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THE WESTMINSTER SCHOOL, DUBAI
WELL-BEING POLICY
Executive Principal / CEO …………………………………
WELL-BEING POLICY
Declaration of Policy:
TWS endeavours to be a caring community that promotes to the best of its ability the personal, social, emotional, physical and intellectual development of its students and staff. The school is committed in promoting positive well-being across the key stages in holistic way. Thereby imposing an open-door policy for all stakeholders where everyone can share their thoughts and emotions by adhering to the policies and procedures to ensure a safe and supportive learning environment for all students.
Goals:
The Well-being policy ensures:
* Develop a whole school approach for students and staff in promoting a caring, child-friendly and inclusive environment that support students and staff wellbeing in different facets.
* Recognize the interplay between the positive experience of school life, student achievement and long-term well-being.
* Provide curriculum that supports students to develop knowledge, understanding and skills to manage their own health and well-being and to support others.
* Be aware of common well-being issues faced by students.
* Facilitate staff to recognize and respond immediately to the early signs and warnings of well-being issues of students.
* Offer accurate support tailored to the needs of the students with well-being issues.
* Create a holistic and multi-disciplinary approach for students identified with special needs.
* Foster respectful and caring relationships between staff and students, students and students, staff and parents.
* Value and support home-school partnership with parents and the executive principal and senior leaders as a means of supporting students' learning and well-being.
Definition of Well-being:
"Well-being is described as the state of being comfortable, healthy, resilient and happy!"
Well-being is the experience of health, happiness, and prosperity. It includes having good mental health, high life satisfaction, a sense of meaning or purpose, and the ability to manage stress. More generally, well-being is just feeling well.
Well-being is something sought by just about everyone because it includes so many positive things — feeling happy, healthy, socially connected, and purposeful.
Five Aspects of Well-being:
Each of the five aspects of well-being has been considered in the development of this policy and the feedback and information gained will be incorporated into the well-being programme/support plan.
Culture
Relationship
5 Aspects of
Well-being
Curriculum
Policy &
Planning
Health
CULTURE
CURRICULUM
* School mission and ethos
* Physical environment
* Classroom culture
* Teaching, learning and assessment
POLICY & PLANNING
*
School Policies
* SEF (Self Evaluation Form)
* Subject and whole school planning
* CPD ( Continuing Professional Development ) planning
HEALTH
* Adopting a healthy lifestyle
* Being physically active, mentally balanced, emotionally stabled and socially connected with family and friends
* Promoting and participating in international events
Page | 3
* Guidance
* Other subjects and learning experiences
* Extra-curricular and co-curricular learning
* Designated well-being curriculum
RELATIONSHIPS
* Staff –student relationship
* Peer relationship
* Student Voice
* Partnership with parent and community
Well-being Team:
Well-being is a shared responsibility of all stakeholders; including Local Advisory Board (LAB) members, parents and students. Whilst all senior leaders and staff have a responsibility to promote well-being, staff with specific relevance would include:
* Executive Principal/CEO
* Head of School/ Deputy CEO
* Assistant Principals
* School Doctors
* Head of Inclusion
* Student Counsellors
* Heads of Pastoral
* Heads of House
* Safeguarding Team
* Senior Vice President (LAB representative)
Teaching about Mental and Emotional Health:
Mental health is a state of well-being in which every individual realises his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to his or her community. (World Health Organization)
At our school, we aim to promote positive mental health for every member of our staff and student in the following manner:
* Promote positive mental health.
* Increase understanding and awareness of common mental health issues.
* Alert staff to early warning signs of mental ill health.
* Provide support to staff working with young people with mental health issues.
* Provide support to students suffering mental ill health and their peers and parents or carers.
Roles and Responsibilities of the Well-being Team:
* Initiate information dissemination programmes and organize activities for the protection of students.
* Establish a system for identifying students at risk and experiencing well-being concerns.
* Monitor the implementation of positive measures and effective procedures in providing the necessary support for the students.
* Ensure that students' rights are heard, respected and upheld in all matters and procedures affecting their welfare.
* Ensure that students and school staff; both teaching and non-teaching, are aware of the Well-being Policy.
* Keep written records (referral, action taken, etc.) of cases for future references.
* Follow up reported cases.
Early identification and warning signs:
Despite the ups and downs, most of the students will enjoy their time in school. However, there are instances when these students struggle more than is expected and have difficulty in coping. All staff will be vigilant in identifying a range of possible difficulties that may be contributing to a student's poor mental health and emotional well-being, including;
* Attendance
* Punctuality
* Relationships
* Attitude to learning
* Physical indicators
* Negative behaviour patterns
* Family circumstance
* Recent bereavement
* Health indicators
The following warning signs are indicators that students have well-being issues:
* Persistent lack of energy or feelings of tiredness/fatigue
* generalized feelings of restlessness and agitation
* Feeling fearful
* Not wanting to talk to or be with people (Withdrawn)
* Not wanting to do things they usually enjoy (change in behaviour)
* Using alcohol or drugs to cope with feelings
* Finding it hard to cope with daily routine
* Unhealthy and unhygienic appearance
* Changes in eating/sleeping habits
* Talking about self-harm or suicide
* Expressing feelings of failure, uselessness or loss of hope
* Repeated physical pain or nausea with no evident cause
* An increase in lateness or absenteeism
Well-being Challenges of Students:
Student well-being strengthens all facets of students' learning journey, from their capability to learn the subjects, to their capability to build positive relationships. Academicians in recent days understood that well-being is an essential factor of school experience like academic learning. Thus, it is vital for the school to be aware of the different well-being challenges students face:
* Feeling stressed
* Bereavement
* Separation anxiety
* Academic anxiety
* Disruptive behavior
* Relationship issues
* Gaming addiction
* Domestic abuse
* Identity crises
* Substance abuse
* Bullying
* Internet and social media safety
* Obsessive Compulsive Disorder (OCD) about germs and cleanliness
* Managing emotions including emotionally based school avoidance/refusal
* Health and lifestyle issues such as healthy eating, sleep pattern, exercise and screen time exposure.
Well-being Challenges of Staff:
Several aspects of the job can present challenges to the mental health and well-being of school staff. Among these challenges are work-life balance
* Workload and work-life balance
* Relationship with parents
* Different stressors at home
* Administrative task
* Relationship with line managers
* Pastoral concerns related to students like mental health and safeguarding
* Relationship with colleagues
Reporting Process:
Any school staff or teacher who believes, on reasonable grounds based on the warning signs stipulated in this policy, may report the case to Well-being Team following the reporting protocol:
Student:
Any atypical behaviour observed by teachers or any staff in school will be reported to Form Tutor
Form Tutor will refer to Head of House
Head of House will refer to Head of Pastoral
Head of Pastoral will inform to the Head of Inclusion/ Child Protection Officer
Head of Inclusion will assign the Counsellor to verify and do the counselling/ CPP
Head of Inclusion/ HoP / CPP will discuss the issue with Assistant Principal
Assistant Principal will discuss the issue with Head of School/ Dy. CEO
In the event the case needs multi-agency support, the Executive Principal/ CEO's decision is final and executory.
