the graph of $|x| + |y| = 10$?
7. If $3^{x+y} = 81$ and $81^{x-y} = 3$, then what is the value of the product $xy$? Express your answer as a fraction in lowest terms.
8. When $x^2 - 5x + 3c$ is divided by $x - 3$ the remainder is $-12$. What is the value of $c$?
9. If $a + 2b + 3c = 30$ and $a + 3b + 5c = 8$, what is the value of $a + b + c$?
10. If $\frac{1}{x} + \frac{1}{y} = \frac{1}{2}$ and $\frac{1}{x} - \frac{1}{y} = \frac{1}{4}$, what is the value of $\frac{1}{x^2} - \frac{1}{y^2}$? Express your answer as a common fraction.
11. The first and seventh terms of a sequence are each 10. Starting with the third term, each term is the sum of the previous two terms. What is the fifth term?
12. A fuel tanker weighs 2500 tons when 25% full and 3700 tons when 75% full. What is its weight in tons when empty?
13. The lateral (curved) surface area of a particular right cylinder $(2\pi rh)$ in square units, is numerically equal to its volume $(\pi r^2 h)$, in cubic units. What is the radius of the cylinder in units?
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What is screen time?
Screen time is any time spent using a:
- TV
- Phone
- Smart watch
- Gaming console
- Handheld (e.g. DS)
- Tablet
- Computer
How much screen time is suggested?
The suggested screen time a child should have depends on their age:
- Under 2: no screen time
- 2 to 4: less than 1 hour per day
- 5 to 17: no more than 2 hours per day*
For more information on screen time limits and physical activity guidelines visit: www.csepguidelines.ca
*Recreational screen time
Why does this matter?
Less screen time means there is more time to:
- Be active (go outside, play hockey, swim)
- Talk to each other
- Play and read
For more information on how screen time impacts a child’s health visit: www.caringforkids.cps.ca
How to balance screen time at home:
To meet the suggested screen time limits:
- Set specific times that the house is screen-free
- Turn off screens when not in use
- Put screens away at meal times (parents and kids!)
- Power off 1 hour before bedtime
- Keep screens out of bedrooms
- Log screen time use
To develop healthy screen time habits:
- Be involved (ask questions)
- Discuss online safety and privacy
- Learn and chat about rating systems
- Preview content
- Watch media together
- Be a role model
More information on healthy habits:
www.caringforkids.cps.ca
www.esrb.org
www.commonsensemedia.org
www.binarytattoo.com
www.priv.gc.ca
Instead of asking “how was your day?”, here are some ideas for fun chats at the dinner table:
Conversation starters:
• What is your favourite thing to do outside?
• What is the funniest thing that you did today?
• If you were a fruit, what fruit would you be? Why?
• 20 things I love about…
• Summer break
• Meal times without screens
• My family
For more information on dinner games, conservation starters and the benefits of family dinners visit: www.thefamilydinnerproject.org
Screen Time Tracking Log
Fill in the number of minutes or hours spent in front of screens
| | TV | Video Games | Hand-held Devices | Computer | Daily Total |
|-------|------|-------------|-------------------|----------|-------------|
| Sunday| | | | | |
| Monday| | | | | |
| Tuesday| | | | | |
| Wednesday| | | | | |
| Thursday| | | | | |
| Friday| | | | | |
| Saturday| | | | | |
Adapted from Healthy Kids Community Challenge
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Carpenter Ant
Bugs are smart... We're Smarter™
www.cooperpest.com 1-800-949-2667
Who Am I?
I am an insect that damages homes... I am a Carpenter Ant. I live with my family in what we call a colony. My mom is a queen and I have thousands and thousands of sisters that live in my main colony. Like all insects my body has three parts (head, thorax and abdomen). Carpenter ants are usually dark black but we can also be a reddish brown color. We like to live in trees and stumps but often we are just as happy living in your home. Sometimes when we live in your home we can cause damage to the wood as we build our nest. Our preference is to live in damp wood. Many people think I eat wood like a termite but that is not true. I remove wood from an area so I have a place to live and although I can cause a lot of damage to a home it is usually not as much as a termite.
How Does Cooper Outsmart Carpenter Ants?
Cooper Pest Solutions has a unique service called the Cooper Carpenter Ant System™. Unlike other companies Cooper Pest Solutions does not resort to the broad scale use of pesticides within your home to control Carpenter Ants. Most companies use pesticides in wall voids often causing the ants to disperse, resulting in numerous service calls to solve the problem. Instead Cooper solves Carpenter Ant problems from the outside where ants are most active. There are two types of nests, the brood and satellites. Each home can have up to 9 satellites, but the brood nest (the nest where reproduction occurs) is typically outside the home. The fact that multiple nests in the structure are associated with separate colonies complicates traditional control efforts. Not only is it important to find and eliminate the satellite nests that are in the structure, but, for long term control, we also want to eliminate the brood nests that they are associated outside of the structure. Traditional methods do not accomplish this. The Cooper Carpenter Ant System™ not only eliminates satellite nests inside your home, but also targets brood nests (the main colony) that are naturally occurring in trees outside the structure.
About Cooper
Cooper Pest Solutions is a family-owned business that residents and businesses have trusted since 1955. With our team of two entomologists, numerous environmental specialists and a licensed sanitarian, we develop unique programs that separate us from the rest of the pest control industry. From maintenance and prevention services to environmentally-conscious programs, call Cooper and find out why.....
Bugs are smart… We’re Smarter™
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At La Crescent Montessori & STEM School, reading literacy is integrated in everything that we do. Here, it is not considered a separate subject, but a tool to learn more about the world around us. As a school, reading is not taught just to meet the pillars of reading literacy, but to bring meaning to the children.
In K-3, reading literacy takes many forms. This can range from the learning of letter sounds to sentence analysis. Fiction and non-fiction reading materials are used to help teach fluency and comprehension. Many of these pieces are tied into another area of study. It is hard to immediately see the school reading curriculum. Currently, it is so intertwined that without a trained eye and competent teachers it could be missed. La Crescent Montessori & STEM School is very fortunate to have both of these things.
Statement of Goals
LMA will ensure reading proficiency for all students, kindergarten through third grade;
• 100% of our students reading at grade level by third grade
• All parents will know each semester of their children’s reading level
• All K-3 teachers will be highly trained in reading instruction
• All students who fall behind during one assessment cycle will receive interventions based on the skills they need and reassessed at the end of the next cycle
• Any student who is more than one grade level behind will need to set up a conference with the family to enact a reading improvement plan with the family, teachers and administration
• The (P)K-3 Literacy Team will meet once a month during the school year to assess program implementation
The (P)K-3 Literacy plan has four major components:
1) Scientific based reading instruction and assessments
2) Data-based interventions
3) Parent Notification of any student in Kindergarten through Grade 3 who is not at grade level
4) Increased staff development for (P)K-3 teachers on all aspects of Reading instruction
**Current Scientifically-based Reading instruction**
At La Crescent Montessori & STEM School, our Montessori Philosophy guides our reading instruction implementation. In the Montessori program students begin in the children’s house, 3-4 (P)K-K where from the beginning students are immersed in an enriched literacy environment. The Montessori curriculum focuses on phonetics starting at age three. Most students enter Kindergarten reading and with phonemic awareness skills. Because of this, all pillars of literacy are integrated cross-curricular. Students who do not participate in our PK program enter the classroom as a kindergartner, are immediately assessed and an individualized learning plan is created for that student. Our goal is that all Kindergarten students will begin reading books fluently at grade level or above by the end of the school year.
In the Kindergarten through 3rd grades, our reading program includes:
- A 3-hour work period consisting of one-on-one, small group, and whole group instruction that includes literacy instruction integrated cross-curricular.
- A minimum of 30 minutes of sustained, silent reading a day. Kindergarten students are read to at least once a day.
- Writing for 30 minutes a day.
- Each classroom is supplied with a classroom library containing fiction and non-fiction books designed to appeal to students of all reading levels.
**What materials are we currently using for scientifically based Reading instruction?**
| Resource, Strategy or Program | Grade Levels Used | Skills it teaches and assesses |
|-------------------------------|-------------------|--------------------------------|
| Montessori Manipulatives | PK-3 | Comprehensive reading program |
| Functions of Words | PK-6 | Sentence Structure |
| All School Research and Report Writing Curriculum | PK-6 | Sentence Structure, Paragraph Writing, Research Skills |
| Level Phonics Based Readers | PK-3 | Phonics, Sight Words, Reading, Fluency |
**Reading Assessment**
*What reading assessments are we currently using?*
| Assessment Name | Grade Levels | What it assesses? |
|---------------------|--------------|------------------------------------|
| AimsWeb -TEL | K-1 (fall only for 1st) | Letter Sounds, Nonsense Words, Segmenting, Letter Names |
| AimsWeb-CBM | 1-6 | Fluency |
| Assessment | Grade Level | Description |
|-----------------------------|-------------|--------------------------------------------------|
| Work Sampling System | K-3 | Comprehensive Reading Strategies, Student Progress|
| Spelling Assessments | 1-6 | Phonics, Sight Words, Grade Level Words |
| Albanesi Tests | K-6 | Reading, Language |
**Use of Data**
A goal at La Crescent Montessori & STEM School is to use data to ensure effective and appropriate instruction while maintaining a system of accountability for students and teachers. The school works to share grade level, non-confidential grade level and school-wide data to ensure we are all progressing towards our goals.
**Data that we will be completed before June 1**
| Assessment | Percent of Students at Grade Level | Comments |
|-----------------------------|-----------------------------------|----------|
| AimsWeb -TEL | LNF K= | |
| | LSF K= | |
| | NSW K= | |
| | PHW K= | |
| AimsWeb-CBM | 1 = | |
| | 2 = | |
| | 3 = | |
| Albanesi Grade Achievement Test | K = | |
| | 1= | |
| | 2= | |
| | 3= | |
**Interventions**
Our teachers are trained on interventions and are continually refining their approach. They work to use the most up-to-date and effective interventions. We expect (and will train) our teachers to be knowledgeable in assessing learning gaps, instituting effective and appropriate interventions, tracking the data for a specified amount of time and revising the intervention if the student is not making progress. While based on the RtI model, we have modified RtI to include the following steps:
1) Identify any learning gaps.
2) Make grade level decisions of what interventions would best teach the needed skill and notify the parents.
3) Classroom teachers will conduct the interventions with fidelity for a specified amount of time.
4) After the specified amount of time, the teacher will share data with the child’s team and parent to determine a continuation of the intervention, to try another intervention, or seek another professional opinion.
*What are we doing now for interventions?*
| Intervention | Grade Level Used | Skills it teaches |
|------------------------------|------------------|---------------------------------|
| Orton-Gillingham | K-6 | Phonics, Phonemic Awareness |
| Peer Assisted Learning (PALS)| 1-6 | Fluency, comprehension |
| Earobics | 1-6 | Comprehension, fluency |
| Repeated Oral Assisted Reading | K-6 | Fluency |
| Six Minute Solutions | 1-6 | Comprehension, fluency |
**Parent Notification**
We, at LMA, work hard to maintain consistent parent contact and offer families numerous opportunities to get involved at school. We are very explicit with parents about where their children are on grade level assessments. LMA is currently using the following strategies to notify parents where their children are on the grade level assessments:
1) Parent Meetings—twice a year or more as needed
2) Parent-Teacher Conferences – Twice a year or more as needed
3) Frequent phone calls from teachers
4) Newsletters – A full school newsletter goes out once a month and classroom teachers send home frequent classroom newsletters.
5) Frequent emails from teachers
When students are assessed as being below grade level, LMA strongly recommends:
- Active parent involvement in reading support at home and school if possible
- Area summer school offerings
**Professional Development**
LMA understands the need to develop our staff and to stay current with reading trends. We develop teachers to understand the state benchmarks, understand emerging literacy and are able to support the well-being of the whole child through the Responsive Classroom approach to social interaction.
*What we are currently doing?*
| Strategy | Frequency | Reading Skills it Focuses On |
|-----------------------------------|----------------------------------|------------------------------------|
| Pre-Service Training | one day before school begins | Reading Standards |
| PLC Meetings | Weekly | Standards, RtI |
| Formal and Informal Observations | three times a year | Varies—Overall classroom performance |
| Individual Teacher Coaching | Often/As needed | Reading interventions |
English Language Learners
Students who are English Language Learners, will be identified through the home language questionnaire and will receive services following LMA’s English Learner Plan of Service to achieve grade level literacy.
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HELP RESCUE AND ENHANCE THE FUTURE FOR A SUSTAINABLE ‘NEW EARTH’ FOR ALL.
THIS IS AN INVITATION FOR EVERYONE TO PARTICIPATE IN CO-CREATING A WORLD’S BEST PRACTICE, MULTI-LANGUAGE SUSTAINABILITY LEARNING POSTER FOR EVERY SCHOOL.
The Earth Repair Foundation is aspiring to help create this poster for every classroom wall and language. Its purpose is to provide information about the art of living skillfully in the 21st Century. It is to motivate everyone to participate in earth repair actions to help grow food and medicine gardens and appropriate trees towards mitigating global warming and enabling climate stability.
“It is not only important to keep the forests we still have, but that companion planting and helping grow increasing quantities of appropriate trees, is the scientific solution to Earth’s environmental dilemma”.
Dr Richard St Barbe Baker, Founder, Men of the Trees and Children of the Green Earth
• The problems of the world can be solved in a garden. Geoff Lawton, Permaculture Teacher/Designer
• What permaculturists are doing is the most important activity that any group is doing on the planet. Dr David Suzuki
• If some food is given away, it nurtures others for a day. If many learn to grow their own, ‘end world hunger seeds’ are sown.”
VISION: Within a decade, to have permaculture designed garden food forests growing in all appropriate places in urban and rural environments, progressively building community resilience to climate change, inspiring wide-spread implementation of the practice of permaculture, always eating nutritionally dense foods, helping heal the environment, and ending under-employment and hunger.
OBJECTIVE: This poster will show how sustainable food and tree growing practices can be used to enhance life on Earth, via a large pictorial story-board printed poster, specifically designed to provide knowledge on how to compost and make soil, and inter-grow food, medicine and trees. To make the poster an international award-winning work of art, designed so it can be easily translated into many languages, and displayed on every classroom wall in every country.
It will also inspire digital stories for the internet and public media, showing examples of community participation in successful growing projects to accelerate the permaculture* paradigm shift for all-age people to live more sustainably. Each subject in the poster will have a link for related videos.
*Permaculture is an Australian design science for permanent, sustainable, organic agriculture which includes logical water management and the companion planting of mixed-species fruit and nut trees with under-storeys of vegetables, herbs and medicinal plants, using minimum-maintenance and maximum-yield principles. Permaculture ethics are Earth Care, People Care, Fair Share.
PARTICIPANTS: Initial development of the poster has started with collaboration between the Earth Repair Foundation and members of the Global Permaculture Network. Other individuals and groups are invited to join in and help, such as, educators, artists, technical and IT specialists, video producers, relevant government departments, and NGOs.
THE POSTER: Is to be printed in full colour on size A1 durable semi-gloss, possibly recycled card. At printing it will be score-folded into 8 x A4 panels for placing in a special envelope for mailing to anywhere in the world.
POSTER CONTENTS: Each A4 panel will comprise a theme with related subjects contained within it. All subjects will have images with succinct and concise descriptions that are easily translatable. Each line will be simply and concisely written for easy understanding in all languages. The poster, well-placed, will tirelessly radiate an inspirational and educational influence, 24 hours a day, 365 days a year.
A team of professional co-operators will choose the details within each panel. Carefully conceived and produced images and words, especially designed to inspire, educate and motivate in a gentle but effective fun-filled way. It will present a distillation of the world’s best practices for sustainability in a clear visual, story-board style form. The poster with an accompanying multi-media educational package will have a powerful, positive impact on the next seven generations and beyond.
continued on page 2 ...
This is an inexpensive production that could significantly assist our human community to live more sustainably. Only one generation needs to be positively influenced to think and act more wisely to help improve the world for everyone.
**MARKETING, DISTRIBUTION AND SPONSORSHIP:** Sponsors are invited to participate and help fund the production. We appeal to government, corporate and/or private sponsors and philanthropists. With adequate funding, the estimated production time would be between four to six months.
**FOOD AND TREE GROWING RACE:** People of every nation can learn about and adopt the practice of permaculture as one of the world’s most necessary, ethical and honourable employment activities.
Some of the subjects that are being considered for inclusion in the eight panels of the poster are:
- **Humanity’s position in the universe.** Here we will cover outer and inner space and awareness of infinity and eternity. How to attain and maintain an attitude of healthy optimistic thinking and peaceful equanimity. A theme being considered for this section is: Think Globally, Act Locally, Respond Personally. A relevant quote to consider: “The universe is my home and the human family is my tribe. The whole Earth is my birthplace and all humans are my brothers and sisters”. Kahlil Gibran
- **Ecologically sustainable housing.** Descriptions of eco-homes and integrated eco-villages. Illustrate retrofitting and houses made with appropriate technologies, using rainwater tanks, solar and wind power, grey water recycling and organic permaculture food gardens in and around each habitat;
- **Sense of Humus composting.** Establishing efficient food and medicine gardens as productive permaculture learning and growing centres in schools, backyards, parks, gaols, and rehabilitation facilities. ‘Compost, instead of waste, and make humus soil, Helping nature grow the healthiest food, is FUN-WORK, not toil’;
- **Capturing a time-line effect showing children planting seedling trees, and staging it over ten years comparing sizes, and then project to 40 years.** Explain clearly how helping trees grow benefits the Earth and all its inhabitants;
- **Highlight the importance of protecting the world’s remaining natural heritage and biodiversity** contained in native forests, lakes, rivers and oceans. Give practical advice and encouragement on planting and helping grow mixed species and companion grouped trees and food plants to store water in accumulating biomass, help stabilise the climate and with enough people practicing this will counteract global warming;
- **Detail tips on growing and eating nutrient dense, raw living and sprouting foods** to help acquire immunity efficiency, reverse disease and attain and maintain vital good health;
- **Renewable energy and conservation systems;** show the latest appropriate technologies and how they can be optimally applied to help humanity on the path to manifesting sustainable abundance for all;
- **Further subjects that may be considered for inclusion could be found in the Earth Repair Charter, the VISION 2030 global solution strategy and the Imagine Back From The Future movie outline.** These separate two-page documents can be found elsewhere in this file or at earthrepair.net
If you would like to help this proposal to actualise, please share these two pages to inform others, and/or write a personal letter recommending the concept to your local politicians and Members of State and Federal Parliaments.
Expressions of interest and offers of assistance to advance this opportunity are invited and welcomed.
If there are any aspects of this production that you’d like to enquire about or contribute to, please contact Team ERF at the Earth Repair Foundation (ERF), PO Box 503, Katoomba, Blue Mountains, NSW, 2780, AUST Phone: 02 4782 2625, 0408 267 195, firstname.lastname@example.org www.earthrepair.net
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MUS 1A Music History and Literature
Units: 3.0 Hours: 3.0 Lecture
Transferable: CSU:GE:C1, IGETC:CA, GAV:GE:C1
A survey of the development of music in western civilization including representative composers from the Medieval to the present. Music 1A will study the music and styles from the Medieval to the Romantic period. ADVISORY: Eligible for English 250 and English 260.
MUS 1B Music History and Literature
Units: 3.0 Hours: 3.0 Lecture
Transferable: CSU:GE:C1, IGETC:CA, GAV:GE:C1
A survey of the development of music in western civilization including representative composers from the Medieval period to the present. Music 1B will study the music and styles from late Romanticism to the present. ADVISORY: Eligible for English 250 and English 260.
MUS 2 History of Jazz and Rock
Units: 4.0 Hours: 3.0 Lecture
Transferable: CSU:GE:C1, IGETC:CA, GAV:GE:C1, GAV:GE:F
This course covers the introduction and history of jazz and rock music from traditional, ragtime, boogie-woogie, swing, bebop, and cool, to various contemporary jazz, rock and fusion art forms. It includes a study of the forces that have shaped the art from European, African, Latin, and African-American influences. The class explores the contributions and conflicts of African-American influences throughout the history and development of this American music.
MUS 3A Harmony, Theory, Musicianship I
Units: 4.0 Hours: 3.0 Lecture and 3.0 Laboratory
Transferable: CSU:GE:C1, GAV:GE:C1
Fundamentals of music, beginning harmony. (C-ID: MUS 120) MUS 3A, 3B, 3C and 3D must be taken in sequence.
MUS 3B Harmony, Theory, Musicianship II
Units: 4.0 Hours: 3.0 Lecture and 3.0 Laboratory
Transferable: GAV:GE:C1
Continuation of Music 3A. Fundamentals of music, intermediate harmony, and musicianship. Introduction to counterpoint. (C-ID: MUS 130) MUS 3A, 3B, 3C and 3D must be taken in sequence. PREREQUISITE: MUS 3A.
MUS 3C Harmony, Theory, Musicianship III
Units: 4.0 Hours: 3.0 Lecture and 3.0 Laboratory
Transferable: GAV:GE:C1
Continuation of Music 3AB. Chromatic harmony, analysis and composition. MUS 3A, 3B, 3C and 3D must be taken in sequence. (C-ID: MUS 140) PREREQUISITE: Music 3B
MUS 3D Harmony, Theory, Musicianship IV
Units: 4.0 Hours: 3.0 Lecture and 3.0 Laboratory
Transferable: GAV:GE:C1
Continuation of Music 3C. Analysis and composition. MUS 3A, 3B, 3C and 3D must be taken in sequence. (C-ID: MUS 150) PREREQUISITE: Music 3C
MUS 4A Beginning Piano
Units: 3.0 Hours: 2.0 Lecture and 3.0 Laboratory
Transferable: CSU:GE:C1, GAV:GE:C1
Introduction to music fundamentals and keyboard technique. Development of beginning keyboard skills including note reading in bass and treble clef, fingering, rhythm, key signatures, primary chords and inversions. ADVISORY: Must be taken in sequence.
MUS 4B Beginning Piano
Units: 3.0 Hours: 1.0 Lecture and 3.0 Laboratory
Transferable: GAV:GE:C1
Continuation of Music 4A. Introduction to music fundamentals and keyboard technique. Development of beginning keyboard skills including note reading in bass and treble clef, fingering, rhythm, key signatures, primary chords and inversions. ADVISORY: Music 4A
MUS 5A Intermediate Piano
Units: 3.0 Hours: 1.0 Lecture and 3.0 Laboratory
Transferable: GAV:GE:C1
Development of intermediate keyboard skills through means of scales, chords, and technical studies. Continuation of music fundamentals and beginning keyboard harmony; introduction of easier classical and standard piano literature. ADVISORY: Music 4B
MUS 5B Intermediate Piano
Units: 3.0 Hours: 1.0 Lecture and 3.0 Laboratory
Transferable: GAV:GE:C1
Development of intermediate keyboard skills through means of scales, chords and technical studies. Continuation of music fundamentals and beginning keyboard harmony; introduction of easier classical and standard piano literature. ADVISORY: Music 5A
MUS 5C Advanced Piano
Units: 3.0 Hours: 1.0 Lecture and 3.0 Laboratory
Transferable: GAV:GE:C1
Development of advanced keyboard skills through means of scales, chords and technical studies. Continuation of music fundamentals and keyboard harmony; introduction of moderately difficult classical and standard piano literature. ADVISORY: Music 5B
MUS 5D Advanced Piano
Units: 3.0 Hours: 1.0 Lecture and 3.0 Laboratory
Transferable: GAV:GE:C1
Development of advanced keyboard skills through means of scales, chords and technical studies. Continuation of music fundamentals and keyboard harmony; introduction of moderately difficult classical and standard piano literature. ADVISORY: Music 5C
MUS 6 Introduction to World Music
Units: 3.0 Hours: 3.0 Lecture
Transferable: CSU:GE:C1, IGETC:CA, GAV:GE:C1, GAV:GE:F
This course explores a broad and diverse survey of different non Western music cultures, helping students develop listening skills to identify, distinguish and appreciate the elements and richness of each culture's music. The course will cover a rich diversity of styles through informed listening, analysis and discernment of musical elements, form and repertoire. Music of various cultures will be explored, for example: India, China, Japan, the Middle East, Indonesia, Africa, Europe and the Americas.
MUS 7 **Songwriting and Composition**
Units: 3.0 Hours: 3.0 Lecture
This course is an introduction to modern song writing techniques. Students will learn to create their own musical compositions. Approaches to contemporary issues in song writing including development of melodic, lyrical, and rhythmic ideas will be studied. In addition, students will learn strategies for promoting their songs in the contemporary music marketplace as well as basic concepts of intellectual property right protection. While recommended, no prior formal musical education is required.
MUS 8A **Beginning Voice**
Units: 2.0 Hours: 1.0 Lecture and 3.0 Laboratory
Transferable: GAV-GE:C1
Development of techniques in the art of singing and interpreting serious music in various styles. Study of the basic techniques of tone production, breathing and related skills. Basic repertoire development. ADVISORY: Continues in sequence or by demonstrated proficiency.
MUS 8B **Beginning Voice**
Units: 2.0 Hours: 1.0 Lecture and 3.0 Laboratory
Transferable: GAV-GE:C1
Development of techniques in the art of singing and interpreting serious music in various styles. Study of the basic techniques of tone production, breathing and related skills. Basic repertoire development. ADVISORY: MUS 8A or demonstrated proficiency.
MUS 8C **Intermediate Voice**
Units: 2.0 Hours: 1.0 Lecture and 3.0 Laboratory
Transferable: GAV-GE:C1
Development of techniques in the art of singing and interpreting serious music in various styles. Study of the basic techniques of tone production, breathing and related skills. Basic repertoire development. ADVISORY: Music 8B or demonstrated proficiency.
MUS 8D **Intermediate Voice**
Units: 2.0 Hours: 1.0 Lecture and 3.0 Laboratory
Transferable: GAV-GE:C1
Development of techniques in the art of singing and interpreting serious music in various styles. Study of the basic techniques of tone production, breathing and related skills. Basic repertoire development. ADVISORY: Music 8C or demonstrated proficiency.
MUS 9A **Guitar**
Units: 2.0 Hours: 1.0 Lecture and 3.0 Laboratory
Transferable: GAV-GE:C1
An introduction to playing the guitar. Basic staff notation, correct fingering and chord arpeggios are covered. Emphasis is also placed on developing musical listening skills. Students must provide their own guitars. ADVISORY: Students must provide their own guitars.
MUS 9B **Guitar**
Units: 2.0 Hours: 1.0 Lecture and 3.0 Laboratory
Transferable: GAV-GE:C1
An introduction to playing the guitar. Basic staff notation, correct fingering and chord arpeggios are covered. Emphasis is also placed on developing musical listening skills. Students must provide their own guitars. ADVISORY: Music 9A; students must provide their own guitars.
MUS 11A **Applied Music, Piano**
Units: 1.5 TO 2.0 Hours: 1.5 TO 6.0 Laboratory
Individual studio instruction in piano for the development of performance skills. Each week students will take individual lessons and complete an on-campus practice appropriate for the number of units taken. Additionally, each semester students will perform at least once for a juried performance for a faculty committee as a final exam. Designed for Music majors who are able to perform at college level. May be taken for a maximum total of 2 units. (C-ID: MUS 180) ADVISORY: Concurrent enrollment in MUS 3A, MUS 3B, MUS 3C or MUS 3D.
MUS 11B **Applied Music, Guitar**
Units: 1.5 TO 2.0 Hours: 1.5 TO 6.0 Laboratory
Individual studio instruction in Guitar for the development of performance skills. Each week students will take individual lessons and complete an on-campus practice appropriate for the number of units taken. Additionally, each semester students will perform at least once for a juried performance for a faculty committee as a final exam. Designed for Music majors who are able to perform at college level. May be taken for a maximum total of 2 units. (C-ID: MUS 160) ADVISORY: Concurrent enrollment in MUS 3A, MUS 3B, MUS 3C or MUS 3D.
MUS 12 **Vocal Ensemble**
Units: 1.0 TO 4.0 Hours: 3.0 TO 12.0 Laboratory
Transferable: GAV-GE:C1
The day Vocal Ensemble will focus on individual and group performance of popular and alternative commercial music, and will rehearse and perform with a backup band. The evening Vocal Ensemble will study, rehearse and perform choral music in a broad spectrum of musical genre and styles. Included will be the study of vocal and rehearsal techniques as they relate to ensemble performance.
MUS 14 **Instrumental Ensemble**
Units: 1.0 TO 4.0 Hours: 3.0 TO 12.0 Laboratory
Transferable: GAV-GE:C1
Instruction for instrumental musicians with emphasis on the study and performance of a wide variety of standard reperties from Renaissance to 20th Century music for traditional ensembles, and extensive consideration of contemporary commercial and alternative repertoire, and performance techniques for popular ensembles. This course was previously listed as MUS 14A. (C-ID: MUS 180)
MUS 15 **Music Appreciation**
Units: 3.0 Hours: 3.0 Lecture
Transferable: CSU-GE:C1, IGETC3A, GAV-GE:C1
This course is designed to acquaint students with the elements of music and the primary musical periods of traditional Western European classical music. Students will have a brief overview of the major composers and their music through class lectures, listening to musical examples in class, reading the text, listening to musical examples provided on the student CDs or recordings, actively engaging in class discussions, attending live concerts of suggested performances, and completing research papers and/or oral presentations pertinent to the course material.
MUS 16A **Introduction to Audio Recording Techniques**
Units: 3.0 Hours: 3.0 Lecture
Survey of basic audio recording techniques and materials including acoustics, signal flow, block diagrams, cue systems, punch-ins, microphones and mic placement, frequency response, reverb, delay and outboard effects, stereo mixing, pre-mixing and actual recording.
MUS 21 **Electronic Music, Sound Design**
Units: 3.0 Hours: 2.0 Lecture and 3.0 Laboratory
Transferable: GAV-GE:C1
Fundamentals of electronic music synthesis using computers. Midi sequencing, digital sound processing, sampling, digital multi-track recording utilizing the college's state of the art midi studio. ADVISORY: Eligible for English 250, 260 and Mathematics 205.
MUS 98 Special Topics
Units: .5 TO 3.0 Hours: .5 TO 3.0 Lecture
Transferable: GAV-GE:C1
Special topics courses examine current problems or issues of interest to students within a specific discipline area. For topical content information, consult with appropriate department chairperson. For transfer status, check with a counselor. This course may have the option of a letter grade or pass/no pass.
MUS 190 Occupational Work Experience, Commercial Music
Units: 1.0 TO 4.0 Hours: 3.3 TO 16.7 Laboratory
Occupational work experience for students who have a job related to their major. A training plan is developed cooperatively between the employer, college and student. (PNP grading) 75 hours per semester paid work = 1 unit; 50 hours non-paid (volunteer) work per semester = 1 unit. Student repetition is allowed per Title 5 Section 5220. Minimum 2.00 GPA REQUIRED. Declared vocational major.
PHILOSOPHY
PHIL 1 Introduction to Philosophy
Units: 3.0 Hours: 3.0 Lecture
Transferable: CSU:GE:C2, IGETC:3B, GAV:GE:C2
Philosophy 1 is intended as a survey of the major areas and traditions of philosophy. The course examines such questions as: what is knowledge? What is truth? What is morality? What is morally right or wrong; the ideal society, the various notions social justice, what is reality, and many other ideas. In pursuing these questions, students will be asked to read texts from writers around the world, both contemporary and ancient, discuss current events, and apply "theory" to movies such as "The Matrix" trilogy, novels, and any other relevant application of the student's own choice. (C-ID: PHIL 100) ADVISORY: Eligible for English 1A.
PHIL 2 Introduction to Logic
Units: 3.0 Hours: 3.0 Lecture
Transferable: CSU:GE:A3, GAV:GE:C2
Logic is the study of good reasoning. This course will explore two important modes of reasoning: deductive and inductive. We will use formal methods from sentential logic, including truth tables and proofs, to test for correct or 'valid' inferences. Common mistakes in reasoning (i.e., fallacies) will be examined, as well as language and scientific reasoning. Practical application in logic outside the classroom will be emphasized. ADVISORY: Eligible for English 1A.
PHIL 3A Ethics
Units: 3.0 Hours: 3.0 Lecture
Transferable: CSU:GE:C2, IGETC:3B, GAV:GE:C2
This course examines the central theories and perennial issues in ethics. The ethical systems of Aristotle, Kant, and the utilitarians will be investigated. These systems will be applied to contemporary moral problems. Questions about objective morality, the ideal society, social justice, and moral agency will be pursued. This course is also listed as AJ 3A. (C-ID: PHIL 120) ADVISORY: Eligible for English 1A.
PHIL 3B Contemporary Moral Issues
Units: 3.0 Hours: 3.0 Lecture
Transferable: CSU:GE:C2, IGETC:3B, GAV:GE:C2, GAV:GE:E2
Contemporary Moral Issues is an advanced ethics class that covers major ethical theories and contemporary moral issues in a pluralistic setting. This course will cover such issues as abortion and euthanasia, cloning, experimentation on human subjects, capital punishment, homosexuality, sexual orientation and sexual morality, world hunger and poverty, colonialism and post-colonialism, and so forth. ADVISORY: Eligible for English 1A.
