text string | id string | dump string | url string | date string | file_path string | offset int64 | token_count int64 | language string | page_average_lid string | page_average_lid_score float64 | full_doc_lid string | full_doc_lid_score float64 | per_page_languages list | is_truncated bool | extractor string | page_ends list | fw_edu_scores list | minhash_cluster_size int64 | duplicate_count int64 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Self-Nurturing Activities
By performing at least one or two items from the list every day, or anything else you find pleasurable, you will grow in the important skill of becoming a good parent to yourself.
1. Take a warm bath
2. Have breakfast in bed
3. Take a sauna
4. Get a massage
5. Buy yourself a rose
6. Take a bubble bath
7. Play with the animals or children
8. Walk on a scenic path in a park
9. Have a manicure or pedicure
10. Stop and smell some flowers
11. Wake up early and watch the sunrise
12. Watch the sunset
13. Relax with a good book and/or soothing music
14. Watch a funny movie
15. Play your favorite music and dance to it by yourself
16. Go to bed early
17. Sleep outside under the stars
18. Take a "mental health day" off from work
19. Fix a special dinner just for yourself and eat by candlelight
20. Go for a walk
21. Call a good friend—or several good friends
22. Go out to a fine restaurant just with yourself
23. Go to the beach
24. Take a scenic drive
25. Buy new clothes
26. Browse in a book or magazine store for as long as you want
27. Buy yourself a cuddly stuffed animal and play with it
28. Write yourself a love letter and mail it
29. Ask a special person to nurture you (feed, cuddle, and/or read to you)
30. Buy yourself something special that you can afford
31. Watch an inspiring movie
32. Go to the park and feed the ducks, swing on the swings, and so on
33. Visit a museum or another interesting place
34. Give yourself more time than you need to accomplish whatever you're doing
35. Work on your favorite puzzle or puzzle book
36. Go into a hot tub or Jacuzzi
37. Record positive affirmations for yourself
38. Write out an ideal scenario concerning a goal, then visualize it
39. Read an inspirational book
40. Write a letter to an old friend
41. Bake or cook something special
42. Go window shopping
43. Listen to a meditation exercise
44. Listen to positive, motivational material
45. Write in a special diary about your accomplishments
46. Apply fragrant lotion all over your body
47. Create an altar
48. Exercise
49. Sit and hold your favorite stuffed animal
50. Put a picture of yourself as a child in an honored place in your home
51. Carry a picture of yourself as a child in your wallet
52. Carry Halloween glasses in your car to wear during long commute stalls
53. Whistle | <urn:uuid:f017683a-240f-4817-a874-c302e7c82e5d> | CC-MAIN-2022-40 | https://img1.wsimg.com/blobby/go/6e498e8c-3bca-49c5-b81f-3e859ff6d6f0/downloads/Self%20Nurturing%20Activities%20PDF.pdf?ver=1659873236859 | 2022-10-01T02:42:46+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030335514.65/warc/CC-MAIN-20221001003954-20221001033954-00424.warc.gz | 383,859,420 | 576 | eng_Latn | eng_Latn | 0.993806 | eng_Latn | 0.993827 | [
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GCHS Science Department
AP Biology Summer Assignments
Each student anticipating enrollment in the AP Biology course for the next year must pick up a textbook from Mr. Esposito (room 210).
All prospective students will be required to complete two (2) summer reading assignments that will account for 5% of the first quarter grade. The completed assignment must be hand-written & all questions must be addressed. Restate each question, fol l ow e d by your response (please answer all questions concisely & accurately).
Assignments must be done individually & without collaboration between students. The research may be done using internet resources & the textbook. If you have any questions, please email me at email@example.com.
A copy of the assignment and instructions for its completion are available on the Science Department main webpage at:
http://www.gardencity.k12.ny.us/domain/1038
The official due date for both assignments will be September 15, 2022 . It is strongly suggested that you complete the first assignment, titled "Ecology & Animal Behavior", by July 31 st . The second assignment, titled "The Chemistry of Life", is a review of introductory chemistry, which will serve as an important foundation for this course. In order to ensure that this information is fresh in your mind for the start of the school year, it is strongly suggested that you begin this assignment no earlier than August 15 th .
Please do NOT procrastinate! Failure to stay on schedule may result in the inability to adequately complete each assignment. Be aware that late assignments will incur a 5 point deduction per day.
Good luck with your work & have a great summer. I'm looking forward to meeting you in the fall.
D. Esposito
Name
Date
AP Biology Summer Assignment 1: Ecology & Animal Behavior
Suggested Completion Date: 7/31/21 Official Due Date: 9/15/21
Unit 8: Ecology
Textbook Chapters: 52-55
I. Abiotic Factors in the Environment
1. Temperature
a) Endotherms
b) Ectotherms
c) Define & give an example of Allen's Rule
2. Water
a) Xerophyte Plant
b) Hydrophyte Plant
3. Light
a) Photoperiodism
4. Soil & Environmental Cycles
a) Discuss the effect of soil composition on plant growth
b) Summarize the general significance of material cycles (e.g. nitrogen cycle, carbon cycle, water cycle).
5. Ecological Principles -define and give examples of:
a) Leibig's Law of the minimum
b) Shelford's Law of Tolerance
c) Principle of Allocation d) Principle of Acclimation
II. Biotic Factors of the Environment
1. General Organization -Define and distinguish between:
a) Population vs. community
b) Ecosystem vs biosphere
c) Fundamental vs. realized niche
2. The Ecosystem—define and give examples of:
a) Producers
b) Consumers c) Decomposers
d) The energy pyramid –change in energy with each trophic level
e) Food chain
f) Food Web
3. Biomes
a) Create a table to summarize the characteristics (in terms of climate, flora and fauna) of the 6 terrestrial biomes (you can create a table on "Word" & attach it to the back of your assignment).
b) Explain the correspondence between latitudinal and altitudinal effects on biome distribution
b) Commensalism
4. Ecological Succession
a) Define and give examples of: pioneer vs. climax community
b) Primary succession (provide example)
c) Secondary succession (provide example)
d)
Eutrophication
5. Interspecific Relationships - define and give examples of:
a) Mutualism
c) Parasitism
III. Growth Patterns in PopulationsDefine
and give examples of:
a) r-strategists
b) k-strategists
Unit 7: Animal Behavior
Textbook Chapters: 51
1. Fixed Action Patterns
a) Fixed Action Pattern
b) Sign Stimulus
c)
d) Discuss the work of Tinbergen and Lorenz in Greylag geese
3. Learning- define and give examples of
a) Habituation
b) Imprinting
c) Conditioning
d) Operant Learning
Releaser
4. Social Behavior -define and give examples of
a) Dominance hierarchy
4) Identify & draw the 6 major functional groups present in organic compounds, & describe the properties of each in terms of solubility, acidity, etc. (you may attach your drawings on a separate piece of paper include the ionized & non-ionized forms for acidic & basic groups).
13) What is the major function of fats? Explain the structure of a fat molecule by stating its components & how they join together.
Name Date
AP Biology Summer Assignment 2: The Chemistry of Life
Suggested Completion Date: 8/15/21 Official Due Date: 9/15/21
Unit 1: The Chemistry of Life
Textbook Chapters: 2-5
1) Distinguish between covalent, ionic, & hydrogen bonds. Compare them in terms of the mechanism by which they form & their relative bond strength.
a) Covalent Bond
b) Ionic Bond
c) Hydrogen Bond
2) Explain how hydrogen bonds between adjacent water molecules govern many of the properties of water.
3) Contrast acids & bases, & discuss their properties.
5) Describe the properties of carbon that make it the central component of organic compounds
7) Identify & describe the processes by which monomers join to produce polymers
8) Identify & describe the processes by which polymers are broken down to form monomers
9) What are the major functions of carbohydrates? Give an example of a mono, di, & polysaccharide. In what ways are these carbohydrates structurally distinguishable?
10) Identify the two classes of structural polysaccharides & describe the function of each.
11) Identify the two classes of storage polysaccharides & describe the function of each.
12) What are the major classes of lipids? What chemical characteristic is common to each?
6) What molecules are the monomers of the polymers studied in Chapter 5?
14) What is the difference of between a saturated & an unsaturated fat?
How does the structure of a phospholipid differ from that of a fat?
15) How do phospholipids form a bilayer in the presence of water?
16) Describe the structure of a generalized steroid. How does one steroid differ from another?
17) Draw the structure of an amino acid & a dipeptide, pointing out the peptide bond.
18) Discuss the four possible levels of protein structure & relate each level to particular bonding patterns.
a) Primary Structure
b) Secondary Structure
c) Tertiary Structure
d) Quaternary Structure
19) What is protein denaturation? Identify 3 environmental factors that can result in protein denaturation.
20) Describe the structure of a nucleotide. How do they bond to form nucleic acids?
21) State & explain the structural differences between DNA & RNA. | <urn:uuid:ec71cb65-3c0c-4887-9aff-07c51a6d4888> | CC-MAIN-2022-40 | https://www.gardencity.k12.ny.us/cms/lib/NY01913305/Centricity/Domain/1038/2022%20AP%20Biology%20Summer%20Assignment.pdf | 2022-10-01T00:48:08+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030335514.65/warc/CC-MAIN-20221001003954-20221001033954-00426.warc.gz | 825,229,144 | 1,516 | eng_Latn | eng_Latn | 0.691765 | eng_Latn | 0.969868 | [
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Manipulating the gut
microbiome: the potential
of poo
UNDERSTAND
|
Biology, Health
This medical treatment
might sound repulsive,
but don’t pooh-pooh it
just yet.
By Hannah Voak
Bacteria and the gut microbiome
Faeces, stool, poo – whatever you call it, the thought of transferring someone else's into your own body certainly sounds disgusting. But for someone suffering from a Clostridium difficile infection, a potentially fatal bowel condition, a faecal transplant could save their life. So before you dismiss the idea, consider the reasoning behind this unusual medical treatment: stool contains one crucial component – beneficial bacteria. And the success rate for treating C. difficile infections with a faecal transplant is over 90%. What's more, scientists at the European Molecular Biology Laboratory w1 (EMBL) now think that careful matching of donors to patients could make faecal transplants still more effective and widely applicable.
When your doctor prescribes antibiotics, you expect the drugs to treat the infection, not to cause a new illness. As well as killing the target bacteria, however, antibiotics (particularly broad-spectrum antibiotics) destroy beneficial bacteria, causing an imbalance in the complex community of microorganisms in our intestines, known as the gut microbiome.
C. difficile is present in soil, water and air, and lives harmlessly in the guts of roughly one in every 30 healthy adults. But when the normal balance of gut microbes is skewed and there are fewer beneficial bacteria to keep the gut in check, C. difficile can quickly spread.
As it multiplies and grows in the gut, C. difficile produces toxins that cause diarrhoea. When the bacteria are passed www.scienceinschool.org
IScience in SchoolI Issue 40 : Summer 2017 I23
Biology
Physiology
Medical sciences
Microbiology
Ecology
Ages 16–19
Poo is an amusing subject for students to talk about with friends, and the 'disgusting' topic of faecal transplants is a good introduction to spark their interest in physiology and learn about different metabolic and physiological processes. Not only is this article relevant to medical sciences, but it could also be used to link to topics such as microbiology and ecology.
Bartolome Piza, CC. Pedro Poveda, Balearic Islands, Spain out of the body, they can easily infect other people. This makes C. difficile a big problem in hospitals and a major healthcare-associated infection. Other common symptoms include abdominal pain and fever; in severe cases, C. difficile can cause dehydration, inflammation of the intestine, and even a ruptured colon.
For most patients, the infection can be treated with a course of antibiotics that specifically target C. difficile. But in about 20% of cases, the symptoms return, requiring further treatment. Treating recurrent C. difficile is becoming increasingly difficult, as new and resistant strains of the bacterium emerge. One final option for patients fighting the superbug is to undergo a faecal transplant.
Image courtesy of Wellcome Images (CC BY-NC 4.0)
An expanding colony of the spore-forming bacterium Clostridium difficile
Poo to patient
The screening process for potential stool samples is rigorous: only 3% of volunteers donating samples to the OpenBiome stool bank, for example, are accepted w2 . A stool transplant carries the risk of passing on an infectious disease, and with growing evidence linking the microbiome to obesity, diabetes and allergies, it is possible that these conditions might also be transferred to the patient. In one case, a woman who was successfully treated for a C. difficile infection encountered a surprising side-effect after receiving a stool sample from an overweight donor: she rapidly gained weight herself (Alang & Kelly, 2015). Although the transplant may not have been the only cause, the case raises questions about the role of gut bacteria in metabolism and health. If a stool sample is deemed suitable, it is liquidised and usually administered via a colonoscopy. The community of micro-organisms from the healthy donor, along with all their genes and metabolic functions, can then begin resetting the balance of the infected patient's microbiome.
Although the success rate for curing C. difficile infections with faecal transplants is over 90%, the use is
24I Issue 40 : Summer 2017 IScience in School
I www.scienceinschool.org still rare – probably due to its unusual nature and our aversion to it. Our faeces, just like blood or vomit, can contain disease-causing organisms, so it's no surprise that humans want to avoid it, let alone ingest it. Tighter rules on carrying out faecal transplants are also holding back its use, as is the treatment's invasiveness compared to antibiotics.
A personalised pill
To improve their appeal, faecal transplants are moving away from, more invasive delivery methods. Instead, patients can swallow something more aesthetically pleasing and manageable: a pill, dubbed a 'crapsule'. A recent study led by EMBL scientists, with collaborators at Wageningen University and the Academic Medical Centre, both in the Netherlands, and the University of Helsinki, Finland, has also highlighted the need for a tailored approach (Li et al., 2016).
Rather than looking at what species of bacteria inhabit a patient's gut, the key is to go one step further and see what strains of each species are present. The study found that new strains of bacteria from the donor were more likely to colonise a patient's gut if the patient
One in every five patients with C. difficile experiences a recurrence of the infection.
Image courtesy of Nicola Graf
already had that species. Simone Li, who carried out the work at EMBL, says the goal is to prescribe a "personalised bacterial cocktail, rather than a one-size-fits-all solution". Carefully matching donors to patients could improve the effectiveness of faecal transplants.
The demand for faecal transplants doesn't stop there. Scientists are trying to determine whether transplants could be used to treat other common conditions linked to a skewed microbiome, including allergies, obesity and type 2 diabetes (Bull & Plummer, 2014). And who knows? In the future, we could all be storing healthy poo for later use, and swallowing pills of frozen faecal matter from our personal stool banks.
References
Alang N, Kelly CR (2015) Weight gain after fecal microbiota transplantation. Open Forum Infectious Diseases 2(1): ofv004. doi: 10.1093/ofid/ofv004
Bull MJ, Plummer NT (2014) Part 1: The human gut microbiome in health and disease. Integrated Medicine 13(6): 17–22
Li S et al. (2016) Durable coexistence of donor and recipient strains after fecal microbiota transplantation. Science 352(6285): 586– 589. doi: 10.1126/science.aad8852
Web reference
w1 EMBL is Europe's leading laboratory for basic research in molecular biology, with its headquarters in Heidelberg, Germany. See: www.embl.org
w2 OpenBiome is a non-profit organisation dedicated to expanding safe access to faecal transplants. See: www.openbiome.org/ impact/
Resources
Read more about the recent study on improving faecal transplants with a personalised approach on the EMBL news page. See: https://news.embl.de/science/ 1604-poo-transplants/
For more information on faecal transplantation, visit the Johns Hopkins Medicine website. See: www.hopkinsmedicine.org or use the direct link: http://tinyurl.com/kk9um5g
To learn more about faecal transplants, read the article 'Medicine's dirty secret' published in Mosaic magazine. See: www.mosaicscience. com/story/medicine's-dirty-secret
German scientist and best-selling author Guilia Enders reveals the latest science on our digestive system, including our gut bacteria, in her book Gut. See:
Enders G (2015) Gut 1st edition. Vancouver, Canada: Greystone Books. ISBN: 9781771641494
www.scienceinschool.org IScience in SchoolI Issue 40 : Summer 2017 I25
To understand humans' dislike towards poo, read the article 'Why do humans hate poo so much?' from BBC Future. See: www.bbc. com/future or use the direct link: http:// tinyurl.com/lpqrjxp
_________________________
Hannah Voak is one of the editors ofScience in School. With a bachelor's degree in biology and an enthusiasm for science communication, she moved to Germany in 2016 to joinScience in Schoolat the European Molecular Biology Laboratory. | <urn:uuid:e14a5811-32ad-4298-ba9f-3a55c688d482> | CC-MAIN-2022-40 | https://scienceinschool.org/wp-content/uploads/2017/06/issue40_faecal.pdf | 2022-10-01T00:44:05+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030335514.65/warc/CC-MAIN-20221001003954-20221001033954-00427.warc.gz | 533,884,928 | 1,846 | eng_Latn | eng_Latn | 0.992902 | eng_Latn | 0.996136 | [
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C-16
Lotus Computers Text Book
Syllabus:
(Chapter : 8, 9
Pg. Nos : 81-99)
FORMATIVE ASSESSMENT - IV
Class - IV :: Computer Easy Learning
Time : 1 Hour
Max. Marks : 25
0
0
12345678901234567890
Name :
Section :
Class :
Roll No.
I. Answer the following questions.
[5 × 2 = 10 M]
1. What do you mean by multimedia ?
2. What are placeholders ? How are they useful ?
3. Write the steps to install a CD.
4. What is a slide layout ? Explain in short.
5. What will you use the windows media player for ?
II. State True or False.
[5 × 1 = 5 M]
1. Windows media player can only play audio files.
2. Powerpoint 2010 is a part of the MS office 2013.
3. Graphics is an element of multimedia.
4. There are three ways to open a presentation in powerpoint.
5. FIFA is a pre-installed game on windows.
III. Fill in the blanks.
[5 × 1 = 5 M]
1. Using different types of media is known as ........................
2. Graphics is an element of ........................ technology.
3. ........................ can be used to play audio files.
4. Write any purchase game ........................
5. ........................ industry uses multimedia technology.
1
IV. Choose the correct answer.
[5 × 1 = 5 M]
1. Graphics is an element of .......................
a) Windows b) Multimedia
c) CD d) None of these
2. The extension of a power point 2010 presentation is ...................
a) .pptx b) .ppt
c) .xppt d) None of these
3. What will a computer need to play a movie ?
a) Speaker b) Mouse
c) Keyboard d) All of these
4. How many times will you click inside a placeholder to add text to it ?
a) Once b) Twice
c) Thrice d) None of these
5. Which of the following are used to create a game ?
a) CD b) Multimedia
c) Windows media player d) None of these
2 | <urn:uuid:2a250103-27dd-447f-8ad3-4135c5adbfa1> | CC-MAIN-2022-40 | https://vikrams.com/downloads/downloads/2016-Question-Papers/lotus-text-Question-Papers/Class-4/computers/4th%20Class-Computer-FA-IV.pdf | 2022-10-01T01:13:43+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030335514.65/warc/CC-MAIN-20221001003954-20221001033954-00423.warc.gz | 637,571,100 | 481 | eng_Latn | eng_Latn | 0.943232 | eng_Latn | 0.988046 | [
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Waste is a Global Issue
Population growth and rising standards of living increases the consumption of goods and energy. Increased consumption leads to an increase in the generation of waste.
Reduce • Recycle • Reuse
ONLY 10%
More than 90% of mixed solid waste is landfilled. Landfills are reaching capacity on a regular basis.
Ban the Bans • No New Taxes
Banning or taxing waste to reduce landfilling is 'forced' and unsustainable behavior change.
Shift from Linear to Circular
Linear or Reuse Economy
Circular Economy
Products and materials are maintained in the economy for as long as possible.
After products and materials are 'used' they are thrown away.
Public Sentiment
Sustainability
Public sentiment on climate change is having significant and lasting influence on shareholder investment!
One World Clean Energy: Innovation
Processing Mixed Solid Waste mixed with sewer water to produce electricity.
Renewable Energy ZERO Waste ZERO Odor near ZERO emissions
Source Location Processing
Eliminating Landfills
97% reduction of waste volume. The resulting 3%, biochar, is valuable fertilizer additive used in greenhouses.
Drop IN Process Grid Connected Electricity
Modular /Scalable Sized to meet project specific volume
Mixed Feedstock Processing Mixed Solid Waste
Our mission: Execute technologies to improve our waters, reduce fossil fuel use and pollution, and eliminate landfills.
www.OneWorldCleanEnergy.com | <urn:uuid:7d90aa36-c9ae-4d13-adc4-1ea44a8d8414> | CC-MAIN-2022-40 | http://oneworldcleanenergy.com/PDFs/OWCE%20Infographic%20MSW%2014Feb2020.pdf | 2022-10-01T01:54:56+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030335514.65/warc/CC-MAIN-20221001003954-20221001033954-00434.warc.gz | 46,466,822 | 282 | eng_Latn | eng_Latn | 0.990049 | eng_Latn | 0.990049 | [
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The first visit to the dental clinic can be both exciting and a little strange, as we look at the teeth for the first time.
Brush teeth with fluoride toothpaste - morning and night
Drink water when thirsty between meals - also during the night
Healthy foods at regular times good for the body and teeth
Klinikkens stempel
First visit to the dental clinic
The child's dental health
You will receive information and guidance on what needs to be done to maintain good dental health. It is the responsibility of the public dental service is to guide you on how to best handle this task.
Ask if there is anything you are wondering about any big and small issues regarding your child's dental health. Inform us about illnesses, medications or dietary challenges. This can have an impact on dental health.
Preparations
Safety
The child needs to prepare for what is going to happen at the dental check-up. Before the visit, it is good to let the child practice opening their mouth wide in front of a mirror as you count the teeth. Tell them about the chair, the lamp and the little mirror that is used to check their teeth. It may also be necessary to use a dental probe to pick on their teeth a little at the first visit.
This visit will lay the foundation for a trusting relationship that should last a lifetime, and the dental personnel will do their best to ensure that the dental check-up will be a positive experience for everyone.
The child will be in focus, and the parents will notice that the dental health professional will initially address the child directly. They will allow a good amount of time to talk to build confidence on the child's terms.
If the person who comes along with the child has a relaxed attitude about visiting the dental hygienist/ dentist, it will also help to give the child a sense of safety. Contact the dental clinic prior to the visit and let them know if the child is particularly anxious. Together you will then be able to find the best approach for the child.
Kompentansesenteret Tannhelse Midt | <urn:uuid:b52e79ab-32d1-42b7-96aa-a281e6827578> | CC-MAIN-2022-40 | https://www.nittedal.kommune.no/globalassets/02-dokumenter/helsestasjon/mer/forstebesokpatannklinikk-engelsk.pdf | 2022-10-01T01:50:23+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030335514.65/warc/CC-MAIN-20221001003954-20221001033954-00432.warc.gz | 955,260,881 | 419 | eng_Latn | eng_Latn | 0.998882 | eng_Latn | 0.999189 | [
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Quick Tips: Disability Etiquette
1 Person First. Get to know the person first. Human nature is to notice differences, but disability does not define a person. It is just part of who they are. Most people have adapted to their disability and are comfortable with it.
* Don't let your fear of saying something "wrong" prevent you from getting to know someone.
* Just say "hello" and engage in conversation like you would with any other person.
* If you make a mistake, it's okay! Don't give up! People with disabilities are durable!
2 Language. The words we use are powerful and can convey the attitudes we have toward people with disabilities. Even a slight change in a phrase can alter the tone and communicate a very different meaning. Some people with disabilities prefer 'person-first language' and others prefer 'identify-first language' while some don't have a preference at all.
People-first language is when the person comes before the disability in the description. This emphasizes the value of the individual by recognizing them as a person first instead of focusing on their condition. Some examples include a person who uses a wheelchair (versus wheelchair bound) and a person who has cancer (versus a cancer victim).
Identity-first language is when the disability comes before the person in the description. For example, some adults with autism prefer to say that they are "autistic" rather than saying that they "have autism." The thought behind this is that it's not possible to affirm the worth of an autistic person without recognizing his or her identity as an autistic person. That said, there is not universal agreement on this terminology, particularly among parents of children with autism.
Both approaches want to accentuate the value and worth of the individual. The best thing to do is listen to the language that the individual is using and adopt the same terminology. The most important thing to remember is to be inclusive and respectful with the words you use.
3 Offering Assistance. It is okay to ask someone with a disability if they would like assistance. Simply say, 'Can I help you?' then wait for them to answer. If the answer is yes, ask how they would like your assistance and respond according to their guidance. If they say no, respect their decision and let them do their own thing! Never start helping (e.g. pushing a wheelchair up a hill) without asking for and receiving the person's permission. Also, it's okay to decline a request for assistance if you're not comfortable with it or are not able to, or don't have the time to comply.
4 Diversity within Disability. No two people with a disability are the same. Each person is unique with unique preferences, skills, abilities, interests, desires, cultures and backgrounds.
5 Talk to Adults like Adults. Use the same tone of voice as you would with any adult and avoid terms of endearment such as honey or sweetheart. Don't patronize. For example, don't pat a person who uses a wheelchair or a little person on the head.
6 Don't Forget the Golden Rule. Do unto others as you would have them do unto you!
© 2022. Work Without Limits is an initiative of Commonwealth Medicine, the consulting and operations division of UMass Chan Medical School. | <urn:uuid:a19c1398-74f6-4cd0-9f59-5b0aac05e5d8> | CC-MAIN-2022-40 | https://workwithoutlimits.org/wp-content/uploads/2022/08/Quick-Tips-for-Disability-Etiquette-2022.pdf | 2022-10-01T01:24:12+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030335514.65/warc/CC-MAIN-20221001003954-20221001033954-00428.warc.gz | 655,485,981 | 659 | eng_Latn | eng_Latn | 0.999114 | eng_Latn | 0.999114 | [
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Name
Allusions
An allusion is when a person or author makes an indirect reference to a (usually past) event or figure. An allusion does not give much detail about the reference or describe things in detail, as the event or figure is typically of momentous‐significance historically, culturally, or politically, so the author has a reasonable expectation that people will understand the allusion without explanation. Allusions are often used within ametaphororsimile. In these cases, the comparison alludes to an event or person of significance that should be widely recognized. Allusions often make reference to previous works of literature, especially references to the Bible and Greek or Roman mythology.
DIRECTIONS: Read each of the sentences below. Underline the allusion. Then identify the type of allusion. Write the correct letter on the line.
A. Literature
B. Mythology
C. Bible
________ 1. I don't get an allowance because my father is a real Scrooge.
________ 2. Jealous that his friend was no longer spending very much time with him now that he had a girlfriend, Ryan called out, “Well if it isn’t Romeo!” when Michael finally showed up.
________ 3. Wendy lost thirty pounds on her diet, but admits that French fries are her Achilles’ heel.”
________ 4. When the restaurant in that location failed, the building owner saw it burning bush, and refused to lease the building to restauranteurs anymore.
________ 5. After her parents died, Edna walked around with the weight of the world on her shoulders
________ 6. Many states have laws that protect good Samaritans.
www.EnglishWorksheetsLand.com
CCSS.L.7.5.A |© | <urn:uuid:e5a60d9a-341c-4a2d-9dba-4f2f37ea0e23> | CC-MAIN-2019-18 | https://www.englishworksheetsland.com/grade7/language/11/4allusion.pdf | 2019-04-18T18:55:39Z | crawl-data/CC-MAIN-2019-18/segments/1555578526228.27/warc/CC-MAIN-20190418181435-20190418203435-00221.warc.gz | 685,725,132 | 605 | eng_Latn | eng_Latn | 0.997757 | eng_Latn | 0.997757 | [
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Imagine Your Own LITTLE GREEN MONSTER!
Fill in the blanks with all the descriptive words and colors you can think of to create your own adorable little monster to put to bed!
My little green monster has ____________________ eyes, and ____________________ ears and a ____________________ nose!
My little green monster has ____________________ hair, and a ____________________ face, and ____________________ teeth!
My little green monster has ____________________ hands, and ____________________ feet, and a ____________________ mouth!
Available wherever www.lb-kids.com
books are sold. | <urn:uuid:60f7e934-ced0-44d4-8105-f7c94696344a> | CC-MAIN-2019-18 | https://www.hachettebookgroup.com/wp-content/uploads/2018/03/imagine.pdf | 2019-04-18T18:54:10Z | crawl-data/CC-MAIN-2019-18/segments/1555578526228.27/warc/CC-MAIN-20190418181435-20190418203435-00220.warc.gz | 711,329,346 | 108 | eng_Latn | eng_Latn | 0.996412 | eng_Latn | 0.996412 | [
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ICT
Children will be developing their coding skills.
LITERACY
Year 1 Creative Planning:
Summer 1 – Plants Summer 2 – Animals and living things
MATHS
Children will be investigating number, shape, space and measures through a variety of activities. Children will be exploring multiplication and division, as well as continuing with addition and subtraction. Money, place value, time, capacity and 2D and 3D shapes will also be covered along with other mathematical activities.
SCIENCE
Children will be learning about lifecycles through planting and monitoring growth and changes of a bean plant.
Children will also be learning about living and growing.
Children will be writing in a variety of styles including; instructions, diaries, poetry, non-fiction writing and fiction writing through fantasy stories.
ART/DT
Children will be studying the work of Vincent Van Gogh.
In DT they will be designing and making a habitat for an animal.
READING
Children will carry out daily guided reading twice per week on a range of topics.
Children will also explore a range of fiction and non- fiction texts.
GEOGRAPHY
Children will be researching France and Holland. They will find these countries on a map and learn key information about these areas.
HISTORY
Children will be exploring the lives of famous people, including Vincent Van Gough.
MUSIC
In music, children will explore different instruments.
PE
Children will be learning racket and ball skills required for tennis.
In the second half term children will take part in a variety of athletic activities and prepare for sports day!
RE
We will continue to look into Christianity through the miracles of Jesus and other stories from the Bible. | <urn:uuid:d468a58c-4aef-4623-90f7-00b041020e69> | CC-MAIN-2019-18 | https://www.highfield.hillingdon.sch.uk/_site/data/files/documents/79C5495B51F78C72D40734692C9FB2BD.pdf | 2019-04-18T18:25:26Z | crawl-data/CC-MAIN-2019-18/segments/1555578526228.27/warc/CC-MAIN-20190418181435-20190418203435-00223.warc.gz | 720,881,993 | 338 | eng_Latn | eng_Latn | 0.996912 | eng_Latn | 0.996912 | [
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Monday, 18 th March 2019
We have lots of news from around the classes this week thanks to our teachers in P5, P6 and P7. Primary 5 have been continuing with our Viking topic. Both classes have created different Viking longships, photos of these are available on the class pages. We are also looking forward to our Viking afternoon on Monday 25 th March with some Viking re-enactors coming in. We will be taking part in various workshops throughout the afternoon. In maths we are continuing our fractions work. Any practice of multiplication and division at home would be a wonderful way to complement this learning. Due to the ongoing news surrounding Brexit and the discussions children are leading in classes, we will be focussing our writing this week with a letter to Newsround. The pupils have learned a lot from Newsround so far, but children have questions that are important to them that they would like to see answered – hopefully these will be addressed on Newsround and aired for everyone to see ! During the last week of term, P5 will be learning about and building Viking settlements. To do this, we will need a variety of junk resources including; yoghurt pots, card, toilet roll holders, etc. Over the coming weeks, pupils can bring in any junk from home.
The P6 children had a great experience at Drummond Community High School on Wednesday 13 th March. They were able to interact with some High School pupils and share in their Breakfast Club facilities. Following this, the children then completed a 'Treasure Hunt' around the school; as a means of becoming more familiar with their surroundings and to meet some staff members. P6A have been concluding work on fractions, decimals and percentages. We have been learning to convert common fractions and values. We are moving towards identifying and measuring angles. This will include within shapes and through dissecting lines. Through our topic the children have continued to learn about some key aspects of World War 2. They showed great maturity when beginning to understand the Holocaust and its impact on European society. We are now investigating the changing role of women throughout and following the war. P6B have been enjoying learning about WW2. We have been doing lots of writing using the topic as a stimulus. We wrote newspaper reports on the holocaust and wrote diary entrees in the role of an evacuee in WW2. This week we are going to be looking at how the role of women changed in the war and research some of the jobs they had to do.
The children in P7 have been busy rehearsing for their show. P7A have been learning about the Jacobites. We've learnt about how Highlanders lived in the 1700s, looking at what their homes were like, what they ate and how they dressed. In addition, we've been finding out about why the Jacobites took up arms, who were the most significant people involved and what happened at the major battles. In maths we have been revising 3D shapes and considering why certain shapes are used in preference to others for everyday objects. . P7b have been inspired by Book Week and the author/illustrator Anthony Browne. They have been creating some very imaginative worry dolls for themselves and for their p1 buddies. The worry dolls even come with a box or a bag to store them. The creativity in the classroom has been inspiring and it has been super to watch the pupils sharing ideas and supporting one another. P7b have also been learning about the Jacobite era. They are creating a book using the Book Creator app to share their learning.
The refurbishment programme will see our resource room completed this week and then it will be the turn of P6 and their teacher Miss Judges to move into a temporary space while their own classroom is upgraded for them.
We've had to abandon plans for purchasing sound and screen systems for the school hall for the moment. This proved to be too costly for now but we might look at this again in the next financial year. | <urn:uuid:06803c07-3f93-49ba-bc14-4e9c5de356f3> | CC-MAIN-2019-18 | https://broughtonprimary.files.wordpress.com/2019/03/ht-weekly-newsletter-18-03-2019.pdf | 2019-04-18T19:14:11Z | crawl-data/CC-MAIN-2019-18/segments/1555578526228.27/warc/CC-MAIN-20190418181435-20190418203435-00226.warc.gz | 365,069,964 | 814 | eng_Latn | eng_Latn | 0.999575 | eng_Latn | 0.999575 | [
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Do's and Don'ts
- Teach children water safety and swimming skills as early as possible.
- Teach yourself water safety/rescue and swimming skills.
- Don't rely on swimming lessons, life preservers or other equipment to make a child "water safe." There is no substitute for supervision.
- Appoint a "designated-water watcher" to monitor children during social gatherings at/or near bodies of water.
- Always brief babysitters on water safety, emphasizing the need for constant supervision.
- Keep rescue equipment accessible at pool side and post CPR instructions.
- Invest in layers of protection for backyard pools such as: installing doors and windows that exit to a pool area with alarms and fencing with self closing latches.
- Maintain constant visual contact with children in a pool or pool area.
- Install a poolside phone, preferably a fully charged cordless model, with emergency numbers programmed into the speed dial.
- Don't ever leave a child alone in a body of water (bathtub, pool, etc.), 2 seconds is too long, let the phone ring.
- Don't allow children to push playmates, jump on others, "dunk" one another, dive or jump in shallow water.
- Don't leave objects such as toys that might attract a child in the pool or pool area.
- Don't use flotation devices as a substitute for supervision.
- Never prop the gate to a pool area open.
- Never assume someone else is watching a child in a pool area.
- Don't leave chairs or other items of furniture where a child could use them to climb into a fenced pool area.
- If a child is missing, check all sources of water near home first; seconds count in preventing death or disability.
- Don't think you'll hear a child who is in trouble in the water; drowning is a silent death, with no splashing to alert anyone that there is trouble.
www.SwimSafeFW.org | <urn:uuid:1ba889ba-2765-43fe-b5d9-f74572338633> | CC-MAIN-2019-18 | https://fwdpc.org/wp-content/uploads/2017/04/Do.pdf | 2019-04-18T18:48:24Z | crawl-data/CC-MAIN-2019-18/segments/1555578526228.27/warc/CC-MAIN-20190418181435-20190418203435-00227.warc.gz | 430,156,000 | 391 | eng_Latn | eng_Latn | 0.999319 | eng_Latn | 0.999319 | [
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IPM: Integrated Pest Management
IPM, or Integrated Pest Management, is a comprehensive, multi-pronged approach to prevention and control of garden pests with special regard to environmental and human health. A successful IPM strategy relies on a continuous flow of knowledge, implementation and evaluation of techniques used to produce positive results. While starting an IPM program may sound difficult, it is actually fairly straightforward. Begin with knowing your plants and their pests, then learn the four methods of control: cultural, physical/mechanical, biological and chemical .
Components of IPM
Cultural : Healthy plants are better equipped to resist pests then their weak and diseased counterparts. This method approaches appropriate plant selection, healthy cultivation practices and proper soil fitness as pest preventative measures.
Physical/Mechanica l: Environmental modifications or physical pest removal is employed as a direct action to curb or eliminate pest populations.
Biological : Predators, Parasitoids, Pathogens (the three P's) are engaged as natural enemies of pests in their environment. Predators hunt and consume pests, parasitoids utilize pests as hosts in their life cycle, and pathogens introduce disease.
Chemical : Pesticides used responsibly and selectively can offer effective control without interfering with the biologicals. Chemical control is best used sparingly, or after other methods fail.
Cultural Controls
Fact: Vigorous plants and healthy soil are key to resisting and preventing pest problems.
IPM Goal: Promote healthy plants and soil
Techniques:
1. Choose disease resistant, certified and native plants whenever possible.
2. Know the timing of pest cycles and adjust planting times and rotation methods accordingly. Make your planting area unattractive to pests.
3. Manage irrigation and fertilization to avoid stress and promote growth.
4. Conduct a soil test to read nutrient levels and pH. This strategy allows for a targeted fertilization program with application of only necessary nutrients, supporting optimal growth and preventing unintentional harmful soil toxicity.
5. Mulch surface around plants with compost in the spring, whether around existing plants or new plantings. Use organic mulches around plants and between crop rows. These will provide nutrients upon decomposing, will help warm or cool the soil, and retain moisture.
6. In the summer, solarize the soil to kill weed seeds, insects, nematodes and soilborne pathogens.
Physical and Mechanical Controls
Fact: Mechanical pest control is an effective yet inexpensive way to prevent and counter pest infestations in the home garden.
IPM Goal: Deter or eliminate pests while preserving beneficial organism population.
Techniques:
1. Scouting: Inspect frequently for evidence of insects or insect damage. Survey the garden following the same pattern, observing the area around the plants as well. Inspect plants from roots up, stems, undersides of leaves, buds and blooms, and note findings.
2. Hand-pick and destroy non-beneficial foliage-feeding insects and eggs whenever found. Locate and remove possible habitats, like debris piles or standing water, where insects live and breed.
3. Use water-pressure sprays carefully, preferably in early morning (to prevent spread of fungal diseases) on sturdy plants for aphid and spider mite control.
4. Try pheromone attractants or sticky traps, not only to contain, but to monitor the scope of infestation.
5. Other options like insect vacuums, stem sleeves and mesh barriers are also effective, environmentally-sensitive means of pest control.
Biological Controls
Fact: Hosting biological predators in the home garden is a powerful, eco-friendly and sustainable process for pest control.
IPM Goal: Create and maintain an environment where pests are controlled by predators, parasitoids and pathogens.
Techniques:
1. Introduce a new population of natural insect enemies (that are not currently present), to curb pest numbers, or increase a population of an existing natural enemy.
2. Instead of pesticide use, choose to encourage and protect native natural enemies, such as birds, reptiles, bats, and other predatory insects, by creating a habitat and providing life resources, like water, shelter, and food (flowering plants, berries, etc).
Chemical Controls
Fact: Responsible, selective use of the appropriate class of pesticide can be effective and still support an ecologically sensitive IPM strategy.
IPM Goal: Target exclusively the problem pests as a final effort, while protecting beneficials and the environment.
Techniques:
1. Identify the primary pest and study their life cycle; use selective chemistries to target the pest, and spot-treat just the infested plant parts. Know your enemy, know your options.
2. Always read and follow label instructions, and use protective equipment when handling, applying and storing pesticides.
3. Consider the use of microbial insecticides or insect growth regulators as they specifically kill by disrupting life-cycle activities.
4. Botanicals, minerals and metals require specific application time, frequency and conditions. And like any insecticide, they should be used with caution and care.
Most gardeners need only to learn more about their own garden environment - host plants and their pests - to move forward with an IPM strategy. Armed with this knowledge, it should be a straightforward task. The next steps? Putting the proper controls in place, vigilance, and evaluation.
The Oklahoma Cooperative Extension Service provides sound information on starting your own IPM program. Simply follow the links at the end of this article to read more.
IPM Resources
Integrated Pest Management (IPM) for the Home Landscape - L-429
Cultural
Non-Chemical Methods for Controlling Diseases in the Home Landscape and Garden - EPP-7652
Soil Solarization for Control of Soilborne Diseases - EPP-7640
Earth-Kind Gardening Series: Cultural Control Practices - HLA-6431
Oklahoma Gardening: Organic Fertilizers
Physical/Mechanical
Mechanical Pest Controls - HLA-6432
Biological
Biological Pest Controls for the Home Landscape - HLA-6434
Conservation Biological Control for the Home Landscape - HLA-6447
Beneficial Insects - EPP-7307
Conserving Beneficial Arthropods in Residential Landscapes - E1023
Chemical
Earth-Kind Gardening Series: Botanical Pest Controls - HLA-6433 | <urn:uuid:7fe4ff4c-497c-4458-86f3-f6feac24aa52> | CC-MAIN-2019-18 | https://files.constantcontact.com/818c06f7001/de969747-a2e4-4a70-9a07-de1705eccca0.pdf | 2019-04-18T18:28:32Z | crawl-data/CC-MAIN-2019-18/segments/1555578526228.27/warc/CC-MAIN-20190418181435-20190418203435-00227.warc.gz | 418,954,529 | 1,286 | eng_Latn | eng_Latn | 0.980042 | eng_Latn | 0.986206 | [
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KENNEL CLUB ASSURED BREEDER SCHEME NEW PUPPY OWNER ADVICE SHEET
KEEP YOUR DOG HEALTHY AND HAPPY EXERCISE REGULARLY
An important part of a dog's life is exercise. Indeed exercise times and feeding times are often the most exciting parts of a dog's day, and your puppy will grow to keenly anticipate them.
Small beginnings
Puppies need much less exercise than fully-grown dogs. If you over-exercise a growing puppy, you can quickly overtire it, and more importantly damage its developing joints, which may cause early arthritis. A good rule of thumb is a ratio of five minutes exercise per month of age (up to twice a day), until the puppy is fully grown, i.e. 15 minutes when three months old, 20 minutes when four months old etc. Once it is fully grown, your dog can go out for much longer.
It is important that puppies and dogs go out for exercise every day in a safe and secure area, or they may become frustrated. Time spent in the garden (however large) is no substitute for exploring new environments, and socialising with other dogs. When you go out, make sure your puppy is trained to recall, so that you are confident the puppy will return to you when called (see the accompanying sheet on 'Training your Puppy').
You should never exercise your puppy on a full stomach as this may contribute to bloat or stomach dilation which can sometimes prove fatal.
All dogs require regular exercise to remain fit and prevent them from becoming overweight, which may also lead to health problems. You should remember however, that exercise needs to be introduced gradually, and that a young puppy will not have the same exercise requirement as an adult dog.
- 0-12 weeks. Until a puppy has completed its course of vaccinations, there is a risk of infection. Therefore, it is usually better that exercise is restricted to within the confines of your garden. Exercise in the garden also provides an excellent opportunity to start early training, and to get your puppy used to wearing a collar. Make sure your puppy has a number of safe toys, and always accompany them in the garden. This way, you can engage your puppy in suitable levels of activity, and start to reward good toileting behaviour, which can usually provide all the puppy's exercise needs during this time. If the opportunity arises, take your puppy to other safe environments where there is no risk, and it is able to mix with other animals and people, such as private gardens where only vaccinated dogs have access. Socialising at an early age is a vital part of your dog's development.
- 3 - 4 months; 15 – 20 minutes per day. Ideally this should be split across two walks, perhaps morning and evening. Lead walking is possibly the most important at this age as it will help train your puppy, but some free running should also be included.
- 4 months to 6 months; 20 – 30 minutes per day. Ideally, this should again be split across two walks, perhaps morning and evening.
- 6- 9 months; 30-45 minutes per day. Ideally, try to split exercise across 2 walks of 15 – 20 minutes duration.
- 9 -12 months; 45 -60 minutes per day ideally split across 2 walks of 20 – 30 minutes duration.
- 1 year plus. After the age of 12 months a dog is considered an adult and should be capable of walks lasting 30-60 minutes per day.
The duration and frequency of exercise should remain consistent and any increases should be gradual. For the majority of dogs, exercise is an important part of their life and so they will take as much as you can give. A dog will also enjoy play, whether with you or on its own, and so toys play an important part in a dog's life.
Dependant on breed and temperament and mobility, a dog will normally be capable of walking to the same capability as its owner, however as a dog becomes older, exercise should be reduced and your dog should be allowed to walk at its own pace.
The Kennel Club aims to promote the health, happiness and general wellbeing of all dogs, and to provide you with an invaluable resource for every aspect of life with your dog.
To find out more, visit us today at www.thekennelclub.org.uk. | <urn:uuid:2d84d238-416b-4b9a-8290-d1fc0284f9f4> | CC-MAIN-2019-18 | http://www.katrinaward.com.au/_literature_125726/exercising_your_puppy | 2019-04-18T19:06:15Z | crawl-data/CC-MAIN-2019-18/segments/1555578526228.27/warc/CC-MAIN-20190418181435-20190418203435-00229.warc.gz | 263,715,815 | 897 | eng_Latn | eng_Latn | 0.99934 | eng_Latn | 0.999386 | [
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Homer Elementary
Byng Public Schools Homer Wellness Adventure
At the beginning of Healthy Heart/Wellness Month, each class developed a classroom healthy/fitness SMART goal. These goals varied depending on the age of the students but included, increasing the number of steps taken each day and minutes of physical exercise, taking a longer route when moving about campus, etc. We are excited that 100% of our classes reached their goal. Students were given the opportunity to "try" edamame beans, roasted cauliflower, root veggie salad, and green, yellow, and red peppers. Upper elementary 4 th and 5 th graders look forward to Wellness Wednesdays and are more open to trying new foods because of this endeavor. Almost every one (95%) of our 101 upper level students tried these healthy food options.
Homer Elementary saw a 643%* increase in students' water consumption during this one-month period as compared to the previous 4-month period. October 15 – February 10 (*4-month period) before the healthy/wellness month initiative, bottle dispensers at water fountains showed that we had filled an average of 1,285 bottles of water/month. February 10 - March 10 (*1-month period) during the healthy/wellness month project, Chickasaw Nation and Pontotoc Health Department Healthy Living Program donated 700 water bottles for each student and staff). Our bottle dispensers at water fountains showed we filled 9, 558 bottles of water. We had a 10% increase in attendance from February 10 – March 10 which was Healthy Heart/Wellness Month; 95% of the staff reported an overall more positive mood in students for February 10 – March 10. This data was compiled from a staff survey. In conjunction with this data, our counselors reported a decrease of 37% in disciplinary referrals during this same time frame.
The goals of Homer Public School's Wellness Adventure are for students to move more during the school day, eat healthier, drink more water, and sustain lifelong healthy habits.
The students and staff were part of a month-long effort focused on active promotion of healthy eating and becoming more goal-oriented on wellness and fitness. Teachers were encouraged to integrate nutrition and health education into core curriculum areas of math, science, social studies, physical education, and language arts. The school was able to extend many learning activities by adding more movement into daily instruction.
Our school nurse, Elaine Jones, RN, BS, saw a significant decrease in students coming to her office with headaches or other related symptoms in the afternoons following lunch recess. During February 10 through March 10, she treated 12 students as compared to 26 the previous month. She contributed the 45% decrease in headache complaints to increase of water consumption and increased movement in the classroom. Nurse Jones, after seeing the positive effects of increased water consumption, implemented a WOW Policy for headache complaints beginning March
20. If a student comes to the nurse's station with a headache complaint, the student will be asked to follow three steps to alleviate the headache:
STEP 1: Water – take 10 drinks of water
STEP 2: Oxygen – take 10 deep breaths
STEP 3: Wait – wait for 20 minutes
The nurse reports that 50% of students who tried the new WOW Policy have been able to return to class (headache free), stay at school; and she didn't have to give aspirin or contact parents to pick up their child. She has created a bulletin board that depicts the WOW Policy for parents and students to refer to.
The initiative will be sustained with the help of amazing partners: Chickasaw Nation MPOWER Grant, Pontotoc County Healthy Living Program, Byng School's Health Corp Coordinator, and the American Heart Association. Students and families will be helped to make the healthy choice the easier choice. Homer Wellness Committee will continue to work on wellness events that can be incorporated in classrooms, such as GoNoodle which encourages students to get up and move. We will continue to encourage children
to bring their water bottles and utilize water bottle fill stations throughout the school day.
Homer principals will continue utilizing their "Walk and Talk" program when students are dropped off at the Before School Program. Hana Stenson, Wellness Coordinator for the Byng School District hosts "Wellness Wednesday" during lunch hour on Wednesdays. She offers new foods for upper elementary students to try. She provides presentations on the amount of sugar in different juices, sodas, and drinks students consume.
Chickasaw Nation MPower, Pontotoc Health Department Healthy Living Program, Cross Pointe Church Community Outreach, and the American Heart Association collaborated to help Homer Elementary students learn about lifelong healthy eating habits, making good choices, drug awareness and the importance of healthy levels of physical activity.
Contributions: American Heart Association Jump Rope for Heart Program: 100% of 1 st and 5 th grade students (392) participated; 192 are Native American. Jump Rope for Heart aligns with the American Heart Association's signature message – "helping to
reinforce good nutrition and physical activity habits." Cross Pointe Church Community Outreach Program: Homer Elementary students enjoyed lessons presented by the Power Team Athletes' Program that tours Oklahoma sharing messages about making wise choices and living a healthy lifestyle. Homer Elementary hosted "Homer Pirate Family Adventure Night" March 9 with 259 participants. Families checked pedometers at the outset with a goal to "walk a mile in a Homer Pirate's shoes." On completion, 100% found they had walked more than a mile. Activities included: Cha-Cha Slide Zumba, "walk & talk" about health, exercising brains while reading healthy facts, completing a "report card" to grade their family's health, 8-station obstacle course, sampling healthy snacks, and a mini health fair. Families set fitness goals which are currently displayed in the school foyer. Goals included more bike riding, walking, eating fruits/vegetables, decreasing sugary drinks, more sleep, limiting TV and screen time. | <urn:uuid:c328fd59-b14b-4869-acca-5460a9ebd7cd> | CC-MAIN-2019-18 | https://www.okintheknow.org/wp-content/uploads/2017/08/Homer-Elementary-Byng-Public-Schools.pdf | 2019-04-18T18:25:19Z | crawl-data/CC-MAIN-2019-18/segments/1555578526228.27/warc/CC-MAIN-20190418181435-20190418203435-00227.warc.gz | 764,840,691 | 1,251 | eng_Latn | eng_Latn | 0.997506 | eng_Latn | 0.997992 | [
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Aleesa Muir
Junior Division Behavioral & Social Sciences Developing an Awareness of Pet Stewardship
The purpose of this project was to explore if pet owners were aware of the potential risks associated with human food. I hypothesized that if pet owners were questioned about what foods were harmful for their pet(s), then the majority of the people surveyed would accurately identify 75% of the items listed as being safe or harmful. The experiment involved several steps. I first created a survey that listed foods that were commonly given to pets. The survey asked the participants to identify whether or not the food was safe/harmful. Surveys were taken to selected locations or emailed to adult pet owners. Instructions were provided to the participants who took the survey. Completed survey(s) were then placed into a separate manila envelope. Participants were then provided an answer key upon completion of the survey. Each participant's survey was scored based on the percentage of correctly identified safe and harmful foods. Participants were then divided into two subgroups: type of pet and whether or not human food was fed to the pet. I also calculated each foods percentage of correct identification. The data collected did not support the original hypothesis. On average, the 72 dog owners that were surveyed scored 59.8%. On average the 35 cat owners that were surveyed scored 50.7%. These findings lead me to conclude that pet owners need to become more knowledgeable on what they can or cannot feed their animal. Many pet owners were uncertain of what foods were safe or harmful to feed their pet. | <urn:uuid:1cdb6bd8-8b29-4333-808d-aec8f2a8efd5> | CC-MAIN-2019-18 | http://www.csef.colostate.edu/2010_Abstracts/Muir_Aleesa.pdf | 2019-04-18T18:47:25Z | crawl-data/CC-MAIN-2019-18/segments/1555578526228.27/warc/CC-MAIN-20190418181435-20190418203435-00229.warc.gz | 224,914,900 | 327 | eng_Latn | eng_Latn | 0.9992 | eng_Latn | 0.9992 | [
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Jane Goodall Bio - Long narrative version
Jane Goodall, Ph.D., DBE Founder, the Jane Goodall Institute UN Messenger of Peace
In the summer of 1960, a young English woman arrived on the shores of Lake Tanganyika in what is now Tanzania, East Africa. Equipped with little more than binoculars, a notebook and her fascination with animals, Jane Goodall ventured into what was then called the Gombe Stream Chimpanzee Reserve-embarking on a life of discovery that would redefine the relationship between humans and animals and shape the world of conservation into the 21st century.
Valerie Jane Morris-Goodall was born April 3, 1934 in London, England, to Mortimer Herbert MorrisGoodall, a businessman, and Margaret Myfanwe Joseph, a novelist who wrote under the name Vanne MorrisGoodall.
From earliest childhood, Jane's fascination with animals was encouraged by her parents. One of her most beloved companions was a lifelike chimpanzee, a stuffed animal that her father named Jubilee. In what her mother referred to as "Jane's first animal research program," she once gave her parents a scare by hiding for hours under the hay in the henhouse, waiting to watch a chicken to lay an egg. Young Jane immersed herself in storybooks about wild animals and dreamed of a life in Africa like Tarzan and Dr. Dolittle. At the young age of 23, she found a way to make her dream a reality.
Early discoveries
In 1957, Jane eagerly accepted a schoolmate's invitation to her parents' farm in Kenya. Within a few months of arriving, she met the famed anthropologist and paleontologist, Dr. Louis Leakey. Dr. Leakey was searching for someone to begin a study of chimpanzees-not only to better understand these little-known primates, but also to gain insight into the evolutionary past of humans. He was drawn to Jane's persistent desire to understand animals and believed that a mind uncluttered by academia would yield a fresh perspective.
In 1960, Jane made her second and historic journey to Africa, venturing into the chimpanzees' habitat in the forest at Gombe. She took an unorthodox approach, immersing herself in their habitat, experiencing their complex society as a neighbor rather than a distant observer, and defying scientific convention by giving them
names instead of numbers. She came to understand them not only as a species, but as individuals with personalities, complex minds, emotions and long-term bonds.
One day, in the fall of 1960, she saw the chimpanzee named David Greybeard strip leaves off twigs to fashion tools for fishing termites from a nest. Up until that revelatory moment, scientists thought humans were the only species to make and use tools. Her discovery rocked the scientific world, prompting Dr. Leakey to proclaim, "Now we must redefine man, redefine tool, or accept chimpanzees as humans!" Her findings on the toolmaking practices of chimpanzees remain one of the most important discoveries in the world of primatology.
During her first year at Gombe, she also observed chimpanzees hunting and eating bushpigs and other animals, disproving theories that chimpanzees were primarily vegetarians and fruit eaters who only occasionally supplemented their diet with insects and small rodents.
In 1961, she entered Cambridge University as a Ph.D. candidate, one of the few people in history to be admitted without a college degree. She earned her Ph.D. in ethology in 1966 and continued her research in Gombe.
Revolutionizing primatology-and conservation
Dr. Goodall's field research in Gombe revolutionized the field of primatology. In one of the longest-running field studies of any species, she documented her observations that chimpanzees have distinct personalities, minds and emotions and form lasting family relationships. Over the years, her work continued to yield surprising insights, such as the discovery that chimpanzees engage in primitive and brutal warfare. In 1965, she established the Gombe Stream Research Center, which became a training ground for students interested in studying primates. Today, it hosts a skilled team of researchers and field assistants, including many Tanzanians.
The research center at Gombe also attracted many women, who were nearly absent from the field when she began. ''Jane Goodall's trailblazing path for other women primatologists is arguably her greatest legacy," said Gilbert Grosvenor, chairman of The National Geographic Society. "During the last third of the twentieth century, Dian Fossey, Birute Galdikas, Cheryl Knott, Penny Patterson and many more women have followed her. Indeed, women now dominate long-term primate behavioral studies worldwide."
On her way to becoming the world's leading primatologist, Dr. Goodall had a son, Hugo, in 1967 with her first husband, Dutch nobleman and wildlife photographer Baron Hugo van Lawick. In 1975, she married Derek Bryceson, director of Tanzania's national parks, who died in 1980.
Perhaps most significantly, Dr. Goodall's work engaged a global audience, providing a window into the world of chimpanzees to a public with a deep curiosity about humankind's closest genetic relatives. Through her books, particularly In the Shadow of Man and Through a Window, people around the world came to be on a firstname basis with the chimpanzees of Gombe. The legendary Flo and her many offspring became so internationally revered that when Flo died, The London Times published an obituary. Dr. Goodall's eloquent ability to raise public awareness and understanding would become instrumental in her work to save chimpanzees from extinction.
In 1977, Dr. Goodall established the Jane Goodall Institute (JGI) which advances her vision and work around the world and for generations to come. JGI supports the continuing research at Gombe and is a global leader in the effort to protect chimpanzees and their habitats. JGI is also widely recognized for building on Dr. Goodall's pioneering work in community-centered conservation and development programs in Africa that improve the lives of people, animals and the environment. Its youth program, Roots & Shoots, equips young people in more than 50 countries to act as the informed conservation leaders that the world so urgently needs.
In the late 1980s, seeing the accelerated pace of deforestation and declining chimpanzee populations beyond Gombe, Dr. Goodall knew that local conservation efforts were not enough and realized she had to leave her beloved Gombe to save chimpanzees from extinction. She continues this work today, traveling an average of 300 days a year to visit schoolchildren and speak in packed auditoriums about the threats facing chimpanzees, the other environmental crises we face, and her reasons for hope that human beings will ultimately solve the problems we have created.
She emphasizes the interconnectedness of all living things and the collective power of individual action, urging her audiences to recognize their personal responsibility and ability to effect change. "Every individual matters," she says. "Every individual has a role to play. Every individual makes a difference."
Writings
Dr. Goodall is the author of numerous books that have engaged an international readership in her life with chimpanzees. Her titles include two overviews of her work at Gombe-In the Shadow of Man and Through a Window--as well as two autobiographies in letters, her bestselling autobiography, Reason for Hope, and more recently, Seeds of Hope, Wisdom and Wonder from the World of Plants. Published in 1986, The Chimpanzees of Gombe: Patterns of Behavior, is recognized as the definitive work on chimpanzees. In 2009, she released Hope for Animals and Their World: How Endangered Species Are Being Rescued from the Brink, about the successful efforts of conservationists determined to save endangered species. Her many children's books include Chimpanzees I Love: Saving Their World and Ours and My Life with the Chimpanzees.
Recognition
Dr. Jane Goodall is the recipient of honors including the Medal of Tanzania, the National Geographic Society's Hubbard Medal, Japan's prestigious Kyoto Prize, the Prince of Asturias Award for Technical and Scientific Research, the Benjamin Franklin Medal in Life Science, the UNESCO 60th Anniversary Medal, and the Gandhi/King Award for Nonviolence.
In April 2002, Secretary General Kofi Annan named Dr. Goodall a United Nations Messenger of Peace. In a 2004 ceremony at Buckingham Palace, Prince Charles invested Dr. Goodall as a Dame of the British Empire. In 2006, Prime Minister Dominique de Villepin presented Dr. Goodall with France's highest recognition, the Legion of Honor.
She has received honorary doctorates from universities including University of St Andrews; Goldsmiths, University of London; Utrecht University, Holland; Ludwig- Maximilians University, Germany; Stirling University, Scotland; Providence University, Taiwan; University of Guelph and Ryerson University in Canada; and Buffalo University, Tufts University and other universities throughout the United States.
Dr. Goodall's life and work are the subject of numerous television documentaries, as well as the 2002 film Jane Goodall's Wild Chimpanzees, and the 2010 documentary, Jane's Journey. Discovery Channel's Animal Planet has produced a number of features on Dr. Goodall, including Jane Goodall's Return to Gombe, Jane Goodall's State of the Great Ape, When Animals Talk, Jane's Goodall's Heroes, and Almost Human.
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Brooke Perrin
Junior Division Behavioral & Social Sciences
Memory Matters
Do men or women suffer more from short term memory loss? At what age do men and women seem to suffer the most short term memory loss? I predict that the men will suffer less memory loss than the women because more women tend to have more on their mind at once and have trouble remembering thing that are not on their mind at that time. Made two different tests, one was a story test and the other one was a picture test. I read a story to all the participants on an individual basis. I asked multiple questions about the story to see how well each remembers the parts of the story. I took 25 simple pictures and hung them up on a board, I asked each person to study the pictures very closely for 1 ½ minutes. After the time was up I covered all the pictures I had my volunteers write down as many pictures as each could remember. I recorded all my results. I recorded an average for each test by males and females. In the reading part of my test, the males and females in the 9-10 age categories, the males did better than the females. In the 30's categories did better than the males and in the 60-70 categories the males did better. In the picture portion of my test the females did better than the males in all categories. | <urn:uuid:0ad990a4-bec2-4ca0-8896-d1bc4c9f060d> | CC-MAIN-2019-18 | http://www.csef.colostate.edu/2008_Abstracts/Perrin_Brooke.pdf | 2019-04-18T19:19:15Z | crawl-data/CC-MAIN-2019-18/segments/1555578526228.27/warc/CC-MAIN-20190418181435-20190418203435-00230.warc.gz | 233,648,320 | 289 | eng_Latn | eng_Latn | 0.998932 | eng_Latn | 0.998932 | [
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year 6
Term 1
This unit helps pupils learn more about exploring sounds and sound sources to create an intended mood, atmosphere and effect and to develop their understanding of Programme Music. The theme of "The Haunted House" is used as a stimulus to encourage pupils to consider, select and combine appropriate vocal, body and instrumental sounds and sound sources to describe different "spooky" situations through music.
Pupils investigate how composers use the elements of music to create an intended effect, respond to music using dance and movement and create sound pictures and graphic scores. Pupils create their own structured "spooky music" piece selecting and combining appropriate sounds and sound sources to match certain symbols.
Term 2
Samba
This unit introduces the poly rhythmic style of Latin-American Samba and identifies its roots in African. Through performing Samba, pupils will learn the sounds and understand the roles of each instrument used in Samba, learn about rhythmic loops, polyrhythms, call and response and improvisation in Samba and experience the exhilaration and physical impact of percussion ensemble music. The unit is based around a flexible class Samba performance piece -"Curry house samba". They will then go on to composing their own full Samba.
Term 3
Weather music:
This unit develops pupil's ability to recognise how sound sources can be used expressively and be combined to create music in response to the weather and the seasons. Pupils explore how sounds can be changed, combined and organized to create class and group compositions. They respond to stimuli by the weather and explore ways in which sound can be used expressively. Pupils are introduced to the music of the Baroque period and to the genre of the solo concerto focusing on "The Four Seasons" by Vivaldi. | <urn:uuid:777b9bce-da19-4f20-ba11-0bac549c7fe5> | CC-MAIN-2019-18 | https://s3.eu-west-1.amazonaws.com/jotter2.files/6083598?response-content-type=application%2Fpdf&response-content-disposition=attachment%3Bfilename%3Dyear-6.pdf&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAIH4MJHC24RK4EHAA%2F20190418%2Feu-west-1%2Fs3%2Faws4_request&X-Amz-Date=20190418T184957Z&X-Amz-SignedHeaders=host&X-Amz-Expires=3000&X-Amz-Signature=735e24fca3fe5ef78e0267dcdc32f3b2062603eeb2199ed6da1d32549fa4843c | 2019-04-18T18:49:58Z | crawl-data/CC-MAIN-2019-18/segments/1555578526228.27/warc/CC-MAIN-20190418181435-20190418203435-00231.warc.gz | 552,189,015 | 366 | eng_Latn | eng_Latn | 0.99823 | eng_Latn | 0.99823 | [
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5 Ways to Minimize Spring Allergies
Spring is finally here, bringing rising temperatures, blooming plants and longer days. If you're one of the more than 50 million Americans who suffer from allergies each year, you may also be dealing with a runny nose, a cough or even a general feeling of sluggishness. That's because spring is the season when pollen, mold and dust are released into the air. If you're one of the many allergy sufferers who also experience more serious side effects, such as wheezing, asthma, difficulty breathing and hives, seasonal allergies can compromise your well-being. As an allergy sufferer, you don't have to stay inside all season, but you do need to take precautions to protect your health. Following a few steps to prepare for allergy season can set you up for relief throughout the spring.
1. Switch up your schedule
If you have allergic asthma or hay fever, then your symptoms will flare up when pollen counts are high. To limit the severity of reactions, experts from the Asthma and Allergy Foundation of America say to avoid outdoor activity during peak pollen times. Pollen counts typically rise in the morning between 5 a.m. and 10 a.m. and reach their maximum around noon. Counts begin to fall around midday, hitting a low in the early evening.
Structure your schedule so that you spend the most time outside before dawn or in the late afternoon and early evening. Rainy, cool, windless days may not seem like a pleasant time to be outdoors, but pollen is lowest under these conditions.
2. Dress to protect yourself
Wearing a wide-brimmed hat and sunglasses can help shield your hair and face from allergens, say doctors from Yale Health. It's a smart idea to change your clothes and shower when you come back inside. Rinsing pollen from your body can help control your sinus symptoms and protect your family, too.
3. Allergy-proof your home
Although you may be tempted to open the windows as the weather gets warmer, doing so may aggravate your allergies. The National Library of Medicine suggests cooling your home with air conditioning instead. Changing your air-conditioner filters frequently and using a vacuum with HEPA filtration can also help keep pollen at bay. Controlling mold, pet dander and dust mites is also important, says the American Academy of Allergy, Asthma & Immunology (ACAAI). Wipe down surfaces in your home and fix leaks to limit the spread of mold. Doctors at the Cleveland Clinic recommend washing your sheets at least once per week to remove allergens that lurk in fabrics. Use hot water that's at least 130 F (54.4 C) to kill dust mites.
4. Update your medicine cabinet and get a head start on symptoms
Your medicine cabinet should be on your list of spots to sort through during spring cleaning. Throw away expired allergy medications. You should also make an appointment to see your doctor so that you can get updated prescriptions. Allergists from the ACAAI recommend starting medication two to three weeks before your symptoms typically start. Taking antihistamines well in advance helps block inflammation, which means fewer allergy symptoms.