Staff:
Any atypical behaviour observed by any staff in school will be reported to Head of Pastoral
Head of Pastoral will inform the respective Assistant Principal / DSL
Assistant Principal will discuss the issue to Head of School/ Dy. CEO
In the event the case needs multi-agency support, the Executive Principal/ CEO's decision is final and executory.
Preventive Measures:
* The school will follow strict policy in recruiting highly qualified professional school personnel.
* Additional specialist to be part of the Inclusion Department to cater to students' well-being concern.
* Establish and maintain an environment conducive to study, by way of providing the student with safe and sanitized school facilities such as laboratories, a library, clean and tidy classrooms.
* Provide the employees with the necessary training to enhance their teaching skills/performance and equip them with updated modalities to address the issues and concerns affecting the student.
* Provide guidelines/procedures for identifying at-risk and experiencing well-being concerns.
* Provide assistance to students who are at risk and experiencing any well-being issues in accordance with the guidelines set forth by the Well-being Team.
* Establish a safe environment where students can learn and develop their potential, skills and knowledge.
* Conduct capacity building for school staff, teachers, parents and students.
* Initiate Inclusion Team-Students meeting during Core-Value/Registration Period.
* Conduct individual/group counseling.
* Organise Students and Staff Well-being Team which serves as a voice in bridging the gap amongst student to student, student to teacher and teacher to teacher.
* Provide information campaigns through newsletters/ bulletins and advisories.
* Revisit the curriculum and incorporate life skills highlighting the Socio-Emotional Learning (SEL) as part of a cross-curricular link.
* Regular engagement with parents through coffee morning, family day and quarterly meetings.
* Establish linkages/networks with relevant government agencies and non-government organizations that handle well-being matters.
Confidentiality:
Maintaining honesty with students, staff and families should be adhered to considering the safety and well-being of the students. However, rules of confidentiality will be applied at all times.
Referral:
The school may refer the student to the agency concerned if deemed necessary.
Monitoring and Evaluation:
Well-being Team will update the Policy and Procedures in the light of any further legislation as deemed necessary and review annually. Ongoing evaluation will ensure the effectiveness of the Policy. | <urn:uuid:12310728-7449-4807-9f5c-83cf076bd2e6> | CC-MAIN-2024-26 | https://www.gemsws-ghusais.com/-/media/project/gems/tws_the_westminster_school_ghusais/_files-and-documents/key-documents-and-policies/tws-wellbeing-policy--23-24.pdf | 2024-06-12T22:43:19+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861261.53/warc/CC-MAIN-20240612203157-20240612233157-00846.warc.gz | 723,224,118 | 2,213 | eng_Latn | eng_Latn | 0.891205 | eng_Latn | 0.996208 | [
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Teacher Connections
Trapped in Tar Pits
Thousands of years ago some animals walked around what is now Los Angeles and got stuck! Tar is an example of thick liquids that we can study!
K-3rd NGS Standards Covered:
2-PS1-4:
Construct an argument with evidence that some changes caused by heating or cooling
can be reversed and some cannot.
2-PS1-1: Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
2-ESS1-1: Use information from several sources to provide evidence that Earth events can occur quickly or slowly.
Keywords:
Viscosity
How fast a liquid flows
Solid
Substances that do not change shape or flow
Liquid
Substances that change shape and flow
Ask your Class:
Q: Ice warms to become liquid water. Can you cool it to make it solid again? Can you think of a way to heat something that changes it permanently? A: Liquid water can be refrozen into ice, which can then be melted again. It is a reversible process. If you heat cake batter it bakes into a cake. Cakes cannot be cooled back into batter so this is an irreversible process. Start a discussion about other examples of heating processes that are reversible or irreversible. (2-PS1-4)
Q: What is viscosity? What are some examples of liquids with high viscosity? What about low viscosity? A: Viscosity is how quickly or slowly a liquid flows. Examples with high viscosity: molasses, mud, maple syrup. Examples with low viscosity: soda, vinegar, juice.
Q: Using what you know about viscosity, compare the following pairs of liquids. Which one in each pair is more viscous? A: (Bolded option is more viscous) Water or Soap | Honey or Milk | Juice or Smoothie| Oil or Ketchup (2-PS1-1)
Q: Think about the liquids in our viscosity race experiment and the pitch drop experiment and compare them to solids like a table. How quickly do these things change? A: Low viscosity liquids flow and change shape quickly compared to high viscosity liquids. Solids don't flow, so they never change unless something else, like heat, is introduced. (2-ESS1-1)
Q: What is your hypothesis about why Oobleck can act like a solid and liquid? Take ideas from the students as a discussion. A: The cornstarch is suspended in water - it does dissolve or react. Poking at Oobleck quickly compresses the cornstarch and pushes the water out of the way making it solid. As the force applied remains unchanged, the water flows back between the cornstarch making the Oobleck liquid again. | <urn:uuid:91413504-a5cb-491d-8fb7-a58e0becde9a> | CC-MAIN-2024-26 | https://professoregghead.com/wp-content/uploads/2020/12/teacher-connections-trapped-in-tar.pdf | 2024-06-12T21:17:28+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861261.53/warc/CC-MAIN-20240612203157-20240612233157-00843.warc.gz | 438,022,815 | 563 | eng_Latn | eng_Latn | 0.99776 | eng_Latn | 0.99776 | [
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Year 9 Homework Timetable 2024 - 2025
Week 1
Monday
Tuesday
Wednesday
Thursday
Friday
| 9SRA (9a) | 9DEB (9b) | 9MKO (9c) | 9TPE (9d) | 9WLA (9e) | 9NFI (9f) | 9IVI (9g) |
|---|---|---|---|---|---|---|
| Biology groups (ad2 & ad4) Chemistry groups (ad1 & ad5) Physics group (ad3) Spanish/German | Biology groups (ad2 & ad4) Chemistry groups (ad1 & ad5) Physics group (ad3) PD Spanish/German | Biology groups (ad2 & ad4) Chemistry groups (ad1 & ad5) Physics group (ad3) Spanish/German Music | Biology groups (ad2 & ad4) Chemistry groups (ad1 & ad5) Physics group (ad3) Spanish/German | Biology groups (eh1 & eh3) Chemistry groups (eh2 & eh4) Physics group (eh5) | Biology groups (eh1 & eh3) Chemistry groups (eh2 & eh4) Physics group (eh5) | Biology groups (eh1 & eh3) Chemistry groups (eh2 & eh4) Physics group (eh5) PD |
| Biology groups (ad1 & ad3) Chemistry groups (ad2 & ad4) Physics group (ad5) History | Biology groups (ad1 & ad3) Chemistry groups (ad2 & ad4) Physics group (ad5) | Biology groups (ad1 & ad3) Chemistry groups (ad2 & ad4) Physics group (ad5) | Biology groups (ad1 & ad3) Chemistry groups (ad2 & ad4) Physics group (ad5) | PD Biology group (eh4) Chemistry groups (eh3&5) Physics groups (eh1 & eh2) | English Biology group (eh4) Chemistry groups (eh3&5) Physics groups (eh1 & eh2) | Music Biology group (eh4) Chemistry groups (eh3&5) Physics groups (eh1 & eh2) |
| Biology group (ad5) Chemistry group (ad3) Physics groups (ad1, ad2, ad4) | Biology group (ad5) Chemistry group (ad3) Physics groups (ad1, ad2, ad4) PRE | Biology group (ad5) Chemistry group (ad3) Physics groups (ad1, ad2, ad4) | Biology group (ad5) Chemistry group (ad3) Physics groups (ad1, ad2, ad4 Music | Maths | History Maths | English Maths |
| PRE French Maths | Music French Maths | French Maths | French English Maths | German/Spanish Biology groups (eh2 & eh5) Chemistry group (eh1) Physics groups (eh3 & ad4) | German/Spanish Biology groups (eh2 & eh5) Chemistry group (eh1) Physics groups (eh3 & ad4) | German/Spanish Biology groups (eh2 & eh5) Chemistry group (eh1) Physics groups (eh3 & ad4) |
| Music English | English Geography | English History | Geography | Music English French | Music French | English French |
Week 2
Monday
Tuesday
Wednesday
Thursday
Friday
| 9SRA (9a) | 9DEB (9b) | 9MKO (9c) | 9TPE (9d) | 9WLA (9e) | 9NFI (9f) | 9IVI (9g) |
|---|---|---|---|---|---|---|
| Maths English | Maths History | Maths Music English | Maths PD | French English Maths | French Maths | French History Maths |
| PD Spanish/German | Spanish/German English | Spanish/German | Spanish/German English | History | English PRE | Music |
| Geography | Music | PD D&T | D&T PRE | Geography | PD Music | D&T Geography |
| D&T English | D&T English | English PRE | Music English History | German/Spanish English Maths | German/Spanish Maths | German/Spanish Maths |
Additional Notes
All students will have one literacy-related and independent reading homework each fortnight, set centrally as part of their English homework allocation. A further fortnightly homework, relating to broader English studies, will also be set centrally. An additional fortnightly English homework may be set at the class teacher's discretion, as and when appropriate. Due to some homework being set centrally, it may show up on a student's timeline before the allocated homework slot.