PHIL 4 Critical Thinking and Writing
Units: 3.0 Hours: 3.0 Lecture
Transferable: CSU:GE:A3, IGETC:1B, GAV:GE:C2
This course is designed to introduce the relationship between critical thinking and critical writing in a way that will be both enjoyable to the student and helpful in all aspects of life. The student will use techniques of critical thinking, playing close attention to the current events, movies and popular media, music, etc. as tools for analysis. Students will learn to identify inductive and inductive arguments and be able to evaluate their strength, create a strong argument of their own on a given topic, as well become experts in the area of critical analysis. The goal is to enable students to become strong, well informed, articulate members of the community as well as individuals with an enhanced sense of self as an agent of change. Students will write a minimum of 8,000 words. PREREQUISITE: English 1A.
PHIL 6 Comparative Religions
Units: 3.0 Hours: 3.0 Lecture
Transferable: CSU:GE:C2, IGETC:3B, GAV:GE:C2, GAV:GE:F
Religion is a topic that unites our community -- most societies engage in religious practices, believe strongly in that tradition, and find a sense of identity within it. The controversy arises when differences are misunderstood, misrepresented, or placed in a hierarchy of assumed supremacy of one religion as superior to others. In class, students explore the underlying commonality of various religious traditions, such as the inquiries of the religions with which they are familiar, and how those inquiries differ among beliefs, stories, and creeds. In addition, students will explore religions from Indigenous Peoples throughout the world, East Asia (e.g. India), China, the Middle East, as well as some more recent trends in religion. Previously known as PHIL 6A. ADVISORY: Eligible for English 1A.
PHIL 7A History of Philosophy: Ancient to Medieval Times
Units: 3.0 Hours: 3.0 Lecture
Transferable: CSU:GE:C2, IGETC:3B, GAV:GE:C2
This course introduces students to the key themes in ancient philosophy as advanced by the major thinkers and schools of ancient philosophy. Typical themes include the theories of reality, cognition, virtue, and cosmology, whilst the philosophical movements to be covered include the Pre-socratics, Plato, Aristotle, the Stoics, and the Hellenistic philosophers. (C-ID: PHIL 130) ADVISORY: Eligible for English 1A.
PHIL 7B History of Philosophy: Renaissance to Modern Periods
Units: 3.0 Hours: 3.0 Lecture
Transferable: CSU:GE:C2, IGETC:3B, GAV:GE:C2
This course is a survey of the history of Western philosophy from the Renaissance to the modern period. It covers philosophy of the 16th through the 18th century. Particular attention will be paid to the metaphysics and epistemology of the rationalists (Descartes, Leibniz, and Spinoza), the 'empiricists' (Locke, Berkeley, and Hume), and Kant. (C-ID: PHIL 140) ADVISORY: Eligible for English 1A.
PHIL 9 Philosophy of Religion
Units: 3.0 Hours: 3.0 Lecture
Transferable: CSU:GE:C2, GAV:GE:C2, GAV:GE:E2
In this course we will systematically explore religious claims. The issues to be investigated include: Does God exist? What is God's nature? Can the existence of God be reconciled with human suffering? Can faith and reason be reconciled? Can conflicting religions simultaneously be true? Other topics include: the afterlife, religious experience, miracles, freedom and divine foreknowledge, and the relationship of religion and science. ADVISORY: Eligible for English 1A. | <urn:uuid:e8cabe43-5292-4722-a603-f055e27effaf> | CC-MAIN-2018-51 | http://www.gavilan.edu/catalog/cat_pdf_17-19/music_course_description.pdf | 2018-12-10T09:08:44Z | crawl-data/CC-MAIN-2018-51/segments/1544376823320.11/warc/CC-MAIN-20181210080704-20181210102204-00229.warc.gz | 373,265,501 | 4,649 | eng_Latn | eng_Latn | 0.97885 | eng_Latn | 0.986887 | [
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The Psychology Clinic is located on the University of KwaZulu-Natal, Howard College Campus and is home to the Clinical & Counselling Master's programme in the discipline of Psychology.
The Clinic's main aim is to provide affordable psychotherapy, counselling and assessment services for both adults and children.
We offer short-term treatments for the following concerns:
- Depression
- Interpersonal conflict
- Anxiety
- Trauma
- Behavioural concerns
- HIV/AIDS (pre, post, and ongoing counselling)
- Personality disorders
- Couple or marriage counselling
Creative Minds is an art-based project designed by psychology students from the Psychology Department at the UKZN, Howard College Campus.
The Creative Minds Project involves various interactive interventions with street youth in the Durban City area. The project is being conducted at the "I Care Centre" in Greyville, Durban and involves various art-based interventions, such as mask-making, drawing, and creative expression in the form of music and dancing. I Care is a non-profit, Christian organisation that creates meaningful and sustainable solutions for street children through awareness programmes, rehabilitation, shelters, skills, and finally producing effective members of society.
For more information about I Care, visit their website: http://icare.co.za
Everyone is likely to experience a traumatic event in their life, it is almost unavoidable. Everyone’s experience of traumatic events will be different. How people are affected, cope and recover varies greatly.
“In the context of exposure to significant adversity, resilience is both the capacity of individuals to navigate their way to the psychological, social, cultural, and physical resources that sustain their well-being, and their capacity individually and collectively to negotiate for these resources to be provided in culturally meaningful ways.” - Dr Michael Unger.
There are many factors associated with resilience. Some of the more common aspects include the following:
**General Factors:**
- Assertiveness
- Empathy for others
- Having goals
- Good sense of humor
**Relationship Factors:**
- Appropriate emotional expression
- Parenting that meets the child’s needs
- Positive role models
**Community Factors:**
- Safety and security
- Access to education, information, and resources
- Avoidance of violence within the home
**Cultural Factors:**
- Tolerance for different ideas
- Self-betterment
- Cultural/spiritual identification
---
**TODAY’S TOPIC**
**TRAUMA**
**What is Trauma?**
Psychological trauma is a type of damage to the mind that occurs as a result of a severely distressing event. **Trauma** is often the result of an overwhelming amount of stress that exceeds one’s ability to cope, or integrate the emotions involved with that experience.
Trauma comes in many forms, and there are vast differences among people who experience trauma. The effects of trauma impact people differently. Resilient individuals are more likely to deal with trauma effectively.
Trauma may be a **single-blow event**, such as a car accident, robbery, rape, or witnessing the death of a loved one. Or, trauma may be **repeated, recurring events** such as experiencing sexual abuse by a family member over an extended period of time or experiencing years-worth of relationship violence.
**Signs and Symptoms of Traumatised Individuals (lasting more than 1 month):**
- Individuals experience intrusion symptoms - such as recurrent, involuntary recollections of the trauma (*children may express this in repetitive play*).
- Traumatic nightmares (*children may have disturbing dreams that are not related to the trauma content*).
- Dissociative reactions (e.g. flashbacks) which may occur on a continuum from brief episodes to complete loss of consciousness (*children may re-enact the event in play*).
- Intense or prolonged distress after exposure to traumatic reminders
- Marked physiological reactivity after exposure to trauma-related stimuli.
- Persistent effort to avoid distressing trauma-related stimuli after the event (i.e., trauma-related thoughts/feelings or trauma-related external reminders - such as people, places, and conversations.
- Negative alterations in thoughts and mood that began or worsened after the traumatic event (e.g., poor memory, negative beliefs, distorted blame of self or others, shame, or fear).
WHAT IS A HEALTHY RELATIONSHIP?
People define relationships in many different ways, but for a relationship to be healthy you need:
1.) Safe communication
You talk openly about problems and listen to one another. You respect each other’s opinions.
2.) Trust
You believe what your partner has to say. You do not feel the need to “prove” each other’s trustworthiness.
3.) Boundaries
Setting personal boundaries can be an ongoing process in a relationship. People and relationships evolve, and everyone has the right to change or adjust their boundaries as they see fit.
4.) Mutual respect
You value each other as you are.
Everyone deserves a relationship that is positive, healthy and free from violence. If you have concerns about your relationship, contact the Open Door Crisis Centre on 084 409 2679 for 24-Hour Support.
THE PROCESS OF HEALING
The Use of Adaptive Coping Strategies
Survivors of trauma - particularly early, repetitive trauma - are likely to continue to use the same self-protective coping strategies that they employed to shield themselves from psychic harm at the time of the traumatic experience. Hypervigilance, dissociation, avoidance and numbing are examples of coping strategies that may have been effective at some time, but later interfere with the person’s ability to live the life he or she wants.
It is useful to think of trauma “symptoms” as adaptations. Symptoms represent the client’s attempt to cope the best way they can with overwhelming feelings. When we see “symptoms” in a trauma survivor, it is always significant to ask ourselves: what purpose does this behavior serve? Every symptom helped a survivor cope at some point in the past and is still in the present — in some way. We humans are incredibly adaptive creatures. Often, if we help the survivor explore how behaviors are an adaptation, we can help them learn to substitute a less problematic behavior.
Severe trauma can have a major impact on the course of life. Childhood trauma can cause the disruption of basic developmental tasks. The developmental tasks being learned at the time of the trauma can help determine what the impact will be. For example, survivors of childhood trauma can have mild to severe deficits in abilities such as:
- self-soothing
- seeing the world as a safe place
- trusting others
- organized thinking for decision-making
- avoiding exploitation
Therapy & Treatment for Trauma
Psychotherapy is an effective form of treatment for healing from the effects of trauma. Therapy can help people make sense of their experiences and feelings, develop plans to stay safe, learn healthy coping skills, and connect with other resources and support.
One type of therapy that is most commonly used and recognised for its effectiveness in trauma treatment is Cognitive Behavioural Therapy (CBT). Other types include psychodynamic therapy, hypnotherapy, and exposure therapy. Adjunctive group therapy may be used to address existential questions that may arise in the traumatic aftermath.
In some cases, medications, such as anti-depressants, anti-anxiety medications, and mood stabilizers, are employed to help manage the more challenging symptoms of trauma.
For more information regarding therapy and assessments contact us:
Tel : 031 260 7425
Email : firstname.lastname@example.org
Facebook: https://www.facebook.com/UKZNCentreforAppliedPsychology/?fref=hovercard | <urn:uuid:7f1f931b-3871-46fb-9cad-65e15fd59f5b> | CC-MAIN-2023-14 | https://q5g2h5c2.stackpathcdn.com/wp-content/uploads/2018/10/Newsletter-8-September-2017.pdf | 2023-03-29T12:33:22+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296948976.45/warc/CC-MAIN-20230329120545-20230329150545-00137.warc.gz | 543,536,159 | 1,550 | eng_Latn | eng_Latn | 0.995456 | eng_Latn | 0.996335 | [
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Clerodendrum floribundum
(Verbenaceae)
Common name: Lollybush.
Localities: Kholo Creek, Priors Pocket, Upper Brookfield, and widespread in suitable habitats.
Growth form: Shrub or small tree to 6 m tall.
Foliage: Leaves are simple, up to 20 cm long and 10 cm wide.
Flowers and fruit: Flowers are white and fragrant, attractive, with a slender tubular base and prominent stamens. When mature, the calyx is dark red, contrasting with the blue to black fruit.
Habitat: Along rainforest margins, and in regrowth, also in mixed eucalypt forest.
Propagation and Management: Germination from seed is not always reliable, but lollybush may also be propagated from stem or root cuttings. It is a hardy species, requiring a well-drained soil and partial shade or full sun, but benefits from watering, and some pruning.
General: Lollybush is a good small tree to plant as a pioneer. Aborigines produced fire by rubbing together two dried sticks of lollybush, and also used the wood to prepare a remedy for aches and pains. Hairy lollybush (C. tomentosum) also occurs in the district. | <urn:uuid:ff86e459-129f-4746-813d-e563638e7ff8> | CC-MAIN-2018-51 | http://repa.org.au/REPA_doco/Putting_back_the_Forest/Species/PBF%20species%2060%20lollybush.pdf | 2018-12-10T09:48:06Z | crawl-data/CC-MAIN-2018-51/segments/1544376823320.11/warc/CC-MAIN-20181210080704-20181210102204-00229.warc.gz | 231,599,829 | 274 | eng_Latn | eng_Latn | 0.997604 | eng_Latn | 0.997604 | [
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authorities in religious matters; only the church could interpret Scripture. Both faith and good works were declared necessary for salvation. Belief in purgatory and in the use of indulgences was strengthened, although the selling of indulgences was prohibited.
After the Council of Trent, the Roman Catholic Church possessed a clear body of doctrine and a unified structure under the acknowledged supremacy of the popes. Although the Roman Catholic Church had become one Christian denomination among many, the church entered a new phase of its history with a spirit of confidence.
**Europe in Crisis, 1560–1650**
Between 1560 and 1650, Europe experienced religious wars, revolutions and constitutional crises, economic and social disintegration, and a witchcraft craze. It was truly an age of crisis.
**Politics and the Wars of Religion in the Sixteenth Century**
By 1560, Calvinism and Catholicism had become activist religions dedicated to spreading the word of God as they interpreted it. Although their struggle for the minds and hearts of Europeans was at the heart of the religious wars of the sixteenth century, economic, social, and political forces also played important roles in these conflicts.
The French Wars of Religion (1562–1598) Religion was central to the French civil wars of the sixteenth century. The growth of Calvinism had led to persecution by the French kings, but the latter did little to stop the spread of Calvinism. Huguenots (HYOO-guh-nots), as the French Calvinists were called, constituted only about 7 percent of the population, but 40 to 50 percent of the French nobility became Huguenots, including the house of Bourbon (boor-BOHN), which stood next to the Valois (val-WAH) in the royal line of succession. The conversion of so many nobles made the Huguenots a potentially dangerous political threat to monarchical power. Still, the Calvinist minority was greatly outnumbered by the Catholic majority, and the Valois monarchy was staunchly Catholic.
The religious issue was not the only factor that contributed to the French civil wars. Towns and provinces, which had long resisted the growing power of monarchical centralization, were only too willing to join a revolt against the monarchy. So were the nobles, and the fact that so many of them were Calvinists created an important base of opposition to the crown.
For thirty years, battles raged in France between Catholic and Calvinist parties. Finally, in 1589, Henry of Navarre, the political leader of the Huguenots and a member of the Bourbon Dynasty, succeeded to the throne as Henry IV (1589–1610). Realizing, however, that he would never be accepted by Catholic France, Henry converted to Catholicism. With his coronation in 1594, the Wars of Religion had finally come to an end. The Edict of Nantes (NAHNT) in 1598 solved the religious problem by acknowledging Catholicism as the official religion of France while
guaranteeing the Huguenots the right to worship and to enjoy all political privileges, including the holding of public offices.
Philip II and Militant Catholicism The greatest advocate of militant Catholicism in the second half of the sixteenth century was King Philip II of Spain (1556–1598), the son and heir of Charles V. Philip’s reign ushered in an age of Spanish greatness, both politically and culturally. Philip had inherited from his father Spain, the Netherlands, and possessions in Italy and the Americas. To strengthen his control, Philip insisted on strict conformity to Catholicism and strong monarchical authority. Achieving the latter was not an easy task, because each of the lands of his empire had its own structure of government.
The Catholic faith was crucial to the Spanish people and their ruler. Driven by a heritage of crusading fervor, Spain saw itself as a nation of people chosen by God to save Catholic Christianity from the Protestant heretics. Philip II, the “most Catholic king,” became the champion of Catholicism throughout Europe. Spain’s leadership of a “holy league” against Turkish encroachments in the Mediterranean resulted in a stunning victory over the Turkish fleet in the Battle of Lepanto (LEH-pahn-toh or LIH-pan-toh) in 1571. But Philip’s problems with the Netherlands and the English Queen Elizabeth led to his greatest misfortunes.
Philip’s attempt to strengthen his control in the Spanish Netherlands, which consisted of seventeen provinces (modern Netherlands and Belgium), soon led to a revolt. The nobles, who stood to lose the most politically, strongly opposed Philip’s efforts. Religion also became a major catalyst for rebellion when Philip attempted to crush Calvinism. Violence erupted in 1566, and the revolt became organized, especially in the northern provinces, where the Dutch, under the leadership of William of Nassau, the prince of Orange, offered growing resistance. The struggle dragged on for decades until 1609, when a twelve-year truce ended the war, virtually recognizing the independence of the northern provinces. These seven northern provinces, which called themselves the United Provinces of the Netherlands, became the core of the modern Dutch state.
To most Europeans at the beginning of the seventeenth century, Spain still seemed the greatest power of the age, but the reality was quite different. The Spanish treasury was empty, the armed forces were obsolescent, and the government was inefficient. Spain continued to play the role of a great power, but real power had shifted to England.
The England of Elizabeth When Elizabeth Tudor, the daughter of Henry VIII and Anne Boleyn, ascended the throne in 1558, England was home to fewer than 4 million people. Yet during her reign (1558–1603), the small island kingdom became the leader of the Protestant nations of Europe and laid the foundations for a world empire.
Intelligent, cautious, and self-confident, Elizabeth moved quickly to solve the difficult religious problem she inherited from her half-sister, Queen Mary. Elizabeth’s religious policy was based on moderation and compromise. She repealed the Catholic laws of Mary’s reign, and a new Act of Supremacy designated Elizabeth as “the only supreme governor” of both church and state. The Church
Queen Elizabeth I ruled England from 1558 to 1603 with a consummate skill that contemporaries considered unusual in a woman. Though shrewd and paternalistic, Elizabeth's power, like that of other sixteenth-century monarchs, depended on the favor of her people. When England was faced with the threat of an invasion by the armada of Philip II, Elizabeth sought to rally her troops with a speech in Tilbury, a town on the Thames River. This selection is taken from her speech.
**Queen Elizabeth I, Speech at Tilbury**
My loving people, we have been persuaded by some, that are careful of our safety, to take heed how we commit ourselves to armed multitudes, for fear of treachery; but I assure you, I do not desire to live to distrust my faithful and loving people. Let tyrants fear; I have always so behaved myself that, under God, I have placed my chiefest strength and safeguard in the loyal hearts and good will of my subjects. And therefore I am come amongst you at this time, not as for my recreation or sport, but being resolved, in the midst and heat of the battle, to live or die amongst you all; to lay down, for my God, and for my kingdom, and for my people, my honor and my blood, even the dust. I know I have but the body of a weak and feeble woman; but I have the heart of a king, and of a king of England, too; and think foul scorn that Parma or Spain, or any prince of Europe, should dare to invade the borders of my realms: to which, rather than any dishonor should grow by me, I myself will take up arms; I myself will be your general, judge, and rewarder of every one of your virtues in the field. I know already, by your forwardness, that you have deserved rewards and crowns; and we do assure you, on the word of a prince, they shall be duly paid you. In the mean my lieutenant general shall be in my stead, than whom never princes commanded a more noble and worthy subject; not doubting by your obedience to my general, by your concern in the camp and by your valor in the field, we shall shortly have a famous victory over the enemies of my God, of my kingdom, and of my people.
**Q What qualities evident in Elizabeth’s speech would have endeared her to her listeners? How was her popularity connected to the events of the late sixteenth century?**
Source: From Elizabeth I’s Speech at Tilbury in 1588 to the troops.
of England under Elizabeth was basically Protestant, but it was of a moderate bent that kept most people satisfied.
Elizabeth proved as adept in government and foreign policy as in religious affairs. Assisted by competent officials, she handled Parliament with much skill. Caution and moderation also dictated Elizabeth’s foreign policy. Nevertheless, Elizabeth was gradually drawn into conflict with Spain. Having resisted for years the idea of invading England as too impractical, Philip II of Spain was finally persuaded to do so by advisers who assured him that the people of England would rise against their queen when the Spaniards arrived. A successful invasion of England would mean the overthrow of heresy and the return of England to Catholicism.
Philip ordered preparations for a fleet of warships, the *armada*, to spearhead the invasion of England.
The armada was a disaster. The Spanish fleet that finally set sail had neither the ships nor the manpower that Philip had planned to send. Battered by a number of encounters with the English, the Spanish fleet sailed back to Spain by a northward route around Scotland and Ireland, where it was further pounded by storms. Although the English and Spanish would continue their war for another sixteen years, the defeat of the armada guaranteed for the time being that England would remain a Protestant country.
**Economic and Social Crises**
The period of European history from 1560 to 1650 witnessed severe economic and social crises as well as political upheaval. Economic contraction began to be evident in some parts of Europe by the 1620s. In the 1630s and 1640s, as imports of silver from the Americas declined, economic recession intensified, especially in the Mediterranean area. Once the industrial and financial center of Europe in the age of the Renaissance, Italy was now becoming an economic backwater.
**Population Decline**
Population trends of the sixteenth and seventeenth centuries also reveal Europe's worsening conditions. The population of Europe increased from 60 million in 1500 to 85 million by 1600, the first major recovery of the European population since the devastation of the Black Death in the mid-fourteenth century. By 1650, however, records indicate that the population had declined, especially in central and southern Europe. Europe's longtime adversaries—war, famine, and plague—continued to affect population levels. After the middle of the sixteenth century, another "little ice age," when average temperatures fell, reduced harvests and led to food shortages. Europe's problems created social tensions, some of which became manifested in an obsession with witches.
**Witchcraft Mania**
Hysteria over witchcraft affected the lives of many Europeans in the sixteenth and seventeenth centuries. Perhaps more than 100,000 people were prosecuted throughout Europe on charges of witchcraft. As more and more people were brought to trial, the fear of witches, as well as the fear of being accused of witchcraft, escalated to frightening levels.
Common people—usually those who were poor and without property—were more likely to be accused of witchcraft. Indeed, where lists are available, those mentioned most often are milkmaids, peasant women, and servant girls. In the witchcraft trials of the sixteenth and seventeenth centuries, more than 75 percent of the accused were women, most of them single or widowed and many over fifty years old.
That women should be the chief victims of witchcraft trials was hardly accidental. Nicholas Rémy (nee-koh-LAH ray-MEE), a witchcraft judge in France in the 1590s, found it "not unreasonable that this scum of humanity, i.e., witches, should be drawn chiefly from the feminine sex." To another judge, it came as no surprise that witches would confess to sexual experiences with Satan: "The Devil uses them so, because he knows that women love carnal pleasures, and he means to bind them to his allegiance by such agreeable provocations."
By the mid-seventeenth century, the witchcraft hysteria had begun to subside. As governments grew stronger, fewer magistrates were willing to accept the unsettling and divisive conditions generated by the trials of witches. Moreover, by the end of the seventeenth century and the beginning of the eighteenth, more and more people were questioning their old attitudes toward religion and found it especially contrary to reason to believe in the old view of a world haunted by evil spirits.
Economic Trends in the Seventeenth Century In the course of the seventeenth century, new economic trends also emerged. Mercantilism is the name historians apply to the economic practices of the seventeenth century. According to the mercantilists, the prosperity of a nation depended on a plentiful supply of bullion (gold and silver). For this reason, it was desirable to achieve a favorable balance of trade in which goods exported were of greater value than those imported, promoting an influx of gold and silver payments that would increase the quantity of bullion. Furthermore, to encourage exports, governments should stimulate and protect export industries and trade by granting trade monopolies, encouraging investment in new industries through subsidies, importing foreign artisans, and improving transportation systems by building roads, bridges, and canals. By imposing high tariffs on foreign goods, they could reduce imports and prevent them from competing with domestic industries. Colonies were also deemed valuable as sources of raw materials and markets for finished goods.
Mercantilist theory on the role of colonies was matched in practice by Europe's overseas expansion. With the development of colonies and trading posts in the Americas and the East, Europeans embarked on an adventure in international commerce in the seventeenth century. Although some historians speak of a nascent world economy, we should remember that local, regional, and intra-European trade still predominated. At the end of the seventeenth century, for example, English imports totaled 360,000 tons, but only 5,000 tons came from the East Indies. What made the transoceanic trade rewarding, however, was not the volume but the value of its goods. Dutch, English, and French merchants were bringing back products that were still consumed largely by the wealthy but were beginning to make their way into the lives of artisans and merchants. Pepper and spices from the Indies, West Indian and Brazilian sugar, and Asian coffee and tea were becoming more readily available to European consumers.
The commercial expansion of the sixteenth and seventeenth centuries was made easier by new forms of commercial organization, especially the joint-stock company. Individuals bought shares in a company and received dividends on their investment while a board of directors ran the company and made the important business decisions. The return on investments could be spectacular. During its first ten years, investors received 30 percent annually on their money from the Dutch East India Company, which opened the Spice Islands and Southeast Asia to Dutch activity. The joint-stock company made it easier to raise large amounts of capital for world trading ventures.
Despite the growth of commercial capitalism, most of the European economy still depended on an agricultural system that had experienced few changes since the thirteenth century. At least 80 percent of Europeans still worked on the land. Almost all of the peasants in western Europe were free of serfdom, although many
still owed a variety of feudal dues to the nobility. Despite the expanding markets and rising prices, European peasants saw little or no improvement in their lot as they faced increased rents and fees and higher taxes imposed by the state.
Seventeenth-Century Crises: Revolution and War
During the first half of the seventeenth century, a series of rebellions and civil wars rocked the domestic stability of many European governments. A devastating war that affected much of Europe also added to the sense of crisis.
The Thirty Years' War (1618–1648) The Thirty Years' War began in 1618 in the Germanic lands of the Holy Roman Empire as a struggle between Catholic forces, led by the Habsburg Holy Roman Emperors, and Protestant—primarily Calvinist—nobles in Bohemia who rebelled against Habsburg authority. What began as a struggle over religious issues soon became a wider conflict perpetuated by political motivations as both minor and major European powers—Denmark, Sweden, France, and Spain—entered the war. The competition for European leadership
MAP 15.2 Europe in the Seventeenth Century
This map shows Europe at the time of the Thirty Years' War (1618–1648). Although the struggle began in Bohemia and much of the fighting took place in the Germanic lands of the Holy Roman Empire, the conflict became a Europe-wide struggle.
between the Bourbon dynasty of France and the Habsburg dynasties of Spain and the Holy Roman Empire was an especially important factor. Nevertheless, most of the battles were fought on German soil.
The war in Germany was officially ended in 1648 by the Peace of Westphalia, which proclaimed that all German states, including the Calvinist ones, were free to determine their own religion. The major contenders gained new territories, and France emerged as the dominant nation in Europe. The more than three hundred entities that made up the Holy Roman Empire were recognized as independent states, and each was given the power to conduct its own foreign policy; this brought an end to the Holy Roman Empire and ensured German disunity for another two hundred years. The Peace of Westphalia made it clear that political motives, not religious convictions, had become the guiding force in public affairs.
Was There a Military Revolution? By the seventeenth century, war played an increasingly important role in European affairs. Military power was considered essential to a ruler's reputation and power; thus, the pressure to build an effective military machine was intense. Some historians believe that the changes that occurred in the science of warfare between 1560 and 1650 warranted the title of military revolution.
Medieval warfare, with its mounted knights and supplementary archers, had been transformed in the Renaissance by the employment of infantry armed with pikes and halberds (long-handled weapons combining an axe with a spike) and arranged in massed rectangles known as squadrons or battalions. The use of firearms required adjustments to the size and shape of the massed infantry and made the cavalry less effective.
It was Gustavus Adolphus (goo-STAY-vus uh-DAHL-fuss), the king of Sweden (1611–1632), who developed the first standing army of conscripts, notable for the flexibility of its tactics. The infantry brigades of Gustavus's army were composed of equal numbers of musketeers and pikemen, standing six men deep. They employed the salvo, in which all rows of the infantry fired at once instead of row by row. These salvos of fire, which cut up the massed ranks of the opposing infantry squadrons, were followed by a pike charge, giving the infantry a primarily offensive deployment. Gustavus also used his cavalry in a more mobile fashion. After shooting a pistol volley, they charged the enemy with their swords. Additional flexibility was obtained by using lighter artillery pieces that were more easily moved during battle. All of these innovations required coordination, careful training, and better discipline, forcing rulers to move away from undisciplined mercenary forces. Naturally, the success of Gustavus Adolphus led to imitation.
Some historians have questioned the use of the phrase "military revolution" to describe the military changes from 1560 to 1660, arguing instead that military developments were gradual. In any case, for the rest of the seventeenth century, warfare continued to change. Standing armies, based partly on conscription, grew ever larger and more expensive. Standing armies necessitated better-disciplined and better-trained soldiers and led to the education of officers in military schools. Armies also introduced the use of linear rather than square formations to provide
greater flexibility and mobility in tactics. There was also an increased use of firearms as the musket with attached bayonet increasingly replaced the pike in the ranks of the infantry. A naval arms race in the seventeenth century led to more and bigger warships or capital ships known as "ships of the line."
Larger armies and navies could be maintained only by levying heavier taxes, making war a greater economic burden and an ever more important part of the early modern European state. The creation of large bureaucracies to supervise the military resources of the state led to growth in the power of state governments.
**Response to Crisis: The Practice of Absolutism**
Many people responded to the crises of the seventeenth century by searching for order. An increase in monarchical power became an obvious means for achieving stability. The result was what historians have called absolutism or absolute monarchy, in which the sovereign power or ultimate authority in the state rested in the hands of a king who claimed to rule by divine right—the idea that kings received their power from God and were responsible to no one but God. Late-sixteenth-century political theorists believed that sovereign power consisted of the authority to make laws, levy taxes, administer justice, control the state's administrative system, and determine foreign policy.
**France Under Louis XIV**
France during the reign of Louis XIV (1643–1715) has traditionally been regarded as the best example of the practice of absolute or **divine-right monarchy** in the seventeenth century. French culture, language, and manners reached into all levels of European society. French diplomacy and wars overwhelmed the political affairs of western and central Europe. The court of Louis XIV seemed to be imitated everywhere in Europe.
**Political Institutions**
One of the keys to Louis's power was his control of the central policy-making machinery of government because it was part of his own court and household. The royal court, located in the magnificent palace at Versailles (vayr-SY), outside Paris, served three purposes simultaneously: it was the personal household of the king, the location of central governmental machinery, and the place where powerful subjects came to find favors and offices for themselves and their clients. The greatest danger to Louis's personal rule came from the very high nobles and princes of the blood (the royal princes), who considered it their natural function to assert the policy-making role of royal ministers. Louis eliminated this threat by removing them from the royal council, the chief administrative body of the king, and enticing them to his court, where he could keep them preoccupied with court life and out of politics. Instead of the high nobility and royal princes, Louis relied for his ministers on nobles who came from relatively new aristocratic families. His ministers were expected to be subservient: "I had no intention of sharing my authority with them," Louis said.
Court life at Versailles itself became highly ritualized with Louis at the center of it all. The king had little privacy; only when he visited his wife or mother or
mistress was he free of the noble courtiers who swarmed about the palace. Most daily ceremonies were carefully staged, including those attending Louis's rising from bed, dining, praying, attending Mass, and going to bed. A mob of nobles aspired to assist the king in carrying out these solemn activities. It was considered a great honor for a noble to be chosen to hand the king his shirt while dressing. Court etiquette was also a complex matter. Nobles and royal princes were arranged in an elaborate order of seniority and expected to follow certain rules of precedence. Who could sit down and on what kind of chair was a subject of much debate.
Louis's domination of his ministers and secretaries gave him control of the central policy-making machinery of government and thus authority over the traditional areas of monarchical power: the formulation of foreign policy, the making of war and peace, the assertion of the secular power of the crown against any religious authority, and the ability to levy taxes to fulfill these functions. Louis had considerably less success with the internal administration of the kingdom, however. The traditional groups and institutions of French society—the nobles, officials, town councils, guilds, and representative estates in some provinces—were simply too powerful for the king to have direct control over the lives of his subjects. As a result, control of the provinces and the people was achieved largely by bribing the individuals responsible for carrying out the king's policies.
The Economy and the Military The cost of building palaces, maintaining his court, and pursuing his wars made finances a crucial issue for Louis XIV. He was most fortunate in having the services of Jean-Baptiste Colbert (ZHahn-bap-TEEST kohl-BAYR) (1619–1683) as his controller general of finances. Colbert sought to increase the wealth and power of France through general adherence to mercantilism, which advocated government intervention in economic activities for the benefit of the state. To decrease imports and increase exports, Colbert granted subsidies to individuals who established new industries. To improve communications and the transportation of goods internally, he built roads and canals. To decrease imports directly, Colbert raised tariffs on foreign goods.
The increase in royal power that Louis pursued led the king to develop a professional army numbering 100,000 men in peacetime and 400,000 in time of war. To achieve the prestige and military glory befitting an absolute king as well as to ensure the domination of his Bourbon dynasty over European affairs, Louis waged four wars between 1667 and 1713. His ambitions roused much of Europe to form coalitions against him to prevent the certain destruction of the European balance of power by Bourbon hegemony. Although Louis added some territory to France's northeastern frontier and established a member of his own Bourbon dynasty on the throne of Spain, he also left France impoverished and surrounded by enemies.
Absolutism in Central and Eastern Europe
During the seventeenth century, a development of great importance for the modern Western world took place with the appearance in central and eastern Europe of three new powers: Prussia, Austria, and Russia.