5. Eat the right foods
Researchers at John Hopkins University found that increasing your intake of antioxidant-rich foods like fruits, vegetables and green tea can help ease inflammation in the nasal passages. Eating plenty of omega-3 fatty acids, found naturally in foods like salmon, walnuts, chia seeds, eggs and brussel sprouts, can also protect against allergies and asthma, according to a study in the journal Allergology International.
Dealing with allergy symptoms can interfere with enjoying your life. With a few simple steps and a little advanced preparation, you can stay healthy this spring and minimize your symptoms all season long.
APRIL 2019
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Health & Fitness Should a Pet Be Part of
Your Wellness Plan?
Dogs and cats are more than just pets — they're part of the family. They enhance your life by providing utter devotion, happiness and unconditional love. But did you know that your canine and feline companions are also beneficial to your health?
They're heart smart. Man's best friend touches our hearts in more ways than one. Living with a pet, especially a dog, can reduce your risk of heart disease, according to the American Heart Association. Compared to non-dog owners, dog owners have lower cholesterol and triglyceride levels, regardless of their diet, their body mass index or whether or not they smoke, according to a large study. Researchers don't know why exactly, but there's evidence that simply petting a dog lowers blood pressure.
They provide emotional support. Pet ownership can also contribute to emotional well-being. Research has shown that pets can provide comfort, promote a sense of accomplishment, relieve loneliness, increase social interactions and reduce depression. Pets can provide meaningful social support, which impacts overall well-being, according to several studies by Miami University. Their researchers found that pet owners experience increased self-esteem and happiness, and less loneliness and depression, compared to non-pet owners.
They're a great workout partner. Taking your dog on
a daily walk can help you get off the couch and get fit. Older adults get added health mileage from the miles they put in with their pooch. Seniors who walk their dog had lower body mass index, reported fewer doctor visits and engaged in more exercise and social activities, according to a University of Missouri study. People who walk their dog get an average of 30 minutes more exercise per day than those who aren't dog walkers.
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GOOD NEIGHBOR SCRIPT
www.FoxDrugofTorrance.com
Prep Time
10 minutes
Cook Time
25 minutes
Total Time
24 to 40 minutes
Serves
2
April Recipe
Brown Rice Congee with Edamame, Mushrooms and Ginger
Also known as jook, this savory Chinese rice porridge scores high on the comfort-food meter. The rice breaks down over the long cooking time, releasing starches that render the dish creamy—a blank slate as far as seasonings go. Because we use brown rice instead of white, this version gets a nutrition boost. Although the bran and germ on the brown rice mean less starch is released than with white rice, the end result is still velvety and full of flavor.
Ingredients
1-inch piece organic fresh ginger
¾ cup quick-cooking long-grain brown rice ½ cup organic mirepoix (4 tablespoons
2 tablespoons celery)
chopped onions, 2 tablespoons chopped carrots,
¾ cup shelled edamame
2 ounces organic shiitake mushrooms
¼ pound organic broccoli
3 organic scallions
1 tablespoon gluten-free tamari
1 tablespoon black sesame seeds
Kosher salt and freshly ground black pepper, to taste
Neutral oil
Tools
Fine-toothed grater (optional), small bowl, medium sauce pot with a lid, small frying pan
Instructions
1. Start the congee
* Grate or peel and finely chop enough ginger to measure 2 teaspoons.
In a medium sauce pot, combine the ginger, rice and 2 cups water. Bring to a boil, reduce to a simmer, cover and cook, stirring occasionally to prevent the rice from sticking to the bottom of the pot, until the rice has softened, 15 to 18 minutes.
While the water heats and the rice cooks, prepare the vegetables.
2. Cook the vegetables
When the rice has softened, add the mirepoix and edamame to the pot and cook uncovered, stirring occasionally, until the vegetables are tender and the rice has softened to a porridge-like consistency, 10 to 12 minutes longer.
While the vegetables cook, prepare the remaining ingredients.
3. Prep and cook the remaining ingredients; finish the congee
* Remove any woody stems from the mushrooms; thinly slice the caps.
* Cut the broccoli into ½-inch florets; trim any coarse stems.
* Trim the root ends from the scallions; thinly slice the scallions on the diagonal for garnish.
In a small frying pan over medium heat, warm 1 to 2 tablespoons oil until hot but not smoking. Add the mushrooms in a single layer and cook until browned on one side, 3 to 4 minutes. Turn the mushrooms and cook until browned on the other side, 1 to 2 minutes. Transfer to a small bowl and season to taste with up to half the tamari (set aside the remaining tamari for serving).
When the rice has reached a porridge-like consistency and the vegetables are tender, add the broccoli to the pot and cook, stirring occasionally, until crisp-tender, 3 to 4 minutes. Remove from the heat and season to taste with salt and pepper.
4. Serve
Transfer the congee to individual bowls. Top with the mushrooms, scallions, sesame seeds and as much of the remaining tamari as you like and serve.
Enjoy healthy, easy recipes with organic produce and clean ingredients delivered to your door weekly. Get $35 off your first Sun Basket delivery at bit.ly/gnpsunbasket.
APRIL 2019
Kids Can!
* Measure the ginger.
* Measure the water for the rice.
* Garnish the congee.
Ask a Pharmacist How Should I Dispose of Old,
Expired or Unused Medications?
Expired or unused medications should be disposed of as soon as possible to prevent harm to yourself or other individuals, as well as to reduce the risk of drug diversion.
Outside the home. National prescription drug take-back programs sponsored by the Drug Enforcement Administration are the best way to dispose of unwanted or unneeded medication. Some communities also host annual medication take-back days in partnership with local law enforcement or have permanent programs in place, such as drop boxes for old medication at local businesses.
At home. Another option for safe medication disposal is placing it in the household trash. However, to prevent diversion, the medication should be placed in a sealed container such as
Elizabeth Louthan Pharmacist Goodykoontz Drug Store Bluefield, West Virginia
a resealable sandwich bag along with an undesirable substance like coffee grounds, cat litter or dirt. Enough liquid should then be added to create a paste before disposal. There is also a small list of medications that can be disposed of by flushing down the toilet or sink, but some medications like Suboxone film strips and fentanyl patches pose a safety risk because minimal exposure can be extremely dangerous. The full list of medications included in this category can be found on the Food and Drug Administration's website at FDA.gov.
If you have questions about safely disposing of a specific medication, your local Good Neighbor Pharmacy pharmacist is always available to help.
The views and opinions expressed above are those of the author and do not necessarily represent that of AmerisourceBergen Drug Corporation. The content is for informational purposes only and is not intended to diagnose, prescribe or treat any health condition and should not be used as a substitute for consulting with your health professional.
Local Love Fox Drug of Torrance
TORRANCE, CALIFORNIA
How many years has Fox Drug of Torrance been in business?
Fox Drug was established in 1948, and we purchased it in 1988. We celebrated 30 years in November.
What has been the most significant change within your pharmacy over the past five years?
The most important change within our pharmacy has been our focus on improving our patients' medication adherence.
"Being independent allows us to quickly respond to changes in the field of community pharmacy."
Sara Atallah
Pharmacist
What is your favorite part of owning an independent pharmacy?
My favorite part of owning a pharmacy is being able to change and respond to new challenges.
What role does your pharmacy play in your local community?
We are located in "old downtown Torrance" and participate in a lot of local activities. We are a member of the Torrance Area Chamber of Commerce and Downtown Merchant Association.
What makes you unique, sets you apart from your competition?
Being independent allows us to quickly respond to changes in the field of community pharmacy. Our response to some of those changes includes offering special Rx packaging, auto-refills and refill reminders, free local prescription delivery and charge accounts with detailed itemized statements.
What unique health needs do you have in your community?
Torrance is the third largest city in Los Angeles County. Our patient population consists of mostly seniors, so it's important for us to offer heart and blood pressure management and a diabetes shop, and we have several immunizations on hand.
What does Locally Loved mean to you?
Not only am I married to a pharmacist, but also two of our children are pharmacists. We all manage our three stores in the South Bay as a group effort. We service a lot of families with second and third generations. Being local and Locally Loved means a lot. Word of mouth and referrals have helped us stay in business all these years, and hopefully will for years to come.
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Direct Application of Organic Materials
Organic materials can be applied directly to garden soil and incorporated with a plow or tiller, allowing decomposition to occur directly in the soil rather than in the compost pile. The autumn season is an ideal time to do this when a variety of organic materials are available in the form of prunings, leaves, garden refuse, and lawn clippings.
Unless you have access to large-scale tilling equipment or a commercial plow, you may not be able to apply more than 5 or 6 inches of organic materials to the soil at any one time. A backyard garden tiller should be able to incorporate 4 to 5 inches of organic material without much difficulty. To apply organic materials directly to the garden, spread materials 4 to 6 inches deep over the surface of the soil. Go over the area with a rototiller or plow as deeply as possible. It is best to do this in early autumn to allow time for the organic materials to decompose during the late fall and winter months. The soil will have a chance to settle before spring planting season, and soil nutrients will not be tied up in the process.
fertilizer for support. These elements are drawn from the garden soil into which these materials have been incorporated. This means that for one to two months, nutrient materials may be unavailable to plants because they are being used by the microorganisms. After materials decompose, the organisms die and release nutrients back into the soil, along with additional nutrients in the organic material. If nutrients are applied to soil directly in the spring or summer, additional fertilizer must be provided to compensate for the nutrients tied up by the microorganism population.
Nutrient "Tie Up"
The large populations of microorganisms needed to break down organic materials depend on elements of
If you have trouble incorporating all of the material at once, allow the materials to stand for 1 to 2 weeks and repeat the tilling process. This allows organic materials that have been covered to begin to decompose. Materials remaining near the soil surface can be incorporated more easily during the second tilling. After tilling, moisten the soil if natural rainfall is not sufficient to encourage complete and rapid decomposition of organic materials. Take care not to till or cultivate soil if it is excessively wet. This can create clods that make it difficult to break up and prepare a fine seed bed for later planting.
Ward Upham
Horticulturist
Publications from Kansas State University are available at www.bookstore.ksre.ksu.edu
Kansas State University Agricultural Experiment Station and Cooperative Extension Service
Contents of this publication may be freely reproduced for educational purposes. All other rights reserved. In each case, credit the authors, Direct Application of Organic Materials, August 2017.
K-State Research and Extension is an equal opportunity provider and employer. Issued in furtherance of Cooperative Extension Work, Acts of May 8 and June 30, 1914, as amended. Kansas State University, County Extension Councils, Extension Districts, and United States Department of Agriculture Cooperating, John D. Floros, Director.
MF3373 August 2017 | <urn:uuid:08225249-fa43-4542-b277-ae3d1bbb1732> | CC-MAIN-2019-18 | https://www.shawnee.k-state.edu/lawn-garden/Direct%20Application%20of%20Organic%20Materials.pdf | 2019-04-18T19:08:15Z | crawl-data/CC-MAIN-2019-18/segments/1555578526228.27/warc/CC-MAIN-20190418181435-20190418203435-00230.warc.gz | 820,420,829 | 645 | eng_Latn | eng_Latn | 0.9945 | eng_Latn | 0.9945 | [
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Elements Compounds And Mixtures Webquest Answer Key
elements, compounds, and mixtures - vanderbilt - elements, compounds, and mixtures fall 2013 goal: to help students understand the differences between elements, compounds, and mixtures. fits tn state curriculum: compounds and mixtures - clarendon learning - 2 teacher notes this chemistry-related lesson focuses on the differences between compounds and mixtures, as well as elements. many students get confused between the ... elements, compounds and mixtures test - elements, compounds and mixtures test multiple choice identify the choice that best completes the statement or answers the question. 1) boiling point, melting point ... elements, compounds, and mixtures - plainview - can you identify the following? you will be shown a series of photos. tell if each photo represents an item composed of an element, compound, or mixture. name class date - middle school science blog - name _____ class_____ date _____ elements, compounds, & mixtures reference sheet 1.pure substance – a ... name ………………….. year 8 science test elements compounds and ... - name ………………….. year 8 science test elements compounds and mixtures 1 22 marks 1 (1) an element is a substance that: topic 1. elements, compounds and mixtures. - i - 1 topic 1. elements, compounds and mixtures. what is chemistry? chemist ry is the study of matter and the interconversion of matter. matter is elements compounds and mixtures webquest - elements, compounds and mixtures webquest part 1: elements, compounds and mixtures http://chem.purdue/gchelp/atoms/elementsml what are the visual ... "elements, compounds, and mixtures" - teachnlearnchem - "elements, compounds, and mixtures" description: this slide shows the molecular composition of an element, a compound, and two mixtures. basic concepts all the small things science4inquiry - 5. why would a model be necessary to learn about elements, compounds, mixtures, and pure substances? atoms, elements, compounds and mixtures - atoms, elements, compounds and mixtures atoms and the periodic table the periodic table states of matter ionic compounds explain how fractional elements, compounds, and mixtures - mr jeff's secondary ... - section 1 element nonmetals pure substance metalloids metals describe pure substances. describe the characteristics of elements, and give examples. elements compounds & mixtures - everett community college - elements compounds & mixtures w 312 everett community college tutoring center student support services program 1) what are the three states of matter? pre-assessment/formative assessment at the end of the ... - tiered activity: elements, compounds, and mixtures adapted from jessica hockett, 2009 goals/standards: s8p1b. describe the difference between pure atoms, elements, molecules, compounds and mixtures - chemistry for the gifted and talented student worksheet 01sw atoms, elements, molecules, compounds and mixtures page 1 of 4 atoms, elements, molecules, compounds and ... elements, compounds, and mixtures - those elements, compounds, and mixtures. elements are building blocks from which all things are made. there are over one hundred elements in the element parade. elements, compounds & mixtures worksheet - name _____ ils elements, compounds & mixtures worksheet part 1: read the following information on elements, compounds and mixtures. elements, compounds and mixtures - chemical misconceptions 1 elements, compounds and mixtures target level these materials are primarily intended for the 11–14 age range, but may also be used elements,compounds and mixtures - amazon s3 - elements,compounds and mixtures basic concepts: 1. the smallest fundamental particle of an element that retains the chemical properties of the element is called an atom. elements, compounds & mixtures worksheet - smith name _____ physical science elements, compounds & mixtures worksheet part 1: read the following information on the classification of ... key stage 3 science ( chemistry) - 24hourstutor - key stage 3 science ( chemistry) elements, compounds and mixtures this section is about elements, compounds and mixtures. it has these parts in it: elements, compounds, and mixtures reading - gmstigers - form when atoms are chemically joined together, and are made up of two or more atoms. the size of a molecule depends upon the size and number of atoms that make it up. elements, compounds, and mixtures - elements, compounds, and mixtures classify each of the pictures below by placing the correct label in the blanks below: a= element d= mixture of compounds elements, compounds and mixtures webquest - elements, compounds and mixtures webquest elements, compounds and mixtures http://chem.purdue/gchelp/atoms/elementsml what are the visual differences ... elements, compounds, & mixtures coloring - elements, compounds, & mixtures coloring for each question, there is one correct answer and a color associated with that answer. on the coloring page, each question ... elements, compounds, and mixtures - classroom websites - section 1 element nonmetals pure substance metalloids metals describe pure substances. describe the characteristics of elements, and give examples. 3 section 3 mixtures - mr. krohn 8th grade science - section 2 compounds 1. a pure substance composed of two or more elements that are joined by chemical bonds 2. 1:4 3. room temperature is about 25°c. elements, compounds & mixtures worksheet - quia - name _____ date period . elements, compounds & mixtures worksheet. elements: a pure substance containing only one kind of _____. elements, mixtures and compounds chemguide - elements, mixtures and compounds chemistry is the study of physical matter, such as state of matter (gas, liquid or solid), chemical form (element, mixture or ... elements, compounds, and mixtures pirate chemistry all text copyright chris smith 2009. all pictures obtained from internet and are copyright of their owners but as-sumed to be public accessible. elements, compounds, mixtures - ed online - page 1 / 3
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elements, compounds, and mixtures 4 visual learning company1-800-453-8481 visuallearningco 5 viewing clearances the video and accompanying teacher's guide ... elements, compounds and mixtures - garden city public ... - elements, compounds and mixtures aim: to discuss the properties of different forms of matter, their phases and to draw particle diagrams. elements, mixtures and compounds - edb - elements, mixtures and compounds; and through carrying out a guided experiment, students are provided with opportunities to practise reading, mixtures, elements and compounds - 3 1. introducing mixtures mixtures contain two or more substances that are not chemically joined. they can be made from both elements and compounds. compounds and mixtures - bay academy science - compounds compound: substance made up of two or more elements chemically combined most of the matter making up the earth is composed of compounds elements, compounds, or mixtures - chapter 15: chemistry lab name_____period__ classification of matter: elements, compounds, or mixtures objective visualize the difference in composition of ... 8th grade science matter unit information - troup.k12 - 8th grade science matter unit information ... eq 3: how are elements, compounds, and mixtures related? eq 4: how are elements organized on the periodic table? unit planner – chemical science – year 8 - 3 year 8 ~ science: elements, compounds and mixtures ~ curriculum relevance overview general capabilities and organising elements (australian curriculum) elements, compounds & mixtures - mrs. lcc - elements • big idea: matter can be classified into elements, compounds and mixtures • in this section we will focus on elements. • element = a pure substance ... name date block enrichment 1 elements, compounds ... - name _____ date_____ block _____ enrichment 1 elements, compounds & mixtures worksheet part 1: read the following information on ... compounds and mixtures project - elements, compounds and mixtures project you will create a poster, video, or power point that explains, illustrates and gives examples of elements ... elements, compounds & mixtures worksheet name _____ ils elements, compounds & mixtures worksheet part 1: read the following information on elements, compounds and mixtures. elements, compounds and mixtures checklist 2017 - year 8: chemical worldelements, compounds and mixtures check date revise assumed knowledge: st3-12mw identifies the observable properties of solids, liquids and ... elements, compounds and mixtures - open university subject: chemistry. theme: probing students' understanding . elements, compounds and mixtures . learning outcomes . by the end of this unit you will have: elements, compounds, and chemical bonding - 1 elements, compounds, and chemical bonding chapter 7…ionic and metallic bonding valence electrons and bonding mendeleev used similarities in the properties of ... elements, compounds, mixtures - mrcjcs - 21 elements, compunds, mixturestebook r. cummins 1 march 29, 2013 elements, compounds, mixtures an element is a substance that cannot be broken into ... elements, molecules, and mixtures - mr. l's room elements, molecules, and mixtures ... how are compounds made? they are made of elements. reactive (ree-aktiv) elements join with others to make compounds. elements, compounds, and mixtures: webquest elements, compounds, and mixtures: webquest section 1: pure substances vs. mixtures matter can be classified in a few categories. ... section 2: elements and compounds making models of elements, compounds, and mixtures - making models of elements, compounds, and mixtures an atom is the smallest particle of matter. one single atom, or a group of similar atoms is called and element.
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Sitemap | | Best Seller | | Home | | Random | | Popular | | Top page 3 / 3
page 3 / 3 | <urn:uuid:5729e03a-2d16-4434-86e9-9ccec6e3f5b9> | CC-MAIN-2019-18 | http://batumi.ugschool.edu.ge/elements-compounds-and-mixtures-webquest-answer-key.pdf | 2019-04-18T18:26:14Z | crawl-data/CC-MAIN-2019-18/segments/1555578526228.27/warc/CC-MAIN-20190418181435-20190418203435-00232.warc.gz | 18,534,555 | 3,657 | eng_Latn | eng_Latn | 0.852192 | eng_Latn | 0.933098 | [
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LITERACY BINGO
August 28th – September 7th
| Read on a train, bus, or in a car (but not while you are driving!) | Make a Donation to The Literacy Center | | Try to read something in a new language | |
|---|---|---|---|---|
| | Read a poem outloud to someone else | Explain a book plot to someone - in your own words | Attend the “Panel on Immigration” event – Sept.6 | |
| | Go to a bookstoreSing the lyrics to a song | Write in a journal or diaryRead outside under the starsListen to someone read a storyRead a menu outloudto someone | Write a poemRead to someone younger than youWrite a text in a new language | Read to someone who can’t read yetWrite a letter (on paper!)Read a newspaper or online news article |
| Attend TLC’s Open House – Sept. 7th | | | Write a listWrite an email in a language that is new to you | Write an online review of a store or service (be kind!) |
Take a photo of yourself completing each item to prove you did them. Bring these photos to the Open House on Sept. 7 th at The Literacy Center or email the list of activities you completed, with photos to: firstname.lastname@example.org
Ways to win: Complete 6 in a row – Win a $5 giftcard to Burgundian Café or Kimochi! Complete all 36!!! – Win a $50 Grand Prize!!! | <urn:uuid:c5e15177-a969-4189-a0af-f4b4153b8c4d> | CC-MAIN-2023-50 | https://www.theliteracycenter.com/_files/ugd/b3efda_c3aad8f78f6b461997c9a30fd461b718.pdf | 2023-11-30T18:27:24+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100229.44/warc/CC-MAIN-20231130161920-20231130191920-00474.warc.gz | 1,142,141,455 | 340 | eng_Latn | eng_Latn | 0.991772 | eng_Latn | 0.991772 | [
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Problem: Bark Splitting Due to Frost Cracks
Plants Affected: Fruit trees, maples, lindens, willows and other thin-barked trees are most commonly affected.
Description: Frost cracks are often caused by severe cold followed by rapid thawing during late winter to early spring. This damage is made more likely by excessive growth in the fall which can result from warm temperatures, high humidity and more than adequate nitrogen levels late in the growing season. Frost cracks can also be caused by dry weather followed by moisture. The dry weather slows growth and the return of moisture can result in a growth spurt that can split the bark. This damage is not limited to the trunk but can also occur on branches.
Recommendations: Healthy trees will be able to close the cracks in time with callus tissue. However, it is possible for disease organisms to enter the tree while the crack is open and cause decay. Therefore, the speed of covering over the wound is important. It would seem that painting and sealing the crack with paint, shellac or tar would help. However, research has shown that none of these tree wound dressings help and some may slow healing. What has been found to speed closure is to remove the wood near the edge of the crack. Use a sharp knife to trace ½ to 1 inch back form the edge of the split bark all the way around the wound (if possible). Be sure to sterilize your knife with a 10% bleach/water solution or with a 70% alcohol solution between cuts. Remove the ½ to 1 inch wide bark strip from the edge of the wound. Remember to forgo wound dressings but leave the underlying wood bare. Fertilization in the spring or in the fall after leaf drop and watering during dry weather may speed healing.
References:
1. Bark Splitting on Trees, Cornell University, Plant Disease Diagnostic Clinic Factsheet
Last Update: 1/28/2016
Brand names appearing in this publication are for product identification purposes only. No endorsement is intended, nor is criticism implied of similar products not mentioned. | <urn:uuid:d993f4c0-ceed-4f0a-87ab-f61d2cd63cce> | CC-MAIN-2019-18 | https://www.shawnee.k-state.edu/lawn-garden/frost-cracks.pdf | 2019-04-18T18:22:43Z | crawl-data/CC-MAIN-2019-18/segments/1555578526228.27/warc/CC-MAIN-20190418181435-20190418203435-00233.warc.gz | 832,726,474 | 437 | eng_Latn | eng_Latn | 0.999335 | eng_Latn | 0.999335 | [
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Work we do
I. Fill in the blanks:
2. A market is a place from where we can buy and sell things.
1. The postman brings our letters.
3. The doctor treats sick people.
5. We should respect our helpers.
4. The work people do to earn money is called occupation.
6. Family is the smallest unit of society.
1. Tailor - stitches our clothes
II. Match the following:
2. Carpenter - makes our furniture
3. Farmer - grows crops in the field
4. Plumber - repairs taps and pipes
5. Policeman -protects us from thieves
6. Doctor - treats sick people
7. Cobbler - mends our shoes
III. Answer the following questions:
8. Teacher - teaches in school
1. Where do we post our letters?
2. What are the things that we get from post office?
Ans: we post our letters in post box.
Ans: we getletters, stamps, envelopes, post cards etc. from post office.
Ans: Persons who helps us are known as our helpers.
3. Who are called our helpers?
Examples- doctor, teacher, carpenter etc.
Ans: We should give respect and treat our helpers as equal.
4. How should we treat our helpers?
5. What is child labour?
6. Name some public places?
Ans: The children under the age of 14 are forced to work is known as child labour.
Ans: Bank, police station, post office, market, fire station, railway station etc. | <urn:uuid:82660df4-db8e-427f-8b6b-43d7ac56df5e> | CC-MAIN-2019-18 | https://kvdglprimary1.files.wordpress.com/2018/09/class_3_evs_work-we-do.pdf | 2019-04-18T19:18:49Z | crawl-data/CC-MAIN-2019-18/segments/1555578526228.27/warc/CC-MAIN-20190418181435-20190418203435-00233.warc.gz | 487,238,800 | 317 | eng_Latn | eng_Latn | 0.999 | eng_Latn | 0.999 | [
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Lindsey Wagner M&M Madness
Haven't you ever wanted to know exactly how much M&M's you ate? In this experiment, I will find the exact volume of a single M&M. With these formulas you can find the volume of about anything that is round. Everyday shapes use geometry to calculate the properties of the object. Knowing how to use geometry will help you find the volume of an unknown object. People use geometry in their everyday lives. The purpose for my experiment is to find a formula that will work with all round objects. I predict that the displacement volume of a M&M is 1mL. For this experiment you need, one package of M&M's, metric ruler, beaker, water, and clay or tape. Some of the formulas that I used were M&M's Long Side/10=Long Diameter, Long Diameter/2=Long Radius, M&M's Short Side/10=Short Diameter, Short Diameter/2=Short Radius, Second Volume – First Volume=Volume of 10 M&M's, and Volume of 10 M&M's/10=Displacment Volume. My hypothesis was incorrect because I thought the displacement volume was 1 mL. The actual displacement volume was 0.6 mL. The sphere using the long radius is 1.15 cubic cm. The sphere using the short radius is 0.00014 cubic cm. If I do this experiment again I will try using different types of candy. | <urn:uuid:072f0ce9-251e-4924-932d-a405e0826166> | CC-MAIN-2019-18 | http://www.csef.colostate.edu/2013_Abstracts/Wagner_Lindsey.pdf | 2019-04-18T18:45:38Z | crawl-data/CC-MAIN-2019-18/segments/1555578526228.27/warc/CC-MAIN-20190418181435-20190418203435-00234.warc.gz | 231,816,071 | 311 | eng_Latn | eng_Latn | 0.99866 | eng_Latn | 0.99866 | [
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Download Content Math Journal Prompts For First Grade
Why Journal? Gather the fun pens and decorate the notebooks - it's time to do some journaling! Common Core standards require first grade students to write in a variety of ways daily, including ...Looks like sounds like upside down of the math block. First Grade Introduction to GPS Video. Assessments are located on Blackboard. 1st-Grade-Curriculum-Map-18-19The fundamental concepts of writing are a foundational skill that students will build upon throughout their educational careers. As an elementary school teacher, you know the importance of teaching writing skills and the elements of a story to students as early as possible.Why Use Writing Prompts? Anyone who teaches fifth grade knows that it is a year of high writing expectations. According to the Common Core State Standards, fifth graders need to be able to create ... | <urn:uuid:2d29d377-b805-41fb-824c-b0df504de011> | CC-MAIN-2019-18 | http://fiveminutesonmondays.com/download/files/doc/pdf/content_math_journal_prompts_for_first_grade_.pdf | 2019-04-18T18:43:10Z | crawl-data/CC-MAIN-2019-18/segments/1555578526228.27/warc/CC-MAIN-20190418181435-20190418203435-00235.warc.gz | 63,421,462 | 175 | eng_Latn | eng_Latn | 0.999308 | eng_Latn | 0.999308 | [
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Advanced Algebra Nomograph
NOMOGRPH.8xp
Listen as your teacher explains how the model of the nomograph works. Then open the NOMOGRPH program on your calculator and work with a partner to complete the activity.
Problem 1 – "What's my Rule?"
Select 1:What'sMyRule and then choose 1:What'sMyRule1.
Enter a value of x. The nomograph relates it to a y-value by substituting the value of x into the function's rule.
Find the "mystery rule" for f(x) that pairs each value for x with a value for f(x).
f(x) = ___________
When you are finished, enter the value 86 to return to the menu.
Problem 2 – A more difficult "What's my Rule?"
The second nomograph (1:What'sMyRule > 2:What'sMyRule2) follows a non-linear function rule. As before, enter values for x and find the rule for this new function f ( x ). Test your rule using the nomograph.
f(x) = ___________
Problem 3 – The "What's my Rule?" Challenge
The rule challenge is to make up a new rule (of the form ax + b or ax 2 + b) for f(x), and have a partner guess your rule by using the nomograph.
Choose 1:What'sMyRule > 3:RuleChallenge from the menu. When prompted, enter an expression to complete the function and press . Then, exchange graphing calculators with your partner, who will use the nomograph to discover your rule. Then, repeat.
List at least four of the functions you and your partner explored with the nomograph.
f(x) = ___________f(x) = ___________f(x) = ___________f(x) = ___________
Name ___________________________
Class ___________________________
Advanced Algebra Nomograph
Problem 4 – The case of the disappearing arrow
Return to the program's main menu and choose 2:DisappearArrow > 1:Disappear1 to show a nomograph for the function
2
( )
4
f x x
. Enter values for
x. Observe what happens as the value ofxchanges.
When does the arrow disappear? _________________
Why does the arrow disappear? __________________
Problem 5 – Composite functions: "wired in series"
Choose 3:CompositeFunc > 1:CompositeFunc1 and enter a value for x.
This nomograph consists of three vertical number lines and behaves like two function machines wired in series. The point at x identifies a domain value on the first number line and is dynamically linked by the function f 1 ( x ) = 3 x – 6 to a range value y on the middle number line. That value is then linked by a second function f 2 (x) = –2 x + 2 to a value z on the far right number line.
Either of the two notations f2(f1(x)) or f2 ◦ f1 can be used to describe the composite function that gives the result of applying function f1 first, and then applying function f2 to that result.
For example, the number 4 is linked to 6 by f1 (because f1(4) = 6), which in turn is linked to –10 by f2 (because f2(6) = –10). Set x = 4 and confirm that y = 6 and z = –10.
Find a rule for the single function f3 that gives the same result as f2(f1(x)) for all values of x. To test your answer, return to the 3:RuleChallenge (What's My Rule) and define f3 to be your function.
f
3
(x) = ________________
Now compute several values, for each function, such as f2(f1(4)) and f3(4). Are they equal? Compute and compare the following.
f
2
(f
1
(3)) = __________
f
1
(f
2
(3)) = __________
Try other values of x. Does the order in which you apply the functions matter?
Advanced Algebra Nomograph
Test your understanding by completing another example:
In 3:CompositeFunc > 3:MakeYourOwn, f1(x) = (x – 1) 2 and f2(x) = 2x + 3. Find a rule for both f2 ◦ f1. Then switch the order of the functions and find a rule for f1 ◦ f2. Test your answer by computing several values for each function.
f 2 (f1(x)) = ________________
f1(f 2 (x)) = ________________
Problem 6 – A well-behaved composite function
Some composite functions are more predictable than others. The nomograph in 2:CompositeFunc2 shows the function f1(x) = 3x + 3 composed with a mystery function f2. Grab and drag the base of the arrow at x.
What do you notice about the composite function f2 ◦ f1?
Play "What's my Rule?" to find the rule for f2.
f
2
(x) = ________
Use 3:MakeYourOwn to compute and compare the following.
f
2
(f
1
(3)) = __________
f
1
(f
2
(3)) = __________
Try other values of x. Does the order in which you apply the functions matter?
Problem 7 – Inverse functions
The "inverse" of a function f, denoted f –1 , "undoes" the function—it maps a point y from the range back to its original x from the domain. You can think of a function and its inverse as a special case of function composition. (This is what was shown in Problem 6.)
By definition, f2 is the inverse of f1, if and only if:
[x] f2(f1(x)) = x for every x in the domain of f1, and
[x] f1(f2(x)) = x for every x in the domain of f2.
In the context of the nomograph, f2 is the inverse of f1 if f2(f1(x)) horizontally aligns with x for all values in the domain of f1 (i.e. z = x), and vice versa.
Advanced Algebra Nomograph
The nomograph in 4:InverseFunc > 1:InverseFunc.
shows the composite function f2 ◦ f1, where f1(x) = 2x + 4 and f2(x) = x. See if you can figure out what the rule for f2 must be in order for f1 and f2 to be inverse functions. When prompted, enter an expression to complete the function and an x-value to test your answer.
f2(x) = _________________
Problem 8 – Disappearing arrows in a composite function
The nomograph in 2:DisappearArrow > 2:Disappear2 shows the composite function f2 ◦ f1 where 1 ( ) 2 6 f x x and 2 ( ) f x x . Try several values of x. Watch as one of the arrows disappears.
Which arrow disappears? ______________
When and why does it disappear? _________________________________
Problem 9 – "Almost" inverses and more missing arrows
The nomograph in 4:InverseFunc > 2:AlmostInverse1 shows the composite function f2 ◦ f1 where 1 ( ) f x x and 2 2 ( ) f x x . Enter several values for x.
When does f2 act like the inverse of f1
? ______________
When does f2 NOT act like the inverse of f1
? ______________
When and which arrow(s) disappears? ______________
The nomograph is 4:InverseFunc > 3:AlmostInverse2 reverse the definitions, that is, defines 2 1 ( ) f x x and 2 ( ) f x x .
Test some values for x in the nomograph.
When does f2 act like the inverse of f1
? ______________
When does f2 NOT act like the inverse of f1
? ______________
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Graphing Functions in Excel
Excel 97, 2000, XP, 2003
This activity will show you how to draw graphs of algebraic functions in Excel.
* Open a new Excel workbook and look for the Standard Toolbar.
* If it is not there, left click on View then Toolbars, then Standard to make it appear.
* Now look for the Chart Toolbar.
* If it is not there, left click on View then Toolbars, then Chart to make it appear.
To draw the graph of 2 3 − = x y in Excel
* First you need to draw up a table of values for x and y. Left click on cell A1 and type x – the heading for column A. Left click on cell B1 and type y – the heading for column B.
x values
Cell A1
* To obtain whole numbers from 0 to 10 in column A: Left click on cell A2 and enter the value 0 Left click on cell A3 and enter the Excel formula =A2+1 Excel will put the value 1 in cell A3 as shown.
Now look for the little black 'fill down' square at the bottom of the right-hand side of cell A3.
* Move the mouse until the cursor (cross) is on this square then left click and at the same time drag the mouse so that the cursor moves down column A. Release the mouse button when you reach cell A12.
You should find that Excel enters values from 2 to 10 in cells A4 to A12. Fill down copies the formula from A3 into the other cells, in each case increasing the cell reference by 1, so that each value entered is one more than the last.
y values
This tells Excel to multiply the value in cell A2 by 3 then subtract 2.
* Now enter the Excel formula =3*A2-2 in cell B2
Excel will work out the value of 2 0 3 − × and put the result (i.e. – 2) in cell B2.
* Use fill down to copy the formula into cells B3 to B12.
The values and formulae in the cells will now be as shown here.
You can check the formulae if you wish by left clicking on each cell – the formula will appear in the box above the column headings.
Formulae
Now draw the graph as follows:
* Select the values in columns A and B by left clicking on cell A1 and then dragging the mouse until the cells are highlighted as shown.
:
* Now left click on the Chart Wizard
The options for Step 1 of Chart Wizard will appear.
* Left click on XY(Scatter) and then the last graph to give a scatter graph 'with data points connected by lines without markers'.
* Then left click Next.
This will take you to Step 2.
This shows the Data range i.e. the references of the cells that are being used and that the series is arranged in columns.
* Left click Next to take you to Step 3.
* Enter the title and labels for your graph as shown.
* Then left click on Gridlines at the top.
* Left click on any of the gridline boxes that are not already ticked. Ticks will appear and gridlines will be added to the graph as shown.
.
* Then left click on Legend
A legend (or key) is useful when a graph has more than one line, but in this case it is not needed.
* Left click on the Show legend box and the tick and the legend will disappear.
* Then left click on Next.
In Step 4 you are given the choice of having the graph drawn as an object on the same sheet as the table or on a new sheet by itself.
* Choose the second option as shown, then left click Finish.
Your graph will appear, but its appearance may leave a lot to be desired!
* Before starting to improve it, Save your spreadsheet, giving it an appropriate name. Remember to save the spreadsheet periodically whilst you work on it.
Many other features of the graph can also be improved.
There is more than one way of obtaining the menus for doing this.
One way is simply to double left click on the feature you wish to change.
* Left double click on the Chart Area – this is the white part of the graph.
This menu will appear. It allows you to change the appearance of the border and background of the graph as well as the font (i.e the text) and other properties.
* Experiment with these if you wish, then left click OK.
If you don't like the changes you have made, left click on the Undo button.
Another way to obtain the Format menu for a feature is to right click on the feature. This method lets you format the feature and do other things as well.
* Right click on the Chart Area of the chart.
This menu will appear. Selecting Format Chart Area would give the menu for formatting the chart area again. Selecting Chart Type, Source Data, Chart Options or Location takes you back to one of the Chart Wizard Steps you followed when setting up the graph.
* Experiment with these now if you wish.
You can alter the scale and appearance of the axes and gridlines in a number of ways.
* On the Chart toolbar select Value (X) Axis Minor Gridlines then left click the Format button.
* In the Patterns menu set Colour to a mid-shade of grey, rather than Automatic (black).
This will make the minor gridlines less obvious than the major gridlines.
(Another way of doing this is use different Weights for the major and minor gridlines.)
* Now select Value (Y) Axis Minor Gridlines on the Chart toolbar and left click the Format button.
* In the patterns menu set the Colour to the same shade of grey that you used earlier.
* In the Scale menu enter the values shown:
* Then left click OK.
* In the Scale menu enter the following values:
Minimum – 5
Maximum 30
Major Unit 5
Minor Unit 1
This will give a y-axis from – 5 to 30 with major gridlines at intervals of 5 units and minor gridlines at intervals of 1 unit.
Minimum 0
Maximum 10
Major Unit 1
Minor Unit 0.2
N.B. If a value is already there, just click the Auto box to remove the tick.
When you enter values the ticks in the Auto boxes will disappear. This means Excel will keep the scale you want and not change the scale automatically if you change the size of the graph.
* Left click OK.
Your graph should now look like this.
The y axis minor gridlines are selected because they have just been changed.
Note that the label on the y axis looks odd.
:
To change the orientation
* Left double click on the y axis title to obtain the Format Axis Title menu.
* Then left click on Alignment.
* Use the mouse to move the red marker at the end of the Text alignment line until it lies in a horizontal position. (Alternatively you could type 0 in the Degrees box.)
.
* Left click OK
The y should now be the right way up.
* Use the mouse to move the labels to the ends of the axes if you wish, as shown here.
To make the letters in the titles and labels italic:
* Highlight a letter, then left click the Italic button on the Formatting Toolbar
(if this is in view)
or right click on the letter
, then select
Format Chart Title and
choose the Bold Italic option from the menu.
* Experiment with ways of changing the appearance of your graph.
* Draw graphs of other functions. Some suggestions are given belo
Use Excel to draw graphs of the following functions.
In the first three use a scatter graph 'with data points connected by lines without markers'
– the last Scatter Graph option.
In the others choose a scatter graph 'with data points connected by smoothed lines without markers' – the 3 rd Scatter Graph option.
| Function | x values | | Value in | | Excel formulae for: | | | |
|---|---|---|---|---|---|---|---|---|
| | | | A2 | | A3 | | B2 | |
| =5x y | 0 to 10 | 0 | | =A2+1 | =A2+1 | =5*A2 | =5*A2 | A12 and |
| | | | | | | | | B12 |
| = 1x+3 y 2 | 0 to 10 | 0 | | =A2+1 | | =A2/2+3 | | A12 and |
| | | | | | | | | B12 |
| =5 −2x y | 0 to 5 | 0 | | | =A2+1 | | =5-2*A2 | A7 and B7 |
| y = x2 | – 4 to 4 | – 4 | | =A2+0.5 | =A2+0.5 | =A2^2 | =A2^2 | A18 and |
| | | | | | | | | B18 |
| y = 3x2 | – 4 to 4 | – 4 | | =A2+0.5 | | =3*A2^2 | | A18 and |
| | | | | | | | | B18 |
| y = x2 +3 | – 4 to 4 | – 4 | | =A2+0.5 | | =A2^2+3 | | A18 and |
| | | | | | | | | B18 |
| 1 = y x | 0.2 to 5 | 0.2 | | =A2+0.2 | | =1/A2 | | A26 and |
| | | | | | | | | B26 |
| 2 = y x | 0.2 to 10 | 0.2 | | =A2+0.2 | | =2/A2 | | A51 and |
| | | | | | | | | B51 |
Experiment with other functions if you have time. | <urn:uuid:f8010d11-622c-445b-ab21-f9a33d962f96> | CC-MAIN-2023-50 | https://www.mathsroom.co.uk/downloads/graphing_functions_excel.pdf | 2023-11-30T17:50:15+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100229.44/warc/CC-MAIN-20231130161920-20231130191920-00478.warc.gz | 994,691,934 | 2,233 | eng_Latn | eng_Latn | 0.997272 | eng_Latn | 0.998181 | [
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Imagine, Believe, Achieve
Children's prior learning in this area
Expressive Arts - Reception
-Lyrics to a growing number of songs
-Tempo refers to the speed of music
- Play instruments with increasing control to express their feelings and ideas
-Play instruments within a song
- The children know how to walk or move to a steady beat where the tempo does not change.
Year One and Two
- The children can play copycat rhythms, copying a leader and inventing rhythms.
- The children can group beats in twos and threes by tapping knees on the first (strongest) beat and clapping the remaining beats.
- The children can read and respond to chanted rhythm patterns and represent these with stick notation including crotchets, quavers and crotchet rests.
- The children understand that the speed of the beat can change, creatign a faster or slower pace (tempo).
Year Three
The children can identify the beat groupings in familiar music that they sing regularly and listen to (e.g. In 2 Maple Lead Rag by Joplin), in 3 The Elephant from Carnival of the Animals)
Springdale First School
Year 4 – Time signatures
Why do some pieces of music make us want to dance?
Cultural Capital Opportunities
Upcoming – Live and inspired concert in November
Lunchtime recorder club introduced.
Children to perform in assembly when ready.
Discuss with the children what makes a good performance, and how to perform their music.
What is a musical performance? - BBC Bitesize
Key vocabulary and glossary
Anchor:
pulse, beat, ostinato, rhythm, tempo, melody, accompaniment,
Goldilocks:
time signature, forte (loud), piano (soft),
Step on:
treble clef, brass, woodwind, strings, percussion, pentatonic scale.
Enquiry Question: Why does some music make us want to dance?
Concept: Listening/ Musical notation
Students will learn that in music, two numbers sit on top of each other next to the clef and these specify how many beats are contained in each musical bar, and which note value is equivalent to a musical beat.
Suggested route on charanga:
Listen to 'I get by with a little help from my friends (key year 2 piece of music). Is the music in 2,3 or 4? What do we mean by this? Do we count it in groups of 2 beats, 3 beats or 4? This is in 4.
Listen to Maple Lead Rag by Joplin. This is in 2. Let's count it in 2. This gives the tempo a fast (allegro) feel.
Listen to 'The Elephant' by Saint Seans. This is in 3. What feel does this time give the piece?
We call these time signatures.
Show a piece of music and notice the numbers on top of each other at the very start of the piece (see resources). This tells the musician what time the music is counting in. It also tells the conductor what to conduct in.
Using the rhythm grid app, explore clapping a pulse in 4, with a strong clap on the 1 st beat of each line.
Then change the rhyhtm grid to in 3. Emphasise the 1 st beat again, how does it feel? Explain that dances like the waltz tend to be in 3.
Listen to Dmitri Shostakovich - Waltz No. 2 - YouTube. Can they hear the 1 st beat being played by the lower pitched instruments (Tuba, trombone, bassoon) and the 2 nd and 3 rd beat are being played by the strings.
Enquiry Question: How do all musicians play together?
Concept: Rhythm/ Notation
Students will learn how to perform simple rhythmic scores to a steady beat. They will learn how to maintain indivdual parts.
Suggested route on charanga:
Listen to Elvis 'Hound Dog' (year 2 key listening piece). What time signature is this in? 2, 3 or 4?
Listen to Rock a bye baby – what time signature is this in? Why do you think it is written in 3? 3 is for dances, this is a lullaby, it makes you naturally sway.
Listen to the pulse of the rhythm games on autumn 2, lesson 1. What time signature is this in? (2). What feel does this give this piece of music? Makes it feel like a march.
Complete rhythmic games and pitch games for this song.
Now listen to Radetsky's march. What time signature is this in? It is in 2. Introduce the percussion writer app. Use the example rhythms. Split the class into 4. Triangles, circles, crosses and lines.
Circles = drums
triangles = wood blocks
Lines = maracas
Crosses = triangles
Ask each group to just watch their part to start with as it plays. Then try clapping their part. Why are some symbols large? What do you notice happens to the music? This shows it going from forte (loud) to piano (quiet) – encourage use of these words. This may take 2 lessons to get the class playing as a group. Bring in 1 group at a time, adding layers until playing as a class.
Enquiry Question: How does the rhythm and pulse affect the overal feel of a piece of music?
Concept: Listening (appreciative listening)/ Rhythm
Students willl further their ability to perform simple rhythmic scores. They will recap their knowledge of ostinato, knowing that an ostinato rhythm is repeated constantly. They will learn that time signatures can be in 2,3,4 or 5!
Listen to 'Mars' by Holst but don't say the name of the piece. Whilst listening, ask the children draw:
a) If the music was describing a colour, which colour would it be?
b) If the music was describing a shape, which shape would it be?
c) If the music was describing a line, would it be curvy and smooth or spiky and jagged?
Reveal the name. Explore the history of the piece - Gustav Holst was born in 1874 and died in 1934, he was a British composer. His most famous work was The Planets written between 1914 and 1918. The music of the Planets describes all the known planets in the solar system at that time and their characters. The first part of the musical work, called the first movement, is Mars the Roman god of war.
How does this music make you feel? What does it make you think of? The music feels military, like the army, because of the drum ostinato (repeated pattern).
What time signature is this piece in? 5! This is very unusual.
Focus now on the ostinato rhythm - When a phrase or a rhythm is repeated constantly like this, we call it an ostinato. This rhythm (rhythm being a combination of long and short notes) goes Short/short/short/short/long/long/long. What does this ostinato making you think of? The marching feet? The
Using the rhythm grid again, have half of the class as the lower brass playing on 1 while the other half play on 2 and 3. 1 st beat play on something like the low bamboo tamboos or a drum and 2 and 3 on a higher pitched classroom percussion like a triangle or cow bell.
Show an interest and inquisitive nature towards the origins, traditions, history and social context of the music they are listening to, singing and playing.
Enquiry Question: How do composers start to create music?
Concept: Notation/ Pitch/ Notation/ Composition
Students will learn that a pentatonic scale consistents of a note range of 5. E.g. C,D,E,G,A,
Suggested route on charanga:
Watch a video of an orchestra playing Mars by Holst. Notice how physically involved the performers are – moving to the beat, feeling the pulse.
https://www.youtube.com/watch?v=cXOanvv4plU
Watch the ostinato rhythm being repeatedly played. It is being passed around the orchestra.
Compare this to Bolero by Ravel (key year 2 listening piece). Can they hear an ostinato rhythm being played here? It is being played by ONE drummer here for 15 solid minutes! LESSON FIVE - Work in groups of six to create an ostinato pattern. Encourage to use word patterns with long/short rhythms (e.g we love fish and chips). Hear each group's simple pattern ostinato composition.
LESSON 6 - Now listen to Mars again and notice how a different melody comes above the ostinato. Split the group in half and have one half play the ostinato while the other plays a melody consistening of 5 notes (pentatonic scale) over the top. Stick to C,D,E,G, A on a xylophone. Give melody cards to play (see resources).
Listen to compositions and film.
Both columns 2 and 4 of this knowledge organiser may need to be stretched over 2 lessons to consolidate the performance of different groups at this stage.
movement of an army?
Discuss the rhythm being played. Discuss the challenges of keeping a beat steady, without getting faster or slower (have to keep a steady tempo).
Recap the words melody and accompaniment. Now focus on the first five minutes of the piece. This time focussing on the sounds of the different instruments that play the melody (tune) – lower brass (tubas, trombones), then it moves to trumpets before moving to the higher woodwind and strings. | <urn:uuid:1a256213-3cb4-4880-b18f-e114c0ce148a> | CC-MAIN-2023-50 | https://www.springdale.poole.sch.uk/attachments/download.asp?file=569&type=pdf | 2023-11-30T16:56:51+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100229.44/warc/CC-MAIN-20231130161920-20231130191920-00476.warc.gz | 1,115,584,237 | 2,035 | eng_Latn | eng_Latn | 0.997822 | eng_Latn | 0.998413 | [
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Remote learning
| Year Group: 6 |
|---|
This is an overview of the main areas of learning in Year 6 for this week which will link to the learning going on in school. Please use these as the main activities for remote learning if your child is unable to attend school during this week.
Maths: PercentagesMental fluency: TTRockstars
Understand what a percentage is and its connections to fractions (Click here)
English: Oak Academy: The Windrush - Diary writing (complete lessons 16 - 20 of this unit which includes reading, writing and SPaG elements)
Recall and use equivalences between fractions , decimals and percentages (Click here)
Solving problems involving the calculation of percentages of amounts (Click here)
Solve problems involving the use of percentages for comparison (Click here)
Mean as an average (Click here)
Additional challenges:
Would you rather? 'Would you rather be bitten by 15% of
120 mosquitos or 8% of 250 mosquitos?' Use a % fact box to help you. (Click here). Make up some of your own questions.
- Complete the 2dos on Purple Mash.
Irresistible Learning Topic – Ice Worlds
Science – Classification
Watch the videos about Classification here, here and here.
Complete the classification2dos on purple mash.
Watch the video here to find out more about identifying and sorting animals.
Geography – Learn more about the tundra biome here.
Northern Lights Art – as part of our topic
fantastic finish, create your own Northern Lights picture. If you don't have the exact materials, use what you have at home to follow this video here.
***Additional Writing Challenge: Click here to read the poem 'The Frozen Man.' Can you find examples of alliteration, onomatopoeia, similes and repetition? In a table, collect synonyms and antonyms (see SPaG task) for warm and cold images found in the poem e.g. for warm 'snug house.' Finally, write your own version of the poem using your own warm and cold images.
Keep the same layout and structure as the original poem for each verse. Send us all your work on this task on 2email.
SPaG:
1. Complete the spelling 2do quiz set on Purple Mash – Y6 Spr 1 Wk 4
2. Work through the lesson here on synonyms and antonyms. Complete the worksheet at the bottom. There are further activities here to practise with.
Reading
1. The Giant's Necklace by Michael Morpurgo - Oak National Academy – complete lesson 2
2. Reading for pleasure – read the latest edition of the First News newspaper here - you will find lots of interesting articles and reports on a range of interesting topics. Your parents will need to sign up to the free subscription first.
3. Don't forget there are books for you on Bug Club.
Wellbeing – The Big Garden Bird watch takes place from 28 th -30 th January.
Click to have a look at the RSPB website where you can sign up. It is simple to take part; you just have to spend an hour counting the birds that you see in your garden. You could take part as a family. There are resources on the website to help you identify different birds. Most of all have fun taking notice of the world around us. | <urn:uuid:ae57dc6a-f95c-46b2-a5e0-fb81e5cd5607> | CC-MAIN-2023-50 | https://www.gig-mill.dudley.sch.uk/_files/ugd/343e01_e1ecbdde4b794e3ebc0d7ad0ca24f2f7.pdf | 2023-11-30T16:52:45+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100229.44/warc/CC-MAIN-20231130161920-20231130191920-00476.warc.gz | 874,089,415 | 717 | eng_Latn | eng_Latn | 0.998191 | eng_Latn | 0.998191 | [
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Traditional Games Model Lesson Plan
Hoop and Arrow Games (Salish, Pend d'Oreille) – Grade Eight
Stage 1 Desired Results
Established Goals
The health education content standards for sixth through eighth grade are that each student will:
5. identify characteristics of physical, mental, emotional, family, and social health, including traditional and contemporary strategies from American Indian cultures.
3. analyze behaviors that promote health enhancing strategies for issues such as substance abuse prevention, nutrition, sexual activity, exercise, injury and disease prevention, and stress management, including traditional and contemporary strategies from American Indian cultures.
The physical education content standards for sixth through eighth grade are that each student will:
18. cooperate with classmates on problem-solving initiatives during adventure activities, large group initiatives, and game play.
3. research the history and origin of various games, sports, and dance, including those of traditional and contemporary American Indian cultures.
Essential Understanding 1: There is great diversity among the twelve sovereign tribes of Montana in their languages, cultures, histories, and governments. Each tribe has a distinct and unique cultural heritage that contributes to modern Montana.
Essential Understanding 3: The ideologies of Native traditional beliefs and spirituality persist into modern day life as tribal cultures, traditions, and languages are still practiced by many American Indian people and are incorporated into how tribes govern and manage their affairs.
Understandings
* The earth begins to awaken in March.
* The youth were taught the hoop and arrow games to become skillful at bringing down small game for the village while the men were gone.
* Winter supplies of food were low at this time of the year and the men had to leave camp to find large game.
* The hoop and arrow games taught truth in scoring and means of survival for camps.
Essential Questions
* Why were the skills of hoop and arrow, as played by youth, important to the Salish and Pend d'Oreille?
Students will be able to…
* move through two stations of hoop and arrow games learning the Salish and Pend d'Oreille rules.
Students will know…
* How to play the Salish and Pend d'Oreille hoop and arrow games.
* The differences in the Salish from the Pend d'Oreille games of hoop and arrow.
Stage 2 Assessment Evidence
Performance Tasks
1. Playing games with honesty, safety, and enjoyment.
3. Understanding the differences in Salish vs. Pend d'Oreille games.
2. Practicing the timing of hitting a rolling hoop.
Stage 3 Learning Plan
Teaching Area
(indoors or outdoors) 100' x 50' for 26 students in two teams, half on one throwing area and half on the other.
Equipment Needed
Station 1: Pend d'Oreille equipment is a ring, wound with buckskin, 2 ½" diameter, the interior set with colored beads: and two arrows 23 ½" in length, with points, the shaft of the arrow being wound with buckskin at the ends and the middle At least two playing stations should be set up for this game, six players per station.
US. 305. SI 1 BAE, Vol 24 (1902-‐1903). Holmes, W.H., Twenty-‐Fourth Annual Report of the Bureau of American Ethnology t the Secretary of the Smithsonian Institution 1902-‐1903, Washington Government Printing Office, 1907. Montana Historical Society Research Center, Archives.
Station 2: Salish Hoop and Dart Game equipment consists of a netted hoop, about 12" to 18" in diameter, and laced in a "dream catcher" pattern but reinforced by three knots at each juncture. A reinforced hole remains in the middle. The darts are 18" to 24" slender, peeled, straight willow sticks, with four sticks for each player that are decorated all the same on the end of the darts with white on end for team one and green on end for team two. Each team member has a special symbol on each dart that is different from other set of darts. Enough darts are needed for two teams of six players each (24 + 24 darts or 6 sets of four darts each).
Photo courtesy of DeeAnna Brady-Leader
Game Rules
Station 1: Pend d'Oreille Hoop and Arrow game. A long pole is laid on the ground about 15' from the players. The ring is rolled by a non-player toward the pole so it will hit the pole and fall down. The two players throw their arrows toward the place where they think the ring, after it hits the pole, will fall on an arrow, thereby awarding them the number of points as assigned to the color of the beads touching the arrow. The six beads are different colors and represent different points as agreed upon by the players before starting the game. Players seek the highest number of points per round for a win. Points may be added together for a team vs. team game.
Station 2: Salish Hoop and Dart game. Six players from each team line the opposite sides of a 30' long x 10' wide alleyway and attempt to throw their dart through a netted hoop that is thrown to roll down the alleyway. Players toss their darts at the rolling hoop in an attempt to slow it and make it fall on their own dart. The dart must be in the netting in order to score points. Points are awarded by 1 for anywhere in the netting and by 3 for the center hole in the netting. Points are gained by the team by adding individual scores together. The team with the most points by the end of the playing time will win. (Game presented to ITGS summer camp, 2000 by Kathy Felsman and Arleen Adams.)
When we judge others, it is from our own cultural context.
"There is no right or wrong way to play hoop and arrow games, just different ways." International Traditional Games Society
Vocabulary
Truthfulness - The honest presenting of facts.
Trust - The receiving of or giving of confidence in words or deeds.
Hoop and Arrow Games – Grade 8
Survival - To remain alive after or during a threatening event.
Resources
Books
Cajete, Gregory. Spirit of the Game: An Indigenous Wellspring. Skyand, NC: Kivaki Press, 2005.
Culin, Stewart, Games of the North American Indians. New York, NY: Dover Publications, Inc., 1975.
Holmes, W.H., Twenty-Fourth Annual Report of the Bureau of American Ethnology to the Secretary of the Smithsonian Institution 1902-1903. Washington, DC: Government Printing Office, 1907.
Oxendine, Joseph B. American Indian Sports Heritage. Lincoln, NE: University of Nebraska Press, 1995. Pp. xv – xxiii.
DVD
Eagle Watch and International Traditional Games Society "Recovery of American Indian Games."
Websites
International Traditional Games Society
Montana Office of Public Instruction, Indian Education for All Unit | <urn:uuid:87d562b9-e24e-4952-9b0f-cb3740678760> | CC-MAIN-2023-50 | https://opi.mt.gov/Portals/182/Page%20Files/Indian%20Education/Health%20Enhancement/G8.Hoop.and.Arrow.Games.pdf?ver=2020-06-12-134952-200 | 2023-11-30T16:39:19+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100229.44/warc/CC-MAIN-20231130161920-20231130191920-00477.warc.gz | 493,946,772 | 1,458 | eng_Latn | eng_Latn | 0.94785 | eng_Latn | 0.996992 | [
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Activities to Promote Communication
Welcome! All of these activities are designed to promote your baby/toddler/child's communication development. Over the years I have used these activities in individual and group therapy sessions. These activities can be easily carried out at home as each activity is nice and short. You can do one, some or all of these activities. You may choose to do them daily or weekly, it's completely up to you! All you need for these activities is a little bit of space and toys/objects that you have in the house.
We are going to focus on eye-contact, naming, action songs, cause and effect and teaching some important songs – "Hello song" and "The Clean-up Song". We are also going to focus on some signing this week, you might like to work on one or more of the following signs, Hello, more, open, dog, cow, sheep, cat, car, pig, snake, tractor, train. Pick one of the signs that will be most relevant or useful to your child. Go to the Lámh website www.lamh.org and check out some of the online signs.
Let's get started.
You will need:
- A little bit of space
- A pillow case or any type of bag that will hold a few toys/objects
- Bubbles (if you don't have bubbles you can make up a mixture using one part washing up liquid to 2 parts water – you can make a wand from a pipe-cleaner/plastic straw (you may have some somewhere!) or anything that you can fashion into a wand
- Access to YouTube (not essential, but useful for songs – you may have CDs to hand with many of these songs already or you can just sing the tune yourself!)
Activity 1: Greetings.
I like to start activities singing the Hello Song. You will find this song on YouTube https://www.youtube.com/watch?v=x23rTDl4AMs. This song is great as there is so much repetition of the word Hello – Repetition really helps children to learn vocabulary. Make sure that you are at your child's eye level, use your sign for HELLO throughout the song.
Hello, Hello, how are you?
Hello, Hello, how are you?
Hello, Hello, how are you?
How are you today?
Activity 2: Eye-Contact.
Eye-contact is such an important part of communication. Looking at faces helps babies and young children learn about how sounds are made. This is a super activity to promote eye contact. You want to create a sense of anticipation also. Open those bubbles and blow some up into the air – avoid blowing them at faces! Watch as the bubbles float down and pop! Wait and when your child makes eye-contact, blow some more bubbles.
If your child is not interested in making eye-contact, don't worry, you can keep trying this activity over the next few weeks. This is just an introduction – so be patient and positive and reward any attempts. You could use the phrase "Good Looking" to positively reinforce such amazing eyecontact.
When your child begins to become disinterested use your sign or words to indicate that the activity is "finished" or "all gone". Show that the activity is over by physically putting the object away into a bag/box.
Activity 3: Looking and Naming Objects
Developing an understanding or the ability to name an object is essential to language development. Your child may be learning what objects are or they maybe attempting to name them. Just follow your child's lead. Place the following items in the bag, dog, cow, sheep, cat, car, pig, snake, tractor, and train. These are just suggestions, put other objects or toys that may be of interest or more relevant to your child into the bag (I use a pillow case with a colourful design, they are also easy to wash).
Place the toy bag between you and your child. Model the activity for your child, pick out the object, your child may spontaneously start to or they may need hand over hand assistance.
When an item is taken out of the bag, name it, sign it and then make the corresponding sound. Talk about the object. Play with it, follow your child's lead and move onto the next item when
This Photo by Unknown Author is licensed under CC BY-NC-ND
h
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Continue until you have taken all items out of the bag or when your child shows that they are finished with the task/activity.
When you have finished this activity, pick up each item and put them back into the bag. You can say and sign the word "finished". You can name the items as you place them back into the bag or you can get your child to help you with this task.
Activity 4: Action Songs
Singing action songs is a great way to learn language. Action songs are full of movement and are a great way to encourage signing, shared attention, memory skills and following instructions. Today we are going to sing "Row, Row, Row Your boat". Sit with your legs facing forward. Place your child in between your two legs, facing you, and hold hands. As you sing the song, pull them towards you and back.
Sing the song through once and then sing it again, this time pausing before the last word in each verse. Take a dramatic pause before the last word in the second verse and wait for your child to provide the scream – this is so much fun!!!!
Activity 5: Cause and Effect
This is activity is a favourite of mine – it never ceases to amaze me how much children enjoy destruction!!!
Thi Ph b Cause and Effect is an important stage in a child's development of play and learning. This kind of play helps the child to learn that their actions can have an effect on something else and encourages the beginnings of problem solving. This is a very exciting game and you may be asked to repeat over and over again. Stack each block or cup and say or sign "Wait", you are building up anticipation. When you have finished stacking let your child push the tower over. I usually say "all fall down" or "uh-oh".
Wait for your child to make eye contact with you or sign, make a sound or say a word before starting another build. You could also sign "more" or "again" to check whether more construction is required.
Activity 6: Clean up Song
This song demonstrates that the activity is over. It also encourages the child to participate in a shared activity. You can sing the "Clean up Song" together which you will find on YouTube https://www.youtube.com/watch?v=oY-H2WGThc8.
As you are picking items up you can name them/sign and say the word. When you have placed all of the objects into the bag you can indicate that the activity is over by signing & saying the word "Finished" or "all gone". Make sure to give positive praise during all tasks: "Good Job!" or "You really helped Mummy/Daddy/me pick things up!".
If you would like any advice, support or some more activities please contact me: email@example.com | <urn:uuid:e2ec2ed1-642a-49fe-b4da-dd9495c1f5f5> | CC-MAIN-2023-50 | https://downsyndrome.ie/wp-content/uploads/2020/03/Activities-to-Promote-Communication-1.pdf | 2023-11-30T18:14:17+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100229.44/warc/CC-MAIN-20231130161920-20231130191920-00479.warc.gz | 257,514,431 | 1,465 | eng_Latn | eng_Latn | 0.998797 | eng_Latn | 0.998948 | [
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Remote learning
| Year Group: 6 |
|---|
This is an overview of the main areas of learning in Year 6 for this week which will link to the learning going on in school. Please use these as the main activities for remote learning if your child is unable to attend school during this week.
Maths: Shape – Nets and Volume
Mental fluency: TTRockstars
L1 To recognise 3D shapes (Click here)
English: New Unit - Sherlock Holmes (complete lessons 1 – 5 of this new unit which includes reading, writing and SPaG elements)
L2 To recognise 3D nets (Click here)
L3 To solve problems involving 3D shapes (Click here)
L4 The volume of cubes and cuboids (Click here)
L5 To convert between standard measures (Click here)
Additional challenges:
- What is the difference between the volume of the two cuboids in the picture?
- Complete the 2dos on Purple Mash.
Irresistible Learning Topic – Magnificent Maya Art:
This week we are creating the Maya mask. You will ideally need cardboard (e.g. a cereal box) but you can use paper if needed. Hunt around the house for extra things you could add for decoration e.g. feathers, spare buttons, bottle tops and add colour using what you have at home. The photo here shows one created in school last year. Take a photo of your finished mask and upload to our Y6 Maya Masks display board by sharing from 'My Work' using the button.
Complete the Maya mask 2do using the online paint programme. Once you have saved your mark in 'My Work' you can share your design to our Y6 Maya Mask display board using the button.
French - Create your own 16x16 square word search and hide the numbers below (add your own too, if you have space): dix (10) vingt (20) trente (30) quarante (40) cinquante (50) soixante (60) soixante-dix (70) quatre-vingts (80) quatre-vingt-dix (90) cent (100).
Challenge a family member to find them.
***Additional Writing Challenge: This week we are starting a new unit on discussion texts. Watch this clip to find out more about this text type.
1. Magpie key features and useful vocabulary discussed in the video e.g. third person.
2. Plan and write a discussion text based on the question 'Is homework necessary at primary school?' using the model given in the video. Remember to present arguments for and against. Use a range of conjunctions to present your points such as: in addition, on the other hand. Use a range of punctuation including - or ( for a relative clause.
SPaG:
1. Complete the spelling 2do quiz set on Purple Mash – Y6 Spr 1 Wk 7
2. Complete this silent letters word search here.
Reading
1. The Giant's Necklace by Michael Morpurgo - Oak National Academy – complete lesson 5
2. Reading for pleasure – read the latest edition of the First News newspaper here - you will find lots of interesting articles and reports on a range of interesting topics. Your parents will need to sign up to the free subscription first.