Computer Science In teachers will post a revision list at the start of each unit on Google Classroom. Students are expected to use this revision list to revise for their end of unit test.
Art Once per half term students may be set activities or tasks to support their work in . Realistic deadlines will be set.
Drama Once per half term students may be set activities or tasks to support their work in . Realistic deadlines will be set.
Geography Homework in will be set on the correct homework timetabled days as and when their teacher deems it to be appropriate.
Chemistry groups (eh2 & eh4) | <urn:uuid:0ba19b56-3c1a-4f09-9fca-b83e8dd9b371> | CC-MAIN-2025-08 | https://www.parmiters.herts.sch.uk/_site/data/files/users/5/files/homework-timetables/FDD17357A2F5CBC457D10B92E644CC06.pdf | 2025-02-11T02:08:06+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951679.49/warc/CC-MAIN-20250211005352-20250211035352-00600.warc.gz | 883,613,351 | 1,146 | eng_Latn | eng_Latn | 0.998721 | eng_Latn | 0.998721 | [
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Saving agricultural land to ensure food security is MUST
The food security of Bangladesh is unavoidably related with the agriculture. Some recent studies say that, the agricultural land is being decreased by 1% in every year for various reasons. In every year a huge part of land is being grabbed with the help of various unscrupulous excuses. These incidents are infuriating the increasing vulnerability of food security situation.
State of poverty and food security in Bangladesh
71% of total population are landless, poor and marginalized.
Sate of land grabbing in Bangladesh: Types and Statistics
Due to commercialization Bangladesh has been losinn 595.87 bighas (197 acres) of cultivable land in each year. In 1972 cultivable land per village was 160 acres; in 2009 it becomes only 43.3 acres. From 1972 to 2009 total 2667000 acres of cultivable land have become uncultivable. As a result, every year 44 thousand framers have been forced to migrate to other profession, during the last two decades 155000 fishers have been migrated to other profession in every year. If the grabbing or encroachment is going on in such a way, report says that, within 2025 50% of the total land of Bangladesh will be gone under human habitation.
The influential are grabbing land using various unscrupulous ways. Making false documents, influencing the authorities and the courts are the key strategies of grabbing lands. In February 2011 the Minister for Land informed the parliament that, 1.3 million acres of public land was being grabbed by influential. These grabbed lands are hardly use for the agriculture; rather these are being used for mainly industries or real estate business.
Some government offices and officials are also found involved in land grabbing. Building offices, quarters for the officials and lending hands to the land grabbers are the key types of their involvement. Intentional silence or lacking of proper initiatives from the government officials are making the land grabbing situation more miserable.
There are discriminations and anomalies also in the distribution of government lands to the poor, landless and marginalized. Report shows that, only 11.5% distribution was made according to the policies and the remaining 88.5% government lands had been gone to people who are not illegible but had influences.
Key features of the land grabbers
Class analysis of the land grabbers in Bangladesh will identify that, rich businessmen, political leaders, civil
Even though the annual growth rate of Bangladesh is 6.3% and though it is doing pretty much well in food production compared to other developing countries, 32% people of this country are still living under the poverty line, 40% of the total population are getting less food then essential, 26% people are suffering from chronic food insecurity, 50 million people cannot meet their basic needs. There are about 47 million poor; among them 22.6 million people are categorized as extreme poor.
Access to land and Food Security
Discrimination in distribution of land or agricultural land is one of the key reasons of food insecurity in Bangladesh. Different studies show that, there are strong relationship between control or ownership of land and the food security. People with more lands are enjoying comparatively more food security. A landless people can take 2194 calorie of food daily, which is slightly more than the extreme poor can get (2122 calories). A landless can afford 2.3% less health service than the landowner. A landless gets 4.7 less education opportunities than a landowner. Literacy rate among women from landowner families are 36.9% more compared to the women from landless families. 24.8% more male from the landowners family are literate than the male from the landless families.
Land distribution in Bangladesh
If we analyze the ownership pattern of land in Bangladesh, we will find that there are huge discriminations. 89% of total population own less than 1 hectare of land, 39% population own 0.2% of total land. The laws determining the ceiling of land control are being useless. The laws of 1950 made the ceiling of maximum 33 acres and then the law of 1983 determined 22 acres as the ceiling.