At the end of the seventeenth century, two powerful rulers held sway in kingdoms that dominated the affairs of the regions around them. Both rulers saw themselves as favored by divine authority—Louis XIV of France as a divine-right monarch and Kangxi (GANG-zhee) of China as possessing the mandate of Heaven. Thus, both rulers saw themselves not as divine beings but as divinely ordained beings whose job was to govern organized societies. In the photo below, Louis, who ruled France from 1643 to 1715, is seen in a portrait by Hyacinthe Rigaud (ee-ah-SANT ree-GOH) that captures the king’s sense of
Prussia Frederick William the Great Elector (1640–1688) laid the foundation for the Prussian state. Realizing that the land he had inherited, known as Brandenburg-Prussia, was a small, open territory with no natural frontiers for defense, Frederick William built an army of 40,000 men, making it the fourth largest in Europe. To sustain the army, Frederick William established the General War Commissariat to
royal dignity and grandeur. One person at court said of the king: “Louis XIV’s vanity was without limit or restraint.” At the top, Kangxi, who ruled China from 1661 to 1722, is seen in a portrait that shows him seated in majesty on his imperial throne. A dedicated ruler, Kangxi once wrote, “One act of negligence may cause sorrow all through the country, and one moment of negligence may result in trouble for hundreds and thousands of generations.”
Q Although these rulers practiced very different religions, why did they justify their powers in such a similar fashion?
levy taxes for the army and oversee its growth. The Commissariat soon evolved into an agency for civil government as well. The new bureaucratic machine became the elector’s chief instrument to govern the state. Many of its officials were members of the Prussian landed aristocracy, the Junkers (YOONG-kers), who also served as officers in the all-important army.
In 1701, Frederick William's son Frederick officially gained the title of king. Elector Frederick III became King Frederick I, and Brandenburg-Prussia simply Prussia. In the eighteenth century, Prussia emerged as a great power in Europe.
Austria The Austrian Habsburgs had long played a significant role in European politics as Holy Roman Emperors. By the end of the Thirty Years' War, the Habsburg hopes of creating an empire in Germany had been dashed. In the seventeenth century, the house of Austria created a new empire in eastern and southeastern Europe.
The nucleus of the new Austrian Empire remained the traditional Austrian hereditary possessions: Lower and Upper Austria, Carinthia, Carniola, Styria, and Tyrol. To these had been added the kingdom of Bohemia and parts of northwestern Hungary. After the defeat of the Turks in 1687, Austria took control of all of Hungary, Transylvania, Croatia, and Slovenia, thus establishing the Austrian Empire in southeastern Europe. By the beginning of the eighteenth century, the house of Austria had assembled an empire of considerable size.
The Austrian monarchy, however, never became a highly centralized, absolutist state, primarily because it contained so many different national groups. The Austrian Empire remained a collection of territories held together by the Habsburg emperor, who was archduke of Austria, king of Bohemia, and king of Hungary. Each of these regions, however, had its own laws and political life.
From Muscovy to Russia A new Russian state had emerged in the fifteenth century under the leadership of the principality of Muscovy and its grand dukes. In the sixteenth century, Ivan IV (1533–1584) became the first ruler to take the title of tsar (the Russian word for "Caesar"). Ivan expanded the territories of Russia eastward and crushed the power of the Russian nobility. He was known as Ivan the Terrible because of his ruthless deeds, among them stabbing his son to death in a heated argument. When Ivan's dynasty came to an end in 1598, fifteen years of anarchy ensued until the Zemsky Sobor (ZEM-skee suh-BOR), or national assembly, chose Michael Romanov (ROH-muh-nahf) as the new tsar, establishing a dynasty that lasted more than four hundred years. One of its most prominent members was Peter the Great.
Peter the Great (1689–1725) was an unusual character. A strong man towering 6 feet 9 inches tall, Peter enjoyed low humor—belching contests and crude jokes—and vicious punishments, including floggings, impalings, and roastings. Peter got a firsthand view of the West when he made a trip there in 1697–1698 and returned to Russia with a firm determination to westernize Russia. He was especially eager to borrow European technology in order to create the army and navy he needed to make Russia a great power.
As could be expected, one of his first priorities was the reorganization of the army and the creation of a navy. Employing both Russians and Europeans as officers, he conscripted peasants for twenty-five-year stints of service to build a standing army of 210,000 men and at the same time formed the first navy Russia had ever had.
To impose the rule of the central government more effectively throughout the land, Peter divided Russia into provinces. Although he hoped to create a "police state," by which he meant a well-ordered community governed in
accordance with law, few of his bureaucrats shared his concept of loyalty to the state. Peter hoped to evoke a sense of civic duty among his people, but his own forceful personality created an atmosphere of fear that prevented any such sentiment.
The object of Peter's domestic reforms was to make Russia into a great state and military power. His primary goal was to "open a window to the west," meaning an ice-free port easily accessible to Europe. This could only be achieved on the Baltic, but at that time, the Baltic coast was controlled by Sweden, the most important power in northern Europe. A long and hard-fought war with Sweden won Peter the lands he sought. In 1703, Peter began the construction of a new city, Saint Petersburg, his window to the west and a symbol that Russia was looking westward to Europe. By the time Peter died in 1725, Russia had become a great military power and an important European state.
ENGLAND AND LIMITED MONARCHY
Not all states were absolutist in the seventeenth century. One of the most prominent examples of resistance to absolute monarchy came in England, where king and Parliament struggled to determine the roles each should play in governing England.
Conflict Between King and Parliament
With the death of the childless Queen Elizabeth I in 1603, the Tudor dynasty became extinct, and the Stuart line of rulers was inaugurated with the accession to the throne of Elizabeth's cousin, King James VI of Scotland, who became James I (1603–1625) of England. James espoused the divine right of kings, a viewpoint that alienated Parliament, which had grown accustomed under the Tudors to act on the premise that monarch and Parliament together ruled England as a "balanced polity." Then, too, the Puritans—Protestants within the Anglican Church who, inspired by Calvinist theology, wished to eliminate every trace of Roman Catholicism from the Church of England—were alienated by the king's strong defense of the Anglican Church. Many of England's gentry, mostly well-to-do landowners, had become Puritans and formed an important and substantial part of the House of Commons, the lower house of Parliament. It was not wise to alienate these men.
The conflict that had begun during the reign of James came to a head during the reign of his son Charles I (1625–1649). Like his father, Charles believed in divine-right monarchy, and religious differences also added to the hostility between Charles I and Parliament. The king's attempt to impose more ritual on the Anglican Church struck the Puritans as a return to Catholic practices. When Charles tried to force the Puritans to accept his religious policies, thousands of them went off to the "howling wildernesses" of America.
Civil War and Commonwealth
Grievances mounted until England finally slipped into a civil war (1642–1648) won by the parliamentary forces, due largely to the New Model Army of Oliver Cromwell, the only real military genius of the war. The New Model Army was composed primarily of more extreme Puritans known as the Independents, who, in
typical Calvinist fashion, believed they were doing battle for God. As Cromwell wrote in one of his military reports, "Sir, this is none other but the hand of God; and to Him alone belongs the glory." We might give some credit to Cromwell; his soldiers were well trained in the new military tactics of the seventeenth century.
After the execution of Charles I on January 30, 1649, Parliament abolished the monarchy and the House of Lords and proclaimed England a republic or commonwealth. But Cromwell and his army, unable to work effectively with Parliament, dispersed it by force and established a military dictatorship. After Cromwell's death in 1658, the army decided that military rule was no longer feasible and restored the monarchy in the person of Charles II, the son of Charles I.
Restoration and a Glorious Revolution
Charles was sympathetic to Catholicism, and Parliament's suspicions were aroused in 1672 when Charles took the audacious step of issuing the Declaration of Indulgence, which suspended the laws that Parliament had passed against Catholics and Puritans after the restoration of the monarchy. Parliament forced the king to suspend the declaration.
The accession of James II (1685–1688) to the crown virtually guaranteed a new constitutional crisis for England. An open and devout Catholic, his attempt to further Catholic interests made religion once more a primary cause of conflict between king and Parliament. James named Catholics to high positions in the government, army, navy, and universities. Parliamentary outcries against James's policies stopped short of rebellion because members knew that he was an old man and that his successors were his Protestant daughters Mary and Anne, born to his first wife. But on June 10, 1688, a son was born to James II's second wife, also a Catholic. Suddenly, the specter of a Catholic hereditary monarchy loomed large. A group of prominent English noblemen invited the Dutch chief executive, William of Orange, husband of James's daughter Mary, to invade England. William and Mary raised an army and invaded England while James, his wife, and their infant son fled to France. With little bloodshed, England had undergone its "Glorious Revolution."
In January 1689, Parliament offered the throne to William and Mary, who accepted it along with the provisions of a bill of rights. The Bill of Rights affirmed Parliament's right to make laws and levy taxes. The rights of citizens to keep arms and have a jury trial were also confirmed. By deposing one king and establishing another, Parliament had destroyed the divine-right theory of kingship (William was, after all, king by grace of Parliament, not God) and asserted its right to participate in the government. Parliament did not have complete control of the government, but it now had the right to participate in affairs of state. Over the next century, it would gradually prove to be the real authority in the English system of limited (constitutional) monarchy.
**THE FLOURISHING OF EUROPEAN CULTURE**
Despite religious wars and the growth of absolutism, European culture continued to flourish. The era was blessed with a number of prominent artists and writers.
The artistic movement known as the Baroque (buh-ROHK) dominated the Western artistic world for a century and a half. The Baroque began in Italy in the last quarter of the sixteenth century and spread to the rest of Europe and Latin America. Baroque artists sought to harmonize the Classical ideals of Renaissance art with the spiritual feelings of the sixteenth-century religious revival. In large part, Baroque art and architecture reflected the search for power that was characteristic of much of the seventeenth century. Baroque churches and palaces featured richly ornamented facades, sweeping staircases, and an overall splendor meant to impress people. Kings and princes wanted not only their subjects but also other kings and princes to be in awe of their power.
Baroque painting was known for its use of dramatic effects to arouse the emotions. This style was especially evident in the works of Peter Paul Rubens (1577–1640) of Flanders, a prolific artist and an important figure in the spread of the Baroque from Italy to other parts of Europe. In his artistic masterpieces, bodies in violent motion, heavily fleshed nudes, a dramatic use of light and shadow, and rich sensuous pigments converge to express highly intense emotions.
Gian Lorenzo Bernini, *Ecstasy of Saint Theresa*. One of the great artists of the Baroque period was the Italian sculptor and architect Gian Lorenzo Bernini. The Ecstasy of Saint Theresa, created for the Cornaro Chapel in the Church of Santa Maria della Vittoria in Rome, was one of Bernini’s most famous sculptures. Bernini sought to convey visually Theresa’s mystical experience when, according to her description, an angel pierced her heart repeatedly with a golden arrow.
Perhaps the greatest figure of the Baroque was the Italian architect and sculptor Gian Lorenzo Bernini (JAHN loh-RENT-zoh bur-NEE-nee) (1598–1680), who completed Saint Peter’s Basilica at the Vatican and designed the vast colonnade enclosing the piazza in front of it. Action, exuberance, profusion, and dramatic effects mark the work of Bernini in the interior of Saint Peter’s, where his Throne of Saint Peter hovers in midair, held by the hands of the four great doctors of the Catholic Church. Above the chair, rays of golden light drive a mass of clouds and angels toward the spectator. In his most striking sculptural work, the Ecstasy of Saint Theresa, Bernini depicts a moment of mystical experience in the life of the sixteenth-century Spanish saint. The elegant draperies and the expression on her face create a sensuously real portrayal of physical ecstasy.
Art: Dutch Realism
A brilliant flowering of Dutch painting paralleled the supremacy of Dutch commerce in the seventeenth century. Wealthy patricians and burghers of Dutch urban society commissioned works of art for their guild halls, town halls, and private dwellings. The subject matter of many Dutch paintings reflected the interests of this bourgeois society: portraits of themselves, group portraits of their military companies and guilds, landscapes, seascapes, genre scenes, still lifes, and the interiors of their residences. Unlike Baroque artists, Dutch painters were primarily interested in the realistic portrayal of secular everyday life.
This interest in painting scenes of everyday life is evident in the work of Judith Leyster (LESS-tur) (c. 1609–1660), who established her own independent painting career, a remarkable achievement for a woman in seventeenth-century Europe. Leyster became the first female member of the painters’ Guild of Saint Luke in Haarlem, which enabled her to set up her own workshop and take on three male pupils. Musicians playing their instruments, women sewing, children laughing while playing games, and actors performing all form the subject matter of Leyster’s portrayals of everyday Dutch life.
A Golden Age of Literature in England
In England, writing for the stage reached new heights between 1580 and 1640. The golden age of English literature is often called the Elizabethan era because much of the English cultural flowering occurred during Elizabeth’s reign. Elizabethan literature exhibits the exuberance and pride associated with English exploits at the time. Of all the forms of Elizabethan literature, none expressed the energy and intellectual versatility of the era better than drama. And no dramatist is more famous or more accomplished than William Shakespeare (1564–1614).
Shakespeare was a “complete man of the theater.” Although best known for writing plays, he was also an actor and a shareholder in the chief acting company of the time, the Lord Chamberlain’s Company, which played in various London theaters. Shakespeare is to this day hailed as a genius. A master of the English language, he imbued its words with power and majesty. And his technical proficiency was matched by incredible insight into human psychology. Whether writing tragedies or comedies, Shakespeare exhibited a remarkable understanding of the human condition.
## Chronologies
### Key Events of the Reformation Era
| Year | Event |
|------------|----------------------------------------------------------------------|
| 1517 | Luther’s Ninety-Five Theses |
| 1521 | Excommunication of Luther |
| 1534 | Act of Supremacy in England |
| 1534–1549 | Pontificate of Paul III |
| 1536 | John Calvin’s *Institutes of the Christian Religion* |
| 1540 | Society of Jesus (Jesuits) recognized as a religious order |
| 1545–1563 | Council of Trent |
| 1555 | Peace of Augsburg |
### Europe in Crisis, 1560–1650: Key Events
| Year | Event |
|------------|----------------------------------------------------------------------|
| 1556–1598 | Reign of Philip II |
| 1562–1598 | French Wars of Religion |
| 1566 | Outbreak of revolt in the Netherlands |
| 1588 | Defeat of the Spanish armada |
| 1598 | Edict of Nantes |
| 1609–1621 | Truce between Spain and the Netherlands |
| 1618–1648 | Thirty Years’ War |
| 1648 | Peace of Westphalia |
### Absolute and Limited Monarchy
#### France
| Period | Ruler |
|------------|------------------------------|
| 1643–1715 | Louis XIV |
#### Brandenburg-Prussia
| Period | Ruler |
|------------|--------------------------------------------|
| 1640–1688 | Frederick William the Great Elector |
| 1688–1713 | Elector Frederick III (King Frederick I) |
#### Russia
| Period | Ruler |
|------------|------------------------------|
| 1533–1584 | Ivan IV the Terrible |
| 1689–1725 | Peter the Great |
| 1697–1698 | First trip to the West |
| 1703 | Construction of Saint Petersburg begins |
#### England
| Period | Event |
|------------|------------------------------|
| 1642–1648 | Civil wars |
| 1649–1653 | Commonwealth |
| Year | Event |
|--------|--------------------------------------------|
| 1660–1685 | Charles II |
| 1672 | Declaration of Indulgence |
| 1685–1688 | James II |
| 1688 | Glorious Revolution |
| 1689 | Bill of Rights |
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Sample Items for Grade 7: "Biography of Amelia Earhart, "Amelia Earhart: Life and Disappearance," and "Earhart's Final Resting Place Believed Found"
Sample Item 2: Alignment
An Explanation of Alignment:The item meets the PARCC Assessment Claim, and these standards and aligns with the evidence statements as students must trace and evaluate the strength of three claims about a text and weigh the level of support provided for each. In addition, this item helps the student gather information and details for use on the final essay. This process mirrors what we should see in a research project, where each revisiting of a text helps the student "build and present information."
Sample Item 2: Scoring Points and Rationale
* "Theories proliferated that she was a spy, that she was captured by the Japanese, that she died in a prisoner-‐of-‐war camp, and that she survived and returned to live her life as a New Jersey housewife."
An Overview of the Claim, Standards, and Evidence Statements Assessed
PARCC Assessment Claim: Reading Information: Students read and demonstrate comprehension of grade-‐level complex informational texts.
Standard RI.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Evidence Statements for RI.7.1:
The student's response
* For RI.7.1, provides several pieces of textual evidence to support analysis of what the text says explicitly.
* For RI.7.1, provides several pieces of textual evidence to support analysis of inferences drawn from the text.
Standard RI.7.8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
Evidence Statement for RI.7.8:
The student's response
* For RI 8, demonstrates ability to trace an argument and specific claims in a text.
* For RI 8, provides an evaluation of whether the reasoning is sound in an argument.
* For RI 8, provides an evaluation of whether the evidence is relevant and sufficient to support the claims.
Scoring Rationale: Past tests would have given credit for a right answer regardless of how a student arrived at the answer, but the PARCC assessment reflects the key shift of requiring close reading by offering credit for Part B only if Part A is correct.
Scoring Points:
* 2 points when students correctly answer Part A and identify two facts or ideas from the article that support that claim (Part B)
* 1 point for correctly answering Part A and identifying one fact or idea from the article that supports that claim (Part B)
* 0 points if Part A is not correctly answered
Copyright © PARCC 2012 | <urn:uuid:41c1ee90-ed5a-44b2-bb4d-de23bc787bf5> | CC-MAIN-2015-06 | http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/English/PARCC-English-Language-Arts/Gr-7-PARCC-ELA-Item-2.pdf.aspx | 2015-01-30T18:35:37Z | crawl-data/CC-MAIN-2015-06/segments/1422115926735.70/warc/CC-MAIN-20150124161206-00061-ip-10-180-212-252.ec2.internal.warc.gz | 105,307,607 | 2,127 | eng_Latn | eng_Latn | 0.794329 | eng_Latn | 0.994491 | [
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Series Kingdom Parables
This Message The Parable of the Net
Scripture Matthew 13:47-‐52
The Parable of the Net is closely associated with the Parable of the Wheat and the Weeds which we previously thought about. In Jesus' interpretation of that parable, we learned that the good grain and the weeds would grow together until both were mature. Then at the time of harvest the angels would separate the bad growth from the good. We learned that the weeds represented people who were not members of the kingdom of God, and they would be cast into the fires of Hell. The wheat represented individuals who are "righteous" — individuals who would "shine like the sun in the kingdom of their Father" (Matthew 13:40-‐43).
The parable of the Net is a "companion" to that of the Wheat and the Weeds. As we noted last week, several of the parables taught by Jesus were in pairs. This was an excellent and common teaching technique. One parable would reinforce the meaning of another. It was a way to highlight and emphasize specific information.
Read Matthew 13:47-‐50
There are several commonalities in the parables of the Wheat and Weeds and the Net. In both parables Jesus explained that the harvest would be "at the end of the age." That's when there would be the separation of kingdom people and wicked people. In both parables, it would be the duty of angels to separate good people from bad. The consequences for those who are evil is the same in both parables — they will be thrown into and burned in the fiery furnace, "where there will be weeping and gnashing of teeth."
Although there are these similarities, there is an important difference in the emphasis of the two parables. The explanation of the Wheat and the Weeds implied that there would be a very long time between the sowing of the seed and the time of harvest. In this present age, the wheat, which represents the people of the kingdom of heaven, coexists with weeds, which represent the people who are influenced by the devil. Even casual observers are aware of the spiritual conflicts caused by the interactions between these two groups. It is not easy to be a believer in many parts of the world. The parable of the Wheat and Weeds describes the field conditions of this present age.
The parable of the Net has a different emphasis. It does not mention anything about the present interval of time. It only describes what will happen on the future day of judgment.
All of the parables of Jesus were based on situations which were ultra familiar to His listeners. Among the previous parables we have thought about, Jesus described the work of farmers sowing seed, gardens, and making bread. Fishing would be another illustration with which the disciples were familiar.
In fact, several of Jesus' disciples had, before their response to Jesus' call, made their living by fishing. At first, they had been attracted to Jesus by His teaching and miracles. Then Scripture explains that one day, "As Jesus was walking beside the Sea of Galilee, He saw two brothers, Simon called Peter and his brother Andrew. They were casting a net into the lake, for they were fishermen. 'Come, follow me,' Jesus said, 'and I will make you fishers of men.' At once they left their nets and followed him.
"Going on from there, he saw two other brothers, James son of Zebedee and his brother John. They were in a boat with their father Zebedee, preparing their nets. Jesus called them, and immediately they left the boat and their father and followed him"(Matthew 4:18-‐22).
Fishing was a popular occupation on the Sea of Galilee. The work was difficult, but there was a good chance of success because the water was teeming with a large and varied fish population. In the first century there were several common methods used in fishing depending on the kind of equipment available to the fisherman. One of the most effective methods was the use of the dragnet. This net was usually about eight feet in height and could be several hundred feet long. The net could be set to work at different depths in the water through the use of cork-‐like floats attached to the top of the net. The bottom of the net was weighted so that the net was always spread open to trap fish.
Sometimes the fishermen would fasten one end of the net near the shore while a boat would pull the other end in a half circle back to the shore. The net with the fish trapped in it would be pulled onto the shore. In another method, the net would be strung between two boats which would move in a circle towards each other in order to draw the ends together. In this method the nets would have to be pulled into the boats where they would be emptied of the fish.
Regardless of the method used, the fishermen would end up with several kinds of fish in their nets, some edible and some not; some good and some bad. According to Jewish dietary laws, fish without scales and fins were "unclean" and could not be eaten.(See Leviticus 11:9-‐12) (Perch, bass, and walleye would be OK, but not catfish.)In Galilee, good fish which were small were returned to the water, but the inedible fish were destroyed. Fish which were marketable were sprinkled with salt to keep them from putrifying, packed in baskets, and sent by donkey transport to markets in the villages and communities around Israel.
Such had been the occupation of at least four of the Apostles, and undoubtedly, all of Jesus' disciples were well acquainted with what fishermen did on a daily basis. The story part of the parable is only two verses, and the interpretation is also short, only two more verses, beginning with the words, "This is how it will be at the end of the age." In the same way that fishermen sorted out their catch of fish, keeping the good ones and discarding the inedible ones, Jesus said that angels will "separate the wicked from the righteous, and throw the wicked into the fiery furnace."
The parable points quite specifically to the last judgment. Just as we learned previously from the parable of the Wheat and Weeds, the population of the world is a mixture of righteous and wicked people. As Jesus taught in the Sermon on the Mount, kingdom people are expected to adhere to a radically different lifestyle than earthly people, even though they are mingled together. They are to be humble before God and dependent on Him, rather than to compete for power and influence. They are to hunger and thirst after God's righteousness, rather than have an appetite for earthly material advantages and resources. They are to be merciful and forgiving, and be peacemakers, loving their enemies. These are among the characteristics which are pleasing to God. They are definitely counter-‐cultural characteristics compared to the attitudes and behaviors of people who are under the influence of the devil.
Jesus said that kingdom people would be persecuted because of their identification with Himself, and because of their non-‐conformity to the non-‐ believers around them. Jesus wanted His disciples to know that they would have to put up with such spiritual conditions during their lifetimes on earth.
This was an extremely important truth that the disciples had to grasp if they were to serve as His future representatives. Jesus knew that this truth differed from the teachings of the Jewish scholars, who believed that the Messiah would reveal himself with overwhelming power and defeat all of the enemies of Israel. Jesus wanted His followers to understand that He had indeed come to gain a victory, but it was first to defeat the spiritual powers which were at work in the world. The visible manifestation of His power and authority would not be revealed until the end of the age. The disciples would need perseverance and determination if they were to represent Him in the first phase of kingdom work.
This is why Jesus asked the question at the beginning of our second reading.
Read Matthew 13:51-‐52
Jesus was giving His disciples the opportunity to clear up any lingering questions and to ask for more explanation. In response to His question, they replied that they did indeed understand. They certainly understood more than the multitude of listeners who had heard the parables but were not interested in an explanation of the meanings. To the disciples' credit, they had asked Jesus for, and received, His specific interpretations, but we might well question whether they understood these things as much as they thought they did.
The word translated "understood" means "to fit things together." By means of parables, Jesus had been describing various aspects of kingdom development, and, beginning with the Sermon on the Mount, He had been hitting them with one new, radical, and momentous thought after another. Jesus wanted to know if the disciples comprehended "all these things" He had been talking about. In spite of their "yes" answer, they probably had only a partial grasp of the implications of what Jesus had been talking about. And given the difficulties that the disciples had in grasping the deeper meanings of Jesus' teaching in other passages of Scripture(for example, see Mark 8:17-‐21), we can assume that the disciples did not have the comprehension that they thought they had.
However, Jesus did not probe their minds with more questions. He quickly moved on to a "therefore" statement, that is, a statement of application. By using the word "therefore" and speaking the words in verse 52, Jesus was announcing that those who had been "instructed," and who presumably "understood," had a special responsibility. Jesus wanted His disciples to know that they now bore the same responsibilities as the "teachers of the law."
Jesus' reference to "the teachers of the law" is quite surprising. These men were commonly known as the "Scribes," and it was the Scribes, along with the Pharisees, who were the most bitterly opposed to Him. In the Sermon on the Mount Jesus had been very critical of both of these groups of religious leaders for disregarding the authentic intentions and purposes of the Old Testament law. So why was Jesus associating His disciples with His enemies? I think we will understand after we reflect on the historical role of the Scribes.
The Scribes had been the chroniclers of Israel's history for several centuries. In the Old Testament era Ezra was the most conspicuous example of the true scribe. At a critical time in Israel's history, he stood in the midst of the people, read the words of the law, and explained the meaning(See Ezra 7:10). After that time, the Scribes were recognized by the Israelites as the experts of the law. It was their responsibility to read and interpret the law. They were Israel's religious teachers. However, as has been pointed out in previous messages, the teaching of the Scribes in the first century had drifted far from the original intentions and purposes of the law.
In verse 52 Jesus was very clear about the responsibilities of His disciples. He said, "Every teacher of the law (scribe) who has beeninstructed about the kingdom of heaven …" Thus Jesus was signifying that His disciples had become, on the basis of His teaching them about the kingdom, the new interpreters of the law, at least as far as the kingdom of God was concerned. They were to be the new class of Scribes. They would have the future responsibility to teach about the kingdom.
Verse 52 is complicated because there is a second comparison. Jesus said, "Every teacher of the law who has been instructed about the kingdom of heaven is like the owner of a house." Now we have to think about why Jesus introduced this reference to the "owner of a house." This phrase can also be translated "head of a household."
Jesus used the imagery of the "owner of a house" several times in His teaching (for examples, see Matthew 20:1-‐16; 21:33-‐43). Often, in the context of His descriptions, the owner had the responsibility to provide for everyone and everything under his authority. This could include the owner's family, his servants and workers, his livestock, his property. It is in this connection that Jesus' statement makes sense. The owner of the house is the one who "brings out of his storeroom new treasures as well as old." In fulfilling his responsibility to provide for others, the owner dips into his resources.
By fitting all the parts of verse 52 together, we learn that the person who has been instructed about the kingdom of heaven has not only gained a personal understanding of the ways of God but he has acquired important resources which can be shared with others. Verse 52 does not imply that the disciples were to share one set of new things and another set of things that were old. They were to share things which were a blending of both new and old. The new information that they had been learning was based on old truths. They were discovering that what was being fulfilled could be linked to what had previously been prophesied. They realized that their present spiritual realities were linked to long-‐standing hopes.
That is what Jesus had done in His proclamation of the Sermon on the Mount. He emphasized over and over that kingdom truths were not new, but were, rather, based on God's original intentions and purposes which went back to creation. Jesus emphatically declared that there was no conflict between His preaching about the kingdom of heaven and what had been established by the Old Testament law. The truths that Jesus taught seemed to be radical to His listeners, but He had come to fulfill the law, not to destroy it.
Jesus was obligating His disciples to a ministry of sharing the good news about God's kingdom. He had not taught them for only their personal benefit. Jesus was preparing them to be teachers of kingdom truths. "Yes, we understand," they said, to which Jesus responded, "Therefore, you must bring out of your storeroom of knowledge the treasures of truth I have given to you so that you can teach others."
After Jesus' death, resurrection, and return to the Father, after the infilling of the Holy Spirit on the day of Pentecost, the disciples recognized that they had the incredible strategic responsibility to evangelize and missionize the world. Before His ascension, Jesus was training them to later "go into all the world and make disciples of all people groups"(Matthew 28:19-‐20). They were to "teach all people groups to obey everything He had commanded."
The "disciples" in Matthew 13 included the twelve apostles and probably a few other followers. After Pentecost these disciples were able to "fit all the parts together." They became the leaders of the early Church. The disciples of each succeeding generation are expected to also "fit all the parts together" and to be the teachers and leaders among their peers.
Friends, the kingdom is not yet complete, and we, like the disciples 2000 years ago, are expected to help it to advance. Through the regular study of Scripture, we must keep adding to our storeroom of understanding so that we can share the new and old truths of the kingdom of heaven. That is the perpetual responsibility of those who understand the ways of God's kingdom. | <urn:uuid:2c4f6252-4389-4aca-a478-1668d1be6dc5> | CC-MAIN-2020-40 | https://vhayworth.files.wordpress.com/2014/11/kingdom-parables-mt-13-47-52.pdf | 2020-09-24T19:12:14+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400219691.59/warc/CC-MAIN-20200924163714-20200924193714-00392.warc.gz | 684,958,424 | 13,234 | eng_Latn | eng_Latn | 0.998422 | eng_Latn | 0.998754 | [
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VALUES STATEMENT Animas River above Baker's Bridge
The area being studied by the River Protection Workgroup for the Animas River is very unique and serves as a regional hub and destination. There is a very notable and strong sense of community and camaraderie among the residents in the area, including regional or "basin" residents as well. And, there are distinct communities of stakeholders in this stretch of river including the Upper Animas reach and the residents of San Juan County. Then, there are those who care about the lower stretches which includes residents of La Plata County. And, many others have an interest including visitors and those who live downstream of this stretch but who still rely on the Animas River.So, many people care about the future of river protections and water planning and development, and this diversity of values is reflected in this values statement.
***
Mining and mineral extraction are valued for many reasons including local jobs, extraction of minerals for national uses, and because this industry is part of the very fabric and character of the area. Mining and heritage history is a very important part of the area and brings in current-‐day visitors experiencing niche tourism opportunities.
Tourism, in general, is a very important economic driving value. Visitors come here from all over the world for a variety of experiences including events, festivals and unique happenings that are tied to the beauty and character of the area including the wild lands. And, many of them enjoy the Durango and Silverton Narrow Gauge Railroad. The railroad is a living celebration of the mining and transportation history of the entire region. It connects Durango and Silverton but also, the railroad itself is tied to the river since the train and Animas River share the same north/south corridor.
Recreation – both motorized and non-‐motorized – is valued because the possibilities for enjoying the mountains, scenery, plants and wildlife are abundant. Also, the ability for businesses and workers to earn a living from recreation, hunting, whitewater sports, fishing, and exploration (e.g., outfitting, guiding, and tours) is valued.
The natural values are renowned including the presence of several rare plant and animal communities. The "wild-‐ ness" of the area is valued by many and there is a sense that much of the area is untouched, has a diversity of wildlife, and that human-‐made structures and influences are minimal. The fact that this stretch of river is free-‐ flowing is valued. The presence of intact ecosystems that cover very diverse life zones is important as is the highly visible geologic record, including evidence of spectacular volcanics in the Silverton area.
Education and the arts are important as many seek these experiences through regional or local organizations – especially since the area is an outdoor learning lab and classroom of national significance.
Because the area is made up of both private and public lands, access to these public and private lands is valued as are future economic opportunities including hydropower and various types of natural resource development.
The health and vitality of the alpine forested lands and high-‐elevation tundra is critical for economic, ecological, aesthetic and tourism purposes. The health of the surrounding forested lands is important especially as forests across Colorado are undergoing transformation due to climate change, insects and wildfire.
Local residents value the area for the same reasons visitors and those who live downstream do. They desire to continue to be able to make a living in Silverton and in the surrounding counties. Earning a livelihood here is challenging and people want as many opportunities as possible. A sense of strong independence is valued by local
residents. Along with this, there is a desire for community and local solutions, and the protection of individual property rights. Local, creative problem solving is an ethic of the area.
The County Roads in the area are popular. Their use and continued maintenance is critical. The thoroughfare transportation corridors (highways) are necessary from a statewide and national view in terms of transporting people, goods and services north/south on the Western Slope. These local and state roads are key thoroughfares for multitudes of people recreating in various ways including locals and visitors enjoying the nationally-‐identified scenic routes.
A healthy watershed, good water quality and flows are important not only for Silverton and San Juan County but because this area is the headwaters serving so many downstream neighbors, farms, municipal water users, fisheries and interests reaching through the Animas Valley, through Durango, and eventually into New Mexico where the Animas River meets the San Juan. Also, the Upper Animas serves as the water supply for municipal and consumptive uses for the Town and County.
This area characterizes thebest of the west. A vast diversity of organizations, governments, and people deeply care about the upper Animas River for all kinds of reasons.
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Downloading Books from the St. Mary's Episcopal School Digital Library to an Amazon Kindle/Kindle Paperwhite
To download books to a Kindle/Kindle Paperwhite, you will need
2. Your St. Mary's library Username and PIN What is my username?
1. A computer with internet access
Your St. Mary's Library username is the same as your Google Apps and Haiku username.