3. Don't forget there are books for you on Bug Club.
Wellbeing – Media Literacy and Digital Resilience (RHW focus)
Following on from our work on Safer Internet Day last week, think about how important it is to make the right choices when interacting with others online. Complete the 2do set on Purple Mash about recommending a game to play online – remember to include advice about how to play the game safely with others. | <urn:uuid:863714c2-20b2-487e-9a7f-9f507997cfd8> | CC-MAIN-2023-50 | https://www.gig-mill.dudley.sch.uk/_files/ugd/343e01_cb59492d74c24782b0e7b5027c3c5f6a.pdf | 2023-11-30T18:29:25+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100229.44/warc/CC-MAIN-20231130161920-20231130191920-00480.warc.gz | 919,820,185 | 791 | eng_Latn | eng_Latn | 0.998385 | eng_Latn | 0.998385 | [
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Years 5 and 6: Monday, March 30
TASK 1: LITERACY
Approx: 45 mins
Reading Response
Note to Parents/Guardians:
This activity requires students to have a fiction novel that is at an appropriate reading level and of interest to them. If your student does not have a novel you could join a library for access to their online catalogue.
Activity:
Find a comfortable spot without distractions and spend 20-30 minutes reading your novel.
Then, choose an event that happened in the section of the book you just read. Re-write that event from the perspective of a different character.
Try to think about how that character may see the event and its causes and impacts differently to the character whose perspective it was presented from originally.
Curriculum Links:
English – Literature
Year 5: Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses.
Year 6: Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways.
TASK 2: LITERACY
Approx: 30 mins
Complex sentences
Note to Parents/Guardians:
Activity:
A complex sentence includes two parts:
- An independent clause that can stand on its own. (It would make sense as a sentence without the other part.)
- A dependent clause that needs the other clause to work. (It would not make sense as a sentence without the other part because some part of the information is missing.)
Complex sentences contain subordinating conjunctions (joining words) such as after, so, because, since, although, even though, but, before, unless, when, whenever, who, whoever, etc.
Here is an example of a complex sentence:
Jessica finished all of the dinner on her plate so she could have dessert.
Think of an independent clause to complete each of these complex sentences.
1. _________________________________________________ but it was a waste of time.
2. _________________________________________________even though they had more than they needed.
3. _________________________________________________by the timethe car arrived.
Think of a dependent clause to complete each of these complex sentences.
4. Simon picked a banana from the fruit bowl because
____________________________________________.
5. My mum has brown hair and brown eyes, whereas
____________________________________________.
6. The roof of the house had been leaking ever since _____________________________________________.
Think of a suitable subordinating conjunction to join these independent and dependent clauses.
7. The team captain chose Susie for their hockey team ___________ they thought she was the best.
8. I was allowed to go to the party ___________ my chores were done.
9.
Spiders make my skin crawl _____________ I think about them.
Extension: Write some complex sentences of your own featuring the members of your household.
Curriculum Links:
English – Language – Expressing and developing ideas
Year 5: Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause.
Year 6: Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas.
BREAK: 30 minutes
TASK 3: MATHEMATICS
Approx: 30 mins
Multiplication
Note to Parents/Guardians:
Some students will require support with this activity. If you or they find it difficult, try stopping and starting the instructional video after each step and working through the problems one step at a time. At the end, check answers with a calculator. Help students to identify mistakes if there are any.
Activity:
Watch this video by Math Antics ( https://www.youtube.com/watch?v=FJ5qLWP3Fqo ) explaining how to solve multi- digit multiplication. Then, solve the following problems:
1. 246 x 5 =
2. 182 x 6 =
3. 465 x 2 =
4. 193 x 4 =
5. 275 x 3 =
6. 337 x 2 =
7. 264 x 8 =
8. 593 x 5 =
Check your answers with a calculator.
Extension: Ask your grown-up to write you some extra 4-digit or 5-digit numbers to multiply.
Curriculum Links:
Mathematics - Number & Algebra – Number and Place Value
Year 5: Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologies.
Year 6: Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers.
TASK 4: TECHNOLOGIES
Approx: 40 mins
Design Innovation
Note to Parents/Guardians:
Activity:
Read this story (https://www.kidsnews.com.au/space/nasa-calls-for-everyday-people-to-help-improve-its-robot-todig-on-the-moon-and-explore-its-surface/news-story/bf00225856d4a941ed3878a5fd8fd544) from the safe and childfriendly Kids News website about NASA's challenge to improve a space robot and then complete Classroom Activity 1.
Curriculum Links:
Technologies – Design and Technologies – Processes and Production Skills
Years 5 and Year 6: Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and graphical representation techniques.
LUNCH: 60 minutes
TASK 5: HEALTH AND PHYSICAL EDUCATION
Approx: 40 mins
Wellbeing and Skills Practice
Note to Parents/Guardians:
Please take notice of your child's responses to the Wellbeing questions and discuss any concerns they may have with them in a calm and supportive manner. If they require additional help, the Kids Helpline can be contacted on 1800 55 1800.
Activity:
Part 1 – Wellbeing
Record a video diary (or a written diary if you don't have access to a device for recording), finishing these sentence stems:
Today I am feeling …
I feel that way because …
I am worried about …
I am grateful for …
Part 2 – Skills practice
Practise throwing and catching skills on your own or with a partner if one is available. Use any balls you have at home (a range of sizes is ideal but not crucial) and if you don't have any balls, be inventive – you could throw and catch teddy bears, empty milk bottles, hula hoops, plastic cups, etc.
Suggested practice activities – throw and catch to a partner from a variety of distances, at different heights and with varied force; over-arm and under-arm; with both hands or one-handed; throw straight up as high as you can and catch over your head; bounce against a wall and catch; create a target and practise aiming at the target.
Draw a quick diagram of 3 practice activities you tried.
Curriculum Links:
Health and Physical Education – Personal, social and community health – Contributing to healthy and active communities
Years 5 and 6: Investigate the role of preventive health in promoting and maintaining health, safety and wellbeing for individuals and their communities.
Health and Physical Education - Movement and Physical activity – Moving our bodies
Years 5 and 6: Practise specialised movement skills and apply them in a variety of movement sequences and situations.
BREAK: 30 minutes
TASK 6: THE ARTS
Approx: 30 mins
Dance
Note to Parents/Guardians:
Go Noodle is a great resource full of fun and interactive dance and movement videos.
Activity:
Watch and dance along with the guided dance "I Can Do That" https://app.gonoodle.com/activities/i-can-dothat?s=category&t=Guided%20Dance&sid=38 on the Go Noodle website. Practise the dance a second time – you'll be much better on the next go.
Then, choose a sport and create 3 dance moves of your own based upon skills used in your chosen sport. Challenge a partner (your adult, a sibling or a friend you have video called) and challenge them to learn your moves like in the Go Noodle Video, asking them "Can you do that?"
Curriculum Links:
The Arts – Dance
Years 5 and 6: Explore movement and choreographic devices using the elements of dance to choreograph dances that communicate meaning.
SUGGESTED LUNCHTIME ACTIVITIES
- Complete a jigsaw puzzle.
- Invent a game with the balls you have out for your PE activity.
- Call an elderly relative for a chat.
- Pick or plant some flowers from your garden for a family member.
ADVICE FOR PARENTS/GUARDIANS REGARDING YOUTUBE LINKS
While YouTube offers some excellent learning resources and we offer suggested links in this material, Kids News cannot guarantee the type of advertisements that will pop up while you are watching these clips.
Please only allow your child to watch the suggested clips with supervision so that you can prevent them seeing the advertisements that are not age appropriate.
NOTE FOR PARENTS/GUARDIANS
These free activities are written by qualified, practising teachers in accordance with/with reference to the Australian National Curriculum 2020 and are intended to be used as a guide for parents.
TODAY'S STORIES
1. Fearsome feathered dinosaur with a telltale scar
2. It's Monster Monday! Learn how to draw the best monsters | <urn:uuid:c6153a81-d473-4790-b41d-77d93b301a93> | CC-MAIN-2023-50 | https://www.kidsnews.com.au/wp-content/uploads/2023/09/learning-at-home-years-5-6-day-6-monday-march-30-pdf.pdf | 2023-11-30T17:45:50+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100229.44/warc/CC-MAIN-20231130161920-20231130191920-00482.warc.gz | 936,749,923 | 1,926 | eng_Latn | eng_Latn | 0.997042 | eng_Latn | 0.998363 | [
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December Extra Activities
For Threes and Fours
For Kindergarten
Scavenger Hunt
Hold a Bible open to Luke as preschoolers hunt for the items and help tell the story of Jesus' birth. Say: The Dorsetts teach people in Central Asia about the birth of Jesus.
Supplies: pictures of babies, nativity figures, Bible In advance, place baby pictures and nativity figures around the room.
Tip: After preschoolers have found all of the pictures and figures, lead them to count what they have found.
Tell Others About Jesus
In advance, add paint to paper plates.
Supplies: paper plates, paint, aprons, people-shaped cookie cutters, construction paper
Guide preschoolers to dip cookie cutters into paint and stamp on paper. Say: Mr. and Mrs. Dorsett tell people in Central Asia about Jesus.
Open the Bible and read: Tell people about Jesus (see Matt. 28:19).
Helping Others Mural
In advance, cut butcher paper to make a mural. Search online for pictures of people helping others.
Supplies: "All About Lottie Moon*," butcher paper, electronic tablet, markers
Read "All About Lottie Moon." Discuss ways Lottie Moon helped people. Show pictures of people helping others. Invite preschoolers to draw pictures on the mural of ways they can help people. Say: The Dorsetts are thankful for the Lottie Moon Christmas Offering for helping people in Central Asia.
Special Gifts
In advance, place each item in a different wrapped box.
Supplies: four lidded wrapped Christmas boxes; Bible; bag of rice; bottle of water; hammer
Give clues for preschoolers to guess what is inside the box before opening. After each box has been opened, discuss ways the items can be used. Say: These are things that Mr. Dorsett can use to help people in Central Asia.
© WMU, SBC 2023 wmu.com
Examine Wool and Cotton
Post the allergy alert chart. Invite preschoolers to examine and compare wool and cotton, discussing where each comes from. Point out if preschoolers are wearing clothes made with cotton or wool. Ask: What does this feel like? What can you do with it? Wool and cotton are produced in Central Asia where special workers Brent and Amy Dorsett live.
Supplies: items made of wool and cotton, magnifying glass
Wild Animals
In advance, search online for pictures of wild animals found in Central Asia. Print a copy of several animals. Place each picture in a separate envelope.
Supplies: electronic tablet, printer, legal-sized envelopes
Give clues about each animal as you slowly remove each picture. Say: These animals live in Central Asia. The Dorsetts live in Central Asia so they can tell people about Jesus.
Play Dough Letters
Read the words. Guide preschoolers to use play dough to make letters and words. Say: Christmas is about God loving us and sending His son Jesus. Christmas is about Jesus.
Supplies: play dough, large index cards In advance, use block letters to print "Jesus" and "Christmas" on index cards. Post the allergy alert chart.
Framed Pictures
In advance, take and print pictures of individual preschoolers arranging a nativity set. Print the Bible thought on the back of picture frames.
Supplies: digital camera, Bible, markers, nativity set, wooden craft frames, jewel stickers
Provide pictures, markers, and jewel stickers for preschoolers to decorate wooden craft frames. Help insert pictures into frames. Say: Christmas is about Jesus' birth. Jesus is God's one and only Son.
Bethlehem (see Matt. 2:1).
Open the Bible and read: Jesus was born in | <urn:uuid:2ec7219a-543b-4482-88cb-1888e8e0ed5e> | CC-MAIN-2023-50 | https://wmu.com/wp-content/uploads/2023/11/December-2023-Mission-Friends-Leader-Extra-Activities-WMU.pdf | 2023-11-30T18:33:35+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100229.44/warc/CC-MAIN-20231130161920-20231130191920-00480.warc.gz | 733,915,255 | 762 | eng_Latn | eng_Latn | 0.993722 | eng_Latn | 0.993722 | [
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The Power of Home: Adoption and Foster Care
GRADES 7-9 - Lesson II (Year III, Day 3)
Lesson:
Foster care is different from adoption. Foster care is a temporary arrangement made by government agencies to place children in a safe, nurturing environment when their own parents are not able to care for them. Some children are placed in foster care while their families work on problems like addiction or mental illness in the hopes of being eventually reunited. Other children in foster care are waiting to be adopted by a "forever family" because their birth family are simply unable to care for them. There is often a lot of criticism of the foster care system because ultimately it is best for children to be part of a permanent family where they know they belong, rather than being bounced around from place to place. There is much more we can do as a society to help struggling families stay together, and match children who have been in foster care for a long time with a loving adoptive family.
Watch: Forever Family Follow-up Stories - Choose a few stories from this selection. Kail, Aaron and/or Paige are recommended.
* Did these families seem happy about their adoptions?
* Do you think some families might have been hesitant to adopt teenagers who have been in foster care a long time?
* What are some challenges that kids who are in the "foster-care system" might face?
* What are things we can do as a society to support families so that their homes can be safe places for their children to live?
* Do you have any ideas of what social workers and families can do to support children and teenagers who are coping with different traumas including the trauma of leaving their home?
Activity: Have the students do research on a famous person who is adopted and present their findings to the class. They can research when the person was adopted, why they needed an adoption plan, the gifts that they give/have given to society, etc. For ideas, watch this video - Imagine Spot
Additional Resource: ReMoved
ReMoved - This short 13 minute film portrays the experience of a child in foster care. It is emotionally intense and contains some disturbing scenes of abuse and neglect. You can determine if your students are mature enough to benefit from it. If you choose to show it, it is recommended to follow it with some positive stories of children who have been adopted from foster care like those above.
Prayer
O Lord, I come before you in prayer for all children and teenagers who have been separated from their families. Help them to know that they are loved and wanted. Raise up many generous and caring families to foster and adopt children in need of a loving home. Strengthen those families in times of struggles and bring healing to every wounded heart. Amen.
Lesson adapted from the plans on the Archdiocese of Los Angeles Office of Life, Justice and Peace website | <urn:uuid:4b4d210d-c907-4493-8a00-c12d9e5aeea2> | CC-MAIN-2023-50 | http://archny.org/wp-content/uploads/7-9-Adoption-Year-3-Day-3-Week-2-Jan.pdf | 2023-11-30T18:21:19+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100229.44/warc/CC-MAIN-20231130161920-20231130191920-00481.warc.gz | 3,587,676 | 581 | eng_Latn | eng_Latn | 0.999352 | eng_Latn | 0.999346 | [
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Strand: Games
Venue
School Yard/Hall/Playing Field
Equipment
Hurling helmets, hurleys, cones, sliotars or tennis balls
Lesson
Hurling
16
PE Céim ar Aghaidh
Class Level: Fifth and Sixth Classes
Strand Unit: Sending, receiving and travelling
Curriculum Objectives:
Children to further develop and extend carrying and striking skills
Children practice skills previously experienced
Children to further develop and extend ball handling skills
- Striking a ball from the hand, at a target and through a goal
- Jab lifting a ball with a hurley
Strand unit: Creating and playing games
Curriculum Objectives:
- Small-sided, conditioned hurling games (e.g. 5v5, 11v11)
Children to create and develop games with a partner or small group
Strand Unit: Understanding and appreciation of games
Curriculum Objective:
Children to develop an understanding of the use of space in mini-games
Children to discuss and improve control in movement skills relevant to games
Children to develop an understanding of the tactics and strategies for use in
Children to adapt rules for use in mini-games and keep scores of games Children to avail of opportunities in the community to participate in games mini-games
Linkage:
Athletics - Strand Units: Running and Jumping
Gymnastics - Strand Unit: Movement (Balance)
A GAA GAMES DEVELOPMENT INITIATIVE
Lesson: 16 Hurling
References
Primary School Curriculum: Physical Education (1999) Physical Education Teacher Guidelines (1999)
Primary Schools' Sports Initiative http://www.ppds.ie/pcsparchive /pe/pssi/clickme.html
Fun Do GAA Learning Resource Pack (2007)
Strand: Games
Organisation
* Divide the class into pairs
* One ball per pair
Organisation
* Divide the class into equal teams
* Each team is assigned two grids
* Mark out four grids 5m x 5m, with a distance of 5m between each grid
* Place the same number of balls in each of the near grids
Warm Up & Stretching Activities - www.learning.gaa.ie/planner/primary
Class Level: Fifth and Sixth Classes
Activity 1 - Jab Lift
* One child in each pair jab lifts the ball repeatedly for one minute
* After one minute the children switch roles
* The second child in each pair counts successful attempts by their partner
Activity 2 - Grid Swap
* The first child in each team jab lifts each ball in turn and transfers it to the other grid
* The team who completes the activity in the quickest time wins
* Each child, in turn, transfers the balls in the opposite direction
Teaching Points
* Stride towards the ball
* Adopt lifting position, with hurley flat (parallel with ground)
* Eyes on the ball
* Toe of the hurley points away from the body
* Release the 'non-writing' hand from the hurley to catch the ball
* Slide the toe of the hurley under the ball to lift it from the ground
Teaching Points
* Use two grids and assign one to each team
* Each team in turn must transfer the balls to the other team's grid
Children discuss:
* Position of head, hand and feet while performing the jab lift
Strand: Games
Organisation
* Divide the class into pairs, one ball per pair
* Mark a goal midway between each pair
* Mark out a distance 15-20m wide
Organisation
* Mark out grid 40m long by 20m wide
* Divide the class into teams of three to five players, one or two balls per team
* Place a number of cones across the middle of the grid
PE Céim ar Aghaidh
Class Level: Fifth and Sixth Classes
Activity 3 - Striking in Pairs: Accuracy
* The children strike the ball from the hand through the goal to their partner
Activity 4 - Hit the Cones
* The children in possession attempt to strike the ball from the hand aiming to hit the cones in the middle of the grid
* For each successful strike, award one point
Teaching Points
* The children should look at the ball when striking
* Decrease the width of the goals as skill level improves
* Swing to make a C-shape through the ball with the hurley, hitting the ball at a height between the knee and hip
Q What happens if you lift your head when striking the ball?
R You lose track of the ball
Teaching Points
Q What is more important here, accuracy or power?
Strand: Games
Organisation
* Mark out a playing area 20m x 40m
* Divide the players into equal teams; 5v5
* Place two markers at either end to form goals
Organisation
* Mark out a playing area 90m x 40-50m
* Divide the players into equal teams up to 11v11
* Place two markers at either end to form goals
PE Céim ar Aghaidh
Class Level: Fifth and Sixth Classes
Activity 5 - Hurling Mini Game (5v5)
* The objective of the game is to score goals against the other team
* Rules
- Catch and strike
- Ground Strike
- Lift and strike from hand
- No solo run
- Lift and strike
- No kicking of the ball allowed
Development - Hurling Game (11v11)
* The objective of the game is to score goals and points against the other team
* Rules
- Lift and strike
- Ground Strike
- Lift and strike from hand
- Soloing the ball allowed
Teaching Points
Q Will tackling be allowed?
Q What does "mark a player" mean?
Q What should the penalty be for anyone who pushes or drags an opponent?
Teaching Points
Q How can we avoid bunching together? | <urn:uuid:731b4a37-9f6f-4699-a5ce-2445eb2d3b16> | CC-MAIN-2023-50 | https://learning.gaa.ie/sites/default/files/lp16.pdf | 2023-11-30T18:58:25+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100229.44/warc/CC-MAIN-20231130161920-20231130191920-00482.warc.gz | 404,271,002 | 1,246 | eng_Latn | eng_Latn | 0.987449 | eng_Latn | 0.994496 | [
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Heart-Healthy Eating
Southern Style
Advice from the National Lipid Association Clinician's Lifestyle Modification Toolbox
Why Choose a Heart-Healthier Southern-Style Eating Pattern?
If you live in the south, you may eat a Southern-style diet. This eating style can raise your risk of heart disease and stroke. It often has foods like fried chicken, fried seafood, and country-fried steak, and processed meats like sausage, bacon, bologna, and lunchmeats. It may have organ meats like liver and chicken gizzards and eggs and egg dishes. Drinks are often sweet teas and sodas. These foods are high
in unhealthy fats, cholesterol, salt, and sugar. The traditional Southern diet is also low in healthy foods like fresh fruits and vegetables, whole grains, and healthy fats. Southern eating can be tasty and healthier with the tips below.
Tips for Eating Heart-Healthy Southern-Style Foods
Eat More Vegetables
Eat Healthier Protein Foods
Fill ½ of your plate with colorful vegetables Choose fresh or no-salt frozen vegetables Sauté, steam, or roast fresh vegetables Steam collard and other greens
Eat More Fruits
Eat more beans, peas, legumes, and nuts Eat more fish—fresh and canned Limit bacon, sausage, and hot dogs Choose lean cuts of beef or pork Choose skinless white poultry
Choose berries and dark fruits Buy fresh or frozen fruits Buy canned fruit with no sugar Drink only 100% fruit juice Limit juice to ½ cup per day
Add Flavor, Not Salt Use lemon, lime, and orange zest, mustards, fruity vinegars, herbs, and spices
Choose Whole Grain Foods
Reduce Added Sugars and Unhealthy Fats
Choose brown and wild rice Bake with whole grain flours Choose whole grain sliced breads Buy or bake whole grain corn bread
Use half the sugar in recipes Drink unsweetened flavored iced tea Limit butter, margarine, and shortening Use olive or canola oils and their spreads
Heart-Healthy Food Swaps
A registered dietitian nutritionist can help you make a heart-healthy meal plan that works best for your lifestyle, and support you in your journey to a healthful dietary pattern. | <urn:uuid:02da48e5-cb5f-452d-ab9e-bbbbf995e088> | CC-MAIN-2023-50 | https://www.lipid.org/sites/default/files/heart_healthy_eating_-_southern_style.pdf | 2023-11-30T17:04:14+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100229.44/warc/CC-MAIN-20231130161920-20231130191920-00479.warc.gz | 973,056,589 | 449 | eng_Latn | eng_Latn | 0.994457 | eng_Latn | 0.994457 | [
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Week Knowledge and skills
High-frequency words Literacy activities
| 1 | Children’s names and alphabet letter names | | PA: segmenting sentences into words |
|---|---|---|---|
| 2 | | | PA: rhyming words |
| 3 | Children’s names and alphabet letter names | | PA: blending and segmenting syllables |
| 4 | | | PA: alliteration, first sound in a word |
| 5 | m a | the, I | PA: phonemes, hearing sounds in words |
| 6 | s d | was | PA: segmenting phonemes in words, e.g. /c//a//t/ |
| 7 | t i | he, me, we, be | PA: adding/deleting phonemes in words, e.g. ‘cat’ change /c/ to /r/ |
| 8 | n p | to, do | PA: segmenting phonemes in words, e.g. /c//a//t/ |
| 9 | g o | she, are | PA: adding/deleting phonemes in words, e.g. ‘cat’ change /c/ to /r/ |
| 10 | c k | all (ball, fall) | Revision and assessment |
| 11 | u b | you, your | Phonological awareness |
| 12 | f e | come, some | Games and activities |
| 13 | l h | said, here | Letter formation |
| 14 | sh | there, they | Dictation of letter sounds |
| 15 | r j ll ss ff | no, go, so | Daily revision of letter sounds |
| 16 | v y w | my, by | Big books with teacher |
| 17 | th/th z ch | one | Reading decodable texts |
| 18 | q u x ng | only, old | Reading sentences blending unknown words |
| 19 | ay, ee | like, have | Independent writing |
| 20 | ie, oa | live, give | Revision and assessment |
| 21 | ue oo | little, down | Phonological awareness |
| 22 | ou ow | what, when, why | Games and activities |
| 23 | oi oy | where, who, which | Letter formation |
| 24 | oo (look) | any, many, every, father | Dictation of letter sounds |
| 25 | a-e ai ay, e-e ea ee y | more, before | Daily revision of letter sounds |
| 26 | i-e igh y, o-e oa ow | other, mother, were | Big books with teacher |
| 27 | u-e ew ue | because, want, saw, put | Reading decodable texts |
| 28 | ar | could, should, would | Reading sentences blending unknown words |
| 29 | or aw oar | right, two, four, goes | Independent writing |
| 30 | er ur ir | does, their, once, upon | Revision and assessment |
| 31 | air | always | |
| 32 | ear eer | also, of, eight | |
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Diocese of Joliet_______
Religious
____ _
Education Office
Parents of Persons with Disabilities Retreat Child/Adult Care Inquiry Form
(To be filled out by Parent or Guardian)
Submission of form does not guarantee we will be able to accommodate care; admission depends on personal interview.
Please submit this form to Jeanne McDonald at email@example.com. Jeanne will contact you for further discussion.
Parish:________________________________________________________________________
Child's Name:_______________________________ Birthdate:________________ Age: _____________
Parent/Guardian attending Retreat: _________________________________________________________
Cell Phone: ____________________________________________________________________________
Type of disability, if known:__________________________________________
Brothers/sisters names & ages:________________________________________________________________________
Names and Types of Pets: ___________________________________________________________________________
Interests and Hobbies: ______________________________________________________________________________
MEDICAL and PHYSICAL CONSIDERATIONS
Gross Motor Skills: Poor _____ Fair _____ Good _____ Special Considerations:
Fine Motor Skills: Poor _____ Fair _____ Good _____
Mobility
: No need for assistance_____ Unsteady/needs a friend at his/her side_____
Uses the following: Wheelchair w/no assistance_____ Wheelchair w/some assistance _____
Walker _____ Crutches _____ Cane _____ Other considerations:(explain)
Visually Impaired: Special considerations / list any other devices used to aid child
Hearing Impaired: Special considerations / list any other devices used to aid child (hearing aids, BAHA, cochlear implant, FM system)
Bathroom Skills:
Independent _____ Needs some assistance _____ Total assistance _____ Catheter_____
Other considerations:
Allergies: Snack will be cheese, Ritz crackers, apple sauce, apple juice and water.
Food: No Known Food Allergies _____ Parent only will provide snacks for student ___________
Allergies to the following foods: Can only have these snack foods:
Other significant allergies:
Other relevant medical needs/information:
PLEASE GIVE US ANY INFORMATION ABOUT YOUR CHILD’S CAPABILITIES, STRENGTHS AND FEARS TO HELP US GIVE YOUR CHILD AN AWARENESS OF GOD’S LOVE IN THEIR LIFE AND TO HELP HIM/HER FIND THEIR OWN SPECIAL GIFTS:
Communication Skills
Languageskills: No difficulty in giving verbal responses ______ Speech is difficult to understand _____
Ask for child to repeat back _____ Yes or no responses _____ Processes slowly _____ Sign Language _____
PECS _____
Other considerations:
Written Communication: No difficulty reading/writing at grade level _____ Child reads at _______ grade level
Visually
impaired needs: Material in large print _____ Braille ______ Materials on tape _____
Needs someone to read with them _____ Cannot write or print, but uses typewriter/computer _____
Needs some assistance in writing ______ (demonstrate)
Child can tape record responses _____ Child needs someone to write down responses ______
Other considerations:
Hearing
impaired needs: Child is hard of hearing _____ Child is deaf _____ Knows ASL (American Sign
Language) ______
Other considerations:
Learning style: learns from what he/she hears _____ learns from what he/she sees _____
What he/she touches or handles _____ what he/she is involved in doing _____ what he/she talks about _____
Other considerations:
Attention Span : What helps hold the child’s attention?
Distractibility: What types of things are distracting to the child? (visual stimuli, sounds etc.)
Signs of unhappiness, agitation or emotionally upset are:
Events that might trigger these behaviors:
Ways to help regain emotional equilibrium:
Other considerations: | <urn:uuid:ac0ac8cd-3283-4621-b986-4bbcc151f5b5> | CC-MAIN-2023-50 | https://www.diojoliet.org/documents/d/guest/fillable-retreat-care-inquiry-form-pdf | 2023-11-30T18:01:38+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100229.44/warc/CC-MAIN-20231130161920-20231130191920-00479.warc.gz | 827,210,127 | 752 | eng_Latn | eng_Latn | 0.950956 | eng_Latn | 0.987498 | [
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FREE ONLINE COURSES THAT IMPROVE YOUR FAMILY LIFE
In these video-based, interactive classes—available 24/7—you'll learn a consistent, encouraging style of parenting that will benefit you and your children for a lifetime. As a self-study course, you have the option of when to participate, based on your own schedule and at your convenience. Gain additional insight from your online group leaders as they provide support and feedback.
Four available classes:
* Active Parenting: First Five Years—for parents of children from birth to age 5
* Active Parenting 4th ED—for parents of children ages 5 to 12
* Crossroads of Parenting & Divorce—for divorced and divorcing parents
* Active Parenting of Teens— for parents of preteens and teens
Continue your experience as an "active" parent by reviewing what you learn in the class in your accompanying parent guide. Each guide contains additional information, activities, and worksheets to help you practice what you learn.
Visit ACFCcares.com for more information and to start your Active Parenting journey today.
Monthly Parenting Tip from the ACFC
July 2021
Navigating the Disability Maze*
Almost every family faces the struggle of dealing with a disability or illness at some time. Whether it is a child or parent, it's important to face the problem directly and use your best educational efforts to learn all you can. Knowledge is a powerful ally in helping your children deal with the challenges of their own disability or illness, or that of a family member. It is important for parents to understand their legal rights and to find the support and help they need to guide their family successfully through this difficult time.
1. Know your disability or illness. Medical and educational specialists are your first line of communication. Become knowledgeable about the challenges, treatments and coping strategies of the particular disability or illness with which you are dealing. Find a support group where you can interact with other families who are facing the same challenges, or who have walked this same path. Support groups are a way to learn what has worked and not worked for these other families and can help you avoid the same trials and errors.
3. Know your child's teachers and other professionals. The positive relationship you build with your child's teachers, doctors and therapists is an important part of their success. You must rely on their expertise but you also know your child best. There may be times you will have to aggressively express your opinion of what you think is best for your child. It's important to be your child's cheerleader and advocate.
2. Know your rights. Great strides have been made in ensuring the rights of Americans facing a disability. Knowing these rights is paramount to ensuring that you or your children are not discriminated against because of a disability and that they receive the education to which they are entitled. Find the information you need at idea.ed.gov and napcse.org.
4. Help your child build courage. Overprotecting or overindulging a child with a disability can rob them of the opportunity to develop and build their strengths. It's important to allow them to take risks to develop the courage to master new skills and experience successes. Help your child face their problems courageously as obstacles to overcome, not as barriers. Avoid doing on a regular basis what the child can do for themselves. Overprotection robs children of the courage and selfesteem that comes from struggling and succeeding. And, of course, show acceptance and love. Letting them know that you are glad they are your son and daughter and that you love them unconditionally shows them your acceptance of who they are and that they are a wonderful part of your life. This can be expressed through words and actions, such as a kiss, a hug or play time together.
We all know the story of Helen Keller and the tremendous accomplishments she made in her life, despite her disabilities. Her story is an example of how when a disability or illness strikes a family, it is a challenge that can make a family stronger when they face it head-on and find the strengths in each other.
*Excerpt from "Getting Through to Your Kids", by Michael Popkin, Ph.D. © Active Parenting Publishers, Inc.
Be sure to click on the Kid's Essentials tab on the ACFC website for resource provided by Bright Horizons for parents with children who need extra help. Get information via the online resources, webinar series, and expert advising to help you understand and respond to your child's unique, individual needs.
Helpful videos and online classes are offered free of charge by the ACFC in partnership with Active Parenting. To access more invaluable parenting resources, just go to the ACFC website and click on the Active Parenting tab on the left-hand side of the home page. | <urn:uuid:5f9050a1-880f-4c38-bac3-eb0a8a1ae351> | CC-MAIN-2023-50 | https://www.acfccares.com/wp-content/themes/acfcstaging/activeparenting/21-07_AP_TIP_Jul21-Navigating-the-Disability-Maze.pdf | 2023-11-30T17:36:22+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100229.44/warc/CC-MAIN-20231130161920-20231130191920-00485.warc.gz | 698,048,153 | 968 | eng_Latn | eng_Latn | 0.998039 | eng_Latn | 0.998039 | [
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FACT SHEET
Agriculture and Natural Resources
HYG-3313-13
Thousand Cankers Disease
Anna O. Conrad, Nancy J. Taylor, and Pierluigi (Enrico) Bonello Department of Plant Pathology
The Ohio State University
Overview
Thousand cankers disease (TCD) is an emerging disease causing widespread mortality of walnut trees in the western United States. TCD was first detected as a general decline of walnuts in Colorado in the early 2000s. Initially the symptoms were attributed to drought, but it is now widely accepted that a fungus, Geosmithia morbida, is the cause of the observed walnut mortal ity. The fungus is carried by an insect, the walnut twig beetle (WTB; Pityophthorus juglandis), which greatly enhances the infectious potential of G. morbida. TCD has now been found throughout the western United States, and more recently in the eastern United States (www.thousandcankers.com). In late 2012, WTB was found in southwest Ohio in a baited trap but the disease has not manifested itself in Ohio as of publication of this document.
Table 1. Susceptibility of trees from the walnut family to TCD. (Source: Utley et al. 2013)
| Black walnut (Juglans nigra) Butternut (J. cinerea) | Very susceptible |
|---|---|
| Northern California walnut (J. hindsii) Southern California walnut (J. californica) Persian/English walnut (J. regia) Little walnut (J. microcarpa) | Intermediate |
| Arizona walnut (J. major) | Resistant |
| Pecan (Carya illinoinensis) Shagbark hickory (C. ovata) | Immune |
Many species in the walnut family (Juglandaceae), including black walnut and butternut, are known to be susceptible to TCD, but others, such as hickory and pecan, are immune to the disease or resistant, such as Arizona walnut. Arizona walnut is believed to be the native host of WTB, and both WTB and G. morbida can be found on aging branches with no observable symptoms of overall tree decline. See Table 1 for a list of trees in the walnut family that have been tested for susceptibility to TCD.
the forested land in the state. Eastern black walnut can be found in both natural and urban landscapes. Eastern black walnut is also of economic importance; it is used for wood products (such as lumber and veneer), nut produc tion, and in the nursery/ornamental industry. Because of this threat, quarantines to prevent disease spread have been imposed in states throughout the Midwestern and north central regions.
Symptoms
Eastern black walnut is particularly susceptible to TCD, so the discovery of TCD east of the Mississippi River poses an ever-increasing threat to black walnut survival throughout its native range. This is especially true in Ohio, where oak/hickory forests, of which eastern black walnut is a member, comprise more than half of
The first symptoms of TCD are yellowing of the foliage and upper crown thinning (Figure 1). These symptoms are followed by dieback of twigs and branches. A tree must experience many sustained, separate attacks (infection events) over time by G. morbida-contaminated beetles for tree dieback and overall decline to become apparent. However, once external symptoms are detected tree death may occur in as little as three years.
Copyright © 2013, The Ohio State University
The progression of crown symptoms is preceded by the formation of many small areas of dead tissue (can kers) underneath the outer bark of branches and stems (Figure 2). This symptom gives the disease its name. Initially, small (a few mm to 3 cm), roughly circular or oblong cankers, caused by G. morbida, form at the feeding or tasting sites of WTB in twigs, branches, and tree trunks. During this phase of infection, cankers are restricted to the inner and outer bark tissues. In most cases, there is no external indication of tree damage except for tiny beetle entrance holes, but sometimes areas of outer bark surrounding holes may be darkly stained and smaller diameter branches may form cracks, giving them a rough appearance.
As fungal colonization progresses, cankers spread and eventually reach the actively growing layer of tree tissue (cambium) between the inner bark and the wood (turning tissue brown or black). During the later phases of infec tion, multiple cankers coalesce. Once coalescence occurs
the supply of nutrients and water to twigs and branches is cut off, resulting in dieback. Severe dieback and multiple main stem cankers eventually result in tree death.
Causal agents
To date, G. morbida has been found exclusively in asso ciation with WTB. It is the first species of the Geosmithia genus to be a documented plant pathogen, and was only recently discovered with the emergence of TCD. G. morbida grows inconspicuously as white to tan fungal threads (mycelium) within the tunnels (galleries) of WTB and in the adjacent inner bark (phloem) tissue. While both branches and main stems can become infected, there is no evidence of infection of the nuts. G. morbida produces dusty, light colored spores (conidia) on micro scopic structures called conidiophores (Figure 3). Spores are carried by adult WTB (Figure 4) to other trees and introduced into uninfected inner bark tissue during the formation of beetle tunnels, with warmer tempera tures favoring fungal growth (optimal fungal growth at 77–90°F).
Figure 4. Walnut twig beetles are very small and are generally around 1.5 mm (1/16 in) long. (Photo by Steven Valley, Oregon Department of Agriculture. Source: Bugwood.org)
Copyright © 2013, The Ohio State University
Spread of the fungus across the United States has been attributed mainly to human transport of beetle-infested wood (including firewood). The aggressive feeding behavior of the beetles may also play a role in the spread. Beetles are typically active between the months of April and October, and trees appear to be most susceptible to TCD when they are actively growing.
Disease management
There are no known effective treatments for trees affected by TCD. As a result, management efforts focus on disease prevention and sanitation.
1. Avoid moving firewood, since infected beetles may be present in the bark.
2. Maintain overall tree health by watering in situations of low water availability and avoid physical damage whenever possible.
3. In some cases, chemical control of WTB with insecti cide sprays or soil injections may limit the transmis sion of the fungus to new hosts by preventing initial WTB attack; however, the effectiveness of chemical control is limited at best and only feasible for highvalue trees. Currently, there are no known fungicides that can be used in the treatment of landscape trees that are effective against G. morbida.
submission, which are essential for proper diagnosis of TCD, since the disease can only be confirmed by laboratory examination. Sampling instructions can be found at the Clinic's website: http://ppdc.osu.edu. If TCD is confirmed by ODA, ODNR, an OSU Extension specialist, or a plant disease clinic, you will receive directions on how to properly dispose of any dead or dying trees or tree material.
5. Use your smart phone to help discover new TCD infestations. Scan the QR code below or go to http://go.osu.edu/GLEDN to download the Great Lakes Early Detection Network (GLEDN) app for free. Using the app, upload pictures and location informa tion for trees suspected of having TCD for verifiers to confirm. Data collected using the app will then be added to the Early Detection and Distribution Mapping System (EDDMapS) site to help track invasive species, like WTB and G. morbida, across the country.
4. Regularly inspect walnut trees on your property for symptoms of TCD. If you suspect TCD is present on your property, contact an Ohio Department of Natural Resources (ODNR) service or urban forester, an Ohio Department of Agriculture (ODA) nursery inspector, or an OSU Extension specialist from The Ohio State University. The C. Wayne Ellett Plant and Pest Diagnostic Clinic at The Ohio State University will provide up-to-date guidelines for sample
Literature cited
Utley, C., Nguyen, T., Roubtsova, T., Coggeshall, M., Ford, T. M., Grauke, L. J., Graves, A. D., Leslie, C. A., McKenna, J., Woeste, K., Yaghmour, M. A., Cranshaw, W., Seybold, S. J., Bostock, R. M., and Tisserat, N. 2013. Susceptibility of walnut and hickory species to Geosmithia morbida. Plant Dis. 97:601–607.
Visit Ohio State University Extension's web site "Ohioline" at: http://ohioline.osu.edu
Ohio State University Extension embraces human diversity and is committed to ensuring that all research and related educational programs are available to clientele on a nondiscriminatory basis without regard to age, ancestry, color, disability, gender identity or expression, genetic information, HIV/AIDS status, military status, national origin, race, religion, sex, sexual orientation, or veteran status. This statement is in accordance with United States Civil Rights Laws and the USDA.
Keith L. Smith, Associate Vice President for Agricultural Administration; Associate Dean, College of Food, Agricultural, and Environmental Sciences; Director, Ohio State University Extension; and Gist Chair in Extension Education and Leadership.
For Deaf and Hard of Hearing, please contact Ohio State University Extension using your preferred communication (e-mail, relay services, or video relay services). Phone 1-800-750-0750 between 8 a.m. and 5 p.m. EST Monday through Friday. Inform the operator to dial 614-292-6181.
Copyright © 2013, The Ohio State University | <urn:uuid:0b285173-8597-4990-ab18-9e56a228fe02> | CC-MAIN-2023-50 | https://woodlandstewards.osu.edu/sites/woodlands/files/d6/files/pubfiles/HYG_3313_13%20Walnut%20Thousand%20Cankers%20Disease.pdf | 2023-11-30T16:30:36+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100229.44/warc/CC-MAIN-20231130161920-20231130191920-00486.warc.gz | 702,941,770 | 2,168 | eng_Latn | eng_Latn | 0.991815 | eng_Latn | 0.993233 | [
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Role of Topic Familiarity and Gender Differences in Reading Comprehension
AbdulAziz Al Shahrani
Lecturer, Najran University, Saudi Arabia
Abstract: The research of whether topic familiarity in reading can be critical and facilitator to reading comprehension is still a topic that findings from different contexts of research may not be conclusive at this stage. Also, the question of who can be superior; males or females, in comprehension of reading especially when topics are familiar, is also another strand of research and is a topic that is still debatable. This study sought to answer these questions and the findings can be an addition to the previous findings that can present clearer answers to these questions. Forty ESL students participated in this study that was studying in an advanced level in an English Language Centre in Australia. Twenty of them were males and the other twenty were females. The participants were given reading topics that were gender-neutral. One of the topics was assumed to be familiar whereas the other topic was assumed to be unfamiliar. There were questions for each topic to assess the comprehension of the given topics. Two questionnaires were given to the participants. The pre-questionnaire was given to measure the participants' familiarity of the topics whereas the post-questionnaire was given to confirm their familiarity of the topics. The findings indicated that the topic content did not significantly influence the comprehension of reading. Thus, there is no relationship between the topic familiarity and the comprehension of topic. The findings also suggest that there was no difference between the males' and females' ability in comprehension of text. The number of participants in this study was rather small and thus a larger number of ESL participants is needed to generalize these findings.
Keywords: ESL English as a second language. Topic familiarity, reading comprehension, gender differences
Introduction:
Reading is one of the most important skills a learner should master when learning a language. It is also a crucial factor for a learner's success in the academic life (Bernhardt,199). For this reason, each educational institution has employed different measurements to assess the proficiency of reading. Reading performance has widely been investigated to find the factors that can influence the learners' performance. Different factors have been found that can provide an impact on the overall performance in reading. Those factors can include text preference, language ability, background knowledge and gender (Bugel and Bunk,1996). These findings differ based on different environment and also on different proficiency levels of participants.
This study will investigate the differences between males and females in the performance of reading with regard to topic familiarity. It will also investigate the impact of topic familiarity on the comprehension level of different groups of the same sex participants. It will discuss the
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previous studies that investigated the same issue. Then the data which were collected by two questionnaires and two different tests will be analyzed to find about the differences between the two sexes and the impact of topic familiarity on the performance of the students.
Background:
Gender differences in reading comprehension have been widely investigated. There were many national and international studies that have been conducted to investigate theses differences. The international studies had been conducted in about 40 countries to investigate the reading comprehension of 10 year old children. The results showed that girls achieved higher scores than boys (Mullis et al.2003; Mullis et al .2007). Differences in reading comprehension were also found between adolescents, boys and girls, in studies conducted in 43 countries (Ming and Chui and Mc Bride-Chang 2006).
In review of the literature, different factors and explanations could be attributed to the differences between males and females with regard to reading comprehension. Some studies explain that these differences are due to differences of biological functions of the two gender. Gurian (2003) found that differences between males and females in their approaches to learning and living were mainly attributed to the differences in the functions of the two sexes' brains. These differences can clearly be seen in their performance. For example, males and females were found to employ different strategies while performing the same reading tasks (Shaywitz et al, 1995; Speck et al, 2000).
Type of text has also been investigated widely in the literature and some of the studies have shown that it had a positive role in facilitating the reading comprehension (Dollitte and Welch,1989) and (Hyde and Linn,1988). These studies compared the differences between the performances of males and females with texts that were related and appropriate to each of the two sexes. Other studies had also been conducted with reading texts that were gender-neutral. These studies had different conclusions with regard to the significance of content on the reading performance of the two sexes. Some studies found that males outperformed females (Bügel and Buunk's ,1996) and (Al-Shumaimeri,2005) whereas some studies found that females outperformed males (Bacon and Finnemann, 1992; Huebner, 1995; Mau and Cheng, 2000).
However, some studies found that content of reading text was not enough to help in comprehending the text and therefore did not have significant impact on the comprehension of the two sexesr. For example, Alderson and Urquhart(1983,1985a and 1985b) studied the effect of background knowledge on reading comprehension in different follow up studies. In one of their studies ,for example , they compared the scores of Engineering students on ELTS reading test (the social studies module) with the scores of humanities and economic students and found that Engineering students' scores were higher than those of humanities and economic students'.
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The study by Salmani-Nodoushan (2007) also investigated the effect of familiarity of topic on the comprehension performance. His study included 541 senior and junior university students majoring in electronic who were given the Task-Based Reading Test (TBRT). The researcher found that the familiarity of text had the smallest effect on students' reading comprehension whereas the language proficiency had the strongest impact on their performance. There were also some studies that investigated the differences of reading performances between males and females and the familiarity of the topic and the results showed that there were no significant differences between both gender with regrd to topic familiarity (Hammadou,1991; Peretz and Shoham, 1990).
The present study will draw on Al-Shumaimeri,(2005) approach to aid in the methodological section. Al-Shumaimeri investigated the differences on the reading comprehension between the two sexes with related to familiarity of topic with gender-neutral texts. His study included 132 participants who were students of English as a Foreign Language and they were in their second year in the university. This study investigated the same issue but with a high proficiency level of students who studied English as a Second Language in Australia.
Research Questions:
RQ1: Is there a difference between males' and females' reading performance with regard to familiarity of topic?
RQ2: Can the content of text influence the reading performance of two different groups of the same gender?
Methodology:
1.1 Participants:
40 students of English as a second language participated in this study. They were studying in the Bridging Program which is conducted at Hawthorn Melbourne English Language Centre. The level of the students was considered to be advanced because one of the conditions to be admitted to this program is to get at least band 6 in the International English Language Testing System (IELTS) test. The students usually take this course because they have not yet fulfilled the university of Melbourne's conditions of admission. Therefore, students take this course as an alternative to retaking the IELTS test. They also prefer taking this course in order to consolidate their academic study skills. The participants came from different countries in the world such as China, Columbia, Korea, Brazil. They had conditional admissions on different majors such as Agriculture, education, engineering and computer sciences.
1.2 Material:
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Two reading passages which were chosen from McCall-Grabbs Standard Test lessons in Reading, Book D and Book F(1979). These two passages are considered to be gender-neutral. Titanic is the one of the passages which describes how the calamity occurred (see appendix A). It is assumed to be familiar because it is very well known story. Jet Stream is the another passage which describes how the weather and pilots are affected by it and it is assumed to be unfamiliar because it appears only in the reports of weather in the United States( see appendix B). The reliability of the two passages was computed. Titanic's reliability was (.66) and Jet stream was(.7). A pre-test questionnaire to measure the familiarity of the two topics and also a post test questionnaire were used to confirm their familiarity after reading the passages.
1.3 Data Collection:
The data was collected from the same centre during the normal regular classes of the students. The teachers gave me the chance to collect the data and advised me to do the test during the ILC time which is in the break time of the students between their two classes (from 12:30 p.m. to 2:30 p.m). The participants represented two intact classes. The researcher met with the participants during the ILC time and explained to them the instructions of the test. First the pretest questionnaires were distributed among the participants. After they had been collected, the test papers were distributed among the students. The test was of two different reading texts. The first one was about a text with the title "Titanic" and the second one with the title "Jet stream". Each reading passage had 10 multiple-choice questions. The time allocated for the test was 15 minutes. After the students finished the test, the post questionnaire was distributed among all the participants to answer for 5 minutes.
1.4 Data Analysis:
In order to answer the research questions, T tests for independent variables were conducted to measure the significant differences of the comprehension performance scores of the two sexes. The t-tests first examined the differences in scores between males and females with the familiar topic and then examined them with the unfamiliar topic in order to find if there are differences between the two gender's scores. Also t-tests were conducted to measure the performance of each gender group on the familiar and the unfamiliar topics to find if the familiarity of the topic can influence the scores of different groups in the same sex.
Results:
Table 1: Questionnaire results of topic familiarity of the passage (Titanic)
| Questionnaire items | Gender | Response | |
|---|---|---|---|
| pretest | | Yes | No |
| 1- Have you heard the name | Male | 100% | 0% |
|
| Titanic? | Female | 100% |
|---|---|---|
| 2- Have you heard the story of Titanic? | Male | 100% |
| | Female | 100% |
| 3- Have you seen the movie Titanic? | Male | 100% |
| | Female | 100% |
| 4- Have you read any report about the Titanic tragedy? | Male | 65% |
| | Female | 75% |
| Post test | Male | |
| Complete new knowledge | 0% | |
| Mostly new knowledge | 0% | |
| Half new and half old | 31% | |
| Mostly old knowledge | 28% | |
Table2:Questionnaire results of topic familiarity of the passage (Jet Stream)
| Questionnaire items | Gender | |
|---|---|---|
| pretest | | Yes |
| 1- Have you heard the term Jet Stream? | Male | 13.3% |
| | Female | 14.8% |
| 2- Have you heard anything regarding Jet Stream? | Male | 8.7% |
| | Female | 6.7% |
| 3- Have you read any report about the Jet Stream? | Male | 5% |
| | Female | 3.5% |
| 4- Do you know in what way the Jet Stream relates to human life? | Male | 8.3% |
| | Female | 9.8% |
| Post test | Male | |
| Complete new knowledge | 44.3% | |
| Mostly new knowledge | 26.1% | |
| Half new and half old | 24.2% | |
| Mostly old knowledge | 2.3% | |
| Complete old knowledge | 3.1% | |
The results of the pre and post questionnaires of the topic (Titanic) in table (1) revealed that both males and females had no difficulty in understanding the topic. Both males and females agree that they heard the name of titanic and were quite familiar with its story This can be seen in their
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response to the items that ask about the familiarity of the topic in which they represented 100%. For the last item of the pre-test questionnaire,65% of males reported that they read a report about the titanic whereas 75% of females reported for the same response.
For the post questionnaire which was distributed after the students finished their tests, to confirm their familiarity of the topic, the results show that the topic(Titanic) was familiar for both gender.
In table (2) the pre and post questionnaires were about the familiarity of the second topic (The Jet Stream). The results in the pre questionnaire show that 86% of males reported that they did not hear the name jet stream whereas 85.2% of females reported for the same response. For the second item 90.3%of males reported that they did not hear about the topic whereas 93.3% females reported for the same result. For the third item,95% of males reported that they did not read any report about the Jet stream whereas 96.5% of females reported for the same response. For the fourth item,91.7%of males reported that they did not know the relationship between the jet stream and human life whereas 90.2% of females reported the same response. The post questionnaire which was distributed post the test to check the Jet stream familiarity, the overall results show that the topic is unfamiliar to the majority of them.
Table3: t-test results for independent samples of gender for each type of text
| Type of text | Gender | N | Mean | STD. DEVIATIO N | df | T VALUE | SIG. (2- TAILED) |
|---|---|---|---|---|---|---|---|
| Familiar Text | Male | 10 | 8.8 | 0.63246 | 18 | .775 | .449 |
| | Female | 10 | 8.6 | 0.5164 | | | |
| | Male | 10 | 8.4 | 0.84327 | | | |
To answer the research question (Is there a difference between males' and females' reading performance with regard to familiarity of topic?), an independent-samples t-test was conducted to compare reading performance of males and females in the familiar text "Titanic". Table (3) shows that there was not a significant difference between the males' scores (M=8.80, SD=.63) and the females' scores (M=8.60,SD=.51) in the familiar topic; t (18)=.775,p=.44. To find the effect size between the scores of males and females which their difference was not significant, Cohen's(1988) effect size showed that there was a medium effect size(d=.34).The t-test was also conducted to compare reading performance of males and females in the unfamiliar text "Jet Stream". The results show that there was not a significant difference between the scores of males (M=8.40 ,SD=.84) and the scores of females (M=8.30 ,SD=1.15) in the unfamiliar text "Jet Stream" ; t(18)=.221,p=.82. The effect size for the scores was small (d=.09). These results
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suggest that there is no significant difference between males and females in comprehension of reading and whether the reading text is familiar or not.
Table4: t-test results for independent samples of topic familiarity for each gender
| Gender | Type of text | N | Mean | STD. DEVIATION | df | T VALUE | SIG. (2- TAILED) |
|---|---|---|---|---|---|---|---|
| Male | familiar | 10 | 8.8 | 0.63246 | 18 | 1.200 | .246 |
| | unfamiliar | 10 | 8.4 | 0.84327 | | | |
| | familiar | 10 | 8.6 | 0.5164 | | | |
To answer the second research question(Can the content of text influence the reading performance of two different groups of the same gender?), an independent-samples t-test was conducted to compare reading performance of males in the familiar text "Titanic" and in the unfamiliar text" Jet Stream". The results in table (4) show that there was not a significant difference between the two male groups' reading scores in the familiar topic"Titanic" (M=8.80, SD=.63) and their scores in the unfamiliar topic"Jet Stream" (M=8.40,SD=.84) ;t(18)=1.200 ,p=.246. The table also shows that there was a medium effect size (d =.53). The independent t test was also conducted to investigate the impact of familiarity topic with females. Table(4) shows that there was not a significant difference in the reading scores of females in the familiar topic "Titanic"(M=8.60 , SD=.51) and their scores in the unfamiliar topic"Jet stream"(M=8.30,SD=1.15); t(12)=.747, p=.469. Also, it shows that the effect size was medium (d=.33). These results suggest that content of text does not significantly affect reading comprehension for both males and females.
Discussion:
This study seeks to find the differences in reading comprehension of familiar and unfamiliar texts between males and females. The performances of the two gender groups in the familiar topic were compared and the results showed that there were no significant differences between the two sexes' perfprmance. The performances of the two groups were also compared with the unfamiliar text test and the same results were found which indicated that there were no significant differences between the males and the females. However, these findings contradict with the findings found in the literature which found significant differences between the two sexes' performances. Most of the studies found that females significantly outperformed males Bacon and Finnemann, 1992; Huebner, 1995; Mau and Cheng, 2000 ,whereas, other studies found males achieved significantly higher than females (Bügel and Buunk's,1996) and (AlShumaimeri,2005)
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There are different interpretations that could explain the findings in this study. One explanation is that these results could be attributed to the high proficiency level of the participants. The participants are considered to be advanced English learners. They were students in the Bridging program which is considered to be the highest level of English language at Hawthorn institute. The high proficiency may contribute in reducing the differences of performances between males and females. This assumption is supported by the study of Brantmeier (2002) who found that gender difference does no interact with gender-oriented passage at advanced level.
The results in table 4 show that there is no significant difference in the performances of the groups who did the test with familiar topic and the groups who did the test with unfamiliar topic.
The results indicate that unfamiliarity of topic does not hinder the comprehension of texts being read which can be concluded that the background knowledge of the topic is not significantly crucial in understanding the text. These results can also support the findings by Shoham, Peretz and Vorhaus (1987) who found that although the students in the humanities and social sciences were given reading test which was related to topics in their field , their performance in the reading test was lower than the performance of other students who were not specialized in humanities field and did similar test. The study by Peretz and Shoham (1990) also supported the same findings. These findings can also support the contention of Lipson (1984) that " a totally unfamiliar texts often easier to comprehend than a text with a partially familiar content".
On the other hand, the linguistic experience of the participants which is represented in their high proficiency had made the unfamiliar text easier to comprehend. This is supported by the study by Clapham (2000) who studied the effect of background knowledge on two groups of different levels of proficiency, medium and high proficiency groups. Clapham found that the background knowledge had its greatest effect on the performance of the medium-proficiency group whereas the high proficiency group scores were not significantly affected by the background knowledge. Calpham interpreted these findings that the high proficiency group rely heavily on their linguistic skills than the background knowledge in their performance whereas the medium-proficiency group rely heavily on the background knowledge because they did not have a strong linguist skills as the high proficiency group.
Moreover, the literature indicated that background which can be in the form of familiarity of topic as in this study is not the only factor contributing to reading comprehension. Other factors such as cognitive experience, interest, reading purpose, linguistic experience, sociocultural factors and speed of reading can play significant roles on reading performance (Collins and Cheek 1993).
Nonetheless, some limitations in this study should be taken into account when interpreting the results. One limitation is concerned with the number of the participants which is considered to be rather small compared with participants in similar studies. This study was also conducted in one
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single setting and with only high proficiency level of participants which limit the scope of the study and make it difficult to be generalized. Therefore, other levels of proficiency need to be considered in order to generalize the results. Another limitation is concerned with the type of measurements of reading comprehension, which was only a single measurement in the form of multiple-choice questions. Additional measurements should have been included such as immediate written recall which has been used in L2 research. (Alderson,2000,Brnhardt,1991,Brantmeier,2003).
Conclusion:
The present study investigated the differences in comprehension performances between males and females with regard to familiarity of topic. The results showed that there was no significant difference between males and females with regard to topic of familiarity. It also investigated whether topic familiarity affect the performance of each sex group and the results were also similar that there was no significant difference between each gender on familiarity of topic.
The limitations in this study suggest a further research to investigate the same research questions by including large number of sample and also by examining other level of proficiency and in different settings. It also should consider other types of measurements of reading comprehension other than just the multiple questions.
References:
Alderson, J. C. (2000). Assessing reading: Ernst Klett Sprachen.
Alderson, J. C., & Urquhart, A. H. (1985b). This test is unfair: I'm not an economist. In P. C. Hauptman, R. Le Blanc, & M. B. Wesche (Eds.). Second language performance testing (pp. 25-45). University of Ottawa Press.
Al-Shumaimeri, Y. A. N. (2005). Gender differences in reading comprehension performance in relation to content familiarity of gender-neutral texts.
Bacon, S. M. C., & Finnemann, M. D. (1992). Sex differences in self-reprted beliefs about foreign-language learning and authentic oral and written input. Language Learning, 42(4), 471-495.
Bernhardt, E. B. (1991). Reading development in a second language: Theoretical, empirical, and classroom perspectives. Norwood, NJ: Ablex.
Brantmeier, C. (2002). The effects of passage content on second language reading comprehension by gender across instruction levels. Research in second language learning: Literacy and the second language learner, 149-176
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Brantmeier, C. (2003). Beyond linguistics knowledge: Individual differences in second language reading. Foreign Language Annals, 36(1), 33-43.
Bügel, K., & Buunk, B. P. (1996). Sex differences in foreign language text comprehension: The role of interests and prior knowledge. The Modern Language Journal, 80(1), 15-31.
Chiu, M. M., & McBride-Chang, C. (2006). Gender, context, and reading: A comparison of students in 43 countries. Scientific Studies of Reading, 10(4), 331-362.
Clapham, C. (2000). Assessment for academic purposes: Where next? System, 28, 511–521
Doolittle, A. E., & Welch, C. (1989). Gender differences in performance on a college-level achievement test: American College Testing Program.
Gurian, M. (2003). The boys and girls learn differently action guide for teachers. Recherche, 67, 02
Hammadou, J. (1991). Interrelationships among prior knowledge, inference, and language proficiency in foreign language reading. The Modern Language Journal, 75(1), 27-38.
Huebner, T. (1995). A framework for investigating the effectiveness of study abroad programmes. In C. Kramsch (Ed.), Redefining the boundaries of language study. (pp. 185-217). Boston: Heinle and Heinle
Hyde, J. & Linn, M. (1988). Gender differences in verbal ability: A meta-analysis. Psychological Bulletin, 104 (1), 53-69.
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Lipson, M. Y. (1984). Some unexpected issues in prior knowledge and comprehension. The Reading Teacher, 37(8), 760-764.
Ming Chui, M., and C. McBride-Chang. 2006. Gender, context, and reading: A comparison of students in 43 countries. Scientific Studies of Reading 10, no. 4: 331–62.
Mullis, I.V.S., M.O. Martin, E.J. Gonzalez, and A.M. Kennedy. 2003. PIRLS 2001 international report: IEA's study of reading literacy achievement in primary schools in 35 countries. Chestnut Hill, MA: Boston College.
Mullis, I.V.S., M.O. Martin, A.M. Kennedy, and P. Foy. 2007. PIRLS 2006 international report: IEA's progress in international reading literacy study in primary schools in 40 countries. Chestnut Hill, MA: Boston College.
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Peretz, A. S., & Shoham, M. (1990). Testing reading comprehension in LSP: Does topic familiarity affect assessed difficulty and actual performance. Reading in a Foreign Language, 7(1), 447-455.
Salmani-Nodoushan, M. (2007). Are Task Type and Familiarity Predicators of Performance on Tests of Language for Specific Purposes. The Asian ESP Journal, 3(1), 67-96.
Shaywitz, B. A., Shaywitz, S. E., Pugh, K. R., Constable, R. T., Skudlarski, P.,Fullbright, R. K., Bronen, R. A., Fletcher, J. M., Shankweiler, D. P., Katz, L., & Gores, J.
C. (1995). Sex differences in the functional organization of the brain for language. Nature, 373, 607-609. 11, 2581-2585.
Shoham, M., Peretz, A. S., & Vorhaus, R. (1987). Reading comprehension tests: General or subject specific? System, 15, 81-8.
Speck, O., Ernst, T., Braun, J., Koch, C., Miller, E., & Chang, L. (2000). Gender differences in the functional organization of the brain for working memory. NeuroReport,
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Appendix A:
Name: Gender:
The Titanic
On the night of April 14th, 1912, one of the worst calamities at sea that the world has ever known occurred. The British luxury ship, S. S. Titanic, was on its maiden voyage to the United States. The Titanic was considered the fastest ship afloat and all but unsinkable. Over 2,200 passengers were aboard, many of them the upper class of Europe and America.
In spite of warning messages, the huge ship collided, going at full speed, with an iceberg south of Newfoundland. There were not enough lifeboats to seat everyone. Because of the panic, many lifeboats were launched with only a few people aboard. Over 1500 lives were lost. The "safest ship in the world" sank on its very first voyage. To add to the irony of the catastrophe, there was another ship only ten
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miles away that could have saved hundreds of people. They never heard the SOS because their wireless operator had gone to bed.
As a result of this disaster, patrols were established to locate icebergs and strict rules concerning safety precautions on ships are enforced.
After reading the above passage, please answer the following questions Please draw a circle around the correct answer:
1. The Titanic sank
A. off the coast of the U.S. B. 2,200 miles from port C. in wintertime D. close to Newfoundland.
2. The Titanic was A. a British ship B. sailing to Europe C. from America D. in Newfoundland.
3. Many lifeboats were launched A. on the iceberg B. by the social elite C. without anyone aboard D. without being full.
4. How many people were killed in the incident? A. 2,200 B. 1,500 C. over 2,200 D. over 1,500.
5. Because of the Titanic A. people no longer panic B. there are new ship safety regulations C. Newfoundland is patrolled D. no ships ever sink.
6. The other ship did not hear the SOS because A. it was too far away B. none was sent C. everyone was asleep D. the wireless operator was in bed.
7. Another word for calamity A. construction B. collision C. catastrophe D. consideration.
is
8. A maiden voyage refers to the voyage A. that is its first voyage B. that has only maidens aboard C. that is fun and full of energy D. that carries passengers from Europe to other places.
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9. The sinking of the Titanic was partly caused by A. not having enough lifeboats B. no warning message being sent C. too much panic D. its fast speed.
10. The writer of this article considered the calamity of the Titanic to be A. ironical B. expected C. possible D. a joke.
Appendix B:
Name/ Gender/
The Jet Stream
Just as there are powerful currents like the Gulf Stream in the oceans, there are raging streams of air high in the sky. These are called jet streams. One jet stream blows always from west to east over the United States and is about 100 miles wide. This great current of wind usually flows at a speed of more than a hundred miles per hour. Ordinarily it flows five or six miles above the earth, but sometimes it dips as low as two miles.
One day in May, the jet stream collided over the Texas Panhandle with warm, moist air from the Gulf of Mexico, thus producing fifty tornadoes in Kansas and Oklahoma. Frequently the jet stream also causes hailstorms and cloudbursts. When it turns to the southeast, it pushes Atlantic Ocean hurricanes away from the land. When it does not, hurricanes often rip into the mainland causing great destruction. Pilots flying eastward have learned how to locate and stay in this jet stream, thus gaining speed with less fuel used. Those pilots who fly into the jet stream when travelling westward sometimes make little headway even while flying at top speed.
After reading the above passage, please answer the following questions Please draw a circle around the correct answer:
1. A jet stream is A. gas left by a jet airplane. B. a new type of fish. C. an air current. D. a water current.
2. A jet stream blows from A. east to west B. north to south C. west to east D. south to north.
3. The jet stream collided with warm air over Texas Panhandle in
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International Journal of English and Education
ISSN: 2278-4012, Volume:3, Issue:3, July 2014
to
A. August B. July C. May D. April.
4. A southeast jet stream A. increases hurricane size B. causes hurricanes C. pushes hurricanes inland D. pushes hurricanes out to sea.
5. A pilot flying eastward in the jet stream A. uses more fuel and flies more slowly B. usesless fuel and goes faster C. uses more fuel and goes faster D. uses less fuel and goes more slowly.
6. A pilot flying westward should try to A. stay in the jet stream B. avoid the jet stream C.fly at top speed D. fly slowly.
7. The width of a jet stream is usually about A. 100 miles B. 200 miles C. 300 miles D. 400 miles.
8. The jet stream is likely to be part of the weather report in A. China B. Russia C. Europe D. the U.S.
9. The jet stream is compared A. currents in the ocean B. the wind C. the Milky Way D. a flying airplane.
10 . The writer of this article use the word “raging” to describe the jet stream because A. it makes people angry B. it moves very fast C. it causes hurricanes D. it always results in hailstorm and cloudburst.
Appendix C: Pre-test Questionnaire (Titanic passage)
| Questionnaire items | |
|---|---|
| pretest | Yes |
| 1- Have you heard the name Titanic? | |
| 2- Have you heard the story of Titanic? | |
|
3- Have you seen the movie Titanic?
4- Have you read any report about the Titanic tragedy?
Appendix D: Pre-test questionnaire (Jet Stream passage)
| Questionnaire items | |
|---|---|
| pretest | Yes |
| 1- Have you heard the term Jet Stream? | |
| 2- Have you heard anything regarding Jet Stream? | |
| 3- Have you read any report about the Jet Stream? | |
| 4- Do you know in what way the Jet Stream relates to human life? | |
Appendix E:Post-test Questionnaire
Post test Questionnaire
Complete new knowledge
Mostly new knowledge
Half new and half old
Mostly old knowledge
Complete old knowledge
International Journal of English and Education
ISSN: 2278-4012, Volume:3, Issue:3, July 2014
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Learn From Your Mistakes
Summary
Learn From Your Mistakes is a lesson in which students will recognize and discuss the benefits of learning and growing from mistakes and not repeating them.