In 1960 10% families owned the 37% of total land, in 1996 some changes occurred, 2.1% families had become owner of 17.3% of total agricultural land. 70% of total population own only 15% of agricultural land. In 1960 the percentage of landless population was 19%, in 1996 it stood at 56%. A recent study says that, and military bureaucrats are the avant-gar grabbing. In the decade of 80, at the beg Neo-liberal economy in Bangladesh, espe 1982 industrial policy created some oppo some quarters. They had come pretty clos power. Using that power they began to gr various excuses. On the other hand, priva diminishing subsidy in agriculture made it poor to survive and to get lands. rde in the land ginning of the ecially the rtunity for se to the rab lands in atization and t hard for the
Premonitions for the future
It is already mentioned that, land grabbin decreasing the cultivable land in 1% in ea Besides the cultivable lands the fishing bo being grabbed by the rich and the influen open water bodies, the fishing places are to the rich, which is why the fishers are b of fishing. In each year a good number of being forced to migrate to other professio southern part of the country the shrimp h grabbing cultivable lands. ng is ach year. odies are also ntial. The being leased being deprived f fisher are ons. In the hatcheries are
Import of foods has already bee increased again in near future. I import was 113 thousand metri food import was 5150 metric to food aid in 1985-86 was 1087 m 2010-11 it stood at only 162.7 m being increased and food aid is deadly sign in terms of the food trends gives a premonition that, will be a country with food inse future food aid will be decrease be hard even with money. In 20 government was fail to import f Vietnam. en increased. It will be In 1985-86 total food c ton, in 2010-11 total on! On the other hand metric ton while in metric ton. So import is being decreased. It is a d security. This recent , in future Bangladesh ecurity, because, in d and import will also 008 Bangladesh food from India and
Our Demands
We believe that, to ensure food agricultural land of Bangladesh grabbing should be stopped. Ou this regards are as follows: security saving of the is must and all types of ur specific demands in
Immediate land reform m
Climate change will also have an impact o agriculture. Bangladesh's food security sit vulnerable due to the impact of the clima Scientists predict that, the agricultural pro Bangladesh will be drastically hampered d impact of climate change. Production of r wheat will be decreased; salinity intrusion decrease cultivable lands, the irregular or rainfall will decrease rice production in th part of the country. on the tuation is also ate change. oducts of due to the rice and n will also erratic he northern
Strong laws and policy cultivable land into oth on transforming her purposive lands
Distribute the governm and marginalized ment land to the poor
Recover the grabbed pu ublic lands
Ensuring sustainable ag dependency on hybrid griculture, reduce or GMO
Redistribute agricultura the laws regarding the c al lands and implement ceiling.
Participating Organizations
Arpon, Aso, Bangladesh Bhumihin Som Online Knowledge Society, Manush Ma Peo mity, Bangladesh Krishok Federation, CDP, DCI, Equ anusher Jonno, Self Development, Surokha O Agroga ople Trust, Unnayan Dhara Trust, Voice. uityBD, Krishani Sova, ati Foundation, United
Equity and Ju ustice Working Group Bangladesh (E EquityBD)
Secretariat
House: 13/3 E-m 3, Road: 2, Shymoly, Dhaka: 1207, Phone: 8125181, 81 mail:firstname.lastname@example.org, Website: www.equitybd.org 54673,
Contact:
Md. Mujibul haque Rezaul Karim Chow e Munir, Mobile : 01713367438,e-mail: email@example.com wdhury, Mobile : 01711529792, e-mail: firstname.lastname@example.org rg org | <urn:uuid:1e86f901-d645-45cb-8631-fde907c960ff> | CC-MAIN-2024-26 | https://www.equitybd.net/wp-content/uploads/2015/10/Position-Paper_English.pdf | 2024-06-12T21:58:37+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861261.53/warc/CC-MAIN-20240612203157-20240612233157-00849.warc.gz | 716,010,984 | 1,816 | eng_Latn | eng_Latn | 0.994006 | eng_Latn | 0.996972 | [
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Name:_________________
Animals of Australia
Word Unscramble
Unscramble the words by writing the letters in the correct order in the space provided.
1) yautplps
2) fhsi
3) edvli
4) ogndi
5) giepam
6) oaakl
7) allwyab
8) orrpta
9) rkgnaooa
10) docicorle
Page 1 of 1
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St Martin de Porres (1579-1639)
Saint Martin was born in Peru. Martin's mother was a freed slave of either Native American or African origin. As a result of this Martin suffered much discrimination and was abandoned by his Spanish father.
At that time in Peru descendants of Indians and Africans were not permitted to join religious orders so at the age of 15 Martin joined the Dominicans in Lima as a helper. A few years later the prior overlooked this rule and allowed Martin to take his vows and become a lay brother.
He was well known for his austere lifestyle and life of prayer.
Martin was placed in charge of the infirmary and spent his life caring for the sick and dying. He also founded a home for orphans and abandoned children in Lima.
Martin died on 3 November, 1639. He was beatified in 1837 and canonized in 1962. He is the patron saint of people of mixed race and race relations as well as barbers and innkeepers. His feast day is celebrated on 3 November.
Sources: www.wikipedia.org/wiki/Martin_de_Porres,
www.franciscianmedia.org
Prayer
Living God, Fill us with your healing grace and lead us in your way of love and compassion for all.
Show us how to reach out, to empower and enable all people to reach their full potential.
Break down the barriers we build so we may come to embrace the other who is made in your image.
We ask this through Christ our Lord, who healed those who came to him.
Amen.
Catherine Gorman/CAFOD
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Different steps of intercultural learning
Ethnocentrism (self centred)
Starting step, our reference is given by our culture. We see the world with our own glasses. All what is different can be considered negativly.
Discovering the differences
Being exposed to difference, being confronted with different ways of thinking or living, is the first step to overcome ethnocentrism.
Understanding the difference (empathy)
To feel the differences, on a volunteer base, trying to go in the shoes of persons that are different, in order to understand why there is different habits, ways of life and thinking.
Respecting the difference
By understanding the differences of other groups, we know better other groups and pre-judjements dont come so easily. During this step, our prejudices can be destroyed, because they are no more valid. At this stage, we may even accept something that we don't agree with.
Appreciation / Selective integration
By knowing better other ways of living, we can consciently appreciate certain habits and ways of living not only from our own culture but also from other cultures. We can include some new values, attitudes, behaviours... in our own cultural identity.
Enrichment
(of our own cultural identity, values, norms and behaviours)
This model was based on: Béatrice Burgherr, adapted from Margaret Pusch, A Cross Cultural Training Approach, Illinois, 1979. | <urn:uuid:ab92337c-a244-4afc-b02f-c8b37a15bf70> | CC-MAIN-2018-13 | http://youthworkacademy.eu/wp-content/uploads/2015/09/Steps-for-ICL.pdf | 2018-03-17T20:03:29Z | crawl-data/CC-MAIN-2018-13/segments/1521257645310.34/warc/CC-MAIN-20180317194447-20180317214447-00758.warc.gz | 533,733,223 | 312 | eng_Latn | eng_Latn | 0.995493 | eng_Latn | 0.995493 | [
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Activity sheet 9: Seed to plant dance Activity sheet 9: Seed to plant dance
Remember: Use your whole body, including your hands and feet when you create your seed to plant dance.
Movement ideas:
Wake up Stretch out Yawn
The seed is in the ground waiting for the heat of the soil to wake it up.
The seed begins to sprout.
The shoot beings to appear through the soil.
Movement ideas:
Jump up Push Break through
The rain helps the plant to grow tall and strong.
Movement ideas:
Stretch up Reach out Shake out
Movement ideas:
Grow Uncoil Sprout
The sun gives the plant heat and light; the energy it needs to grow.
Movement ideas:
Sway Bend Twist and turn
The seed has grown into a beautiful, healthy plant.