What is my PIN?
3rd and 4th Grade: Your PIN is the same as your Google Apps password.
5th-‐12th Grade :You will make your own St. Mary's Library PIN by logging into the St. Mary's library online catalog(E-‐Library OPAC). Your PIN is initially set toCHANGEME (note the ALL CAPS). To change it, click onMy Accountand thenUser PIN Change. You must use ALLCAPS when logging into the online catalog.
3. A Kindle connected to an Amazon account
4. Your Amazon account username and password
Find a Book
2. Log in to the St. Mary's Episcopal School Digital Library.
1. On a computer, go tohttp://stmarysepiscopal.lib.overdrive.com/.
3. Browse for a book you'd like to read. Select a book, and click on Bookbag. Be sure this book is available as aKindle Book .
4. Click on Kindle Book.
6. Click on Get for Kindle.
5. Click on Checkout.
7. If you are not logged into your Amazon account, you will be prompted to login.
9. The next time your Kindle is connected to Wi-‐Fi, the book will download to your device. You may need to go toSettings on your Kindle and scroll down toSync & Check for Items.
8. Click onGet LibraryBook. Be sure that under Deliver to, it has the name of your Kindle.
To Return a Book
1. Log in to your Amazon account.
eBooks may be checked out for 21 days. Each student may check out up to three books at a time. If you would like to return your eBook early:
2. Click onYour Account and scroll down toManage Your Kindle
4. To remove the book from your Amazon Library, click on Actions, and scroll down toDelete from library. Confirm the deletion. This will remove the title from your Amazon Library, but the title will still appear on your Kindle.
3. Find the title in your list of books. ClickActions and scroll down toReturn this book. Confirm the return. This will return the book, but the title will still appear in your Amazon Library.
5. To remove the title from yourKindle, click on theHome button. Use the five-‐way controller to underline the title. Click left on the five way controller, and select remove from device.
6. To remove the returned or expired book from yourKindle Paperwhite tap on the cover for the title and hold untilRemove from device appears. TapRemove from device to delete the title from the device. | <urn:uuid:0a53faa4-a118-42ce-9bc8-01f579d19b65> | CC-MAIN-2017-13 | http://smeslibrary.weebly.com/uploads/1/1/4/2/11421677/overdrive-kindle_kindlepaperwhitemay2013.pdf | 2017-03-23T04:23:41Z | crawl-data/CC-MAIN-2017-13/segments/1490218186774.43/warc/CC-MAIN-20170322212946-00007-ip-10-233-31-227.ec2.internal.warc.gz | 341,320,314 | 2,141 | eng_Latn | eng_Latn | 0.994961 | eng_Latn | 0.998309 | [
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Jade Common Core Curriculum Standards
The following standards for 7 th grade offer a focus for instruction to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year's grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.
Common Core State Standards for 7th Grade
Reading -‐ Literature
Key Ideas and Details
RL.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.7.2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
RL.7.3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
Craft and Structure
RL.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetition of sounds ( e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama
RL.7.5: Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
RL.7.6: Analyze how an author develops and contrasts the points of view of different character or narrators in a text.
Integration of knowledge and Ideas
RL.7.9: Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fictions use or alter history.
Reading -‐ Information
Key Ideas and Details
RI.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.7.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
RI.7.3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
Craft and Structure
RI.7.5: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
RI.7.6: Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
Integration of Knowledge and Ideas
RI.7.8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
Range of Reading and Level of Text Complexity
RI.7.10: By the end of the year, read and comprehend literary nonfiction in the grades 6-‐8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Writing
Text Types and Purposes
W.7.1: Write arguments to support claims with clear reasons and relevant evidence.
W.7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
W.7.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-‐structured event sequences.
Research to Build and Present Knowledge
W.7.7: Conduct short research projects from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. | <urn:uuid:7cd29805-63d1-4014-9ba2-ab470f5d6683> | CC-MAIN-2023-23 | https://mosdospress.com/wp-content/uploads/2016/09/Common-Core-State-Standards-7th-Grade.pdf | 2023-05-29T10:06:44+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224644817.32/warc/CC-MAIN-20230529074001-20230529104001-00729.warc.gz | 463,842,512 | 2,774 | eng_Latn | eng_Latn | 0.990115 | eng_Latn | 0.990925 | [
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Valley Fever (Coccidioidomycosis)
What is Valley Fever?
Valley Fever is caused by a fungus that lives in the desert soil. Dogs acquire Valley Fever by inhaling these fungal spores in the dust raised by the disturbances such as, but not limited to digging, wind, construction. The dog may inhale only a few spores or many hundreds. Once inhaled, the spores grow and mature and produce new cells, spreading the infection. The sickness Valley Fever occurs when the immune system does not kill the cells quickly and they continue to spread in the lungs and sometimes throughout the animal's body. Only about 30% of dogs that inhale spores become sick.
Symptoms
The most common symptoms for pulmonary (of the lung) infection are: coughing, fever, weight loss, lack of appetite and lack of energy. A dog may have one or multiples of these symptoms. When the infection spreads outside of the longs it cause disseminated (spread) disease. The most common symptom of disseminated disease is lameness, but after the infection has disseminated it can affect any organ. Other symptoms that may occur, but not limited to: seizures, swollen lymph nodes, eye inflammation, pain or weakness, soft abscess like swelling under skin, non-‐healing ulcerated skin lesions.
Diagnostics
In order to do a complete work up and depending on the symptoms x-‐rays and bloodwork are warranted. Sometimes biopsies will need to be done in order to determine skin lesions. There is a specific lab test for Valley Fever and though highly reliable can show false negatives. Please consult your veterinarian for the best choices of diagnostics regarding your pet.
Treatment:
Valley Fever is treated with an anti-‐fungal. The most commonly used is Fluconazole, but occasionally Itraconazole or Ketaconazole have been used. There are other drugs on the market that can be used and are best discussed with your veterinarian to determine if they are acceptable. Possible side effects of medications are: GI upset, liver or kidney elevations (these organs help to process the medication), lethargy or loss of appetite. There are numerous side effects that are less likely and like people each patient will respond differently.
Length of treatment will vary depending on symptoms and response to medications, but are typically lengthy. Minimum treatment is 6 months to a 1 year. However with disseminated disease, sometimes lifelong treatment is warranted. Occasional liver support is recommended to help prevent damage of the liver with long term medications.
Medication Cost and Resources:
Fluconazole can be a costly medication. Many local veterinarians will call in a prescription to a compound pharmacy which is significantly less expensive. Prices do fluctuate some. Frequently used pharmacies include Roadrunner, Diamondback and Pet Health Pharmacy, all in Phoenix. Dosage does depend on weight, a typical reported cost with the compound pharmacies is $30 per month for smaller dogs up to $60 per month for very large dogs.
FAQS
Is Valley Fever contagious to me or my other animals? No. Valley Fever is inhaled. It can be possible for only one dog to get Valley Fever in a multi dog house. It all depends on the dog's immune support.
Will my dog recover from Valley Fever? Depending on your dog's health and response to treatment, Valley Fever can go into remission. Occasionally treatment is needed lifelong depending on response to treatment or symptoms of disease. Occasionally very sick dogs and immune compromised patients have a hard to time responding to treatment and euthanasia is warranted for quality of life.
Can Valley Fever relapse? Yes Valley Fever has known to relapse in dogs, especially with disseminated disease. If relapse occurs, occasionally patients will not respond to the same anti-‐fungal or occasional lifelong treatment is warranted.
Is Valley Fever preventable? At this time there is no sure fire way to prevent Valley Fever except to completely avoid any areas where it is found. However there are studies being done to make a vaccine to either prevent Valley Fever or lessen the effects of the disease. | <urn:uuid:f174ea54-3e7a-49c6-9d19-99a4e966d917> | CC-MAIN-2021-21 | https://www.nokillpimacounty.org/wp-content/uploads/2015/06/Valley-Fever.pdf | 2021-05-09T04:04:29+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988955.89/warc/CC-MAIN-20210509032519-20210509062519-00225.warc.gz | 947,695,642 | 3,361 | eng_Latn | eng_Latn | 0.99905 | eng_Latn | 0.99905 | [
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Getting help for your child
Some children have emotional and behavioural problems that are mild, short-‐lived and can be resolved with minimal help and support. Others may have difficulties that seem more serious, and interfere with everyday life. Their emotions or behaviour seem to be different to other children of their age. When problems occur for more than a few weeks and interfere with school, home, friendship or daily life, it is probably time to seek assistance.
The following signs may indicate your child has a difficulty that needs professional attention:
* Frequent, unexplained temper tantrums
* Unusual fears
* Sadness and feelings of hopelessness that don't go away
* Avoiding friends or family and wanting to be alone most of the time
* Refusing to go to school on a regular basis
* Inability to get along with other young people
* Hyperactive behaviour or constant movement beyond regular playing
* Noticeable decline in school performance
* Frequent aggressive reaction
* Severe difficulties with concentration, attention, or organisation
* Significant changes in behaviour over a short period of time.
Things to take into account when deciding on the need for treatment include:
1) How severe the symptoms are – how much distress they cause and how often they occur
2) How much impact the symptoms have on your child at home, at school and elsewhere
3) How your child's behaviour compares with that of other children the same age
4) Any particular experiences within your child's family, school, community or culture that may be influencing the behaviours of concern
5) How the difficulties are affecting your child's behaviour, emotions, thoughts, learning and social relationships
If you are concerned that your child has excessive worries, fears, or feels "bad" about her/himself and you are not sure how to go about getting help, try the following steps:
Find out more
Talk to teachers or others who have regular contact with your child and find out if they have concerns about your child.
Talk to the school psychologist/social worker or speech pathologist
The psychologist, social worker or speech pathologist at Kilberry Valley Primary School can listen to your concerns and discuss options for helping your child at home and at school. To make an appointment to see these Allied Health Professional please contact Zania Cope (Assistant Principal in charge of Welfare). Please be aware that there is a waiting list to have access to these professionals.
See your General Practitioner
Your doctor can help you decide about the need for mental health assessment and treatment and refer you to a children's mental health specialist if required. | <urn:uuid:4371c2dc-dde6-4d4f-a564-d57f745a014b> | CC-MAIN-2018-43 | http://www.kilberryps.vic.edu.au/app/webroot/uploaded_files/media/4._getting_help_for_your_child.pdf | 2018-10-18T19:52:49Z | crawl-data/CC-MAIN-2018-43/segments/1539583512014.61/warc/CC-MAIN-20181018194005-20181018215505-00281.warc.gz | 491,667,529 | 2,109 | eng_Latn | eng_Latn | 0.998758 | eng_Latn | 0.998679 | [
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The Application Question (AQ)
28 Jan 2014
Prepared by Dr. Tommie Chen
(Adapted from Dr Robert Wilks/Mr Saminathan)
Contents
At the end of today's session, you should be able to respond to all these questions:
1) What is the application question (AQ)?
2) Where does it appear in the 'A' level comprehension paper?
3) When did Cambridge start this question?
4) How is the AQ graded?
5) Why is it challenging for students (and teachers)?
What is special about the Application question(AQ) ?
Overview of the various types of comprehension questions
-‐ literal, inferential, language awareness questions, questions on use of punctuation marks, 5igurative language, summary
-‐ Only the AQ requires a student to go beyond the text ideas:
1. You need toapplyideas to your society or other societies
2. You need toENGAGE with the text ideas in the passageandEVALUATEthem accordingly.
When did the AQ start and where does it appear?
* The AQ started in 2002 and it is usually worth 8 marks.
* From 2013, it will be increased to 10 marks
* It is thefinal ques*onin the comprehension paper (ra*onale: students would have consolidated their understanding of passage ideas through the short quesRons and summary and would be beSer prepared for their AQ)
Past year examples of application questions
Examples of AQs from 'A' level papers:
1) 2003 passage on animal rights ('Which writer's views are you most in sympathy? How relevant are the views raised by both authors to Singapore society?')
2) 2) 2004 passage on choices in life('Do you regard the increased degree of choice available to you and your generaRon as broadly beneficial or harmful?')
Past year examples of application questions
* More examples from 'A' level papers
3) 2005 paper on aggression('The author suggests some reasons why aggression may play a much reduced role in the future.How convincing are these reasons, and do you consider the gains would outweigh the losses if aggression ceased to be a central feature of human behaviour?')
Past year examples of application questions
* More examples from 'A' level papers
4) 2006 passage on freedom('How far do you agreewith the writer's view? How free do you want to be'?)
5) 2007 passage on gender revoluRon('To what extent do you agree or disagreewith his views?'Support your answer with examples drawn from your society.)
6) 2010 and 2011 passages (How applicabledo you find the writer's observaRons to yourself and your own society?)
4 Types of AQs
1. Do you agree or disagreewith the writer's views?
2. How convincingare the writers arguments/views?
3. Generic Ques*ons:No link to specific socieRes/ Singapore.
4. Apply the writer's views/argumentsto the Singapore context
General requirements of AQs
-‐ Students are expected to take a stand
-‐ Students are expected to engage with text ideas (i.eselect specific text ideasto respond to,refer to them clearly in their response andapply them to their society or other socie*es)
-‐ Evalua*on skills (students are expected to consider the merits and drawbacks of the writer's ideas with reference to their own views or society's experience).
-‐ Offer abalanced perspec*ve.
How are AQs assessed?
* 4 bands (1-‐3 marks, 4-‐6 marks, 7-‐8, 9-‐10 marks)
* 4 main components (R, EX,EV and C)
R (requirements)-‐ addressedall parts of the quesRon and balanced?
EX(Explana*on)-‐has the studentdeveloped the point with sufficient and apt illustraRons?
EV(Evalua*on)-‐ has the student evaluated the writer's views, his/her own views and the situaRon in society?
C(Coherence) – is the response logically organized and fluent?
Why is the AQ challenging for students?
² Requireshigher order skillslike criRcal reading and thinking (inferen&al understanding/compara&ve analysis/cri&cal evalua&on)but students are usually passive readers
² Requires students topick good claims or arguments to respond tobut students areunable to locate the central ideas of writers. SomeRmes, they pick examples instead of the main ideas
Why is the AQ challenging for students?
² Necessitatesan in-‐depth analysis of writers' ideasand assess how their views or society's experiencesare similar or different from writers' viewpoints but students find it difficult to engage in such comparisons of viewpointsand their weak language abilitycompounds the problem when they try to link the writer's views to their views and society.
² Requiresthe Linguis*c Ability to present coherent and cogent arguments.
² Requires excellentTime Managementskills.
Other challenging issues for students
² Misinterpreta*on of text ideas
² Mere restatementof text ideas
² General inability to arguewhy they agree or disagree with something (lack convicRon to take a clear posiRon on issues as they rarely read)
² Poor *me management(a major problem)
Acquiring the skills for AQ
* CriRcal reading and thinking are skills that take Rme to develop.
PracRce in thislife skillstarts NOW:
-‐ Ac*ve reading and thinking skills:
v Strategies to process informaRon through thinking frameworks (e.g. Paul's Wheel)
v Basic reading techniques
v Synthesizing different ideas andapplying these ideas to different contexts)
Steps to Success (Part 1: Look)
* Read the Ques*on very carefully– AT LEAST TWICE.
* Iden*fy and UNDERLINE the separate requirementsbefore you begin the answer.
* Appreciate the different demands of the ques*onand their respecRve difficulty –e.g. does the ques&on require a descrip&on of the various points of view? Does the second part of the ques&on require you to evaluate arguments and apply them to another situa&on?
* Note *me management– i.e. how much Rme to spend on each part of the quesRon.
² Rule of Thumb: The harder the task, the greater the reward. Allocate more Rme to the parts that require higher order thinking skills such as evaluaRon/applicaRon.
Steps to Success (Part 2: LEAP)
① Locate the appropriate material (Find the relevant informaRon from the passage).
② Evaluate the informa*on (Assess the value/validity of the informaRon).
③ Apply the informa*on (Appreciate the relevance of the material to another situaRon/area and apply it as specified by the quesRon).
④ Plan/Organise your work before you write (Organise your answer into different parts and divide the points into paragraphs).
‐
² You MUST ensure that your answer is wellstructured, balanced, comprehensive, coherent and cogent .
In a nutshell….
* To do well in an AQ:
v one needs to be acri*cal readerandthinker
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Lab 2c: Motors and Generators.
Names:
1.) _____________________________
2.) _____________________________
3.) _____________________________
1.) _____________________________
2.) _____________________________
3.) _____________________________
Learning objectives:
*
Current carrying wires can produce a torque on a magnet
* Understand the basic parts of a motor
* A change in magnetic flux produces an emf across a coil that helps maintain the state of the coil
Activities:
* Produce a torque on a magnet array
* Make a simple motor
* Dissect a simple motor
* Observe magnetic damping
* Drop a magnet down a copper pipe
* Measure the efficiency of a generator/capacitor/motor system
Warm- Up:
Take a look at the generator on the following PHET.
http://phet.colorado.edu/en/simulation/generator
Activity 1:
1.) Suspended above the table is a magnet array positioned over a current carrying wire. The wire can be switched on and off using the switch provided.
A.) What is the arrangement of magnets on the array? Draw the field lines here.
B.) What happens when you close the switch. Why?
C.) Modify the switch to make this “motor” twice as efficient. Draw a schematic
Activity 2: Demonstration Motor
The TF will take a few minutes to look at a small demonstration motor. Make sure you identify the source of the magnetic fields, commutator, armature, and the brushes.
Activity 3: Building a Simple Motor
1. Form a coil by wrapping the wire around a whiteboard marker. Leave about 4 cm of straight wire at each end.
2. You will need to modify the coil in some way to allow a current to flow at the appropriate times. Perform this modification and describe what you did.
3. Place your coil on the holders provided
4. Hook up the power supply to provide a substantial current
5. Place a magnet near the coil
6. Give the loop a spin and it should start rotating on its own. Slight adjustments may need to be made to get the motor to function.
7. Show a TF a working motor
Activity 4: Dissecting a Motor
1.) Dissect a small motor and comment on how this motor is better than the one you constructed. Try to identify the armature, commutator, brushes, and magnets. Reassemble your motor and apply a small voltage. Slowly increase the voltage and see what happens.
2.) Now instead of applying an external voltage try measuring the voltage across the coils when you manually spin the motor. Try using the oscilloscope on the bench.
Activity 5: Magnet Pendulum
Place the small coil so the magnet on a pendulum swings close to the face of the coil.
1.) Start with a small amplitude on the pendulum. Rank the following in terms of how quickly the pendulum is being damped. Remember to start the pendulum with the same small amplitude each time.
A.) Coil is open
B.) Coil is shorted
C.) Coil is in series with 100 ohms
2.) Now place the scope probe across the resistor. Swing the pendulum and observe the voltage signal across the coil.
A.) What is the period of the pendulum?
B.) What happens to the current in the coil as the pendulum is passing by? How do you know?
C.) How do the currents compare as the pendulum passes from the right compared to the left?
Activity 6: Magnet Down a Copper Pipe
Drop a magnet down the copper pipe and observe what happens. What does this imply about the currents being produced in the copper?
Where does the gravitational potential energy go?
Here is a magnet that is being dropped through three wire loops. What is the relative size and direction of the currents in each of the three loops?
Activity 7: Efficiency of Generator
Use the weight attached to a generator to charge the capacitor. Use Logger Pro and the voltage probe to monitor the voltage across the capacitor. When the weight has fallen all the way down then remove the large weight and allow the built up charge to lift the mass hanger upwards.
Look at the energy added to the system, the energy stored by the system, and finally the energy that we end up with. Calculate each the following.
A.) How much energy do you start with before the weight is dropped?
B.) How much energy is stored in the capacitor?
C.) How much energy do we end up with?
What is the efficiency from A to B, B to C, and finally the overall efficiency A to C? | <urn:uuid:e8294e81-2dbb-49e2-a41c-d3309efbd9ee> | CC-MAIN-2018-51 | http://ipl.physics.harvard.edu/wp-uploads/2013/03/12B-Lab-2C-Motors.pdf | 2018-12-19T02:56:32Z | crawl-data/CC-MAIN-2018-51/segments/1544376830479.82/warc/CC-MAIN-20181219025453-20181219051453-00310.warc.gz | 143,874,525 | 3,329 | eng_Latn | eng_Latn | 0.99663 | eng_Latn | 0.998379 | [
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Number awareness
Conversions
| Fraction | Decimal | Percentage |
|----------|----------|------------|
| 1/10 | 0.1 | 10.0% |
| 1/8 | 0.125 | 12.5% |
| 1/5 | 0.20 | 20.0% |
| 1/4 | 0.25 | 25.0% |
| 1/3 | 0.333... | 33.3% |
| 1/2 | 0.5 | 50.0% |
| 2/3 | 0.666... | 66.7% |
| 3/4 | 0.75 | 75.0% |
| 1 | 1.00 | 100.0% |
| 1 1/2 | 1.50 | 150.0% |
Squares
| Base | $B^2$ | B Squared |
|------|-------|-----------|
| 1 | $1^2$ | 1 |
| 2 | $2^2$ | 4 |
| 3 | $3^2$ | 9 |
| 4 | $4^2$ | 16 |
| 5 | $5^2$ | 25 |
| 6 | $6^2$ | 36 |
| 7 | $7^2$ | 49 |
| 8 | $8^2$ | 64 |
| 9 | $9^2$ | 81 |
| 10 | $10^2$| 100 |
| 11 | $11^2$| 121 |
| 12 | $12^2$| 144 |
| 13 | $13^2$| 169 |
| 14 | $14^2$| 196 |
| 15 | $15^2$| 225 |
| 20 | $20^2$| 400 |
Powers of 2
| Exp (N) | $2^N$ | 2 to the N$^{\text{th}}$ power |
|---------|-------|-------------------------------|
| 1 | $2^1$ | 2 |
| 2 | $2^2$ | 4 |
| 3 | $2^3$ | 8 |
| 4 | $2^4$ | 16 |
| 5 | $2^5$ | 32 |
| 6 | $2^6$ | 64 |
| 7 | $2^7$ | 128 |
| 8 | $2^8$ | 256 |
| 9 | $2^9$ | 512 |
| 10 | $2^{10}$ | 1024 |
Prime Numbers < 100
| 2 | 3 | 5 | 7 | 11 | 13 | 17 | 19 |
|----|----|----|----|----|----|----|----|
| 23 | 29 | 31 | 37 | 41 | 43 | 47 | 53 |
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1-‐Minute Changes
Instructions:
1. Set a timer for 1 minute/60 seconds.
2. Choose 2 chords and write the names of those chords in the column labeled 'Chords'. (If you are not practicing chords then write the small section of the piece you are working on in this section, For Example 'Iron Man part ')
3. Play the chord making sure each string within the chord makes a sound, This counts as 1 point
5. Repeat this as many times as you can within the a minute
4. Change to the 2 nd chord you chose in step 2 and repeat step 3 with the new chord, This counts as another point
6. Write down the date and your score in the box below
7. Aim to beat that score the next time you play this game | <urn:uuid:8eb0369d-c5ec-47c6-beb0-c8e24e66652d> | CC-MAIN-2022-21 | https://www.rockademy.co.uk/_files/ugd/eac1b1_3c37d648d50a40d3a65a4bca7e341e0d.pdf | 2022-05-22T01:58:30+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662543264.49/warc/CC-MAIN-20220522001016-20220522031016-00724.warc.gz | 1,121,277,420 | 625 | eng_Latn | eng_Latn | 0.998646 | eng_Latn | 0.998646 | [
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REPTILES Reading Comprehension
Description: The loggerhead sea turtle is named for its large head and blunt jaw. This huge sea turtle can grow to 800 pounds (though the average turtle is about 200 pounds) and three-and-a-half feet in length. It is the largest hard-shelled turtle in the world. The carapace (shell) and flippers are reddish brown, and the plastron (lower shell) is yellowish. The carapace has five lateral scutes and five central scutes. Scutes are hexagonal sections of the carapace. Underparts are white or whitish. These incredible turtles have powerful flippers that can propel them through the water at speeds of up to 16 miles per hour. The loggerhead sea turtle has a life span of up to 50 years in the wild.
Habitat/Range: The seafaring loggerhead sea turtle is found throughout the world's tropical oceans. They are also found in temperate waters in search of food and in migration. Breeding populations exist in many locales including the Atlantic Coast of the United States (from North Carolina to Florida), numerous Caribbean islands, Central America, the Mediterranean Sea, and Africa.
Diet: Loggerhead sea turtles consume fish, crustaceans, mollusks, crabs, and jellyfish. They use their powerful jaws to crush prey. These turtles often ingest stray plastic bags, which are mistaken for jellyfish and which cause potentially fatal complications.
Nesting: The female loggerhead sea turtle normally lays her eggs on the same beach in which she was born. It may take up to 30 years before these turtles reach reproductive age. In June or July, females will emerge from the ocean and dig a hole in the sand. Between 70 and 150 eggs are deposited in the hole. The female uses her hind flippers to cover the hole. The eggs are about the size of ping-pong balls. Eggs hatch within 65 days. Upon hatching, young turtles instinctively head toward the ocean (which reflects the moonlight). Many of these young turtles are taken as prey by opportunistic gulls, vultures, and raccoons. Others are led in the wrong direction by lights from roads and beach houses, which the turtles mistake as moonlight. Those that are fortunate enough to make it to the water are swept toward the open ocean by waves and sea currents.
1.) Why is this species named loggerhead sea turtle?
a.) No one knows.
b.) It has a large head.
c.) It hunts on logs.
d.) It rests its head on logs.
2.) What shape are scutes?
a.) hexagonal
b.) diamond
c.) octagonal
d.) square
3.) Which of the following is not part of the turtle's shell?
a.) tail
b.) carapace
c.) plastron
d.) scute
4.) Which of the following is NOT true?
a.) Loggerhead sea turtles can live 50 years.
b.) Loggerhead sea turtles are negatively affected by trash that makes its way into the sea.
c.) There are no hard-shelled turtles larger than the loggerhead sea turtle.
d.) Baby loggerhead sea turtles, by instinct, stray away from light when they hatch.
5.) Loggerhead sea turtles DO NOT eat…
a.) crabs.
b.) mollusks.
c.) jellyfish.
d.) dolphins.
6.) Where would you most likely NOT see a loggerhead sea turtle?
a.) Off the coast of Africa
b.) In the Caribbean Sea
c.) In the ocean near South Carolina
d.) In Lake Michigan
7.) Where do female loggerhead sea turtles lay eggs?
a.) On gravel surfaces away from the beach
b.) On the beach in which she was born
c.) On any beach that does not have people
d.) At the bottom of the ocean
8.) What does the word "fatal" mean in the following sentence:
These turtles often ingest stray plastic bags, which are mistaken for jellyfish and which cause potentiallyfatal complications.
a.) annoying
b.) confusing
c.) deadly
d.) painful
9.) What does the word "emerge" mean in the following sentence:
In June or July, females willemerge from the ocean and dig a hole in the sand. Between 70 and 150 eggs are deposited in the hole.
a.) swim away from
b.) return to
c.) give birth in
d.) come from
10.) Which is not true about loggerhead sea turtle eggs?
a.) They are shaped liked ping-pong balls.
b.) They are poisonous to predators.
c.) They hatch within 65 days.
d.) They are laid in the sand. | <urn:uuid:c50d8bdc-f372-4004-ba2d-52de4007e5b1> | CC-MAIN-2022-21 | https://mrnussbaum.com/uploads/activities/reptiles/reptiles-grade4.pdf | 2022-05-19T00:06:34+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662522556.18/warc/CC-MAIN-20220518215138-20220519005138-00091.warc.gz | 451,988,614 | 2,160 | eng_Latn | eng_Latn | 0.996719 | eng_Latn | 0.997245 | [
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British Educational Schools –On –line Time Table
Year 1-Time Table
| Period | | st 1 | | nd 2 | Break | | rd 3 | | th 4 | Break | | th 5 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| | | 8:00-9:00 | | 9:00-1:00 | 10:00- | | 10:40- | | 11:40- | 12:40-1:00 | | 1:00- |
| Day | | | | | 10:40 | | 11:40 | | 12:40 | | | 2:00 |
| | English - Safaa | | Math – Safaa | | | Human- Alaa | | Arabic- Nora | | | Islameyat -Khawla | |
| Sunday | | | | | | | | | | | | |
| | Math – Safaa | | ICT- Nashwa | | | English - Safaa | | Science - Safaa | | | Arabic- Nora | |
| Monday | | | | | | | | | | | | |
| | Science – Safaa | | Math – Safaa | | | English - Safaa | | Islameyat -Khawa | | | Arabic- Nora | |
| Tuesday | | | | | | | | | | | | |
| | ICT- Nashwa | | English - Safaa | | | Human- Alaa | | Math – Safaa | | | Science – Safaa | |
| Wednesday | | | | | | | | | | | | |
| | Math – Safaa | | Science – Safaa | | | Islameyat -Khawla | | English - Safaa | | | Arabic- Nora | |
| Thursday | | | | | | | | | | | | | | <urn:uuid:5a89977f-8ce6-4784-a460-7f1af3d5baab> | CC-MAIN-2023-50 | https://bes.edu.sd/pluginfile.php/1658/mod_resource/content/1/Year%201-Modified.pdf | 2023-12-04T10:28:00+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100527.35/warc/CC-MAIN-20231204083733-20231204113733-00392.warc.gz | 156,474,268 | 542 | eng_Latn | eng_Latn | 0.862783 | eng_Latn | 0.862783 | [
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K, Unit #4, World Language, Navidad and Three Kings Day
Content Area: Generic Content Area
Course(s): Generic Course
Time Period: December
Length:
3 weeks
Status:
Published
Enduring Understanding
Different holidays are celebrated in different cultures.
Essential Questions
How is Christmas different from Las Posadas/Three Kings Day?
What are Posadas?
What is Three Kings Day?
Common Core Standards
Student Learning Objectives
The students will:
* Compare and contrast the cultural celebrations of Christmas with Las Posadas/Three Kings Day.
* Recognize the cultural symbols associated with Las Posadas/Three Kings Day.
* Demonstrate comprehension, orally and in writing, of cultural practices associated with Las Posadas/Three Kings Day based on children's literature.
* Create an authentic cultural product associated with the celebration of Las Posadas/Three Kings Day.
* Sing popular holiday songs associated with Las Posadas/Three Kings Day.
Instructional Activities
Whole class discussion of how students celebrate Christmas.
Introduce Las Posadas/Three Kings Day as religious celebrations and orally compare and contrast them to American Christmas celebrations.
Introduce and sing Feliz Navidad, and play other Spanish carols while students complete other activities.
Read aloud culturally significant children's literature and identify pictures and symbols from the literature associated with the celebration.
Students create an authentic product associated with Las Posadas/Three Kings Day such as a poinsettia or an illustration of the Three Kings.
Interdisciplinary Connections
Social Studies: Anthropological discussion of religious beliefs and practices.
Music: holiday music
Art: Illustration of holiday symbols
Language Arts: Read-‐Aloud, Comparing/Contrasting
Texts and Resources
Google images of symbols associated with Las Posadas/Three Kings Day celebrations.
Children's literature associated with Las Posadas/Three Kings Day: Pedro's Christmas Flower, The Legend of the Poinsettia, La Navidad, The Night of Las Posadas
Music Downloads/Pandora Radio for Feliz Navidad or other holiday songs in Spanish.
Templates for poinsettia or other related holiday crafts
Assessment
Comprehension of literature, vocabulary and cultural differences through oral response.
Oral discussion
Checklist identification of symbols associated with the holidays.
Rubric evaluation of student-‐created cultural product. | <urn:uuid:5b0e70aa-4e99-44b4-bb45-6518aafea15e> | CC-MAIN-2024-30 | https://resources.finalsite.net/images/v1715193820/htesdorg/jsjyjfcuoo0zwdsb1soc/World_LanguageK_Unit_4_Navidad_and_Three_Kings_Day_2014.pdf | 2024-07-21T10:32:07+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763517663.24/warc/CC-MAIN-20240721091006-20240721121006-00496.warc.gz | 420,425,842 | 1,490 | eng_Latn | eng_Latn | 0.965008 | eng_Latn | 0.969109 | [
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Thinks creatively and critically
• Innovates for an ever-changing world
• Problem solves for real-world situations
• Masters and applies academics for college and career success
Engages thoughtfully and respectfully
• Builds positive and productive relationships
• Communicates skillfully and with confidence
• Demonstrates civility and empathy
Develops strong character
• Maintains wellness and mindfulness in life
• Accepts responsibility for personal actions
• Embraces challenges with motivation and grit
Collaborates with others
• Contributes to the community
• Enriches the learning of self and others
• Interacts with a team and values individual contributions
Explores our world
• Exhibits limitless curiosity
• Employs responsible use of digital media and technology
• Advocates for self, others and the global community
ROCKWOOD MISSION: WE DO WHATEVER IT TAKES TO ENSURE ALL STUDENTS REALIZE THEIR POTENTIAL.
As a school community, this profile of a Rockwood learner reflects the hopes, dreams and aspirations we hold for every child. Our vision is that every child loves life and finds success.