Main Core Tie
Health Education I (7-8)
Strand 1: HEALTH FOUNDATIONS AND PROTECTIVE FACTORS OF HEALTHY SELF (HF) Standard HI.HF.3:
Materials
Student Handouts: "Autobiography in Five Short Chapters"
2 pieces of paper for each student, pencils, crayons, etc.
1 large paper bag and a few rocks (or similar)
Worksheet: "My Book of Wisdom"
Poster: "Learn From the Mistakes of Others"
Intended Learning Outcomes
Recognize and discuss the benefits of learning and growing from mistakes and not repeating them.
Instructional Procedures
Lesson at a Glance
Complete the crumpled paper activity.
Define and discuss mistakes, embarrassment and growth.
Read and discuss "Autobiography in Five Short Chapters."
New Vocabulary
Complete the "Book of Wisdom."
mistake growth
embarrassment
Introduction (Setting Focus)
"What are mistakes?"
Conduct a discussion regarding mistakes using the following prompts:
"What mistakes have you committed?"
"How did those mistakes and embarrassments make you feel?"
"What embarrassing things have happened to you?"
"What kinds of situations or activities have you dreaded or avoided because you were afraid of making a mistake?"
"What does the phrase 'I'm an imperfect person but I'm an okay person' mean?"
"How are making mistakes part of being human?"
Body (Strategies/Activities)
Discuss that mistakes are common and an important part of growth. Emphasize that it is best to
Students tear a piece of paper into two pieces. On one piece, they write a mistake they have made. If appropriate, share the mistake with the class.
learn from mistakes and not to keep repeating the same mistakes.
Read and discuss the "Autobiography in Five Short Chapters" by Portis Nelson.
Students write what they learned from their mistakes on the other piece of paper. Explain that we can learn from every mistake we make so we don't continue repeating it.
Students crumple the piece of paper that has their mistake written on it and throw the paper to a specific area. Remind the students that they should keep the paper that has what they learned. Why throw away the mistake? Keeping the mistake only adds emotional baggage, and it can keep us from trying new things or even succeeding in the future. (Show the class a bag and put all the wadded-up papers in it.)
Discuss how wisdom develops as we learn from our mistakes. Refer to the piece of paper that the students still have and discuss how much wisdom is available from learning from mistakes. Thomas Edison stated, "I'm not discouraged because every wrong attempt discarded is another step forward." Explain that mistakes and failures are part of being human. The secret is to learn and grow from these experiences and not to ever give up. If people approach failures and mistakes with the right attitude, these can become stepping stones to greater success. Show the poster, "Learn from the mistakes of others, life's too short to make them all yourself!" and discuss how each student has much wisdom at his or her disposal to look at his or her own mistakes and the mistakes of others as opportunities to become wiser and move forward.
Discuss how unhealthy it is to harbor all our mistakes and become overly critical, judgmental, and depressing ourselves about making more mistakes. Carrying these mistakes with us can weigh us down (put additional rocks or weights in the bag) and prevent us from being happy and reaching our full potential.
Each student records additional examples in his or her own "Book of Wisdom." Read the quote "A Wise Man Learns From His Mistakes. A Very Wise Man Learns From the Mistakes of Others," and discuss how we can learn from the mistakes of others. Using the "Book of Wisdom," students write and share examples of things they have learned from others' mistakes.
Using a clean sheet of paper, students write what they've learned from one particular mistake. Draw a picture representing the mistake and share the completed work with the class. If desired, you can compile the pictures and make a class or school Book of Wisdom: What We've Learned by the Seventh/Eighth Grade.
Closure (Wrap-Up and Extension)
Authors
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Handouts/Materials Provided:
- New Goal Handout
Summary of Activity for the Advisor: Students will review their progress on goals established for the semester and revise if needed.
Read/Discuss/Implement with students:
- Ask students to discuss if they have met their goal or goals they identified in the SMART goals lesson.
- Inform students that they will be reviewing their goals and writing new ones for the new semester.
- Divide the class into small groups (3-5 students). Encourage students to discuss some to the following questions in their small group so everyone can assess their progress. Toward the end of the session, bring everyone together so they can identify common experiences and strategies in setting their goals.
- Distribute to students a new goal worksheet and ask them to write goals for the next semester. | <urn:uuid:affb1f5e-bde9-4e54-9511-7054a3e1891c> | CC-MAIN-2019-22 | https://www.easthartford.org/uploaded/high_school/downloads/Connections_2013-2014/Activities/Academic_Achievement-NM/Self-Evaluation_and_Setting_New_Goals-Academic_Achievement-NM.pdf | 2019-05-22T15:23:49Z | crawl-data/CC-MAIN-2019-22/segments/1558232256858.44/warc/CC-MAIN-20190522143218-20190522165218-00357.warc.gz | 766,216,521 | 166 | eng_Latn | eng_Latn | 0.996287 | eng_Latn | 0.996287 | [
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Turning Teaching Upside Down
Cathy L. Seeley
Students learn more when we let them wrestle with a math problem before we teach them how to solve it.
Back in the 20th century, I was taught how to teach mathematics pretty much the same way I had learned it. My fellow preservice teachers and I were told to prepare our lessons thoroughly, present the intended concept or procedure clearly (and with enthusiasm!), and guide students as they worked through some examples. Eventually, we would assign homework, including a few word problems in which students would apply the procedure they had just learned. We hoped students would ask questions if they didn't understand.
The way I learned to teach mathematics was not that different from the way teachers learned to teach other subjects. But in the years since then, we've begun to realize that this one-way delivery of information may set students up for frustration and failure, especially when they're faced with challenging problems they haven't been taught how to solve. If we teach students solely by providing them with specific procedures to solve predictable problems, how will they learn to deal with problems that don't look like those at the end of the chapter?
An alternative model that I call upside-down teaching can better prepare students to be strong, flexible problem solvers. In this model (see fig. 1), teachers don't wait to assign a problem until they've taught students how to solve it. Instead, upside-down teaching starts with a problem or task that students may not already know how to solve (Seeley, 2014; 2016).
Figure 1. Traditional Teaching vs. Upside-Down Teaching
Struggling on Purpose
In the past, many of us tried to protect our students from failure, especially in math class. As a result, generations of students have learned to give up whenever a problem gets hard. But it turns out that constructively struggling with mathematical ideas can engage students' thinking and help them learn to persevere in problem solving (National Council of Teachers of Mathematics, 2014). Emerging from the growth mindset research of Carol Dweck (2007), we now know that an individual's brain grows when he or she struggles in a productive way with something difficult—like a challenging math problem (Boaler, 2015).
More and more teachers are confirming that students can benefit from wrestling with problems they haven't specifically been taught how to solve. In the process, students learn about the power of effort and persistence, become more confident problem solvers, and even grow their intelligence.
http://www.ascd.org/publications/educational-leadership/oct17/vol75/num02/Turning-Teaching-Upside-Down.aspx
Upside-Down Teaching in Action
Unlike the traditional teacher-centered classroom based on lecture, an upside-down classroom is teacher-structured, but centered on students' thinking. The goal of the lesson isn't simply for students to get the answer to a problem, but rather for students to learn the intended mathematics of the lesson using the problem as the basis for thinking and discussion. After selecting a problem to start the lesson, the teacher's job becomes orchestrating the discourse of the classroom— how students will share their thinking in ways that lead to the mathematical outcome of the lesson—and helping students connect the discussion to the mathematical goal. As the teacher circulates through the classroom, she generally asks questions to help students clarify their thinking or take it to the next level. While doing so, the teacher is also making decisions in the moment about which students will share their work with the whole class and in what order they will be called on.
Sometimes students' discussion will lead directly to the mathematical connection the teacher wants to make—as in a 2nd grade lesson involving subtraction that I'll describe further along in this article. Other times, the teacher may need to guide the conversation more directly toward the math outcome. In either case, students will have been engaged in thinking about the problem and, consequently, they're much more likely to learn the mathematics than if they were simply told what to do.
Let's consider four classroom examples that illustrate the upside-down concept and demonstrate the variety of tasks teachers might select to start an upside-down lesson.
Starting with an Engaging Photo or Video: How Many Cookies?
In a 2nd grade classroom, students watch a video of a furry hand reaching up behind a kitchen counter and taking away an unopened package of cookies. After some noisy chewing and rattling, the hand puts the package back on the counter with some cookies gone. The teacher then asks, "What did you notice in that video? What did you wonder?" The students talk about their observations and the teacher helps them focus on the question they finally agree to tackle: How many cookies did the cookie monster eat?
Students then work in pairs to solve the problem. As the teacher circulates among the pairs, she notices that students have approached the problem in different ways. One of the teacher's key roles in this kind of teaching is deciding who she will call on during the whole-class discussion and in what sequence students should present their work in order to highlight the different approaches. By the lesson's end, the teacher can write on the board a clear mathematical summary of students' work, helping students see that a subtraction equation might result from either a takeaway situation or a difference situation and helping them notice that the two resulting equations are related.
This lesson setup is based on the Three-Act Lesson model created by Dan Meyer (2011). To view an edited video of this lesson on Teaching Channel.
Starting with Real-Life Examples: What Happens with Bigger Tires?
Some problems might present everyday applications that are likely to engage students' interest. For example, in the excerpt of a 12th grade quantitative reasoning lesson shown in this video clip The teacher brings in a tire (the spare from her car). She sets it on the floor and asks students to take note of the numbers on the tire and discuss what those numbers represent in terms of the tire's measurements. She then asks her students to consider what would happen if someone were to replace their vehicle's tires with bigger tires. 1
The class offers ideas, speculating that the tire size would affect how fast they could drive, their gas mileage, the accuracy of the odometer, whether the vehicle would take up more space on the road or in a parking spot, and so on. Eventually the teacher narrows down the discussion for students and the class decides to investigate of the effect on gas mileage if the tire size changes. She chooses this question so that students will be able to deepen their understanding of proportionality as they learn to use mathematical modeling in ill-defined problems. She then moves http://www.ascd.org/publications/educational-leadership/oct17/vol75/num02/Turning-Teaching-Upside-Down.aspx
among the groups as they work on the problem in much the same fashion as the 2nd grade teacher in the "How Many Cookies" example, and the class culminates with students presenting their findings to the whole group.
Starting with a Basic Word Problem: How to Make Perfect Purple Paint?
A 6th grade teacher introduces the concept of ratios by presenting a fairly straightforward word problem. She shows students that she can achieve the perfect shade of purple paint by mixing 2 cups of blue paint with 3 cups of red paint. She then asks students to figure out, and to model with colored cubes and drawings, how many cups of red paint and blue paint would be needed to make 20 cups of perfect purple paint.
As students work in small groups to come up with pictures and models, the teacher moves through the classroom, seeing how they are progressing and asking questions to push their thinking. When a group comes up with three different solutions, the teacher reminds them that they will need to reach a group consensus. Instead of guiding students to the correct answer, she tells them she will return in a few minutes to see what they've agreed on. In this way, students gain experience in explaining their own ideas and listening to others' ideas. You can see an edited video of part of this lesson (from Illustrative Mathematics, the Smarter Balanced Assessment Consortium and Teaching Channel).
Starting with a Mistake: Are the Coordinates Correct?
A pre-calculus teacher puts a graph on the board with some coordinates labeled in two different colors. The teacher tells students there might be an error in the coordinates shown in red. Students work in pairs to discuss the posted work, considering whether there is a mistake and determining how they will make their case to the rest of the class. The teacher then convenes the class for a large-group discussion in which the students present their thinking to their peers, eventually coming to agreement about the correct solution. (You can see an edited video of this lesson from PBS Learning Media.)
What We Can Learn from These Upside-Down Classrooms
Short edited video excerpts of classrooms like these may not show all the elements of an upside-down lesson. In some of the full lessons for which excerpts are shown in the video clips above, for example, we can assume that the teacher helped students crystallize the mathematical conclusion at the end of the lesson (off screen). What we can notice across these examples, however, are the types of tasks the teachers have chosen and the ways the teachers orchestrate the classroom discourse.
In each of these classrooms, the teacher sets the stage with the whole group, elaborating the task or facilitating students in formulating the question they will try to answer. All four types of tasks used in these examples can readily be adapted to any grade level, and there are likely other types of problems or tasks that would also work well for upside-down lessons. In choosing tasks for such lessons, teachers look for "low-floor high-ceiling" tasks. This means looking for tasks with multiple entry points—so that essentially all students can access the task at some level—but that also allow for considerable depth or extension (Smith & Stein, 2011).
In terms of orchestrating discourse, the teachers in these classrooms move among students as they work, asking questions or offering comments like, "I notice that in your group you have three different models. I'll be back in a few minutes to see if you have agreed on which model you want to present to the class," or "Can you draw on your paper a picture of what you just said?" or "How did you decide to divide by 7?" When the teacher brings students together after their group work, students present their findings and solutions to the whole class, with the teacher asking clarifying questions, facilitating further discussion, and, finally, making explicit the mathematical connection between students' work and the mathematical goal of the lesson.
We also notice that sometimes students in these classrooms share answers or approaches that are incorrect. Teachers have learned that valuable classroom discussions can arise from wrong answers. Jo Boaler (2015) suggests that we actually learn more from making a mistake than from getting a right answer. Upside-down teaching helps both students http://www.ascd.org/publications/educational-leadership/oct17/vol75/num02/Turning-Teaching-Upside-Down.aspx
and teachers understand that mistakes will happen, and that when they do, the class will use the opportunity to dig into the thinking that led to the mistake, leading to deeper understanding of the mathematics and increasing the likelihood that students will be able to use what they've learned to solve other problems in the future.
Teachers today have access to a growing body of publicly available classroom videos showing this kind of mathematics teaching, whether labeled upside-down, problem-centered, student-focused, or just math class. Videos such as those described here provide a great opportunity for individual reflection or professional discussion among colleagues. In looking at classrooms in real time or analyzing online videos, educators can ask questions like,
- What kind of problem or task does the teacher use to start the lesson?
- How does the teacher encourage students' thinking and stimulate student discourse?
- What kinds of questions does the teacher ask?
- What do you notice about the roles of the teacher and student?
- How does the teacher sequence students' presentation of their work?
- How does the teacher connect the class discussion to the mathematical outcome of the lesson?
- How is this classroom similar to or different from your classroom or the other classrooms you see?
Not all upside-down classrooms will complete a lesson in one class period or follow the same format. Effective upsidedown classrooms differ noticeably in terms of how they're organized and how they flow. What they have in common is the focus on students engaging in thinking about a problem they haven't already been taught how to solve. The teacher sets the stage with the whole class, sometimes (but not always) facilitating discussion among students as they narrow down what they will explore in the lesson. Students then work on the task, individually or in groups, followed a wholegroup discussion.
As we analyze such classrooms, we notice that they are heavily teacher-structured, but not teacher-centered. The focus is on students coming up with ideas, solutions, approaches, and models, even as the teacher facilitates the discussion and makes explicit the mathematical concepts revealed by students' work.
Making the Classroom a Safe Place to Share
When we look into classrooms that use an upside-down approach to problem solving, it becomes obvious that the students seem quite willing to share their thoughts and ideas. Regardless of their grade level, they don't seem to be anxious about the possibility of making a mistake or having an incorrect idea. They've come to expect that open discussion is what happens in math class.
This willingness to risk sharing their ideas doesn't come easily to students, and it doesn't happen overnight, especially for older students who over the years may have developed a reluctance to speak up in math class. The teachers in these examples have spent deliberate time making their classrooms conducive to respectful, open conversation. They have worked with students to create positive class norms that encourage every student to participate—norms based on respect and recognition of the value of everyone's ideas (Boaler, 2015; Chapin, O'Connor, & Anderson, 2013; Kazemi & Hintz, 2014). A culture in which all students appreciate the contributions of every other student not only promotes problem solving, but also makes a strong statement that equity is valued in our classrooms.
Upside-Down Teaching Every Day?
It may or may not make sense to use this kind of upside-down, problem-centered, student-focused approach every day. The main idea is to prioritize student thinking, reasoning, and problem solving every day and to structure classrooms where those outcomes are consistently valued. Some teachers will use an upside-down approach every day. Others may choose to include an occasional teacher-led lecture or presentation of an interesting mathematical idea or http://www.ascd.org/publications/educational-leadership/oct17/vol75/num02/Turning-Teaching-Upside-Down.aspx
observation. Whatever way a teacher structures lessons, students should come to expect that when they walk in the door to math class, they're going to have lots of opportunities to talk about their thinking and share their reasoning as they take on challenging, interesting problems.
References
Boaler, J. (2015). Mathematical mindsets: Unleashing students' potential through creative math, inspiring messages and innovative teaching. San Francisco, CA: Jossey-Bass.
Chapin, S. H., O'Connor, C., & Anderson, N. C. (2013). Talk moves: A teacher's guide for using classroom discussions in math (3rd ed.). Sausalito, CA: Math Solutions.
Dweck, C. (2007). Mindset: The new psychology of success. New York: Ballantine Books.
.
Kazemi, E., & Hintz, A. (2014). Intentional talk: How to structure and lead productive mathematical discussions Portland, ME: Stenhouse Publishers.
Meyer, D. (2011). The three acts of a mathematical story. Retrieved April 27, 2017, from http://blog.mrmeyer.com/2011/the-three-acts-of-a-mathematical-story/
.
National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all Reston, VA: National Council of Teachers of Mathematics.
Seeley, C. L. (2014). "Upside-Down Teaching" in Smarter than we think: More messages about math, teaching, and learning in the 21st century. Sausalito, CA: Math Solutions.
Seeley, C. L. (2016). Making sense of math: How to help every student become a mathematical thinker and problem solver. Alexandria, VA: ASCD.
Smith, M. S., & Stein, M. K. (2011). 5 practices for orchestrating mathematics discussions. Reston, VA: National Council of Teachers of Mathematics.
Endnote
This lesson and video comes from Advanced Quantitative Reasoning, a course developed by the Texas Association of Supervisors of Mathematics working with the Charles A. Dana Center at the University of Texas, Austin. 1
Cathy L. Seeley (www.cathyseeley.com) is a mathematics educator, speaker, and writer in Austin, Texas, and former president of the National Council of Teachers of Mathematics. She is the author of Making Sense of Math: How to Help Every Student Become a Mathematical Thinker and Problem Solver (ASCD, 2016) and Smarter Than We Think: More Messages about Math, Teaching, and Learning in the 21st Century (Math Solutions, 2014). Follow her on Twitter.
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Hi! My name is _____________________________________________
I am _________________ years old and I am in _____________________ grade.
My favorite subject is _____________________________ because ______________________________ _________________________________________________________________________________________.
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I colored it on this map.
Where I live, the weather is:
_____________________________________ _______________________________________ ____________________________________________
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With love and prayers,
__________________________________________
World Hope International, Child Sponsorship, 1330 Braddock Place, Suite 301, Alexandria, VA 22314 | <urn:uuid:1258b01e-2d37-4c22-b5b9-644713c1086c> | CC-MAIN-2019-22 | https://s3.us-east-2.amazonaws.com/child-sponsorship/Sponsor+Letter+Template+-+ARC+-+1st+Letter+from+a+child.pdf | 2019-05-22T15:17:13Z | crawl-data/CC-MAIN-2019-22/segments/1558232256858.44/warc/CC-MAIN-20190522143218-20190522165218-00359.warc.gz | 621,803,474 | 181 | eng_Latn | eng_Latn | 0.80939 | eng_Latn | 0.80939 | [
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Aliens may be more like us than we think
1 November 2017
Picture an alien. These illustrations represent different levels of adaptive complexity we might imagine when thinking about aliens. (a) A simple replicating molecule, with no apparent design. This may or may not undergo natural selection. (b) An incredibly simple, cell-like entity. Even something this simple has sufficient contrivance of parts that it must undergo natural selection. (c) An alien with many intricate parts working together is likely to have undergone major transitions. Credit: University of Oxford
Hollywood films and science fiction literature fuel the belief that aliens are other-worldly, monster-like beings, who are very different to humans. But new research suggests that we could have more in common with our extra-terrestrial neighbours, than initially thought.
In a new study published in the International Journal of Astrobiology scientists from the University of Oxford show for the first time how evolutionary theory can be used to support alien predictions and better understand their behaviour. They show that aliens are potentially shaped by the same processes and mechanisms that shaped humans, such as natural selection.
The theory supports the argument that foreign life forms undergo natural selection, and are like us, evolving to be fitter and stronger over time.
Sam Levin, a researcher in Oxford's Department of Zoology, said: "A fundamental task for astrobiologists (those who study life in the cosmos) is thinking about what extra-terrestrial life might be like. But making predictions about aliens is hard. We only have one example of life - life on Earth—to extrapolate from. Past approaches in the field of astrobiology have been largely mechanistic, taking what we see on Earth, and what we know about chemistry, geology, and physics to make predictions about aliens.
"In our paper, we offer an alternative approach, which is to use evolutionary theory to make predictions that are independent of Earth's details. This is a useful approach, because theoretical predictions will apply to aliens that are silicon based, do not have DNA, and breathe nitrogen, for example."
Using this idea of alien natural selection as a framework, the team addressed extra-terrestrial evolution, and how complexity will arise in space.
Major transitions in space: 'The Octomite'. A complex alien that comprises a hierarchy of entities, where each
1 / 3
lower level collection of entities has aligned evolutionary interests such that conflict is effectively eliminated. These entities engage in division of labour, with various parts specialising on various tasks, such that the parts are mutually dependent. Credit: University of Oxford
Species complexity has increased on the Earth as a result of a handful of events, known as major transitions. These transitions occur when a group of separate organisms evolve into a higher-level organism - when cells become multi-cellular organisms, for example. Both theory and empirical data suggest that extreme conditions are required for major transitions to occur.
The paper also makes specific predictions about the biological make-up of complex aliens, and offers a degree of insight as to what they might look like.
Sam Levin added: "We still can't say whether aliens will walk on two legs or have big green eyes. But we believe evolutionary theory offers a unique additional tool for trying to understand what aliens will be like, and we have shown some examples of the kinds of strong predictions we can make with it.
"By predicting that aliens undergone major transitions - which is how complexity has arisen in species on earth, we can say that there is a level of predictability to evolution that would cause them to look like us.
"Like humans, we predict that they are made-up of a hierarchy of entities, which all cooperate to produce an alien. At each level of the organism there will be mechanisms in place to eliminate conflict, maintain cooperation, and keep the organism functioning. We can even offer some examples of what these mechanisms will be.
"There are potentially hundreds of thousands of habitable planets in our galaxy alone. We can't say whether or not we're alone on Earth, but we have taken a small step forward in answering, if we're not alone, what our neighbours are like."
More information: 'Darwin's aliens' International
Journal of Astrobiology (2017)
Provided by University of Oxford
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Cornell University
Cooperative Extension Rockland County 10 Patriot Hills Drive
Stony Point, NY 10980
Phone: (845) 429-7085
Website: www.rocklandcce.org
rocklandcce.org/stormwater-consortium
STORMWATER & WATER QUALITY INTERACTIVE MAP CORNELL COOPERATIVE EXTENSION, ROCKLAND COUNTY
Clean Above means Clean Below!
Getting familiar with the Interactive Map:
- http://rocklandcce.org/environment/water‐quality‐stormwater‐education‐homepage
- Click on: Stormwater Consortium of Rockland County (SCRC):Stormwater & Water Quality Interactive Map
- When the map loads, click theLAYERStab (circled below‐ under the title near the Home button). Scroll through all the available data layers, and select some. Click on the LEGEND tab. The legend displays the data you have selected.
- Click back on the LAYERS tab, and click on the map over one of the data layers you have selected. A pop‐up box appears, with further information about that layer, and potential links to other sources.
- CLICK ON THE RELEVANTLAYERSPERTAINING TO THE TOPICS WITHIN, AND EXPLORE THE DATA TO ANSWER THE ASSOCIATED QUESTIONS. YOU MAY NEED TO TURN SOME OVERLAPPING LAYERS OFF IF THEY INTERFERE WITH THE LAYER YOU ARE TRYING TO SELECT.
STORMWATER & WATER QUALITY INTERACTIVE MAP CORNELL COOPERATIVE EXTENSION, ROCKLAND COUNTY
I. Watersheds:
Wherever you are standing in Rockland County, the pollutants on the ground, in your yard and in storm drains will flush to the waters within thatwatershed.
1. Click off all layers, then select all watershed layers. The HUC‐14 is the smallest sub‐watershed‐ what is the name of the one you live in? Pollutants will ultimately flush to this waterway.
2. Sub‐watersheds ultimately discharge to larger waterways. What larger watersheds do your HUC‐14 sub‐watershed ultimately discharge into (HUC 12, HUC 10)? (the sub‐watershed names are given after colon at the top).
II. Sanitary Sewer Overflows:
Sanitary Sewer Overflows (SSOs)are discharges of raw sewage.These discharges can reach into homes, businesses, playgrounds, streams, etc, and are often caused byFLUSHING WIPESandDUMPING GREASE down the sink.
1. Select an SSO in Rockland County.
a) How much untreated sewage discharged, and for how long?
b) What was the reason for the discharge?
III. Waterbody Standards and Classifications:
Surface Waters of NYS areClassifiedto determine their best uses, then given aStandardto protect them.
1. Turn off all layers but theWater Quality Classification.Find the waterbody closest to your home and click on it.
a) What is the Classification? What does this mean? (see link below)
b) What is the Standard? Is there a (T) or a (TS) after the letter? If so, what does this mean? See:http://rocklandcce.org/environment/regulating‐clean‐water
IV. NYS Section 303D List:
These waterbodies are not supporting theirbest usesfor their Classification(seeRegulating Clean Water), and that may require development of aTotal Maximum Daily Load (TMDL). Click on a waterbody or lake.
1. What is thepollutantand thesuspected source? (Note: To see the NYSDEC's list, click the NYSDEClink in the pop‐up table. From the NYSDEC website, click onFinal 2016 NYS Section 303(d) List (PDF)and find your waterbody (search 'Rockland').
STORMWATER & WATER QUALITY INTERACTIVE MAP
CORNELL COOPERATIVE EXTENSION, ROCKLAND COUNTY
V. NYSDEC Waterbody Inventory/Priority Waterbody List (WI/PWL):
Turn off all layers but theWI/PWLdata layers.Find the waterbody closest to your home and click on it.
1. What is the waterbody's name?
2. Is the waterbody impaired (see 'STATUS')?
3. What does this mean? (seeRegulating Clean Water).
4. What 'BASIN' is the waterbody located in? Click on theNYSDEC's WI/PWL Webpage,find your basin and click on it. Locate thesub‐basinyour waterbody is located in and click on it. You are looking at the NYSDEC's assessment of that waterbody.NOTE:If your 'BASIN' is the Lower Hudson River, your sub‐basin is 'Hudson‐Peekskill Hollow Creek Watershed'.
VI. EPA Waterbody Quality Assessment Report:
Turn off all layers but theEPA Waterbody Quality Assessment Reportlayers.Find the waterbody closest to your home and click on it. From the pop‐up, scroll down toEPA Assessment Reportand click on 'More Info'.
1. What are the Causes of Impairment for this waterbody?
2. Is there Data Available for other years? What does the most recent data say?
3. Is a Total Maximum Daily Loads (TMDL) recommended for this waterbody?
VII. Rockland County's Biological Stream Survey:
Since 2006, the Rockland County Department of Environmental Resources has sampled 20 stream sites each year for benthic (bottom dwelling) macroinvertebrates to determine both water quality. Macroinvertebrates arevery sensitiveto pollutants, and arenot very mobile, making them great indicators of water quality. For futher information on how/why macro("BIG")‐invertebrates(without backbones) are used to determine water quality, seeRegulating Clean Water‐NYSDEC's 30 Year Biological Trends Reportsection.
1. Click on one of the locations in the data layer. What is the most recent BAP score for this location?
2. What does this mean (From the pop‐up,click theNYSDEC_BAPlink)?
3. Has there been a change in water quality over the years?
STORMWATER & WATER QUALITY INTERACTIVE MAP
CORNELL COOPERATIVE EXTENSION, ROCKLAND COUNTY
VIII. NPDES and SPDES Permitted Discharge Facilities:
TheClean Water Acthad made it unlawful to discharge any pollutant from apoint source(discharges from a localized, stationary source such as an outfall) into navigable waters, unless a permit was obtained.EPA'sNational Pollutant Discharge Elimination System (NPDES)permit program sets the limits for discharges, which are then enforced through the states under their State Pollutant Discharge Elimination System (SPDES)programs. Each state has the authority to tighten the EPA's limits where and when it's warranted. In New York the SPDESprogram is regulated by the NYS Department of Environmental Conservation.
LoadEPA'sFacility Searchtool:https://echo.epa.gov/facilities/facility‐search.There are many links to explore utilizing this tool to learn about a facility's permitted SPDES discharges and compliance history.
1. Under 'Facility Characteristics' type in Facility ID NumberNY0031895and click 'Search'.
2. Scroll down to 'Facilities' on bottom right, and under 'Facility ID' paste NY0031895and click 'Search'.
3. What facility is this? Click on the facility's name. Doing this brings you to that facility's detailed compliance report. Per the chart at the top, what is the facility's violation history?
4. Click on theCWA Pollutant Loading Reportfrom this page. Doing this brings up the Discharge Monitoring Report (DMR).Look underReceiving Water Information.What waterbody does this facility discharge to? Is this waterbody an impaired water? If so what is it impaired for?
Exploring NPDES/SPDES facilities on CCE's interactive map:
,
Turn off all layers. Turn on theNational HydrologicData layers, theEPA NPDES Permitted Discharges and theNYSDEC SPDES Permitted Discharges‐Rockland County.
1. Find a NYSDEC SPDES or EPA NPDES permitted discharge (outfall) and click on it. From the pop‐ up, copy the SPDES_ID or NPDES_ID number (example: NY0008010).
2. From the pop‐up, scroll down to 'EPA REPORT' which will bring you toEPA'sWater Pollutant Loading Toolunder theirEnforcement and Compliance History (ECHO)program.
3. Select Reporting Year as 2017 (or earlier) from the top. Note:Selecting the current year will not display a full reporting year.
4. Scroll down to 'Facilities' on bottom right, and under 'Facility ID' paste the SPDES_ID or NPDES_ID number. Click 'Search'.
5. Scroll down to 'Top Facility Discharges' on bottom and explore information about this facility under 'Reports'.Note:Some facilities have no data because their permit currently DOES NOT REQUIRE them to monitor effluent (discharges) from their outfall.
Note:Training on using EPA's ECHO website can be found here:https://echo.epa.gov/help/tutorials
STORMWATER & WATER QUALITY INTERACTIVE MAP CORNELL COOPERATIVE EXTENSION, ROCKLAND COUNTY
IX. Hazardous Algae Blooms:
Excess Nutrients lead to algae blooms. Some species of algae can produce toxins that can be harmful to people and animals, and multiply to dangerous levels known as Hazardous Algae Blooms.
Where have Hazardous Algae Blooms been reported in Rockland County?
1. Seehttp://rocklandcce.org/environment/nutrient‐pollution
2. Click on 'have there been hazardous blooms in your municipality?' Have there been any Hazardous Algae Blooms in your community since 2012 (search for 'Rockland')?
3. What was noticed in Congers Lake in 2013? What was listed about Rockland Lake? | <urn:uuid:59634f0a-99f7-45e6-bc51-13646de59f15> | CC-MAIN-2019-22 | https://s3.amazonaws.com/assets.cce.cornell.edu/attachments/32368/InteractiveMapGuide(2018).pdf?1533046204 | 2019-05-22T15:37:06Z | crawl-data/CC-MAIN-2019-22/segments/1558232256858.44/warc/CC-MAIN-20190522143218-20190522165218-00362.warc.gz | 602,082,324 | 3,243 | eng_Latn | eng_Latn | 0.97545 | eng_Latn | 0.983255 | [
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Dear Parent(s)/Guardian(s):
An effective discipline program is essential to the teaching and learning process. We have established an educational environment in which children can comfortably learn at their level. Each student has the right to learn and play without disruption or antagonism from other students.
Our staff is committed to teaching and reinforcing appropriate student behavior. Students are encouraged to consistently follow school rules of conduct, set a positive example for others, and always be conscious of how their behavior affects others.
Our goal is to assure that each child achieves success. We believe that you, as parents, play an important role in helping your child achieve our expectations, both academic and behavioral. We believe that the major role of parents in school discipline is to continually show interest in and support for their child at school.
Generally classroom teachers administer the discipline, but when the situation warrants, the principal becomes involved. Parents are not necessarily called on the first problem since students are encouraged to take responsibility for their own actions and must learn to meet the rules and expectations of the school. We believe each student has the final responsibility for the consequences of his/her behavior. If a child exhibits unacceptable behavior at school on a continual basis, or if the action is severe, you may be asked to help us reinforce the rules of the school.
With your cooperation and help, we can provide a positive, productive, and safe learning environment for your child.
Sincerely,
The Administration of Lincoln School, Washington School, and the Kindergarten Center
STUDENT CODE OF CONDUCT
All students have the right to:
* an education
* attend a safe school
* physical safety and protection of personal property
* not to be discriminated against
* equal protection
* fair and just treatment from school employees
In order to insure this, all students are expected to:
2. Take responsibility for their actions.
1. Take responsibility for learning.
3. Respect themselves and others.
5. Act in a safe and healthful manner.
4. Respect their school, school property, and the property of others. Never litter or write graffiti.
6. Attend school on a regular basis.
8. Obey school/classroom/playground rules.
7. Complete all academic work assigned.
9. Be polite, courteous, and use appropriate language.
11. Dress appropriately for school.
10. Comply with requests of school employees.
12. Arrive to school on time.
13. Be prepared with all necessary supplies.
14. Always give their best effort.
Student Privileges:
* Recess activities
* Classroom celebrations
*
Class/grade level field trips
* Participation in before and after school activities
* Assemblies
At assemblies students will...
* Walk quietly and orderly in the hallways.
* Enter the all-purpose room quietly, watching for teacher directions.
* Respond to teacher signals, ("May I have your attention, please." or teacher raises hand in the air).
* Show appropriate appreciation by clapping.
* Show respect for the performers and peers by not talking.
* Exit quietly, watching for directions from their teacher.
At lunchtime students will...
* Enter the all-purpose room quietly, get their lunch, and find their class table.
* Remain seated until lunch is finished and permission to leave has been given.
* Use appropriate voices so that only close neighbors can hear.
* Use appropriate mealtime manners.
* Clean the area when finished eating.
* Wait until teachers or lunch aides give permission to leave the gym, then walk quietly to the field for recess or back to their classrooms.
* Avoid rough play on the playground, (play fighting, wrestling, pushing, kicking, etc.)
* Leave personal belongings such as cell phones and electronic games at home.
* Speak kindly to others.
* Stay on the playground during recess.
* Immediately stop playing and report to assigned area when called or when the bell rings.
* Respond immediately, with respect and courtesy, to instructions from adults in charge.
Classroom Behaviors:
* Be kind to others in words and actions
* Respect the property of others
* Keep personal space orderly
* Follow teacher directions
* Use indoor voices
Use of Bathroom:
* Students will place paper towels in the garbage.
* Ensure water/soap does not spill on the floor, which can cause a friend to slip.
* Give others privacy.
* Use indoor voices.
* Return to class/lunch as soon as finished so others can use the area.
When Expectations are not met:
* Students who break rules will discuss the incident with the appropriate staff member. Students will be redirected and given the opportunity to practice the expected behavior.
* If a student receives several warnings or demonstrates severe/inappropriate behavior, a parent/guardian contact will be made.
If a student violates this code, they will be subject to disciplinary action. Consequences may include:
* Teacher reprimand
* Administrative reprimand
* Parent conference
* Community Service in the building
* Restitution
* Detention- recess or after school
* In-school suspension
* Short-term suspension
* Loss of an activity or privileges
* For very serious actions - police referral | <urn:uuid:cf30494d-1cf6-40dd-9602-3c2c79135e73> | CC-MAIN-2019-22 | https://www.rutherfordschools.org/media/docs/PreK_3_CodeofConduct.pdf | 2019-05-22T15:05:07Z | crawl-data/CC-MAIN-2019-22/segments/1558232256858.44/warc/CC-MAIN-20190522143218-20190522165218-00362.warc.gz | 906,078,754 | 1,040 | eng_Latn | eng_Latn | 0.99783 | eng_Latn | 0.997954 | [
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The Unit of Life — Cells
* The cell is a single unit of life.
,
* The different parts of a plant cell are the cell wall, cell membrane, cytoplasm nucleus and chloroplasts.
.
* The different parts of an animal cell are the cell membrane, cytoplasm and nucleus There are similarities and differences between a plant cell and an animal cell.
* A cell divides to produce new cells to replace dead and damaged ones. This division is necessary for an organism to grow.
Most cells contain a nucleus. Without the nucleus, the cell will die.
However, the red blood cell is an exception. It has no nucleus, yet it is able to survive.
| Characteristics | Animal cell |
|---|---|
| Similarities | | | <urn:uuid:1c68f78f-5abc-44f6-85f0-0a6918c5ed3f> | CC-MAIN-2019-22 | http://sapgrp.com/sites/default/files/online_resource_files/The%20unit%20of%20Life%20_%20cells_0.pdf | 2019-05-22T15:35:11Z | crawl-data/CC-MAIN-2019-22/segments/1558232256858.44/warc/CC-MAIN-20190522143218-20190522165218-00360.warc.gz | 176,684,559 | 164 | eng_Latn | eng_Latn | 0.991009 | eng_Latn | 0.991009 | [
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1.7.2 Fatigue problem definition (Std, ES, EAL/D)
Communicating with authority
Scan the broad features of the Fatigue problem definition, without reading too closely, and complete the table below, describing each feature of the report and explaining how it conveys a sense of authority. One has been done for you as an example.
| Feature | Description | How it is authoritative |
|---|---|---|
| Title page | | |
| Format | The document has the format of a report with the main points, such as ‘Communication Campaign Considerations’, ‘Top 5 Key Points to Remember from the Research’ and ‘NSW Crash Statistics’, presented as headings with sub-headings and dot points under these. | The format is designed to make complex information clearly understood and quickly read so that it may be acted upon without confusion. |
| Length and detail | | |
NSW CRASH STATISTICS
Fatigue is one of the top three behavioural factors involved in road deaths in NSW. In 2012 alone (preliminary data), fatigue was a factor in 17% of fatalities and 9% injuries on NSW roads, which equated to 64 deaths and 2,166 injuries. In 2011 there was an estimated cost to the community of $710 million attributed to fatigue related crashes 13 .
In the reporting period from 2007-2011 there were 17,681 crashed where fatigue was involved, resulting in 356 fatalities and 10,021 injuries. Fatigue-related crashes are twice as likely to be fatal compared to all crashes 13 .
The Woolcott research (2012) revealed around a third of drivers had experienced fatigue in the last 12 months. Additionally, 12% of drivers had a microsleep while driving in the last 12 months, and 13% of drivers admitting to having had a crash as a result of driving fatigued. Those who admitted having a microsleep were more likely to be male aged 30-49 years (19%).
The following profiles fatigue-related crashes and includes crash data from the five year reporting period 2007-2011 13 .
Who?
* Males - involved in 64% all fatigue-related crashes and 79% of fatal fatigue-related crashes
* Males 17-29 years - significantly over-represented as involved in 29% of fatigue-related crashes and 21% of fatal fatigue-related crashes, but account for only 11% of licensed drivers in NSW.
* Males 30-49 years - involved in 24% of all fatigue related crashes and 26% of fatal fatigue-related crashes
* Makes 50+ years - involved in 31% of fatal fatigue-related crashes.
* Females are less likely to be involved in fatigue-related crashes, but those most at risk are 17-25 years.
Where?
* Fatigue-related crashes (both fatal & non-fatal) are twice as likely to occur on country rural roads compared to non-fatigue related crashes.
* The majority of drivers involved in fatal fatigue related crashes on country roads are country residents, with 43% from the local government area in which they crashed.
* More likely to occur in 100 & 110km/h zones, especially fatal fatigue-related crashes, typically because of the consequences of crashing at this speed.
* The majority of fatal fatigue-related crashed occur on State highways.
When?
* During darkness - almost twice as many compared non-fatigue related crashes
- Over-represented late evening and during the midnight to dawn period.
* More likely to occur on weekends - night-time crashes peak heavily on Friday and Saturday nights and into the early hours of morning.
* In the afternoon - fatigue-related crashes peak everyday during the afternoon, especially for older drivers, although non-fatigue related crashes also peak during this time.
.
* More likely during public and school holidays
How?
* Most common manoeuvre is the vehicle leaving the road and hitting an object (90% of all fatigue-related crashes and 72% of fatal fatigue-related crashes).
* Mostly single vehicle incidents (61%).
Complete the sentence starters below
* describing each of the features of the document with examples and
* explaining how each feature contributes to the document's authority.
D
1. The use of formal language in plain English…
2. Acknowledging the contribution of a well-respected institution...
3. Citing the results of extensive research...
4. Through the use of statistics… | <urn:uuid:7fd9b502-6014-4eed-81ae-a36f6ecfd4a1> | CC-MAIN-2019-22 | https://onthemove.nsw.edu.au/system/files/student/1.7.2%20Fatigue%20problem%20definition.pdf | 2019-05-22T14:51:11Z | crawl-data/CC-MAIN-2019-22/segments/1558232256858.44/warc/CC-MAIN-20190522143218-20190522165218-00364.warc.gz | 575,746,392 | 927 | eng_Latn | eng_Latn | 0.996948 | eng_Latn | 0.999205 | [
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Published Online: March 29, 2016
Published in Print: March 30, 2016, as What Makes a School?
COMMENTARY
What Defines a Good School?
By David Gamberg
Words matter. They matter in all aspects of life, especially when we are talking about how to define a school. Of course, brick and mortar are only a small part of the story. The academic and emotional climate, both inside and outside the physical space, gets us closer to an understanding of what forms the basis of any school. Throughout our country, we have many opinions, positions, and reform efforts competing to control the narrative not only of what defines a school, but also, more significantly, of what it means to be educated in 2016 and beyond.
My daily travels in the schoolhouse as a superintendent give me an inside look at what constitutes a school. I am fortunate that my professional work over the last 30 years has put me inside dozens of schools and in contact with hundreds of educators, scholars, and support staff. I have also had the good fortune to be in the company of thousands of children and their families. No, I do not consider myself an expert on all things that define a school. I do, however, have a vested interest in seeing that the schools of today and those that are created in the future are shaped with the care and respect they so richly deserve.
The call to have children as young as 8 or 9 years old "college- and career-ready" does not create the same narrative as building a sound foundation in childhood filled with play and creativity. Among the many other more important ways to engage the hearts and minds of our youngest students, we must promote the childhood experience in all its wonder.
Schools have always existed as an expression of how a given community values its children, and how a society looks at the future—a covenant handed down from one generation to the next. The problems that beset our social,
political, and economic well-being as a nation are, in fact, not born at the doorsteps of our schools. They are certainly not derived exclusively from the province of our public schools. The crumbling roads, bridges, and tunnels of the infrastructure that is the lifeblood of a thriving economy demand our
attention, as does the scourge of substance abuse wreaking havoc on families of every demographic group.
Local neighborhood and even family issues that confront all generations, from toddlers to senior citizens, are everpresent in our daily lives. If schools do play a part in shaping our future—and I believe they do—how we articulate the issues matters as much as how we marshal the will and resources to meet these challenges.
The calls to shutter schools, to replace and dismantle them, are being offered by those with a variety of other interests. These are not the solutions we should accept. They create a hostile dialogue that reflects the worst in our democratic discourse. In the last 10 years, we have witnessed a rapid
—Marty Barrick for Education Week decline in civility, an unfettered belligerent approach to the questions central to the teaching and
learning process.
Words matter in how we discuss our schools and the issues that confront all communities. How this conversation occurs has changed in recent decades across the entire country, from small rural towns to large suburban and urban communities. Technology affords us wonderful ways to gather data points that could promote change, but it may still fail to foster a deliberative and thoughtful dialogue regarding the seeds of our problems. The most basic elements of our humanity must not get lost in the pursuit of a faster, datadriven decisionmaking process. Such is a key element of our current fascination
"We must strive to retain the core values that define a school as a place that upholds the tenets of our democracy."
with a punitive, high-stakes testing environment designed to sort and select students and teachers.
So, what truly defines a school? For me, the exchange between child and adult is at the heart of it. That exchange may be subtle or vigorous—not rigorous. Rigor, which shares roots with the Latin rigor mortis, implies severity, rigidity, and stiffness—all connotations that restrict the learner and the learning process—while vigor implies energy and dynamism.
Yes, words matter. The best learning occurs when both teacher and student are in pursuit of a deeper understanding. It is a quest that is based on love, one that is filled with authentic, joyful, challenging, and impactful experiences. A school is a place of respect and wonder.
The search to create, discover, reveal, and share is an unending journey that occurs in the best of our schools: the child immersed in beautiful poetry, the student acquiring the skill of using a watercolorpaint brush, the rendering of a museum-quality display of artifacts. Scientific experiments, research papers, debates, and discussions centered on classic literature are the means through which students explore and discover ideas. Unpacking the essential elements of contemporary issues and having students learn to take responsibility for their actions coalesce to teach valuable lessons that extend beyond the school walls. Students who present their learning before a panel of adjudicators and get so immersed that they lose track of time are then at their optimal disposition to learn. No reward or punishment necessary.
All members of a community, from custodians to teachers and principals to kindergartners, are the
learners of a true school. A climate of fear and hostility, or a tone of acrimony and mistrust, will yield neither a school that serves the needs of children nor the globally competitive country that some imagine will arrive when we replace the old with the new. Schools of the future—no matter their size, technological sophistication, or costeffectiveness—should always begin with the best qualities of our humanity.
MORE OPINION
We must choose our words carefully in this fight. We must strive to retain the core values that define a school as a
Visit Opinion.
place that upholds the tenets of our democracy and cares about people, rather than a place that efficiently manages the system or pits stakeholders against one another. "Education," in the words of John Dewey, "is a process of living and not a preparation for future living."
David Gamberg is the superintendent of both the Southold Union Free School District and the Greenport Union Free School District, on Long Island, N.Y. Previously, he was a classroom teacher, an elementary school principal, and an assistant superintendent.
Follow the Education Week Commentary section on Facebook and Twitter.
Vol. 35, Issue 26, Page 28 | <urn:uuid:8abf4fd5-9d1b-412f-a62d-f9382ccb7778> | CC-MAIN-2019-22 | http://68.77.48.18/RandD/Education%20Week/What%20Defines%20a%20Good%20School%20-%20Gamber.pdf | 2019-05-22T15:38:56Z | crawl-data/CC-MAIN-2019-22/segments/1558232256858.44/warc/CC-MAIN-20190522143218-20190522165218-00364.warc.gz | 4,543,359 | 1,338 | eng_Latn | eng_Latn | 0.998355 | eng_Latn | 0.999005 | [
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Save the Honey Bees in Plymouth Twp
Are Honey Bees pollinators and beneficial insects? Or insect pests to be eradicated, exterminated & destroyed?
By: Charles Breinig firstname.lastname@example.org
Many local governments contemplate whether Honey Bees are pests or beneficial insects. Are all bees pests? What makes a bee a pest? Their stinger? What if they only use the stinger to defend their home, when it is being disturbed?
How are Honey Bees different from Wasps & Yellow Jackets? Can you or your friends tell the difference?
Does the fear and anxiety of bees translate into a reasonable expectation of danger from honey bees? How many problems has the township experienced to date from local Honey Bees?
If we outlaw Honey Bees, what is the impact on local flower gardens, home grown vegetable gardens, and fruit trees?
Fortunately for homeowners with vegetable gardeners, flower gardeners, and people concerned about the environment, reason and science usually outweighed fear and anxiety.
Even myself, before I was educated to the plight of Honey Bees (four years ago), I was scared of bees. As a kid I cut lawns, and was stung by yellow jackets on numerous occasions. I did not understand the difference between Honey Bees, Yellow Jackets and Wasps. Now that I have seen Honey Bees and handled them, I find them sweet, gentle, stinging only when you disturb their hive or crush them. They are not like yellow jackets or wasps, which will sting you multiple times. When a Honey Bee stings, they die. So they are genetically predisposed to only sting as a matter of last resort.
Although a yellow jacket may be a pest, her cousin the Honey Bee is not. My wife and I often spend time in the summer taking the roof off our hives and watching our Honey Bees (in T-shirts and shorts, without veils), because they are so fascinating. We have 3-6 hives, and generally lose 50-60% of our hives over the winter. We split the hives in the summer, so we can have at least two hives for the spring pollination of our garden and our neighbor's apple tree, and the nectar flow. Since the Queen starts laying eggs in early January, we need 2-3 strong hives in March when they start foraging for pollen and nectar.
?
I can't imagine that there is anyone, who has not heard the alarms surrounding the disappearance of Honey Bees. School children are urging their parents to "help the honey bees" http://www.helpthehoneybees.com/ They are not only critical to our nation's agriculture, they are critical to local gardens as well. There are many supporters of the Honey Bees including local gardening clubs, and environmental groups. This is because most people understand that Honey Bees are beneficial insects and not pests. Otherwise, who would care
Honey Bees differ from Yellow Jackets and Wasps, just as a Seeing-Eye Dog differs from a Wolf. Same species, but entirely different in temperament, and benefit to society.
Who else thinks Honey Bees are beneficial insects?
There are Honey Bees on roof tops in Paris, in the city of Philadelphia, in small boroughs like Jenkintown and Ambler. Even the White House has Honey Bee hives. New York City overturned its ban on beekeeping, because of their increased awareness of the importance of Honey Bees http://cityroom.blogs.nytimes.com/2010/03/16/bring-on-thebees/
The State of PA (and the U.S. Government) consider Honey Bees to be beneficial insects, critical to our state's and nation's agriculture. Hundreds of thousands of dollars are being spent in Pennsylvania (Penn State) and at other Universities, researching the causes of CCD (Colony Collapse Disorder). These funds are earmarked to help the Honey Bee because it is such a beneficial insect.
There are no experts that consider the Honey Bee to be a pest to be eradicated.
Honey Bees are beneficial and critical to local community gardens and fruit trees. Local Garden clubs, realize that without the Honey Bee, many flowers will not be pollinated, and the diversity of our flowers, and vegetables would diminish. My neighbor, who was initially concerned about my hives, now recounts what a wonderful bounty his apple tree produces, now that I have hives. Honey Bees are not just beneficial, they are critical to local vegetable gardens, fruit trees, and flowers. However, many members of the public are not aware how important they are, plus they are fearful of being stung. If only we could educate them as to how undangerous Honey Bees are!
Four years ago, I too was unaware and fearful of Honey Bees. But now that I understand that I will not be stung unless I crush them or disturb their hive, I have learned to love and appreciate them. I also know that if I use a smoker, I can even disturb their hives and not get stung. I often do so without a veil or any protective clothing (in a T-shirt and shorts). Now that I have had Honey Bees land on my arm, and watched them lick salt from my arm, I am not fearful. I have even had a local cub-scout troop come to look at my hives. The kids were fascinated and not fearful.
Parents want to protect their kids. We understand that. If parents could see pictures of a beekeeper and their kids, at their hive, pulling a frame in their normal summer garb, then they will understand how docile Honey Bees are. If they could see pictures of hives on small lots in local boroughs and in cities, where the lots are 25' wide, they would understand that you don't need to have 1 acre lots. As we know, bees will leave the hive, flying out 10' and then zoom up to the tree line, flying up to 2-3 miles to get nectar and pollen. So neighbors should have little fear of the honey bees congregating in their yard.
Maintaining a healthy diverse population of Honey Bees in our neighborhoods is important not only for their survival, but also for their genetic diversity as a species. There are many more Beekeepers in our communities, than the public knows about, because beekeepers understand the unfounded fear and reaction that many people have concerning bees. Thus hives are in inconspicuous places.
Interesting facts:
1. Did you know that Honey Bees are strict vegetarians, eating only plant products (pollen and nectar), and never land on meat.
2. Did you know that Yellow Jackets are carnivorous wasps, and are a nuisance at picnics where they gather meat?
3. Did you know that 15% to 30% of the Honey Bees you see flying are collecting pollen, (varying from 50-300 flowers per load, and making 1-50 trips a day to do so)?
4. Did you know that the other flying Honey Bees are collecting nectar (100-1500 flowers per load), and making 1-29 trips per day?
5. Their Trips last from 5-15 minutes.
That is a lot of pollination!
To conclude; Honey Bees are beneficial to local community gardens and fruit trees, and pose little risk to the health, safety and welfare of the public. They are not aggressive like other bees and are not a pest. Honey Bees are kept in managed hives and are not a random unwanted infestation. There are constant news articles about the national threat to our food supply, due to Bee colony losses. But having local beekeepers is just as important to local flower gardeners and vegetable gardeners, as having water and compost. Local Beekeepers are an insurance policy against devastating losses by large commercial growers, and provide unique opportunities to maintain and ensure genetic diversity. The public is not aware of how many local beekeepers there are in their neighborhoods, because Beekeepers are good at shielding the hives from public view. Any time I see a Honeybee, I know there is a beekeeper near by. There are many residents whose first reaction on learning of a neighboring beehive is fear. Outlawing Beekeeping because of that unfounded fear, would negatively impact the health and enjoyment of other residents who are gardeners and have wonderful organic vegetable garden, great wildflower gardens, and chemical-free fruit trees that yield bountiful harvests. Also, impacting consumers seeking out local honey because it is healthier than store bought. Preserving local Beekeeping is vital! Let's uphold this valuable avocation!
Sources of Additional Information:
1. Do you have Nature Deficit Disorder (NDD)? Dennis vanEngelsdorp (the Acting State Apiarist for the PA Department of Agriculture) thinks that we might.... and that it may be contributing to CCD.... "Make Meadows Not Lawns" is one of his quotes, and it would make a great bumper sticker. He remarks that 11% of all pesticide use in the US goes to maintaining our lawns, which are sterile fields as far as the bees are concerned -- no pollen sources in evidence!
See his You-Tube video at The Taste3 conferences: 2007 video- The Joy of Bees 2008 video-Where Have the Bees Gone
2. Movies, on the importance of Bees: Vanishing of the Bees (Move Trailer) and Pollen Nation (Movie Trailer)
3. Animal Planet's "Overcoming One's Fear of Bees" shows you can feed honey bees in the palm of your hand. http://animal.discovery.com/videos/my-extremeanimal-phobia-man-scared-of-bees.html
4. Websites:
a. http://www.helpthehoneybees.com/ Häagen-Dazs
b. https://agdev.anr.udel.edu/maarec/ Mid-Atlantic Apicultural Research and Extension Consortium
News Articles:
a. CNN, "Disappearing Bees Threaten Ice Cream Sellers" http://money.cnn.com/2008/02/17/news/compani es/bees_icecream/
b. National Geographic, "Bee decline May Spell End of Some Fruits, Vegetables" http://news.nationalgeographic.com/news/2004/1 0/1005_041005_honeybees_2.html
c. FOX NEWS, "Following Honeybee Disappearance, Bumblebees Begin Vanishing Act"
5.
http://www.foxnews.com/story/0,2933,299982,0 0.html
d. NPR (National Public Radio) "Bee Deaths, Loss of Navigation Cause Concern" http://www.npr.org/templates/story/story.php?sto ryId=9972616
e. IANR (Institute of Agriculture and Natural Resources), University of Nebraska "Help Disappearing Bees by being Sustainable, Having Diverse Resources" http://ianrnews.unl.edu/static/0807301.shtml
f. New York Times "Honeybees Vanish, and Scientists Race for Reasons http://www.nytimes.com/2007/04/24/science/24b ees.html?pagewanted=all
g. 60 Minutes "What's Wrong With The Honeybees?" http://www.cbsnews.com/stories/2007/10/25/60 minutes/main3407762.shtml
h. BBC "Disappearing Bees Puzzle Experts" http://news.bbc.co.uk/2/hi/uk_news/england/som erset/6587069.stm
i. The Independent (Britain) "Why are honey bees disappearing, and What can Save Them?"
http://www.independent.co.uk/environment/natur e/the-big-question-why-are-honey-beesdisappearing-and-what-can-be-done-to-savethem-813971.html
At a recent presentation by the Montgomery County Beekeepers Association, Joel Eckels shared photos of his brother and himself working their hives in Philadelphia without veils, with their faces right up against the frames watching the bees. Obviously the pictures showed that beekeepers have no reason to be afraid of the Honey Bees, even when they are disturbing the hives and removing frames of Honey Bees for inspection. Joel also testified that Philadelphia is a much more densely populated area, and has many hives in much closer proximity to neighbors. Pictures from a home on a 50' wide lot in Jenkintown Borough (with 3 hives) was also shown, as additional evidence of safe Beekeeping on small lots.
Jim Bobb, a Montgomery County Beekeeper, and Chairman of EAS (Eastern Apicultural Society) testified on the temperament of Bees and having permanent observation hives in very public areas like Longwood Gardens (The Longwood Garden Treehouse, is a favorite for families; the beehive entrance directs bees away from the tree, but they fly all over the area). A beehive in such a public place demonstrates that they are not dangerous.
Anne Javsicas, head of a local School told about having hives on the school grounds, and the problems they faced with stings from yellow jackets, which were attracted to kids eating lunch outside; yet not one sting from a Honey Bee. Asked how she knew if the stings were from yellow jackets and not Honey Bees, she explained that Honey Bees sting only once and leave the stinger in the skin. Jim pointed out that Honey Bees are vegetarians and are not attracted to the student lunches.
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Dallas George
FIRST NATIONS ROLE MODEL 2017
Dallas George is a proud member of the Eskêtemc First Nation (Alkali Band). He is a Grade 11 student at Lake City Secondary School (Williams Lake Campus). His top academic subject is Ceramics and Sculpture 11.
Teacher Lisa Hamel shares that "Dallas is a great candidate for First Nations Role Model. He is kind and caring and has an awareness and appreciation of his culture. Dallas shows a great interest in learning and sharing his knowledge and is respectful of others with his willingness to promote diversity and understanding within the community. I believe his desire to pass along positive habits and knowledge exemplifies the reasons he would be a good candidate for First Nations Role Model".
Shuswap Language Teacher, Virginia Robbins shares that "Dallas has grown enormously in his Shuswap culture and language. He shows persistence and dedication in learning his traditional ways. At school Dallas is a positive role model to other students. He volunteers for the Elders, the youth, and he is always there for his younger siblings. Dallas is an excellent choice for First Nations Role Model and Youth Leadership".
Dallas believes that a leader sets an example, cares, for others, and always puts their best into every situation; all qualities he strives to achieve.
Dallas's First Nations Culture and his family mean a lot to him. He is the second eldest out of eight. He takes care of his siblings and loves working with kids. He intends to help his three sisters on their regalia's this year. He loves cooking traditional foods and he does a lot of traditional crafts. He enjoys being part of his First Nations community. Dallas attends many events such as the 40 th Annual Elder's Gathering last summer. He helps the youth from Alkali Lake when they attend a gathering for Aboriginal youth from all over BC each year. He has gained knowledge and skills related to fundraising, planning, and scheduling events. He has taken part in Leadership Youth Empowerment workshops to learn more skills which he can apply to being a First Nations Role Model. Dallas is proud to be drug and alcohol free and says that as a First Nations Role Model he will work hard to encourage younger kids to live an alcohol and drug free life as well. At school he would be most excited to work with Aboriginal Youth and others, to come up with ideas for more positive community activities together. Dallas wants to break the cycle of stereotypes and hopes to have more discussion with non-Aboriginal people about some Aboriginal issues. Dallas says that being a Role Model would "give me the opportunity to help be a leader within the School District and the Community. I believe in looking at the bigger picture, to work with others, to help achieve more cultural understanding and learn from others, while I share my experiences".
Dallas gives thanks to his family, his First Nations Community and to his teachers who supported him in running for First Nations Role Model 2017.
School District No. 27 (Cariboo-Chilcotin)
First Nations Education Department
First Nations Education Committee
Shantae Guichon
FIRST NATIONS ROLE MODEL 2017
Shantae is a proud member of Tŝi Del Del (Alexis Creek Indian Band). She is a grade 11 Honor Roll and Work Ethics student at Lake City Secondary School (Williams Lake Campus). Two subjects that reflect her academic achievement are Foundations Math 11 and Leadership 11 both with an 'A' standing.
Teacher Tim Hurley shares that he has had the pleasure of teaching and coaching Shantae for two years. "Shantae has shown the ability to establish an excellent rapport with her fellow students, teachers, and staff. She provides assistance in a consistently positive and helpful manner. Her personality reflects sensitivity to the needs of her fellow students, and it compliments Lake City Secondary's overall image. Shantae is self-assured and highly motivated. Her strongest quality is her ability to include others. Shantae is exceptionally responsible and volunteers to help out with any task from the mundane to the challenging. She is a diligent worker, she takes great pride and accountability with all her assignments. At school she takes part in extra-curricular activities and as part of the leadership team".
Teacher Robin Fofonoff shares that "Shantae would be a perfect choice for First Nations Role Model as she is genuine in her intentions, knows the importance of education, and values connections and respect. I have no doubt that Shantae would be a great Role Model and a leader for our First Nations youth and I know she would honor the opportunity to try and make a positive influence".
Shantae's Chilcotin culture is important to her. She has taken part in the 'Gathering of Our Voices' Conference at Prince George as well as attending the IndigenEYEZ camp at Kelowna. She is thankful for the opportunities to learn more about First Nations culture, how important the land is and how to help it. In her spare time she volunteers helping with the Elders at Deni House.
Shantae believes that a Role Model is someone who is a great leader; someone who inspires others to do great things. A Role Model helps others, which is what she wants to do in life. A Role Model is trustworthy, honest and respectful. Shantae hopes to become a Pediatric Nurse and help sick children. Before attending university, she plans to travel and help build houses and schools for families and communities in need. In 2016 she travelled to Venice, Florence, Rome and Pisa for 12 days on a school trip. In 2018 she will travel to London, Paris, Barcelona and back to Rome on another school trip. Shantae works part time to earn money to support her travel with her school. She is proud to be drug and alcohol free. Shante is very active outside school; she plays baseball on her parent's ball team. She also Volunteers with Big Brothers and Big Sisters and works with special needs students at her school.
As a First Nations Role Model, Shantae would like to learn more about her culture, share her goals, her achievements and help motivate students in the School District to make their own.
School District No. 27 (Cariboo-Chilcotin)
First Nations Education Department
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Fcat Writes Anchor Papers
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Teaching and Learning Vocabulary Knopf Getting Ready for the 4th Grade Assessment Test: Help Improve Your Child's Math and English Skills – Many parents are expressing a demand for books that will help their children succeed and excel on the fourth grade assessment tests in math and English –especially in areas where children have limited access to computers. This book will help students practice basic math concepts, i.e., number sense and applications as well as more difficult math, such as patterns, functions, and algebra. English skills will include practice in reading comprehension, writing, and vocabulary. Rubrics are included for selfevaluation.
expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments. Write... for the Future McGraw-Hill College
Swimming to AntarcticaPsychology Press
The authors analyze the systems of three districts and two states that have begun or are planning to incorporate measures of
student performance into teacher evaluations. They examine how the systems are addressing assessment quality, evaluating
teachers in nontested subjects and grades, and assigning teachers responsibility for particular students. The authors also discuss
measurement challenges for policymakers to consider.
Dissertation Abstracts InternationalLearning Express Llc
Learn from the world's best education researchers, theorists, and staff developers as they present recommendations on effective instruction.
The book provides a comprehensive view of instruction from a theoretical, systemic, and classroom perspective. The authors’ diverse
expertise delivers a wide range of ideas and strategies.
The Understanding by Design Guide to Advanced
National
Council of Teachers Although proficiency in vocabulary has long been recognized as basic to reading proficiency, there has been a paucity of research on vocabulary teaching and learning over the last two decades. Recognizing this, the U.S. Department of Education recently sponsored a Focus on Vocabulary conference that attracted the best-known and most active researchers in the vocabulary field. This book is the outgrowth of that conference. It presents scientific evidence from leading research programs that address persistent issues regarding the role of vocabulary in text comprehension. Part I examines how vocabulary is learned; Part II presents instructional interventions that enhance vocabulary; and Part III looks at which words to choose for vocabulary instruction. Other key features of this timely new book include: *Broad Coverage. The book addresses the full range of students populating current classrooms--young children, English Language Learners, and young adolescents. *Issues Focus. By focusing on persistent issues from the perspective of critical school populations, this volume provides a rich, scientific foundation for effective vocabulary instruction and policy. *Author Expertise. Few volumes can boast of a more luminous cast of contributing authors (see table of contents). This book is suitable for anyone (graduate students, inservice reading specialists and curriculum directors, college faculty, and researchers) who deals with vocabulary learning and instruction as a vital component of reading proficiency.
Concepts in Creating and Reviewing Units
Star Crossed Mondo Pub
Although much has changed in schools in recent years, the power of differentiated instruction remains the same—and the need for it has only increased. Today's classroom is more diverse, more inclusive, and more plugged into technology than ever before. And it's led by teachers under enormous pressure to help decidedly unstandardized students meet an expanding set of rigorous, standardized learning targets. In this updated second edition of her best-selling classic work, Carol Ann Tomlinson offers these teachers a powerful and practical way to meet a challenge that is both very modern and completely timeless: how to divide their time, resources, and efforts to effectively instruct so many students of various backgrounds, readiness and skill levels, and interests. With a perspective informed by advances in research and deepened by more than 15 years of implementation feedback in all types of schools, Tomlinson explains the theoretical basis of differentiated instruction, explores the variables of curriculum and learning environment, shares dozens of instructional strategies, and then goes inside elementary and secondary classrooms in nearly all subject areas to illustrate how real teachers are applying differentiation principles and strategies to respond to the needs of all learners. This book's insightful guidance on what to differentiate, how to differentiate, and why lays the groundwork for bringing differentiated instruction into your own classroom or refining the work you already do to help each of your wonderfully unique learners move toward greater knowledge, more advanced skills, and expanded understanding. Today more than ever, The Differentiated Classroom is a must-have staple for every teacher's shelf and every school's professional development collection.