Movement ideas:
Open up Energetic Sweeping | <urn:uuid:fde22a41-cf91-49f3-a579-87f13183d076> | CC-MAIN-2017-22 | http://www.npower.com/littlegreenfingers/docs/Journey%203/Pupil%20activity%20sheet%209.pdf | 2017-05-27T07:56:37Z | crawl-data/CC-MAIN-2017-22/segments/1495463608877.60/warc/CC-MAIN-20170527075209-20170527095209-00504.warc.gz | 740,274,256 | 172 | eng_Latn | eng_Latn | 0.99673 | eng_Latn | 0.99673 | [
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Uncovering the Magic in Magic Squares
NAME
___________________________
1. Using the magic square shown at below, answer the questions which follow.
a. What order is the magic square? Explain your answer.
b. What is the magic constant? Explain your answer.
2. In India, around 1500 A.D., 4-by-4 magic squares were constructed for particular purposes. For example, to soothe a crying child, a fourth-order magic square with a magic constant of 84 was prescribed.
a. If you were traveling in India around 1500 A.D., you would want to construct a fourth-order magic square with a magic constant of 34 to protect you on your travels. Do so using the numbers 1-16.
| 1 | 19 | 7 | 25 | 13 |
|---|---|---|---|---|
| 10 | 23 | 11 | 4 | 17 |
| 14 | 2 | 20 | 8 | 21 |
| 18 | 6 | 24 | 12 | 5 |
| 22 | 15 | 3 | 16 | 9 |
b. If you were a warrior in India around 1500 A.D., you would need to construct a fourth-order magic square with a magic constant of 64 for protection. Construct this square using 7 as the smallest number and 25 as the largest number.
3. Use Pheru's method to construct magic squares in which n equals 5.
4. A Frenchman named Antoine de la Loubere created a method for constructing a magic square using consecutive numbers starting with 1. An n-by-n square would contain the numbers 1, 2, 3, ..., n 2 . To construct a fifth-order square, first draw a square and divide it into twenty-five cells (see the figure below). Add a border of cells along the top and right edges. Shade the added cell in the top-right corner, and think of it as occupied. Write 1 in the middle-top cell of the original square. As a general rule, fill in cells diagonally upward and to the right with numbers that increase by 1. This rule has two exceptions. First, if you land in a cell that is outside the original square, then you can get back into the original square by shifting completely across the square, either from top to bottom or from right to left, and continuing with the general rule. Second, if you land in a cell that is already occupied, then you must write the number in the cell immediately beneath the one last filled, then continue with the general rule.
| | 18 | 25 | 2 | 9 | |
|---|---|---|---|---|---|
| 17 | 24 | 1 | 8 | 15 | 17 |
| 23 | 5 | 7 | 14 | 16 | 23 |
| 4 | 6 | 13 | 20 | 22 | 4 |
| 10 | 12 | 19 | 21 | 3 | 10 |
| 11 | 18 | 25 | 2 | 9 | |
Using de la Loubere's method, construct a normal magic square of the third order. | <urn:uuid:3b887bff-1324-41f5-ac12-b4d7004099f2> | CC-MAIN-2018-13 | http://www.chaijeom.com/pdf/c60.pdf | 2018-03-17T20:04:37Z | crawl-data/CC-MAIN-2018-13/segments/1521257645310.34/warc/CC-MAIN-20180317194447-20180317214447-00758.warc.gz | 369,866,677 | 710 | eng_Latn | eng_Latn | 0.998463 | eng_Latn | 0.998959 | [
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Name______________________
Introduction
A flame occurs when a "flammable" substance reaches its ignition temperature and burns. A flame represents a chemical change because the original substance that is being burned will be changed into something new. A flame results from a combustion reaction − hot gases form and "glow" − the glowing gases are the flame that you see. Combustion reactions require oxygen, occur quickly, and produce lots of heat. A good source of heat has always been a requirement for many experiments. Robert Bunsen developed a new laboratory burner in 1853. The Bunsen Burner is now a standard piece of laboratory equipment. The burner allows a flammable gas (usually natural gas, aka methane) to be burned in a controlled manner. The Bunsen Burner was an important innovation in chemistry because it provided a convenient, safe source for a very hot flame. Up until that time, alcohol burners and candles had been used to provide heat. These sources provided inefficient, cooler flames. Our laboratory burner is actually a later adaptation of the standard Bunsen Burner called a Tirrell Burner. The main differences are that the Tirrell Burner has gas control valve in its base (the Bunsen has none) and it is a sturdier, more durable burner. On occasion, we may choose to use a hot plate, which provides less intense heat, but does so without the danger associated with the open flame and the higher temperatures of a Bunsen Burner. In this activity, you will learn how to safely use a laboratory burner and you will study the flames and their characteristics
Part 1: Learning the Parts of the Burner
Obtain your burner in four separate parts: hose, tube, needle valve, and base. Put the burner back together. Do NOT try to shove the hose all the way up to cover all the "ridgies" of the gas inlet, or we will never get it back off. There is a rubber O−ring seal on the needle valve – you will need to push the valve into the base, feel it slide in past the O−ring seal, and then twist all the way in and then back it off one half turn. Be sure and screw the tube all the way to the bottom and back it off one turn.
Part 2: Preparing the Burner for Lighting − Eyewear is not optional
1. Connect the rubber hose to one of the gas jets. Just push it on gently − do NOT try to shove the hose all the way up to cover all the "ridgies" of the gas jet, or we will never get it back off. Observe the pictures so that you understand that the jet is open when the handle is in line with the spout. Obtain some matches. Make sure the burner is not positioned close to anyone or anything flammable. If you have long hair, make sure it is tied back with a rubber band. If you have loose clothing, such as a tie or a shirt that hangs at the elbows, take the necessary steps to ensure that the clothing will not get acquainted with the flame. Put on eyewear.
2. Make sure the needle valve is open a half turn so that the gas will be able to enter the tube. Adjust the air vent so that there is only a small slit visible at the base of the tube.
3. Decide which member of the lab team will be responsible for the match and which member will be responsible for controlling the gas supply. Light a match (or the lighter) and place it just over the top edge of the tube. Your partner should now turn on the gas valve on the lab bench to the completely on position to introduce the flammable natural gas. The gas should ignite. Then adjust the level of gas vs. air to get the flame you want. You should always turn the gas valve on the lab bench all the way on and adjust the gas flow at
the base of the burner. Refer to the pictures to the right for the on and off positions of the gas supply. Off is when the handle is turned to either side.
If you used matches instead of a lighter, DO NOT PUT USED MATCHES IN THE SINK. Set them on the lab bench to cool, then put them in the trash.
4. If the gas blows out your match (or lighter) without igniting, immediately turn off the gas supply. Adjust the tube by turning it downward to reduce the supply of air. If you leave the gas running while your partner is lighting the match then a flammable cloud of gas will forming around your lab station and possibly cause an accident.
The gas valve should only be in the on position when
B. your burner is in operation and producing a controlled flame.
A. you have a lit match ready to start the burner flame or
5. Note: Sometimes a burner will "burn back". "Burn back" is when the gas ignites at the base of the burner and burns inside the barrel. The base and barrel of the burner will get hot. A properly functioning burner will not get hot except at the very top of the barrel. If this happens, turn off the gas at the lab bench, and turn the defective burner into the teacher, then acquire a new burner.