Access,
Opportunity,
Equity
Teachers and
Leaders
Efficiency and
Effectiveness
www.rsdmo.org/forward | <urn:uuid:873c6af9-411d-401b-b8cf-08988f889a8e> | CC-MAIN-2021-04 | https://forward.rsdmo.org/plan/Documents/Profile_of-Learner_Final.pdf | 2021-01-23T06:41:10+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703536556.58/warc/CC-MAIN-20210123063713-20210123093713-00476.warc.gz | 364,935,002 | 296 | eng_Latn | eng_Latn | 0.983404 | eng_Latn | 0.983404 | [
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RELIGIOUS EDUCATION AUTUMN TERM 2020 COME AND SEE AT HOME
Dear Parent(s)/Carer(s),
This term we will be studying the three themes of Domestic Church (Family), Baptism and Confirmation (Belonging) and Advent and Christmas (Loving). Each class will approach the themes through different topics. The children will also spend a week studying Judaism.
DOMESTIC CHURCH - FAMILY
SUGGESTIONS FOR HOME ACTIVITIES
Class 1
FAMILIES - God’s love and care for every family
Class 2
BEGINNINGS - God is present in every beginning
Class 3
HOMES - God’s vision for every family
Class 4
OURSELVES -Created in the image and likeness of God
Class 5
LOVING -God who never stops loving
Make a collage using family photographs of all the significant family members—grandparents, parents, children, aunts, uncles etc. who show God's love.
Write underneath it "We show God's love to one another."
Include those who have died.
JUDAISM
Pupils will study various aspects of Judaism for one week. Ask them what they have been learning about.
BAPTISM AND CONFIRMATION - BELONGING
SUGGESTIONS FOR HOME ACTIVITIES
Class 1
BELONGING - Baptism: an invitation to belong to God’s family
Class 2
SIGNS AND SYMBOLS -Signs and symbols in Baptism
Class 3
PROMISES -Promises made at Baptism
Class 4
LIFE CHOICES -Marriage, commitment and service
Class 5
VOCATION AND COMMITMENT -The vocation of
priesthood and religious life
ADVENT/CHRISTMAS - LOVING
Class 1
WAITING -Advent: a time to look forward to Christmas
Class 2
PREPARATIONS -Advent: preparing to celebrate
Christmas
Class 3
VISITORS -waiting for the coming of Jesus
Class 4
HOPE - Advent: waiting in the joyful hope for Jesus, the promised one
Class 5
EXPECTATIONS - Jesus born to show God to the world
Talk to someone who has been to a Baptism and/or Confirmation about their memories of this celebration.
SUGGESTIONS FOR HOME ACTIVITIES
Discuss with the children how your family welcomes visitors to your home.
Find out about some Christian symbols for Advent e.g. Advent wreath, calendar, Jesse tree.
Use the CAFOD or Missio websites to get a religious Advent calendar. | <urn:uuid:d50e35d4-961f-49cf-8879-a73f490bc90e> | CC-MAIN-2021-04 | https://www.olst.org.uk/main/wp-content/uploads/2020/09/COME-SEE-Autumn-20.pdf | 2021-01-23T07:34:15+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703536556.58/warc/CC-MAIN-20210123063713-20210123093713-00480.warc.gz | 914,119,020 | 546 | eng_Latn | eng_Latn | 0.979304 | eng_Latn | 0.979304 | [
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Viewed: 12/01/20 02:26 PM
5 Bexley Drive • Scott Depot, WV 25560 • (304) 760-5290
Choose a Word of the Year
January 2021
Instead of making a New Year's resolution, many people pick a word of the year, which serves as motivation for daily activities as well as bigger goals. Brainstorm a list of inspirational words, such as "grow," "balance," or "reflect." After you choose a word, write it on a note and place it where you'll see it every day.
Honoring MLK
The third Monday of each January, Martin Luther King Jr. Day remembers the legacy of the American civil rights leader. It's the first federal holiday to honor an African American, and the first for a private citizen who never held a public office.
Hand Sanitizer Tip
The alcohol in hand sanitizer can cause dry skin, but don't let this stop you from using these products when soap and water aren't available. Keep your hands healthy and moisturized by using hand sanitizer, letting it dry completely, then applying a lotion or balm.
Pick a Puzzle
Jigsaw puzzles, crosswords, word searches and puzzles of every kind can be relaxing while also engaging the brain. If you're not already a puzzler, take your pick and solve one on National Puzzle Day, Jan. 29.
1961: John F. Kennedy becomes the first U.S. president to hold a live televised news conference.
1977: When a cold front barrels across Florida, snow falls for the first—and only—time in the city of Miami.
1980: American Mary Decker becomes the first woman to run a mile in under 4.5 minutes.
1991: The Persian Gulf War begins when the U.S. launches Operation Desert Storm.
2002: Twelve countries in the European Union officially change their currencies to the new euro.
2010: At 2,717 feet, the Burj Khalifa skyscraper in Dubai, United Arab Emirates, opens as the world's tallest building.
2019: Missy Elliott makes music history as the first female rapper inducted into the Songwriters Hall of Fame.
JANUARY
1906: "M'm! M'm! Good!" Campbell Soup Company registers a trademark for the red and white label design of its canned soups.
1927: Outside Chicago, the Harlem Globetrotters exhibition basketball team plays its first game.
1949: Honoring the new medium of television, the first Emmy Awards are presented at a ceremony in Hollywood.
1959: The jet age takes off as American Airlines begins the first cross-country jet service. Passengers could fly between Los Angeles and New York City in about five hours. | <urn:uuid:c7ecc5a5-3d8e-4891-9345-73b949fe0b55> | CC-MAIN-2021-04 | https://www.bellaireatdevonshire.com/wp-content/uploads/2021/01/january-newsletter-2021.pdf | 2021-01-23T08:03:51+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703536556.58/warc/CC-MAIN-20210123063713-20210123093713-00480.warc.gz | 673,777,427 | 569 | eng_Latn | eng_Latn | 0.995862 | eng_Latn | 0.996015 | [
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Topic: This is Me!
Dear Parents/Carers,
Welcome back, we hope you've had a great holiday. The children have settled in to life in Year 2 really well and we are delighted with the confident way they have come back to school after such an unsettling period.
In our new topic we will be thinking about where we belong. We will be considering in this in lots of ways– our families, clubs, countries and continent and using this as a theme throughout all of our learning.
YEAR 2 AUTUMN TERM 1
WEEKLY HOME LEARNING:
- Reading— Please return books by Friday.
- Spellings.
- TT Rockstars
Please ask your class teacher if you need assistance with usernames/passwords.
Class work will also be available on Google Classroom if your child is absent for an extended period.
OUR DRIVING QUESTION: How can we, as
citizens, inform our community about where we belong?
HOME LEARNING TOPIC PROJECT:
AS READERS:
AS MATHEMATICIANS:
We will be reading a variety of books and poems including 'Me' by Swapna Haddow. We will use these to support our comprehension and inform our writing.
AS WRITERS: We will be
learning about instruction writing based on How to Wash a Woolly Mammoth. We will be using this to create some instructions for looking after a pet.
AS COMPUTER SCI-
ENTISTS : We will be learning about coding. We will also consider the different ways to be safe online, and what to do if something worries us.
AS ARTISTS:
We will be creating self portraits. We will also be looking closely at natural materials in our environment and the different tones and textures of the season.
We will be reviewing our understanding of number and place value. This will include comparing and ordering two-digit numbers, partitioning and using our knowledge to solve problems.
AS GEOGRAPHERS: We
will be learning about the United Kingdom, it's countries, capital cities and flags. We will also be looking closely at maps – creating our own maps of our classroom and school
AS CITIZENS: We will be
talking through our experiences of the lockdown. We will also be thinking of new ways to stay safe at school and the importance of kindness.
AS ATHLETES:
We will continue to maintain our fitness, flexibility and balance with gymnastics and team games that focus on different ways of moving.
Please create a factfile, a poster or a model about destination or country that is important to your family.
This can be presented in any creative way and may include facts and information about that country.
Deadline: Thursday 15th October
KEY VOCABULARY:
Europe
United Kingdom
England, Scotland, Wales, Northern Ireland
Country
City
Town, Bournemouth
Village | <urn:uuid:cfbad259-67d0-402e-8285-05ff6ab79cee> | CC-MAIN-2021-04 | https://jewell.academies.aspirationsacademies.org/wp-content/uploads/sites/5/2020/10/Half-Term-No-Limits-Homelearning-and-Newsletter-Sheet-Year-2-Autumn-1-Final.pdf | 2021-01-23T07:06:41+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703536556.58/warc/CC-MAIN-20210123063713-20210123093713-00480.warc.gz | 384,891,496 | 575 | eng_Latn | eng_Latn | 0.998727 | eng_Latn | 0.998727 | [
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Colleen Chawla, Director
Kimi Watkins-Tartt, Director
Erica Pan, MD, Interim Health Officer
Novel Coronavirus (COVID-19) Alameda County Public Health Department Guidance and FAQ for Camps and Youth Extracurricular Programs June 12, 2020
This document provides guidance for operating day camps and youth extracurricular programs, including private and public camps, children's activity centers, church programs, sports camps, etc. Camps and youth extracurricular programs are an essential service to ensure children are receiving education, recreation, and enrichment activities while they are on a summer break from school. ACPHD wants to balance allowing these essential activities and services with the protection of staff and children, and thus recommends the following guidance outlined below.
This document answers questions about the following topics:
[x] COVID-19 Overview
[x] Alameda County Shelter in Place Order
[x] Physical Distancing
[x] Infection Control
[x] What to do when there is a confirmed positive COVID-19 case in the camp or youth extracurricular program
COVID-19 Overview
COVID-19 is a respiratory illness caused by a novel (new) virus, and we are learning more about it every day. There is currently no vaccine to protect against COVID-19. At this point, the best way to prevent infection is to minimize potential exposure to the virus that causes it. Reducing the spread of the virus through everyday practices is the best way to keep people healthy. More information on COVID-19 is available at www.cdc.gov/coronavirus/2019-ncov
The virus that causes COVID-19 is called "novel" because it has never before been seen in human beings. The full name of the virus is SARS-CoV-2. The illness caused by it is known as COVID-19. The first known case of COVID-19 was seen in Wuhan, China at the end of 2019.
Symptoms of COVID-19 include the following:
* Fever or chills
* Cough
* Shortness of breath or difficulty breathing
* Fatigue
* Muscle or body aches
* Headache
* New loss of taste or smell
* Sore throat
* Congestion or runny nose
* Nausea or vomiting
* Diarrhea
More information is available at: https://www.cdc.gov/coronavirus/2019-ncov/symptomstesting/symptoms.html
COVID-19 Transmission
COVID-19 is thought to be spread from person to person by respiratory droplets. Respiratory droplets transmitting this virus are produced mainly by coughing or sneezing, but it is likely that laughing, singing, or even talking may produce similar droplets.
Larger droplets usually fall within three feet, smaller droplets within six feet – but tiny droplet nuclei might travel farther in some circumstances. For this reason, we are recommending a minimum of six feet be maintained between people as much as feasible, recognizing that in childcare, educational, and recreational program settings, especially with young children, this may not be possible. Farther away is better. The shorter duration of interaction is also better. The risk of transmission is lower outside than indoors.
Because infectious droplets may fall onto surfaces, we can pick them up on our hands and introduce them into the respiratory tract by touching our eyes, nose, or mouth with unwashed hands. While this is not thought to be the primary way the virus spreads, we recommend frequent handwashing and frequent cleaning and disinfection of high-touch surfaces.
Limiting the number of contacts outside the household is another way of minimizing the spread of disease in a community, and often these social networks are referred to as a social "bubble." Under strict Shelter-at-Home orders, social bubbles are intended to be limited to individual household units as much as possible. As public health progresses to the gradual lifting of restrictions, the bubble can "expand" in slow increments, such as allowing children to mix in small groups with the guidelines below.
Alameda County Health Officer Shelter in Place (SIP) Order
The Alameda County Health Officer issued two Health Officer Orders on June 5, 2020, and shared the County's Reopening Plan, which shows the anticipated sequencing of allowed activities in the coming weeks and months.
How does the SIP impact the families we serve?
* Childcare and camps are permitted for ALL children, not just children of essential workers.
For more information, please contact Lisa Erickson, Alameda County Public Health at firstname.lastname@example.org
Colleen Chawla, Director Kimi Watkins-Tartt, Director Erica Pan, MD, Interim Health Officer
Colleen Chawla, Director Kimi Watkins-Tartt, Director Erica Pan, MD, Interim Health Officer
* People/families may engage in one camp and/or youth extracurricular activity for three weeks. In other words, if children participate in a one-week camp with your organization, they are not permitted to participate in another separate one-week camp with your organization or another organization within a three week period.
How does the SIP impact our camp or youth extracurricular program operations?
To the extent possible, operations must comply with the following conditions:
1. They must be carried out in stable groups/bubble of 12 or fewer children ("stable" means that the same 12 or fewer children are in the same group each day).
2. Children shall not change from one group to another. We strongly encourage the group/bubble to remain stable for at least three weeks. In other words, children should not change groups from week to week.
3. If more than one group of children is at one facility, each group/bubble shall be in a separate room. Groups shall not mix with each other.
4. Providers or educators shall remain solely with one group/bubble of children.
Stable Bubbles
Why are bubbles and/or stable groups in camps and youth extracurricular programs important?
As our County's SIP loosens and children venture out from their homes, the idea is to enter camps and youth programs with the least exposure to the smallest number of people as possible. This is why the public health department is recommending children stay with a stable bubble of up to 12 children and consistent staff. If caregivers and children frequently move from group to group, the risk of transmission increases, as they are exposed to more children from various households. Additionally, if there is a positive case of COVID-19 in the program, contact tracing becomes more difficult when there are larger numbers of staff and children comingling.
Physical Distancing
Physical distancing is deliberately increasing the physical space between people to avoid spreading illness. A distance of at least six feet is needed to prevent the spread of COVID-19.
The following recommendations should be followed to the extent possible given the age of the children and nature of the camp activities.
How do I design my space to promote physical distancing?
* As stated above, limit the number of children to no more than 12 children in a room or space
* Re-engineer rooms or spaces to put six feet between children's activity stations, tables, and chairs.
Colleen Chawla, Director Kimi Watkins-Tartt, Director Erica Pan, MD, Interim Health Officer
* Involve children in developing social distancing plans using chalk and materials – such as pool noodles and yarn – to create personal space areas.
* Involve children in developing signs, which can be used as reminders to social distance.
* Involve older children in developing social distancing space plans to practice their applied math skills.
* Ensure you have ample space in restrooms and monitor the number of children able to use restrooms to allow for physical distancing.
Can we use partitions to separate our classroom spaces?
Facilities that have large rooms can organize the space to practice proper distancing for the groups. This can include using dividers, book shelves, and staggering activities, as well as using outdoor classrooms. Proper ventilation is important and having access to fresh air. Opening windows is highly recommended.
For very large spaces like gyms and ice rinks, you might also consider a 10-12 feet buffer zone in between groups.
Do children have to maintain 6 feet physical distancing when they are in their classroom/bubble or group?
It is difficult for children to physical distance from one another and youth activities can limit the possibility of staying 6 feet apart. This is another reason why the bubble concept is so important. We expect that children will not be able to physical distance all of the time so remaining in a stable group to prevent as much co-mingling of people as possible and decreasing the possibility of the virus spreading is how we are able to manage group activities more safely.
How do I plan camp activities to promote physical distancing?
* Eliminate all-camp gatherings like campfires and sing-alongs, and other activities that bring large groups of children close together.
* Alternatively, keep small groups of children together for storytelling, and games.
* Stagger activities so no two groups are in the same place at the same time.
* Encourage individual activities like painting, crafts, and building with blocks, Legos, and other materials.
* Involve the children in developing reminder signs for hand washing, covering coughs and sneezes, or to stay six feet apart.
* Create field games or outdoor activities where you can provide wider spacing opportunities.
* Sports with shared equipment or physical contact, like soccer, basketball, baseballs, softball, and tennis, can only be played within the same stable group of children, and equipment should be cleaned daily at minimum.
Colleen Chawla, Director Kimi Watkins-Tartt, Director Erica Pan, MD, Interim Health Officer
* Swimming is permitted as long it occurs with the same stable group of children. The number of groups will be limited by the ability to keep the groups at least six feet apart from each other within a pool or body of water.
* Spend as much time and do as many activities outdoors as possible.
How do plan mealtime to promote physical distancing?
* Discontinue buffet-style food options and offer pre-packaged foods when possible.
* Stagger mealtimes to increase personal space and avoid mixing of groups.
* Set up a tent or two when weather prevents eating outside and designate separate spaces for groups of children to eat.
* Avoid sharing tables whenever possible, and clean tables in between groups.
Infection & Administrative Control
Arrival and Departure
* Stagger arrival and/or dismissal times. These approaches can limit the amount of close contact between students in high-traffic situations and times.
* Limit the presence of volunteers for classroom activities, mystery readers, cafeteria support, and other activities unless they can remain stable within one group.
* Establish procedures for drop-off and pick-up to maintain physical distancing. Consider moving the sign-in station outside the facility. Provide hand sanitizer or handwashing facilities to use before and after families sign in and out. Do not share pens. Ask parents to bring their own pens when signing children in and out. If check-in is electronic, clean and disinfect the screens or keyboards frequently.
* Implement drop off services to avoid parents coming into the camp or recreation facility.
Planning for Staff Training and Absenteeism
* Plan for absenteeism of staff and children.
* Identify critical job functions and positions, and plan for alternative coverage by crosstraining staff.
* Determine what level of absenteeism will disrupt continuity of programming.
Create a communications plan for the families you serve
* Include strategies for sharing information with staff, children, and their families.
* Include information about steps being taken by the camp or program facility to prepare, and how additional information will be shared.
* Share resources with the school or camp community to help families understand how to prevent spread and when to keep children home.
Colleen Chawla, Director Kimi Watkins-Tartt, Director Erica Pan, MD, Interim Health Officer
* Any communication to children and families should include information that helps them make safe, informed decisions and educates them on how to remain healthy.
* Children and families should avoid close contact with those who are sick.
* Encourage families to talk to children about simple, but effective prevention tips, such as covering coughs and sneezes with a tissue or sleeve (not hands), wearing face coverings when around others, and washing hands frequently
Distribute the following fact sheets and resources to children (where age-appropriate), their families, and staff:
* General CDC fact sheets to help staff and students' families understand COVID-19 and the steps they can take to protect themselves:
o What you should know about COVID-19 to protect yourself and others
o Prevent the spread of COVID-19 if you are sick
o Stop the spread of germs – help prevent the spread of respiratory viruses like COVID-19
Health Screening
* Screen children and staff for fever or cough daily, before entering the program.
* Children or staff who are sick with other illnesses that meet the usual exclusion criteria should also stay home.
* If a staff member or child shows signs of respiratory illness (a new cough, complaints of sore throat, or shortness of breath), a fever of 100°F or above, they should enter a separate room, or be safely isolated with a staff member, and be sent home as soon as possible.
* Seek medical care immediately if symptoms, such as a high fever or difficulty breathing, become more severe.
Stay Home when Sick
* Staff and children should stay home when they are sick.
* If a child or a staff member has a new cough or other illness symptoms, they should not come to school even if they have no fever. It is not uncommon for people, including children, with COVID-19 to have cough without fever, especially early in the course of illness.
* Encourage staff and families to get tested for COVID-19 if they are sick
When is it safe to return to camp or my youth extracurricular activity?
Ill children or staff should not return to work or program until:
a. Their respiratory symptoms are improving
b. They have had no fever for 72 hours without the use of fever-reducing medicines, and
c. At least ten days have passed since illness onset.
Colleen Chawla, Director Kimi Watkins-Tartt, Director Erica Pan, MD, Interim Health Officer
Hygiene
Adapted from: https://campnurse.org/wp-content/uploads/2020/03/COVID-19-Webinar-
Questions.pdf
* Children and staff should wash hands with soap and water or use alcohol-based hand sanitizer containing at least 60% alcohol (if hands are not visibly dirty) before and after eating, drinking, touching eyes/nose/mouth, toileting or diapering, and physical contact with each other. Keep soap dispensers filled. For more information click here: Handwashing: Make it Really Effective
* Children and staff should cover coughs with a sleeve or tissue. Keep tissues and "no touch" trash cans close by.
* We know humans (especially children) appreciate touch and we are relational beings. Consider how we might encourage elbow bumps, or "fist bumps from afar".
* Children will use touch since nonverbal communication is 80% of our messaging. Think about ways to encourage handwashing or hand sanitizer after touch and make it part of the fun experience.
Do staff and children need to wear masks?
Staff are required to wear face coverings, and children in a camp and/or youth extracurricular activity are strongly encouraged to wear face coverings unless they cannot tolerate wearing one. The use of face coverings in children under the age of 12 must be subject to adult supervision.
How do I wash my face covering?
Face coverings should be washed frequently with detergent and hot water and dried on a hot cycle. Ideally, wash your face covering after each use, and have a dedicated laundry bag or bin. Make sure the covering is comfortable – you don't want to have to keep adjusting the mask, which means touching your face. Always wash your hands, or use hand sanitizer, before AND after touching your face or face coverings.
When children are engaging in rigorous physical activity do they need to wear a mask?
They do not need to wear a mask while they are engaging in rigorous physical activity within their stable bubble.
What are the recommended cleaning and disinfecting practices?
The Center for Disease Control (CDC) recommends the following practices:
* Facilities should develop a schedule for cleaning and disinfecting. An example can be found here: https://nrckids.org/files/appendix/AppendixK.pdf
* Routinely clean, sanitize, and disinfect surfaces and objects that are frequently touched, especially toys and games. This may also include cleaning objects/surfaces not ordinarily
Colleen Chawla, Director Kimi Watkins-Tartt, Director Erica Pan, MD, Interim Health Officer cleaned daily such as doorknobs, light switches, classroom sink handles, countertops, nap pads, desks, chairs, cubbies, and playground structures. Use the cleaners typically used at your facility. If surfaces are dirty, they should be cleaned using a detergent or soap and water prior to disinfection.
* Use all cleaning products according to the directions on the label. For disinfection, most common EPA-registered, fragrance-free household disinfectants should be effective.
* If possible, provide EPA-registered disposable wipes to staff members so that commonly used surfaces such as keyboards, desks, and remote controls can be wiped down before use. If wipes are not available, please refer to CDC's guidance on disinfection for community settings.
What to do when there is a confirmed positive COVID-19 case in the camp or educational/recreational program
1. If you are made aware of a confirmed COVID-19 case before the public health department, please immediately contact Lisa Erickson, Schools and Childcare Liaison at ACPHD, email@example.com; (510) 775-4485, or the ACPHD Acute Communicable Disease Control program at 510-267-3250.
2. If you cannot reach anyone from ACPHD in a timely manner, consider dismissal of children and most staff until ACPHD can work with the program to determine appropriate next steps, including cleaning and disinfection of the facility, and whether an extended dismissal duration is needed to investigate and stop or slow further spread of COVID-19. ACPHD recommendations for the scope and duration of dismissals will be made on a case-by-case basis using the most up-to-date information about COVID-19 and the specific cases in the community.
3. Lisa Erickson will provide guidance and will answer any questions you may have about the ACPHD COVID-19 contact investigation process and can serve as a liaison between Alameda County Public Health Department investigation and the program.
4. Administrators will be asked to help identify adults or children who may have had contact within six feet of the ill individual for more than 15 minutes during the time period between two days prior to when the individual's symptoms appeared and the last time the individual attended the camp, educational or recreational facility. Regardless of how long the facility remains closed, close contacts should homequarantine for 14 days from the last date of close contact. If any of them develop a fever, cough or shortness of breath while in quarantine, they should contact their health care provider to seek evaluation and testing, and follow the return to work/camp/program guidance outlined above.
Colleen Chawla, Director Kimi Watkins-Tartt, Director Erica Pan, MD, Interim Health Officer
5. If you determine there is a need to communicate this information to families in your camp or program community, prepare a letter. Please e-mail firstname.lastname@example.org to request a letter template.
6. When developing your communication, be mindful of:
* Confidentiality when releasing details about the case. Balancing that with transparency is critical.
* Avoiding messages that stigmatize a site or group of people.
Additional Resources and Information:
For additional Alameda County guidance around childcare and schools on issues visit http://www.acphd.org/2019-ncov/resources/childcare-schools-colleges.aspx
American Camp Association https://www.acacamps.org/resource-library/coronavirusinformation-camps?utm_source=homepage&utm_medium=click&utm_term=coronavirus
Association of Camp Nursing https://campnurse.org/wp-content/uploads/2020/04/COVID-19- FAQs_april20.pdf https://campnurse.org/educa t i on -a n d-resources/covid-19-considerations-for-camp/
Centers for Disease Control Suggestions for Youth and Summer Camps
https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/summercamps.html
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A conversation with illustrator
Christopher Cyr
Christopher Cyr talks about his debut picture book, Who Will Bell the Cat? , one of Patricia C. McKissack's final books.
★ "Cyr, in his debut picture book, creates an atmospheric and precarious landscape through brilliant use of shadow and color."
—Kirkus Reviews, starred review
Christopher, please tell us about Who Will Bell the Cat?
Who Will Bell the Cat? is the story of a group of mice who live peacefully in a barn. When they take in a cat one cold winter evening, they are surprised to find that all Marmalade wants to do is exactly what cats do best—hunt mice. After a hasty meeting the mice decide they must tie a bell around her neck so that they can hear her coming; getting the job done, however, is more difficult than they thought.
You're a graduate of the Rhode Island School of Design's illustration program. Tell us about your process for creating the illustrations in Who Will Bell the Cat?
My illustrations always start with sketching. For this book, after deciding on the looks of the main mice and researching old barns in my area, I drew the layouts of each page on paper. From there I scanned them into the computer and began adding value, and eventually color digitally in Adobe Photoshop. Digitally painting the image until it comes together is always my favorite part of the process—adding in all the small details and textures.
Ages 4–8 | $17.95
ISBN: 9780823437009
E-book Available
What inspired you to illustrate, and when did you know you would become an illustrator?
When I was young I loved picture books. I would spend much longer on books with pictures than books without because I would take my time absorbing everything the illustrations had to offer. My inspirations for my artwork come from everything in my world around me; from my home and life, games and movies, my imagination and the things I read. When I realized my art could be a wonderful fit for children's books like the ones I consumed with such fervor as a child I thought it would be a great way to tell the stories I wanted to tell and create the worlds I wanted to create.
What makes this book special to you? What impression do you hope it will leave with young readers?
This book is special to me not only for being my first book but also because I grew up among old barns like the one the mice live in. It feels almost nostalgic to me, like it has all the little pieces of the barns I've visited. I hope the young readers who enjoy my illustrations in this book are able to feel like they could jump into the pictures with these mice and escape to this world.
Which spread from Who Will Bell the Cat? is your favorite?
My favorite spread in the book is when Wee, Tiny, and Teeny Mouse are nearly caught by Marmalade when Teeny Mouse sneezes and wakes the cat from her slumber. I think it's a very exciting moment in the book, which I tried to bring to life with a big pop of red, and it still makes me laugh a little when I see it.
What was your favorite book growing up?
The Fat Cat: A Danish Folktale by Jack Kent. It may not be the most well-known children's book, but the humorous story and quirky characters kept me entertained and delighted as a child. I bet Marmalade and the cat in that book could have been friends!
What would be your dream book to illustrate and why?
This has me overwhelmingly stumped! There are just so many stories I'd love to illustrate it's hard to pick just one. Fairy tales and folklore were always a favorite of mine, so anything in that realm—especially anything involving dragons—would make my inner child proud.
About the Author
CHRISTOPHER CYR is an artist from New England. He graduated from the Rhode Island School of Design and is also trained in animation.
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Year 4: Long Term Plan Fiction
Unit Titles
Moon Seeds
Through Beauty's Eyes
Foundling
Once Upon a Time There Was a
Turning the Key
Playing Cards in
| The First Men in the Moon by H.G.Wells | Black Beauty by Anna Sewell | Over the Hills and Far Away by Hilary McKay Blackberry Blue by Jamila Gavin | Pinocchio by Carlo Collodi | The Secret Garden by Frances Hodgson Burnett |
|---|---|---|---|---|
| Understand how H.G.Wells creates the wonders of life on the moon and know more about powerful descriptive writing. Explain, debate and invent ideas. Write an strong opening, with a focus on setting. | Know how narrative viewpoint influences the reader’s perspective. Understand first person narration. Write a story from an animal’s perspective. | Understand how one fairy tale can be told and retold in different ways. Write a fairy tale. | How does comedy help to shape the narrative of a famous story? Create an unusual fantasy character. | Build effective tension in writing. Write a suspenseful opening, with a focus on setting and plot. |
compound sentences (BOYS
conjunctions
) "Up here, it other punctuation to indicate
had cared to check direct speech.
on her, if
she'd was so clear that Earth was
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4.4 Point of View
Hip and Hop are climbing a mountain. Hop is exhausted.
Hop: Hop is tired. Hop wants to go to sleep now.
Hip: (Looking down at Hip). What are you doing?
Hop: Hop is using the 3 rd person.
Hip: Why?
Hop: Hip wants to forget about this bad situation.
Hip: Well, if you're going to use 3 rd person point of view, you should probably understand 1 st person point of view.
Hop: Point of view?
Hip: Point of view is basically the perspective of who's telling the story.
Hop: You mean the narrator?
Hip: Exactly. If we have a 1 st person point of view, our narrator is the main character in the story, and we know its 1 st person point of view because we read pronouns like "I" and "me." When an author chooses to use 1 st person, the reader is able to get inside the main character's head and know what he or she is thinking.
Hop: Yeah. I know what kind of books you're talking about. I like those kinds of stories because it feels like I'm in the story. It's almost like when I read "I" and "me," I think the story is really happening to me.
Hip: Sometimes that's why an author chooses to write using a 1 st person point of view.
Hop: Now that I know there is a 1 st person point of view and a 3 rd person, is there a 2 nd person point of view?
Hip: There is, but it isn't used very much.
Hop: Why?
Hip: Because the 2 nd person point of view uses the "you" pronoun. It's like the narrator is talking to the reader.
Hop: Weird.
Hip: It's kind of like when you're watching a movie, and a character in the movie looks into the camera and talks to you.
Hop: Okay, so 2 nd person point of view is when the narrator is talking directly towards the reader, but it isn't used much
Hip: It's kind of a weird feeling when you see 2 nd person.
Hip: (turns to face and talks to audience) It would feel strange if I just started talking to you all wouldn't it?
Hip: (faces Hop again) I usually like writing in 3 rd person because I want a more objective voice; I just want to describe the actions without adding my personal opinion.
Hop: Using 3 rd person point of view can be pretty fun.
Hip: 3 rd person means that someone outside of the main character is telling the story. You can tell that an author is using 3 rd person point of view when you see the pronouns "he," "she," "they," "their;" or when the characters are all referred to by name. If someone was reading what you were saying before, they would identify it as 3 rd person, because they would read, "Hop is tired. Hop wants to go to sleep now." The narrator is speaking like he or she is outside of the situation.
Hop: I just thought of something. If the main character isn't telling the story, who is the narrator in 3 rd person point of view?
Hip: That depends. There are two types of 3 rd person narration: 3 rd person limited and 3 rd person omniscient. 3 rd person limited is usually when a character in the story is the narrator, so we only know what that character knows. Think of it as if there was someone following us around this jungle, writing about everything that we do and say. The narrator would only be able to describe what he or she could observe. A person running around in the jungle couldn't see into our minds, right?
Hop: That's true. So 3 rd person limited is when the narrator describes what's happening to the main character, but is limited because the narrator doesn't know what that character is thinking.
Hip: It can be a lot of fun to read these types of stories because we have to use the descriptions to fi gure out how the characters are feeling; there's a little bit of mystery in these stories because we don't know everything.
Hop: But Hip, I've read a bunch of stories where the narrator seems to know everything.
Hip: Those stories are written from 3 rd person omniscient point of view. In omniscient, the narrator knows everything: the past, the future, and what characters are thinking. A lot of people call this the god point of view because the narrator seems to know everything about everything.
Hop: Why do authors use this point of view?
Hip: Sometimes an author wants to be able to jump inside the heads of all the characters and directly reveal information to the reader that 1 st person and 3 rd person limited wouldn't be able to.
Hop: Okay. In 1st person narration, the reader only knows what the main character reveals or knows. In 3 rd person limited narration, the reader only knows what one of the characters in the story witnesses or discovers. However, in 3 rd person omniscient, the reader can learn anything about any characters; including what they are thinking.
Hip: You've got it.
Hop: I'm kind of like the 3 rd person omniscient narrator, because I know everything.
Hip: Do you know that you're about to step in a hole and fall down the mountain?
Hop: Wha….
Hop slips and starts to roll down the mountain.
Author – Jonathon Philipp
Post-Reading Activity
A. Defi ne the following point of views: 1 ST Person, 2 ND Person, 3 RD Person Limited, or 3 RD Person OMNISCIENT.
B. Label the following sentences as either 1 ST Person, 2 ND Person, 3 RD Person LIMITED, or 3 RD Person OMNISCIENT.
1. A smile formed as she delicately removed the book from the shelf.
2. When she removed the book from the shelf, she was very happy because she fi nally found the book her mother gave her.
3. I removed the book from the shelf as quickly as I could.
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AMERICA'S CHRISTIAN HERITAGE
1/28/2018
We are continuing to look at the foundational truths upon which our nation was erected.