NATIONAL BESTSELLER • In this extraordinary book, the world's most extraordinary distance swimmer writes about her emotional and spiritual need to swim and about the almost mystical act of swimming itself. Lynne Cox trained hard from age nine, working with an Olympic coach, swimming five to twelve miles each day in the Pacific. At age eleven, she swam even when hail made the water "like cold tapioca pudding" and was told she would one day swim the English Channel. Four years later—not yet out of high school—she broke the men's and women's world records for the Channel swim. In 1987, she swam the Bering Strait from America to the Soviet Union—a feat that, according to Gorbachev, helped diminish tensions between Russia and the United States. Lynne Cox's relationship with the water is almost mystical: she describes swimming as flying, and remembers swimming at night through flocks of flying fish the size of mockingbirds, remembers being escorted by a pod of dolphins that came to her off New Zealand. She has a photographic memory of her swims. She tells us how she conceived of, planned, and trained for each, and re-creates for us the experience of swimming (almost) unswimmable bodies of water, including her most recent astonishing onemile swim to Antarctica in thirty-two-degree water without a wet suit. She tells us how, through training and by taking advantage of her naturally plump physique, she is able to create more heat in the water than she loses. Lynne Cox has swum the Mediterranean, the three-mile Strait of Messina, under the ancient bridges of Kunning Lake, below the old summer palace of the emperor of China in Beijing. Breaking records no longer interests her. She writes about the ways in which these swims instead became vehicles for personal goals, how she sees herself as the lone swimmer among the waves, pitting her courage against the odds, drawn to dangerous places and treacherous waters that, since ancient times, have challenged sailors in ships.
Navigating the Literacy Waters Open Road Media Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of
Spectrum Writing creates student interest and sparks writing creativity! The lessons, perfect for students in grade 7, strengthen writing skills by focusing on topic, parts of writing, dialogue, emotional appeals, and more! Each book provides an overview
Page 1/2
Owl Moon Penguin
Loser RAND Corporation
To Build a Fire Corwin Press
Examines the opposing viewpoints of a fourth-grade class on whether zoos are helpful or harmful to animals, written in persuasive language and designed to help readers come to their own conclusions.
An adolescent girl learns that realizing a dream requires a good deal more than stubborn, steely resolve as she risks everything to follow her heart It's not fair! Thirteen-year-old Joelle Cunningham is passionate about baseball. She loves to watch it, read about it, and, most of all, play it. But when her family moves from Minneapolis to the small town of Greendale, Iowa, she quickly discovers that there are strict rules preventing her from playing on the school baseball team. At Hoover Middle School, only boys play baseball. Girls play softball. It's not the same sport! Joelle tries to tell
Fcat Writes Anchor Papers everyone. But no one is listening. Not Coach Carlyle—even though his baseball team is at the bottom of the league, he doesn't want her on his team. Not Ms. Fenner, the softball coach—she wants Joelle to use her bigleague swing to benefit the girls' team. Not her new friend, Elizabeth, who is growing tired of her complaints. Not even Jason, her older brother, who is too busy at college to be of much help. But Joelle is determined to play baseball. And through some creative problem-solving and surprising alliances, she finds a solution to her dilemma that brings the disputing sides together . . . and baseball to the girls of Greendale. Author Dori Butler has created a high-spirited, indomitable character that young girls will admire and root for in this story of frustrated ambition and ultimate triumph. Teaching Writing in High School and College Routledge Celebrating 30 years of the beloved classic Owl Moon from renowned children's book author Jane Yolen and Caldecott Medal-winning illustrator John Schoenherr! Late one winter night a little girl and her father go owling. The trees stand still as statues and the world is silent as a dream. Whoo-whoo-whoo, the father calls to the mysterious nighttime bird. But there is no answer. Wordlessly the two companions walk along, for when you go owling you don't need words. You don't need anything but hope. Sometimes there isn't an owl, but sometimes there is. Distinguished author Jane Yolen has created a gentle, poetic story that lovingly depicts the special companionship of a young child and her father as well as humankind's close relatiohship to the natural world. Wonderfully complemented by John Schoenherr's soft, exquisite watercolor illustrations, this is a verbal and visual treasure, perfect for reading alound and sharing at bedtime.
Reading Comprehension Strategies Solution Tree Press "SpringBoard is a world-class English Language Arts Program for students in grade 6-12. Written by teachers for teachers. SpringBoard offers proven instructional design to get students ready for the AP, the SAT, and college"--Back cover. Getting Ready for the 4th Grade Assessment Tests Henry Holt and Company (BYR)
Mr. Putter and Tabby Fly the Plane Houghton Mifflin Harcourt From renowned Newbery-winning author Jerry Spinelli comes a powerful story about how not fitting in just might lead to an incredible life. This classic book is perfect for fans of Gordon Korman and Carl Hiaasen. Just like other kids, Zinkoff rides his bike, hopes for snow days, and wants to be like his dad when he grows up. But Zinkoff also raises his hand with all the wrong answers, trips over his own feet, and falls down with laughter over a word like "Jabip." Other kids have their own word to describe him, but Zinkoff is too busy to hear it. He doesn't know he's not like everyone else. And one winter night, Zinkoff's differences show that any name can someday become "hero." With some of his finest writing to date and great wit and humor, Jerry Spinelli creates a story about a boy's individuality surpassing the need to fit in and the genuine importance of failure. As readers follow Zinkoff from first through sixth grade, it becomes impossible not to identify with and root for him through failures and triumphs. The perfect classroom read.
First published in 2007. Routledge is an imprint of Taylor & Francis, an informa company.
Although the body has been the focus of much contemporary cultural theory, the models that are typically applied neglect the most salient characteristics of embodied existence—movement, affect, and sensation—in favor of concepts derived from linguistic theory. In Parables for the Virtual Brian Massumi views the body and media such as television, film, and the Internet, as cultural formations that operate on multiple registers of sensation beyond the reach of the reading techniques founded on the standard rhetorical and semiotic models. Renewing and assessing William James's radical empiricism and Henri Bergson's philosophy of perception through the filter of the post-war French philosophy of Deleuze, Guattari, and Foucault, Massumi links a cultural logic of variation to questions of movement, affect, and sensation. If such concepts are as fundamental as signs and significations, he argues, then a new set of theoretical issues appear, and with them potential new paths for the wedding of scientific and cultural theory. Replacing the traditional opposition of literal and figural with new distinctions between stasis and motion and between actual and virtual, Parables for the Virtual tackles related theoretical issues by applying them to cultural mediums as diverse as architecture, body art, the digital art of Stelarc, and Ronald Reagan's acting career. The result is an intriguing combination of cultural theory, science, and philosophy that asserts itself in a crystalline and multi-faceted argument. Parables for the Virtual will interest students and scholars of continental and AngloAmerican philosophy, cultural studies, cognitive science, electronic art, digital culture, and chaos theory, as well as those concerned with the "science wars" and the relation between the humanities and the sciences in general.
SpringBoard Hyperion
Writing, Grade 7Duke University Press
Benjamin-Cummings Publishing
Presents a multifaceted model of understanding, which is based on the premise that people can demonstrate understanding in a variety of ways.
Company Mr. Putter's love of toys is almost as strong as his affection for his cat--but are he and she too old to play with a toy airplane? The Creative Company
Should There Be Zoos
Describes the experiences of a newcomer to the Yukon when he attempts to hike through the snow to reach a mining claim.
July, 13 2024
Goodbye Winter, Hello Spring Carson-Dellosa Publishing The astronaut crime that shocked the world Star Crossed transports readers to the moment the news broke that one of America's heroes, an astronaut who had flown aboard the Space Shuttle Discovery just months before, had been arrested for a very bizarre crime. Lisa Nowak had driven 900 miles from Houston to Orlando to intercept and confront her romantic rival in an airport parking lot--allegedly using diapers on the trip so she wouldn't have to stop. Nowak had been dating astronaut William "Billy" Oefelein when she learned that Oefelein was seeing a new girlfriend--U.S. Air Force captain Colleen Shipman. The "astronaut love triangle" scandal quickly made headlines. The world watched as Nowak was dismissed from NASA, pleaded guilty to a felony, and received an "other than honorable" military discharge. An award-winning investigative reporter who covered Nowak's criminal case, Kimberly Moore offers behind-the-scenes insights into Nowak's childhood, her rigorous training, and her mission to space. Moore ventures inside the mind of the detective who studied the actions Nowak took that fateful February night. She includes never-before-told details of Nowak's psychiatric diagnosis, taking a serious look at how someone so accomplished could spiral into mental illness to the point of possible attempted murder. This book spotlights the often-overlooked psychological health of astronauts, exploring how they are cared for by NASA doctors and what changes have been made in recent years to support space travelers on long-term missions. Expertly told, Moore's story is a riveting journey inside the high-pressure world of one of America's most elite agencies and the life of one beleaguered astronaut. Strategies that Work Stenhouse Publishers
In this new edition of their groundbreaking book Strategies That Work, Stephanie Harvey and Anne Goudvis share the work and thinking they've done since the second edition came out a decade ago and offer new perspectives on how to explicitly teach thinking strategies so that students become engaged, thoughtful, independent readers. Thirty new lessons and new and revised chapters shine a light on children's thinking, curiosity, and questions. Steph and Anne tackle close reading, close listening, text complexity, and critical thinking in a new chapter on building knowledge through thinking-intensive reading and learning. Other fully revised chapters focus on digital reading, strategies for integrating comprehension and technology, and comprehension across the curriculum. The new edition is organized around three sections: Part I provides readers with a solid introduction to reading comprehension instruction, including the principles that guide practice, suggestions for text selection, and a review of recent research that underlies comprehension instruction. Part II contains lessons to put these principles into practice for all areas of reading comprehension. Part III shows you how to integrate comprehension instruction across the curriculum and the school day, particularly in science and social studies. Updated bibliographies, including the popular "Great Books for Teaching Content," are accessible online. Since the first publication of Strategies That Work, more than a million teachers have benefited from Steph and Anne's practical advice on creating classrooms that are incubators for deep thought. This third edition is a must-have resource for a generation of new teachers--and a welcome refresher for those with dog-eared copies of this timeless guide to teaching comprehension.
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Fcat Writes Anchor Papers
July, 13 2024 | <urn:uuid:0cb4dd8b-19b7-4cce-b135-4de278f25cc3> | CC-MAIN-2024-30 | https://ahecdata.utah.edu/stated/data-bank/Fcat%20Writes%20Anchor%20Papers/fulldisplay?f=PPQWW8 | 2024-07-13T16:14:50+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514510.7/warc/CC-MAIN-20240713150314-20240713180314-00238.warc.gz | 71,915,517 | 3,902 | eng_Latn | eng_Latn | 0.998596 | eng_Latn | 0.998502 | [
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Change Negative Sentences
Simple Present to Past Continuous
1) She does not write poems in her free time.
She was not writing poems in her free time.
2) We do not study for exams together.
We were not studying for exams together.
3) The dog does not bark at strangers.
The dog was not barking at strangers.
4) My sister does not sing in a choir.
My sister was not singing in a choir.
5) The flowers do not need water every day.
The flowers were not needing water every day.
6) She does not work out at the gym.
She was not working out at the gym.
7) The cat does not purr when it's happy.
The cat was not purring when it was happy.
8) You do not drink coffee in the morning.
You were not drinking coffee in the morning.
9) They do not work hard to achieve their goals.
They were not working hard to achieve their goals.
10) We do not have dinner together every night.
We were not having dinner together every night. | <urn:uuid:f39e8719-983b-452f-8978-a4fd2e68d183> | CC-MAIN-2024-30 | https://educationworksheet.com/wp-content/uploads/2023/09/135_PDFsam_Change-into-all-11-Tenses.pdf | 2024-07-13T17:15:44+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514510.7/warc/CC-MAIN-20240713150314-20240713180314-00238.warc.gz | 191,885,713 | 217 | eng_Latn | eng_Latn | 0.999319 | eng_Latn | 0.999319 | [
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Understanding Junk Behavior
The term Junk Behavior refers to minor, unwanted behaviors that may be annoying, but they are not dangerous, harmful or illegal. Some examples of Junk Behavior include: whining, arguing, pouting, sticking tongue out or baby talk. Hitting, kicking and throwing objects are not Junk Behavior. These are more serious behaviors that should be dealt with using different approaches.
Students show Junk Behavior for a variety of reasons. They may be searching for attention, attempting to avoid their work or task, make someone leave them alone, or may be trying to get you upset. Whatever their motivation, here are some strategies to help you curb Junk Behaviors.
Key Ideas:
- Pivot and Praise
o Minimize the attention you give to Junk Behavior. Instead, look for better behavior to positively reinforce or compliment.
- Focus on the Good
o Rather than focusing on what your student is doing wrong, your focus should be on what they're doing right.
- Remain Calm
o Try to ignore the Junk Behavior. Responding while emotionally charged could lead to a power struggle and result in failure to complete the task.
- Be Consistent
o Because these behaviors can be annoying, do not let your mood determine your response. Have a plan to respond consistently. | <urn:uuid:7f9a050c-0af3-4d5d-ab69-0918915a4b62> | CC-MAIN-2024-30 | https://www.swwc.org/cms/lib/MN01000693/Centricity/Domain/130/Junk%20Behavior%20Fact%20Sheet.pdf | 2024-07-13T16:01:30+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514510.7/warc/CC-MAIN-20240713150314-20240713180314-00236.warc.gz | 853,892,739 | 265 | eng_Latn | eng_Latn | 0.995876 | eng_Latn | 0.995876 | [
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Future Tense Write Negative Sentences
1) Does the sun shine brightly?
Neg: The sun doesn't shine brightly.
2) Have the children been playing outside all day?
Neg: The children have not been playing outside all day.
3) Are they dancing happily?
Neg:
They are not dancing happily.
4) Do they work hard to achieve their goals?
Neg:
They don't work hard to achieve their goals.
5) Are the students studying in the library?
Neg:
The students are not studying in the library.
6) Does he read books every day?
Neg:
He doesn't read books every day.
7) Has he been studying for the test all day?
Neg:
He has not been studying for the test all day.
8)
Are they dancing happily?
Neg:
They are not dancing happily.
9) Is Mary writing a letter?
Neg:
Mary is not writing a letter.
10) Is Susan singing a song?
Neg:
Susan is not singing a song. | <urn:uuid:623a2dcd-b403-49e9-ae18-ee524b7d84ba> | CC-MAIN-2024-30 | https://educationworksheet.com/wp-content/uploads/2023/08/1_PDFsam_41_PDFsam_10.-change-interrogative-into-negative.pdf | 2024-07-13T16:09:27+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514510.7/warc/CC-MAIN-20240713150314-20240713180314-00237.warc.gz | 196,334,401 | 201 | eng_Latn | eng_Latn | 0.999134 | eng_Latn | 0.999134 | [
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Top 12 Fruits and Vegetables You Should Buy Organic - Why Buy Organic?
Why buy organic?
By Brett Moore, About.com Guide
There's lots of reasons to buy organic. First, it's better for the environment. No pesticides means healthier soil, water, and wildlife. Buying organic supports small farmers. Organic farmers can earn a fairer price for organic produce compared to factory farming. Organic farming is good for biodiversity. Organic farmers are growing a wide variety of non-genetically modified (non-GMO) fruits and vegetables. Where factory farming has shrinked our choices in the supermarket to one or two types of any produce variety, organic farmers are resurrecting many heirloom varieties.
Finally, organic foods are healthier for you. The research on whether consuming organic food is healthier for people remains inconclusive. However, the USDA's own tests show that most non-organic produce contain residual pesticides even after washing. The long term effects of consuming these pesticides has not been sufficiently studied, but they can't be good for you.
In a perfect world, we would buy all of our groceries organic. Unfortunately, organic food is still more expensive (although the price is continually dropping) or even unavailable. To make wiser consumer choices here is a list of produce with the highest level of pesticide contamination. The following list is based on information and studies by the United States Department of Agriculture (USDA), Consumer Reports, and the Environmental Working Group.
1. Nectarines – 97.3% of nectarines sampled were found to contain pesticides.
2. Celery – 94.5% of celery sampled were found to contain pesticides.
3. Pears – 94.4% of pears sampled were found to contain pesticides.
5. Apples – 91% of apples sampled were found to contain pesticides.
4. Peaches – 93.7% of peaches sampled were found to contain pesticides.
6. Cherries – 91% of cherries sampled were found to contain pesticides.
7. Strawberries – 90% of strawberries sampled were found to contain pesticides.
8. Imported Grapes – 86% of imported grapes (i.e. Chile) sampled were found to contain pesticides.
9. Spinach – 83.4% of spinach sampled were found to contain pesticides.
10. Potatoes – 79.3% of potatoes sampled were found to contain pesticides.
12. Red Raspberries – 59% of red raspberries sampled were found to contain pesticides.
11. Bell Peppers – 68% of bell peppers sampled were found to contain pesticides.
Here is a list of fruits and vegetables found to contain the least amount of pesticides. Notice that many of these have thick, inedible skins which protect the fruit.
* Asparagus
* Bananas
* Avocados
* Broccoli
* Corn (However, almost all corn is genetically modified)
* Cauliflower
* Kiwi
* Onions
* Mangoes
* Papaya
* Sweet Peas
* Pineapples | <urn:uuid:4b736fa2-1515-49e8-bea3-b4a9f0d5b583> | CC-MAIN-2019-22 | http://www.trainingdimensions.net/tdArticles/Newsletter/Feb%202011/Top%2012%20Fruits%20and%20Vegetables%20You%20Should%20Buy%20Organic.pdf | 2019-05-22T14:34:25Z | crawl-data/CC-MAIN-2019-22/segments/1558232256858.44/warc/CC-MAIN-20190522143218-20190522165218-00367.warc.gz | 348,208,337 | 619 | eng_Latn | eng_Latn | 0.99758 | eng_Latn | 0.99758 | [
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Study Guide For 6th Grade Oaa
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provides a new standard with a series of practice questions for students to work on. Features include: Hundreds of practice questions complete with detailed answers Many different question types, including multiple choice, short answer, extended response, and more Tip boxes throughout the book provide students with friendly reminders Easy-to-follow tabs allow parents and teachers to recognize the types of questions within each standard An easy-to-follow, side-byside layout lets students conquer one standard at a time Student-friendly worksheets reinforce what they are learning in the classroom Practice tests at the end of each section pinpoint strengths and weaknesses A cumulative assessment tests their understanding of everything they have learned Grade 6 Test Practice for Common Core can be used at home or in the classroom. It's an excellent resource for parents and
Study Guide For 6th Grade Oaa
teachers as they help students meet and exceed grade level expectations on the Common Core assessment tests. FSA Test Prep: 6th Grade Math Practice Workbook and Full-length Online Assessments Laurel Leaf The best 6th grade study guide to prepare your middle school student for mathematic exams. The book teaches children to understand basic math concepts, skills, and strategies of the Common Core Curriculum Standards and the
Regents Mathematics exam with detailed step by step explanations to solving typical exam problems. It's like studying with your own private tutor! This book features a user friendly format perfect for browsing, research, and review. Three practice test and answer keys included; covering review topics: Number Sense, Algebra, Geometry, Measurement, Probability and Statistics. All content aligned to state and national standards.
Study Guide For 6th Grade Oaa
6th Grade at Home Bushra Arshad
This book is designed to help students get Florida Standards Assessments (FSA) 2017-18 rehearsal along with standards aligned rigorous skills practice. It Includes: ? Access to Online Resources 2 Practice Tests that mirror the Florida Standards Assessments (FSA) 10 Techenhanced Item Types Selfpaced learning and personalized score reports Strategies for building speed and accuracy Instant feedback after completion of the Assessments ? Standards based Printed Workbooks Ratios and
Proportional Relationships, The Number System Expressions & Equations Geometry Statistics & Probability Students will have the opportunity to practice questions related to all the critical math learning objectives included in the Florida Standards. Teachers Get FREE Access to Lumos StepUp(TM) Basic Account Create up to 30 students accounts and monitor their online work Share information about class work and school activities through stickies Easy access to Blogs, Standards, Student Reports and More.. 7,000+ Schools, 11,000+ Teachers, and
120,000+ Students use the Lumos Learning Study Programs to improve student achievement on the standardized tests and supplement classroom learning. AzM2 Test Prep: Grade 6 English Language Arts Literacy (ELA) Practice Workbook and Full-Length Online Assessments TestSoup "A group of children learn about the human body through visits with Wilhelm Roentgen, Edward Jenner, Leonardo da Vinci, Rosalind
Study Guide For 6th Grade Oaa
Franklin, and Watson and Crick"--
A Student and Parent Guide with Lessons and Activities to Support 6th Grade Learning (Math and English Skills) Createspace Independent Publishing Platform It's the revolutionary math study guide just for middle school students from the brains behind Brain Quest. Everything You Need to Ace Math . . . covers everything to get a student over any math hump: fractions, decimals, and how to multiply and divide them; ratios, proportions, and percentages; geometry;
statistics and probability; expressions and equations; and the coordinate plane and functions. The BIG FAT NOTEBOOK series is built on a simple and irresistible conceit—borrowing the notes from the smartest kid in class. There are five books in all, and each is the only book you need for each main subject taught in middle school: Math, Science, American History, English Language Arts, and World History. Inside the reader will find every subject's key concepts, easily digested and summarized: Critical ideas highlighted in neon colors.
Definitions explained. Doodles that illuminate tricky concepts in marker. Mnemonics for memorable shortcuts. And quizzes to recap it all. The BIG FAT NOTEBOOKS meet Common Core State Standards, Next Generation Science Standards, and state history standards, and are vetted by National and State Teacher of the Year Award–winning teachers. They make learning fun and are the perfect next step for every kid who grew up on Brain Quest. Math Common Core 6Th Grade Princeton Review
Study Guide For 6th Grade Oaa
The Book is mainly designed for the 6th graders to improve their reading and writing skills. If you are looking to ace your ELA State tests, then our book will help you Beast the state exams. We have incorporated the Common Core Standards in our book. Our goal is to provide a book for the 6th graders that will not only act as an excellent study guide for students but also as a great guide for teachers. The Book Includes 7 Worksheets & 3 Tests* 40 Reading passages* 10 Linked Passage Essays* 50 Short Responses* 60 Multiple Choice QuestionsDetailed Explanations For* Multiple-Choice Questions* Sample Answers for Short Response Questions* Essay
Outlines along with Sample Essays* 40 Reading passages This book is designed by very experienced educators: Bobby, Tariq, and Sakib (Founders of Bobby-Tariq Tutoring Center) Speedy Publishing LLC FSA Test Prep: 6th Grade Math Practice Workbook and Full-length Online AssessmentsFSA Study Guide 6th Grade ALASKA SBA/AMP, 2019 MATH, Test Prep Createspace Independent Publishing Platform TestSoup's Parent Guide to 6th Grade Math has been specifically designed to support parents as they work with their students on challenging math skills. The resources we have compiled into this Parent Guide have been designed to help parents understand what students are learning at school and how to best help them at home. 6th Grade Math can be tough, so let us work with you to develop a strong understanding of what is expected from your students with these new standards and skills! Premium Content Our eBook Study Guide helps you practice and master the 6th grade math skills. This study guide has been designed specifically for 6th grade students so that you can use this as a resource indepedently, for extra support and practice in math. It includes: Mini-lessons for each skill with a sample problem. Practice questions and fully explained, easy to follow answers Overviews of each skill that will tell you what you will be learning, important vocabulary, and practice problems for that skill. Superior User Interface Bookmark pages you want to
Study Guide For 6th Grade Oaa
revisit Make notes with our easy-to-use annotations tool Highlight important passages or questions with our highlight tool Adjust font size Skip to the last page read, or navigate using our table of contents Content Outline Lessons, vocabulary, practice problems & explanations, as well as a description of what you can expect, for each of the following: Expressions & Equations Creating & solving expressions with whole number exponents Creating & solving expressions based on written descriptions
Creating equivalent expressions Identifying equivalent expressions Creating expressions using variables to represent unkown numbers in word problems Solving equations & inequalities Using variables to write & solve equations for real world situations Writing inequalities to represent real life situations Determining relationships between variables in order to solve word problems Geometry Finding the are of polygons Finding the are of right rectangular prisms Drawing
Study Guide For 6th Grade Oaa polygons in a coordinate plane Using 2d nets to represent 3d shapes & find surface area The Number System Dividing fractions Multiplying multi-digit numbers Adding, subtracting, multiplying & dividing decimals Finding greates common factors and least common multiples Using positive & negative numbers to represent opposite values or directions Rational numbers as part of the number line Ordering & absolute value of positive & negative numbers Finding
the distance between 2 points on a coordinate plane Ratios & Proportions Understanding ratios & using them to describe relationships Using unit rates to describe relationships between 2 quantities Using reatios to solve real world problems Statistics & Probability Identifying & creating statistical questions Describing the distribution of data with center, spread, or overall shape Describing the distribution of data with measures of center and measures of variability
Recognizing & generating graphs to represent statistical
data Summarizing data sets in relation to the question
asked
6th Grade Science Multiple Choice Questions and Answers (MCQs) Barrons Educational Series
This book is designed to help students get LEAP assessment 2017-18 rehearsal along with standards aligned rigorous skills practice. It Includes: Access to Online Resources 2 Practice Tests that mirror the LEAP Assessments 7 Tech-enhanced Item Types Self-paced learning and personalized score reports Strategies for building speed and
Study Guide For 6th Grade Oaa accuracy Instant feedback after completion of the Assessments Standards based Printed Workbooks Ratios and Proportional Relationships, The Number System Expressions & Equations Geometry Statistics & Probability Students will have the opportunity to practice questions related to all the critical math learning objectives included in the common core state standards (CCSS) and college and career readiness standards (CCRS). Teachers Get FREE Access to Lumos StepUp(TM) Basic Account Create up to 30 students accounts and monitor their online work Share information about class work and school activities through stickies Easy access to
Blogs, Standards, Student Reports and More.. 7000+ Schools, 11,000+ Teachers, and 120,000+ Students use the Lumos Learning Study Programs to improve student achievement on the standardized tests and supplement classroom learning.
: 6th Grade ALASKA MEASURES of PROGRESS TEST 2019 MATH Test Prep/Study Guide Lumos Learning At 6th grade, you should already be able to not only read but also comprehend literary pieces with complexity levels ranging from grade 6-8. If you're having difficulty coping, here's a quick guide to push you forward. This guide contains easy tips to writing, language and speaking and listening. You need this guide so go buy one today.
: 6th Grade MARYLAND SCHOOL ASSESSMENT TEST 2019 MATH Test Prep/Study Guide Dot Edu Our 1st edition California 6th Grade Math Test Prep for Common Core State Standards is an excellent resource to assess and manage student's understanding of concepts
Study Guide For 6th Grade Oaa outlined in the Common Core State Standards Initiative. This resource is formatted into three sections: Diagnostic, Practice, and Assessment with multiple choice in each section. The material covered includes understanding ratio concepts and using ratio reasoning to solve problems; applying and extending previous understandings of multiplication and division to divide fractions by fractions; computing fluently with multidigit numbers and find common factors and
multiples; applying and extending previous understandings of numbers to the system of rational numbers; applying and extending previous understandings of arithmetic to algebraic expressions; reasoning about and solving one-variable equations and inequalities; representing and analyzing quantitative relationships between dependent and independent variables; solving real-world and mathematical problems involving area, surface area, and volume; and developing an understanding of statistical variability. These standards are covered extensively by the practice problems. This book contains over 1000 practice problems aligned to each Common Core State Standard. In addition the book contains an answer key to practice problems. Paperback: 358 double-sided pages Publisher: Teachers' Treasures, Inc. Language: English 6th Grade Michigan M-step, 2019 Math, Test Prep Createspace Independent Publishing Platform
Study Guide For 6th Grade Oaa
This Book Includes: Access to Online SBAC Practice Assessments Two Performance Tasks (PT) Two Computer Adaptive Tests (CAT) Selfpaced learning and personalized score reports Strategies for building speed and accuracy Instant feedback after completion of the Assessments Inside this book, you will find practice sections aligned to each CCSS. Students will have the ability to review questions on each standard, one section at a time, in the order presented, or they can choose to study the sections where they need the most practice.
Includes: Hundreds of standards aligned practice questions 40+ Skills foundational to success on Smarter Balanced assessments Three CCSS Strands: Reading: Literature, Reading: Informational Text and Language Engaging reading passages to make learning fun! Detailed answer explanations for every question Teachers Get FREE Access to Lumos StepUp Basic Account Create up to 30 students accounts and monitor their online work Share information about class work and school activities through stickies Easy access to Blogs, Standards, Student
Reports and More.. Lumos Study Program is used by the leading schools and libraries to improve student achievement on the standardized tests and supplement classroom learning." 6th Grade Math Practice Workbook and Full-Length Online Assessments: Gmas Study Guide Createspace Independent Publishing Platform Updated Grade 4 NJSLA ELA practice workbook for the 2021-22 state test prep. Designed by expert teachers to help your student succeed on the New Jersey student
Study Guide For 6th Grade Oaa learning assessments. Lumos tedBook for Grade 4 English Language Arts New Jersey state test prep offers online access to two realistic practice tests that mirror the 2021-22 New Jersey test blueprints as well as a comprehensive review of 4th grade ELA standards. It provides an efficient pathway for 4th graders to succeed on the NJSLA for English Language Arts. Trusted by over 475,000 students, 69,600 teachers & 31,500 schools to improve student performance in assessments. Grade 4 ELA NJSLA Test Prep tedBook's Benefits for Students; Two
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students can attempt the targeted remedials assigned online to reinforce the concepts and provide foundational skills practice where necessary. After completing the remedial practice, students can take the second online NJSLA practice test to demonstrate their readiness and standards mastery. This methodology saves test prep time and offers empathetic remediation to help students succeed with individualized practice. 4th Grade Language Arts Printed Workbook for New Jersey State Test Practice Includes; Complete Grade 4 English
Language Arts New Jersey next gen standards practice; Reading: Literature Reading: Informational Text Language ELA questions with answer keys & explanations Strategies to improve speed & accuracy on the test Give your student the Lumos tedBook advantage today! New Jersey State Tests or NJSLA is the student assessment conducted by New Jersey State Department of Education, which is not affiliated with Lumos Learning. New Jersey Department of Education has not endorsed the contents of this book. John Wiley & Sons
Study Guide For 6th Grade Oaa
The Lumos tedBook for IAR is specifically designed to provide an efficient pathway for 6th graders succeed on the 2019-20 Illinois Math test. This Math workbook offers online access to two realistic practice tests that mirror the Illinois Math assessment blueprints and a comprehensive review of 6th grade Math. Lumos Learning programs are trusted by over 275,000 students, 40,000 teachers, and 20,000 schools to improve student achievement on state assessments. Key Benefits of the Lumos Grade 6 Math IAR Test Prep Book Improves test scores on Illinois Assessment of Readiness (IAR) Helps students become familiar with the Illinois testing format Identifies math skill
gaps & provides targeted practice Ensures Grade 6 math skills mastery Provides a flexible and self-paced learning platform for students Printed 6th Grade Math Workbook for IAR Practice provides; Complete Grade 6 Math standards practice under each domain; Ratios and Proportional Relationships, The Number System Expressions & Equations Geometry Statistics & Probability Math lessons with answer keys & explanations Access to online learning resources for each learning standard Tips to improve speed & accuracy for the test Online Access includes; Two realistic IAR practice tests that include 10 tech-enhanced question types that mirror the actual assessment Tools to automatically diagnose students' learning difficulties and assign remedial practice Daily math practice through hundreds of New Illinois Learning Standards Incorporating the Common Core standards-aligned learning resources such as IAR practice questions, math worksheets, videos, apps, etc Benefits for Students; 2 practice tests that mirror 2019-20 IAR Math test blueprints Personalized Math practice assignments tailored to address each student's learning gaps Hundreds of New Illinois Learning Standards Incorporating the Common Core learning standards aligned resources such as Math worksheets, free language
Study Guide For 6th Grade Oaa arts lessons, language learning videos, & more Benefits for Teachers; Teaching resources available to support IAR Test Prep and skills mastery (Limited access:Requires additional subscription for full access) Tools for differentiated instruction with individualized Math practice assignments for each student Detailed analytical standardsbased reports to pinpoint each student's strengths and weaknesses Discover & build resource kits with hundreds of 6th grade Math practice questions, videos and more for students within minutes Benefits for Parents; Reports to monitor child's online practice and activity on the Illinois test practice Math lessons and
hundreds of Math practice resources to support child's skills mastery Convenient access to all resources and reports through the StepUp mobile app Give your student the Lumos tedBook advantage today! Illinois Assessment of Readiness or IAR is the student assessment conducted by The Illinois State Board of Education, which is not affiliated with Lumos Learning. Illinois Department of Education has not endorsed the contents of this book. 6th Grade Math Practice Workbook and Full-Length Online Assessments: Leap Study Guide FSA Test Prep: 6th Grade Math Practice Workbook and Full-length Online AssessmentsFSA Study
GuideThis book is designed to help students get Florida Standards Assessments (FSA) 2017-18 rehearsal along with standards aligned rigorous skills practice. It Includes: Access to Online Resources 2 Practice Tests that mirror the Florida Standards Assessments (FSA) 10 Techenhanced Item Types Self-paced learning and personalized score reports Strategies for building speed and accuracy Instant feedback after completion of the Assessments Standards based Printed Workbooks Ratios and Proportional Relationships, The Number System Expressions & Equations Geometry Statistics & Probability Students will have the opportunity to practice questions
Study Guide For 6th Grade Oaa related to all the critical math
learning objectives included in the Florida Standards. Teachers Get FREE Access to Lumos StepUp(TM) Basic Account Create up to 30 students accounts and monitor their online work Share information about class work and school activities through stickies Easy access to Blogs, Standards, Student Reports and More.. 7,000+ Schools, 11,000+ Teachers, and 120,000+ Students use the Lumos Learning Study Programs to improve student achievement on the standardized tests and supplement classroom learning.Math Common Core 6Th Grade
Spectrum Writing creates student interest and sparks writing
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Study Guide For 6th Grade Oaa struggling, and saying "I don't know where to start" when they read the problem Updated to reflect changes made in 2017/2018 school year 6th Grade Georgia Milestone 2019 Math Test Prep/Study Guide Createspace Independent Publishing Platform ***Includes Practice Test Questions*** Virginia SOL Grade 6 Mathematics Secrets helps you ace the Virginia Standards of Learning Examination, without weeks and months of endless studying. Our comprehensive Virginia SOL Grade 6 Mathematics Secrets study guide is written by our exam experts, who painstakingly researched every topic and
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Tough Questions, Brainstorm, Read Carefully, Face Value, Prefixes, Hedge Phrases, Switchback Words, New Information, Time Management, Contextual Clues, Don't Panic, Pace Yourself, Answer Selection, Check Your Work, Beware of Directly Quoted Answers, Slang, Extreme Statements, Answer Choice Families; Along with a complete, in-depth study guide for your specific Virginia SOL exam, and much more...
Ohio State Test Prep CarsonDellosa Publishing This AzM2 practice workbook is carefully designed to help your student succeed on the 2020 Arizona's Statewide
Study Guide For 6th Grade Oaa
Achievement Assessment. Lumos tedBook for Grade 6 ELA AzM2 practice offers online access to two realistic practice tests that mirror the Arizona's Statewide Achievement Assessment blueprints as well as a comprehensive review of 6th grade Language Arts standards. It provides an efficient pathway for 6th graders to succeed on the 2020 AzM2 ELA test. Lumos Learning programs are trusted by over 330,000 students, 49,000 teachers & 23,500 schools to improve student achievement on state assessments. Lumos Grade 6
English Language Arts AzM2 Test Prep Book's Benefits for Students; Two full-length online ELA practice tests that mimic the AzM2 6th grade ELA assessment Practice AzM2 tech-enhanced item (TEI) types Personalized study plan tailored to address each student's learning gaps Benefits for Teachers; Access to teaching resources to boost ELA scores on AzM2 Tools for differentiated instruction by creating & assigning individualized ELA assessments & practice for each student Detailed analytical standardsbased reports to pinpoint each student's strengths & weaknesses EdSearch to build resource kits with ELA questions, videos & more within minutes Benefits for Parents; Reports to monitor student's online practice and activity on the AzM2 test practice Extended response & short response questions along with other practice resources to build Language Arts skills Convenient access to all resources & reports through the StepUp mobile app Smart Test Prep Methodology Lumos tedBook ensures success on AzM2 tests through the Lumos Smart Test Prep Methodology.
With over a decade of
Study Guide For 6th Grade Oaa experience in developing practice resources for standardized test, Lumos Learning has created a dynamic system to help students succeed on the state assessments. Lumos Smart Test Prep methodology offers students realistic Arizona's Statewide Achievement Assessment rehearsal & the tools to overcome each proficiency gap. After a student completes the online practice test, a personalized study plan is generated. Students can use this study plan to practice lessons in the printed workbook to overcome their proficiency
gaps. This methodology saves test preparation time & offers empathetic remedial support to help each student succeed. Printed 6th Grade ELA Workbook for AzM2 Practice provides, Complete Grade 6 ELA standards practice under each strand; Reading: Literature Reading: Informational Text Language ELA lessons with answer keys & explanations Access to online learning resources for each standard Tips to improve speed & accuracy Give your student the Lumos tedBook advantage today! Arizona's Statewide Achievement Assessment or
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(OST) 2017-18 rehearsal along with standards aligned rigorous skills practice. It Includes: Access to Online Resources 2 Practice Tests that mirror the Ohio State Test (OST) 11 Techenhanced Item Types Selfpaced learning and personalized score reports Strategies for building speed and accuracy Instant feedback after completion of the Assessments Standards based Printed Workbooks Reading: Literature Reading: Informational Text Language Students will have the opportunity to practice questions related to all the critical english language arts (ELA) learning objectives included in the common core state standards (CCSS) and college and career readiness standards (CCRS). Teachers Get FREE Access to Lumos StepUp(TM) Basic Account Create up to 30 students accounts and monitor their online work Share information about class work and school activities through stickies Easy access to Blogs, Standards, Student Reports and More.. More than 10,000+ Schools, 19,000+ Teachers, and 150,000+ Students use Lumos Learning Study Programs to
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School to Work Services
Providing Assistance to Transition-Age Students
What Is Vocational Rehabilitation?
The Division of Vocational Rehabilitation, also known as "VR," assists individuals with disabilities to get and keep a job. VR works with students as they transition to the world of work. VR believes that one of the best ways for young people to learn about how their skills and interests match with career opportunities is through paid work experience in their communities.
NEW! Pre-Employment Transition Services DVR is now offering Pre-Employment Transition Services (Pre-ETS) to students with disabilities, beginning at age 14 (9th grade) who are eligible or potentially eligible for VR services.
Pre-ETS are primarily delivered to groups of youth in partnership with schools and other organizations and are designed to assist students to start preparing for post-secondary education and employment earlier. Pre-ETS might include business tours, job shadows, work readiness skills training, and activities to build independent living skills. Students who are interested in participating in Pre-ETS activities can do so by requesting a registration form from their school or local VR office.
At What Age Should A Student Apply For Services?
If a student needs more individualized services than Pre-ETS, then a referral is encouraged, two years prior to the expected high school graduation date. Referring a student while in high school allows time for students and their VR counselors to start working towards employment goals.
Who Is Eligible For VR Services?
To be eligible for VR, a student must apply for services.
An applicant must:
1. have a documented disability that creates a barrier to getting or keeping a job; OR
2. require VR services to find or keep a job. High school and medical records can usually provide the necessary documentation.
If a student receives Social Security Disability Insurance (SSDI) or Supplemental Security Income (SSI) based on his/her disability and has an interest in working, the student is presumed eligible.
How Do Students Apply? please go to: www.maine.gov/rehab/dvr/youth_transition.shtml or you can also call your local CareerCenter, or ask your teacher for assistance. The expectation from VR is that the student will actively participate in planning for their employment.
How Do Students Reach Their Employment Goals?
The key to work success is good planning. The VR counselor will work with the student to develop a plan based on the student's interests and skills, where the student might live after graduation, and what types of transportation are available. If you have an Individual Education Program (IEP) at school, it is very helpful to invite your VR counselor to your team meeting.
What Services Does VR Provide?
Every person's employment plan is different. VR will consider any service you need to achieve the agreed upon vocational goal.
As you identify careers, VR can provide information about the skills and training you need. If training is necessary, VR may help with the cost of the program. If you need a Job Coach (on-the-job support), VR will provide one and generally services end 90 days after you start working.
What About Education After High School?
VR encourages the pursuit of higher education when students have:
Client Assistance Program (CAP),
1. a specific employment goal that requires further education.
2. the necessary academic skills and abilities to successfully complete such training.
The VR counselor will work with the student to discuss and explain the types of post-secondary accommodations that may be available to help ensure academic success.
If you are considering higher education, you should ask your counselor for more information.
www.maine.gov/rehab/dvr
Division
of
Vocational
Rehabilitation
CAP is an advocacy program that provides information and assistance to individuals who are applying for, or receiving VR services. CAP exists to answer your questions, clarify the VR process, and if necessary, represent you to help resolve a problem or concern.
For more information about CAP, contact:
Pamela Waite Portland DVR Office 151 Jetport Boulevard Portland, ME 04102 207-242-6293 TTY users call Maine Relay 711 firstname.lastname@example.org
Bureau of Rehabilitation Services Administrative Office 150 State House Station Augusta, ME 04333-0150 207-623-6799 • Fax 207-287-5292 TTY users call Maine Relay 711
The Maine Department of Labor provides equal opportunity in employment and programs. Auxiliary aids and services are available to individuals with disabilities upon request. Programs are provided as a proud partner of the American Job Center network.
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Perfect continuous Form of Tense Write Interrogative Sentences (Key)
1)
It had not been raining heavily all day long.
Que: Had it been raining heavily all day long?
2) He had not been playing the guitar since the morning.
Que: Had he been playing the guitar since the morning?
3) The children had not been playing outside for hours.
Que:
Had the children been playing outside for hours?
4) She had not been waiting at the airport for three hours.
Que:
Had she been waiting at the airport for three hours?
5) I have not been reading a book since morning.
Que:
Have I been reading a book since morning?
6) He had not been playing video games since morning.
Que:
Had he been playing video games since morning?
7) It has not been raining since yesterday afternoon.
Que:
Has it been raining since yesterday afternoon?
8) I will not have been working on this project for three hours by the time you arrive.
Que:
Will I have been working on this project for three hours by the time you arrive?
9) I had not been studying for the exam for hours.
Que:
Had I been studying for the exam for hours?
10) Sarah had not been working on her art project all day.
Que:
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Digital Wellbeing & Cyber Safety: summary of webinar
Applications
All apps have live feed capability. All apps have a 13+ recommendation. This is driven by data collection law as not allowed to track children <13years.
* Yubo: this is the tinder for teens
* Instagram: predominant teen platform
* Tiktok: most popular platform especially with younger teens
* Onlyfans: more explicit content. Rated 18+. Adult entertainers prevalent.
* Gamers: Twitch & Discord dominant
Common Traits Apps
* Make short videos
* All live streaming and comment capability
* Public by default. Need to change to private settings
81% teens feel more connected with friends using social media
Risks of online activity
* More time online=>increased risk of exposure to harmful contact and/or content
* Cyberbullying
o Don't respond or delete
o Screenshot for evidence
o Use online blocking & reporting mechanism
o Check privacy settings on online accounts
o Talk to school and/or gardai if serious threat, harmful or indecent
Sexting
o 88% of selfies end up on the internet (which were sent privately)
o If find image do not screenshot, share or delete
o Emphasis on containing image and supporting the child. Illegal 'Coco's law'
* Grooming & pornography
o 53% 11-16year old boys have accessed porn believing its real
o 48% 11-16year olds have seen porn online
o Online its easy to pretend to be someone you are not. These 'Groomers' may want to extort e.g. take photos. Want to engage 1:1. Do not always want to meet up.
* Vault apps
o Look out for these on phones. These will have images/photos kids do not want others to see
Highlight Safety
* Draw parallels with online and the real world.
* Employers, colleges, landlords check social media for reference
* Stress that what you post is ALWAYS there
* MAKE CONTENT PRIVATE
* Switch off location services (geotagging)
*
* Check if friends are real
* Explain dangers in age-appropriate terms
* Kids are targeted by ads. Nothing is for free
* Encourage sharing without automatic punishment
* Normalise talking about online activity at home
* Develop questioning skills and critically think about the online world
*
Establish good digital etiquette
* Important for kids to learn to manage 'own' online time
* Turn off autoplay
* Turn off recommendations
* Limit single game sittings to maximum of 1 hour as > can lead to mood -altering behaviour
Monitor online activity as much as possible: TALK to your kids & address difficult topics
Benefits of technology
* Communication
* Motivation
* Creation
* Entertainment
* Participation
o Look at 'Earth' project in Minecraft
How much screentime is enough?
It's not about the minutes BUT the quality time using it
* No definitive research to link social media to detrimental effects to prove causation
* HOWEVER does not negate the impact on self-esteem
o 80% of girls use filters on selfies
o Boys focus on fitness which can also lead to harmful diets, self-esteem issues
Algorithms
* A huge part of apps.
* Always targeted by advertising e.g. Facebook uses 96 points to target users
* Turn off tracking to avoid 'filter bubbles'
* Questions what you see e.g. Miguela, an online influencer with >3million followers is an AI robot
In summary
* Keep open dialogue
* Accept differences i.e. kids grew up with technology
* Draw parallel with offline/real world
* Do your own research
* Model behaviour you want to see in your kids
* Set limits and stick to them
* Discuss algorithms and online scams
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Kids4Christ
Lesson 1: Salvation—My New life in Jesus Christ
Here is how we share with a person the Bible's good news of how to have eternal life.
1. We start with the bad news—we all have sinned!
What!? We start with bad news? That's right. To understand why Jesus Christ had to come and die on the cross, we must understand and accept the bad news. The Bible says, "For all have sinned and fall short of the glory of God" (Romans 3:23).
"Sin" means anything we think, say or do (or fail to do) that falls short of God's perfect standard. Have you ever been mean to your brother or sister? Have you ever failed to obey your parent? Told a lie? Yes, we have all done things wrong. We are all sinners. We have all fallen short of God's glory, which is perfection. God is righteous, and there is no sin in God's heaven.
The bad news gets worse! "For the wages of sin is death, but the gift of God is eternal life through Jesus Christ our Lord" (Romans 6:23). Because of our sins, we have earned "death"—which means separation from God. Until we are saved, we are separated from God spiritually. And if a person does not receive the salvation God offers
"Repentance" and salvation
Repentance is a Bible word that means "change of mind." In dealing with the bad news of our sin problem, the Holy Spirit brings repentance and conviction in the sinner's heart as to his or her lost condition and desperate need for salvation. Under that conviction and Spirit-led need for salvation, the sinner trusts Jesus Christ to be saved and receives God's gift of eternal life.
through His Son before that person dies physically, then that lost person is lost forever! In a real place called hell! The Bible calls this "the second death" (Rev. 20:14).
Here is what the Bible teaches about hell (also called "the lake of fire") : "Then Death and Hades were cast into the lake of fire. This is the second death. And anyone not found written in the Book of Life was cast
into the lake of fire" (Revelation 20:15). According to Revelation 20:10, those who are in hell "will be tormented day and night forever and ever." The truth of sin, and its "wages" or consequences, is really bad news. But the Bible has some very, very good news!
2. Now the good news—Jesus Christ, God's Son, died on the cross to pay for your sins!
Because of our sin problem, we are helpless to save ourselves, but God in His grace has stepped in, and He has made the only way of salvation. God has
"Gospel"
Gospel is a Bible word that means "good news"! The gospel is clearly defined by According to Paul, here is the gospel:
Himself provided the only way to have eternal life in His heaven. This is the gospel, the good news of the Bible!
the apostle Paul in 1 Corinthians 15:1-4. "…that Christ died for our sins, according to the Scriptures, and that He was buried, and He rose again the third day according to the Scriptures…" (1 Cor. 15:3-4).
"But God demonstrates His own love toward us, in that while we were still sinners, Christ died for us" (Romans 5:8). God became Man when Jesus Christ was born. Jesus Christ, the Son of God, lived a sinless, righteous life in complete obedience to the will of God the Father. Then Jesus Christ was crucified on the cross and buried. God the Father then raised Jesus Christ from the dead 3 days later! That is the gospel, which means "good news"! (see 1 Corinthians 15:1-4)
"That is good news! I am so thankful that Jesus Christ died to pay for my sins…but how can I be saved??"
The Bible says, "For God so loved the world that He gave His only begotten Son, that whoever believes in Him should not perish but have everlasting life" (John 3:16).
Do you understand that you are a sinner, guilty before God, and deserving of hell? Do you want to be saved? If so, the Bible says "whoever believes in Him…" will be saved. What does it mean to believe? It means to "trust"—and
it's kind of like sitting down in a chair. Just as you trust that chair to hold you off the ground with no strength or effort of your own, you must depend on Jesus Christ alone to give you His life—eternal life!—through no effort or good works of your own. Simply trust the Lord Jesus Christ to save you!
What about religion? Joining the church? Being baptized in water? Helping the poor? Trying to live a good life? Will any of these things help?
Not according to the Bible. The Bible teaches that salvation is a free gift, and that Jesus Christ with His death on the cross paid for all of your sins. "For by grace you have been saved through faith, and that not of yourselves; it is the gift of God, not of works, lest anyone should boast" (Ephesians 2:8-9).
So, do you believe this? Have you trusted in Jesus Christ alone to save you?
If you died tonight, do you know where you would go? If you have questions about this, please ask your pastor or children's director. We would love to help you understand about God's GIFT of salvation!
Bible Memorization is important. Practice
the verses we talked about this week. "For all have sinned and fall short of the glory of God" (Romans 3:23)
"But God demonstrates His own love toward us, in that while we were still sinners, Christ died for us" (Romans 5:8).
"For God so loved the world that He gave His only begotten Son, that whoever believes in Him should not perish but have everlasting life" (John 3:16).
LET'S TALK…Questions from Lesson 1: Salvation—My New Life in Jesus Christ
1. Have you personally trusted in Jesus Christ as your Savior?
2. What is the bad news that is plainly laid out in the Bible (and doesn't take much convincing when we look into our heart and actions)?
3. Is there anything we can do on our own to fix our sin problem?
4. What do we earn because of our sin?
5. What does the word "gospel" mean?
6. What is the gospel? (hint: 1 Corinthians 15:3-4)
7. What does it mean to believe in Jesus as your Savior?
8. Why can't we do anything to help out God with our salvation? (hint: Eph 2:9)
9. If you died tonight, where would you spend eternity? Why?
Kids4Christ
Lesson 2: Salvation—My Assurance of Eternal life
In this lesson, we will learn that the Bible teaches that a person who has been born again (saved) is eternally secure in Christ. Salvation cannot be lost. Also, we will learn in this lesson about the important activities of the Holy Spirit in the life of the Christian. When a person is born from above through faith in God's Son, the Lord Jesus Christ, that person enters into a new and wonderful quality of life. The very eternal life of God comes to dwell in the new Christian.
1. A New Life of Assurance
There may be times when you wonder about your salvation. "Am I really saved?" "Did I do it right?" "Can I lose my salvation?" Well, the good news of eternal life truly is good news! We did nothing to earn salvation, and therefore we can do nothing that would cause us to lose this new life in Christ (remember, it is the work of Jesus Christ on the cross that saves, and His work is credited to us by faith in Him). When a person is born again, he or
Not by works…
Just as a sinner is not saved by any work that he or she does or earns, a saved person cannot "do" anything that would cause God to kick us out of His forever family. We can get out of fellowship with Jesus Christ, but the Bible teaches that eternal life is eternal. We cannot be taken out of God's family.
she receives the life of the Son of God. Think on these verses of assurance. Some words have been highlighted that emphasize our security in Christ:
* "Being confident of this very thing, that He who has begun a good work in you will complete it until the day of Jesus Christ" (Philippians 1:6).
* "For God so loved the world that He gave His only begotten Son, that whoever believes in Him should not perish but have everlasting life " (John 3:16).
* "These things I have written to you who believe in the name of the Son of God, that you may know that you have eternal life , and that you may continue to believe in the name of the Son of God" (1 John 5:13).
* "Most assuredly, I say to you, he who hears My word and believes in Him who sent Me has everlasting life , and shall not come into judgment, but has passed from death into life" (John 5:24).
* "And I give them eternal life, and they shall never perish ; neither shall anyone snatch them out of My hand. My Father, who has given them to Me, is greater than all; and no one is able to snatch them out of My Father's hand" (John 10:27-28).
Eternal Security
"Eternal" means forever. "Security" means freedom from danger, fear and anxiety. Therefore, "eternal security" means that the Christian can be forever free from the danger, fear and anxiety of having to go to hell. The moment you trusted Jesus Christ as your Savior, God gave you eternal life in Christ. God has promised that those who have been saved will spend eternity with Him in heaven.
There are passages in the Bible that warn the child of God about sinning. When we sin, that sin causes the Christian to lose fellowship with Jesus Christ and to lose joy. But sin cannot cause a Christian to no longer be a Christian.
According to the Bible, when we do sin, the child of God is instructed to confess that sin to the Father, and the Father is faithful and just to provide forgiveness. That is how a Christian who falls into sin is restored to fellowship with Jesus Christ. This is explained in 1 John 1:9: "If we confess our sins, He is faithful and just to forgive us our sins and to cleanse us from all unrighteousness." There will be times that you will have to go before God in prayer and confess to Him that you have sinned. This promise from God's Word is that God will cleanse you and restore you to fellowship with Him.
2. The Christian's Life in the Holy Spirit
Our new life is a life of assurance because God the Father sees His child as connected to Jesus Christ. Our new life in Christ is a life of spiritual power because the Spirit of God comes to lives in the child of God at the moment of salvation. It is important for you to learn about the work of the Holy Spirit in the life of a Christian. Let's begin by studying what the Bible teaches about the Holy Spirit's role in salvation.
Ministries of the Holy Spirit in the life of the Christian 1. The Convicting Ministry of the Holy Spirit
An important ministry of the Holy Spirit is His work to convict sinners (like you and me!) of our desperate need for a Savior because we are sinful beings. It is the Holy Spirit who revealed to us our "lostness" and our need for salvation.
The Lord Jesus Christ explained the convicting ministry of the Holy Spirit very clearly to His disciples in John 16:5-11. The explanation came while our Lord was telling them He had come to die, and the news of His death, burial, resurrection was difficult for the disciples to understand and accept. Even after seeing their Lord resurrected, His followers would again be tested when Jesus Christ ascended back to the Father (Acts 1:9). By all appearances, He was leaving them again!
So, Jesus gave them some very good news before He left them: "Nevertheless I tell you the truth. It is to your advantage that I go away; for if I do not go away, the Helper will not come to you; but if I depart, I will send Him to you. And when He has come, He will convict the world of sin, and of righteousness, and of judgment" (John 16:7-8).
If you have friends or family members that you want to share the gospel with, pray and ask God to bring conviction to their hearts of their need for salvation. That is what the Holy Spirit does!
2. Regeneration
Next, we will learn about the Holy Spirit's work of regeneration as part of God's mighty work of salvation. "Regeneration" is a Bible word that means to be given new life! Here is one of verses that help to explain regeneration: "Not by works of righteousness which we have done, but according to His mercy He saved us, through the washing o f regeneration and the renewing of the Holy Spirit" (Titus 3:5). A person is born again by trusting in the finished work of the Lord Jesus Christ. At the very moment that happens, that person is regenerated by the Holy Spirit! Washed clean! A lost sinner is made alive! The apostle Paul explains what happens because of the regeneration of the Christian: "Therefore, if anyone is in Christ, he is a new creation; old things have passed away; behold all things have become new" (2 Corinthians 5:17).
3. Baptism of the Holy Spirit
Another important blessing in being a Christian is our union, or spiritual connection, with Christ. This union is accomplished by the baptism of the new believer by the Holy Spirit into Christ. This operation of God places the believer into union with Christ, the source of all of the believer's life and strength. This is a supernatural act of God is at the time of the new birth— and is not connected with water baptism and is not connected to any experience after salvation occurs.
Paul explains the meaning of Holy Spirit baptism: "For as the body is one and has many members, but all the members of that one body, being many, are one body, so also is Christ. For by one Spirit we were all baptized into one body—whether Jews or Greeks, whether slaves or free—and have all be made to drink into one Spirit" (1 Cor. 12:12-13).
At the moment of salvation, a person goes from being outside of Christ (and lost) to being in Christ (saved!). It is because of our connection with Christ through Holy Spirit baptism that the Bible uses the phrase "in Christ" many times. Holy Spirit baptism is not connected to service or experiences. Holy Spirit baptism is God's work at the moment of salvation.
4. Indwelling of the Holy Spirit
Another radical blessing that is part of the new birth is the indwelling of the Holy Spirit in the life of the Christian. This reality is what makes the church age so very special. God has poured out His rich grace to us, as Christians are "partakers of the divine nature" (2 Peter 1:4).
The Apostle Paul taught that the Holy Spirit dwells in a Christian (or that person is not a Christian):
"But you are not in the flesh but in the Spirit, if indeed the Spirit of God dwells in you. Now if anyone does not have the Spirit of Christ, he is not His" (Rom. 8:9).
"And because you are sons, God has sent forth the Spirit of His Son into your hearts, crying out, 'Abba, Father!" (Gal. 4:6). So, remember, the Holy Spirit comes to indwell, or to live inside, every person who is saved at the very instant of salvation.
5. Sealing of the Holy Spirit
What a blessing it is to know that I was marked by God by the sealing of
the Holy Spirit when I was saved! God put His mark, His seal, on my heart! Here are some two passages from the Bible that explain this work of the Holy Spirit that happens at the time of our salvation:
* "In Him you also trusted, after you heard the word of truth, the gospel of your salvation; in whom also, having believed, you were sealed with
the Holy Spirit of promise, who is the guarantee of our inheritance until the redemption of the purchased possession, to the praise of His glory" (Eph. 1:13-14).
* "Now He who establishes us with you in Christ and has anointed us is God, who also has sealed us and given us the Spirit in our hearts as a guarantee" (2 Cor. 1:21-22).
The sealing ministry of the Holy Spirit means that the Holy Spirit comes into the believer's heart "as a guarantee." This is God's way of guaranteeing He will finish what He has started in your life, and that He will get you safely to heaven.
The Holy Spirit has other ministries that help us live the Christian life with power and victory. We will study those ministries of the Holy Spirit in later lessons. These five ministries of the Holy Spirit that we have learned in this lesson are all connected to the Holy Spirit's work at the time of salvation.
Questions for the week:
1. What does it mean to have assurance about your salvation?
2. According to 1 John 5:13, do we "hope" that we have eternal life or do we "know" that we have eternal life?
3. Is there anything we can do to earn our salvation?
4. Is there anything we can do to lose our salvation?
5. Does becoming a Christian mean that I will never sin again?
6. What do I do when I commit a sin?
7. List the five ministries of the Holy Spirit that happen at the time of salvation.
Kids4Christ
Lesson 3: My Connection to the Church
As you study the Bible as a new Christian, you will discover many wonderful truths about what it means to be spiritually connected to Jesus Christ through the new birth. One of the beautiful truths is that a Christian is immediately connected to the Body of Jesus Christ at the moment a person is saved. It works like this: our Lord Jesus Christ has arisen from the dead and has ascended to the right hand of God in heaven. But, Jesus Christ is still at work down here on the earth. How does He work? He works through His church, His body—which is made up of all Christians. This week we will study about:
The Body of Christ
* what the church is
* how God's church works.
* and what are the jobs are in God's church.
Jesus Christ is still at work here on the earth. How does He work? He works through His church, His body—which is made up of all Christians.
1. The 'Big' Church
Here's the big idea of God's big plan called the "church." At the new birth, the new Christian is placed into the "body of Christ." The "body of Christ" is the church. God's church includes all people who are truly saved, no matter where they live. There are saved people (like yourself) here in the United States, and there are also saved people in the other countries of the world. Remember, the salvation is available to anyone who trusts Jesus Christ! Though we don't know them all, these who have been saved are also connected to the body of Christ and our brothers and sisters in Christ. Here are a few of the verses in the Bible that describe this exciting truth:
* "And He [Jesus Christ] is the head of the body, the church…" (Colossians 1:18a).
* "Now you are the body of Christ, and members individually" (1 Corinthians 12:27).
* "For by one Spirit we were all baptized into one body—whether Jews or Greek, whether slaves or free—and all have been made to drink into one Spirit" (1 Corinthians 12:13). Remember, this spiritual connection with the Lord Jesus Christ is what happens through the baptism of the Holy Spirit, which happens at the moment a person is saved. Salvation is available to any person in the world who receives God's gift of salvation by trusting Jesus Christ as Savior, and there are Christians all across the world!
* "And He [God the Father] put all things under His feet [Jesus Christ's feet], and gave Him [Jesus Christ] to be head over all things to the church, which is His [Jesus Christ's] body, the fullness of Him who fills all in all" (Ephesians 1:22-23).
So, a Christian is placed by God into spiritual union with Christ at the moment of salvation, and becomes part of the body of Jesus Christ. And, just as with our bodies, the Head (where the brain is) gives the orders, and the body obeys. This is how God's purposes get done here on the earth—through the body of
The 'Head' Gives the Orders Just as with our human bodies, the Head (where the brain is) gives the orders, and the body obeys. This is how God's work gets done here on the earth—through the body of Jesus Christ, His church!
Jesus Christ, His church, obeying the Head, which is Jesus Christ! Now, let's study what the Bible teaches about what happens when Christians who live in the same area come together to be used for God's purposes.
2. The Local Church
It's time to study what the Bible says about the local church, the gathering of local Christians. You have just learned that God's "big" church includes all true Christians (those who have been born again through faith in Jesus Christ) who live all over the world. But, that is not the only way we use the word "church." Sometimes we call the building that Christians meet in "the church." Actually, this is not correct, because the church is made up of the saved people who meet in the building. The church is not the building that we meet in. When you gather with other Christians for worship, usually on a Sunday, you are gathering with other saved people and coming together as the local church (Christians from the same area) to worship and serve God together in your community.
When we gather to worship the Risen Savior, Christians also use our spiritual gifts to encourage each other and to help each other to grow into mature Christians. God's Word also tells us about two special activities that Christians participate in when they come together as the local church. These activities are sometimes called "ordinances," which is a long word that just means a ceremony that God has given to help or teach the church.
The Lord's Supper
One ordinance is "the Lord's Supper" (also called communion). This is a ceremony of remembrance that helps us to remember the broken body and the shed blood of our Savior on the cross. Jesus Christ is the "Bread of life"
Two "Ordinances" of the church
It is good to remember our Lord's death, burial and resurrection! God gives us to ways help us remember what Jesus Christ did for us. One way is through our participation in "The Lord's Supper." Also, new Christians are baptized in water to show others that they have trusted in Christ for salvation. This is another way God's helps us to remember Jesus Christ's saving work on the cross.
(John 6:35). Shortly before He died on the cross, Jesus Christ told His disciples to take bread, share it, and eat it together. This breaking of the bread together points to the truth that Jesus Christ's body was broken on the cross. Jesus Christ also told His disciples to drink together from a cup of wine. The wine (our local church uses grape juice) is a reminder that Jesus Christ's blood was shed on the cross as payment for our sins. The Lord told the disciples to
continue participating in "the Lord's supper" after He goes back to heaven so that Christians can be
reminded regularly of our Lord's crucified body and His shed blood.
The apostle Paul was instructed by Jesus Christ to be a church planter (a mature Christian who helps lead people to salvation in Jesus Christ and to organize local churches in new areas). Being obedient to Jesus Christ's commandment, Paul taught the Christians in the new churches to keep on doing "The Lord's Supper" to help the Christians remember the death of Jesus Christ on the cross for our sins. In our church gatherings, we continue today (about 2,000 years later) to take part in "the Lord's Supper" together, just as our Lord instructed us to do. You can read more about this ordinance in 1 Corinthians 11:23-31.
Water Baptism
The second ordinance is water baptism. In the Bible, there are different kinds of baptisms mentioned. One is "spiritual baptism" which we learned about in the last lesson. Spiritual baptism means to be connected spiritually to Jesus Christ, and this is what happens a person at the instant he or she is saved. Water baptism is another ordinance given by God to the church (remember, an ordinance is a ceremony given by God to help us remember our Lord). Through water baptism, a Christian can testify (show
Where did water baptism come from?
Before Jesus Christ went back to heaven (after God raised Him from the dead), our Lord commanded His disciples to preach the gospel to everyone in the world (Matthew 28:19-20). He commanded the disciples to baptize everyone who believed the gospel. Christians today continue to obey His command.
others) that he or she has been saved by trusting Jesus Christ as Savior. Water baptism does not help to save a person or give eternal life. Water baptism is a picture of spiritual baptism, and it is a picture of the Christian's spiritual connection with Jesus Christ.
It works like this: with the assistance of a pastor or church leader, the person being baptized is put under the water (for just a short time). This is a picture of Christ dying and being buried—and the new Christian's connection with Him! Then the new Christian is brought up out of the water. This is a picture of Jesus Christ being raised from the dead—and the new Christian's connection with Him. Water baptism is a way to show and tell others that you are now saved and forever connected to Jesus Christ.
3. Your Job in the Local Church
When we come together as the local church, we are gathering for a purpose. The Bible teaches in Ephesians 4:13 that Christians are to gather to worship and praise Almighty God, to love each other in Christ, to experience unity in Christ, and to grow in Christ! Also, God has made plans to use each of us for His purposes as we love, help, and encourage each other to grow to be mature Christians. As a Christian, we are to "grow up" to spiritual maturity, and we have the privilege of helping each other along the way (Ephesians 4:14-15)
God has given every Christian a spiritual gift—a special, supernatural ability—to be used in the local church. Remember, Jesus Christ is the Head of the church, and you and I make up the body. A body has many parts, and all are useful in the way the body works. Paul the apostle explains this: "For as we have many members in one body, but all the members do not have the same function, so we, being many, are one body in Christ, and individually members of one another. Having then gifts differing according to the grace that is given to us, let us use them…" (Rom. 12:4-6a).