6. If your flame goes out during an experiment, immediately turn off the gas supply until you have a new match lit.
7. Do not ever leave flames unattended
Part 4: Turning the Burner Off
Always turn the burner off at the lab bench supply, not at the needle valve of the burner. This way no jet will ever be left on inadvertently and the supply hose will be cleared of the gas.
Part 5: Adjusting the Flame – ALL partners must learn how to adjust the burner.
Relight your burner. Your burner flame can be adjusted two ways: gas and air
Gas You should turn the gas jet all the way on (the handle should be in line with the gas outlet nozzle), and adjust the gas flow at the base of the burner. Do NOT use the gas valve on the lab bench to adjust your burner.
Air You can adjust how much air (oxygen) is feeding the flame by opening or closing the air control vent.
1. Adjust the air intake by screwing the tube closed (downward) and then opening the vent wide (upward). Observe what happens to the flame as it gets less and more oxygen.
2. Adjust your flame to be of medium height and have an "inner blue cone". All members of your lab team should learn how to light and adjust the burner. Call the teacher over to check the quality of your flame. See the picture on page 1 for an example of a good inner blue cone.
3. Test your lab partner by shutting off the burner, having them turn away while you "mess up the adjustments" by adjusting the barrel and the inlet valve, then ask them to light and readjust for a good flame. Repeat the test for the other lab partner.
Part 6: Studying the Characteristics of the Flame
1. The burner flame burns at different temperatures in different parts of the flame.
a. To test that indeed certain parts of the flame are cooler than others, you can hold a paperclip in the flame at various locations, it will easily get red hot in some places, and in other locations, it won't get red at all.
b. In another test, you can pierce a match with a pin in the position indicated in the right picture. BE CAREFUL – do not puncture your hand. Shut your burner off but shutting the gas off at the gas-jet handle on the lab bench, not using the needle valve, then place the match down in the barrel resting with the pin across the tube as demonstrated in the right picture. Relight the burner and observe. If there is not much breeze in the room, causing your flame to "wiggle", the match should not light.
2. Remember, the burner is NOT a toy and should be used appropriately. Inappropriate and unapproved materials should never be burned. Remember, matches do NOT go into the sink. Let them cool on the lab bench top and then clean up by throwing them into the trash. | <urn:uuid:9f72282f-577f-457b-be07-ed999287134d> | CC-MAIN-2018-13 | http://bluedevilchem.com/honorchem/hunits/hunits/Cdocs_files/ladC3.burner.pdf | 2018-03-17T20:33:09Z | crawl-data/CC-MAIN-2018-13/segments/1521257645310.34/warc/CC-MAIN-20180317194447-20180317214447-00770.warc.gz | 46,786,991 | 1,679 | eng_Latn | eng_Latn | 0.998338 | eng_Latn | 0.998582 | [
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Name: _____________________________ Date: _________________________________
MFM1P – Choice Assignment #6
Please work on these with a partner on the White Boards. Please show your solutions to Mr. Sadler or Mrs. Moore. Good luck and have fun!
1) 3x + 4x – 5x + 6x
2) 2x + 3y + 3x + 4y
3) x + 2x 2 + 3x + 4x 2
4) 2ab + 3ac + 4ab + 5ac
5) 3x + 3y + 2x + 4z + 2x + 3y + z
6) If x represents 2.5m, find the perimeter of the following: | <urn:uuid:b3314f44-0fbc-43d6-aca1-de48c55b76d9> | CC-MAIN-2018-13 | http://mrsadler.net/MFM1P/Choice/MFM1P%20-%20Algebra%20-%20Choice%206.pdf | 2018-03-17T20:11:25Z | crawl-data/CC-MAIN-2018-13/segments/1521257645310.34/warc/CC-MAIN-20180317194447-20180317214447-00762.warc.gz | 201,387,820 | 174 | eng_Latn | eng_Latn | 0.958181 | eng_Latn | 0.958181 | [
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'Our children blossom through nurture & challenge'
N ew sletter N o. 23 9 th March 20 18
Gotta Dance! Our Year 2 dancers put on a fantastic display at the Lichfield Garrick on Wednesday evening! We are so proud of the hard work they've put into rehearsing and performing their routine over the past weeks and it certainly paid off on the night! Well done to all of them.
Messy Church
Dates for your Diary
"If you're looking for something to do this Sunday afternoon, Barton Methodist Church will be running a Messy Church session at the church on Crowberry Lane. It will run from 4pm to 5.30pm and is a family event with a fun activity and worship. We have tea and cake afterwards. Everyone is welcome. This week's theme is Mother's Day."
IN BOOK BAGS
Soccer Coaching Letters
Friday 16 March - RM Parent Lunch
Friday 16 March — Year 1 to Twycross Zoo, Y2 gymnastics competition and PTA Family Film Night
Friday 23 March - Sport Relief non-uniform day
Tuesday 27 March — 2.00pm Easter church service
Wednesday 28 March— Last day of term PTA Easter Bonnet Parade (morning)
Thursday 12 April - Back to school Friday 20 April – 1S Parent Lunch
Texting service
Please read the following message from Teachers2Parents, who provide our texting service:
From the week commencing Monday 5th March, the text messages you receive from school will appear differently on your phone.
Teachers2Parents, are excited to introduce an additional new security verification measure to allow parents/ guardians to check that the messages you receive are from school.
Much like telephone banking, you will continue to receive messages from a secure number with the school message ID now in the body of the message, accompanied with a link at the beginning of the message to click through to a Teachers2Parents verification page; confirming that the sender of the message is genuine.
This added security measure is another step forward to help reassure parents/guardians of the safety and wellbeing of your child at school.
Zebra Crossing Safety
As you are aware, we are still lacking a crossing patrol on the main road outside of school, which is an on-going cause of concern to us. The vacant position has been advertised in various places now, but with no progress. In order for us to apply pressure for at least a temporary, seconded patrol person, please can we ask you to report any instances of potentially dangerous situations you witness or experience either on the way to or from school. We are aware of an incident this week where a car overtook vehicles stopped at the crossing, which could have had very serious results. Incidents can be reported to the police (on the non-emergency number), to the Parish Council, to Staffordshire County Council or to us. Thank you for your help – we really want to make it known that having a zebra crossing by school does NOT ensure road safety for pedestrians.
Maths focus
This week in maths:
Reception have been learning about repeating patterns. They have been describing different patterns to each other including 'real life' patterns such as block paving and 'noisy' patterns e.g stamp, stamp, clap, clap, jump. They have been comparing patterns looking at and describing the similarities and differences between the two. Reception have also been learning about time and have been introduced to key vocabulary including day, week, month, year, season, morning, afternoon, evening, night-time, minute. They have been sequencing days of the week, months of the year and answering questions such as 'What comes before…/after…? The children have carried out investigations to see how many marbles/ shells/buttons they can put in a container in one minute and how many hops/star jumps they can do in one minute.
Year 1 have been learning about length and height using vocabulary such as long/short, longer/shorter, tall/short, double/half. They have been comparing lengths of string and putting these in order from shortest to longest and have also hunted around the classroom to find things that would be longer or shorter than their pencil. The children have been measuring using non-standard units such as pencils, crayons, paper clips and finding out, for example, how tall a water bottle is using paper clips. They have also started to use standard units to measure learning how to use a ruler to measure centimetres accurately.