I. THE PURITANS PLACED LARGE EMPHESIS ON CHRISTIAN FAMILIES
A. Governor John Winthrop said that as the community was a large family, so the family was a small community.
B. John Cotton said; "It is thy part to see to it that thy children and servants be God's people."
C. Cotton Mather said; "Well ordered families naturally produce a good order in society."
D. James Fitch; "Such as families are, such at last the Church and Commonwealth must be."
II. THE CHRISTIAN BACKGROUND AND THE DECLARATION OF INDEPENDENCE.
A. Religious publishing and secular publishing.
1. Religious publishing outnumbered secular publishing by a factor of four to one.
2. Before 1750 one half of all printed literature was sermons.
3. The most quoted book of the Bible was Deuteronomy.
B. When the British closed the port of Boston, Massachusetts, Connecticut, and Virginia immediately called for days of prayer and fasting.
C. Evidence abounded that God was using the British persecution to unite the colonies.
1. Gifts of food were sent to Boston.
2. Encouraging letters were also sent to Boston.
3. Boston was encouraged to "Stand firm, and let your intrepid courage show to the world that you are Christians."
D. At the beginning of putting together the Declaration of Independence there was some disunity;
1. Then as now some were concerned that if a specific religious order offered prayers some would be offended.
2. At that august meeting Sam Adams stood and said; "He was no bigot, and could hear a prayer from any gentlemen of piety and virtue who was at the same time a friend to his country."
E. The Massachusetts legislature exhorted the people of Massachusetts to be "Altogether solicitous that no disorderly behavior, nothing unbecoming character as Americans, as citizens, and Christian, be justly chargeable to us."
F. On March 6, 1774 John Hancock stated; "Whilst we are using the means in our power, let us humble commit our righteous cause to the great Lord of the Universe…let us joyfully leave our concerns in the hands of Him who raises up and puts down the empires and kingdoms of the earth as He pleases."
G. In December of 1774 the Massachusetts Congress asked the assistance of "The pastors of the Churches of Christ."
H. John Hancock on April 15, 1775 called for a day of prayer and fasting when he stated; "In circumstances dark as these…all confidence must be withheld from the means we use and reposed only on that God who rules in the armies of heaven, without whose blessing the best human councils are but foolishness and all created power vanity."
I. In Massachusetts one of the great Puritan Pastors was Jonas Clark:
1. Possibly the War for Independence had its beginning there because of him.
2. When the war began he had for nearly 60 years been a faithful pastor there.
3. Clark's home was a frequent meeting place for Patriot Leaders.
4. Clark wrote every position paper on issues of liberty and government for the town.
5. For years Pastor Clark had taught the townspeople the Biblical right of a Christian people to defend themselves against tyranny, even by force of arms if necessary.
6. When Pastor Clark was asked if his people could defend themselves against the enemy he said; "I have prepared them for this very hour."
7. When the British began their attack against Boston ministers came from New Hampshire, Massachusetts, Vermont and other places to join in the fight.
III. WHAT HISTORIANS SAID ABOUT THE INFLUENCE OF PASTORS AND THE BIBLE.
A. John Wingate Thornton; "The Bible was the chief textbook of the fathers of the Republic: and to the pulpit, the Puritan pulpit, we owe the moral force which won our independence."
B. Alice Baldwin: "The Constitutional Convention and the written Constitution were the children of the pulpit."
C. Ellis Sandoz: "Biblical fingerprints are everywhere, throughout this period."
D. George Whitefield:
1. Preached that "God is no respecter of persons."
2. Preached that "Whether someone was high born or a commoner educated or ignorant, rich or poor, black or white," made absolutely no difference in terms of the salvation of that person's soul.
3. His preaching created the democratic idea that before God all men are equal.
E. Historians have stated that Biblical teaching shaped the thinking of New Englanders about government for 126 years prior to the Declaration.
F. Biblical teaching created the American attitude about freedom and why it was worth fighting and dying for.
1. The essence of the Christian faith is that Christ died to set us free from the tyranny of sin—in His own words; "I came to set the captives free."
2. It is but a small step from understanding that God wants His children free from the tyranny of sin, to believing that He wants them free from all manner of tyranny.
3. The primary motive for the coming of our forefathers to America was to create a society where they could live in religious freedom.
4. Those who came before us were not about to surrender their political freedom which was based on their religious freedoms.
IV. PRAYER BECAME A VITAL PART OF The LIVES OF THE COLONIST.
A. From the moment a crisis was recognized they were known as a people of prayer.
B. Three instances of crisis where prayer was initiated.
1. At the beginning of the preparation for the Declaration Of Independence on September 7, 1774 they prayed.
2. On April 15, 1775 in Massachusetts John Hancock called for a day of prayer and fasting.
3. Jonathan Trumbull called for a day of prayer and fasting in Connecticut on April 19, 1775.
C. As war with Britain approached, Americans got down on their knees and sought God's help.
D. During those crucial days of gaining our independence;
1. Over one thousand days of special called days of prayer were offered.
2. They called for days of prayer and fasting.
3. This would be followed by special called days of prayer and thanksgiving.
4. In a letter to his wife, John Adams said, can you imagine with the New England people praying, what great things God is about to do for us.
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Gorseybrigg Primary School and Nursery
Curriculum Matters
Term Spring 1 Year Group 5 Teacher Mrs R MacLeod
Please note that not all subject areas will necessarily be taught each term and we cannot write down everything we teach!
Topic
Blast Off!
This term we will be learning about our solar system with particular emphasis on:
- Space travel and rockets
- Famous space scientists
- The earth, sun and moon
Following on from our astronaut training day, children will find out more about the lives of space explorers, learn about the possibility of space travel and write a holiday brochure for Mars.
Literacy
We will read and write instructions and explanations including game rules, recipes and 'how to' guides, with an emphasis on organisation and clarity. We will look at news stories about space and write our own article and promotional leaflet.
Our class book is 'George's Secret Key to the Universe' by Lucy and Stephen Hawking.
Our grammar focus is the use of language and verb forms to express possibility while in spelling we will be concentrating on Y5 and Y6 compulsory spellings.
Numeracy
We will be following the National Mathematics Curriculum for Year 5.
The topic for this term is fractions. This will include:
- Comparing and ordering fractions
- Adding, subtracting and multiplying fractions
- Identifying equivalent fractions
- Converting between mixed numbers and improper fractions
- Solving fractions problems and puzzles
Art and Design Technology
In art, children will use paint to create abstract backgrounds for rocket pictures and look at how artists have represented the sky.
In Design Technology, children will make scale models of the solar system.
Science
Our science lessons will be linked to our topic. Children will find out how the relationship between the earth, sun and moon creates day and night and the seasons of the year. They will learn more about planets, stars and eclipses. Creating graphs to show daylight hours, temperature changes and distances will link their science learning to maths skills.
PE and GAMES
Our class will be participating in the Derbyshire 560 sport and healthy lifestyle programme, taught by an external specialist. Please ensure that children have suitable warm clothing for PE as w will be working outside unless it is actually pouring with rain or snowing!
Helping at Home
Topic
Help at home to enhance your child's interest and knowledge in our space topic would be great. You could look together for media stories about space, explore the European Space Agency website (great section for children), spot constellations on a clear night and even visit the National Space Centre in Leicester if you would like a family day out!
Reading
Please make sure your child reads regularly – this is a crucial element of their educational success. We will be launching a whole school reading initiative early in the term and it would be great if you could give this your support at home as it is designed to promote reading for pleasure outside school.
Spelling
The spellings that children bring home are linked to regular spelling work at school. Please help your child to learn these, use them in sentences (orally is fine!) and discuss the spelling patterns and rules with them.
Maths
Any work done at home on fractions would be great. This could be in done in the context of money, length, weight or capacity. Helping children see fractions visually (cakes, recipes, pizza!) will support them in better understanding of the topic. | <urn:uuid:95b90e3f-6988-4061-8a47-6e9899ce4697> | CC-MAIN-2018-09 | http://gorseybrigg.co.uk/jan_18/y5_curriculum_matters_space.pdf | 2018-02-18T20:10:56Z | crawl-data/CC-MAIN-2018-09/segments/1518891812259.18/warc/CC-MAIN-20180218192636-20180218212636-00310.warc.gz | 156,077,492 | 702 | eng_Latn | eng_Latn | 0.96958 | eng_Latn | 0.998813 | [
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TRAMPOLINE
Jumping on the trampoline can serve many purposes. For some children, it is calming. For others, it can wake them up and get them participating. There is also a lot of natural communication that can happen while preparing, jumping, and transitioning to/from the trampoline. Read below for some more ideas.
CORE WORDS
MATERIALS
Model It on the AAC Device
One Word:
Two Words:
Three (+) Words:
Active with AAC
| Reasons to Communicate | One Word | Two Words |
|---|---|---|
| Getting Wants/Needs Met (requesting objects/activities/ permission/attention, etc., directing action/to stop, request help) | Go Do Help On Off Take Get Turn | Get on Get off My turn Help me Up here Get up You do Look me |
| Exchange Information (share and show objects, confirm/deny, request information, etc.) | Like Go Stop Help Turn On Off More Fun High Can | Get on Get down Don’t help Don’t jump Help me Want more Can I? Jump high Jump on Take off You jump |
| Social Closeness/Etiquette (greet, take turns, comment, etc.) | I You Like Go Up Down High Fun Cool | I like I do You do My turn Get on I stop That fun It cool Like it |
Tips to Engage, Expand, and Succeed:
* Jumping on the trampoline can be so much fun for many kids and can be a great way to teach some basic concepts, verbs, adjectives, and more language.
o Focus on words like: up/down, on/off, high/low, get, get on, jump, take
* You can also focus on and model what you say before and after jumping on the trampoline.
o For example: Take off your shoes, Get on the trampoline, Jump high, Keep jumping Let's get down,
* These routines are great for learning new words. It is okay to repeat yourself! Children need multiple repetitions to learn new words and concepts. After time and multiple repetitions, you can slowly start to change your routine, add new words and concepts, and grow language.
* Set limits. Don't let the child jump on the trampoline forever with no end in sight. Make jumping a structured task. They can jump a certain number of times, before they have to ask for more. Set a timer and make them stop when it goes off. The child must ask for more in some way.
o Check in with how they feel each time they stop jumping. Are they tired? Do they want to stop? Do they want more?
© 2019 PRC-Saltillo. Non-commercial reprint rights for clinical or personal use granted with inclusion of copyright notice. Commercial use prohibited; may not be used for resale. Contact PRC-Saltillo for questions regarding permissible uses.
SymbolStix®, Copyright 2019, SymbolStix, LLC. All rights reserved. Used with permission. | <urn:uuid:cf357fa5-9f24-47f3-99cb-d6b09f467327> | CC-MAIN-2021-04 | https://saltillo.com/downloads/chat/active-with-aac/Active%20with%20AAC%20-%20Trampoline.pdf | 2021-01-23T08:24:38+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703536556.58/warc/CC-MAIN-20210123063713-20210123093713-00486.warc.gz | 538,819,284 | 627 | eng_Latn | eng_Latn | 0.997444 | eng_Latn | 0.997444 | [
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A Virtual Museum of Computing History: an educational resource bringing the relationship between people and computers to life
Geoff Berry
Judy Sheard
Marian Quartly
Faculty of Arts Monash University Melbourne, Australia
email@example.com
Faculty of Information Technology Monash University Melbourne, Australia
Faculty of Arts Monash University Melbourne, Australia
firstname.lastname@example.org
Abstract
Teaching computing history is widely accepted as an important way of helping IT students to better understand their field, especially in its context as an integral part of modern culture. While physical museums have proven constructive in this, the Monash Museum of Computing History (MMoCH) is developing a Virtual Museum Project (VMP), bringing its physical exhibits to life with computer-generated animation. The viewer's human relationship with computers is placed in the context of current developments by way of a short journey into space exploration. The 'virtual tour' takes in the Ferranti Sirius, the PDP-9, and the hand-held HP-65, before concluding back on earth, in the very computer screen before the viewers, who are thus encouraged to recognise their relationship with computing in the dynamic (ongoing) history of IT.
email@example.com but do not bring them to life. An especially successful example can be found at the Computer History Museum website (Computer History Museum, 2010). Others, such as the virtual museum described by Giangrandi and Mirolo (2006), employ an animated guide to help visitors negotiate their way through a virtual environment. This is meant by design to be an abstract exercise, with the idea of a museum being used as a metaphor to help students become immersed in their engagement with the materials. Another example of a virtual museum is the Virtual Museum of Computing, which is, in effect, a collection of links to information about historical computing artifacts and events (Virtual Museum of Computing, 2010).
Keywords: history of computing, computer science education, animation, computing museum.
1 Introduction
The idea that students of computer sciences should have some understanding of the cultural as well as technical aspects of their field has been recognized as vital to the future of academic studies in the discipline (Giangrandi and Mirolo, 2006; Lee, 1998; Medina, 2004). Physical museums of computing history go a long way towards introducing students to these societal contexts (Williams, 2003). Some museums also include online or virtual tours to complement the physical exhibition. These are usually static representations of the physical museum, which are easily accessible resources that illustrate the collections
Copyright © 2011, Australian Computer Society, Inc. This paper appeared at the 13th Australasian Computer Education Conference (ACE 2011), Perth, Australia. Conferences in Research and Practice in Information Technology (CRPIT), Vol. 114. J. Hamer and M. de Raadt, Eds. Reproduction for academic, not-for profit purposes permitted provided this text is included.
The Virtual Museum Project (VMP) responds to the challenge of creating and implementing a virtual museum of computing history that goes beyond these approaches. It is designed to bring items from a physical exhibition to life, in a computer-generated animated sequence that is related to real world history and the immediate cultural context of the viewer. The first stage of the VMP constitutes an animation featuring three of the major items on exhibition in Monash University's Museum of Computing History (MMoCH), which is housed on Monash's Caulfield campus in Melbourne, Australia. These items are the Ferranti Sirius (1962), the PDP-9 (1969), and the hand-held HP-65 (1973). The VMP follows the MMoCH's chronological, narrative approach to the presentation of computing history, focusing on the speedy evolution of the computer, in just over a decade, from a bulky, room-sized behemoth to a hand-held device (Ainsworth, Sheard, and Avram, 2008a).
The VMP animation traces this evolution with a journey that begins with the installation of the Ferranti Sirius in the physical museum, and then leaves earth to explore space, before finally returning the viewers to their own computer screen. Thus they are invited to follow a particularly exciting period of computing history, from the early '60s to the early '70s, that brings to life not only the speed of computing evolution but the way these past developments relate to the viewers' own experiences with computers today.
The VMP animation thus highlights the way the relationship between people and computers has changed our experiences of space. Modern technological evolution has resulted in computers becoming exponentially more powerful and accessible, even as they have reduced in size; meanwhile, international communication has become commonplace, such that the world itself seems smaller. The items chosen for display in the VMP animation reveal the rapidity and extent of this evolution, while the animated narrative places today's student of computer science in its ongoing context.
The VMP design allows for future development of other dimensions of the museum experience, for example animations which link exhibits across museums. This first stage concentrates on a brief but exhilarating animated journey outside of the architecture of the physical museum. This paper outlines the development of this exciting educational resource, gives a brief description of its pedagogical use to date, and presents ideas for its future evolution.
2 Background and Motivation
The interface between the individual and the computing technology now available to them continues to become more accessible and immediate with every passing year. This proximity – experienced with the desktop PC, portable laptop, reading tablet and even more ubiquitous applications – raises important questions about the relationship between people and computers.
The MMoCH was established in 2001 at the Caulfield campus of Monash University in Melbourne, as a way of exploring these themes in an educational context. The physical museum is unique in that it preserves an evolutionary trajectory of computing both in the wider community and specifically in terms of Monash University's own history of information processing. In exhibiting major artifacts of the technologies involved in this history it makes a significant contribution to their conservation, while acting as an educational resource for school and university students, as well as the wider community (Ainsworth, Avram, and Sheard, 2010).
A chronological organization was chosen for the MMoCH exhibition because this helps to fill in the gaps often perceived between students' appreciation of the technological power of computing and their personal relationship with computers. The MMoCH sought to develop a narrative that would explore the rapid ascent of the 'information revolution,' such that a bridge could be formed between the original technological objects and their cultural context (Ainsworth et al., 2008a; Ainsworth, Sheard, and Avram, 2008b). This approach is supported by Giangrandi and Mirolo's (2006) recent study, which reveals that students of computer science have difficulty placing the history of the technological artifacts (about which they are curious) in a historical perspective. As these authors conclude, such educational efforts can help to change students' attitudes toward knowledge, "so that they will not miss opportunities to broaden their cultural horizons" (p.305). (Giangrandi and Mirolo, 2006)
A thematic motivation for the VMP was provided by the stated aim of the MMoCH to explore the relationship between people and computers. Computing has had a significant impact on the way we do business, run government, supply education and live our everyday lives because it has changed the way we communicate, handle, use and disseminate information. Educational resources such as the VMP can help students, amongst others, to find perspective amongst the social upheavals and dramatic changes in employment patterns and workplace cultures that have accompanied adoptions of this technology (Katz, 1995). Such study helps promote understanding of the societal, economic, and political contexts for the development of computing technology (Katz, 1995).
With judicious choice of exhibitions and a creative narrative approach, then, the relationship between computing power and human culture can be explored. In this way, students learn from IT history as well as from its applications and new developments, as proposed by John Impagliazzo and John A N Lee, consistent advocates for the teaching of computing history (Impagliazzo and Lee, 2004; Lee, 1996a; Lee, 1996b; Lee, 1998). While the MMoCH achieves this as a physical museum, its development into the virtual world allows for a significant expansion in its explanatory and pedagogical powers.
The motivation behind the VMP animation is inspired first and foremost by the Museum's role as a teaching facility. School and university students today typically respond well to computer-animated displays, interactive graphics, and any foray into the world of virtual reality. In this they form part of an ongoing history of people for whom computers became a matter of personal, as well as institutional, use (Ensmenger, 2004). With this in mind it seemed logical that a museum dedicated to education about computing history should utilise the kinds of graphic displays preferred by its intended audience of school students and young adults.
Furthermore, the VMP is an enhancement to the physical MMoCH. The teaching of computing history in its sociocultural context gains from having the technologies discussed available for students to observe or handle. It is useful to have concrete objects to teach abstract concepts, as evidenced when the study of logarithms is aided if students can perform calculations on a slide rule or Napier's bones (Williams, 2000). An example of this approach is the use of an operational PDP-11/10 computer to reinforce the teaching of computing topics such number systems and machine languages (Harms and Berque, 2001). The VMP puts viewers in direct relation to the concepts behind IT evolution by placing the concrete use of computers in the context of the history of computing.
The VMP is designed, then, with two aims firmly in mind: to help students understand the history behind the very activity they are engaged in when viewing the animation, and to increase accessibility to the physical resource of a computing history museum, thereby making it more widely available as an educational tool. The VMP allows computer science students to broaden their knowledge of their own field in an interesting way. While the very nature of computer technology is concentrated on rapid evolution, this tendency to look forwards to the future can too easily discard lessons from the past. The VMP, in its animation, concentrates on the way computers have been used to change our world in the past, and how this leads directly to the way things are today. In this sense it fosters understanding of the rationale behind IT development, as well as its technological features (Zhang and Howland, 2005). The animation can be used in different computing classes such as programming, interface design and computer technology to challenge the students' understanding of the development of computing and reflect upon its relationship to education, work and society. It is left without spoken narration so that lecturers can adapt their own commentary, depending on the specific purpose of their class, and students can make their own interpretation of the history displayed.
3 The Exhibits
While the MMoCH tracks computing history from the earliest computing devices such as the abacus, the VMP begins in more recent history, choosing three signal moments from the early '60s to early '70s and linking them in an animated narrative. Following are the three machines chosen from the MMoCH that appear in the VMP. The images shown are still shots from the animation
3.1 The Ferranti Sirius
The Ferranti Sirius was the first computer installed at Monash University. The model currently on display at the MMoCH is the original one pulled from the crate upon its delivery in 1962 (Figure 1). This momentous occasion was marked with the kind of transport and loading equipment we expect today for a baby elephant or small power substation. Trucks that are now considered classic models, a crane such as we witness in silhouette against the city skyline, and working men directing the delicate operation in their fashions of the day all combine to give a picture of the time. These images form part of the Ferranti Sirius display in the MMoCH, as photographs on backboards and as information panels accompanying the actual computer, and are incorporated from the original materials into the VMP animation.
Figure 1 The Ferranti Sirius computer being prepared for transportation
The Sirius in operation certainly required some handson attention. Input was via paper tape which had to be hand-fed into the Creed Paper tape reader, after being punched in the patented Ferranti Westrex paper tape punch. This tape punch, along with a beautifully styled clock (now known as 'retro') and the working innards of the computer, a mass of wires and transistors looped together to carry the binary signals from input to result, are amongst the parts on display in the museum and used in the animation (Figure 2).
The technicians would arrive each morning, allowing a couple of hours to calibrate the acoustic delay line storage by hand (which certainly makes the time it takes for our desktops to boot up pale into insignificance by comparison!). The power of the Ferranti Sirius, in all its magnificent bulk, equaled around 1/100,000th of the computing power offered by the modern personal computer.
3.2 The PDP-9
The second major artifact chosen for the VMP is the PDP-9, a stylish burnt orange cabinet model made by the Digital Equipment Corporation (Figure 3). The PDP-9 Programmed Data Processor (PDP) was the name of a series of minicomputers, some of them ground-breaking and very influential. The name 'PDP' intentionally avoided the use of the term 'computer' because at the time of the first PDPs, computers had a reputation of being large, complicated, and expensive machines, and the word 'minicomputer' was not invented yet.
The PDP-9 helped ensure the safe lunar landing of 1969 and the MMoCH displays the very computer featured in the Australian/American film The Dish, which commemorates the vital part played in this historic moment by Australian engineers.
3.3 The HP-65
The HP-65 was the first computer in space. When held in an astronaut's hand in 1973, it could never have been imagined the extent to which the 'personal computer' (this was the first time such an idea had been introduced) would revolutionize everyday life across the world. With its red flashing numbers, the HP-65 packed enormous punch (for its time!) in terms of the processing it carried out (Figure 4).
Users could write programs up to 100 lines in length and record them on blank cards, or they could buy preprogrammed cards. These tiny cards had magnetic media on one side and a writable surface on the other. After passing one through the calculator, the card could be slid into a slot just above the top row of keys, where the writable side of the card served as key labels for the calculator's five program-defined keys.
4 The Animated Narrative Approach
Studying the meteoric history of modern computing should not only be mandatory for today's 'net savvy youth – it should be available in the language to which they have become accustomed. To this end the VMP design team created a storyboard for its animators that would reflect the information-rich cultural world that students of today inherit. While seemingly traditional in its chronological approach, the animated narrative format explores important shifts in computing history in a way that makes it both accessible and meaningful to the student.
The three artifacts chosen to represent a short period of computing history in the VMP animation are represented from two related perspectives: the context contemporary to their use (and thus their relevance as information processing inventions in their own right), and their position in relation to the current state of technological evolution. In this way the animated narrative engages the interest and intelligence of the museum 'visitor' by providing frameworks of understanding both historical and immediate in import.
The narrative chosen as a storyboard for this animation concerns the way computing history can be considered in light of the current global phenomena of enormously increased access to computing technology. It begins with the installation of the gigantic Ferranti Sirius at Monash University in 1962, the physical dimensions of which are revealed in visuals of computer scientists feeding in and retrieving the paper tape it used to input and output data.
The animation then passes a bank of cupboard-sized information processors. These whirring machines, with their circular tape reels rotating against a backdrop of box-like compartments, represent an almost iconic image of computing days now a thing of the past. The visual journey then passes into a room where the PDP-9 features, depicted in its role in helping to facilitate the Apollo space exploration.
After lingering on this seminal piece of computing history, the viewer's attention is drawn towards a window, through which we see a scene of the night sky. We zoom into the window frame and then out into the night sky, where a satellite crosses the sky and approaches the moon. This trajectory suggests the famous Apollo moon-landings and the viewer's focus now turns to the image of an astronaut holding the HP-65 in his hand.
The astronaut then proceeds to punch some information into the hand-held HP-65 with their finger, before the 'shot' zooms again through the space vehicle's window frame towards the earth, which is seen hanging in space. Utilising NASA photographs of the planet at night, we now see a series of twinkling cities against the dark background of earth's continents (Figure 5). This image introduces the final phase of the storyboard.
This final phase of the narrative is dedicated, beyond the history of the three computer artifacts represented, to the contemporary diffusion of computing power, its increased capacities and decreased size, and people's everyday access to it. In order to link the historical exploration of space to the immediate situation of the VMP viewer in front of their screen, a storyboard was created that returns to earth while pointing out the way computer users are interconnected by a network that links people with each other via their computing technologies (Figure 6).
A brief note on the history of technological evolution helps explain this part of the animated narrative. One relevant aspect of technological development is the way it has expanded our physical capacities. This can be seen, for example, from the simplest tools of early agricultural settlements to the more recent microscope and telescope. In the twentieth century our vision followed explorations into space, thereby, paradoxically, drawing us closer together as we recognised the planet as a unity.
The viewer of the VMP animation is treated to a compact version of this narrative of technological evolution. After escaping the earth's bounds with a brief flight into space, the viewer is returned to earth and its glittering cities courtesy of a landing in one of those bright centres of activity in Australia. Following a trajectory down to Melbourne, the animated narrative shows how each city is in fact connected to the others by pulses of light, such that they can be visualised as clusters joined by shafts of information. When the landing is complete, and the viewer is reminded that they are looking now at their own computer terminal, the connection is completed: the miniaturisation and proliferation of computers brings all users together.
The animated narrative is open to other interpretations which can be explored in an educational context, making it a valuable teaching tool for computer science educators seeking to give their students greater comprehension of the history of their subject. For example, the animation can be used to show the changing relationship of people with computing technology in terms of accessibility, affordability and the skills needed to use the technology.
5 Design and Implementation
The VMP design team created the storyboard for the animated narrative, before presenting it to members of the Multimedia Department of Monash University. The animators took the artefacts chosen for the VMP and created three-dimensional visual images of them. Once drawn, these figures could be manipulated, as if from any camera angle, so that the viewer's perspective of them seems to be manoeuvred around the 'space' of the screen. Animated sequences, forming part of the narrative, were then produced using these figures. These were then combined with still images and movie segments to complete the storyline.
In consultation with the animators, it was decided that high quality graphics should take precedence over the provision of interactivity at this stage. Students expect high quality graphics as a minimum standard, so this should be the starting point for any teaching tool seeking successful engagement with this audience. These graphics can then be utilized in later developments towards interactivity. The VMP's narrative format could further be adapted to interactive games, education applications, as well as being linked to artifacts and educational aids from other museums. Endless manipulations are available as further developments of the narrative storyboard chosen for the VMP.
For now, however, the VMP concentrates on the pedagogical aim at its genesis: increasing accessibility to a tool for teaching computing history in a way that is exciting and relevant to today's students of computer science.
6 Educational Applications
The VMP animation has been used in computing classes at institutions in Australia and Finland. The animated narrative has been explored from a number of different aspects relevant to a broad range of computer science courses. For example:
- Interface Design – the film was used to show early computer interfaces. This was used as a lead in to a discussion about the concept of an interface and how interfaces have evolved with the changing emphasis from the computer to the human
- Introduction to Computing – the film was used to show students examples of early computing applications and demonstrate the fast evolution of the technology
- Computer Technology – the film was used to illustrate aspects of the evolution of technology, showing the dramatic decrease in size of the computers, the widening contexts in which computers could be used in as well as the different input/output media associated with it
- Programming – the film was shown to demonstrate how the tasks involved in loading and executing a program have changed
Initial student and staff responses to the animated narrative have been positive in regards to its potential to bring to life the recent history of computing in an educational context. Further evaluation of the educational potential will be conducted before the next stage of the VMP development.
7 Conclusions and Further Work
The main collaborators in the original, physical MMoCH project concluded that computers "are present in all aspects of life in the 21st century. It is the Museum's role to record this technological development, particularly as it relates to the Australian context, and the impact of this development on our society." (Ainsworth et al., 2008a) The VMP presents an innovative and highly accessible way to not only fulfil this mandate but to extend it in accord with the MMoCH's focus on the relationship between people (especially students!) and their computing machines.
Its high quality graphic animation makes the VMP attractive to secondary and tertiary students of computer science in a way that opens up new opportunities for them to understand the history of the technical tools they access on a daily basis. It does this with reference to the physical museum of computing history from which it has evolved, showing that the aim of teaching the history of computer science can be grounded in real artifacts at the same time as it moves outside of the limits of the physical museum. The benefits of this to the field of teaching computing history to students are immediate but also lend themselves to further development.
The VMP has the potential to further evolve this style of teaching computer science and history, for instance, by expanding its focus from high quality animation to an interactive or virtual reality application. Another possible development linking the VMP to the physical MMoCH could be the provision of hand-held, on-site devices that enable interactivity and access to further information on each computing machine. This application of locationbased services (LBS) has proven to be effective in the development of innovative applications such as individual tours, educational games, and even virtual tour guides for visitors (see (Hsi et al., 2004) and (Brown et al., 2003) for examples of these).
This article forms part of the overall project for explaining the animation to teachers of computing history and can be used as a valuable aid when read alongside it. The animated narrative that is the result of the VMP is available for viewing at:
http://www.youtube.com/watch?v=N0f0MU-vfGg
It is also linked to the MMoCH site at: http://www.infotech.monash.edu.au/museum/
8 Acknowledgements
We wish to thank Daniel Simmonds and Tom Chandler for their animation work on this project and Barbara Ainsworth and Chris Avram from the Monash Museum of Computing History team.
References
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Brown, B., MacColl, I., Chalmers, M., Galani, A., Randell, C. and Steed, A. (2003) Lessons from the lighthouse: Collaboration in a shared mixed reality system. In proceedings of the Conference on Human Factors in Computing Systems, Ft. Lauderdale, Florida, USA.
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Lee, J. A. N. (1996a) History in the computer science curriculum. ACM SIGCSE Bulletin 28(2), 15-20.
Lee, J. A. N. (1996b) "Those who forget the lessons of history are doomed to repeat it" or, why I study the history of computing. IEEE Annals of the History of Computing 18(2), 54-61.
Lee, J. A. N. (1998) History in the computer science curriculum: Part II. ACM SIGCSE Bulletin 30(2), 11-13.
Medina, E. M. (2004) Beyond the ballot box: Computer science education and social responsibility. ACM SIGCSE Bulletin inroads 36(4), 7-10.
The Virtual Museum of Computing (VMoC) [accessed 14 August 2010]
Williams, M. R. (2000) Do we teach computer science as religion or as history? ACM SIGCSE Bulletin inroads 32(4), 4-5.
Williams, M. R. (2003) The computer history museum. ACM SIGCSE Bulletin inroads 35(4), 12-13.
Zhang, C. and Howland, J. E. (2005) Brief and yet bountiful: The history of computing, why students need you? JCSC 20(4), 308-314. | <urn:uuid:fd576f3c-f5d7-4010-995f-d41125b73f0e> | CC-MAIN-2018-09 | http://crpit.com/confpapers/CRPITV114Berry.pdf | 2018-02-18T20:03:50Z | crawl-data/CC-MAIN-2018-09/segments/1518891812259.18/warc/CC-MAIN-20180218192636-20180218212636-00307.warc.gz | 84,381,856 | 5,936 | eng_Latn | eng_Latn | 0.995175 | eng_Latn | 0.996822 | [
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Breakspeare Community Preschool – Medium Term Plan Term: Spring 2 2018
| Theme | Learning & Development Focus | Focus Activity Area Inside |
|---|---|---|
| Imaginative world Castles, knights, princesses That’s not my monster That’s not my unicorn | EAD Experiments with colours and marks Explores colours and how colours can be changed. | Craft |
| Arrival of chicks Book Week Pre-school: That’s not my chick Nursery: The Tiger That came to Tea | Physical Show control interest in holding and using mark-making tools. | Chicks Mark-making their response to/observations of the chicks |
| Chicks Observing, discussing how we care for them, changes we see. Display- put up ‘wow’ moments as they happen. (What the children say/ what they draw.) | UW/PSE | Circle Time to hold the chicks |
| Imaginative world Castles, knights, princesses Dressing up That’s not my dragon That’s not my Mermaid | EAD | Side table Whole group junk modelling dragon Individual craft dragons |
| Growth Babies What do babies need? How have we changed since we were babies? Bring in photos of themselves when they were babies, with their family. (Invite any parents in with babies to stay at the beginning of the session.) | UW Role-Play Engage in imaginative role-play based on own first hand experiences. | |
| New life/Growing Baby animals How plants grow Eggs/Easter That’s not my (lamb, cow, puppy, kitten) | Maths Use some counting words. Select small number of objects from a group. Separate 2/3/4 objects knowing the total is still the same. Begin to represent number using fingers, marks on paper or pictures. | Maths Table |
Focus Books: - Nursery: Pointy hatted Princesses, Greedy Goose.