Here are the gifts of the Spirit listed by Paul in Romans 12:
* prophecy
* ministry
* teaching
* exhortation
* giving
* leading
* showing mercy
The Bible also teaches about spiritual gifts in 1 Corinthians 12 and Ephesians 4:4-16. Here are some additional spiritual gifts listed in these passages:
(From 1 Corinthians 12)
* word of wisdom
* word of knowledge
* faith
* word of knowledge
* faith
* healings
* workings of miracles
* discerning of spirits
* different kinds of tongues
* interpretations of tongues
(Additional gifts listed in Ephesians 4)
* apostles
* evangelists
* pastors/teachers
As you begin to grow in Christ, pray and ask God to show you the spiritual gift that He has given to you. The Bible teaches that God has a plan for your life. As a member of the body of Christ, you have special work to do. Jesus Christ as the Head of the body will show you your job and your purpose. "For you are His workmanship, created in Christ Jesus for good works, which God prepared beforehand that we should walk in them" (Eph. 2:10).
More Insight into Spiritual Gifts
1) God chooses which gift or gifts to give each Christian. "But one and the same Spirit works all these things, distributing to each one as He wills (chooses)" (1 Cor. 12:11).
2) Some spiritual gifts may have ended or become rarely needed after the Bible was completed. Many Bible students believe that some gifts (such as miracles and healing) were only provided by the Holy Spirit to the apostles for use in the early church period. Now that we have the Bible, we are to believe the miracles that are recorded in God's Word rather than for our faith to depend on seeing miracles.
Questions for the week:
1. Who makes up the church?
2. Who is the Head of the church? Write the verse that teaches this truth (hint: the verse is listed on page 11 of this study).
3. What is the local church?
4. What are two ordinances that we practice in the local church?
5. What is every believer given in order to carry out the work of God in building up His church to maturity?
6. When believers gather as the local church, what are some of the activities that take place as we worship God together and grow into maturity in the Lord Jesus Christ together? (Note: a listing that includes some of the activities of the local church is included on the next page, but try to list some activities yourself before you look at this list J)
Kids4Christ
Lesson 4: My Daily Growth in the Lord
The salvation of a sinner is a radical miracle of God! At the instant you trust Christ as Savior, the Holy Spirit regenerates your human spirit with newness of life. As we have learned, the saved person becomes a new creature and is connected to the very life of Jesus Christ—a member of His body! "Therefore, if anyone is in Christ, he is a new creation" (2 Corinthians 5:17b). However, there is something that you need to understand as a new Christian. According to the Bible, the new Christian is a babe in Christ (1 Cor. 3:1). When you were born physically on your actual birthday, you were a baby—small and helpless. You needed someone to feed you, to change your diaper, and to protect and care for you. A new Christian is similar to a newborn baby
Time to Grow!
The new Christian is a "babe" in Christ and needs to "grow up" to spiritual maturity in Christ.
because the newly born Christian needs to "grow up" to spiritual maturity in Christ. That is God's goal, and God has sent His Spirit into the heart and life of each Christian to make this process of growth possible. So, how does the new Christian grow to maturity in Christ?
1. Time in God's Word
One very important part of spiritual growth is spending time reading and studying the Bible, which is God's Word. The truths of the Bible are spiritual food for the Christian. Here are some ways the Bible explains this:
* "as newborn babes, desire the pure milk of the word, that you may grow thereby" (1 Peter 2:2). Those of us who have been around newborn babies understand that those little ones are very interested at being fed their milk any time they are hungry. They will fuss and cry (very loudly) until they are fed. This teaches us about how important "feeding" from God's Word is for the Christian, especially a new Christian. The "pure milk of the word" includes the basic truths about who Jesus Christ is and what He did on the cross for us, as well as the Biblical truths about creation, sin, serving the Lord, heaven, hell, and plenty of other basic doctrines. This class is about getting the "pure milk of the word to you"—our new brothers and sisters in Christ—so you can grow up to maturity and accomplish the purposes of God.
Doctrine
The Bible is filled with spiritual truths that we need to read, study, remember and share with others.
* "But solid food belongs to those of full age…" (Hebrews 5:14)
A baby feeds only on milk, but, after a period of growth, the little ones begin to eat solid food. In the same way, the baby Christian takes into his mind and heart the basic truths from the
Bible ("the milk of the word"), but then it is time to begin to learn more complex truths from the Bible. That is what the writer of Hebrews is talking about in the verse given above. The Bible is filled with spiritual truths (sometimes referred to as "doctrines") that we need to read, study, remember and share with others. In fact, a Christian will spend his or her entire life learning and growing to maturity in Christ, because the Bible is so filled with the truths of God that we will never run out of things to learn about Him. And doing this, we will grow spiritually and also be able to help others to grow as we pass on those truths.
2. Time in prayer
When you read and study the Bible, you are allowing God to speak to your mind and heart. When you pray to God, your mind and heart can speak back to God. And because of your new life in Christ, the great Creator God of the universe will hear you! Prayer is a very special, powerful and important part of the Christian life. Let's talk about some types of prayer by considering these verses from God's Word:
* "Be anxious for nothing, but in everything by prayer and supplication, with thanksgiving, let your requests be made known to God" (Philippians 4:6). The Bible instructs God's people to pray when the struggles, problems and worries of this world are crashing into our
Prayer Journal
It is helpful to write down the prayer requests that you have asked of God. Over time, you will see God move in response to prayer, and this will greatly encourage you!
thoughts. In the verse above, the Apostle Paul instructs the believer to engage in:
- Prayer—this is coming to God in the name of Jesus Christ and talking to Him, about anything.
- Supplication—this is coming to God in the name of Jesus Christ and asking Him to meet a specific need (think of this as asking God to reach into His "supply" and meet our need).
- Thanksgiving—this is simply bringing our "thanks" and our praises to God (it is very important to give God thanksgiving, as this helps us to remember that we have been saved by His grace and not by works of righteousness that we have done).
* "Therefore I exhort [instruct] first of all that supplications, prayers, intercessions, giving of thanks be made for all men" (1 Timothy 2:1). In this verse Paul (the great apostle, missionary and church planter who wrote 13 of the 27 books of the New Testament) tells us that ministry begins with prayer. Paul mentions "supplications," "prayers," and "giving of thanks" (thanksgiving), which we've already learned about. But he adds another important category of prayer—"intercessions."
- Intercession—this is bringing another person's life and needs before God's throne and interceding for that person (bringing that person's spiritual or life needs to God and asking that God work in that person's life).
There is much to learn about prayer, but the main thing to learn is: pray!
Talk to God as You read His Word. Talk to God and praise Him for His goodness in saving you. Talk to God about the struggles you are dealing with.
How do you get to know a person? You spend time with them. How do you get to know God? You spend time with Him. God has graciously given the Christian brand new life and has given the Christian the opportunity to "walk" with God in a relationship. What a blessing—to be a "walking partner" with the One True God! (See Genesis 6:9 to learn how Noah walked with God).
3. Time with other Christians
When you were saved, you were given at least one spiritual gift. A spiritual gift is a special, supernatural ability to be used to minister to and build up other believers. You may remember from the previous lesson about the church that there are different types of spiritual gifts. When we come together as the local church, or even when we just meet together in small groups, we help each other to grow. For example, if I have the gift of teaching, I can help you to understand the Bible better. If you have the gift of mercy, you can help a person who is in need. If another brother or sister in Christ, has the gift of giving, he or she can use that gift to bring strength to the ministry. All of these gifts working together help us all to grow to maturity in Christ!
When believers in Jesus Christ spend time in worship together, they edify or "build up," or encourage, one another. This helps bring both accountability and encouragement from other believers into our lives. And even the Apostle Paul—the great missionary and church planter—depended on others for encouragement. Listen to how Paul explained this to the Christians in the Roman church:
"For I long to see you, that I may impart to you some spiritual gift, so that you may be established—that is, that I may be encouraged together with you by the mutual faith of both you and me" (Romans 1:11-12).
Questions for the week:
1. How do you get to know a person?
2. How do you get to know God?
3. Name two ways believers in Jesus Christ spend time with God?
4. After a person is “born again” (John 3:3) by trusting in Jesus Christ as Savior, is that person a babe in Christ or already mature in Christ?
5. Do babies eat real food when they are born?
6. Just like babies drink milk, we as Christians should drink what?
7. How does God "talk" to a Christian?
8. What is prayer?
9. What are some of the types of prayers that we studied in this lesson
10. Memorize two of your Bible verses.
Kids4Christ
Lesson 5: Evangelism and Discipleship
One of the exciting realities of being born again to a new life in Christ is that the very life of Jesus Christ lives inside the Christian. One of the ways that the life of Christ is expressed in the Christian is through an overflow of Christ's love. A Christian is
The Love of Christ
A Christian is known by his or her love for other Christians. A Christian will also be moved to reach out to the hurting and lost people of the work with the good news of Jesus Christ's death, burial and resurrection.
known by his or her love for other Christians (John 13:34-35). A Christian will also be moved by love to reach out to the hurting and lost people of this world. So with this week's lesson we will close our "New Christian" series by studying the Bible's instructions on how to reach others with the gospel and how to help our brothers and sisters to grow in Christ. The process of helping others to grow spiritually is called "discipleship." We will also learn how important it is to share the gospel with people who do not yet know the Lord Jesus Christ as Savior. The work of getting the gospel to those who are are not saved is called "evangelism." We will learn that all Christians are called to be part of this exciting and important work.
In this lesson we will study some passages that will help us to understand our Lord's instructions:
1. "The Great Commission"—Matthew 28:19-20
After the Lord Jesus Christ was raised from the dead, He spent 40 additional days here on the earth with His disciples before He ascended back to the Father in heaven (His "ascension"—or going back up to be with the Father in heaven—is described in Acts 1:1-9). During those 40 days that He spent with His disciples, the Lord continued to teach them. One of the commands He gave them is this very clear command that is recorded in Matthew 28:19-20:
"Go therefore and make disciples of all the nations, baptizing them in the name of the Father, Son, and Holy Spirit, teaching them to observe all things that I have commanded you; and lo, I am with you always, even to the end of the age."
The Lord Jesus commands His disciples to go out to all the nations, to instruct them in His teachings and His ways ("make disciples") and to baptize those who believe their message and trust Jesus Christ as Savior. The new believer is then baptized in water. Through water baptism, the believer then (and now) testifies that he has trusted in Jesus Christ as His Savior. This passage shows us that the believer's life in Christ is a life of going, making disciples, baptizing and teaching the truths of the Lord Jesus Christ.
b. Jesus Christ's final instructions to His disciples—Acts 1:8
The Power of the Holy Spirit
When a person is saved, he or she is indwelt by the Holy Spirit. That means the power of God is within the believer to guide and empower the believer to go forth and be witnesses of Christ.
The very last command that Jesus Christ gave to His disciples before our Lord ascended to heaven was as follows: "And being assembled together with them [the disciples], He [Jesus Christ] commanded them not to depart from Jerusalem, but to wait for the Promise of the Father, 'which,' He
[Jesus Christ] said, you have heard from Me; for John truly baptized with water, but you shall be baptized with the Holy Spirit not many days from now'" (Acts 1:4-5). So our Lord instructs His disciples to wait in Jerusalem until God sends the Holy Spirit to indwell them. And then: "But you shall receive power when the Holy Spirit has come upon you; and you shall be witnesses to Me in Jerusalem, and in all Judea and Samaria, and to the end of the earth" (Acts 1:8). Immediately after giving these commands, the Lord Jesus ascended to the Father.
As we have learned in this series, when a person is saved, he or she is indwelt by the Holy Spirit. That means the power of God is within the believer to guide and empower the believer to go forth and be witnesses of Christ. The disciples began their work in their home city, Jerusalem. But we see from this passage that they were to then go beyond Jerusalem into the areas around Jerusalem, and even "to the end of the earth." This means that Christians should work to carry the message of God's salvation through Jesus Christ throughout our local area and then also out to the entire world. As the gospel is preached, some will come to faith in Christ and be saved. Then, Christians (using our spiritual gifts that we have learned about) are to work hard to help new Christians (and to heal each other) grow to maturity. That is the work of discipleship.
c. The power and simplicity of the gospel—Romans 1:16 and 1 Corinthians
15:1-6
It is exciting to preach and share the gospel with others, because the gospel of our Lord Jesus Christ alone has the power to save! The gospel is what motivated the apostle Paul in his
Not Ashamed of the gospel Christians have the only message that has the power to bring eternal life and salvation from hell—the gospel of Jesus Christ!
ministry: "For I am not ashamed of the gospel of Christ, for it is the power of God to salvation to everyone who believes, for the Jew first and also for the Greek" (Rom. 1:16). What does Paul mean by "the gospel"? He carefully explains the gospel (or "good news") in 1 Cor. 15:1-4 (let's open our Bibles to this passage and read it). In this passage, we learn that the gospel is the good news that Jesus Christ died as full and satisfactory payment for our sins, was buried, and was raised from the dead. Because of Christ's death, burial and resurrection, the work necessary for sinners to be saved has been accomplished! God now brings forth great power to save those who obey the gospel by trusting Jesus Christ as Savior!
Romans 1:16 teaches that anyone who believes in the Lord Jesus Christ as Savior will receive salvation from God. That is good news! That is how much power is in the gospel! Christians have the privilege (and responsibility) to share this good news with the lost people around us, such as our friends and family members who have not trusted Christ as Savior. We can't make them accept the bad news of their sin problem (repentance), and we can't make them decide to place their faith in Christ as Savior. However, we can pray for our unsaved friends and work to make the message of the gospel clear to them. That is the work of prayer and the work of evangelism.
How All of This Works Together…
In the life and ministry of Paul the apostle, we can see how evangelism and discipleship worked in the life of the first churches. Acts 14:21-23 describes Paul's mission team at work, Christians at work, and Christians growing to maturity:
"And when they [Paul and his mission team] had preached the gospel to that
The early church
The Book of Acts tell us how the church started, and how the gospel spread all over the world. The early Christians did the work of evangelism and discipleship in the power of the Holy Spirit.
city and made many disciples, they returned to Lystra, Iconium, and Antioch, strengthening the souls of the disciples, exhorting them to continue in the faith, and saying, 'We must through many tribulations enter the kingdom of God.' So when they had appointed elders [teaching pastors] in every church, and prayed with fasting, they commended them to the Lord in whom they had believed" (Acts 14:2123).
In this passage, we see a rich flow of spiritual activity:
* "preached the gospel…and made many disciples" – This is the work of evangelism (and church planting).
A 'Heads Up'!
The mature Christians warned the younger Christians that life will include many tribulations ("tribulations" means trials and struggles).
* "strengthened the souls of the disciples" – This is the work of discipleship, teaching and exhortation (encouragement). The mature Christians warned the younger Christians that life will include many tribulations (trials and struggles).
* "appointed elders" – This is part of the work of church planting.
* "prayed with fasting" – This is the work of missionaries, praying for the new churches (fasting means going without food for a period of time in order to have complete focus on praying and serving the Lord). Since all Christians have missionary responsibilities, we, too, should engage in these spiritual activities.
As Christians, we are so very privileged to be connected to Christ, and to have the opportunity serve our risen Savior. During this lifetime, we have the opportunity to walk in the strength of the Holy Spirit and be used by God for His purposes. Because God is so gracious, the Bible teaches the God will reward those who serve Him with the right motives and in the right way. One way we serve our Savior is through the work of evangelism (getting the message of the gospel to others) and discipleship (helping each other to grow to spiritual maturity in Christ).
Next week, we will have a missions project and get "hands on" with the work of evangelism, discipleship and service to the Lord Jesus Christ.
FINAL WRITTEN ASSIGNMENT:
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They Just Don't Add Up: How Formulas Are Out of Place in Composition
Ashley Dolce
In this article, Ashley Dolce examines why she has struggled with the pains of creating "writing formulas" for different writing situations. She illustrates how students are sometimes taught to write using a specific formula in school even though those tools may be useless in other kinds of writing situations. Finally, she explores a new way of approaching writing that helps to create individualized formulas for specific writing situations to help writers get through the battle of composing.
Being a person whose strengths lie in mathematics and science, I spent most of my high school years searching for the one way to conquer any essay assigned to me. I could easily use derivatives to find how far a car traveled, how fast the car was going, and how fast it was accelerating, but writing a research paper with an intriguing introduction, an effective structure, and a well-developed argument seemed impossible. Sitting in class, all I wanted to do was demand from the teacher, "Just tell me what I need to do to write a good paper!" Unfortunately, I never got my response, because the truth is, there is no one right way to write a quality essay for every writing situation.
Because there are no easy answers when it comes to writing, some people try to create formulas to make sense of the puzzling situation essays (and other genres) corner us in. Struggling writers, like me, search to create a set of criteria that make up a good essay. These writing formulas typically consist of a specific type of structure, diction (or word choice), and manner of presenting evidence in a paper. This could mean a linear structure that leads from one point to the next, or a structure in which the paragraphs alternate between the writer's argument and a correlating story, for example. The diction could be dry and to the point, or it could be descriptive and colorful.
Authors can simply say, "The evidence suggests that . . . ," or they can imbed quotations and make the evidence part of their own sentence. These are just a few examples; the possibilities are endless. However, what writers may not realize is that these formulas they are taught to use are traps.
In an ideal world, there would be one formula for writing, no matter the genre, but in reality, that simply does not work, due to the differences within and between genres. Poets should not use the same diction as newspaper reporters, nor should they use the same structure. Poetic diction is meant to be symbolic, elaborate, figurative, and descriptive—at least in some kinds of poetry. Poets use this kind of diction because their work is meant to evoke emotions in their readers. On the other hand, reporters use concrete, blunt, and simple language that allows all of their readers to comprehend the story.
While formulas seem to fail us, actually, in almost every aspect of writing, they are still commonly taught to students in their high school English and composition classes. Each year in high school, I established a new writing formula for myself based on the expectations of my teacher. Freshman year was all about the "mel-con" essay and eliminating "weak verbs" from my papers, also known as "to be" verbs. Mel-con stands for Main idea, Evidence, Link, and CONcluding statement, the structure that is meant to govern the entire essay and each of the paragraphs within it. The typical mel-con paragraph was formatted around the mel-con formula, starting with the topic sentence of the paragraph, which is followed by evidence supporting this point or an example. The writer must then answer the question, "So what?" In order to answer this question, I had to start the following sentence with, "This means that . . . ." Then I would have to explain the importance of the evidence. This process can be repeated as many times as necessary based on the evidence available, but it is usually about three times. The paragraph is then concluded with a closing sentence. The structure of the essay would include an introduction, three body paragraphs, and then a concluding paragraph. Thus, the mel-con paragraph is essentially a smaller version of the essay as a whole. This formula carried on in my English classes throughout my sophomore year.
When I took AP English Language my junior year, the formula changed completely. My teacher, Mr. Bottiglieri, was a stickler for grammar, despised the five-paragraph essay, and would not even bother reading an essay that did not have an attention-grabbing introduction. In this method, the structure of the essay was almost as important as what you wrote. We were given pieces such as "The Falling Man" and "A Modest Proposal" as examples. I spent a week trying to figure out how to structure my essay before I could even write it, but it was part of my formula, and I had to follow it. Finding grammar mistakes in an essay was like playing Where's Waldo for my teacher,
so grammar was a major focus while writing. While this particular formula promoted more creative writing and left more room for variation, it was still very strict and structured, like the mel-con.
Senior year took me for another turn as I soon learned that everything I knew to be true was "wrong." My teacher, Mr. Assmussen, drilled into our heads that attention-grabbing openers were a waste of ink and paper, and that introductions should be blunt, representing our arguments. Structure was no longer extravagant, but instead illustrated the flow of ideas and the logical development of the argument. Writing "This means that . . . ," which at one point was crucial for an argument, was now characterized as unnecessary, and "I believe that . . ." at the start of a sentence was considered redundant. As he put it, the words "I believe" are "assumed, as you are, obviously, the one writing it." Another waste of precious space on the paper were simple explanations of an argument. Our essays were meant to provide in-depth analysis of literary works and complex arguments, and thus, should only include highly developed ideas. All of the straightforward ideas were assumed to be known by the reader. There was no summary of the story or explanation of the plot, unless the sequence of events was symbolic or added to the meaning of the novel. The writer never "did anything"; rather the "diction symbolized . . ." or the "imagery depicted . . . ." If he were to read this article today, he would probably scold me for my use of first person and demand that I rewrite the entire essay. (Of course, he's probably not familiar with the genre of the Grassroots article.) This specific formula containing requirements for diction, structure, syntax, and the development of ideas was geared towards providing quality analysis in the eyes of my teacher.
While it is clear that none of these formulas work universally, my experience in high school taught me another lesson: the audience dictates what the writer does. I never once wrote what I would have chosen to write, were I given the choice. I wrote what my teachers wanted me to write; I wrote what would give me the best grade. While that may seem like I have a lack of integrity as a writer, it is what we all do as writers. Even for those not writing for a grade, people will selectively choose their topic, wording, and organization to best please their audience. Facebook users use slang, abbreviations, acronyms, and short structured phrases that sometimes disregard the "grammar rules" because they are trying to write efficiently and only need to worry about getting their message across. Some bloggers write in first person, using informal language to connect with their readers on a more personal level. Most writers, even if they don't realize it, actually place enormous focus on how to write for a particular audience. In fact, one could go mad trying to please everyone with his or her writing while also being specific. While each of my teachers had different expectations for me, realworld audiences also have expectations for non-student writers. For example, romance novelists probably will not include alien invasions in their stories. The authors know that this would not appeal to their primary audience, who are interested in reading about sensitive treatments of people in relationships. On the other hand, writers of science fiction know that their main audience is going to be looking for action, futuristic technology, and adventure. Authors want not only to appeal to their audiences, but also to avoid offending them in a way that will drive them away.
Even writing within the same genre can have different circumstances, and therefore, writers have different options for how to go about writing particular pieces. For example, writers for The Wall Street Journal have a different writing style than those who write for The Black Sheep. These are both national newspapers, available in print and online, and they each have professional writers. The differences between these magazines can be seen, at least at first glance, by the categories for articles on their websites. The Wall Street Journal has a list of categories including: "Home," "World," "U.S.," "New York," "Business," "Tech," "Markets," "Market Data," "Opinion," "Life & Culture," "Real Estate," and "Management." Thus there is an emphasis on mature, informative news in The Wall Street Journal. On the other hand, The Black Sheep's categories are listed as "Local Articles," "Bar Specials," "All Articles," "Party Pics," and "Submit." These categories appear to emphasize the importance of partying and drinking, much more immature and flagrant pieces. The Wall Street Journal writers use diction that is more developed and politically correct than that of The Black Sheep. For example, a reporter from The Wall Street Journal would not single out his or her friend in an article, calling the friend an "asshole" because he has "had [his] Halo ODST for like four months," as a reporter did for The Black Sheep (Dreidelschleitze, 2012). Rather, a reporter from The Wall Street Journal might talk about how "the White House and Republican lawmakers faced pressure to reach a solution to the looming budget crisis" (Paletta et. al, 2012). The titles of the articles also contrast greatly. A Black Sheep author chose the overly dramatic title, "The Great Watterson Flood," to represent a sarcastic article (Dreidelschleitze, 2012). On the other hand, "Pressure Rises on Fiscal Crisis" covers the front page of The Wall Street Journal, illustrating a more serious approach to reporting. Thus, while they are both published newspapers, the same article content and diction rules do not apply.
Because of this variation that occurs within and between genres, rather than creating formulas for writing, a better approach is to have a set of guidelines for how to approach the particular writing situation. Essentially, I think of it as a formula for creating a formula. In every writing situation, we must consider the audience, genre, diction, structure, and persona that the
writer wishes to take. The writer first needs to determine what the audience expects from him or her and what the values of the audience are. The Black Sheep knows that its audience is college students who are unlikely to be offended by the use of curse words or vulgar language and will probably appreciate the caustic tone. However, Black Sheep writers must be careful because some of their articles could offend the audience they are trying to please. While the newspaper is meant to be comedic, content such as, "I'm sick of these religious nut-jobs blocking our walkways and clotting our minds with nonsense religious bullshit through this 'point and shoot' adoption policy," could easily offend anyone who would subscribe to the religious beliefs being promoted by the people in question (Staff). And yet, since this article was published, it's clear that part of The Black Sheep's attempt at appealing to their audience is to print potentially volatile and controversial material, perhaps to attract both readers who would agree with the articles and those who would take offense.
At the other end of the spectrum, The Wall Street Journal knows its main audience is educated adults interested in more serious topics. This is why they focus on politics, the economy, and worldly news. Yet, the writers for each of these venues have, essentially, the same situation and genre: both are reporters trying to inform their audiences of current events through the genre of a newspaper. Writers for both newspapers must also decide whether they wish to use a developed and creative vocabulary or more simple and concrete diction. These are not the only options for writers, but rather a broad sense of what they can choose from in terms of diction. The audience also affects this choice, as writers must present their arguments in such a way so that their audiences will comprehend and accept them. The structure an author chooses can vary widely from a few long paragraphs to several small paragraphs. Newspapers might choose to present a story and then connect it to bigger ideas or alternate between parts of the story and how those connect to certain concepts or themes. They must create a structure that interests their audience and gives them a reason to keep reading. If a structure is too complex, the reader might give up on the article. Finally, these writers must consider how they want their audiences to think of them. A reporter could choose to deliver the truth no matter how much it may upset people, but an advice columnist is probably going to want to please his or her readers in order to build a fan base to keep his column going.
Now we will look at how authors from these two newspapers approach their writing. Because I can't reproduce the entire articles here, I've included some short excerpts from one article from each source that I want to comment on. (Readers can access the full text of each article at the websites listed below.) Under each of the excerpts, I have provided some analysis and thoughts regarding the authors' choices in this genre in order to compare the two.
Newspaper: The Black Sheep
Article Title: "Top 10 Things a Dictator Could Do to Improve
America"
Author: Diego Salazar
Date of Publication: March 27, 2013
URL for Full-Text Access: http://theblacksheeponline.com/article/ top-10-things-a-dictator-could-do-to-improve-america
Excerpts:
1. "Top 10 Things a Dictator Could Do to Improve America"
Structure: The author organizes the article into 10 separate points, all of which are described in a few sentences. This makes it easy to read and keeps it short, so the audience will not have to spend too much time reading it.
2. "America is dying. The economy is a piece of shit, our social issues are a piece of shit, and even our pieces of shit are pieces of shit. It's sad. Our country is going nowhere, and it's all because of Democrats and Republicans.
We need someone to take action, not to just talk about taking action. We need a revolution! We just need to establish a new leader . . . A dictator!"
Situation: The author begins by addressing what he believes are the current weaknesses in America and how we should address the problem. The author approaches this through satire, which is obvious by the promotion of a dictator, a notion that goes against the core beliefs of the country.
3. "The dictator will do everything in his power to improve our country, whether we like it or not, and whether it's a good idea or not."
Audience: The targeted audience for The Black Sheep is college students. This article is relevant to college students who are moving into adulthood and worrying about what kind of situation society will be in when they move into the workforce and begin to occupy positions of power.
4. "Your dictator will divide the U.S. in two: He'll make every Democrat move to the North and every Republican move to the South, and then let them be for ten years and see who advances the most. The winner gets ice cream and bragging rights, the loser gets annihilated!"
Persona: The author is comedic, approaching what could be a sensitive topic with jokes.
5. "Our dictator will put a ban on people wearing key chains on their belts so they don't jiggle whenever they walk: It's fucking annoying!"
Diction: The writing is very subjective, which brings out the personal opinion of the writer. This shows readers that the article is based on the interests of the author rather than the general public. It also portrays a sense of passion about the topic that can easily engage readers, whether they agree with his viewpoint or not.
6. "The dic' hates bad parenting and second-hand smoking more than anything else in the world . . . And that's saying something, because he really hates democracy."
Diction: The diction is in first person and uses abbreviations, perhaps in an effort to relate to other forms of communication (e.g. texting and Facebook) that college students use in their day-to-day interactions.
7. "BOOM: Is North Korea misbehaving? Venezuela? The Vatican? BOOM! With a Dictator we could just bomb those fuckers into submission! BOOM! BOOM! There, what used to be a country is just another Grand Canyon."
Diction: The diction also becomes vulgar and offensive at points. While many college students may be open to cursing, this could still be offensive to some readers, so writers for The Black Sheep are taking a risk in this way.
Newspaper: The Wall Street Journal
Article Title: "States Harden Views Over Laws Governing Abortion"
Author: Louise Radnofsky
Date of Publication: March 31, 2013
URL for Full-Text Access: http://online.wsj.com/article/SB100014 24127887324883604578394873113377806.html?mod=WSJ_WSJ_ US_News_3#articleTabs%3Darticle
Excerpts:
1. "States are becoming increasingly polarized over abortion, as some legislatures pass ever-tighter restrictions on the procedure while others consider stronger legal protections for it, advocates on both sides say."
Situation: The author sets out to inform readers regarding the opposing viewpoints of the abortion controversy and the results of the debate in legislation across the United States.
2. "At the same time, Washington state is weighing a measure that would require all insurers doing business in new health insurance exchanges created by the Affordable Care Act to reimburse women for abortions."
Audience: Here are the demographics for the readers of The New York Times:
* Average Age: 47
* Male/Female: 58.7% / 41.3%
* Household Income $100,000 and up: 31.5%
* Household Income $150,000 and up: 10.4%
* College Graduates: 57.9%
* Business Decision Maker: 22%
The Wall Street Journal
(
Digital Network)
The article is tailored towards this audience because this topic affects the insurance business; women from adolescent age and older; advocates, physicians, and hospitals; and politicians, among others. In addition to the content, other features of the writing are tailored to this "business class" audience. The diction is professional and advanced, and the information is presented as factual and direct, so it is easy to follow for those who are busy and do not have much time to read.
3. "State legislators seeking to limit access to abortion have the backing of a 1992 Supreme Court decision, Planned Parenthood v. Casey, confirming states can restrict the procedure in ways that fall short of banning it entirely. In recent years, more abortion opponents have turned their attention to state legislatures, especially after gains by conservative lawmakers in 2010 elections."
Diction: The author seeks an objective stance and removes herself from the situation by using third person. The language is formal and utilizes an advanced vocabulary, which is fitting to the content and this particular newspaper's audience.
4. "Court rulings have found that physicians determine viability, which generally is considered to occur after 22 weeks of pregnancy. The laws in North Dakota and Arkansas link viability to the presence of a fetal heartbeat, using differing detection methods.
Leading antiabortion groups typically have given lukewarm support to restricting the procedure early in pregnancy, saying they think they have stronger legal grounds for tightening access to abortion through controls on clinics and regulating abortions carried out using a pill rather than a surgical procedure."
Structure: The article follows a logical topical structure that correlates with the development of the argument. It is broken up into several short paragraphs, which keeps it organized and easy to follow—a feature typical of this genre.
5. "Sixteen state Constitutions protect the right to an abortion and an additional five states have laws that do so. In New York, Mr. Cuomo said he aims to incorporate protections for abortion late in pregnancy into state law in case the U.S. Supreme Court ever reconsiders the Roe decision."
Persona: The author portrays herself as an objective third party who is a professional reporter of current news and events. She develops her credibility through references to past court cases and legislation, comparing them to the new laws being put in place now.
These two articles share the same broad generic category of newspaper articles. However, they are written very differently based on the guidelines expected from their editors and audiences. I chose these two articles because they represent the newspapers' styles very well. The Wall Street Journal tends to stay neutral (or at least as neutral as possible), informative, professional, and direct. On the other hand, The Black Sheep uses humor, sarcasm, opinions, descriptive language, and more colloquial terminology. Despite their differences, both of the articles cover major topics that are currently affecting United States citizens. An analysis of the two articles shows that there are multiple ways (or different formulas) one can use to address serious topics and to attract readers' attention. It all depends on who you are writing for and your own voice as a writer.
It is a cruel world we live in that presents us with writing challenges that aren't easily addressed through a single catch-all formula. If you are anything like me, when you sit down to write that dreaded paper for your composition class, it feels like your teacher is punishing you. That same sense of dread might also plague a reporter trying to meet a deadline or a teacher writing out a report to give to his or her administrator. We have a few tips and tricks, but, unfortunately, no two writing situations are the same, and we can't treat them that way. However, developing a set of criteria for your writing and analyzing examples can make this seemingly impossible task manageable. As writers, we need to understand and appreciate that every audience and every situation is different. Once we accept this, writing for a specific audience will appear much simpler, and who knows, you might just enjoy it.
Afterword: The Formula for "They Just Don't Add Up"
I had to consider several factors at several stages of my writing of this article: before I starting writing, while I was writing, and while I was editing. I followed my own model of analyzing the genre, situation, audience, persona, structure, and diction for this article, which I will review for you below.
1. Genre: My genre was an article for a professional journal about composition. The fact that the journal is in the field of writing studies affected my topic choice and the structure of the article.
2. Situation: My situation was writing an article for an academic journal. I had read articles from a former issue of the journal, and so I knew that topics were not restricted to basic writing, and that the authors kept their writing more informal than some scholarly journals. Once I had my topic, I also knew I would have to model the ideas I was talking about within my writing.
3. Audience: My audience is you! I knew that a large portion of my audience would read this for a composition course assignment, so I wanted to keep it personal and relaxed to avoid it being dry and tortuous to read. I knew I would be reaching people both interested and disinterested in writing, so I tried to create something that appeals to both groups. Having been in your shoes, I thought back to what I thought made these articles enjoyable (unique topics with a relaxed tone) and tried to emulate those features in my writing.
4. Persona: After researching articles in previous issues of the journal, I knew that I wanted to use first person, informal, and clear language. These make the articles much easier to read and understand. However, I still wanted to display my credibility by using developed vocabulary and several examples. I started the article with a subjective tone in order to make it easier for the audience to connect with me, but then moved towards a more objective nature when analyzing the newspaper articles and presenting my own solution to the problem.
5. Structure: My structure was based mostly on how I thought I wanted to present my argument. I started off with my personal connection to the topic, and then I presented my thesis and showed how two pieces even within the same genre can be radically different. I then explained the focus on writing for a specific audience in the field of composition. After displaying how complex the writing process can be, I included my "solution" to the problem: using a formula to create a formula for each writing situation. Then, I analyzed two articles from the aforementioned newspapers to show the method in work. After a brief conclusion, I chose to include this analysis of my paper so that my audience could benefit from my analysis of this process as it applies to my own writing.
6. Diction: It was very important to me that my diction included my voice, which essentially means that my personality and my style are portrayed through my writing. That is why I kept the diction informal and used first person language. My diction is largely concrete because I am describing a process, analyzing information, and presenting a solution.
Works Cited
Dreidelschleitze, Isaac. (8 November 2012). The great Watterson flood. The Black Sheep 3.7: 1. Print.
Paletta, Carol E., Lee, Carol E., & Bendavid, Naftali. (9 November 2012). Pressure rises on fiscal crisis. The Wall Street Journal CCLX.111: 1. Print.
Radnofsky, L. (13 March 2013). States harden views over laws governing abortion. The Wall Street Journal. Retrieved from http://online.wsj.com/article/SB 100014241278873248 83604578394873113377806.html?mod=WSJ_WSJ_US_ News_3#articleTabs%3Darticle.
Salazar, D. (27 March 2013). Top 10 things a dictator could do to improve America. The Black Sheep. Retrieved from http://theblacksheeponline.com/article/top-10-things-a- dictator-could-do-to-improve-america.
Staff. (13 October 2010). Jesus Christ, dude. I don't want to hear the word of Jesus Christ. The Black Sheep. Retrieved from http:// theblacksheeponline.com/article/jesus-christ-dude-i-dont-want- to-hear-the-word-of-jesus-christ.
The Wall Street Journal Digital Network. (28 December 2012). WSJ. com audience profi . The Wall Street Journal. Retrieved from http://www.wsjmediakit.com/downloads/WSJcom_Audience_ Profi .pdf ?130331114720.
Ashley Dolce is a sophomore at Illinois State University. She is majoring in Special Education: Learning Behavior Specialist and pursuing a minor in Spanish. Every semester, she hosts craft parties for her friends the week before finals, but most people call her crazy and say they are too busy for crafts. | <urn:uuid:4f60492f-71b6-48bc-8a93-1099795c1a84> | CC-MAIN-2024-30 | https://www.isuwriting.com/_files/ugd/63de80_7d058a35573d46648a9f93add09f48f4.pdf | 2024-07-13T17:03:17+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514510.7/warc/CC-MAIN-20240713150314-20240713180314-00243.warc.gz | 667,250,840 | 5,767 | eng_Latn | eng_Latn | 0.987186 | eng_Latn | 0.999046 | [
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Knowledge 4: Chapter 2
Worksheet 2: An apple a day
Name:
Date:
1. Complete the sentences with words about health.
a. I think Beth is because she is coughing, and she looks tired.
b. When the man entered the
, the doctor greeted him kindly.
c.
You need to take your to the chemist’s.
d. Because of a severe pain in his head, he called the emergency services, and the arrived five minutes later.
e.
Take this every eight hours. You will feel better in two or three days.
f. She must
to recover from the flu.
g.
To have a healthy life, you need to do some two or three times a week.
h.
He went to the and bought some aspirins and a hand sanitiser.
i. My grandfather is a . He specialises in treating people with problems in their hearts.
j. After the boy fell from his bike, he started feeling a terrible.
k. We had a running test yesterday in PE. My
was beating really fast at the end of it because I am not fit.
l. The human
is composed of about 60% water.
2. Complete the sentences using the words given and the verbs in the box. Make any necessary changes to the words in parentheses.
stay — worry — go — hurry — charge — attend
a. My phone battery is running low. I it soon. (need to)
b. Camille is ill, and the doctor said she needed to rest. She in bed all day. (have to)
c. I know your head hurts, but the doctor is on her way. You
. (needn't)
d. When it is stormy, some schools in rural areas cancel their classes. Students school that day. (not have to)
e. Grandma takes one aspirin a day, but she does not have any anymore. She to the chemist's. (need to)
f. We are getting late to the doctor's appointment. We (have to)
3. Read the situations and give advice using the ideas given.
a. Your best friend wants to change his/her phone, but he/she does not have enough money to buy a brand-new one. What should he/she do? (used phone)
b. Your brother goes to the gym three times a week. He feels strong, but he is having some pain in his leg. He is sure the pain is temporary, but you are worried. What advice could you give to him? (train so hard)
c. Some of your friends complain that they usually get bored in the afternoons. They do not practise any sports or have any hobbies. What advice could you give to them? (hobby)
4. Put the instructions in the box in the correct column. Make any necessary changes.
interrupt your teacher or classmates — listen carefully — respect everyone — raise your voice — work quietly — be dishonest
5. Rewrite the sentences as imperatives.
a. You need to open the windows to ventilate the room. Open the windows to ventilate the room.
b. You can't eat or drink in the library.
d. Could you pass me that book, please?
e. You are not allowed to take photos in this place.
c. You must turn off your phone now.
f. You need to wear your mask over your nose and mouth.
6. Look at the pictures and complete the present conditions with the words in the box.
not get / drink — not do / not get— sleep / concentrate — be healthy / do exercise — not rain / have — feel / see
a. People are healthy when they do exercise regularly.
b. If teenagers better at school.
c. You enough water.
thirsty if you
d. When you doctor.
e. When it PE classes outside.
f. If students
their homework, they
good grades.
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Australian Red Lantern Hot Pepper Capsicum chinense 'Australian Red Lantern'
Height: 3 feet
Spread: 24 inches
Spacing: 24 inches
Sunlight:
Hardiness Zone: (annual)
Other Names: Chili Pepper
Group/Class: Hot Cherry
Description:
Uniquely shaped and very hot, this variety produces small fruits which emerge green and eventually mature to red when ripe; good performer in containers or gardens; mature fruit is great for pickling, salsas, hot sauces and drying for seasonings
Edible Qualities
Australian Red Lantern Hot Pepper is an annual vegetable plant that is typically grown for its edible qualities. It produces green oblong peppers (which are technically 'berries') with orange overtones which are typically harvested when mature. The fruit will often fade to red over time. The peppers have a fiery taste and a crisp texture.
The peppers are most often used in the following ways:
- Fresh Eating
- Cooking
- Drying
- Seasoning
- Sauces
Planting & Growing
Australian Red Lantern Hot Pepper will grow to be about 3 feet tall at maturity, with a spread of 24 inches. When planted in rows, individual plants should be spaced approximately 24 inches apart. This vegetable plant is an annual, which means that it will grow for one season in your garden and then die after producing a crop.
940 Montauk Highway Bayport, New York
web: bayportflower.com
phone: 1-800-729-0822
Australian Red Lantern Hot Pepper fruit Photo courtesy of NetPS Plant Finder
Plant Finder
This plant is typically grown in a designated vegetable garden. It should only be grown in full sunlight. It does best in average to evenly moist conditions, but will not tolerate standing water. It is not particular as to soil pH, but grows best in rich soils. It is somewhat tolerant of urban pollution. This is a selected variety of a species not originally from North America. It can be propagated by cuttings; however, as a cultivated variety, be aware that it may be subject to certain restrictions or prohibitions on propagation.
Australian Red Lantern Hot Pepper is a good choice for the vegetable garden, but it is also well-suited for use in outdoor pots and containers. With its upright habit of growth, it is best suited for use as a 'thriller' in the 'spiller-thriller-filler' container combination; plant it near the center of the pot, surrounded by smaller plants and those that spill over the edges. It is even sizeable enough that it can be grown alone in a suitable container. Note that when growing plants in outdoor containers and baskets, they may require more frequent waterings than they would in the yard or garden.
940 Montauk Highway Bayport, New York
web: bayportflower.com
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Opinion: Why we need to ban gas in New York State buildings
October 3 2022, by Thomas Turnbull
Credit: Pexels
I would never smoke in my apartment, but for my entire adult life I have been polluting my home by cooking and heating with gas. A 2020 report
by the Rocky Mountain Institute, a sustainability-focused research organization, found that just baking a cake raised household nitrogen dioxide levels above the World Health Organization's guidelines. A 2013 study in the International Journal of Epidemiology found that children living in homes with gas stoves are more than 40% more likely to have asthma due to the pollution created by burning gas.
While most people focus on the environmental benefits of electrifying buildings, banning gas connections in new buildings would have significant health benefits.
To avoid catastrophic climate change, we must meet our Paris Agreement goal of reducing greenhouse gas emissions by 50% from 2005 levels. President Biden's signing of the Inflation Reduction Act in August brought the United States closer to that goal. But further action is needed, particularly at the state level.
New York State can take a nation-wide leadership role by ending the burning of fossil fuels in its buildings. Fossil fuels burned in buildings contribute around 13% of US greenhouse gas emissions.
In 2021, New York City became the largest city in the United States to ban gas connections for new buildings. Starting in 2023, newly constructed buildings under seven stories will not be allowed to use gas for cooking or space heating, and beginning in 2027 this will also apply to taller buildings. The Rocky Mountain Institute estimated that this would save a cumulative 2.1 million tons of carbon dioxide emissions by 2040, which is equivalent to the annual emissions of 450,000 cars.
The success of New York City's law led to a similar proposal in 2021 for New York State: the All-Electric Building Act. In 2022, Governor Kathy Hochul proposed a version of the bill in her January budget. However, the budget requires agreement between the governor, the Assembly, and
the Senate. Assembly speaker Carl Heastie objected to the inclusion of the gas ban in the budget. When asked by the Bronx Times why, his communications director stated: "As a general rule we didn't include policy in our budget proposal." However, other policy changes were included in that budget, including a commitment to electrify all school buses by 2035, to which Heastie did not object.
New York State's gas ban failed at the same time as 20 other states successfully passed preemptive legislation to prevent cities and counties from enacting such bans. Shortly after the first gas ban in 2019 in Berkeley, California, the American Gas Association drafted preemptive legislation to be promoted by their local members. Utah representative Stephen Handy introduced a preemption bill saying, "I didn't dream this up. I became aware of it, frankly, from my local natural gas supplier, Dominion."
Gas companies and politicians justify preemptive legislation with concerns about cost and the need to give customers a choice over their energy supply.
This is the same tactic that the tobacco lobby used in the face of government regulation: to shift public debate from health to freedom of choice. In New York, a Facebook advertisement run by a group called Energy Citizens asked, "Want Albany to Choose Your Appliances?" The Energy Citizens website describes the organization as a "diverse community of Americans," but it was formed and funded by the American Petroleum Institute to oppose oil and gas regulation.
The argument about choice makes little sense when it comes to gas connections for homes. Most people are not in a position to choose their energy source for heating and cooking—that choice was made when their home was built. According to the U.S. Energy Information Administration, over 25% of U.S. households already use electricity as
their only source of energy. When most of us move into a new home, we just live with the appliances that are already installed. And in areas that successfully ban gas, the ban will only apply to new buildings. People who really care about gas can still choose to live somewhere built before the gas ban took effect.
The concern about cost is understandable, but policies in the Inflation Reduction Act have completely changed the economics. Before the law's passage, the non-profit American Council for an Energy-Efficient Economy calculated that over the lifetime of the equipment, electric heat pumps are cheaper than gas heating systems, but the upfront cost can be $2,800 to $9,000 higher. The Inflation Reduction Act includes tax credits (up to $2,000) and rebates (up to $14,000 per household) for heat pumps, with additional funding for energy efficiency and other forms of building electrification.
Given the coordinated opposition to gas bans from lobbyists, the potential to reduce carbon emissions, and the need to create healthier homes for our families, it is essential that New York's All-Electric Building Act is passed in 2023. You can help make this happen by calling the governor and your state senator and assembly member to voice your support. As Governor Hochul wrote in her State of the State address, we can send "an unmistakable signal to the New York market, the nation, and the world that the future of buildings must be decarbonized."
Provided by State of the Planet
Citation: Opinion: Why we need to ban gas in New York State buildings (2022, October 3) retrieved 13 July 2024 from https://phys.org/news/2022-10-opinion-gas-york-state.html
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5. Sustaining Working Forests
Overview
Vermont's forestland is a key element of the state's "working" landscape. Working forests supply Vermont's wood products industry (estimated to generate over one billion dollars annually) and provide economic benefits that allow landowners to keep their land in production. 1 The USDA Forest Service has classified 4.35 million of Vermont as timberland, which means it is fertile and accessible enough to produce wood as a crop, and has not been withdrawn from timber management by statute or regulation. 2 Of this, approximately 80% is privately owned. 3
can help alleviate these pressures by supporting programs that maintain working forests.
Economic components of Vermont's working forests include:
* Professionals in the forest sector;
* Saw and veneer mills (saw logs, millwork, containers, pallets);
* Logging and trucking businesses;
* Pulp and paper manufacturers;
* Makers of furniture and other wood products;
* Wood energy suppliers (cordwood, chips, pellets);
* Associated forest products businesses (e.g., maple syrup, Christmas trees).
It is economically challenging, however, to own large tracts of forestland. Sustainable forest management requires a long-term commitment, while the economic returns on timber and other forest products fluctuate with market conditions and available outlets. Property taxes can be a burden, since the value of forestland (especially if it has development potential) has been rising in Vermont. Many landowners struggle to hold on to their forestland without resorting to some degree of development in order to finance their continued ownership. Communities (through their planning commissions, conservation commissions, tree wardens and local conservation groups)
Implementation
There are various strategies for maintaining and supporting working forests. Some of the most common are presented here.
State and Local Tax Stabilization Programs
Vermont's Use Value Appraisal (UVA or "Current Use") Program, which allows forestland to be taxed based on its use rather than its value for development, is one of Vermont's most successful forest conservation programs. This program (see Chapter 6, Current Use – Vermont's Use Value Appraisal Program ), reduces the tax burden for participating landowners who agree to maintain and manage their forestland under an approved forest management plan. Municipalities also have the ability, under state law, to enact local tax stabilization agreements with forest landowners. (See Chapter 7, Local Tax Stabilization for Forestland and Open Space. )
Forest Management and Stewardship Plans
Much of Vermont's forestland is under some form of active management, given that approximately 40% of eligible
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forestland is currently enrolled in the state's Current Use Program. 4 The Current Use Program, administered by Vermont's county foresters, includes minimum state standards for forest management and regeneration, and requires forest management plans for enrolled land. The majority of forestland enrolled in the program must be actively managed for timber production under approved silvicultural guidelines, but recent program changes also allow for management of "Ecologically Significant Treatment Areas"(ESTAs) that may include old forests, natural communities, rare, threatened and endangered species, riparian areas, forested wetlands and vernal pools that are not subject to forest harvesting.
In order to support long term forest ownership under sound management, communities can encourage landowners to develop forest management plans. These plans guide landowners to identify and understand forest types, habitats, and natural communities to sustainably manage and conserve them. Creating a management or stewardship plan leads landowners to consider the natural and economic values of their woodland over time. This helps to insure that forest landowners or their heirs will not be forced to make exploitive or inappropriate management actions based on sudden awareness of timber or land values.
The voluntary Forest Stewardship Program, also administered by Vermont's county foresters, offers long range planning assistance to forest landowners. These plans are required for woodlands enrolled in the federal Forest Legacy Program, and to receive forestry practice funding through the Natural Resources Conservation Service (NRCS). (See Chapter 10, Federal and State Assistance Programs.) Forest Stewardship plans track with planning formats through the Tree Farm Program and can be integrated with UVA plan creation. Guidelines are available from the Vermont Department of Forests, Parks and Recreation.
Though not yet common in Vermont, a few municipalities require the submission of forest management plans under local zoning or subdivision regulations to ensure that important forest resources are sustainably managed. For example, plans might be required in association with the subdivision or development of tracts over a certain acreage, or for forestland within designated forest or conservation zoning districts. A locally required plan, however, may change an existing Current Use Program forest management plan only to the extent that the changes are silviculturally sound, as determined by the state, and to "protect specific natural, conservation, aesthetic, or wildlife features in properly designated zoning districts" (24 V.S.A. §4413).
Conservation Easements
Conservation easements maintain working forests and provide private landowners with tax benefits in return for long-term forestland conservation. Easements allow the landowner to maintain ownership and use of the land, subject to negotiated and monitored easement provisions that limit further development. A third party, such as a local or statewide land trust, typically holds the easement. (See Chapter 8, Conservation Easements. )
Showcasing Forest Stewardship
Communities, in association with county foresters, local conservation commissions, forest stewardship organizations, and interested landowners, can showcase examples of excellent forest stewardship as a way to encourage sustainable forest management practices on privately owned land. By showcasing stewardship projects, communities can highlight sustainable practices for harvesting timber, improving wildlife habitat, protecting water quality, and maintaining forest health. Local groups can also highlight properties that have been conserved through a land trust to demonstrate how conservation easements work. Organizations such as Audubon Vermont, Vermont Family Forests, the Vermont Woodlands Association and Vermont Coverts: Woodlands for Wildlife offer a variety of educational opportunities that promote forestland stewardship. (See Resources section.)
Third Party Certification
These programs vary in their cost and approach to forest
Third party certification involves an independent audit of forest management practices and certification that forestland is being managed in a sustainable fashion. Once certified, landowners can gain access to markets for sustainably produced wood products. Certification programs are available through the Forest Stewardship Council, Vermont Family Forests, Sustainable Forestry Initiative and the Vermont Tree Farm Program administered through the Vermont Woodlands Association.
management and environmental protection so landowners
should research which program is the best fit for their goals.
forest certification are also expected to grow in relation to the role that managed forests play in carbon sequestration, especially with the development of carbon offset markets to deal with climate change.
Markets are still emerging for certified products. Communities can promote the local use of certified wood products under municipal procurement policies and "buy local" campaigns. The benefits realized from
Landowner Cooperatives
Communities can encourage and help organize landowner cooperatives that share in the costs of managing land
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in order to foster conservation and stewardship, as well as market forest products. Landowners who coordinate activities through a cooperative or association can apply for federal or state assistance, share in road and timber management improvements, develop comprehensive wildlife habitat conservation and forest management plans, and seek conservation easements or third party certification for sustainable forest management if desired. Existing forest landowner cooperatives such as Vermont Family Forests and the Orange County Headwaters Project serve as good models in the state.
Buy Local: Promote Local Forest Products
The forest products industry is an important part of Vermont's economy. Sawmills, wood or lumber processing, and local manufacturing using local forest resources are
products produced in the state. Much like the local foods movement in Vermont, communities that support local wood products and manufacturing also support the state's rural economy and its forest resources.
important ways to keep forestland productive. Communities can provide information about locally grown and manufactured wood products, and encourage local government, residents and businesses to buy and use lumber, flooring, firewood, furniture and other forest
Estate Planning: Promote Long-Term Forest Ownership
Parcelization and forest fragmentation are currently occurring in Vermont due to multiple factors, one of which is a lack of estate planning that provides for the transfer of forestland ownership within families, from one generation to the next. Family held forests
Detailed guidance on estate planning for family forests is available through the USDA Forest Service and VNRC Landowner Summit webpage at: www.vnrc. org/landownersummit.
account for a large percentage of Vermont's timberland, and the average age of a Vermont forest landowner is over 65. 5
Municipalities can encourage landowners to engage in estate planning so that forestland can be maintained over multiple generations, thus reducing the future threat of subdivision due to a death in the family, an unforeseen illness, or other events. Conservation commissions can
18
conduct workshops for landowners with estate planning professionals.
Things to Consider
Work with resource professionals. Communities should encourage landowners to work with forest resource professionals, including county foresters, consulting foresters and ecologists, forest conservation organizations, and government agencies to promote sound forest management. There are many resources available to assist local landowners. (See Resources section.)
Find funding for sound forest management. Federal agencies and programs, such as those of the USDA's Natural Resource Conservation Service, can assist with funding to develop forest management plans and improve forest resource management. (See Chapter 10, Federal and State Assistance Programs.)
Case Study
Orange County Headwaters Project
The Orange County Headwaters Project (OCHP) was established in 2003 by a group of landowners in Washington and Corinth who were interested in permanently conserving their land through the use of conservation easements. The group has since formed a nonprofit organization with the following goals:
* Provide information, assistance, and leverage to landowners who are interested in conserving their land.
* Encourage civic engagement through a better understanding of land stewardship and ecology.
* Support sustainable forestry, watershed protection, and other conservation goals.
* Demonstrate the benefits of working collaboratively to accomplish landscape-level conservation.
* Document and evaluate the project to assist other communities with similar goals.
Since the OCHP began, 34 parcels of land have been conserved, totaling over 5,800 acres. This relatively small community-based project has gained momentum and capabilities beyond its original scope by forming partnerships with established conservation organizations, including the Vermont Land Trust, the Upper Valley Land Trust, and The Nature Conservancy. This combination of local commitment and collaborative conservation work may provide a new model for use by other communities. Source: http://www. orangecountyheadwaters.org/
This chapter is part of a larger publication calledCommunity Strategies for Vermont's Forests and Wildlife: A Guide for Local Action. You can download the entire publication or individual chapters (including the endnotes, resources, and credits page) for FREE at:
www.vnrc.org/programs/forests-‐wildlife/guide/
This guide was written primarily by: Jamey Fidel and Kate McCarthy of the Vermont Natural Resources Council (VNRC) and Sharon Murray of Front Porch Community Planning and Design, with assistance from Elizabeth McDonald, Véronique Meyer, Brian Shupe, and Emma Zavez. Technical illustrations by Jeannie Sargent.
Funding or general support for this publication was provided by:Jessie B. Cox Charitable Trust; Northeastern States Research Cooperative (NSRC), a partnership of Northern Forest states (New Hampshire, Vermont, Maine, and New York), in coordination with the USDA Forest Service; The Nature Conservancy – Vermont Chapter; U.S. Forest Service, Northeastern Area State and Private Forestry; U.S. Forest Service, Green Mountain National Forest; Vermont Agency of Natural Resources.
Design: Tim Newcomb, Newcomb Studios Printing: Stillwater Graphics, Williamstown, VT
Prepared by the Vermont Natural Resources Council
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Table of Contents
- Overview of Grades 3–5 Mathematics Testing Structure
This provides a snapshot of the structure of the math assessment, including a range of the number of items students can expect to see in each subpart of the TNReady assessment.
- Grades 3–5 Mathematics Blueprints
This provides further information for each specific grade level about which strands of standards will be addressed on the subparts of the assessment, as well as a range of number of items and score points. This section also links to the current standards, which you can find here.
o Grade 3
o Grade 4
o Grade 5
- TNReady Grades 3–5 Mathematics Calculator Policy
This section offers detailed information about the use of calculators on TNReady assessments, as well as an example list of permitted and prohibited types of calculators.
- Grade 5 Mathematics Reference Sheet
The math assessment will allow reference sheets for all students in grades five through high school. This section contains the reference sheet for grade 5.
- TNReady Grades 3–5 Mathematics Item Types This provides descriptions of TNReady item types for the 2017–18 school year.
Please note: Some resource publishers have created materials that contain "TNReady" in the title or within the contents of their instructional materials. The department does not endorse any of these materials as official TNReady products.
This document provides information about the design of TNReady assessments. It is not intended to be used solely as an instructional resource or as a pacing guide. Districts should consult the Tennessee academic standards when making all instructional decisions, including scope and sequence. The Tennessee academic standards can be found here.
Overview of Grades 3–5 Mathematics Testing Structure
As in the past, each year the state assessment includes both operational and field test items. The testing structure outlined below reflects both the number of operational assessment items and the number of field test items.
For scheduling purposes, subparts can be combined.
| Subpart 1* (No Calculator) | Subpart 2 (Calculator) | Subpart 3 (Calculator) | |
|---|---|---|---|
| 45 Minutes 21–31 Items | 30 Minutes 10–17 Items | | 40 Minutes |
| | | | 12–17 Items |
For scheduling purposes, subparts can be combined.
*For the TNReady mathematics assessments, subpart 1 is designed to measure number sense, conceptual understanding, and fluency. Fluency is the result of a process involving the interplay of practice and reasoning over time as opposed to the notion of memorizing facts devoid of meaning. Fluency is a focus on calculating in a manner that is accurate, flexible, and efficient. Subpart I of TNReady is taken without a calculator for this very reason. As a state, we are measuring how efficiently students work with mathematics. In order to be successful, students need to be equipped with a deep, conceptual understanding of Tennessee's grade-level standards, strong number sense, and strategies that allow them to work mathematics fluently. It is not the expectation that all students will finish subpart I. It is the expectation that students who have a comprehensive understanding of their grade level standards and thorough ability to demonstrate fluency, number sense, and true conceptual understanding be able to complete the subpart in the allotted time.
Grades 3–5 Mathematics Blueprints
The blueprints below reflect only operational assessment items. You can find the grades 3–5 mathematics standards here.
In grades 3–8 mathematics, approximately 70 percent of the assessment items gauge student mastery on major work of the grade. Approximately 30 percent of the items gauge student mastery on supporting and additional work.
| | Grade 3 | | | | | | |
|---|---|---|---|---|---|---|---|
| | | | # of | | # of Score | | % of |
| | | | Items | | Points | | Test |
| Computation with Whole Numbers **3.OA.A-Represent and solve problems involving multiplication and division. **3.OA.C-Multiply and divide within 100. 3.NBT.A-Use place value understanding and properties of operations to perform multi-digit arithmetic. (A range of algorithms may be used.) | | 10–14 | | 12–16 | | 22–29 | |
| Fractions **3.NF.A-Develop understanding of fractions as numbers. | | 4–6 | | 5–8 | | 9–15 | |
| Number Relationships and Patterns **3.OA.B-Understand properties of multiplication and the relationship between multiplication and division. **3.OA.D-Solve problems involving the four operations, and identify and explain patterns in arithmetic. | | 7–10 | | 8–12 | | 15–22 | |
| Geometric and Measurement Concepts 3.G.A-Reason with shapes and their attributes. **3.MD.A-Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. 3.MD.B-Represent and interpret data. **3.MD.C-Geometric measurement: understand and apply concepts of area and relate area to multiplication and to addition. 3.MD.D-Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures. | | 13–20 | | 18–22 | | 33–40 | |
| Problem Solving | | 1 | | 4–6 | | 7–11 | |
| | Total | | 35–51 | | *50–60 | | 100 |
*Math assessments must have a minimum of 50 score points.
**Clusters with asterisks indicate major content of the grade.
| | | | # of | | # of Score | % of |
|---|---|---|---|---|---|---|
| | | | Items | | Points | Test |
| Computation with Whole Numbers **4.NBT.B-Use place value understanding and properties of operations to perform multi-digit arithmetic. **4.OA.A-Use the four operations with whole numbers to solve problems. | | 9–12 | | 10–14 | | |
| Fractions **4.NF.A-Extend understanding of fraction equivalence and comparison. **4.NF.B-Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. **4.NF.C-Understand decimal notation for fractions, and compare decimal fractions. | | 12–17 | | 15–19 | | |
| Number Relationships and Patterns 4.OA.B-Gain familiarity with factors and multiples. 4.OA.C-Generate and analyze patterns. **4.NBT.A-Generalize place value understanding for multi- digit whole numbers. | | 8–12 | | 10–14 | | |
| Geometric and Measurement Concepts 4.MD.A-Estimate and solve problems involving measurement. 4.MD.B-Represent and interpret data. 4.MD.C-Geometric measurement: understand concepts of angles and measure angles. 4.G.A-Draw and identify lines and angles, and classify shapes by properties of their lines and angles. | | 7–9 | | 7–11 | | |
| Problem Solving | | 1 | | 4–6 | | |
| | Total | | 37–51 | | *50–60 | 100 |
*Math assessments must have a minimum of 50 score points.
**Clusters with asterisks indicate major content of the grade.
| | Grade 5 | | | | | |
|---|---|---|---|---|---|---|
| | | | # of | | # of Score | % of |
| | | | Items | | Points | Test |
| Computation with Whole Numbers and Decimals; Evaluating Expressions 5.OA.A-Write and interpret numerical expressions. **5.NBT.B-Perform operations with multi-digit whole numbers and with decimals to hundredths. | | 7–9 | | 7–11 | | |
| Fractions **5.NF.A-Use equivalent fractions as a strategy to add and subtract fractions. **5.NF.B-Apply and extend previous understandings of multiplication and division to multiply and divide fractions. | | 11–15 | | 13–17 | | |
| Number Relationships and Patterns 5.OA.B-Analyze patterns and relationships. **5.NBT.A-Understand the place value system. | | 7–9 | | 7–11 | | |
| Geometric and Measurement Concepts 5.MD.A-Convert like measurement units within a given measurement system from a larger unit to a smaller unit. 5.MD.B-Represent and interpret data. **5.MD.C-Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition. 5.G.A-Graph points on the coordinate plane to solve real- world and mathematical problems. 5.G.B-Classify two-dimensional figures into categories based on their properties. | | 12–17 | | 15–19 | | |
| Problem Solving | | 1 | | 4–6 | | |
| | Total | | 38–51 | | *50–60 | 100 |
*Math assessments must have a minimum of 50 score points.
**Clusters with asterisks indicate major content of the grade.
TNReady Grades 3–5 Mathematics Calculator Policy
Central Beliefs
The TNReady Calculator Policy is based on two central beliefs:
1. Calculators are important tools and, in order to be ready for career and college, students need to understand how to use calculators effectively.
2. In order to demonstrate mastery of the mathematics standards, students must demonstrate many skills without reliance on calculators.
Therefore, at all grade levels and in all courses, the math assessment will include both calculator permitted subparts and calculator-prohibited subparts.
-
- There will be one calculator-prohibited subpart and two calculator-permitted subparts at all grade levels.
- Information on the types of questions on the calculator-prohibited section of TNReady can be found here.
Rationale
Calculator functionalities should align with the mathematics in each grade band. In grades 3–5 mathematics, our state standards focus on solidifying a student's computational fluency with whole numbers. Students are also developing an understanding of fractions and beginning the process of developing computational fluency with fractions. Students should not have calculator functionalities available to them for concepts that are in the developmental stage.
As stated within our central beliefs, students should have the opportunity to interact with technology and the opportunity to demonstrate critical thinking and problem solving with the aid of a calculator. However, in order to provide an equitable assessment experience for all Tennessee students, the type of calculator used by students should be consistent in functionality. As fractional understanding is in the developmental phase over this grade band, students do not need a fraction key—they need to be able to demonstrate their conceptual understanding of fractions and operations with fractions. Thus, third through fifth grade students will be allowed a four-function calculator, which does not include any of the prohibited functionalities, on the calculator-permitted subparts, such as fractions.
Test Administration Guidelines
- It is the responsibility of the test administrator to ensure the regulations outlined in this policy pertaining to calculator use are followed.
- All memory and user-entered programs and documents must be cleared or removed before and after the test.
- A student may use any grade band-specific permitted calculator on the calculator-permitted subparts.
- Students should have access to no more than one handheld calculator device for calculatorpermitted subparts.
- As we transition to online in future years, students will have access to practice with the same calculator functionalities that will be available on the operational assessment on both the item sampler and the practice tests.
Handheld Calculator Types
For grades 3–5, students may use any four-function calculator, which does not include any of the prohibited functionalities. Please note: this is not an exhaustive list of calculator types, and students should be familiar with particular functions at the appropriate grade level.
Examples of permitted calculators:
- Casio HS 4 Basic
- Sharp ELSI Mate EL-2405A
- TI-108
Examples of permitted functionalities:
- Addition
- Subtraction
- Multiplication
- Division
- Square root (√𝑥)
- %
Examples of prohibited calculators:
- Casio CFX-9970
- Casio FX260
- HP-40G
- Sharp EL344RB
- TI-15
- TI-30XA
- TI-30IIS
- TI-34
- TI-84 plus family
- TI-89
- TI-NSpire (non-CAS) and TI-NSpire-CX (non-CAS)
- TI-NSpire (CAS version)
Examples of prohibited functionalities:
- Fraction manipulation
- Fraction to decimal conversions/decimal to fraction conversions
- Square key (x 2 or x y
)
- Pi ()
- Graphing capability
- Data entry
- Matrices
- Regression
- Trigonometric functions (sine, cosine, tangent)
- Logarithm (log and/or ln) and exponential functions (a x and/or e x )
- Any calculator with CAS (computer algebra system) capabilities (including any programs or applications)
- Wireless communication capability
- QWERTY keyboard
- Cell phones, tablets, iPads, etc.
Grade 5 Mathematics Reference Sheet
The math assessment will allow reference sheets for all students in grades five through high school. The reference sheets are designed to match the intent of our current state standards in math. The language of the standards in grades 3 and 4 does not necessitate a reference sheet.
```
TNReady Math Reference Sheet—Grade 5 1 yard = 3 feet 1 mile = 1760 yards 1 mile = 5280 feet 1 kilometer = 1000 meters 1 pound = 16 ounces 1 ton = 2000 pounds 1 kilogram = 1000 grams 1 cup = 8 fluid ounces 1 pint = 2 cups 1 quart = 2 pints 1 gallon = 4 quarts 1 liter = 1000 milliliters
```
TNReady Grades 3–5 Mathematics Item Types
This provides descriptions of TNReady item types for the 2017–18 school year. For further information about test structure, please refer to the assessment blueprints. For sample items, please see the practice tests posted to EdTools.