Year 2 have continued to learn about fractions and have been finding ¼ of different objects/quantities. They have used a bar model to help them work out different fractions such as ¼ of 12 would be shown as
They have also been introduced to thirds and have been finding one third of shapes and quantities ensuring that each part is equal. The children have been learning to recognise that ½ is the same as 2 /4.
PTA Pop Up Shop
Class Photographs
Thank you to the PTA for all of their hard work for this event. The children thoroughly enjoyed their shopping experience and hopefully the people receiving the gifts will be very appreciative. If there are any further £2 donations still to come into school for this then please bring these in early next week.
On Tuesday, our school photographers will be in school to take the children's class photographs which will be on sale to parents afterwards.
Wishing you all an enjoyable weekend.
Regards
Mrs S Burton and Mrs L Farmer | <urn:uuid:7827acbb-7188-4b9b-b160-9edbfd8d11e4> | CC-MAIN-2018-13 | http://thomasrussellinfants.co.uk/Download/Download/5661 | 2018-03-17T20:04:24Z | crawl-data/CC-MAIN-2018-13/segments/1521257645310.34/warc/CC-MAIN-20180317194447-20180317214447-00769.warc.gz | 299,657,382 | 1,150 | eng_Latn | eng_Latn | 0.998665 | eng_Latn | 0.999169 | [
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Drill Library
Drill Name: 3 v 3 + 2 Linking
Midfielders
Topic: Attacking Combinations
Objectives:
* Attacking combinations with the No7, No9, No11
* Linking midfielder (finish from a distance) & combinations
* Goal Keepers
Description:
* 3 v 3 in 2 areas with 2 linking midfielders supporting. One linking midfielder can entre attacking zone, the other can support in the middle zone.
Progressions:
Coaching Points:
* Put linking midfielder into one team each (1 v 1)
* Limit touches
* Speed of attack
* Transition
* Finishing technique
* combinations | <urn:uuid:813e29c7-cd26-4c7d-9db8-14d64c405368> | CC-MAIN-2018-13 | http://balgowniejuniors.com.au/wp-content/uploads/2014/03/3v32-Linking-Midfielders.pdf | 2018-03-17T20:23:40Z | crawl-data/CC-MAIN-2018-13/segments/1521257645310.34/warc/CC-MAIN-20180317194447-20180317214447-00762.warc.gz | 31,162,193 | 144 | eng_Latn | eng_Latn | 0.971617 | eng_Latn | 0.971617 | [
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Breakout 3 course descriptions
Writing with Accessible Pencils (Vogel A)
Brad Haeflinger
* This session will look at ways to making writing accessible to all students. By using "alternative pencils", we can provide opportunities to develop meaningful and purposeful writing for students with significant disabilities.
Switchin' it Up! (Vogel B)
Dawn Jones and Teresa Bitti
* Increase the amount of access your switch users have with the use of the Tecla-e and iOS Recipes. We will be exploring the TECLA –e which facilitates switch access for up to 7 Bluetooth devices and well as creating iOS recipes to provide better switch access to iOS devices.
Tinkering with Toys: Creating Your Own Adapted Toys (Vogel C)
Jamie Mayo
* Reliable switch skills give students access to their schoolwork, communication, mobility, recreation and many other activities that increase their quality of life. However, learning early switch skills can be very difficult. Come learn why switch adapted toys can take some of the stress out of learning new switch skills and how to get accessible toys in your school.
AT Maker group in action using Design Theory (Seminar 4)
Amanda Ream
* This session is to share the journey of the 5 th grade maker group using the design theory model to link with peers in a local SXI classroom. The maker group combined assistive technology and the maker culture, which is a combining technology and engineering and moving from process to practice. The focus is for the maker group is to look for ways to make their peers lives better. This session will highlight barriers, successes and the relationships built through this process. The learners are not able to attend but the session will show videos and possibly video conferencing to hear from the students themselves. Join the movement!!
3D printing and AT (Technology Lab)
Julia Vandermolen
* This session provides rehabilitation specialists and educators with a framework in which to implement 3D printing as a tool for persons with disabilities. Additionally, this session describe the strategies utilized on teaching and learning strategies for a more inclusive learning environment. | <urn:uuid:e28c9893-37da-4f1b-bdf5-b144e8a4e9d2> | CC-MAIN-2019-26 | https://miregioniv.weebly.com/uploads/1/2/4/8/1248222/breakout_3.pdf | 2019-06-16T14:34:12Z | crawl-data/CC-MAIN-2019-26/segments/1560627998250.13/warc/CC-MAIN-20190616142725-20190616164725-00358.warc.gz | 502,517,107 | 431 | eng_Latn | eng_Latn | 0.99661 | eng_Latn | 0.997577 | [
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Parent Tips to Prevent Child Falls
Home can be a safe place for children to learn and grow. However, most injuries to young children do occur in their homes. Children are vulnerable in this environment because heights, space and structures are built for adult use and comfort, often creating hazards for children. Children also have a natural curiosity about their environment and love to explore.
For children up to age 14, the leading causes of fall-related injuries are:
* falls from furniture;
* falls from playground equipment;
* falls on stairs; and,
* slips and trips (falls on the same level). 1
Most fall-related injuries to children under 5 happen in the home. Take part in Parachute Safe Kids Week, happening June 3 to 9, 2019 in communities across Canada. Follow these tips to keep kids safe from falls in the home and at play.
In the Home
♦ Get on your child's level! Take time to get down on the ground and look around to see the world through your child's eyes to identify hazards around your home.
♦ Use window stops and keep balcony doors locked. A window screen can easily tear or get pushed through if your child is pressing on it. Keep windows locked when possible and use window stops, which prevent windows from being opened wide enough for a child to fall through.
♦ Use stair gates in your home. Always use hardware mount gates at the top of stairs. Pressure mount gates can be used at the bottom of stairs.
♦ Place all furniture away from windows and balcony door handles. Remember, children can climb even before they are able to walk. Climbing on furniture gives children access to windows and balcony door handles where they can fall from significant heights.
Parachute. (2015). The Cost of Injury in Canada – Summary Report: Falls & Transport Injury Trends in Children 1 2004 and 2010. http://www.parachutecanada.org/downloads/research/Cost_of_Injury-2015- Child_Injury_Compendium.pdf
Parachute Safe Kids Week: June 3 to 9, 2019
parachutecanada.org/SafeKidsWeek
♦ Buckle your child in their high chair or stroller every time. This will prevent your child from falling out as they move, wiggle and reach.
♦ Always keep one hand on your child when they are on a high surface, such as a changing table or other furniture, to prevent them from falling to the ground.
♦ Always set car seats and other carriers down on the floor, never on top of furniture.
♦ Never purchase or use a baby walker with wheels. Baby walkers with wheels are banned for sale in Canada because they put children at serious risk of falling down stairs and getting to areas of the home they wouldn't normally be able to reach.
♦ Keep stairs and high-traffic areas in your home free from clutter and tripping hazards such as toys and books. In areas such as the bathroom and kitchen, wipe up any water spills right away to prevent slipping.