Pre-School: That's not my… (Osbourne series)
Leaf Group: Listening to stories with repeated phrases, play with songs and rhymes, Identify action words, counting the group/leaves each week, select small number of objects from a group.
Flower Group: Stories with repeated refrains, using scissors, separate2/3/4 objects knowing the total is still the same, show an interest in way musical instruments sound, tap out rhythms, why things happen and how things work.
Visual timetable, anticipating key events, talk about before, later soon.
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Binder
_____Arbor Day Poster Contest promo
Illinois Tree Trunk
Illinois Department of Natural Resources
Contents Checklist
Small Container
_____Clinometer Instructions
_____10 meter tape
_____Contents Checklist
_____Correlation to Illinois Learning Standards
_____Datos de los Bosques de Illinois Grados K-3 activity book
_____Design a Forest Resources Management Area activity
_____Emerald Ash Borer brochure
_____Emerald Ash Borer Identification Guide card
_____Find the Last Asian Longhorned Beetle:
Countdown to Eradicationbrochure
_____IDNR Division of Educationpromo
_____Illinois Forest Facts Grades K-3 activity book
_____Illinois Report on Sustainable Forest Management: Criteria and Indicators book
_____Illinois State Learning Standards
_____Illinois Trees: An Identification and Activity Book
_____Los Árboles de Illinois activity book
_____Lumber Samples Key
_____Managed Wildland Fires activity
_____Native American Use of Fire activity
_____ Plant and Animal Cell Teacher’s Guide
_____Project Learning Tree® promo
_____Southern Illinois Oak-Hickory Forest poster guide
_____The Science of Fire activity
_____The True Story of Smokey Bear comic book
_____Unmanaged Wildland Fires activity
_____ Urban Forestry Laboratory Exercises teacher’s guide
_____Wanted: The Asian Longhorned Beetle brochure
_____Wood Projects for Illinois Wildlife booklet
_____Wildland Fires Near Properties at Risk activity
Kits
_____How a Tree Grows
_____Seed Identification
_____Topographic Map Class Kit
_____Tree Biodiversity
_____Tree Growth Study
_____Tree Identification
_____Tree Ring Dating
Posters
_____A to Z From a Tree coloring sheet
_____A to Z From a Tree
_____Animal Cell
_____Árboles de Illinois
_____Colores de Otoño de Illinois
_____Gypsy Moth
_____Habitats are Homes
_____Illinois Bryophytes
_____Illinois Fall Colors
_____ Illinois’ Forestry Industry
_____Illinois Natural Resources Trading Cards Volume I
_____Illinois Natural Resources Trading Cards
Volume II
_____Illinois Trees: Seeds and Leaves
_____Illinois Trees: Volume II
_____Plant Cell
_____Southern Illinois Oak-Hickory Forests
_____Topographic Map _____What Good is a Dead Tree? coloring sheet
_____Biodiversity of Illinois CD-ROMs Volumes I, II & III
_____Calipers
_____Clinometer
_____Eyewitness Tree video
_____Exploring Illinois’ Natural Resources DVD
_____Fall Color Finder book
_____Hand Lens
_____How to Read Topographical Maps CD-ROM
_____Illinois’ Natural Resources Trading Cards Volume I
_____Illinois’ Natural Resources Trading Cards Volume II
_____Illinois Report on Sustainable Forest Management:
Criteria and IndicatorsCD-ROM
_____Kids for Trees CD-ROM
_____The Dynamic Forest DVD
_____The Right Choice DVD
_____Tree Cookies
_____Winter Tree Finder book
Large Container
_____Cross Section of a Plant Cell model
_____Eyewitness Tree book
_____Forest Trees of Illinois book
_____Golden Guide Trees book
_____Lumber Samples
_____One Small Square Woods book
_____Peterson Field Guide Trees and Shrubs book
_____Peterson’s First Guide to Trees book
_____Plant Press
_____Take a Tree Walk book
_____The Giving Tree book
_____Trees, Leaves & Bark book
_____Tree Homes Teacher’s Guide book
Note: All activity books should be copied or ordered online at http://www.idnrteachkids.com
Illinois Department of Natural Resources Division of Education One Natural Resources Way Springfield, IL 62702-1271 217-524-4126
firstname.lastname@example.org. | <urn:uuid:da7414ee-78d8-4350-9c05-aa1528f64d03> | CC-MAIN-2018-09 | http://forestpreserves.org/FileManager/IDNR_RLKList_IllinoisTreeTrunk.pdf | 2018-02-18T20:14:12Z | crawl-data/CC-MAIN-2018-09/segments/1518891812259.18/warc/CC-MAIN-20180218192636-20180218212636-00317.warc.gz | 128,469,773 | 768 | eng_Latn | eng_Latn | 0.904065 | eng_Latn | 0.904065 | [
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Features
Eating Local Throughout the Winter
Local Business Profile: Jay West
FOODLINK P.O. Box 601 St. Jacobs, ON NOB 2N0 519-513-8998
www.foodlink.ca
Local Harvest content, layout and editing:
Anna Contini Laurie Malleau Wendy Koch
LocalHarvest
Foodlink Waterloo Region Issue 49 Winter 2012
Eating Local Throughout the Winter
While it is not always easy to eat local throughout the winter months, it can certainly be done and is well worth the effort. It makes sense to consume locally grown food as much as possible, from many different perspectives. It is better for the environment, better for our local farming economy and better for our health. Our ancestors survived with only local produce all year, before we started importing food from all over the world. Today, many traditional skills such as canning, preserving and freezing are coming back into vogue. By investing some time and energy into such endeavors, we are able take advantage of local produce when it is most abundant, least expensive and at the peak of its flavor.
A 365-Locavore
One of the simplest and most obvious ways to be a yearround locavore is to consider the numerous "season-less" foods that can be sourced from local farmers all year long. These foods include dairy products, meats, grains and several root veggies. Why not take advantage of the Buy Local farms and markets that are open year round? You might be surprised to learn how many fruits and vegeta-
bles can be grown and stored late in the year! Ask your grocery store manager what products they carry from local farmers and voice your concern if they fall short of the mark.
Here are a few ways to preserve the harvest for the colder months:
Freezing
Freezing produce is probably one of the quickest and easiest methods of preserving and a great way to enjoy summer fruits and veggies. Freezing slows enzyme activity that causes food to deteriorate. Things like green beans— and even the divine and funky little fiddlehead—are best frozen, suggests Rose Murray, Cambridge, Ontario-based broadcaster and author of A Taste of Canada: A Culinary Journey. "Blanch them to stop the enzymes that will continue to make them deteriorate. Drain them, cool them, dry them off, and pack them in plastic bags and freeze. When you take them out it's just a question of steaming them for a couple of minutes."
Berries and peaches are extra special treats in the middle of February. How about dipping into the freezer for rhubarb pieces or shredded zucchini for a mid-winter baking session?
continued on page 2
LocalHarvest
Local Farm Profile continued
Canning
Though it takes the most skill, canning is a preservation method that has enjoyed a real renaissance in recent years. Bernardin, a major Canadian manufacturer of canning equipment, has noted increases of over 20 per cent in sales in the last couple of years. Canning preserves food without desiccation, the sour flavours of pickling, or the sweetness of sugar. The foodstuff is cooked in hermetically sealed jars to kill bacteria, molds, and enzymes which can then be stored in a cool, dark place for a year or longer depending on the food item. While canned food loses some nutritional value, if it is processed at its peak of flavour it can still be more nutritious than some fresh foods that have been transported great distances and over longer periods of time. Canning also offers the convenience of preserved food such as beets, relishes and orchard fruits that are ready to use, requiring neither thawing nor cooking.
Dehydrating
Dehydrating other fruits and vegetables is an excellent way to preserve nutrients in food for the winter months. Drying or dehydrating food simply removes most of the item's moisture requiring little processing energy and taking up little space for storage. There are electric dehydrators or simpler drying methods that use kitchen ovens or even the sun. Dehydrated foods are perfect for travelling or outdoor activities such as backpacking or canoe tripping. So next time you have a bumper crop of apples or tomatoes give it a try. Dried beans are a great staple in winter meals and the more adventurous might even want to try dehydrating meat.
Pickling/Fermenting
This method of preserving is also known as "brining" or "corning". It is the process of preserving food by anaerobic fermentation in a brine (a solution of salt in water) to produce lactic acid and then storing it in an acid solution (usually vinegar). This procedure produces a food with a salty or sour taste. Another distinguishing characteristic is a pH of less than 4.6, which is sufficient to kill most bacteria. Pickling can preserve perishable foods for months. Antimicrobial herbs and spices, such as mustard seed, garlic, cinnamon or cloves, are often added. If the food contains sufficient moisture, a pickling brine may be produced simply by adding dry salt. For example, sauerkraut, very popular here in Waterloo Region, and Korean kimchi are produced by salting the vegetables to draw out excess water. Natural fermentation at room temperature, by lactic acid, produces the required acidity. Other pickles are made by placing vegetables in vinegar. Unlike the canning process, pickling (which includes fermentation) does not require that the food be completely sterile before it is sealed.
Treasures Down Under: The Root Cellar
Another less complicated method uses for storing food is the root cellar. A cooler insulated room in the basement works well for all root vegetables and winter squash, as well as smoked meats, cheese, wine, beer and nuts. A good
A wide selection of local food made simple. Online ordering, one convenient pickup location.
Join today at baileyslocalfoods.ca root cellar has a variety of shelves and certain root crops can be stored in boxes of loose soil or sawdust, which serves to further insulate and preserve them.
Greenhouses: Extending the Growing Season
There are a number of techniques used to accomplish season extension, a way of growing produce beyond the normal growing season. Perhaps the most familiar technology is the greenhouse, an enclosed building made of glass or plastic, which utilizes solar radiation for heat. Greenhouses can also be artificially lit and heated (increasingly, by using green energy sources like compost or "passive solar" processes that store heat for use later), allowing farmers to grow crops year-round! In Waterloo Region a variety of greenhouse products including tomatoes, cucumbers, beans and salad greens can be found. This enables us to eat delicious local product as early as March or April. Cold frames are similar to greenhouses in concept, but can be less costly or complicated to build and maintain. They are frequently used for seedlings that are later transplanted into the ground, helping to "kick-start" the season. Other cold weather solutions come in the form of row covers—light fabric or plastic covers placed over plants to retain heat and protect against frost. Mulches of various kinds can be used by farmers, or on the homefront, to keep crops and soil warm. Finally, raised beds, which build up soil a few inches or even a foot above the surrounding ground, offer additional tools for season extension. The soil in raised beds will heat up more quickly and can allow earlier spring planting.
It's Not Too Late to Eat Local this Winter!
Let's say you didn't take the time to freeze, preserve or dehydrate during the harvest. Don't despair, there are other convenient ways to eat local during the winter months. Consider joining a local buying club or CSA that operates year round. Bailey's Local Food is an on-line ordering service featuring a comprehensive product line with two convenient pick-up locations in Waterloo and Breslau. There are also many great on-farm markets that offer one-stop shopping featuring a wide array of local products, including frozen, preserved and fresh baked goods! In addition, keep an eye open for great local greenhouse product available in the early spring.
Supporting local farmers throughout the winter months and channeling just a little bit more money to them, can go a long way in keeping our farmland viable. It results in a win-win situation keeping farmers in strong financial shape during the slow season while allowing you to enjoy the freshest, healthiest food available!
LocalHarvest
Local Business Profile: Jay West – Rooted in the Farm Community
Have you ever wondered about the people who work in "the middle" of our food supply chain? What happens once that fresh food leaves the farm? Unlike widgets, fresh food is perishable, so the movement of this precious cargo is a delicate business. It's referred to as the "middle" of our food distribution system and much of it happens behind the scenes. Luckily, we have food produce professionals who make it their business to navigate through the journey as it leaves the field and before it reaches our fork. Without them, we could not enjoy such a wealth of local food even through the winter months.
The growing demand for fresh local food has increased the need for an effective food distribution network in our region. Experienced food facilitators like Nelson Wideman and Jesse Gingrich responded in 2010 by opening a wholesale produce company called Jay West in St. Jacobs. Jay West provides personal service and custom orders to buyers. They operate a convenient assembly warehouse that brings in produce and
flowers from 30-40 small, neighbouring farms. Complimenting the offerings available at the nearby Elmira produce auction (EPAC), they are open year round, selling the freshest, seasonal produce ranging from single boxes and flats up to multiple skids.
In a typical year it is not unusual for six or seven tractor loads of cabbage to pass through the Jay West warehouse doors. In addition, tons of potatoes, squash, cucumbers as well as other produce are sorted, packed and graded before they head to an intermediary warehouse, eventually arriving in supermarkets across the province. Increasing these channels serve to broaden the markets for local food and help to stabilize prices. A vibrant supply chain provides a good return for our farmers and boosts our rural economy.
Grocery stores have many specifications and by having Jay West worry about those details, it frees up these farmers to put their energies into farming. They also keep track of market prices to ensure farmers get a fair price for their products. To accommodate big buyer specifications, especially around stringent food safety, plans are underway to provide a third party audit of the warehouse, using a government inspector. Produce is monitored every step of the way, from crop management in the field to the final arrival at the customer's doorstep. Jay West ensures the utmost of care as the delicate produce is washed, graded, packed, moved into temperature controlled storage, loaded and then shipped.
"Trust and reliability are the foundation on which we have built our business", says Nelson. He and his partner Jesse are pleased to be able to work with local farms to keep local food flowing into grocery stores, restaurants and local food businesses across the region. Quality control is key at Jay West. Consistent high quality products keep their buyers happy and coming back for more.
Playing a coordinating role between the farms and buyers is an important customized service that Nelson and Jesse provide. Advance planning and coordination saves valuable time. Knowing what the buyer wants, allows Jay West to customize orders, working with each farm in advance to confirm the pack sizes and specs. Jesse points out that they try to avoid time wasted re-packing, especially because extra handling can spoil or bruise the delicate produce. After all of the careful nurturing and harvesting, to destroy such pristine bounty would be a shame!
Buyers are reassured that formalized checks and balances are in place. The inspections ensure that the chemical, pesticide and manure applications are noted and that the harvest interval is honoured. Even equipment sanitizing is tracked.
Stores buying from Jay West know they can rely on their quality produce and flowers. Consumers can find their fresh, crunchy cabbage throughout these winter months at outlets such as the Elmira No Frills grocery store.
We're so fortunate to have fresh, local food at our fingertips. Besides " thanking a farmer today", we should also thank food facilitators like Jay West, who navigate the food system on behalf of small farmers, moving local food from the field to our forks.
Jay West is located at 51 Hawkesville Road, St. Jacobs. Contact Nelson Wideman 519-699-9350 or Jesse Gingrich 519-664-3501.
More Tips for Eating Local in Winter
* Winter is a good time to develop your baking skills. You can enjoy delicious breads, cakes and muffins while heating your home
* Try growing your own sprouts. Commercial sprouters are available in health food stores or you can make your own with mason jars.
* You can always grow smaller things in your own kitchen such as herbs. Your food will taste fresher and you'll save money.
* Winter is a good time to buy locally or regionally produced pantry item like dried beans, grains and pasta.
* Take advantage of our numerous winter farm markets and local retail shops that offer meats, cheeses, root veggies, preserves, frozen and greenhouse products.
Braised Beef With Paprika and Root Vegetables
This dish makes the most of winter root veggies and less expensive cuts of beef slow cooked in liquid. This easy recipe combines the kick of paprika with rich, savoury red wine (like boeuf bourguignon, or French beef stew). Serve it with mashed potatoes, pureed celery root, over egg noodles or with a loaf of crusty bread. Feel free to play around with the root vegetables you use. Potatoes, for example, would be a delicious addition, as would sweet potatoes or carrots.
Prep Time: 1 hour
Cook Time: 2 hours
What you will need:
1 beef round or other braising roast (2 1/2 to 3 lbs.)
2 Tbsp. vegetable oil
1 oz. dried mushrooms
1 onion, chopped
1/2 tsp. salt plus more to taste
3 cloves garlic, chopped
1 Tbsp. hot paprika
1 cup red wine
1 cup water
2 parsnips, trimmed and cut into bite-size pieces
2 rutabagas, peeled and cut into bite-size pieces
2 turnips, peeled and cut into bite-size pieces
Green onion or green garlic for garnish (optional)
Method:
1. Trim and tie roast, if necessary. In a large heavy pot (with a lid) over medium high heat warm oil. Brown roast. Place roast in pan and let sizzle and brown until meat releases from pan, 3 to 5 minutes. Turn and brown on another side. This will take a total of 15 to 20 minutes to get all sides well browned. Do not skimp on this step, since the browning adds an incredible depth of flavor to the final dish. When well browned, transfer roast to a plate or platter.
2. Meanwhile, put dried mushrooms in a medium bowl and pour 1 cup boiling water over them. Let steep at least 20 minutes.
3. Preheat oven to 350°F. Drain off all but about 1 tsp. or less of the oil, being careful to reserve all browned bits in the pan. Add onion and 1/2 tsp. salt and cook, stirring and scraping up browned bits on the pan until onion is soft, about 3 minutes. Add garlic and cook, stirring, until fragrant, about 1 minute. Add paprika and cook, stirring, until the raw smell cooks off, about 1 minute. Add wine and water, scrape up any bits clinging to the pot and bring to a boil. Reduce heat and simmer 10 minutes.
4. Meanwhile, lift mushrooms out of soaking liquid and chop finely. Discard soaking liquid. Add chopped mushrooms and beef to the pot.
5. Cover and bake for 1 hour. Taste braising liquid and add salt to taste. Add root vegetables to pot. Continue to bake until it is tender when pierced with a fork, about 30 minutes.
6. Transfer beef to a plate or platter and let rest. Bring liquid and vegetables to a boil and cook, uncovered, until vegetables are tender liquid thickens slightly, about 10 minutes.
7. Slice beef and serve with liquid and vegetables. Top with a sprinkle of chopped green onion or green garlic, if desired.
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19. [Perimeter / Area / Volume]
Skill 19.1 Calculating the perimeter of a shape using a grid. 1 Calculating the perimeter of a shape using a grid.
MMYellow
44
11 22 33
MMRed
44
11 22 33
* To find the perimeter of a shape using a grid, mark a starting point and count the number of grid units around the outside of the shape.
Hint: The perimeter is the distance around the outside of a shape.
Q. Find the perimeter of this shape.
A. 14 cm
a) Find the perimeter of this shape.
4
c) Find the perimeter of this shape.
Each grid unit measures 1 cm. Mark a starting point. Count the number of grid units around the outside of the shape. The perimeter is 14 units or cm.
b) Find the perimeter of this shape.
d) Find the perimeter of this shape.
e) Find the perimeter of this shape.
f) Find the perimeter of this shape.
page 157
www.mathsmate.net
Skill 19.2 Measuring the perimeter using a ruler. 2 Measuring the perimeter using a ruler.
* Measure the side lengths of the shape.
* Add the lengths of all sides.
Example: Side length = 1 in., then perimeter square = 1 in. + 1 in. + 1 in. + 1 in. = 4 in.
in.
in.
in.
in.
b) Use an inch ruler to measure the length of one side of the square.
a) Use an inch ruler to measure the length of one side of the square.
d) Using an inch ruler measure the length of each side of the square. What is the perimeter?
c) Using an inch ruler measure the length of each side of the square. What is the perimeter?
Q. Using an inch ruler measure the length of each side of the square. What is the perimeter?
A square has 4 sides the same length. Measure the length of 1 side. (1.5 in. long.) Add all four sides. The perimeter of the square is 6 inches.
A. 1.5 in.
1.5 in.
1.5 in.
+1.5 in.
6.0 in.
Start here
1 in.
1 in.
1 in.
1 in.
inch
1
2
inch
1
2
inch
1
2
inch
1
2
0.75 + 0.75 + 0.75 + 0.75= 1.5 + 1.5
=3 in.
page 158
www.mathsmate.net
Skill 19.3 Calculating the area of a shape by counting squares (1). 3 Calculating the area of a shape by counting squares (1).
MMYellow
MMRed
44
44
11
11
22
22
33
33
* Count the number of squares of a certain size that are needed to cover the shape.
cm
2
in.
2
b) How many small squares are needed to cover the larger rectangle?
a) How many small squares are needed to cover the larger shape?
d) Find the area of this shape.
c) Find the area of this shape.
f) The shapes below have the same:
A ) perimeter and area
B ) perimeter
C ) area
e) The shapes below have the same:
A ) perimeter and area
B ) perimeter
C ) area
Q. Find the area of this rectangle.
Each square is 0.5 in. on each side.
Count the squares that cover the surface inside the rectangle.
There are 6 squares, each with an area of 0.25 in. 2
Area=6×0.25 in.
2
= 1.5 in.
2
A. 1.5 in.
2
Area
=
1 cm
2
Area
0.25 in.
2
Area
0.25 in.
2
1 2
7 8
3 4
5 6
P =
A=
P =
A=
8
page 159
www.mathsmate.net
Skill 19.3 Calculating the area of a shape by counting squares (2). 3 Calculating the area of a shape by counting squares (2).
MMYellow
MMRed
Count the number of squares of a certain area that are needed to cover the shape.
Hint: Divide the shape into rectangles.
yd
2
ft
2
in. 2
ft
2
i) Use the grid and scale to find the total floor area of the shops and arcade.
g) Use the grid and scale to find the floor area of this house.
j) Use the grid and scale to find the area of this apartment. 2 ft
h) Use the grid to find the area of this house plan.
Q. Use the grid and scale to find the total floor area of the shops.
Divide the shape into 4 rectangles.
Count the squares that
are covered by each rectangle.
1) 9 2) 9 3) 30 4) 42
9+9+30+42=90 squares
In all there are 90 squares covered.
Each square has an area of 4 yd
2
$$Area = 90 × 4 yd 2 = 360 yd 2$$
A. 360 yd
2
Calculate the number of squares covered by each rectangle. Add all the totals together.
Multiply the total number of squares covered by the area of a unit square.
=1 square yard
SHOP 1 SHOP 2
A
R
C
A
D
E
1yd
=4 square yards
SHOP 1 SHOP 2
2yd
1
2
3 4
=9 square feet
3ft
1
2
1 in.
=1 square inch
bedroom
kitchen
WC
bedroom
living/dining
entry
laundry
lounge
=4 square feet
living
entry
kitchen
bedroom
lounge
bath/laundry
wtr
wtr
14+ 96=110
110 × 9 =
14
96
page 160
www.mathsmate.net
©Math's Mate Yellow/Red Skill Builder 19
11
11
22
22
33
33
44
44
Skill 19.4 Calculating the area of a shape by counting triangles. 4 Calculating the area of a shape by counting triangles.
Q. Find the area of this shape.
A. 6 cm 2
1 cm
a) How many small triangles are needed to cover the parallelogram?
9
10 12
11
5
6 8
7
1
2 4
3
c) Find the area of this shape.
e) Find the area of this trapezoid.
Area
1 cm
=
2
cm
2
www.mathsmate.net
1 cm
1
4
First count the number of complete squares.
There are 5 complete squares.
Then count the triangles. Each triangle doubled forms 1 square.
There are 2 triangles in the shape. Together they make 1 more square.
5+1=6 squares
b) How many small triangles are needed to cover the shape?
d) Find the area of this triangle.
Area
1 cm cm
2
=
2
f) Find the area of this parallelogram.
Area
1 cm
=
2
cm
2
Math's Mate Yellow/Red Skill Builder 19
page 161
2 3
5
©
Skill 19.5 Calculating the volume of a rectangular prism by counting cubes. 5 Calculating the volume of a rectangular prism by counting cubes.
MMYellow 11 22
MMRed 11 22
* Count the number of cubes needed to fill the top layer.
* Multiply this amount by the number of layers.
b) How many cubes were used to make this prism?
a) How many cubes were used to make this prism?
d) How many cubes were used to make this prism?
c) How many cubes were used to make this prism?
f) How many cubes were used to make this prism?
e) How many cubes were used to make this prism?
h) How many cubes were used to make this prism?
g) How many cubes were used to make this prism?
Q. How many cubes were used to make this prism?
First count the cubes in the top layer. There are 3 rows of 5 cubes.
Then count the number of layers. There are 4 layers of cubes.
A. 3 × 5 = 15 15 × 4 = 60
1 cubic unit
top layer
4 layers
32
4×4=16
16×2=
page 162
www.mathsmate.net
©Math's Mate Yellow/Red Skill Builder 19
33
33
Skill 19.6 Calculating the perimeter of a shape.
* Add the lengths of all sides. Example: 15 yd
Q. The third largest pyramid in the world is the Pyramid of the Sun, in Teotihuacan, Mexico. The pyramid has a square base of side length 700 ft. Find the perimeter of its base.
a) Italian artist Leonardo da Vinci's painting Mona Lisa is a rectangle 53 cm wide and 77 cm high. Find the painting's perimeter.
= 53 + 77 + 53 + 77 =
cm
c) Taj Mahal in Agra, India, is a white marble tomb. It sits on a square platform of side length 313 ft. Find the perimeter of the platform.
=
page 163
A. 700 ft
700 ft
700 ft
+700 ft
2800 ft
All four sides are the same length.
Each side is 700 ft long. Add all four sides. The perimeter of the square is 2800 ft.
b) Tiananmen Square in Beijing, China, is a square with a side length of approximately 1.5 km. Find the perimeter of the square.
P= l + l + l + l
=
km
d) USA Today is printed on rectangular sheets of paper 290 cm wide and 405 cm long. Find the perimeter of a newspaper page.
ft www.mathsmate.net
©
cm
Math's Mate Yellow/Red Skill Builder 19
Skill 19.7 Calculating the volume of a rectangular prism. 7 Calculating the volume of a rectangular prism.
MMYellow
MMRed
44
44
11
11
22
22
33
33
* Multiply length by width by height. Volume = l × w × h
in.
3
cm
3
cm
3
cm
3
Q. Find the volume of this prism. (Volume = length × width × height)
A. Volume=l×w×h
= 4 × 2 × 4
= 32 cm 3
a) Find the volume of this cube. (Volume = length × length × length)
b) Find the volume of this prism. (Volume = length × width × height)
Length (l) is 4 cm.
Width (w) is 2 cm.
Height (h) is 4 cm.
Multiply length by width by height.
Volume is 32 cm 3 .
c) Find the volume of this cube.
d) Find the volume of this prism.
Volume = length×width×height
w =width
l =length
h =height
Vol=1 cm
3
6 cm
2 cm
4 cm
Vol=1 cm
3
4 cm
4 cm
2 cm
Vol=1 in.
3
2 in.
2 in.
2 in.
Vol=1 cm
3
4 cm
4 cm
4 cm
Vol=1 cm
3
5 cm
3 cm
5 cm
Volume= l × l× l
=2×2×2=
Volume= l × w× h
=
=
Volume=
=
=
Volume=
=
=
page 164
www.mathsmate.net
Skill 19.8 Calculating the area of a rectangle.
* Multiply length by width. Area = l × w
Q. Find the area of this rectangular basketball court.
a) Find the area of this square. (Area = length × length)
c) Find the area of this tennis court.
page 165
www.mathsmate.net
A. Area = l ×w Length (l) is 94 ft.
Width (w) is 50 ft.
Multiply length by width.
= 94 × 50 = 4700 ft 2
Area is 4700 ft 2 .
b) Find the area of this rectangle. (Area = length × width)
d) Find the area of a rectangular swimming pool 20 meters long and 8 meters wide.
Area=
= =
m
2
©Math's Mate Yellow/Red Skill Builder 19
MMYellow
MMRed
11
11
22
22
33
33
44
44
Skill 19.9 Finding the side length of a shape when the perimeter is given. 9 Finding the side length of a shape when the perimeter is given.
MMYellow
44
11 22 33
MMRed
44
11 22 33
Q. The perimeter of a rectangle is 30 cm. If the width is 4 cm, find its length.
a) The perimeter of an equilateral triangle is 30 in. Find the side length.
c) The perimeter of a regular octagon is 64 in. Find the side length.
e) The perimeter of a rectangle is 24 cm. If the width is 5 cm, find its length.
page 166
www.mathsmate.net
Perimeter of a rectangle is the sum of twice the length
and twice the width.
Subtract twice the width
A. 4 × 2 = 8 30 − 8 = 22 22 ÷ 2 = 11 l = 11 cm
from the perimeter.
The result is twice the length.
Divide by 2.
b) The perimeter of a square is 36 ft. Find the side length.
d) The perimeter of a regular hexagon is 72 mm. Find the side length.
f) The perimeter of a rectangle is 70 yd. If the length is 25 yd, find its width.
yd | <urn:uuid:dbd4241d-0aa4-48dc-959f-69e9ffca5083> | CC-MAIN-2018-05 | http://mathsmate.com/WebPages/usa/usaDownloads/usaPDFsbYR/SB19.pdf | 2018-01-20T10:48:42Z | crawl-data/CC-MAIN-2018-05/segments/1516084889567.48/warc/CC-MAIN-20180120102905-20180120122905-00122.warc.gz | 220,085,281 | 3,078 | eng_Latn | eng_Latn | 0.884991 | eng_Latn | 0.974842 | [
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Flowers:
* Sweet potato vine, angelonia, and shade impatiens are very cold sensitive plants. Do not plant them to early. Wait until the soil is 65 ̊F, or warmer. Do not plant based upon air temperature. After these plants are planted do not overwater with cold water. Keep these plants on the dry side. Now use plenty of Canadian Sphagnum Peat Moss as a soil conditioner when planting these plants. Do not use bagged top soil, compost, or planting soil when planting these plants.
* When buying calibrachoa or mixed pots/baskets containing calibrachoa, do not use fertilizer with high phosphate percentages (middle number). Feed these plants with Jacks Classic Petunia Feed.
Vegetables:
* Okra and eggplants are very cold sensitive plants. Do not plant or sow these plants to early. Make sure the soil temperature is 67 ̊F or above before planting. Do not over water with cold water after planting.
* Use red rhubarb swiss chard as a colorful, edible, border plant.
Lawn:
* Zoysia lawns are to only be fed one application of Turf Trust. Do not apply the Turf Trust until the zoysia lawn is over 70% green.
Roses:
* Holes in hardy hibiscus and rose leaves are caused by rose slugs. All roses are susceptible to rose slugs including knock out roses. This can be prevented by making an application of Bonide Annual Tree and Shrub Insect Control now.
* If you have not already done so, be sure to feed your roses with 5 ounces of Plant Trust Flower and Bulb Fertilizer.
* Roses are often eaten by deer. Use I Must Garden Deer Repellant to prevent this. Repeat this three times, every other week.
Shrubs:
* When planting azaleas or rhododendron, do not use bagged top soil, compost, or planting soils. Only use Canadian Sphagnum Peat Moss as a soil amendment.
* Never plant trees or shrubs deeper than the depth that they were in, in its previous container.
* English boxwoods turning rusty brown or orange are likely planted in wet, poorly draining soil. They are likely suffering from nematodes or phytophthora root rot. To treat the boxwood, start by testing the pH of the soil with a Luster Leaf Ph tester. The ideal pH is 6.7-7. When the pH is too low, use Bonide Hydrate Lime. If drainage/wet soil is a problem, then drill 18" deep holes with a 1.5" caliber earth auger. Make these holes 10" apart around the sick looking boxwood. Then fill these holes with Diotomite. Feed the boxwood with Plant Trust Tree and Shrub Fertilizer, but if Bonide Hydrated Lime was used, then wait to feed the boxwood for two weeks or for two heavy rains after the Bonide Hydrated Lime application. Continue to monitor the pH every six
months. Avoid planing boxwoods in poorly draining soils. If you have wet soil, plant other plants that will better tolerate the wet soil.
Maple and Sycamore Trees:
* Maple and sycamore trees that are suffering from dying leaves likely have anthracnose. Treat by applying Copper Fungicide at bud break. Repeat at 7-10 day intervals during the spring.
* When you have a history of anthracnose in these trees, then make an application of Copper Fungicide at bud break and repeat at 7-10 day intervals twice to decrease the likelihood of future infections.
* Make sure these trees are fed with Plant Trust Tree and Shrub Fertilizer. When the weather gets warmer and dryer, these trees will have more energy to regrow new shoots and leaves. | <urn:uuid:55e8b3fb-6fc8-43dd-b184-f3dbedb6c19c> | CC-MAIN-2018-30 | https://radiogardensense.com/yahoo_site_admin/assets/docs/4-24-12.115114714.pdf | 2018-07-15T19:41:20Z | crawl-data/CC-MAIN-2018-30/segments/1531676588961.14/warc/CC-MAIN-20180715183800-20180715203800-00433.warc.gz | 747,569,486 | 813 | eng_Latn | eng_Latn | 0.998084 | eng_Latn | 0.998012 | [
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From Water to Land – Algae, Mosses and Ferns
by Alison Kellow and Dr Kim Plummer
Experiment Overview
The organisms on Earth have a bewildering diversity of types. The aim of the lectures and practical classes on plant diversity, including this one, is to show students the variety of photosynthetic organisms from algae through to land plants. Students will also be introduced to the scientific ideas of classification and evolution that make this diversity understandable.
In this practical in particular students make observations of a variety of different alage from the three main phyla – reds, browns and greens – as well as mosses and ferns. With mosses and ferns the focus is on a comparison of the lifecycles and dispersal mechanisms as well as overall morphology. The prac aims to reinforce concenpt presented in lectures (the evolution of land plants from green alga) by direct observation of features of the lower land plants that support this hypothesis.