Multiple choice: These are items with four answer options, only one of which is correct.
Multiple select: These are items with more than four answer choices with multiple correct responses. In grades 3–5, sometimes the number of correct responses will be indicated (e.g., "choose the two correct answers"), but sometimes the number of correct responses will not be indicated (e.g., "select all of the correct answers"). These are item dependent and based on the standard.
Fill in the blank: Students must provide their mathematical solution to a problem. No written explanation is required. These are currently hand scored.
Integrated items: These are multipart, 4–6-point questions that ask students to assimilate information from multiple grade-level domains. They may require background knowledge from previous grades.
Two-part items: These are items with two parts, A and B, worth a total of two points. These are scored in two different ways depending on their type.
Type 1: The two parts of these items work independently of one another, and they are scored independently. Students can get one point for getting only part A correct, one point for only getting part B correct, or two points for getting both parts A and B correct.
Type 2: The two parts of these items are dependent on one another. These occur when students must use their answer from part A to create their answer for Part B. If a student misses part A but uses their answer correctly to solve part B, they would get one point for their part B answer.
Graphing: Students will be asked to provide a graphical representation. These may be on a number line or on a coordinate plane. All graphing items are currently hand scored.
Matching table: These items are tables where students are asked to match what appears on each row of a table with a correct response located in the columns of the table. | <urn:uuid:82d70d79-b8e7-4ae9-80f9-42b9d0825695> | CC-MAIN-2017-34 | http://www.tn.gov/assets/entities/education/attachments/tnready_blueprints_math_grade_3-5.pdf | 2017-08-24T10:49:20Z | crawl-data/CC-MAIN-2017-34/segments/1502886133449.19/warc/CC-MAIN-20170824101532-20170824121532-00564.warc.gz | 713,932,481 | 3,640 | eng_Latn | eng_Latn | 0.93669 | eng_Latn | 0.995336 | [
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Boating Classes
Pristine Water
Learn how to paddle a canoe or Sail boat on the beautiful lakes at Three Oaks Recreation Area.
Natural beauty is the backdrop for over 300 acres of spring fed water in the heart of Crystal Lake, Il.
Location
Three Oaks Recreation Area is located off of Northwest Hwy.(Rt. 14) in Crystal Lake just East of Main St and West of Rt. 31.
Reservations
Courses are taught by trained instructors with lifeguard supervision for safety. For
reservations call: 815-356-3782
Learn To Canoe Or Sail!
Three Oaks Boating Classes
Calm Water Canoeing
Sail Boating
2 Hour Canoe Class Ages 12 — Adult
Calm Water & Self Rescue Canoeing
(Under 18 must have parent or guardian signature)
This fun course will give you the skills necessary to safely paddle a tandem canoe on calm water.
You will receive instruction on the basics of canoeing including:
* Canoe & paddle terms and anatomy.
* Strokes used for turning and paddling in a straight line.
* Safe operation and safety gear.
Finish the day putting your new skills to the test, by maneuvering your canoe through an obstacle course.
Offered: May — Sept.
*minimum of 4 participants per class
3 Hour Canoe Class Ages 12 — Adult
(Under 18 must have parent or guardian signature)
Learn the skills necessary to safely paddle a tandem canoe on calm water and to handle mishaps like falling out of the boat.
You will receive instruction on the basics of canoeing including:
* Canoe & paddle terms and anatomy.
* Strokes used for turning and paddling in a straight line.
* Safe operation and safety gear.
* How to re-enter an overturned canoe and canoe-over-canoe rescue.
Prepare to get wet and cool-off. Finish the day maneuvering your canoe through an obstacle course.
Offered: June — August *minimum of 4 participants per class
12 Hour Sailing Class Ages 12 — Adult
(Under 18 must have parent or guardian signature)
This course will consist of both onshore and offshore instruction, with sailing time for all students.
You will receive instruction on basic sailing including:
* Sailing Terms
* Rigging
* Sailboat anatomy
* The physics of sailing
* Capsize Recovery
* Rules of sailing
After satisfactory completion of this class, you will be issued a a card signed by the instructor which will enable you to rent one of our sailboats at Three Oaks. | <urn:uuid:96d860be-10b7-4040-a9ee-4a51d58d8e69> | CC-MAIN-2017-34 | http://www.crystallake.org/home/showdocument?id=8029 | 2017-08-24T10:24:58Z | crawl-data/CC-MAIN-2017-34/segments/1502886133449.19/warc/CC-MAIN-20170824101532-20170824121532-00558.warc.gz | 506,170,272 | 526 | eng_Latn | eng_Latn | 0.992965 | eng_Latn | 0.995505 | [
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Mix the Old with the New
Chefs in busy restaurants do a lot of different things. They check the inventory of ingredients used for each popular dish. They may supervise a kitchen staff, making sure their assistants are working well as a team. They may ensure that diners are not waiting too long for their food. They may taste the food before it leaves the kitchen. They do a lot and think about everything that goes into the food and experience their restaurant serves.
But they may not think about how they and their staff change the properties, structure and state of matter of food...but they are doing that with many dishes they serve.
Do you know how to change the properties, structure and state of matter of a substance? If you have made ice before, the answer is yes.
When you put an ice tray filled with water in a freezer, the temperature of the water in that ice tray lowers. The freezer makes a physical change of state to the water by turning it from a liquid to a solid.
When we cook, we change many things about the food we are preparing. These could be any number of properties: size, shape, mass, color or temperature. We can change the physical or chemical nature of the food. We can even change the state of matter the food is currently in to another state of matter.
STATES OF MATTER
There are four common states of matter we see almost every day: solid, liquid, gas and plasma. We can observe all four of them in a kitchen. A solid is as simple as an ice cube, or frozen water. Melt that ice cube, and you produce water, a liquid. Boil that water, and you produce steam, or water vapor. Believe it or not, plasma can be found in kitchens too. It's found in fluorescent lights, neon signs and plasma televisions. Other examples of plasma include the sun and lightning.
CHEMICAL CHANGES
A chemical change produces something from other materials and occurs on the molecular level. Some examples of chemical changes that take place in a kitchen are frying an egg, grilling fish or burning that egg or fish. When you smell onions sautéing in a pan or catch a whiff of the chicken roasting in the oven, the scent coming from the food is also a chemical reaction. Hopefully the scents you smell are only appetizing ones.
There are undesirable chemical changes that occur in the kitchen, too. If you smell the odor of rotting food, you've got a chemical change that needs some addressing! After you wash your metal pots and pans, make sure they dry properly. If they don't dry, the metal could react to the oxygen in the air and rust. Rust is evidence of another chemical change you don't want in your kitchen.
PHYSICAL CHANGES
Physical changes in the kitchen do not produce a new substance. Changes in state or phase are physical changes. For example, cutting vegetables, or even dissolving salt in a hot soup are examples of physical changes. In general, physical changes can be reversed using physical means. In the example of dissolving salt in a hot soup, evaporating the water naturally or applying heat to boil off the water can return the salt to its original state of matter.
When water is boiled, steam is created. That steam is water vapor, or the gas phase of water. That change from a liquid to a gas is an example of a physical change.
Let's say you're making a smoothie with strawberries, bananas, kale and orange juice. When you're cutting the fruits and vegetable into smaller pieces, it's a simple physical change. When you add them to the blender with the orange juice, the physical change that takes place during blending is more complex, and you now have a liquid. You can even go full‐circle and turn your liquid smoothie into a solid by turning it into popsicles in the freezer.
A DIFFERENT KIND OF COOKING
There are some chefs in this world who reject or reinterpret traditional cooking techniques and cuisines. They push the boundary of food with new techniques to create entirely new combinations of flavor and texture. They take states of matter, physical changes, and chemical changes of food to a whole different level.
MOLECULAR GASTRONOMY
While some chefs may not actively think about the science behind the food they serve, others are using a modern style and science of cooking called molecular gastronomy. Molecular gastronomy is a scientific discipline that studies the physical and chemical processes that occur while cooking. Chefs who practice molecular gastronomy study and apply scientific principles when cooking and preparing their dishes. Their goal is to use their knowledge to make a tasty and unique dining experience.
They are concerned abouthowto make food delicious as well aswhatmakes food delicious. To understand this, they have to consider many factors. Some of these factors include how their ingredients are grown, processed and transported. Where did the seeds used to grow the fruit come from? What kind of dirt and how much water did this vegetable receive? After harvest, was it ever put in a plastic bag? Was it sent by air, truck, and/or boat? What negative effects did transportation have on the produce?
Only after all that is determined do many molecular gastronomy chefs finally get to the cooking part of their craft. They want to understand how ingredients change with different cooking techniques. They want to know how all of a person's senses, not just taste, play into the enjoyment or dislike of food. They go deeper and learn how the brain interprets the signals our senses send to ultimately determine the flavor tasted. They even experiment with how food is presented, who prepares it, and what mood the diner is in.
Many of these factors are what most chefs consider anyway, but what really differentiates molecular gastronomy chefs is in the preparation and presentation steps. And when it comes down to it, a molecular gastronomy chef is many things at once: a little physicist, a sprinkle of chemist, a dash of agriculturist, a spoonful of biologist, and a heap of psychologist to top it off. That's a solid list of ingredients that hopefully turns into fun and tasty food.
PREPARATION
Molecular gastronomy chefs look at how ingredients are changed by different cooking methods. These cooking methods affect the eventual flavor and texture of food ingredients.
One method is called direct spherification. This is the process of turning a liquid into little caviar‐ like balls. Employing gelling solutions like sodium alginate, liquids like fruit and vegetable juices, and even milk, are dropped into calcium chloride and water to form a thin shell around the liquid. This jelly membrane creates the ball that pops with the liquid's intense flavor when eaten. The spheres are fragile and are usually served immediately.
Another method is a variation on the existing technique of using foams. Well‐known foams include whipped cream and mousse, and also involve the use of air or another gas to create a lighter texture and feel when eaten. A variation on the foaming technique is to make foam that is made of mainly air. You can make foams out of almost anything. It can have so much air that it resembles big soap bubbles. This changes the texture into something lighter while allowing the flavor to remain. Steak bubbles, anyone?
A recipe that combines the foam and spherification techniques is Apple Caviar with Banana Foam served on a spoon. Combining apple juice in the form of spheres and banana foam whisked with heavy cream, milk, sugar and gelatin, this spoonful is not your typical dessert!
Some molecular gastronomy cooking methods involve temperature regulation. One method is called sous‐vide and entails cooking food, like meats, in airtight plastic bags in a water bath. This ensures the entire piece of meat is cooked evenly and also retains its juices. Cooking times when using the sous‐vide method don't have to, but can increase dramatically. Some chefs choose to tenderize tough meats like beef brisket with a sous‐vide water bath that lasts for two to three days.
Although it may seem like weird science or just plain ridiculous, molecular gastronomy chefs want to explore new possibilities in the kitchen. Combining new and old cooking techniques, new equipment and technologies, and various sciences, these chefs may be inventing the food of the future. Whether they are successful or not, they are definitely making things fun.
GOOD FOOD IS GOOD FOOD
Whether a chef uses traditional or new cooking methods, the fundamentals of cooking are the same. Both traditional and molecular gastronomy chefs change the properties of the food they serve. They change the states of matter, properties and structure of food to, hopefully, serve a great meal.
Questions: Mix the Old with the New
Name:
Date:
1. What do chefs change with many dishes they serve?
A the properties, structure, and state of matter of food
B the bulbs in fluorescent lights and neon signs
C the chemical composition of sodium alginate and calcium chloride
D the amount of time they allow their pots and pans to dry after washing them
2. What does the passage describe?
A The passage describes how to cook beef brisket and fried eggs.
B The passage describes molecular gastronomy and changes in food.
C The passage describes the average day of someone who works for a chef.
D The passage describes what molecular gastronomy chefs like to eat.
3. A change in the state of matter of something is an example of a physical change. Solid, liquid, gas, and plasma are states of matter.
What can be concluded from this information?
A Changing water from liquid to solid is an example of a physical change.
B Changing water from liquid to solid is an example of a chemical change.
C Frying an egg and grilling a fish are both examples of physical changes.
D Changing water from liquid to gas is an example of both a physical change and a chemical change.
4. What kind of changes do chefs make to food?
A Chefs make chemical changes only.
B Chefs make physical changes only.
C Chefs make chemical and physical changes.
D Chefs never make any changes to food.
5. What is this passage mostly about?
A the chemical change that occurs when dishes do not dry
B the physical change that occurs when water is boiled
C a cooking method called sous-vide
D chefs, cooking, and changes in food
1
6. Read these sentences: "When you put an ice tray filled with water in a freezer, the temperature of the water in that ice tray lowers. The freezer makes a physical change of state to the water by turning it from a liquid to a solid."
What does the word “ liquid ” mean above?
A a large amount of money
B a loud explosion that causes a lot of damage
C a fluid, or something that flows
D a gas, or something that floats in the air
7. Choose the answer that best completes the sentence below.
Chopping up a fish is an example of a physical change; _______, grilling a fish is an example of a chemical change.
A as a result
B for instance
C including
D on the other hand
8. What is molecular gastronomy?
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
2
9. Describe a cooking method used by molecular gastronomy chefs.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
10. Is knowing about the physical and chemical changes of food important for a molecular gastronomy chef? Explain why or why not, using evidence from the passage.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3
Teacher Guide & Answers
Passage Reading Level: Lexile 1050
1. What do chefs change with many dishes they serve?
A the properties, structure, and state of matter of food
B the bulbs in fluorescent lights and neon signs
C the chemical composition of sodium alginate and calcium chloride
D the amount of time they allow their pots and pans to dry after washing them
2. What does the passage describe?
A The passage describes how to cook beef brisket and fried eggs.
B The passage describes molecular gastronomy and changes in food.
C The passage describes the average day of someone who works for a chef.
D The passage describes what molecular gastronomy chefs like to eat.
3. A change in the state of matter of something is an example of a physical change. Solid, liquid, gas, and plasma are states of matter.
What can be concluded from this information?
A Changing water from liquid to solid is an example of a physical change.
B Changing water from liquid to solid is an example of a chemical change.
C Frying an egg and grilling a fish are both examples of physical changes.
D Changing water from liquid to gas is an example of both a physical change and a chemical change.
4. What kind of changes do chefs make to food?
A Chefs make chemical changes only.
B Chefs make physical changes only.
C Chefs make chemical and physical changes.
D Chefs never make any changes to food.
5. What is this passage mostly about?
A the chemical change that occurs when dishes do not dry
B the physical change that occurs when water is boiled
C a cooking method called sous-vide
D chefs, cooking, and changes in food
© 2013 ReadWorks
®
, Inc. All rights reserved.
1
6. Read these sentences: "When you put an ice tray filled with water in a freezer, the temperature of the water in that ice tray lowers. The freezer makes a physical change of state to the water by turning it from a liquid to a solid."
What does the word “ liquid ” mean above?
A a large amount of money
B a loud explosion that causes a lot of damage
C a fluid, or something that flows
D a gas, or something that floats in the air
7. Choose the answer that best completes the sentence below.
Chopping up a fish is an example of a physical change; _______, grilling a fish is an example of a chemical change.
A as a result
B for instance
C including
D on the other hand
8. What is molecular gastronomy?
Suggested answer : Students may quote or paraphrase the definition given in the passage: “Molecular gastronomy is a scientific discipline that studies the physical and chemical processes that occur while cooking.”
9. Describe a cooking method used by molecular gastronomy chefs.
Suggested answer: Answers may vary, as long as they come from the passage. For example, students may describe the use of foams. This cooking method involves using air or another gas to give a lighter texture to solid food, while allowing the flavor to remain.
10. Is knowing about the physical and chemical changes of food important for a molecular gastronomy chef? Explain why or why not, using evidence from the passage.
Suggested answer: Answers may vary, though all should acknowledge that it is important for a molecular gastronomy chef to know about the physical and chemical changes of food. Such chefs use their knowledge of these changes to make new types of food, such as airy foams and gelatinous spheres full of liquid.
2
© 2013 ReadWorks
®
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Excel 2016 Keyboard Shortcuts Cheatsheet
Frequently Used Shortcuts
Navigate in Cells
Close a spreadsheet
Open a spreadsheet
Go to the Home tab
Save a spreadsheet
Copy
Paste
Undo
Remove cell contents
Choose a fill color
Cut
Go to Insert tab
Bold
Center align cell contents
Go to Page Layout tab
Go to Data tab
Go to View tab
Format a cell from context menu
Add borders
Delete column
Go to Formula tab
Ctrl+W
Ctrl+O
Alt+H
Ctrl+S
Ctrl+C
Ctrl+V
Ctrl+Z
Delete key
Alt+H, H
Ctrl+X
Alt+N
Ctrl+B
Alt+H, A, then C
Alt+P
Alt+A
Alt+W
Shift+F10
Alt+H, B
Alt+H,D, then C
Alt+M
Move to the previous cell in a worksheet or the previous option in a dialog box.
Move one cell up in a worksheet.
Move one cell down in a worksheet.
Move one cell left in a worksheet.
Move one cell right in a worksheet.
Move to the edge of the current data region in a worksheet.
Enter End mode, move to the next nonblank cell in the same column or row as the active cell, and turn off End mode. If the cells are blank, move to the last cell in the row or column.
Move to the last cell on a worksheet, to the lowest used row of the rightmost used column.
Extend the selection of cells to the last used cell on the worksheet (low er-right corner).
Shift+Tab
Up Arrow key
Down Arrow key
Left Arrow key
Right Arrow key
Ctrl+arrow key
End, arrow key
Ctrl+End
Ctrl+Shift+End
Navigate in Cells contd...
Make Selections & Perform Actions
Move to the cell in the upper-left corner of the window when Scroll Lock is turned on.
Home+Scroll Lock
Make Selections & Perform Actions
Format in Cells
Format a cell by using the Format Cells dialog box.
Ctrl+1
Format in Cells contd...
Format in Cells contd...
Paste content by using the Paste Special dialog box.
Italicize text or remove italic formatting.
Bold text or remove bold formatting.
Underline text or remove underline.
Apply or remove strike through formatting.
Switch between hiding objects, displaying objects, and displaying placehold ers for objects.
Apply an outline border to the selected cells.
Remove the outline border from the selected cells.
Display or hide the outline symbols.
Hide the selected rows.
Hide the selected columns.
Use the Fill Down com mand to copy the contents and format of the topmost cell of a selected range into the cells below.
Use the Fill Right command to copy the contents and format of the leftmost cell of a selected range into the cells to the right.
Ctrl+Alt+V
Ctrl+I or Ctrl+3
Ctrl+B or Ctrl+2
Ctrl+U or Ctrl+4
Ctrl+5
Ctrl+6
Ctrl+Shift+amper sand (&)
Ctrl+Shift+underline (_)
Ctrl+8
Ctrl+9
Ctrl+0
Ctrl+D
Ctrl+R
Apply the General number format.
Apply the Currency format with two decimal places (negative numbers in pa rentheses).
Apply the Percentage format with no decimal places.
Apply the Scientific num ber format with two deci mal places.
Apply the Date format with the day, month, and year.
Apply the Time format with the hour and minute, and AM or PM.
Apply the Number format with two decimal places, thousands separator, and minus sign (-) for negative values.
Create or edit a hyperlink.
Check spelling in the active worksheet or selected range.
Display the Quick Analysis options for selected cells that contain data.
Display the Create Table dialog box.
Ctrl+Shift+tilde (~)
Ctrl+Shift+dollar sign ($)
Ctrl+Shift+percent (%)
Ctrl+Shift+caret (^)
Ctrl+Shift+number sign (#)
Ctrl+Shift+at sign (@)
Ctrl+Shift+exclama tion point (!)
Ctrl+K
F7
Ctrl+Q
Ctrl+L or Ctrl+T
Work with Data, Functions & the Formula bar
Work with Data, Functions & the Formula bar contd...
Work with Data, Functions & the Formula bar contd...
Create an embedded chart of the data in the current range.
Create a chart of the data in the current range in a separate Chart sheet.
Define a name to use in references.
Paste a name from the Paste Name dialog box (if names have been defined in the workbook.
Move to the first field in the next record of a data form.
Create, run, edit, or delete a macro.
Open the Microsoft Visual Basic For Applications Editor.
Alt+F1
F11
Alt+M, M, D
F3
Enter
Alt+F8
Alt+F11
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5 th Grade Course Overview
Bible
We will use 5 Grade Possessing the Land which is a survey of the Old Testament. Beginning in Genesis, students will gain a much clearer perspective of how the stories of the Old Testament fit together into one pattern. There will also be a focus on building character traits as a work of the Holy Spirit. (Romans 8:28) We will learn about the shadows of Christ and how the Old Testament and New Testament connect. A pattern of Scripture memorization will also be developed throughout the year. Scriptures are used as a study guide for the following purposes: to study the history of God's dealings with mankind, to understand how God thinks, to analyze the lives of Bible character for personal examples of how God deals with individuals and to study a variety of Bible topics. Young people will learn that they can find answers in the Word of God for themselves and use memorized bible verses as content for prayers to our Heavenly Father.
Language
This year students will learn how to create a good composition (organizing/writing good sentences). They will also learn to use proper grammar (recognizing/using all eight parts of speech including verbs, nouns, pronouns, adjectives, adverbs, prepositions, conjunctions and interjections). Finally, students will explore proper word usage (using a dictionary, making subjects/verbs agree, and using descriptive words and developing good paragraphs). Students will have an opportunity to present a power point and written report about an important person in history. This is a collaborative effort with the computer class teacher.
Spelling
This year students will use the Purposeful Design Spelling series which approaches spelling as a critical literacy skill that strengthens reading and writing ability. Various spelling strategies are used such as word sorting by phonetic pattern, developing vocabulary through word study, and using the writing process to compose original stories to assist students' master of spelling objectives.
Science
Students will investigate God's world and see the plan of God as it is revealed in His orderly creations as we study and explore these topics: Investigating Nature, The Amazing Mammals, Light, and Treasures of the Earth, The Living Sea, Energy and Engines, Wonders of the Sky, Weather, and A Variety of Vertebrates.
History
This year students will discover the inspiring, narrative approach to Old World History and Geography in Christian perspective. This curriculum brings into focus how people lived in the past and how past events impact culture today. Students will meet famous people; analyze major events; explore Asia, Africa, Europe, Australia, Oceania and Antarctica.
Math
5 th Grade students are introduced to new topics which are developed incrementally over time. One facet of a concept is taught and practiced before the next facet is introduced. This is how the Saxon Math curriculum is organized to help students achieve success in math. Students will explore concepts in numbers and operations, including fraction concepts, estimation, number theory, and number sets and number systems. Measurement is the next section students will explore: units, unit conversion and measuring. Geometry will cover basic terms, lines, angles, polygons, circles, perimeter, area, volume, area, coordinate geometry, patterns, and transformational geometry. Lots of interesting concept will be covered in algebra: patterns, sequences, integers, algebraic concepts and procedures, equations, inequalities, functions, properties and graphing. Statistics, data analysis and probability along with problem-solving will be taught this year. We use math websites to assist with practice and add the fun factor to math mastery.
Reading
This year students will be reading grade-level-appropriate stories including the following genres: fiction, nonfiction, drama, expository, tall tales, and biographies. Students will learn some of the following concepts: new vocabulary, comprehension skills, how to monitor and clarify, infer, questioning, character, plot, setting, author's purpose, and main ideas. Students will also read a
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Clewer Green CE Aided First School
Inspiring Children
Hatch Lane, Windsor. SL4 3RL Tel: 01753 864544 Email: email@example.com
Website: www.clewergreen.org.uk
Headteacher: Mr M Tinsley
Vision: Every child has been blessed by God with unique potential. Our vision for Clewer Green is to inspire and nurture children in a safe, happy and caring Christian community, where everyone is valued and enjoys learning.
PROMOTING BRITISH VALUES AT CLEWER GREEN CE AIDED FIRST SCHOOL
Aim
Our aim, in line with our distinctively Christian values, is for every child to have the support that they need, and by example and direct teaching, promote a Christian ethos within the school whilst recognising that not all of its members will be practising Christians.
The Department of Education have recently reinforced the need "to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs."
The Government set out its definition of British values in the 2011 Prevent Strategy, and these values were reiterated last year (2014). At Clewer Green CE Aided First School these values are reinforced regularly and in the following ways:
Democracy
Each year the children decide upon their class rules and the rights associated with these. All the children contribute to the drawing up of these rules. We have a School Council which meets regularly to discuss issues to do with our school. Every child on the School Council is voted in by their class. Children are able to put forward their views about the school.
The Rule of Law
The importance of rules/ laws whether they are those that govern the class, the school, or the country, are consistently reinforced regularly in one form or another in school on a daily basis and further reinforced through dealing with specific examples of poor behaviour, school assemblies and interactions with parents.
Pupils are taught the value and reasons behind rules/laws, that they govern and protect us, the responsibilities that this involves and the consequences when rules/laws are broken.
Individual Liberty
Within school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advised how to exercise these safely, for example through PSHE lessons. Whether it is through choice of learning challenge or participation in our numerous extra-curricular clubs and opportunities, pupils are given the freedom to make choices.
Mutual Respect
Mutual respect is given high priority in our school and promoted through a range of class based and whole school means. Children learn that their behaviours have an effect on their own rights and those of others. This is supported by our very clear behaviour policy and school values. All members of the school community are expected to treat each other with respect and be polite.
Tolerance of those of Different Faiths and Beliefs
We actively promote diversity through our celebrations of different faiths and cultures. Religious Education lessons and PSHE lessons (both following new schemes as from September 2018) reinforce messages of tolerance and respect for others. Members of different faiths and religions are encouraged to share their knowledge to enhance learning within classes and the school. Where possible the children also visit places of worship that are important to different faiths.
At Clewer Green CE Aided First School we will challenge pupils, staff or parents expressing opinions contrary to fundamental British Values, including 'extremist' views. We will also challenge racism and expect everyone within our community to respect British laws whilst supporting their own culture.
Reviewed: January 2019
To be reviewed: January 2023
_____________________________________________________ Date _____________________________
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Fever Advice Sheet
How is your child?
If your child has any of the following:
Becomes pale or mottled and feels abnormally cold to touch
RED
Severe breathing difficulty - too breathless to talk / eat or drink
Is going blue around the lips
Has a fit / seizure
Develops a rash that does not disappear with pressure (see the 'Glass Test' overleaf)
Becomes extremely agitated (crying inconsolably despite distraction), confused or very lethargic (difficult to wake)
Is under 3 months of age with a temperature of 38°C / 100.4°F or above (unless fever in the 48 hours following vaccinations and no other red or amber features)
If your child has any of the following:
Seems dehydrated (sunken eyes, drowsy or no urine passed for 12 hours)
Is finding it hard to breathe
Is becoming drowsy (excessively sleepy) or irritable (unable to settle them with toys, TV, food or picking up) – especially if they remain drowsy or irritable despite their fever coming down
Continues to have a fever of 38.0°C or above for more than 5 days
Has extreme shivering or complains of muscle pain
Seems to be getting worse or if you are worried
You need urgent help
Go to the nearest Hospital Emergency (A&E) Department or phone 999
You need to contact a doctor or nurse today.
Please ring your GP surgery or call NHS 111 - dial 111
Self Care
Using the advice below you can provide the care your child needs at home
If none of the above features are present
How can I look after my child?
Keep your baby/child as comfortable as possible. Consider giving paracetamol or ibuprofen for comfort.
If they are vomiting, offer small frequent drinks as this is more likely to stay down.
Offer them simple food and regular drinks. Where a baby is breastfed, continue breast feeding.
Do not try to control your child's temperature with tepid sponging or fans.
If a rash appears do "the glass test" (see guidance overleaf).
Keep an eye on your child day and night and follow the guidance overleaf.
Fever is common in babies up to 48 hours after receiving immunisations - consider giving regular paracetamol. If your child is due their vaccinations, postpone until after their fever has improved.
If you need to keep your child away from nursery or school while they are unwell and have a fever please notify the nursery or school – see www.what0-18.nhs.uk for advice if you are unsure.
This guidance is written by healthcare professionals from across Hampshire, Dorset and the Isle of Wight
Fever Advice Sheet
children younger than 5 years
Advice for parents and carers of
Most children with a fever do get better very quickly but some children can get worse. You need to regularly check your child during the day and also through the night and follow the advice given below.
About fever in children
Fever is extremely common in children and usually suggests that your child has an infection.
Your child has a fever if their temperature is over 38°C. The most accurate way of measuring your child's temperature is with a digital thermometer.
Viral infections are far more common than bacterial infections. Symptoms such as runny nose, cough, wheeze, sore throat, red eyes and diarrhoea are more suggestive of a viral infection than a bacterial infection. If a number of people are unwell in the same household, this also suggests a viral infection (because viral infections are easily spread).
Viral infections tend to get better on their own and do not need treatment with antibiotics.
Using medicines to help
If your child is distressed you should consider giving them paracetamol or ibuprofen to help them feel more comfortable. Use one and if your child has not improved 2-3 hours later you may want to try giving the other medicine.
Carefully read the instructions on the medicine for dose and frequency.
You could ask your local pharmacist for more advice about medicines.
In general, we do not recommend cough medicines.
The Glass Test
Do the 'glass test' if your child has a rash. Press a glass tumbler firmly against the rash. If you can see the spots through the glass and they do not fade as you press the glass onto the skin then this is called a 'non-blanching rash'. If you see this type of rash, seek medical advice immediately. The rash is harder to see on dark skin so check paler areas, such as palms of the hands, soles of the feet and tummy.
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The Little Foot Money Crossword Puzzle!
First and Last Name
Age
DOWN
ACROSS
1 Paper money that equals 100 pennies
2 The opposite of spend
3 Pennies, nickels and dimes
5 Metal money that equals five pennies
7 Using money to buy something
1 Putting money into your Little Foot account
4 Member-owned financial institution
6 Money you earn for saving with your Little Foot account
8 Name of your credit union
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"JUST SAY KNOW" BIBLE STUDY A Little Advice February 27, 2012
Day 1 Read Proverbs 12:15, 13:10, 15:22, 19:20
1. According to these scriptures, what kind of person listens to advice?
2. What qualities would a person have to listen to advice?
3. What characteristics would prevent a person from listening to advice?
4. Why would having many advisors make you successful?
Day 2 Read Exodus 18:13-26
1. Was Jethro's (Moses' father-in-law) advice good advice?
2. How could Moses have responded to Jethro's statement in verse 17?
3. How would you have responded if someone said that to you?
4. In a word, what was Jethro advising Moses to do?
Day 3 Read 2 Chronicles 9:30, 31; 10:1-14, 18, 19
1. Whose advice did Rehoboam listen to?
2. Why would Rehoboam ask for advice from the elders and then reject it?
3. What was the result of Rehoboam taking reckless advice?
Day 4 Read 1 Chronicles 19:1-8
1. What was David's motivation for sending his delegation of men to Hanun?
2. Why would Hanun's nobles think David's motives were devious?
3. How important is it to you to have peers with good judgment?
4. What was the end result of Hanun's listening to bad advice?
5. Have you ever taken bad advice with costly consequences? Explain.
Day 5 Read Proverbs 2:1-10; Isaiah 9:6; John 14:23-26; James 1:5;
1. According to the Proverbs passage, what must we do to get advice (wisdom)?
2. What are the benefits of having wisdom
3. Who gives us wisdom according to these passages?
4. How do we get advice from God today?
5. In John 14:24, what does Jesus say about those who do not 'take his advice? | <urn:uuid:67b3c324-0913-445f-9057-a58ea52ae3e0> | CC-MAIN-2021-43 | https://betteroffread.com/wp-content/uploads/2012/02/A-Little-Advice.pdf | 2021-10-20T03:01:26+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585302.56/warc/CC-MAIN-20211020024111-20211020054111-00330.warc.gz | 224,130,655 | 453 | eng_Latn | eng_Latn | 0.996829 | eng_Latn | 0.996829 | [
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Geary State Fishing Lake and Wildlife Area is 10 miles south of Junction City along highway 77. The lake was initially constructed and stocked in 1959. The lake was rehabilitated in 1987. The lake is an excellent clear water lake.
The lake has been stocked with largemouth bass, smallmouth bass, saugeye, channel catfish, flathead catfish, bluegill, white bass and crappie. Test nettings are performed annually to monitor the fish population and supplemental fish stockings are made when necessary.
WILDLIFE
The 99-acre lake is surrounded by 180 acres of public hunting land which harbors good numbers of quail, pheasant, doves, squirrels, rabbits, white-tailed deer, beaver, muskrats, raccoons, coyotes, bobcats, and numerous nongame birds and animals. The lake also
FISHING
Channel catfish can be taken in almost any area of the lake during the spring and summer months using commercial prepared baits, liver or live bait such as crayfish or salamanders.
Largemouth bass fishing can be excellent in the early spring and many are taken along the riprap of the dam and also in the coves. Several brushpile fish attractors have been strategically placed in the lake where they are within easy casting distance from the shore or the piers. These attractors hold largemouth bass, crappie, and bluegill.
HUNTING
Like most other public areas, Geary Wildlife Area receives a substantial amount of hunting pressure on opening weekend of pheasant and quail season. Following that initial pressure, the area receives only light hunting activity and hunters can enjoy a quality hunting experience.
Quail numbers are usually quite good with pheasants present in scattered bunches. Small game such as squirrels and rabbits are also numerous and like the birds can be hunted on the area. While not yet plentiful, there are huntable numbers present and these, too, are increasing.
Several food plots are maintained to provide a winter food source for wildlife.
serves as a stopover area for migrating waterfowl in the fall and spring.
Several food plots are maintained each year to provide winter food for birds and other wildlife.
Crappie and bluegill fishing can be especially good in the spring when they are spawning. The fish will be concentrated in the brushy areas in shallow water and can be taken using minnows, worms, or jigs.
The lake and public hunting area are open yearround. Picnic tables, fireplace grills, and camping areas are available for public use. Motorboats may be used for hunting and fishing only. All state and federal boating regulations apply.
Trotlines and setlines are not allowed on state fishing lakes.
THINGS TO REMEMBER
Please consult the current hunting regulations to determine the season dates and bag limits. All of the area is open to hunting except the camping areas and west of State Lake Road safety zone..
Persons utilizing the area must abide by all state and federal regulations which control these activities.
No special regulations are currently in effect.
Primitive camping is available and is free of charge. No reservations needed.
Camping is limited to no more than 14 consecutive days on the property.
Campfires are only permitted in main campground area immediately adjacent to the lake within the provided metal fire rings.
Geary State Fishing Lake &
General Area Map
Equal opportunity to participate in and benefit from programs described herein is available to all individuals without regard to race, color, national origin, sex, age, disability, sexual orientation, gender identity, political affiliation, and military or veteran status. Complaints of discrimination should be sent to Office of the Secretary, Kansas Department of Wildlife, Parks and Tourism, 1020 S Kansas Ave., Topeka, KS 66612-1327. 08/20
State Fishing Lake & Wildlife Area
Milford Wildlife Area PO Box 301 Wakefield, KS 67487
(Area Office) (785) 461-5402 (Regional Office) (785) 273-6740 ksoutdoors.com | <urn:uuid:64247870-328b-487b-8b36-8292c3baba6f> | CC-MAIN-2021-43 | https://ksoutdoors.com/content/download/9896/51863/file/GEARY%20SFL%20&%20WA.pdf | 2021-10-20T04:00:40+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585302.56/warc/CC-MAIN-20211020024111-20211020054111-00332.warc.gz | 465,881,780 | 850 | eng_Latn | eng_Latn | 0.997024 | eng_Latn | 0.997024 | [
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Copyright : newstimes.augusta.com
Solution Chemistry
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Solutions: Crash Course Chemistry #27
Water \u0026 Solutions - for Dirty Laundry: Crash Course Chemistry #7Solute, Solvent, \u0026 Solution - Solubility Chemistry What is a solution? | Solutions | Chemistry | Don't Memorise Class 11 Chemistry Chapter 1 Some Basic Concept of Chemistry Full Exercise Solution with explanation Solutions Part-1 Physical Chemistry NCERT class 12 | JEE NEET | Hindi Solutions | Class 12 Chemistry | Introduction | CBSE | NCERT 9th Class Chemistry FBISE, Ch 6 - Types of Solution - Chemistry Federal Board JEE Chemistry | Solution | Theory \u0026 Problem Solving | In English | Misostudy Plus Two | Chemistry Chapter 2 | Solutions | Malayalam |Part 1 | Introduction | Types of Solutions Solution 01 Introduction \u0026 Terminology || Free online part 07 JEE Chemistry | Mole Concept | JEE Main Pattern Questions Exercise | In English | Misostudy CBSE Class 12 || Solutions || Full Chapter || by Shiksha House Simple Trick to Understand Conversion Reactions Of Organic Compounds How to Do Solution Stoichiometry Using Molarity as a Conversion Factor | How to Pass Chemistry Liquids: Crash Course Chemistry #26 What are Solutions? Molality and Colligative Properties Partial Pressures \u0026 Vapor Pressure: Crash Course Chemistry #15 pH and pOH: Crash Course Chemistry #30 Molarity Practice Problems Chemistry 12th in hindi | Chapter 2 solutions () | Full chapter in one video Ncert based 12th NCERT Exercises Solutions of chapter -2 physical chemistry class 12 IIT JEE MAINS NEET Solutions Chemistry Class 12 Full Chapter Revision In 1 Shot | CBSE 12th Board Exam | Arvind Arora Class 12 Chemistry Chapter 2 Solutions (Part-1) | In Bengali by Joydeb Pal
Class 12 chapter 1 II Solutions 01 II Introduction and Concentration Terms (Old Videos Compilation)100% Expected Questions for 12th Board Preparation 2020 p2 | Book Tick Mark | Arvind Arora 12th-NCERT Chemistry Haloalkanes Haloarenes | exercise solution part-1 chapter 10| class 12 (Hindi) 12 th NCERT Exercise solutions of Electrochemistry Chapter-3 Physical Chemistry class 12 Solution Chemistry Solution, in chemistry, a homogenous mixture of two or more substances in relative amounts that can be varied continuously up to what is called the limit of solubility. The term solution is commonly applied to the liquid state of matter, but solutions of gases and solids are possible.
solution | Definition & Examples | Britannica
A chemical solution exhibits several properties: A solution consists of a homogeneous mixture. A solution is composed of one phase (e.g., solid, liquid, gas). Particles in a solution are not visible to the naked eye. A solution does not scatter a light beam. Components of a solution cannot be ...
Solution Definition in Chemistry - ThoughtCo
Solid solutions Gas in solids: Hydrogen dissolves rather well in metals, especially in palladium; this is studied as a means of hydrogen... Hydrogen dissolves rather well in metals, especially in palladium; this is studied as a means of hydrogen storage. Liquid in solid: Mercury in gold, forming an ...
Solution - Wikipedia
Solution Examples Air is a homogeneous mixture of gases. Here both the solvent and the solute are gases. Sugar syrup is a solution where sugar is dissolved in water using heat. Here, water is the solvent and sugar is the... Tincture of iodine, a mixture of iodine in alcohol. Iodine is the solute ...
Solution - Definition, Properties, Types, Videos & Examples
A solution is a homogeneous mixture of two substances—that is, it has the same distribution of particles throughout. Technically speaking, a solution consists of a mixture of one or more solutes dissolved in a solvent. The particles of solute and solvent are molecules or ions, with one or more solvent molecules bound to each solute particle.
Solution (chemistry) - definition of Solution (chemistry ...
Solving problems of solution stoichiometry requires the concepts introduced in stoichiometry, which also provides the basis for the discussion on reactions.
Solutions - Chemistry LibreTexts
A solution forms when a solute dissolves in a solvent. The concentration of a solution is a measure of how 'crowded' the solute particles are. The more concentrated the solution, the more particles...
Concentration of solutions - Calculations in chemistry ...
A solution is defined as a homogenous mixture which mainly comprises of two components namely solute and solvent. For example, salt and sugar is a good illustration of a solution. A solution can be categorized into several components.
Types of Solutions - Different Types, Homogeneous ...
NCERT Solutions for Class 12 Chemistry : The NCERT solutions provided here will enhance the concepts of the students, as well as suggest alternative methods to solve particular problems to the teachers. The target is to direct individuals towards problem solving strategies, rather than solving problems in one prescribed format.
NCERT Solutions for Class 12 Chemistry (Updated for 2020-21)
Class 12 Chemistry NCERT Solutions PDF Download Class 12 Chemistry teaches about organic, inorganic and physical chemistry. It builds the base of applied science. Each chapter in this solution helps young minds acquire the in-depth knowledge of chemical compounds, polymers, biomolecules and their application in daily life and many more topics.
NCERT Solutions for Class 12 Chemistry (Updated for 2020-21)
This is how to make a chemical solution using a solid dissolved in a liquid, such as water or alcohol. If you don't need to be very accurate, you can use a beaker or Erlenmeyer flask to prepare a solution. More often, you'll use a volumetric flask to prepare a solution so that you'll have a known concentration of solute in solvent.
How To Prepare Chemical Solutions - ThoughtCo
In chemistry, a solution is defined as a homogenous mixture of two or more compounds, where one compound is the solvent and the other compounds are solutes. As a rule of thumb, the compound with the greatest mass is considered to be the solute. The ratio between the solvent and solute is usually denoted in two ways.
How to Make a Solution in Chemistry - Owlcation - Education
Solutions & Solubility Basics Specification Point 1.3: Understand how the results of experiments involving the dilution of coloured solutions and diffusion of gases can be explained Diffusion and dilution experiments support a theory that all matter (solids, liquids and gases) is made up of tiny, moving particles.
Solutions & Solubility Basics | Edexcel IGCSE Chemistry Notes
A solution is a homogenous mixture of substances with variable composition. The substance present in the major proportion is called the solvent, whereas the substance present in the minor proportion is called the solute. It is possible to have solutions composed of several solutes.
Solution Chemistry - Chemistry Encyclopedia - water ...
Journal of Solution Chemistry offers a forum for research on the physical chemistry of liquid solutions in such fields as physical chemistry, chemical physics, molecular biology, statistical mechanics, biochemistry, and biophysics. The emphasis is on papers in which the solvent plays a dominant rather than incidental role.
Journal of Solution Chemistry | Home solution, in chemistry, homogeneous mixture mixture, in chemistry, a physical combination of two or more pure substances (i.e., elements or compounds). A mixture is distinguished from a compound, which is formed by the chemical combination of two or more pure substances in a fixed, definite proportion.
Solution (chemistry) | Article about Solution (chemistry ...
In chemistry, we define concentration of solution as the amount of solute in a solvent. When a solution has more solute in it, we call it a concentrated solution. Whereas when the solution has more solvent in it, we call it a dilute solution.
Concentration of Solution - Definition, Methods, Formulas ...
When the components of a mixture are uniformly intermingled, or when a mixture is homogeneous, it is called a solution. Aqueous solutions, those containing water, are the most common solutions. There are several to define the concentration of a solution depending
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What You Need to Know about Carbon Monoxide
What is carbon monoxide?
Carbon monoxide (CO) is an invisible, odorless gas. It is a common by-product of incomplete combustion, produced when fossil fuels (like oil, gas or coal) burn. Because you can't see, taste or smell it, carbon monoxide can kill you before you know it's there. Exposure to lower levels over time can make you sick.
Why is carbon monoxide so dangerous?
Carbon monoxide robs you of what you need most - oxygen, which is carried to your cells and tissue by the hemoglobin in your blood. If you inhale even small amounts of CO, it quickly bonds with hemoglobin and displaces oxygen. This produces a toxic compound in your blood called carboxyhemoglobin (COHb). COHb produces flu-like symptoms, such as headaches, fatigue, nausea, dizzy spells, confusion, and irritability. Since symptoms are similar to the flu, carbon monoxide poisoning can be misdiagnosed. As levels of COHb rise, victims suffer vomiting, loss of consciousness, and eventually brain damage or death.
Who is at risk from carbon monoxide poisoning?
Everyone because everyone needs oxygen to survive. Medical experts believe some people are more vulnerable to poisoning such as unborn babies, infants, children, seniors, and people with heart and lung problems.
Where does carbon monoxide come from?
* Incomplete combustion. Fuel-burning appliances need fresh air for complete combustion. If several appliances run at the same time in a well-insulated home, they Acompete@ for the available fresh air. If the fresh air supply gets low, appliances recirculate each other's exhaust instead of venting CO outside.
CO can be produced by gas or oil appliances like a furnace, clothes dryer, range, oven, water heater, or space heater. When appliances and vents work properly, and there is enough fresh air in your home to allow complete combustion, the trace amounts of CO produced are typically not dangerous. And normally, CO is safely vented outside your home. Problems arise when something goes wrong. An appliance can malfunction; a furnace heat exchanger can crack; vents can clog; or debris may block a chimney or flue. Fireplaces, wood burning stoves, charcoal grills, or gas logs can produce unsafe levels of CO if they are unvented or not properly vented. Exhaust can seep into the home from vehicles left running in an attached garage. All these sources can contribute to a CO problem in the home. In some cases, problems arise even if appliances are working properly. The following conditions are dangerous because they can trap exhaust in your home, and are hard to recreate during a CO investigation.
* Negative indoor air pressure. When exhaust fans run, they lower the indoor air pressure. If the indoor air pressure gets lower than the outdoor air pressure, the air flow in chimneys and vents can reverse, pulling exhaust containing CO back into the home.
* Loose vent pipes. Vibrations can shake vent pipes loose from gas dryers, furnaces, or water heaters, preventing CO from being vented outside properly.
How can I protect against carbon monoxide poisoning?
Early warning is important. The Consumer Product Safety Commission (CPSC) recommends that every home have at least one carbon monoxide alarm with an audible warning signal installed near the sleeping area. Choose a CO alarm that is Underwriters Laboratories, Inc. (UL) listed. Look for the UL logo on the package. The International Association of Fire Chiefs recommends UL listed CO alarms be installed on every level of the home for additional protection. Have a qualified appliance technician check all fuel burning appliances, furnaces, venting and chimney systems at least once a year, or as recommended by the manufacturer.
How does a carbon monoxide alarm work?
A CO alarm is not like a smoke alarm. A smoke alarm triggers an alarm immediately when it detects smoke. In a fire, the danger is immediate. A carbon monoxide alarm triggers an alarm based on exposure to CO over time. It is designed to sound an alarm before an average, healthy adult would experience symptoms. Remember, with carbon monoxide, it is the concentration of CO over time that poses a threat. Since carbon monoxide displaces oxygen in your blood, it can harm you if you are exposed to high levels of CO in a short period of time, or to lower levels of CO over a long period of time.
What do I do if my carbon monoxide alarm goes off?
Never ignore your alarm! It is very possible that you won=t be experiencing symptoms of CO poisoning when the alarm sounds. That does not mean there is no carbon monoxide present. The alarm is supposed to go off before you feel sick, so you have time to react and take action. Do not panic. Press the Test/Silence button to temporarily quiet the alarm, then call 911. Immediately move everyone to a source of fresh air. Leave the CO alarm where it is (the emergency responders will want to check it when they arrive). Do not re-enter your home until the emergency responder has arrived, your home is aired out, and your CO alarm returns to normal operation. Have the problem corrected as soon as possible. Keep your home well ventilated until the problem has been fixed.
Which type of carbon monoxide alarm is right for me and my family?
* Do you have enough alarms so you can hear them from anywhere in your home? CO problems commonly occur at night, so it is critical that everyone can hear the CO alarms from their bedrooms.
Each type of carbon monoxide alarm has different benefits. Battery powered alarms are ideal for areas where outlets are not handy, or are already in use. These alarms keep on working if the electricity fails. They can be mounted on the wall or ceiling, out of reach of children or pets. Plug-in alarms are easy to install. They plug directly into a standard electrical outlet, and don=t need to be mounted on the ceiling or wall. Most plug-in detectors cannot work if the electricity fails, so homeowners should consider installing a combination of plug-in and battery powered CO alarms throughout their home. Whichever CO alarm you choose, clean it regularly. Keep it free of grease, soot, and debris by vacuuming it gently. Never spray cleaning chemicals on or near the alarm. Test the CO alarm regularly. Here are some other important points to remember when choosing carbon monoxide alarms:
* Where are your bedrooms located? If you have bedrooms in different areas of your home, make sure you install at least one carbon monoxide alarm in the hallway near each bedroom.
* Do you have small children or pets? If you do, consider choosing ceiling or wall-mounted battery powered units for family rooms or areas where children could easily knock a plug-in alarm out of an outlet.
Where should I install my carbon monoxide alarms?
If you only have one carbon monoxide alarm, install it in the hallway near the sleeping area. Make sure you can hear it from every bedroom so it can awaken everyone if the alarm goes off while you are asleep. Additional alarms on each level of your home provide extra protection. Carbon monoxide weighs about the same as air, and distributes evenly throughout a room. A CO alarm will be effective if it's on the ceiling, near the baseboard, or anywhere in between. Pick a location where the alarm will stay clean, and out of children=s reach. Do not install a CO alarm right next to a combustion appliance, like a gas or oil furnace, oven, water heater, etc. install the CO alarm at least 15 - 20 feet away from these appliances whenever possible. Do not install a CO alarm where it will be exposed to strong chemical solvents or cleaners, or in areas of high humidity. CO alarms work best when clean and dry. For plug-in CO alarms, choose outlets that cannot be turned off by a switch or dimmer, since they may not provide continuous power. Choose outlets where the alarm cannot be easily knocked off the wall.
This message brought to you by First Alert ® and the City of Carbondale Fire Department. For more information, please contact the Administrative Office at 457-3234. | <urn:uuid:02e181ad-cd61-4c32-803f-092f503a6d13> | CC-MAIN-2021-43 | https://explorecarbondale.com/DocumentCenter/View/6885/Carbon-Monoxide-PDF | 2021-10-20T04:13:03+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585302.56/warc/CC-MAIN-20211020024111-20211020054111-00331.warc.gz | 333,258,771 | 1,668 | eng_Latn | eng_Latn | 0.99905 | eng_Latn | 0.999168 | [
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1 Fast These first nine days are a really good time to fast. That's every day up until the day of Eid (fasting on the day of Eid is not permitted). Even if you cannot fast all nine days, it's especially recommended to fast on the ninth day of Dhul-hijjah. According to the Prophet (pbuh), fasting on this day erases our sins from the previous year and the next.
4 Give Charity Remember how good deeds get rewarded multiple times in Ramadan? In the first nine days of Dhu al-Hijjah, it is the same. Go out of your way to give in charity, help your colleague, help your neighbor, give money to those in need, spend time with your family, or help your parents.
2
In these days, anything you do to make another person happy is an act of charity that will be rewarded in multiple ways.
Just make sure you make the right intention before doing your charitable deed.
6 7 Challenge Yourself, Body and Spirit Learn how you can donate, volunteer, or advocate via irusa.org.
Read the Qur'an
This is a good time to read more Qur'an. Challenge yourself to see how many chapters of the Qur'an you can read during these first ten days.
5 Muslims on pilgrimage will be reciting the talbiyah during the rites of Hajj, but since many of us are not there this year, recite the dhikr that we have been encouraged to recite in the first ten days of Dhu al-Hijjah. One of the best things that a person can have is a righteous child who prays for them. In these blessed ten days, make your parents a priority and dedicate a good deed to them. Do More Dhikr
3 When was the last time you did a good deed for your parents? Beyond chores or tasks, how many times have you said a prayer for them, donated money on their behalf, or planted a tree and gave charity on their behalf? Do a Good Deed for Your Parents
"Allaahu akbar, Allaahu akbar, Allaahu akbar, la ilaha ila Allah, Allaahu akbar, Allaahu akbar, Allaahu akbar, wa lillaahi il-hamd!"
(Allah is Most Great, Allah is Most Great, Allah is Most Great, there is no god but Allah, Allah is Most Great, Allah is Most Great, Allah is Most Great, and to Allah be praise!)
Spread the Message of Islam
As the spotlight focuses on Hajj and our shopping sprees for Eid begin, do a good deed by telling people about Islam.
This Dhu al-Hijjah, challenge yourself with Islamic Relief and join these two challenges: No Meat Till Eid or Hajj
Challenge.
Many of our sisters and brothers around the world do not have access to meat most of the year. This Dhu al-Hijjah,
let us act in solidarity with them,
and challenge ourselves to restrain ourselves from eating meat the first
nine days of Dhu al-Hijjah. It sounds simple, but it’s a challenge of your spirit
to make sure you can do this.
Another challenge you can do is walk with us five miles a day for the first nine days of Dhu al-Hijjah to simulate the distance you would have walked
each day if you were at Hajj. This year because of the spread of disease, Hajj is difficult for many around the world.
9 Wake up for Tahajjud If you find it difficult to wake up for the midnight prayers before, now is a good time to motivate yourself. Think how blessed but short these ten days are, and think of all the things that you want to ask Allah (SWT) for.
But your body can still physically endure some of the stress of Hajj by walking the amount you would have if you were at
Hajj. Each day, learn about what action you would be performing if you were at Hajj this year.
Get a tahajjud buddy if you need to, but don't miss out on the great rewards of spending the night in prayers.
It could be as simple as telling your non-Muslim family member about Dhu al-Hijjah over Eid dinner, or telling your colleague about your reasons for fasting outside of Ramadan. Whatever method you use, help people see the beauty of Islam in this blessed month.
8
Remember Allah (SWT) as often as you can as you leave the house, while in commute, while watching your kids play, grocery shopping, heading to a meeting, etc. Whatever you are doing, keep your tongue moist with remembrance of Allah (SWT).
Give Salaam to a Stranger
Do you find yourself not greeting someone you don't know with a "salaam" because you're not sure how they'll react or whether they'll return the greeting?
10 During these first days of Dhu al-Hijjah, renew your intentions and give salaam to someone you don't know. Spread the spirit of brother/sisterhood in these holy days. Teach the Kids about Dhu al-Hijjah
Many kids already know that you go to visit the Ka'aba during Dhu al-Hijjah or that they will have a nice meal on Eid alAdha. But they may not understand the whole beauty of the month of Dhu alHijjah. This is a good time for parents to connect kids with our Islamic traditions by teaching them about this month. You can tell them the story of Prophet Ibrahim (as) and his son, the story of Ibrahim's wife, Hajjar, and the Zamzam water, etc. | <urn:uuid:533aa93f-b482-421b-9bfd-9eece716f28d> | CC-MAIN-2021-43 | https://irusa.org/wp-content/uploads/2021/06/2021_Qurbani_Poster_IRUSA_web.pdf | 2021-10-20T04:57:45+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585302.56/warc/CC-MAIN-20211020024111-20211020054111-00331.warc.gz | 422,364,164 | 1,154 | eng_Latn | eng_Latn | 0.99601 | eng_Latn | 0.99601 | [
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Orleans Primary School
Healthy Schools
This policy was reviewed: November 2018
This Policy will be reviewed: November 2021
Healthy Schools Policy
Introduction
At Orleans Primary School we want to promote the health and well-being of the whole school community through all aspects of food and drink, physical activity and positive emotional health. All the principles within this policy apply to both adults and pupils.
All members of the school community (teaching and non-teaching staff, parents, pupils and governors) work towards the school's aims, but the overall responsibility for the policy is with the PSHE Subject Leaders, the PE Subject Leader and the Headteacher.
Policy Objectives
To promote a school ethos and environment which encourages a healthy lifestyle
* Our explicit values underpinning positive emotional health and resilience are reflected in our School Aims and Values.
* Pupils have a voice and opportunities to give their opinions on how the make their school healthier. Pupils, parents and staff understand the importance of being sun aware and put into place specific strategies to keep the pupils safe.
* Staff take part in quality professional development including First Aid, Child protection and Safeguarding, PSHE, PE and understanding the mental health issues which can effect pupils.
* A positive learning environment is created through systems as set out in our Behaviour Policy
* There is an active partnership within the whole school community in working with outside experts such as the school nurse who works with individuals and the whole school to promote healthy lifestyles.
To use the full capacity and flexibility of the curriculum to achieve a healthy lifestyle
Food, drink and physical activity within a Healthy Lifestyle is incorporated across the curriculum. This includes:
* Food Technology (as part of Design and Technology) provides the opportunity to learn where food comes from and apply healthy eating messages through practical work with food including preparation and cooking.
* Science provides an opportunity to learn about the effects of physical activity and diet on our bodies and the effects of a balanced diet.
* PSHE encourages young people to take responsibility for their own health and well-being and teaches them how to develop a healthy lifestyle.
* Physical Education provides children with the opportunity to develop physically, mentally, socially and creatively and understand its practical impact.
* Mathematics enables children to understand nutritional information as well as calculating, weighing and measuring.
* Geography allows children to learn about physical activity opportunities in the local environment. It also encourages children to look at the changing environment
* The children in Year 3 take part in the Safer Walking Scheme pedestrian training scheme
To ensure the food and drink available across the school day reinforces the healthy lifestyle message
* Each child is asked to bring a water bottle to enable children to freely access drinking water at all times in and out of the classroom.
* Water fountains are in both playgrounds to allow children to drink water at break times.
* Orleans Primary School has easily accessible toilets and regular toilet breaks.
* The school operates a no sweets/crisps/chocolate policy, for packed lunches, break times and discourages the sharing of sweets for children's birthdays.
* Children in KS1 and the Foundation Stage have fruit available during morning break time and all are encouraged to have some each day.
* A special healthy menu from our school lunch providers, ISS, has been put in place for lunchtime.
* Healthy choices are encouraged and supervised at school dinners.
* Lunch boxes are checked to ensure enough food has been eaten.
* Children are shown how to make healthy meals through food technology lessons.
* For special events such as class parties, festivals, fetes and fairs staff and parents will ensure that a variety of food choices are available, keeping in mind the Healthy School Policy.
* Orleans Primary School is a nut free school which is strictly enforced and communicated on a regular basis to pupils, parents and staff.
* Orleans Primary School follows the Healthy Schools Standard.
To provide quality physical education and school sport, and promote physical activity as part of a lifelong healthy learning.
* Active play equipment is provided for all ages at break times and lunchtimes including three climbing areas – this is introduced and modelled in assembly.
* Teaching Assistants have received training to help encourage interactive play.
* All children have two sessions of PE each week, with KS2 pupils using Marble Hill Park for their PE sessions.
* The children in year 3 have a term and a half of swimming lessons each year
* The children in Key stage 2 are given the opportunity to take part in local sporting competitions
* The school has a partnership with the School Sports Co-ordinator (SSCO) to develop sport across the school and make links with other local schools
* Children are offered the opportunity to take part in a range of after school sports clubs
Signed_________________________________ Quality and Standards
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Child Care Immunization Assessment
Wisconsin state law requires licensed day care centers to yearly report the immunizations of children aged two to four years. The report is called the Child Care Immunization Assessment.
What are immunizations?
- Immunizations, also called vaccines or shots, protect children and adults from dangerous diseases.
- The shot helps your body to build up and protect you from the real disease.
What is the Child Care Immunization Assessment?
- The Child Care Immunization Assessment is a state-required report for all licensed child care centers.
- The report helps the state and local heath departments understand the health of children in Wisconsin.
- Child care centers report how many children aged 2-4 years in the center:
- Are fully vaccinated, which means they have all of the vaccines and doses needed for their age.
- Have a personal or religious waiver, which means they have a signed waiver stating they have a personal or religious reason for not getting a vaccine.
- Have a medical waiver, which means they have a signed waiver from their doctor that says they cannot receive a vaccine for health reasons.
Why do I need to complete the assessment?
- Wisconsin law requires child care centers to submit the assessment report yearly.
- The goal is to make sure children in child care centers are protected from disease.
Where can a parent find their child's vaccine record?
A parent or guardian can call their child's doctor or look up the record in the Wisconsin Immunization Registry at https://www.dhs.wisconsin.gov/immunization/wir.htm.
Page 1
What is the Child Care Assessment booklet?
- The booklet explains the law and how it applies to child care centers.
- It includes all the forms and directions to help centers meet the law's reporting requirements.
- It includes a paper copy of the assessment, and the link to the online assessment.
- Remember, only the online assessment needs to be submitted. Nothing should be faxed or mailed.
- The Child Care Assessment booklet will be sent to you at the start of each year and can also be found on our website.
How do I complete the assessment?
1. Collect all current immunization records for both part-time and full-time children aged 2-4 years.
2. Use the Immunization Assessment form as a worksheet. You can find the Immunization Assessment in the booklet.
3. Use the information from the Immunization Assessment to finish the online assessment (the paper copy and online survey collect the same information).
I am confused about completing the report, is there someone I can contact?
Your local health department can assist you with any questions about the report. For local health department information visit https://www.dhs.wisconsin.gov/lh-depts/counties.htm
What is done with the information collected from the assessment?
- The information is summarized and shared on the Wisconsin Immunization Program website.
- The assessment provides immunization information required by Wisconsin law to the health department.
How is the individual child's identity protected?
- The report does not collect any identifying information about children.
- The report only collects information on the types and total number of vaccines all the children in the center have or are missing.
Child care centers must keep all children's records up-to-date. Review records on a yearly basis to make sure you have current information.
Page 2.
DAY CARE ENTRY: WHAT VACCINES ARE REQUIRED?
The number and type of shots (vaccines) that a child needs is based on their age. If a child misses a dose for an age group, they must go to their doctor to make up the shot.
= One shot (a dose of vaccine) in the pictures below
Page 3
There are some special notes (i.e., foot notes) about a few of the vaccines:
i
i
| *Hib | Was the first shot given between 12 and 14 months of age? Then two shots are needed. Was the first shot given afetr 15 months of age? Then one shot is needed. |
|---|---|
| **PCV | Was the first shot given between 12 and 23 months of age? Then two shots are needed. Was the first shot given afetr 24 months of age? Than one shot is needed. |
| ***MMR | The MMR shot must be given on or afetr 12 months of age. A shot given four |
t
i
r
| Every Child By 2 | https://www.ecbt.org/ |
|---|---|
| Children’s Hospital of Philadelphia | https://www.chop.edu/centers-programs/vaccine-education-cente |
| Immunizatoi n Action Coalition | https://www.immunize.org/ |
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Parent Plus AAP News
INFORMATION FROM YOUR PEDIATRICIAN
Kids with concussions should ease back into school
After a concussion, kids often wonder when it is OK to play sports again. The American Academy of Pediatrics (AAP) cautions parents to help children ease back into learning, too.
After a brain injury from a blow to the head, youngsters can have symptoms such as headaches, blackouts, blurred vision, confusion, dizziness, stomachaches, sensitivity to light and noise, and mood changes.
Studies have shown that the injured brain might need to take a break from texting, video games, TV and school work. Your child's pediatrician will be able to determine how much rest is best for your child.
Talk with your pediatrician about writing a detailed note to the school that explains how to help your child get back into the school routine. The school nurse can help carry out the plan.
Your child's plan can include a shorter school day, if needed, such as a 30 minute block of learning followed by a 15 minute rest period. Some subjects may be more difficult than others for a healing brain.
Children with light sensitivity can wear sunglasses and avoid screens like computers, Smart Boards and videos. Those with headaches can take breaks in a quiet area like the nurse's office. Students should not take standardized tests while healing, according to the AAP.
Jumping back into regular school routines too quickly can increase healing time, according to research. Most schoolage children with concussions heal within three weeks, but results vary for each child, according to the AAP.
— Trisha Korioth
©2013 American Academy of Pediatrics. This Parent Plus may be freely copied and distributed with proper attribution.
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PRESENTATION 3
Mask-Use For Children and Youth: Refresher For School and Child Care Settings
Public Health Ontario September 2021
Disclaimer
This document was developed by Public Health Ontario (PHO). PHO provides scientific and technical advice to Ontario's government, public health organizations and health care providers. PHO's work is guided by the current best available evidence at the time of publication.
The application and use of this document is the responsibility of the user. PHO assumes no liability resulting from any such application or use.
This document may be reproduced without permission for non-commercial purposes only and provided that appropriate credit is given to PHO. No changes and/or modifications may be made to this document without express written permission from PHO.
Objectives
* To discuss the importance of non-medical masking for source control (keeping ones droplets to themselves) in the prevention of COVID-19
* To review how to properly put on and take off a non-medical mask
What is the Purpose Of Wearing A Non-Medical Masking?
* Masks are indicated for use in schools and child care settings primarily as a form of Source control.
* Source control means wearing a non-medical mask (i.e. cloth) to protect those around you from your respiratory droplets (e.g. coughs and sneezes).
* Non-medical masks can also help protect the wearer depending on the materials used; non-medical masks should be well-fitting.
Source: Centers for Disease Control and Prevention. How to safely wear and take off a mask [Internet]. Atlanta, GA: Centers for Disease Control and Prevention; 2020 [cited 2021 Mar 30]. Available from: https://www.cdc.gov/coronavirus/2019-ncov/downloads/cloth-face-covering.pdf
Science M, Thampi N, Bitnun A, Allen U, Birken C, Blackman N, et al. School operation for the 2021-2022 academic year in the context of the COVID-19 pandemic. Science Briefs of the Ontario COVID-19 Science Advisory Table. 2021:2(38):1-40. Available from: https://doi.org/10.47326/ocsat.2021.02.38.1.0
Considerations for Mask Use
* Benefits from source control and protection
* Negative consequences
* Keeping ones droplets to themselves
* Developmental considerations
* Social interactions
What Does a Well-fitting Mask Look Like?
A well-fitting mask:
* Fits over nose, mouth and chin with no gaping
* Is comfortable so no need to adjust
Source: Metcalf D
How NOT To Wear a Mask
Source: Centers for Disease Control and Prevention. Your guide to masks [Internet]. Atlanta, GA: Centers for Disease Control and Prevention; 2021 [cited 2021 Apr 13]. Available from: https://www.cdc.gov/coronavirus/2019-ncov/prevent-getting-sick/about-face-coverings.html
Should The Mask Be Two-Layers Or Three-Layers?
* Three-layer non-medical or cloth masks with a filter layer may theoretically offer greater filtration
* Additional layers may make it more difficult for the wearer to breathe
* Mask needs to be well-fitting (i.e. no gaping)
* Consistent and appropriate use of either is the most important thing to do when unable to physically distance or in shared indoor spaces
Ontario Agency for Health Protection and Promotion (Public Health Ontario). COVID-19: non-medical masks [Internet]. Toronto, ON: Queen's Printer for Ontario; 2020 [cited 2021 Mar 16]. Available from: https://www.publichealthontario.ca/-/media/documents/ncov/factsheet/2020/11/covid-19-non-medical-masks-qa.pdf?la=en
Government of Canada. Non-medical masks: about [Internet]. Ottawa, ON: Government of Canada; 2021 [cited 2021 Mar 16]. Available from: https://www.canada.ca/en/publichealth/services/diseases/2019-novel-coronavirus-infection/prevention-risks/about-non-medical-masks-face-coverings.html
How Should Masks Be Put On?
©SickKids Hospital, 2020. Used with permission.
Source: SickKids; Connected Care. HINT: what is suggested for family caregiver use of masks during the COVID-19 pandemic? [Internet]. Toronto, ON: The Hospital for Sick Children (SickKids); 2020 [cited 2021 Mar 16]. Available from: https://www.connectedcare.sickkids.ca/quick-hits/2019/8/29/volume6-efnk4-nyn48-max8h-s9w2y. Used with permission.
How Should Masks Be Taken Off?
©SickKids Hospital, 2020. Used with permission.
Source: SickKids; Connected Care. HINT: what is suggested for family caregiver use of masks during the COVID-19 pandemic? [Internet]. Toronto, ON: The Hospital for Sick Children (SickKids); 2020 [cited 2021 Mar 16]. Available from: https://www.connectedcare.sickkids.ca/quick-hits/2019/8/29/volume6-efnk4-nyn48-max8h-s9w2y. Used with permission.
PublicHealthOntario.ca
10
Which Children/Youth Should NOT Wear a Mask?
* Masks should not be worn by children who are:
* under the age of 2
* unable to tolerate a mask (e.g., due to a medical condition or inability to wear/remove the mask properly)
* unable to remove the mask without assistance
* There can be exemptions to wearing face masks for some children/youth and these should be discussed on a case-by-case basis in accordance with provincial, local public health and school board requirements.
PublicHealthOntario.ca
11
If a Child/Youth Cannot Wear a Mask Should They Use a Face Shield?
* Important to remember that masking is only one of several health and safety measures implemented in schools to protect other students and school staff.
* Face shields are not considered an effective form of source control when worn alone.
* Face shields are used for eye protection and are meant to be worn in conjunction with a face mask when indicated.
PublicHealthOntario.ca
12
For More Information …
Public Health Ontario resources:
* Coronavirus Disease 2019 (COVID-19): How to wash your hands / How to use hand sanitizer
* Removing Personal Protective Equipment/Putting On Personal Protective Equipment
* Infection Prevention and Control Fundamentals
* Preventing COVID-19: Tips for Children Attending School
* COVID-19 Preparedness and Prevention in Elementary and Secondary (K-12) Schools Checklist
* COVID-19 Preparedness and Prevention in Elementary and Secondary (K-12) Schools - Checklist Orientation (webinar)
* COVID-19 - Schools and Related Settings
PublicHealthOntario.ca
13
How Did We Do?
PublicHealthOntario.ca
PHO would appreciate your thoughts on these presentations.
Please visit PHO's school resources webpage to access and complete a short survey.
14
Acknowledgements
* Public Health Ontario thanks Sick Kids Hospital for permission to use their material, adapted from original work by Holland Bloorview Rehabilitation Hospital.
PublicHealthOntario.ca
15
For More Information About This Presentation, Contact:
email@example.com
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Suggested Books for Rising First Grade Students
Summer 2021
Congratulations you made it through kindergarten, and you are ready to enjoy your summer before first grade! Here is a list of ideas for reading this summer. The first grade summer reading assignment will require students to pick three books to complete a story map for each (attached to this document). The story map is the follow-up assignment that needs to be completed on the 3 chosen books. Students will need to draw pictures to show the characters, setting, and the beginning, middle, and end for their chosen books. Below you will find some suggested authors and books. You may read books and authors not listed. We really hope you enjoy reading this summer!
Favorite Authors
* Cythia Rylant
* Dr. Seuss
* Eric Carle
* Kevin Henkes
* Laura Numeroff
* Mo Willems
Fiction Books
* Duck! Rabbit! by Amy Krouse Rosenthal
* Goodnight Moon by Margaret Wise Brown
* Leo the Late Bloomer by Robert Krauss
* Seven Blind Mice by Ed Young
* Silly Sally by Audrey Woods
* Black is a Rainbow Color by Angela Joy
* A Morning With Grandpa by Cynthia Liu
Nonfiction
* Dinosaurs by Gail Gibbons
* Feathers: Not Just for Flying by Melissa Stewart
* From Seed to Pumpkin by Wendy Pfeffer
* One Tiny Turtle by Nicola Davies
Favorite Series
* Fancy Nancy by Jane O'Connor
* Fly Guy by Ted Arnold
* Frog and Toad by Arnold Lobel
* Henry and Mudge by Cythia Rylant
* Pete the Cat by Kimberly & James Dean
* Poppleton by Cythia Rylant
* The Magic School Bus by Joanna Cole
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BBC LEARNING ENGLISH
Media English 媒体英语
Ambitious plan to re-home elephants
500 头野生大象迁徙计划
- 关于台词的备注: 这不是广播节目的逐字稿件。本文稿可能没有体现录制、编辑过程中对节目做出的改变。
- 請注意：中文文字内容只提供簡體版
野生动物专家试图转移 500头生活在非洲马拉维两个野生保护园区内的大象。此迁徙 计划从下月开始，目的是为了帮助增加野生大象的总数。以下是 Richard Hamilton 的报 道。
A century ago there were five million elephants in Africa. Today there are fewer than 470,000. Populations have been decimated by habitat loss and poaching. But two parks in Malawi – Liwonde and Majete – have managed to keep the poachers out and are actually overcrowded.
The charity African Parks is managing the move to the more empty Nkhotakota Wildlife Reserve.
The elephants will be drugged and loaded onto trucks. Other animals will also be introduced to the reserve, including buffalo, zebra and impala. African Parks hopes this manmade migration will increase tourism in Malawi, which is one of the continent's poorest nations.
It's also a welcome glimmer of hope amid a wider picture of poaching, destruction and decline.
词汇表
测验
请听报道并回答下列问题。
1. What has led to a decline in the number of elephants in Africa?
2. How will experts prevent the animals from hurting others or themselves as they are being moved?
3. True or false? The elephants are being moved to a new reserve because they might find more food there.
4. What does the reporter mean by 'man-made migration'?
答案
1. What has led to a decline in the number of elephants in Africa?
Habitat loss and poaching.
2. How will experts prevent the animals from hurting others or themselves as they are being moved?
They will drug the elephants to make them calmer.
3. True or false?
The elephants are being moved to a new reserve because they might find more food there.
True. If the park where the elephants are now is overcrowded there might not be enough food for all the elephants there. The new reserve might have more food among other things.
4. What does the reporter mean by 'man-made migration'?
He means that the move from one park to another – the migration – is not initiated by the elephants themselves. The animals are going to be taken to another place by men in trucks. | <urn:uuid:08797217-1184-4831-b3d9-1cb9d697292c> | CC-MAIN-2021-43 | https://language.chinadaily.com.cn/bbc/mediaenglish/features-media-english-ep-160623_attachments/bbc_media_english_elephants.pdf | 2021-10-20T04:24:54+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585302.56/warc/CC-MAIN-20211020024111-20211020054111-00336.warc.gz | 471,286,675 | 560 | eng_Latn | eng_Latn | 0.99882 | eng_Latn | 0.999407 | [
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1 - Positive Developmental Relationships: a
learning environment that is supportive, culturally responsive and focused on meaningful connection, relationships and building community.
a. Teacher-student relationships are a priority for all adults
b. Culture and identity are valued and explored
c. Classroom routines and procedures exist
d. Community building is intentional and encouraged
1) Conversation/Relationship Based - Our research shows that the single most important aspect of SEL instruction is the conversation it fosters and the relationships it builds. When students are talking, they are engaged, they are building relationships with peers and educators, and they are connecting the SEL concepts to their lives in meaningful and impactful ways. It fosters an environment where students feel a greater sense of trust, belonging, and significance. This work starts with teachers. Every aspect of our solution is designed to empower teachers with the comfort, confidence, and authenticity to facilitate empowering conversation. This, in turn, creates and nurtures trust and openness, breathing new energy into the classroom and freeing students to share and foster a more connected classroom community.
2) Adaptable and Culturally Responsive - Our staff is intentionally diverse with people of color representing 50% of the team and women representing 65%. Our executive leadership team is comprised of 65% people of color and our President is a Hispanic woman. We have an intersectional group of educational advisors and curriculum writers that represent urban, suburban, and rural America. This has resulted in a balanced solution with diverse voices, perspectives, needs, and responses to diverse communities. Our curriculum accurately represents all backgrounds and creates intentional spaces where all cultures are celebrated. Finally, our Resource Hub within the online portal provides districts and the schools with the unique ability to adapt our curriculum to their students' environments. Educators have access to thousands of culturally relevant lessons, videos, games, discussion prompts, and refection activities. These learning tools can be added to existing lessons and used to create new stand-alone lessons that can be shared and leveraged with team members.
3) Culture and Identity are valued and explored – our approach supports culture and identity into every SEL lesson and resource we provide. We made an intentional decision 12 years ago to build a diverse team so we could create a solution that truly engages all students and educators. Our curriculum is also adapted for English Language Learners and students with special needs. SEL only works if it meets the needs of ALL students, and we are committed to continue to lead the market with solutions aligned with this position. Central to all aspects of our solution is a market-leading professional development offering that informs educators and students on how to:
Recognize individual and organizational diversity.
Build alliances through collaboration.
Manage implicit bias behavior in the classroom.
Practice empathy to foster understanding.
Develop an inclusive culture that celebrates differences.
Lead uncomfortable conversations through peacebuilding.
Create learning opportunities to engage all students.
Have meaningful conversations that student's value
2 - Intentional Development of Skills, Mindsets and Habits- students have consistent opportunities to cultivate, practice and reflect on social and emotional competencies in a way that is developmentally appropriate and culturally responsive.
a. The 5 SEL competencies are taught, modeled, and practiced
b. Explicit SEL instruction is provided consistently
c. All students are exposed to an age appropriate, evidence based SEL curriculum
d. Student voice is present and encouraged
4) Deeply Aligned with CASEL - We are an evidence based SEL solution aligned with CASEL's five core SEL competencies. For the last 8 years, we have restructured our curriculum to drive self-awareness, selfmanagement, social awareness, relationship skills and positive decision making. Our professional development creates a deeper understanding among educators, provides strategies and techniques to model them in hallways and classrooms, and delivers specific and targeted instruction to build these competencies in students.
5) Ensures Fidelity - 7 Mindsets delivers its PreK-12 th curriculum in a systematic, linear way that is comprehensive, coherent, and clear. Each course is comprised of 30 lessons delivered in a scaffolded ageappropriate manner. The entire arc of our curriculum aligns with Blooms Taxonomy to ensure progression and mastery of key competencies. Each course is 30 lessons designed to be taught for 20 to 45 minutes every week over the course of a school year. Additionally, resources are provided to integrate the 7 Mindsets into classroom management and other core academic areas to transform culture and promote greater student achievement, as well as improved behavior and attendance.
6) Fosters Youth Voice - 7 Mindsets helps teachers integrate youth voice in the classroom. The lesson format and prompts help teachers practice ways to solicit anonymous feedback from their students to improve their teaching and co-create lesson plans. They show teachers that they can support leadership development when they encourage students to lead activities, lectures, and discussions. 7 Mindsets teaches that students find their voice through their passion and interests and doing projects that demonstrate their mastery on a topic or issue in the class. Students can help lead changes in a school's environment when they serve on decisionmaking committees in the classroom, school, and district level. When student leadership is encouraged, plans of action, policies, curriculum, and programs will be formed with the student population in mind.
3 - Rich Instructional experiences- SEL content and objectives are integrated into rigorous instruction through interactive and collaborative pedagogies.
a. Academic and growth mindsets are fostered
b. SEL and academic objectives are aligned
c. SEL competencies are integrated into instruction, e.g., grade level benchmarks, evident in all subject matter
d. Grading policies should reflect a competency-based approach to education that is grounded in empowering students to make important decisions about their learning, how they will create and apply knowledge and how they will demonstrate learning.
7) Is Mindsets-Based - Our mindsets-based approach to SEL focuses on student perspectives and attitudes. Rather than solely focusing on skill sets, our approach equips students with the self-awareness and decisionmaking capacity to shape their own outcomes and thrive in an evolving world. Our solution drives the attitudes and behaviors that lead to successful lives, improves mental health, and promotes happiness - an approach that resonates from PK to high school and beyond. Since 2009, The 28 learning objectives defined by the 7 Mindsets have been deeply integrated with:
The standards as researched and published by The Collaborative for Academic, Social, and Emotional Learning (CASEL)
Learning for Justice Anti-Bias Framework
Mental Health, Mindsets, Wellness and Behavior: The National Health Standards; National Health Education Standards PreK-12. Second Edition. American Cancer Society. 2007
Healthy. Schools. Center for Disease Control and Prevention
ASCA Mindsets and Behaviors for Student Success
Health Education/SEL Crosswalk: Aligning the National Health Education Standards with CASEL Social and Emotional Learning Core Competencies. SHJAPE America.
8) Drives Academic, Social, and Emotional Growth – A multitude of independent studies validate the 7 Mindsets impact. What separates the 7 Mindsets from all other social-emotional learning programs is a measured set of lasting, tangible improvements upon the mindsets of both students and educators. Some key illustrative measurable results include:
Study 1 - Improves achievement. % of at-risk student passing the math portion of the state standardized test Increased from 24% to 80%. Relationship in Math Achievement, 33-page report, Dr. Mimi Gamel, Kennesaw State University.
Study 2 – Improve school culture. # of disciplinary referrals dropped from over 300 to under 30 in one year, as student engagement and attendance both improved. 17-page report by Dr. Marisha Humphries & Roberto Rivera M.Ed., University of Illinois at Chicago.
Study 3 – Improved behavior. A high school in Florida showed a 42% decrease in the number of school suspensions while the control group high school showed a 100% increase. 40-page report by Independent Researcher Portia Pusey.
Study 4 – Improves resilience. Students demonstrating high levels of resilience increased from 18% to 75%. 160-page report from Dr. Mimi Gamel was peer-reviewed at Kennesaw State University.
See 4) Deeply Aligned with CASEL
4 - Environments filled with safety and
belonging- conditions for belonging and emotional safety are created by being responsive to students' perspectives and needs, affirming all students' full identities, and establishing structures that create predictability and consistency.
a. Environments are filled with safety and belonging
b. School wide discipline policies and practices are instructive, restorative, developmentally appropriate and equitably enforced
c. Staff and student relationships are evident and valued
d. Staff relationships are supportive, respectful and collaboration exits
e. Student relationships are respectful, friendly, and inclusive
9) Fosters Restorative Practices - Under the umbrella of SEL and mindset-based learning, 7 Mindsets has a long history of working with schools to deploy restorative discipline and support positive behavior initiatives. Our research has shown a proven ability to reduce office referrals, in-school suspensions, and out of school suspensions and expulsions. It starts with a positive referral process putting attention on what is going right. Many 7 Mindsets schools implementing restorative practices have students reflect and write within a journal what they have learned and what they would do differently. Additionally, the student develops a plan to correct their action and make good with other students and educators.
10) Promotes Adult SEL - 7 Mindsets has learned over the last 12 years that Adult SEL is the single most critical element to implementing any SEL Solution with impact. Social and Emotional Learning is only as good as the teacher in the moments they are interacting with their students. We deliver training that inspires those who work with youth to make meaningful connections, in an authentic manner, that fosters deep relationships. We have a unique ability to empower educators with the confidence and comfort required to deliver SEL programs effectively. Our research has driven an extensive focus on adult SEL including:
Ridiculously Amazing Schools (RAS) – a best-selling book that includes an assessment tool to determine the individual and collective efficacy of educational teams. The RAS offering also includes professional development and leadership strategic planning services to address the SEL health of the adults in the building and grow educational teams.
7 Mindsets Training – The best teachers are connected and engaged with the content they are teaching. The same holds true for SEL and is an advantage of the 7 Mindsets framework. One unique aspect of the 7 Mindsets is the positive effect they have on adults as well as the students they teach. Our teacher training is unique in its focus on getting educators to connect the 7 Mindsets to their own lives, find their own personal and authentic story, and develop a personal life plan to promote health and authentic achievement.
SELECT Implementation Model – Our SELECT approach to implementation is a high-touch model that ensures every teacher is providing the resources to grow and expand their capacity with SEL. Not every teacher is confident and comfortable with SEL, but our experience tells us they are all capable. Our SELECT approach ensures we address the needs of all educators and promote Adult SEL and authentic delivery of SEL in the classroom.
See 1) Conversation/Relationship Based
Integrated Systems of Supports- SEL is seamlessly integrated into a continuum of academic and behavioral supports, which are available to ensure that all student needs are met.
a. Identify and communicate how SEL aligns with existing systems; i.e., MLSS, SAT, PBIS
b. Align SEL to universal strategies, such as school mental health, restorative practices and/or trauma informed processes
c. SEL is evident in Out of School programming
d. SEL is integrated into family and community communications, activities, and programming
11) Delivers Out of School Programming - It is often the case that the adults with the greatest impact on a child are a teacher, coach, counselor, or mentor. Since its inception, the 7 Mindsets has extended its programming beyond serving classroom teachers to support youth agencies, community organizations, and after-school programs. The ability to reach out and engage the broader community is essential in fostering environments of sustainable social and emotional growth. An essential ingredient to foster SEL excellence in New Mexico will be programming and coaching for organizations like the YMCA, Boys & Girls Clubs, Junior Achievement, and youth athletic organizations. The 7 Mindsets language is ideally suited for these more targeted environments and is aligned with their core missions and visions.
12) Supports EVERY Child - 7 Mindsets made an intentional decision 12 years ago to build a diverse team so we could create diverse solutions to help every child thrive. We have made an organizational commitment to be the leader in the development and delivery of equitable solutions. This means providing curriculum that is culturally responsive and adapted culturally and contextually for English Language Learners. We have developed processes and tools to support every student including all tiers, students with disabilities, and students with special needs. We have worked with districts and schools to support and enable critical processes including ELL/DLI programs, IEPs, MTSS, Restorative Discipline, Trauma-Informed Practices, Talented and Gifted Programs, and Student Mental Health.
13) Addresses Critical Mental Health Challenges - In order to help develop a mentally, emotionally, and healthy person, The 7 Mindsets Portal includes topical videos, lessons, and activities that address behaviors that are influenced by mental, emotional, and social well-being. Specifically, we provide customizable resources on many SEL topics so educators and caregivers can help their children thrive and address critical challenges they may be facing including:
Device and social media usage
Dealing with adversity and trauma
Seeking help, guidance, and support
Vaping, alcohol, and substance abuse
COVID 19 and mental health
Depression and suicide
Bullying (including cyber bullying)
Anxiety, stress, and self-harm
Self-Care (exercise, diet, downtime)
and many more
Use of Data to Assess Need and Impact-
Implementation and outcome data are collected and used to monitor progress toward goals and continuously improve all SEL-related systems, practices, and policies with a focus on equity.
a. Identify, collect and review data, considering your purpose for collecting data
b. Use of NM SEL Framework to assess implementation
c. Use of individual reflection tools for all, (students, staff, administration, families) for practice development and continuous improvement
14) Provides Individualized Measurement Plans - Fundamentally, 7 Mindsets measures what is most important to individual districts and schools and offers ongoing support, reporting and SEL refinement. Our solution uses data to ensure the best outcomes and to foster and strengthen SEL engagement for students, staff and families. It is essential to assess SEL comprehension and progress. 7 Mindsets partners with schools and districts to offer ongoing progress monitoring of SEL. Using our Data Genius platform and Mindsets assessment tools, alongside other metrics, 7 Mindsets creates and develops individualized assessment and monitoring plans. We work hand in hand with schools and districts to develop a comprehensive progress monitoring and assessment program that seamlessly incorporates individual school assessment priorities and tools, while delivering turn-key templates and reporting functions.
15) Ensures Progress, Privacy, and Security - Our data platform is constructed with security and privacy as a chief priority. All data is encrypted, so survey responses are secure. Teachers can send anonymous surveys or individual and classroom-targeted surveys. Those surveys can include a quick check in on classroom or student mood or quickly gauge the understanding, impact and effectiveness of an SEL lesson or video. Check ins and surveys can be administered in a few minutes with real-time results reported to the teacher. As an integrated service, Data Genius can also associate and send assessments with lessons for pre- and post-lesson progress monitoring.
See 8) Drives Academic, Social, and Emotional Growth | <urn:uuid:1a868597-c869-4fd6-9ebb-0c6487c47f62> | CC-MAIN-2021-43 | https://www.7mindsetsconnect.com/wp-content/uploads/2021/08/New-Mexico-Alignment-SEL-Framework.pdf | 2021-10-20T03:47:47+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585302.56/warc/CC-MAIN-20211020024111-20211020054111-00337.warc.gz | 760,392,169 | 3,281 | eng_Latn | eng_Latn | 0.995725 | eng_Latn | 0.996924 | [
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This practice plan was created by Taren Long, a math teacher and coach at Chesapeake Public Charter School. Taren created numerous free resources for MATHCOUNTS coaches in her role as the 2020-2021 DoD STEM Ambassador for MATHCOUNTS. Find more resources and information at dodstem.us.
Percentages
Coach instructions: Give students around 10 minutes (2 minutes per problem) to go through the warm-up problems.
Try these problems before watching the lesson.
1. What number is 10% of 20% of 30% of 40? Express your answer as a decimal to the nearest hundredth.
To find percent of a number, we convert the percent to a decimal and multiply. Thus, we can express the question as 0.1 0.2 0.3 40 x = ⋅ ⋅ ⋅ . Multiplying, we get 0.24.
2. A restaurant automatically adds an 18% tip to the bill. If the tip was $9, what was the bill before the tip was added, in dollars?
18% times the bill (x) gives the amount of the tip in dollars. 18% as a decimal is 0.18. We can solve the equation 0.18 9 x = by dividing both sides by 0.18. 9 0.18 50 = .
3. A 6% rate increase by a local media cable company resulted in an increase of $1.20 per month on a family's bill. How many dollars was the monthly bill before the increase?
The initial rate (x) times the 6% rate increase is equal to $1.20. We can solve the equation 0.06 1.2 x = by dividing both sides by 0.06. 1.2 / 0.06 = 120 / 6 20 = .
4. A stock loses 10% of its value on Monday. On Tuesday it loses 20% of the value it had at the end of the day on Monday. What is the overall percent loss in value from the beginning of Monday to the end of Tuesday?
If its initial value was x, after Monday, its value is .9x, and after a further 20% loss, its value becomes 0.8 0.9 0.72 x x ⋅ = , making for a total loss of 28 percent.
5. The original price of an item was $50. The store deducted 20%, and then deducted an additional 20% off the reduced price. How many dollars more would a consumer save if the store had simply reduced the original price by 40%?
The price after a 20% deduction is 80% of its original price. After a further 20% deduction, its value becomes 0.8 0.8 50 32 ⋅ ⋅ = . A 40% deduction of its original price has a value of 0.6 50 30 ⋅ = . 32 – 30 = 2 dollars.
Coach instructions: After students try the warm-up problems, play the video and have them follow along with the solutions.
Take a look at the following problems and follow along as they are explained in the video.
6. A toy store manager received a large order of Mr. Slinkums just in time for the holidays. The manager places 20% of them on the shelves, leaving the other 120 Mr. Slinkums in storage. How many Mr. Slinkums were in this order?
Solution in video. Answer: 150 Mr. Slinkums.
7. Edward is one of the six people who each are writing 180 math problems. When he solves every problem, he gets an incorrect answer for 10% of the problems that he wrote and for 5% of the problems written by the others. For what fraction of the problems does Edward get the wrong answer? Express your answer as a common fraction.
Solution in video. Answer: 7/120.
8. The length of a rectangle is twice its width. If the length is decreased by 20% and the width is increased by 20%, by what percent is the area decreased?
Solution in video. Answer: 4 percent.
Coach instructions: After watching the video, give students 10 to 15 minutes to try the next four problems.
Use the skills you practiced in the warm-up and strategies from the video to solve the following problems.
9. After deducting his 10% commission, Jun sent $27 to the newspaper dealer for whom he delivers papers. If each newspaper sells for 20 cents, how many papers did Jun deliver?
The $27 that Jun sent back to the dealer was 90% of his revenue, meaning that he brought in a total of 27 ÷ 0.9 = 30 dollars. For Jun to collect that much money, he must have delivered 30 0.20 = 150 newspapers.
10. During the first year, ABC's stock price starts at $100 and increases 100%. During the second year, its stock price goes down 25% from its price at the end of the first year. What is the price of the stock, in dollars, at the end of the second year?
Over the first year, a 100% increase of $100 would make the stock price $200. A 25% decrease would leave the stock value at 75% of the $200. 0.75 · 200 = 150.
11. Otto's investment portfolio consisted of shares of internet stock and copper stock. During the year, the value of his internet shares increased 10%, but the value of his copper shares decreased from $10,000 to $9,000. During the same year, the total value of his portfolio increased by 6%. What was the dollar value of his internet shares at the end of the same year?
Let x be the initial value of Otto's internet stock, in dollars. At the beginning of the year, the total value of his portfolio is x + 10,000 dollars. At the end of the year, the total value of his portfolio is 1.1x + 9,000 dollars. Since increasing by 6% is equivalent to multiplying by 1.06, we have 1.06( 10,000) 1.1 9,000 x x + = + . Distributing and collecting terms, we find x = 40,000. At the end of the year, his internet stock is worth 40,000 · 1.1 = 44,000 dollars.
12. A consumer report revealed the following information about three tubes of toothpaste. Bright is 60% more expensive than Fresh and has 25% less volume than Glow. Glow is 25% less expensive than Bright and has 33.3% more volume than Fresh. Fresh costs $1.00 per unit of volume. What is the number of cents per unit of volume of Glow?
Make a table to organize the information about the cost and the volume of the three tubes of toothpaste. Let the number of units of volume in one tube of Fresh be u. Then the cost of one tube of Fresh is $u. Since Bright is more expensive than Fresh by 60%, one tube of Bright costs $ 8 5 u . Also, since Glow has 13 33 % more volume than Fresh, the volume of a tube of Glow is 4 3 u units.
Finally, multiply the volume of Glow by ¾ to find the volume of Bright, and multiply the cost of Bright by ¾ to find the cost of Glow.
Dividing the cost of a tube of Glow by its volume, we find a cost-per-unit-of-volume of
Optional Extension
Coach instructions: Once your students have completed the problems and feel they have a comfortable under standing of the concept, let them consider each of these math challenges.
To extend your understanding and have a little fun with math, try the following activities.
Consider each of the following shopping scenarios and make a decision for each. Be prepared to defend your answer with math!
a. Would you rather use a 70% discount coupon or a 40% discount, 20% discount, then a 10% discount coupon? (Or are both options going to provide an equal discount?)
A 70% discount will give a final cost of 100% – 70%, or 30% of the original cost, 0.3x. A 40% discount would give a cost of 0.6x. A 20% discount off of that would leave a cost of ( ) 0.8 0.6x and a final 10% discount would give a final cost of ( ) 0.9(0.8 0.6 ) 0.432 x x = . The first coupon will require you to only pay 30% of the original cost, which is better than paying 43.2% of the cost in all cases.
b. Would you rather use a coupon worth $20 off your entire purchase or 20% off your entire purchase? (Or are both options going to provide an equal discount?)
A $20 coupon is better for costs under $100. A 20% off coupon is better for totals over $100. At $100, both coupons provide the same discount.
c. Would you rather use a 5% discount coupon but have to pay 5% shipping for the item purchased, or just pay the flat cost of the item with no discount but a free shipping promotion?
A 5% discount gives a cost of 0.95x . 5% shipping is an additional cost, so totals 1.05(0.95 ) 0.9975 x x = . The final item costs 99.75% of what it should have originally, which is a small discount compared to the second option, which is simply 100% of the cost.
d. Come up with your own 'would you rather' scenario that someone might not predict or expect to be the better mathematical option. | <urn:uuid:7d9be89f-cd6c-405e-b909-8f5e2def834a> | CC-MAIN-2021-43 | https://www.mathcounts.org/sites/default/files/DSEC%20Percentages%20(C).pdf | 2021-10-20T04:15:39+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585302.56/warc/CC-MAIN-20211020024111-20211020054111-00337.warc.gz | 1,057,684,071 | 2,106 | eng_Latn | eng_Latn | 0.999228 | eng_Latn | 0.999404 | [
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"OUR FUTURE IS AT HAND" GLOBAL HANDWASHING DAY 2021
October 13, 2021 – If you give a hand soapy water, it's clean for a day. Teach that hand to wash itself, it's clean for a lifetime. On October 15, join District Health Department #10 (DHD#10) in celebrating Global Handwashing Day, a day highlighting the importance of regularly washing your hands with soap and water.
Regularly washing your hands with soap and water is one of the most effective ways to remove bacteria and germs, avoid getting sick, and prevent the spread of germs, including COVID-19, to others.
To correctly wash your hands, follow these five steps every time:
1. Wet your hands with clean, running water, turn off the tap, and apply soap.
2. Lather your hands by rubbing them together with the soap.
3. Scrub your hands for at least 20 seconds.
4. Rinse your hands well under clean, running water.
5. Dry your hands using a clean towel or air dry them.
Unsure of when you should wash your hands? The key is to do it before and after times you are likely to get and spread germs, such as:
* Before and after eating
* Before, during, and after preparing food
* After using the restroom
* After handling money
* After touching garbage
* After coughing, sneezing, or blowing your nose.
* After touching animals, animal feed, or animal waste
* Before and after contact with someone who is sick
* Before and after treating a cut or wound
Our future is at hand, and today, we can all take back our hands from bacteria and germs.
About DHD #10
District Health Department #10 (DHD #10) is Michigan's largest geographical health department, mandated to promote and protect the public from unsafe and hazardous conditions and provide methods of promoting good health and disease prevention. Some of the vital programs provided by DHD #10 include Immunizations, Infectious Disease Control, STI Testing and Counseling, WIC, Maternal Infant Health Program, Healthy Families America, Children's Special Health Services, Hearing and Vision Screening, Family Planning, Cancer Screening, Worksite Wellness, Smoking Cessation, Substance Use Prevention, Chronic Disease Prevention, and Environmental Health Services. DHD #10 serves Crawford, Kalkaska, Lake, Manistee, Mason, Mecosta, Missaukee, Newaygo, Oceana, and Wexford counties. For more information, visit www.dhd10.org. | <urn:uuid:d59ac9b4-564a-49a5-82d3-f9b174d5b724> | CC-MAIN-2021-43 | https://www.dhd10.org/wp-content/uploads/2021/10/DHD10_PressRelease_HandwashingDay_10.13.21.pdf | 2021-10-20T03:18:15+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585302.56/warc/CC-MAIN-20211020024111-20211020054111-00336.warc.gz | 887,474,393 | 537 | eng_Latn | eng_Latn | 0.988105 | eng_Latn | 0.988105 | [
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SERVICE PROJECT Gold Level Project
What counts as a service project?
The answer to this is up to the discretion of the club leader. There are only two general required elements—math and community service. Discuss ideas with your club on how they can use their math skills and also give back to their school, their community, their peers, their family, etc. Your students could organize a math night for your school where they lead math game stations or organize a math bingo game. Another idea is to tutor younger or struggling students within your school or community.
How much time is required to be spent?
Ideally, two hours per club member involved in the Gold Level Project. This time can be a collective two hours spent as a group working on the project or each member can individually complete two hours at their convenience. For example, if you organize a math night that is two hours long and all club members are present and contributing this satisfies the requirement. Alternatively, if students choose to tutor (or something similar), they can each individually do two hours on their own schedule.
How do we document or provide proof of our service project?
This depends on what your service project is and we encourage the club leader to decide what is appropriate here. Students could create a poster or Power Point presentation with photos from the service project or they could write a short reflection paper on what they did, how their math skills helped and what they learned from it all. Any student signing the Gold Level form is confirming that they devoted two hours or more to the project. If students complete hours independently, the club leader may want to consider having an hours log that is signed off on by someone present during their volunteer time. A sample hours log is provided below, but you may choose to use your own.
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St Helens CofE School Menu
Spring Term
Global Theme: Social Justice
Big Question: Is it Fair?
Topic: Comparison between cultures (Great Britain and Africa)
Main Course
Big Maths Learn Its and Times Tables
A few juicy mathematical facts for you to learn off by heart: rapid, very rapid recall! These progress systematically and need quick reactions and no fingers! Not forgetting to make the most of FunKey Maths Times Tables Cards, Times Tables Rock Stars and Numbots to try and beat your personal best!
Reading
A true sharing treat! Children and families can read and discuss books together after school, before school, in the car, in fact this treat can be enjoy anytime and almost anywhere. Read the RWInc storybook, RWInc Book bag book or your reading for pleasure book with a friend or family member every day.
Side Orders
These optional extras will add a bit of variety to the main menu!
English – Write an acrostic poem using the word 'AFRICA' as the title.
Art – Imagine you live in Africa. What might you see if you looked outside your window? Draw or paint a picture.
Computing – Using non-fiction books or the internet, find out some interesting facts about life in Africa or African animals.
Geography – Be creative and make your own map of Africa. Can you locate Uganda and label surrounding areas?
Music – Create a homemade African musical instrument. For example, a shaker or African drums. Bring it into school to play to the class.
DT - Can you create an African necklace or bracelet using resources of your choice. For example, beads or a cardboard plate.
Please upload any photos of your home learning onto your child's portfolio on Class Dojo. We are looking forward to seeing what you get up to at home! Thank you | <urn:uuid:cb7dac08-dc33-4bc8-88fc-f9c3e20f0964> | CC-MAIN-2024-26 | https://www.sthelensprimary.org.uk/assets/Year-1-Connected-Curriculum-Home-Learning.pdf | 2024-06-12T22:55:41+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861261.53/warc/CC-MAIN-20240612203157-20240612233157-00830.warc.gz | 928,952,072 | 371 | eng_Latn | eng_Latn | 0.995796 | eng_Latn | 0.997387 | [
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Autumn Term 1 Worship MTP
Monday – Whole school KS2 9.30 – 9.45 KS1 9.45-10
Tuesday - KS1 Hall 2.55 – 3.15 KS2 class worship
Wednesday – KS1 Class worship KS2 Hall 2.55 – 3.15
Thursday – KS2 Class led worship 2.55 – 3.15 KS1 Celebration worship
Friday – KS2 celebration worship KS1 Class led worship
| | Leader | Liturgical colour | Theme | Ideas Bold type refers to Roots & Fruits |
|---|---|---|---|---|
| Week 1 4.9.23 | DD MW | | Vision introduction | KS2 9-9.20 2.55 – 3.10 KS1 9.20 – 9.40 2.40 – 2.55 W DD am – Welcome back MW pm - Matthew Th MW am Children DD pm Children Fri DD am Zacchiaeus MW pm Zacchiaeus |
Autumn Term 1 Worship MTP
Monday – Whole school KS2 9.30 – 9.45 KS1 9.45-10
Tuesday - KS1 Hall 2.55 – 3.15 KS2 class worship
Wednesday – KS1 Class worship KS2 Hall 2.55 – 3.15
Thursday – KS2 Class led worship 2.55 – 3.15 KS1 Celebration worship
Friday – KS2 celebration worship KS1 Class led worship
| Week 3 | SM KS2 GH KS1 | SM – Class worship | Hall 1 – Wiping the slate clean pg.75 Class worship – What is Forgiveness? Why is it important? Hall2 – Forgiving others as God has forgiven you pg. 81 |
|---|---|---|---|
| Week 4 | HF KS2 HM KS1 | Jesus let the children in GS – Class Worship | Hall 1 – Recapping story 2 Class Worship – What was Jesus saying when he invited the children in? How do we invite all in? Hall 2 – Using our talents to serve pg. 221 |
| Week 5 3.10.22 | TA KS2 LT KS1 | TA Class worship | Hall 1 – Giving with no strings attached pg. 227 Class Worship – What does it mean to give without expecting to receive in return? Hall 2 – Living for others pg. 233 |
| Week 6 | GS KS2 FG KS1 | Zacchaeus the tax collector RA class worship | Hall 1 – Recapping Story 3 |
Autumn Term 1 Worship MTP
Monday – Whole school KS2 9.30 – 9.45 KS1 9.45-10
Tuesday - KS1 Hall 2.55 – 3.15 KS2 class worship
Wednesday – KS1 Class worship KS2 Hall 2.55 – 3.15
Thursday – KS2 Class led worship 2.55 – 3.15 KS1 Celebration worship
Friday – KS2 celebration worship KS1 Class led worship
| | | | Class Worship – What does it mean to welcome people who others do not welcome? Hall 2 – Seeing the whole picture pg. 208 |
|---|---|---|---|
| Week 7 | RA KS2 KM KS1 | MW class worship | Hall 1 – Turning over a new leaf pg. 78. Class Worship – How can we forgive others when they have upset us? Why do you think Jesus forgave Zacchaeus? Hall2 – Beginning again pg.84 |
| Week 8 | | Harvest | TBC | | <urn:uuid:dd08d9b1-dcba-4055-a403-2d5d5877edc6> | CC-MAIN-2024-26 | https://www.stmarks-elmtree.org.uk/wp-content/uploads/2023/07/Autumn-Term-1-.pdf | 2024-06-12T22:54:19+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861261.53/warc/CC-MAIN-20240612203157-20240612233157-00835.warc.gz | 930,744,357 | 815 | eng_Latn | eng_Latn | 0.81866 | eng_Latn | 0.679699 | [
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Specific
Measurable
Attainable
Relevant
TimeBound
Defining and Writing SMART Goals and Objectives
Defining goals and objectives are an important part of the performance planning process. Using SMART goals provides clarity, decreases bias, while providing a road map with a destination that is "reachable" but also significant to the individual and the agency.
* SMART is an acronym that you can use to guide your goal setting. To make sure your goals are clear and reachable. It helps you to identify specific targets, so that you will know when you've reached those targets.
* SMART goals will explain to any reader about what, when, why, and how a goal might be achieved.
* What will you acheive? What will you do?
* Your goal should be clear and specific, otherwise you won't be able to focus your efforts.
* As you write your goals down try answering the What, Why, Who, Where, and Which (resources or limits are involved?
* What data will you use to decide whether you've met the goal?
* It is important to have measurable goals, so that you can track your progress and stay motivated
* Evaluating your progress helps you stay focused, meet your deadlines, and feel excitement of getting closer to achieving your goal.
* Are you sure you can do this? Do you have the right skills and resources?
* Your goal needs to be realistic and attainable to be successful. It should stretch your abilities, but remain possible.
* Setting attainable goals will allow you to identify
* Does the goal align with those of your team or organization? How will the result matter?
* We all need support and assistance in achieving our goals, but it's important to retain control over them.
* Your plan should drive everyone forward, but that you're still responsbile for achieving your own goal.
* Every goal needs a target date, so that you have a deadline to focus on and something to work toward
* Time-Bound goals help prevent everyday tasks from taking priority over your longer-term goals.
SMART Goal Examples
- Specific: Goal become head of marketing. A specific goal could be, "I want to gain the skills and experience necessary to become head of marketing within the organization, so that I can build my career and lead a successful team."
- Measurable: You can measure your quest to become head of marketing by determining that you will have completed the necessary training courses and gained the relevant experience in a few years' time.
- Attainable: Ask yourself whether developing the skills necessary is realistic based upon experience and qualifications. Do you have the time to complete the required training? Are the necessary resources available to you?
- Relevant: Think about whether if it's the right time to undertake the required training or work towards additional qualifications. Are you sure you are the right person for the head of marketing role? Consider others such as a spouse or close family members who may be affected by your decision.
- Time – Bound: How long will it take to acquire new skills? Do you need further training, so that you're eligible for certain exams or qualifications? Provide yourself with a realistic timeframe. | <urn:uuid:1289a66f-04d4-46b0-bbf4-f18d8822aa5c> | CC-MAIN-2024-26 | https://doas.ga.gov/sites/default/files/2024-03/Defining%20and%20Writing%20SMART%20Goals%20and%20Objectives.pdf | 2024-06-12T21:18:47+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861261.53/warc/CC-MAIN-20240612203157-20240612233157-00833.warc.gz | 199,770,646 | 638 | eng_Latn | eng_Latn | 0.998713 | eng_Latn | 0.998713 | [
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YUNGA GUERNSEY – Teacher guide
www.fragileguernsey.gg/yungaguernsey
Teacher Information – Biodiversity Badge
The idea of this badge is to encourage awareness and behavioural change to be kinder to the planet and to encourage care of the natural environment. It is designed to be very practically based, centred on Guernsey and easy to fit into your teaching. It has been approved by the United Nations as part of the Youth United Nations Global Youth Alliance (YUNGA). What you are already doing will count. Our children are the generation that will have to find ways of mitigating climate change and the natural environment is the starting place. To grow up with a love of the natural environment will mean that they will have the knowledge to take the right decisions to be kind to the planet and enable our beautiful islands (Guernsey, Sark, Herm and Alderney) to be there to enjoy for future generations.
Non-formal education
If you are involved as a leader in a non-formal education organisation such as scouting and guiding, then this can be added into your programme and counts for a few other badges as well. The badge has been added onto OSM. If you complete the badge then you can buy it at the scout and guide shop at Rue Maingy open Saturday mornings, 9.30-12.30.
To sign up please email firstname.lastname@example.org Information required is: school, year group, how many children.
I am a school teacher on Guernsey, teaching both primary and secondary pupils. I have written a special Guernsey curriculum for this badge which has been approved by the UNITED NATIONS. You need to complete 8 activities, two from each section. After 8 activities you will need to reflect on what you have learnt to get your cloth badge and certificate.
Air x2
The air section can include anything to do with creatures who fly. This could be looking at pollinators in the summer, doing a FIT survey, taking part in the great UK bird watch, learning about bats, making things for birds and butterflies.
Land x2
The land section involves anything that is planted or creatures that walk. There is a huge amount that can be done with planting, composting, learning about wild animals and their habitats. This could also include an environment walk. Go on a walk outside and observe, notice and enjoy the environment around you.
Water x2
This section can involve making irrigation bottles for summer watering, lots of activities based around the school pond, cleaning it out, pond dipping. You can even make a tiny little pond from a washing up bowl. If you are within walking distance from a beach then the opportunities open up hugely, rock pooling, seaweed foraging, beach cleans etc.
Environment x2
If it is about the natural environment but doesn't fit neatly into any of the other three categories, then put it in here. If you have an inside session in the classroom learning about animals or the environment, then it will count for this section. A visitor from the various environmental organisations on the island taking a session for the class will also fit here.
The resources section of the webpage will be added to so do keep looking back. If you have any ideas then please email and I will add them on.
In a school setting it would probably be easier for you, as the teacher, to use the grid provided to assign categories for the learning and activities that you are providing in lessons, then just check with fragileguernsey to make sure that it fits the categories. You are then in charge of managing this – i.e. ticking a grid once done. After the reflection at the end, one for each child (please send – pdf or photo no names needed), let fragileguernsey know and you can receive badges and blank certificates that you can add in the child's name. The certificates will be personalised for your school and have your school crest on. It would be great for you to award these in an assembly.
Twitter presence: @fragileguernsey and #yungaguernsey
Excel Evidence Grid with checkboxes available on request | <urn:uuid:ec06c90b-2d90-4d4b-a071-a82c6c7f281d> | CC-MAIN-2024-26 | https://fragileguernsey.gg/wp-content/uploads/2022/07/Teacher-registration.pdf | 2024-06-12T21:02:43+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861261.53/warc/CC-MAIN-20240612203157-20240612233157-00833.warc.gz | 250,045,171 | 847 | eng_Latn | eng_Latn | 0.99889 | eng_Latn | 0.999028 | [
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Kindergarten Reading Comprehension Workbook
Reading Comprehension Kindergarten Scholastic
Kindergarten Reading & Writing (Literacy Skills Workbook)
Ready to Learn: Kindergarten Write and Wipe Workbook
Complete Book of Grade K
Reading Comprehension Workbook
Reading Comprehension Grade 1 Scholastic
100 Sight Words Kindergarten Workbook for Girls
3rd Grade Spelling Success Workbook
Summer Bridge Activities¨, Grades K - 1
Reading Comprehension Activity Workbook - Preschool & Kindergarten - Color Edition
100 Must Know Sight Words
180 Days of Reading for Kindergarten
Kindergarten Reading
Words to Know Sight Words, Grade K
Kindergarten Reading Comprehension Workbook
Ready to Learn: Pre-Kindergarten Write and Wipe Workbook
100 Sight Words Kindergarten Workbook for Boys
Reading Comprehension Workbook
Kindergarten Reading Readiness Workbook
Reading Comprehension Workbook - Grade 3
Tracing Sight Words Workbook for Kindergarten
Reading Comprehension, Grade K
Your Total Solution for Reading, Grade K
180 Days of Reading for Kindergarten
Ready to Learn: Kindergarten Reading Workbook
English Korean Reading Comprehension Workbook for 1st 2nd 3rd Grade
Kindergarten Reading and Writing Big Fun Practice Pad
Yoga Made Easy
School Zone Big Reading 1-2 Workbook
Reading for Comprehension
180 Days of High-Frequency Words for Kindergarten
Reading Comprehension Grade 1 Scholastic
Reading Comprehension Passages And Questions
Reading Comprehension Workbook - Grade 3
Reading Comprehension Kindergarten Scholastic
Reading Comprehension Activity Workbook - Preschool & Kindergarten
Reading Comprehension for 1st Grade
180 Days of Reading, Writing and Math for Kindergarten 3-Book Set
Kindergarten Reading Comprehension Workbook dev.mabts.edu
by guest
JIMMY NATHALIA
Reading Comprehension Kindergarten Scholastic National Geographic Books
Reinforce your childÕs kindergarten skills with the Complete Book of Grade K. With the colorful lessons in this workbook, your young learner will strengthen skills that include colors and shapes, uppercase and lowercase letters, phonics, and counting. --The Complete Book series provides a dynamic way for students in prekindergarten to grade 4 to master essential skills. Each vivid workbook guides students through a variety of engaging activities in phonics, reading comprehension, math, and writing. Challenging concepts are presented in simple language with easyto-understand examples, while stickers and full-color illustrations capture studentsÕ interest. The Complete Book series is a thorough, comprehensive guide to grade-level success. Kindergarten Reading & Writing (Literacy Skills Workbook) Silver Dolphin Books
Give your soon-to-be first grader a head start on their upcoming school year with Summer Bridge Activities: Bridging Grades K-1. With daily, 15-minute exercises kids can review rhyming and counting and learn new skills like telling time and writing complete sentences. This workbook series prevents summer learning loss and paves the way to a successful new school year. -And this is no average workbookÑSummer Bridge Activities keeps the fun and the sun in summer break! Designed to prevent a summer learning gap and keep kids mentally and physically active, the hands-on exercises can be done anywhere. These standards-based activities help kids set goals, develop character, practice fitness, and explore the outdoors. With 12 weeks of creative learning, Summer Bridge Activities keeps skills sharp all summer long!
Ready to Learn: Kindergarten Write and Wipe Workbook Highlights Press
Practicing kindergarten reading, writing, and math for kids ages 4 to 6 is as easy as write, erase, and repeat in this Ready to Learn workbook. Ready to Learn: Kindergarten Write and Wipe
Downloaded from
Workbook builds the foundational skills in reading, writing, and math that children ages 4 to 6 will need when they arrive in kindergarten. Concepts like word families and reading comprehension are covered in exercises that adhere to the Common Core State Standards for the kindergarten grade level. Kids can complete and redo the skill-building activities as often as they like by using the included dry-erase marker, wiping the workbook clean, and then doing the activities again. Helps kindergarteners gain confidence in their academic skills. Writeand-wipe format allows for learning reinforcement. Includes writeand-wipe marker. Useful tool to prepare for kindergarten, as extra practice during the school year, or as a review before first grade. Assists with pen control. 60 full-color and illustrated pages. Meets Common Core State Standards. Get to know the Ready to Learn series! Developed for kids entering pre-kindergarten all the way through third grade, Silver Dolphin's Ready to Learn series of educational and engaging workbooks, workpads, write & wipe formats, and flash cards will put young learners on the path to success. Focusing on three key subjects—reading, writing, and math—each grade level is vetted by experts in early education to adhere to the Common Core State Standards Initiative. Foundational, buildable skills are introduced, developed, and reinforced with colorful illustrations and familiar learning formats that will encourage learning confidence as kids benefit from extra educational opportunities outside the classroom.
Complete Book of Grade K Kindergarten Reading
Comprehension Workbook
Let kids play their way to success with sight words 100 sight Words Kindergarten Workbook for boys ages 4-6,helps kids of all ages from 4 to 8 to learn to trace 100 high-frequency sight words and increase the reading speed and comprehension for preschoolers and kindergarteners. Fun activities build confidence in handwriting and reading in 1st graders. Here's a preview of what you'll get from this awesome sight words practice book for boys: 100 pages of the most important sight words for beginning readers Top quality 60lb paper that prevents crayons, markers, or colored pencils from bleeding through. This book is the perfect size at 8.5 x 11 inches with plenty of room for small hands. Each page is simply lots of fun and keeps your child busy with mind stimulating exercises. help them to relax cute certificate of achievement upon completion It's a great way to teach sight words for preschoolers.100 sight Words Kindergarten Workbook for boys Ages 4-6 also includes all kindergarten reading and writing activities and 1st Grade writing and reading comprehension practice exercises.
Reading Comprehension Workbook Teacher Created Materials Learn from anywhere with these kid-friendly, teacher-reviewed activities for kindergarten reading success! This colorful workbook is jam-packed with fun reading readiness games and exercises for little learners. Perfect for back to school--no matter what that looks like! Good reading skills are essential for success in kindergarten and beyond. This 128-page workbook is full of engaging activities that strengthen an emerging reader's ability to recognize and understand basic words and text. Each activity focuses on a skill needed to become a superstar reader, such as: • letters • consonant sounds • short vowels • beginning & ending word sounds • rhyming sounds • sight words • color words ... and much more! With vibrant, colorful pages full of games and puzzles, Kindergarten Reading Readiness Workbook will help your child catch up, keep up, and get ahead—and best of all, to have lots of fun doing it! ***** Why Sylvan Products Work ***** Sylvan Learning Workbooks won a National Parenting Publications Awards (NAPPA) Honors Award as a top book series for children in the elementary-aged category. NAPPA is the nation's most comprehensive awards program for children's products and parenting resources and has been critically reviewing products since 1990. The Award recognizes Sylvan Learning Workbooks as some of the most innovative and useful products geared to parents. Sylvan's proven system inspires kids to learn and has helped children nationwide catch up, keep up, and get ahead in school. Sylvan has been a trusted partner for parents for thirty years and has based their supplemental education success on programs developed through a focus on the highest educational standards and detailed research. Sylvan's line of educational products equips families with fun, effective, and gradeappropriate learning tools. Our workbooks and learning kits feature activities, stories, and games to reinforce the skills children need to develop and achieve their academic potential.
Students will reap the rewards of improved confidence and a newfound love of learning.
Reading Comprehension Grade 1 Scholastic Rainbow Bridge Publishing
Give students the targeted, skill-building practice they need with these standards-based books! Each workbook includes more than 40 ready-to-reproduce practice pages. Easy-to-follow directions and fun exercises motivate students to work on their own. Every activity in each book is correlated to state standards. For use with Kindergarten.
100 Sight Words Kindergarten Workbook for Girls Teacher Created Resources
Build reading skills and increase in your student's ability to recognize sight words instantly with 180 Days of High-Frequency Words. Even if you do not have time for vocabulary instruction, this series features quick, easy-to-use daily word study activities to include in the language arts block. Based on Fry's 1000 Instant Words, 180 Days of High-Frequency Words for Kindergarten introduces three snap words each week – a total 108 highfrequency words in covered – in a structure that places the focus on word recognition. As students familiarize themselves with target words and increase their ability to identify high-frequency words in different ways, they will cut, color, trace, match, circle, identify rhymes, draw, and fill in the blank in cloze sentences. Activities can be used as a weekly or cumulative assessment, giving teachers an opportunity to test students on necessary words. This invaluable classroom resource for balanced literacy also provides downloadable files. Boost reading, writing, and spelling skills with this series that prepares students for college and career readiness.
3rd Grade Spelling Success Workbook Createspace Independent Publishing Platform
Modeling comprehension strategies is KEY for readers of ALL ages. Comprehension is gaining meaning from what you read. This is a complex higher-level thinking skill, but children from a very early age can begin thinking about what they have just read and tell you what a story is about. When children read, they must turn their "minds on" and actively think about the meaning of what they are reading. Features: ✔️ 100 worksheets ✔️ Helps to build skills for reading complex texts ✔️ Easy-to-follow directions and fun exercises motivate students to work on their own ✔️ Large
8.5 x 11 inches format ✔️ Every activity in each book is correlated to state standards ✔️ Carefully Designed for Grade 1 ✔️ Practice reading in a fun way Kws: reading comprehension practice, grade 1 reading, first grade comprehension workbook, first grade reading practice, reading comprehension and fluency grade 1, grade 1 reading comprehension workbook, 1st grade reading comprehension, reading practice grade 1, reading comprehension workbooks grade 1, reading and comprehension grade 1, reading comprehension 1st grade, 1st grade comprehension, comprehension skills grade 1, 1st grade reading comprehension workbooks, grade 1 reading comprehension, comprehension grade 1
Summer Bridge Activities¨, Grades K - 1 Teacher Created Materials
Encourage kindergarten students to build their reading comprehension and word study skills using daily practice activities. Great for after school, intervention, or homework, teachers and parents can help students gain regular practice through these quick, diagnostic-based activities that are correlated to College and Career Readiness and other state standards. Both fiction and nonfiction reading passages are provided as well as data-driven assessment tips and digital versions of the assessment analysis tools and activities. With these easy-to-use activities, kindergarteners will boost their reading skills in a hurry!
Reading Comprehension Activity Workbook - Preschool & Kindergarten - Color Edition Carson-Dellosa Publishing Let kids play their way to success with sight words 100 sight Words Kindergarten Workbook for Girls ages 4-6,helps kids of all ages from 4 to 8 to learn to trace 100 high-frequency sight words and increase the reading speed and comprehension for preschoolers and kindergarteners. Fun activities build confidence in handwriting and reading in 1st graders. Here's a preview of what you'll get from this awesome sight words practice book for girls: 100 pages of the most important sight words for beginning readers Top quality 60lb paper that prevents crayons, markers, or colored pencils from bleeding through. This book is the perfect size at 8.5 x 11 inches with plenty of room for small hands. Each page is simply lots of fun and keeps your child busy with mind stimulating exercises. help them to relax cute certificate of achievement upon completion It's a great way to teach sight
3
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words for preschoolers.100 sight Words Kindergarten Workbook for Girls Ages 4-6 also includes all kindergarten reading and writing activities and 1st Grade writing and reading comprehension practice exercises.
100 Must Know Sight Words National Geographic Books Get your kid ready for school with our Reading Comprehension Workbook! Our books are packed with plenty of fun activities that teach a variety of essential school skills improving your child's success in class. Each book provides activities that are great for independent work in class, homework assignments, or extra practice to get ahead Cute and inspiring themes. All the activities involve a variety of magical creatures and animals to keep your child engaged. Use this set of worksheets to support your child in practicing their grammar and reading facts. Why You Will Love This Book: ✔️ 90 worksheets ✔️ Perfect for helping students gain grammar & reading skills quickly and accurately. ✔️ Easy-to-follow directions and fun exercises motivate students to work on their own ✔️ Perfectly sized at 8.5" x 11" ✔️ Every activity in each book is correlated to state standards ✔️ Carefully built for Grade 3 ✔️ Practice reading in a fun and easy way Kws: reading books for 3rd graders, kumon reading grade 3, nonfiction reading comprehension grade 3, reading practice grade 3, common core comprehension grade 3, grade 3 reading comprehension workbook, 3rd grade reading comprehension workbooks, 3rd grade comprehension books, reading comprehension practice grade 3, 3rd grade reading, comprehension 3rd grade, reading comprehension games grade 3, grade 3 reading comprehension, 3rd grade reading comprehension, 3rd grade reading comprehension workbook common core, reading and comprehension 3 grade, comprehension third grade, 3 grade reading comprehension workbooks, comprehension reading grade 3, reading comprehension grade 3 common core, reading comprehension for 3rd grade, comprehension grade 3, success with reading comprehension grade 3, daily reading comprehension grade 3, reading comprehension grade 3, 3rd grade reading comprehension workbook, reading for 3rd graders, comprehension skills grade 3, reading comprehension 3rd grade, 3rd reading comprehension, reading comprehension for 3rd graders
180 Days of Reading for Kindergarten Independently Published
Learn from anywhere with these kid-friendly, teacher-reviewed activities for 3rd grade spelling success! This colorful workbook is jam-packed with fun games and exercises for third-graders tackling spelling, reading, and vocabulary. Perfect for back to school--no matter what that looks like! Good spelling skills are essential for reading and writing success in 3rd grade and beyond. This 128-page workbook is full of enjoyable activities that strengthen a young reader's ability to recognize and work with words and spelling in a variety of ways. Each activity focuses on the skills needed to become a superstar at spelling, such as how to: • understand and identify syllable breaks • create and deconstruct compound words • recognize and employ multiple endings for verb tenses and plurals • use prefixes, suffixes, and silent letters ... and much more! With vibrant pages full of games and puzzles, 3rd Grade Spelling Success Workbook will help your child catch up, keep up, and get ahead—and best of all, to have lots of fun doing it! ***** Why Sylvan Products Work ***** Sylvan Learning Workbooks won a National Parenting Publications Awards (NAPPA) Honors Award as a top book series for children in the elementary-aged category. NAPPA is the nation's most comprehensive awards program for children's products and parenting resources and has been critically reviewing products since 1990. The Award recognizes Sylvan Learning Workbooks as some of the most innovative and useful products geared to parents. Sylvan's proven system inspires kids to learn and has helped children nationwide catch up, keep up, and get ahead in school. Sylvan has been a trusted partner for parents for thirty years and has based their supplemental education success on programs developed through a focus on the highest educational standards and detailed research. Sylvan's line of educational products equips families with fun, effective, and gradeappropriate learning tools. Our workbooks and learning kits feature activities, stories, and games to reinforce the skills children need to develop and achieve their academic potential. Students will reap the rewards of improved confidence and a newfound love of learning.
Kindergarten Reading 180 Days of Practice Get your kid ready for school with our Reading Comprehension Workbook! Our books are packed with plenty of fun activities that teach a variety of essential school skills improving your child's success in class. Each book provides activities that are great for
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4
independent work in class, homework assignments, or extra practice to get ahead Cute and inspiring themes. All the activities involve a variety of magical creatures and animals to keep your child engaged. Use this set of worksheets to support your child practicing their grammar and reading facts. Why You Will Love This Book: ✔️ 90 worksheets ✔️ Perfect for helping students gain grammar & reading skills quickly and accurately. ✔️ Easy-to-follow directions and fun exercises motivate students to work on their own ✔️ Perfectly sized at 8.5" x 11" ✔️ Every activity in each book is correlated to state standards ✔️ Carefully built for Grade 3 ✔️ Practice reading in a fun and easy way Kws: reading books for 3rd graders, kumon reading grade 3, nonfiction reading comprehension grade 3, reading practice grade 3, common core comprehension grade 3, grade 3 reading comprehension workbook, 3rd grade reading comprehension workbooks, 3rd grade comprehension books, reading comprehension practice grade 3, 3rd grade reading, comprehension 3rd grade, reading comprehension games grade 3, grade 3 reading comprehension, 3rd grade reading comprehension, 3rd grade reading comprehension workbook common core, reading and comprehension 3 grade, comprehension third grade, 3 grade reading comprehension workbooks, comprehension reading grade 3, reading comprehension grade 3 common core, reading comprehension for 3rd grade, comprehension grade 3, success with reading comprehension grade 3, daily reading comprehension grade 3, reading comprehension grade 3, 3rd grade reading comprehension workbook, reading for 3rd graders, comprehension skills grade 3, reading comprehension 3rd grade, 3rd reading comprehension, reading comprehension for 3rd graders
Words to Know Sight Words, Grade K Carson-Dellosa Publishing READY, SET, WRITE! The friendly characters of The Reading House help young children learn kindergarten literacy skills in this fun, colorful workbook. Perfect for ages 5-6! From lines to letters and words to grammar, Kindergarten Reading and Writing is a colorful, engaging workbook that helps kids develop the skills they need to succeed with reading and writing in kindergarten and beyond. With dozens of exciting activities led by the adorable animal cast from The Reading House, kids will practice skills they learned at the preschool level and gain understanding of new concepts. It also allows them to strengthen pen control and basic
Kindergarten Reading Comprehension Workbook comprehension! This fun activity workbook introduces children to:
* Alphabet (uppercase and lowercase) • Letter sounds (sight words, phonics, lending, and rhyming) • Basic sentences • Story structure and description of events And more! Also available from the Reading House: Kindergarten Basic Skills (Learning Concepts Workbook) and Kindergarten Math (Math Skills Workbook)
Kindergarten Reading Comprehension Workbook Simon and Schuster
This Kindergarten Reading Comprehension Workbook Volume 1 includes 50 Reading Comprehension Stories. Each story has 5 Comprehension Questions. Answer Key Included. All Reading Comprehension Passages are on a Kindergarten Level with various difficulty levels. This workbook includes 9 Pet Themed Stories, 10 Weather Themed Stories, 9 Color Themed Stories, 10 Number Themed Stories for numbers 1-10, and 12 What's This and That Themed Stories. Reading Comprehension Tests are the perfect way to check for understanding, build background knowledge, and prepare for standardized testing. These reading comprehension worksheets are the perfect addition to any classroom and are great for homework practice, summer school, and homeschool.
Ready to Learn: Pre-Kindergarten Write and Wipe Workbook Highlights Press
Modeling comprehension strategies is KEY for readers of ALL ages. Comprehension is gaining meaning from what you read. This is a complex higher-level thinking skill, but children from a very early age can begin thinking about what they have just read and tell you what a story is about. When children read, they must turn their "minds on" and actively think about the meaning of what they are reading. Features: Color Edition 100 worksheets Helps to build skills for reading complex texts Easy-to-follow directions and fun exercises motivate students to work on their own Large 8.5 x 11 inches format Every activity in each book is correlated to state standards Carefully Designed for Kindergarten and Preschool
100 Sight Words Kindergarten Workbook for Boys Carson-Dellosa Publishing
Modeling comprehension strategies is KEY for readers of ALL ages. Comprehension is gaining meaning from what you read. This is a complex higher-level thinking skill, but children from a very early age can begin thinking about what they have just read
2023-06-08
and tell you what a story is about. When children read, they must turn their "minds on" and actively think about the meaning of what they are reading. Features: 100 worksheets Helps to build skills for reading complex texts Easy-to-follow directions and fun exercises motivate students to work on their own Large 8.5 x 11 inches format Every activity in each book is correlated to state standards Carefully Designed for Kindergarten and Preschool Practice reading in a fun way!
Reading Comprehension Workbook Big Workbooks Both teachers and parents appreciate how effectively this series helps students master skills in mathematics and language arts. Each book provides activities that are great for independent work in class, homework assignments, or extra practice to get ahead. Test practice pages are included in most titles.
Kindergarten Reading Readiness Workbook Sk Arts Give students the targeted, skill-building practice they need with these standards-based books! Each workbook includes more than 40 ready-to-reproduce practice pages. Easy-to-follow directions and fun exercises motivate students to work on their own. Every
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activity in each book is correlated to state standards. For use with Grade 1.
Reading Comprehension Workbook - Grade 3 Teacher Created Materials
Give students the targeted, skill-building practice they need with these standards-based books! Each workbook includes more than 40 ready-to-reproduce practice pages. Easy-to-follow directions and fun exercises motivate students to work on their own. Every activity in each book is correlated to state standards. For use with Grade 1. | <urn:uuid:257f2fe5-9f6c-4e22-aede-093577f1e0f2> | CC-MAIN-2024-26 | https://dev.mabts.edu/researchShare/book?dataid=eln4089&sharing-data=Kindergarten-reading-comprehension-workbook-pdf(3).pdf | 2024-06-12T22:24:20+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861261.53/warc/CC-MAIN-20240612203157-20240612233157-00842.warc.gz | 184,299,264 | 4,986 | eng_Latn | eng_Latn | 0.932391 | eng_Latn | 0.994603 | [
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Abstract
The aim of this diploma thesis is to introduce the reader to the art-historical project Stolpersteine. Its author is the German Gunter Demnig, who first came up with the idea to honor the memory of Holocaust victims in 1992. The purpose of the project is to commemorate the victims of World War II and the Nazi regime, not only Jews but also Roma, homosexuals and Jehovah's Witnesses. Stolpersteine are in the form of paving stones with a brass surface, which are usually inserted into the sidewalk before the last known voluntary residence of the victim. The Stolpersteine project soon attracted the attention of experts and the general public throughout Europe. In the Czech Republic, the first memorial stone was laid in 2008 in Prague, then in Mikulov, and more are added to various parts of the country every year. Laying new stones is not a trivial matter and the legislative process, which begins with an application and ends with the issuance of a decision, involves a number of steps. The purpose of Stolpersteine is to get today's young generation to reflect on events that its representatives have not experienced, but whose legacy continues to shape political and social events not only in Germany but also in other European countries, including the Czech Republic. Due to their location by the ground, the stones encourage passers-by to lean towards them and thus show respect to the person whose memory these non-traditional works of art are dedicated to. In doing so, they can read some information about the victim, such as their name and surname, date of transport or death.
Key words
Stolpersteine; the stones of the missing; stumbling stones; Jews; victims; the Holocaust; Gunter Demnig; brass stone; laying; legislative process | <urn:uuid:de7beaea-dc7b-46b5-8810-7ae7093e8f0c> | CC-MAIN-2024-26 | https://dspace.cuni.cz/bitstream/handle/20.500.11956/148207/120400334.pdf?sequence=3&isAllowed=y | 2024-06-12T22:19:14+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861261.53/warc/CC-MAIN-20240612203157-20240612233157-00842.warc.gz | 196,488,896 | 367 | eng_Latn | eng_Latn | 0.998989 | eng_Latn | 0.998989 | [
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