Learning Experience
This experiment was submitted as a prac requiring "significant improvement" based on a certain level of negative feedback from students (i.e. they find it boring). It is likely that it does not meet all the educational objectives that would be desirable and it is hoped that it can be improved based on feedback from this workshop.
Aims and Objectives
The aim of this class is to introduce students to the diversity of algae, mosses and ferns, especially in relation to their evolutionary development from water to land. In this class students will also see the diversity of structures and sexual life cycles of what are regarded as the two main „primitive‟ groups of land plants, focusing on how the life cycle changes from one in which the gametophyte is the ecologically dominant stage (in mosses) to one in which the sporophyte is the ecologically dominant stage (in ferns, and subsequently in all seed-forming plants). This class, together with the next one on seed-forming plants, should be treated as an investigation of the evidence for the evolution of land plants from primitive (mosses and ferns) to advanced types (flowering plants) that now dominate Earth's vegetation.
Level of Experiment
First Year Plant Biology. Could be suitable for 2nd year botany.
Course Context and Prerequisite Knowledge and Skills
This prac is part of a first year course in Plant Biology. It is taught early in the course and requires little prior knowledge other than a basic understanding of biological concepts such as mitosis, meiosis, fertilization, photosythesis etc. as well as basic use of microscopes. In the complete lab manual a more extensive introdcution which covers many of these concepts is provided to both this and the following, related, prac. Enough background is provided in the lab manual for students to be able to complete this prac. Also some background reading from the prescribed text (Knox et al.) is suggested. In reality the prac could be run with either very little background and be treated as an introduction to diversity in algae and early land plants, or for more advanced (e.g. 2nd year students) as a prac which develops some of the concepts of the evolution of land plants from green algae.
Time Required to Complete
Prior to Lab: 30 mins to one hour reading (ideally)
In Laboratory: 3 hours allowed (usually does not take all 3 hours)
After Laboratory: Revision for pre-prac test the following week. No report required.
Experiment History
This prac has been run by the Botany Department, La Trobe University for many years as part of the first year course in Plant Science. It was orginally a more extensive prac running for two or more classes, and looked in some depth at lifecycles of algae as well as lower land plants (bryophytes and ferns). It has been cut back to one prac (another related prac on gymnosperms and angiosperms runs the following week) which now has only parts of the algae prac and the moss prac taught.
Whilst the authors listed in section 1.9 are reponsible for the educational analysis of this experiment, it was submitted to ASELL on behalf of staff of the Botany Department, La Trobe University. nbsp;
References
Knox, B, Ladiges, P. Y., Evans, B. and Saint (2005). Biology: an Australian focus, 3rd Ed., McGraw-Hill Book Company, Australia nbsp; | <urn:uuid:42fe3c72-25db-43c1-be45-c9b786bb424c> | CC-MAIN-2018-30 | http://www.physics.usyd.edu.au/asell/asell.site/wp-content/uploads/2018/04/From-Water-to-Land-%E2%80%93-Algae-Mosses-and-Ferns-Experiment-Overview.pdf | 2018-07-15T19:18:28Z | crawl-data/CC-MAIN-2018-30/segments/1531676588961.14/warc/CC-MAIN-20180715183800-20180715203800-00432.warc.gz | 519,237,448 | 911 | eng_Latn | eng_Latn | 0.96765 | eng_Latn | 0.998216 | [
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Session: Life
"Life finds a way." This session explores one of the strangest things to have ever happened on planet Earth: life. Using our natural history collection, and the Linnaean system of classification, students explore the similarities and differences between all living things. 'How are we different from trees?' 'How are we similar to wolves?' these are the topics which we will explore ending finally with the strangest living thing of all, Homo Sapiens.
Session Breakdown:
- Introduction: What is alive?
- Defining Life Activity
o List of things that make something 'alive'
- 'The Interconnectedness of all Things' or What We Have in Common
o Introduce the idea that all life can be divided up using one system
o Linnaean Classification: KPCOFGS, King Phillip Comes Over For Good Soup
o Example: Trees vs Rabbits
- The Slow Path to Humans
o Starting at Kingdom and ending with Species, students see and handle examples of living things which share common traits with humanity until getting to our closest relatives.
- Homo Sapiens Discussion
o Are Humans alone? Discuss idea of Neanderthals, and other modern offshoots
- Museum Gallery Activity
o Life drawing – Using Natural History displays
- Summery & Farewell
Duration: 1.5hrs (Museum), 1hr (Outreach)
Curriculum Links:
Key Stage 2: Science – SC1 (1a,b), SC2 (1a-c, 2e, 4a-c, 5a-e)
Key Stage 2: Science – 1.1b, 2.2, 2.3, 3.3, general knowledge 'Organisms and their environment'
Artefacts Used:
- Cotton Plant
- Rabbit Skulls
- Monkey Skulls
- Tiger Skull
- Mushroom Samples
- Snail Shells
- Taxidermy Birds
- Taxidermy Mouse
- Taxidermy Porcupine (Museum)
- Insect Collection | <urn:uuid:bdf9a0b2-671f-4e9d-8a42-c78faf64bcd9> | CC-MAIN-2018-30 | http://tunbridgewellsmuseum.org/__data/assets/pdf_file/0005/98384/Life.pdf | 2018-07-15T18:57:15Z | crawl-data/CC-MAIN-2018-30/segments/1531676588961.14/warc/CC-MAIN-20180715183800-20180715203800-00433.warc.gz | 372,509,950 | 424 | eng_Latn | eng_Latn | 0.964806 | eng_Latn | 0.964806 | [
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Oklahoma History Curriculum Preview
by Kara Carrero @ ALLterNATIVElearning.com
Table of Contents
Introduction
Suggested Supplemental Materials
Unit I: Native Oklahoma – Geography
Unit II: Weather and Climate Studies
Unit III: Plants and Animals of Oklahoma
Unit IV: Oklahoma in Ancient Times
Unity V: Exploration of Oklahoma – Trade & Settlement
Unit VI: Southeastern Tribes, Relocation, and Civil War
Unit VII: Plains Indians and the Buffalo
Unit VIII: The End of the Frontier
Unit IX: Land Runs and Life in Oklahoma Territory
Unit X: Statehood and Symbolism
Unit XI: The Roaring Twenties and the Oklahoma Oil Boom
Unit XII: Race Lines in Oklahoma – Tulsa Race Riots
Unit XIII: The Great Depression, Dust Bowl, & WWII
Unit XIV: Oklahoma City Bombing and Oklahoma "In the News"
Unit XV: State and Local Government
Unit XVI: Industry and Tourism
Conclusion
i
Introduction
Objective and Overall Purpose
Along with gaining an understanding and appreciation of the state in which each student lives, the course for Oklahoma History is meant to enhance literacy, research, and historical knowledge that translate into life-long skills. Such skills include reading maps, creating timelines, conducting interviews and more. Because history is a social study, involvement within the community is crucial to the understanding of both historic and current events. It is encouraged to explore the landmarks, museums, and locations described in our great state's history in order to make it truly come to life and be relevant in a child's life.
Time requirements
This curriculum is designed to be used in an inter-active homeschool setting. Regardless of how it is used, it has been planned for twice a week for a total of 32 weeks.
Because it is important that learning takes place both in the classroom and outside learning from experience, there will be two lesson plans for each unit. Time may be split up as desired, but on average, students will have one or two indoor lessons and two exploration days for each unit. Incorporate hikes, museum visits, and other excursions as desired. Include ideas of your own or reference the "suggested activities" section of each unit.
Evaluation
Students will be evaluated by overall knowledge and completion of coursework. Comprehension questions after field trips, videos, and engaging activities are key to understanding student growth. Activities and projects throughout the year will also be assigned to assess student understanding. However, the primary focus on assessment will be through an "Oklahoma Passport" journal that each student will be required to keep. This will be the main tool for assessment because it shows both understanding of subject matter and growth over time. Inclusion of pictures, ticket stubs from museums and more may be included in each child's journal. If a location that a student visits is a part of the US Park System, they may also get a stamp in their passport journal.
Layout of Curriculum
This curriculum guide will be separated into 16 UNITS. For each unit, there will be a suggested activity list, lesson plans, and learning aids. It is expected that each student will also keep up with their Oklahoma Passport throughout the duration of the course.
The first three units of this curriculum will include the geography, weather and climate, and plants and animals of Oklahoma. This is because it is important to be aware of the general and timeless characteristics of our state in order to study the entire history.
For each lesson plan, it will be organized in the following manner: (I) Title (II) Unit (III) Goal/Aim/Purpose (IV) Vocabulary (V) Procedures (VI) Instructional Objectives (VII) Materials (VIII) Applied activities (IX) Key Questions (X) Final Application/Assessment.
Suggested Reference Materials
*Disclaimer: While you can check books out from the library or use online resources, I have affiliate accounts that give me a percentage of purchases made. It allows me to continue writing for my websites and provides a small income for my family. Thank you for choosing to buy homeschool material through me and for supporting my family.
Reference Books (or textbook for upper levels)
- Oklahoma: A History ISBN-13: 978-0806141978
- Historical Atlas of Oklahoma ISBN-13: 978-0806134826
- Oklahoma, A History of Five Centuries ISBN-13: 978-0806117584
- It Happened In Oklahoma ISBN-13: 978-0762740000 (Also available for Kindle)
- FREE Oklahoma In Brief. Taken from the 2005 Almanac
Kids resources, workbooks, coloring books, etc.
- Uniquely Oklahoma ISBN-13: 978-1403447272 (Makes a simple Elementary Textbook)
- Oklahoma (Read About Geography) ISBN-13: 978-0531168172
- Oklahoma Jography: A Fun Run Through Our State! (The Oklahoma Experience) ISBN-13: 9780793395972
- The Big Oklahoma Activity Book! (The Oklahoma Experience) ISBN-13: 978-0793395989
- Oklahoma Symbols Coloring Book ISBN-13: 978-1882404100
- Twelve Days of Christmas in Oklahoma ISBN-13: 978-1402792243
Books on Facts and Places to Visit
- Weird Oklahoma ISBN-13: 978-1402754364
- Food Lover's Guide to Oklahoma ISBN-13: 978-0762781157 (Includes annual festivals to attend and local restaurants to visit… great for those field trips across the state)
- Oklahoma Hiking Trails ISBN-13: 978-0806141411
- Off the Beaten Path Oklahoma ISBN-13: 978-0762748761 (Also great historical facts and not just a guide book) | <urn:uuid:921e1d0b-4b7d-4311-9925-4c13b3602ab5> | CC-MAIN-2018-30 | https://karacarrero.com/wp-content/uploads/2014/01/Curriculum-preview.pdf | 2018-07-15T19:08:10Z | crawl-data/CC-MAIN-2018-30/segments/1531676588961.14/warc/CC-MAIN-20180715183800-20180715203800-00436.warc.gz | 696,564,657 | 1,191 | eng_Latn | eng_Latn | 0.763945 | eng_Latn | 0.990491 | [
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The Fourth Declension
Fourth declension nouns carry a characteristic -u- throughout their declension (except in the dative and ablative plural) and are identified by the -ūs in the genitive singular.
Arcus (bow, arch), tribus (tribe) and quercus (oak) always show -ubus in the dative and ablative plural. Artus (joint), lacus (lake), partus (birth), verū (spit), genū (knee) and a few others will occasionally show it.
Gender: Fourth declension nouns are generally masculine, although a few feminines and even fewer neuters appear. Feminine and masculine nouns are declined alike.
The following are the only common 4th Declension feminine nouns:
acus, -ūs,needle
anus, -ūs, old woman domus, -ūs, house
īdūs, -um (plural), the Ides
manus, -ūs, hand
nurus, -ūs, daughter-in-law, young girl
pecus, -ūs (also, -ī), food, provisions
porticus, -ūs, colonnade, porch socrus, -ūs, mother-in-law
specus, -ūs, cave tribus, -ūs, tribe
The following are the only 4th Declension neuter nouns:
Domus (f.), house, shows forms of both the 4th and 2nd declensions (but is always feminine in gender). | <urn:uuid:50a38e19-3519-4b07-bc8b-709e9c59f6dd> | CC-MAIN-2018-30 | http://www.thelatinlibrary.com/101/Declension4.pdf | 2018-07-15T19:10:00Z | crawl-data/CC-MAIN-2018-30/segments/1531676588961.14/warc/CC-MAIN-20180715183800-20180715203800-00439.warc.gz | 557,805,165 | 323 | eng_Latn | eng_Latn | 0.985916 | eng_Latn | 0.985916 | [
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1 1.3 Quadratic Equation
A quadratic equation in x is an equation that can be written in the standard quadratic form ax 2 + bx + c = 0, a ̸= 0.
Methods to solve Quadratic Equations
1) Zero Factor Property AB= 0 if and only ifA= 0 orB= 0.
Example 1 Find the solution set of the equations: 1)4x 2 −2 = 7x 2)36x 2 − 12x + 1 = 0
Example 2 Find the equation whose roots are: 1)3, −4 2)5 as a double root
2) Taking Square Root IfA
2
=B, thenA=±
√
B
Example 3 Find the solution set of the equations: 1)(x + 8) 2 = 81 2)(x + 2) 2 + 36 = 0
3)Completing the square and that means adding to a binomial of the form x 2 + bx a constant that makes that binomial a perfect-square trinomial. We will add the square of half the coefficient of x. Note that this method can be used to solve any quadratic equation.
Example 4 What is the constant needed to complete the square of x 2 + 8x
Example 5Find the solution set of the following equations: 1) x
2
− 6x
−13 2) x
2
+ 2 =x 3)3x
2
+ 18x−
4)
4 = 0
Using the Quadratic Formula
Example 6
If ax
2
+bx+c= 0, then
Find the solution set of the following equations:
0 2) x
2
+ 7 = 5
x=
1)4
x 3) x
2
+ 10x+ 25 = 0
The discriminant
Theorem 7 The quadratic equation ax 2 + bx + c = 0, with real coefficients and a ̸= 0, has discriminant b 2 − 4ac.
Ifb
2
− 4ac >0,then the quadratic equation has two distinct real roots
Ifb
2
− 4ac= 0,
then the quadratic equation has real root that is a double root.
If b 2 − 4ac < 0, then the quadratic equation has two distinct complex roots that are not real. These roots are conjugate of each other.
Example 8 Classify the roots of each quadratic equation as real numbers or non real complex numbers: 1)3x 2 + 4x − 5 = 0 2)2x 2 − 4x + 5 = 0 3)8x 2 − 8x + 2 = 0
Theorem 9 Sum and Product of the roots Theorem
2
x
−
−
= − √
b± b
2
24
2
4ac
a
x +5 =
r1and r2 are roots of the quadratic equation ax 2 + bx + c = 0, a ̸= 0, if and only if r1 + r2 = − b a and r 1 r 2 = c a
Example 10 Determine whether the given numbers are roots of the quadratic equation: 1)x 2 + 4x − 21 = 0, −7, 3 2)2x 2 − 7x − 30 = 0 − 3, 6
Example 11 Find the sum and the product of the roots of the equation 2x 2 − 7x − 30 = 0
Exercise 12 If the product of the solutions of kx 2 − 4x + (2k − 1) = 0 is 3, then find k.
Exercise 13 Find all real values of k such that the equation x 2 +k 2 = 2(k +1)x has exactly one real solution (two equal real solutions)
Exercise 14 If one solution of the equation kx 2 − 17x + 33 = 0 is 3, then find k and the other solution.
Exercise 15 If m and n are the solutions of the equation 2x 2 − 2x + 1 = 0, then find the equation whose solutions are 3m and 3n.
Exercise 16 If the sum of the two roots of a quadratic equation is 7 2 and the product of the two roots is -15, then find the quadratic equation.
Exercise 17 Solve for y in the equation 3x 2 + xy + 4y 2 − 2 = 0
Exercise 18 If the sum of the squares of three consecutive positive integers a, b, and c is 149, then find these three numbers | <urn:uuid:56290918-74c3-4ede-9183-b6eb36e257a5> | CC-MAIN-2018-30 | http://faculty.kfupm.edu.sa/MATH/halattas/sec13.pdf | 2018-07-15T19:23:24Z | crawl-data/CC-MAIN-2018-30/segments/1531676588961.14/warc/CC-MAIN-20180715183800-20180715203800-00440.warc.gz | 129,097,071 | 1,078 | eng_Latn | eng_Latn | 0.90615 | eng_Latn | 0.906535 | [
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THIRD DECLENSION NOUNS
1) Masculine and feminine third declension nouns are declined alike:
Third declension nouns have a variety of nominative endings, but the genitive singular always ends in -is.
2) Neuter nouns differ only in the accusative singular and nominative and accusative plural.
3. I-Stems of the Third Declension:
* Masculine and feminine I-Stems carry the distinctive i in the genitive plural.
* Neuter I-Stems carry the i in the ablative singular, the nominative, and genitive accusative plural.
I-Stems can be recognized by the following general rules:
1) Parisyllabic nouns (having the same number of syllables in nominative and genitive singular) with the following exceptions:
* Pater, māter, frāter, senex, iuvenis, canis have the genitive plural in -um.
* Sēdēs (seat), mēnsis (month), vātēs (bard) appear with both -um and -ium
2) Monosyllabic nouns (having one syllable in the nominative singular) with two consonants before the -is of the genitive singlular. (pars, partis, partium).
3) Neuter nouns in -e, -al, -ar (animal, animālis, animālium) decline like mare.
Some Common I-Stem Nouns:
cīvis, cīvis, cīvium (m.&f.) citizen hostis, hostis, hostium (m.) enemy
nāvis, nāvis, nāvium (f.) ship
fīnis, fīnis, fīnium(f.) end;
pl.boundaries, territory
clades, cladis, cladium(f.) defeat
mōlēs, mōlis, molium(f.) mass, structure
ars, artis, artium(f.) art, skill
dēns, dentis, dentium(m.) tooth
mors, mortis, mortium (f.) death pars, partis, partium (f.) part, share
urbs, urbis, urbium(f.) city
nox, noctis, noctium (f.) night arx, arcis, arcium (f.) citadel
mare, maris, marium (n.) sea
animal, animalis, animalium(n.) animal
exemplar, exemplaris, exemplarium(n.) copy
Pure I-Stems show the -i not only in the genitive plural, but also in the accusative singular, ablative singular, and often in the accusative plural: | <urn:uuid:49121df7-b783-496c-b7d5-24964e17a9f4> | CC-MAIN-2018-30 | http://www.thelatinlibrary.com/101/Declension3.pdf | 2018-07-15T19:05:42Z | crawl-data/CC-MAIN-2018-30/segments/1531676588961.14/warc/CC-MAIN-20180715183800-20180715203800-00438.warc.gz | 577,461,066 | 570 | eng_Latn | eng_Latn | 0.929091 | eng_Latn | 0.951689 | [
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The children are making biscuits. The profit is for charity.
They decide to sell the biscuits for 25p each. To make £40 profit, how many of their biscuits do they need to sell?
* How will I structure my answer?
* How will I display my answer
* What is the key information?
* What do I need to find out?
* What method/maths do I use?
* Have I answered the question?
* Have I checked my work? | <urn:uuid:21be238f-c59c-4eac-9dcb-3f3a7816418d> | CC-MAIN-2018-30 | http://bryncelynnog.org.uk/wp-content/uploads/2014/11/ICR-Profit-Biscuits.pdf | 2018-07-15T19:18:35Z | crawl-data/CC-MAIN-2018-30/segments/1531676588961.14/warc/CC-MAIN-20180715183800-20180715203800-00440.warc.gz | 57,950,829 | 96 | eng_Latn | eng_Latn | 0.999916 | eng_Latn | 0.999916 | [
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Teaching Core Vocabulary
By Carole Zangari
Among the many changes that the AAC field has experienced in the last decade is the notion that core vocabulary is (or should be) an integral part of any AAC system. We grew to understand the limitations of AAC supports that consist primarily of nouns and descriptors, realizing that those kinds of communication displays restricted our clients to requesting and labeling. Our field realized the inadequacy of providing only prestored messages (e.g., limited the client's ability to communicate anything novel, not flexible enough to meet most communication needs, etc.). In essence, we realized that without core vocabulary, we were imposing a ceiling on language development.
We're thrilled to see so many communication boards, books, SGDs, and AAC apps reflect this knowledge. Having tools with the appropriate vocabulary is a big step in the right direction. But to really shatter the ceiling of language development, we have to be good at teaching the use of core language. Teaching words like 'it,' 'do,' and 'not' is a lot different than teaching words like 'cookie' and 'bubbles.' It's no wonder that SLPs struggle with this: It's not easy to teach abstract concepts and most core words are a lot more abstract than the nouns, verbs, and descriptors we focused on 10+ years ago.
This month, we're focusing on ways to teach core language. We'll start off with some basic principles and the move into applying teaching strategies to lists of core words.
In November, we introduced the framework we use for semantic intervention in AAC that included:
1. Introducing the new word(s) using focused AIDED language stimulation;
2. Teaching the new word(s) with explicit instruction activities;
3. Elaborating on the new word meanings with engaging practice activities;
4. Providing repeated exposure to the new word(s) on an ongoing basis; and,
5. Checking for understanding and reteaching, as necessary.
That same approach works here, but there are some special considerations in implementation. Activities for explicit instruction of words like 'have,' 'some' and 'you' are a bit different than activities for teaching words like 'music' and 'Play Doh.'
Here are some thoughts to get us started.
1. Provide access to core vocabulary: Before we can start teaching core vocabulary, we have to give our clients with AAC needs communication tools that have a good base of core vocabulary. That can be done in a no tech way, using communication boards and books. Low tech AAC devices can also be set up for core language. And, of course, some high tech SGDs and AAC apps do that as well.
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2. Don’t underestimate the amount of vocabulary needed : It’s tempting to size up beginning communicators who are expressing very little and draw the conclusion that they only need a few dozen words on their AAC devices/tools. If we take that approach, though, we’re limiting their exposure to a wider vocabulary set. Finding the balance between too few and too many takes some clinical judgment-there are no hard and fast rules.
— We approach this pretty much the way we do with speaking children. We model language slightly above their current abilities, right? So with our AAC learners, we provide AAC tools that allow us to do the same thing. If he knows or uses about a dozen words, then I might start with AAC tools that have about 18-24 words. That gives me room to use it to talk to him and provide receptive exposure to words that he doesn’t yet know. Some of them are the
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next words that we're planning to teach. Think of it as a ladder. If you don't provide access to the next rung, he won't be able to climb. If I only provide access to the words he knows now, how will he ever learn new words?
3. Keep the process moving: As the learner starts to catch on to the words you are teaching, add more so you can begin to expose them to new vocabulary. It's a fluid process.
4. Provide frequent opportunities for core word practice: By definition, core words are common and appropriate for almost every situation. One of the best ways to get learners competent with core vocabulary is to have them say those words frequently. If Jenna's target words are 'it,' 'do,' and 'not,' then she should be saying them all day long. These words, individually and in short sentences, can be fit into almost any daily routine or activity (e.g. Do it. I do. Do not. You do not). Once they get used to the idea that you will build these opportunities into their routine, pause expectantly, and help them say the words, it will become a normal part of their everyday
5. Expect to provide a lot of support: In the beginning stages of word learning, it's normal for AAC learners to need help. At this stage, it 's better to give them practice saying the word correctly with some help, than having them fumble around on their own and not say it at all.
6. It's not about mastery: Try not to get trapped into thinking that AAC learners have to prove that they know their current words before we give them access to more. Instead, look for signs that they are starting to 'get it.' We do more harm by restricting access to vocabulary than we do by giving them too many words. Unless you have strong data to show that a particular communicator learns fastest when they achieve mastery before moving on, give them the benefit of the doubt. It's almost 30 years since Anne Donellan planted this seed. In her 1984 article, she suggested that when we don't have enough information to be sure, we should operate on the assumption that, if wrong, leads to the least dangerous effect on the outcome.
Teaching core language, the basic set of words we all use to get through our daily lives, can take more thought and planning but the payoffs are huge. Do you have tips for teaching this type of vocabulary? We'd love to hear them!
Donnellan, A. (1984). The criterion of the least dangerous assumption. Behavior Disorders, 9, 2, 141-150.
© 2016 Copyright PrAACtical AAC. Developed by South Florida Web Design and WordPress Development by SoFla Web Studio.
3/3 | <urn:uuid:483548df-33fa-4261-83b4-c86d6333d0be> | CC-MAIN-2018-30 | http://ps37r.altervista.org/documents/Teaching%20Core%20Vocabulary.pdf | 2018-07-15T18:49:10Z | crawl-data/CC-MAIN-2018-30/segments/1531676588961.14/warc/CC-MAIN-20180715183800-20180715203800-00445.warc.gz | 297,124,493 | 1,305 | eng_Latn | eng_Latn | 0.999072 | eng_Latn | 0.999126 | [
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Episode 0: Introduction
Summary
In this introductory episode to English in 10 Minutes, host Nick Leonard talks about what listeners can expect from the podcast, why listening is important in language learning, and how English in 10 Minutes can help English learners dramatically improve their English.
Transcript
Hello, and welcome to English in 10 Minutes. My name is Nick Leonard and I teach English as a foreign language at a private language school. I'm also an English language examiner at the International Committee of the Red Cross. 1
Today I'm so excited to introduce you to English in 10 Minutes, a podcast for intermediate and advanced English learners that will help you improve your English significantly. This 'zero' episode of the podcast is an introductory episode to let you know what the podcast is all about, and what you can expect in future episodes.
You know, 10 minutes isn't a long time. It's the time you might spend washing dishes after dinner, or taking a short city bus ride, or waiting in line somewhere, or walking to the supermarket or, if you're lucky to have such a short commute , travelling to and from work. All of us - even the busiest 2 people - have periods of 10 minutes every day when we're not doing anything or, at the very least, when we're doing simple tasks that don't require much brainpower . 3
English in 10 Minutes is a way to use this time, and any other free time that you have, productively to improve your English. And I'm not talking about learning grammar rules, or learning irregular verb conjugations, or doing
examiner: someone who tests, or examines - in this case, English levels 1
commute 2
pronunciation drills . No, I'm talking simply about one thing: listening. And 4 listening. And listening.
English in 10 Minutes offers real, unscripted English conversations, telling 5 the stories of people and places in 10-minute episodes. These episodes feature conversations between native speakers, and occasionally near nativespeakers, from all over the English-speaking world. These aren't controlled, or graded conversations. They're not fake dialogues like you might have 6 listened to in English classes or using other self-study material. No, they're actual conversations, using the language that English speakers use every day. They're not scripted conversations, so you'll get the very best real and spontaneous language that you would hear on the street. 7
Plus, beyond the language value of this podcast, these aren't boring conversations about going to the post office, or going to a restaurant. They're genuinely interesting conversations about fascinating people and places that will make you want to listen again and again. And, you can take English in 10 Minutes with you wherever you go, and listen at any time.
So, how does this focus on listening work? Why does it work?
Almost everyone has the same goal when learning a foreign language: to achieve spoken fluency. But a huge part of this is the ability to listen. In fact, it is estimated that 40 to 50% of all language - speaking, listening, reading and writing - is listening, more than any other skill. So listening is the biggest thing we do in our native language, and this is also true of a foreign language. Things like having a conversation in English, watching an English-language TV show or movie, enjoying English-language music, or travelling in many countries around the world all require English listening skills.
With English in 10 Minutes, you're encouraged to listen to the same conversation several times - 3, 4, 5 times or even more. You don't have to understand every word the first time you listen, or the second time, or the third time. Maybe there will be a lot of things you don't understand the first time you listen to a conversation, depending on your level or the subject
drills: repeated exercises, like soldiers do in the army 4
unscripted: without a script or text that the speakers are reading. Instead, the conversation is 5 natural and the transcripts are made afterwards.
graded: made for a certain level, including only certain vocabulary and grammar, like many 6 coursebook dialogues
spontaneous: natural or sudden, not predetermined 7
matter of that conversation. But once you listen to the same conversation 8 several times, you can focus on different aspects of understanding each time. After several listenings, you'll start to anticipate the next line before it's spoken. This is very important, because you're no longer putting all your effort into comprehension and you can focus on other aspects of listening, like usage and pronunciation. And the more you listen, the more this will happen. And now you're turning input, which is listening, into output, which is speaking. So, using listening as the basis of your English study not only helps your listening skills, but also your speaking skills. This is, of course, how babies learn their native language - by listening extensively and then 9 eventually being able to reproduce this language themselves.
Many linguists, such as Stephen Krashen, have talked about listening as the most important aspect of second language acquisition. This is often referred to as 'mass input', where large amounts of listening and reading can help you acquire the language in a more effective way than some traditional teaching methods.
But getting back to the podcast: every week, there will be a new episode of English in 10 Minutes. Each episode is a conversation where I talk with my friends, family and colleagues, and my wife Wendy in particular, about a certain topic. These conversations tell stories about places - about countries and cities, and travel, and language and other timeless subjects - but most 10 of all, they tell stories about the people who are speaking. Listening to these conversations doesn't feel like studying, but it's instead something that you enjoy doing.
Each episode of English in 10 Minutes also comes with a worksheet, which you can download at the podcast's website, which is www.englishin10minutes.com. Each worksheet contains a full transcript of the conversation, as well as comprehension and discussion questions, plus an explanation of the most useful language used in the conversation. Because that's one of the main ways this podcast will help you improve your English: by using interesting topics and conversations as a way to teach real language in context.
Using the worksheets will help your listening skills improve even more, because once you've read a transcript of a conversation, you'll be able to
subject matter: what a conversation is about 8
extensively: a lot, to a great extent 9
timeless: something that is still interesting after a long time 10
process it much better the next time you listen to it. I recommend listening to each conversation once or twice before reading the transcript. Then, read the comprehension questions to see if you understand some of the main themes of the conversation. After reading the transcript and processing the new language, go back and listen to the conversation again and again. Then talk about the discussion questions with a partner or with the English in 10 Minutes online community. And of course, by using the worksheets, your reading skills will improve as well.
That's a brief introduction to English in 10 Minutes. And all it takes is 10 minutes, whenever you have the time, and wherever you are. The more you listen, the more you'll learn, and the better you'll speak English.
So, what's the first thing you should do? Please subscribe to English in 10 Minutes on iTunes, Google Play or Stitcher - whichever way you prefer to listen to podcasts. You can also visit the podcast website - the address, again, is www.englishin10minutes.com, where 10 is the number 10, one-zero. At the website, you can subscribe to the podcast, download the worksheets and read blog posts that are annotated for English learners. There are also links to our Facebook page, and our Facebook group just for listeners of English in 10 Minutes, where you can discuss the conversations with fellow listeners.
So, welcome to English in 10 Minutes, please subscribe to the podcast, and happy listening. | <urn:uuid:79627ff8-7f78-4a40-92bf-30feb01f6149> | CC-MAIN-2018-30 | https://englishin10minutes.com/wp-content/uploads/2016/09/000-Introduction.pdf | 2018-07-15T19:25:05Z | crawl-data/CC-MAIN-2018-30/segments/1531676588961.14/warc/CC-MAIN-20180715183800-20180715203800-00443.warc.gz | 628,907,538 | 1,703 | eng_Latn | eng_Latn | 0.999124 | eng_Latn | 0.999187 | [
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| Read 1 Sunshine State Book | Earn 80 coins on iREADY Math | Character Counts: 1 Act of Responsibility | Do 1 journal entry (anything you did over the summer) |
|---|---|---|---|
| Change the lyrics of your favorite song. Write it! | Character Counts: 1 Act of Respect | Read a nonfiction book. | Read 1 Sunshine State Book |
| Character Counts: 1 Act of Trustworthiness | Read a biography. | BONUS Box: Keep a summer reading log | Visit the OME Website and choose any Kid- Friendly Search Activity |
| Do 1 journal entry (you rather be a fish or mermaid, why?) | Read 1 Sunshine State Book | Visit the OME Website and choose any Kid- Friendly Search Activity | Practice your multiplication facts. |
| Write a restaurant review. | Character Counts: 1 Act of Caring | Read a poem. | Character Counts: 1 Act of Citizenship |
BING OME Summer Learning BINGO Grades 3-5
O
The 2017-2018 Sunshine State Young Reader Award list can be found at http://www.floridamediaed.org/uploads/6/1/4/2/61420659/3-5_2017-
Summer Learning Fun BINGO is based on the honor system. There is no need to turn anything in except the BINGO card. They are due August 10, 2017 to your 2017-2018
1 BINGO =
Bronze Silver Gold
Pencil A BINGO is considered 5 spaces either up, down, or diagonally.
Parents must initial each box your child completes! | <urn:uuid:0b079bfa-c604-4b90-8af2-b360804f30af> | CC-MAIN-2018-30 | http://www-mes.stjohns.k12.fl.us/wp-content/uploads/2017/06/3-5-Bingo-Sheet.pdf | 2018-07-15T19:44:54Z | crawl-data/CC-MAIN-2018-30/segments/1531676588961.14/warc/CC-MAIN-20180715183800-20180715203800-00442.warc.gz | 401,926,613 | 368 | eng_Latn | eng_Latn | 0.97405 | eng_Latn | 0.97405 | [
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