At Play
♦ Prevent falls from heights on playground equipment. Make sure playground equipment has guardrails or barriers that prevent falls. Try to keep higher equipment out of the reach of children five years old and younger. For example, remove the lowest rung of ladders to keep toddlers from climbing.
♦ Properly anchor your purchased or homemade playground equipment. Home playground equipment is usually lighter than public playground equipment. This means it needs to be anchored to prevent it from tipping over or collapsing. Always check the manufacturer's guide for anchoring instructions. Cover or hide anchors so they don't become tripping hazards.
♦ Put a deep, soft surface around play equipment to protect against injuries from falls. A deep, soft surface will cushion falls and prevent many injuries. Provide a loose-fill surface, such as sand or wood chips, of 15 to 30 centimetres (six to 12 inches) deep under swings, climbers, and slides. Higher equipment needs deeper surfacing.
♦ Inspect your home playground regularly. Make repairs or remove broken equipment. Remove or repair any areas that can catch children's clothing. Check that bolts are tight and equipment is well anchored. Check the depth of surfacing – add more surfacing where necessary and rake surfacing to keep it loose and free from debris.
♦ Active supervision, while still giving your child the chance to explore and develop, is key. For children younger than five years, stay close to children as they play. And keep an eye on older children, too; they like to take chances but do not necessarily understand risks.
Parachute Safe Kids Week: June 3 to 9, 2019
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Name ___________________________________________ Date __________ Period _____ Class _______
Conquest and Colonization
Quaestio: ________________________________________________________________________________
Conquest of Aztec Mexico
* The presence of Spanish __________________ (conquerors) in the Caribbean led to diseases reaching the mainland before the Spanish even arrived in person
* The Aztec emperor died of smallpox and was replaced by his inexperienced nephew ________________II
* 1519- Hernán __________ marched toward Tenochtitlán with 600 men, 16 horses, and a few cannons
* Moctezuma sent gifts of gold and silver to the Spanish, hoping they would then leave, but it only made them more interested in taking over
* Spanish benefitted from support from many groups within the empire that resented the Mexica rulers, who _____________ captives to the gods and demanded ____________ payments
* Cortés captured Moctezuma and forced him to give up his land and wealth, but the arrival of a different group of Spaniards challenging Cortés, and the battle that followed between all the groups, allowed the Aztecs to push the Spanish out of the city
* However, the Spanish had spread _______________, which began to kill off the population, so when the Spanish returned in 1521, they were able to easy conquer the weakened Empire, destroying Tenochtitlán and building ____________ City in its place
*
Conquest of Inca Peru
* 1532- Inca civil war caused by the death of the Emperor due to smallpox just ended with __________________ killing his brother for power
* Many people had been supporters of his brother and did not like Atahualpa
* Spanish arrive led by Francisco _______________, seeking riches of the Inca
* Atahualpa did not see them as a threat (he had 80,000 soldiers and Pizarro had 186 men), so invited the Spanish to meet, thinking he would capture them
* Atahualpa arrived carried by 80 men, Spanish monk greeted him and insisted that he ________________, obeying what the Bible says, or become an enemy of Spain
* Atahualpa asked to see the Bible, but when he did not find it interesting (some accounts say he could not open it, or tried to listen to it), so he threw it on the ground
* The refusal to convert and disrespect toward the Bible led the Spanish to launch a surprise attack with guns and horses, terrifying the Inca and capturing Atahualpa
* He offered rooms of ___________________ for his life, which they accepted, and then killed him anyway
* Like with the Aztecs, the Spanish benefitted from support from ___________ allies who opposed the ruler
* Pizarro then took over Cuzco and was in control of the Inca Empire, though he was later killed by rival Spanish conquistadors | <urn:uuid:a6a12f31-e886-4f28-a942-ac52a14e24a0> | CC-MAIN-2019-26 | https://mrcaseyhistory.files.wordpress.com/2018/04/conquest-and-colonization-notes.pdf | 2019-06-16T14:47:31Z | crawl-data/CC-MAIN-2019-26/segments/1560627998250.13/warc/CC-MAIN-20190616142725-20190616164725-00359.warc.gz | 525,837,112 | 600 | eng_Latn | eng_Latn | 0.999491 | eng_Latn | 0.999491 | [
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R.E
English
Maths
AUTUMN 2018
The children will learn about the Creation story in the Old Testament. Also, about important Old Testament figures such as Abraham and Joseph.
They will learn about three important events in Jesus' life that shows us he is the light of the world- Baptism,
Presentation and Transfiguration.
In SMSVC we will continue to look at the value and virtues each half term.
Class Saint – Saint Bernadette.
They will learn about the Season of Advent and the importance of Jesus' family line. They will study the symbols which represent characters on the Jesse Tree.
The will learn about the significance of Angels in the Christmas story.
We will be looking at the story of the dragon slayer and using this to write different forms of writing including a fictional story and non-fiction texts such as instructions. We will look at the features of these types of writing and look at skills we need to create interesting fictional stories.
We will also look at different forms of poetry.
Weekly comprehension skills – reading a variety of texts.
The children will learn and use various spelling patterns and how to use the correct grammar in their written work and their speech.
The children will work on place value – being able to read and write numbers up to four digits. We will focus on the four rules, working out mental and written calculations in addition, subtraction, multiplication and division. The children will learn about the properties of 2D and 3D shapes.
We will focus on word problems – using the four rules to work out answers. These will involve mental and written calculations. Groups will continue to work on tables and division facts.
| | We will look at fractions and how to find and write them. They will learn to recognise and use Roman numerals. |
|---|---|
| Science | We will look closely at animals – including humans and their digestive system. We will look at food chains and at the functions of different teeth. We will be looking at electricity. Children will be able to identify electrical appliances, as well as be able to create simple circuits that allow a lightbulb to work. They will also understand the dangers of electricity and how to be safe when using electricity. |
| Computing | We will introduce Espresso Coding to enable children to create their own programmes. We will also work on Number Shark to reinforce their times tables. Basic computing. We will use the laptops to research the different topics we will be covering this term. |
| P.E. | During our outdoor P.E. sessions, we will be playing invasion games and practising how to work as a team. In Gymnastics, the children will learn about different balances and begin to build up simple sequences. |
| Music | The children will all learn how to play a brass instrument. They will continue to learn how to read music and will be asked to practise short pieces at home. |
| Art | To create their own version of creation. We will look at Religious art as we study how events from the bible are depicted in many famous paintings – especially relating to Advent and Christmas. |
| Topic | Our topic in the first half term will be crime and punishment. Children will look at different time eras and how crime was dealt with in each one and how it has changed over time. They will be able to understand that due to the changes in different periods of time we have the crime and punishments that we do today. |
Homework Expectations
Weekly spellings will be given to learn for a test each Monday. We also ask children practice their times tables each week.
One page of the mental maths homework book is to be done each week – to be brought into school for marking each Friday.
Reading
Weekly Reading homework- children may be given a task to do alongside reading their book that should be completed in their homework book ready for the day their group is heard read.
School/Class library – children will be encouraged to take a library book home each week. | <urn:uuid:12469074-a8f6-43ad-b354-0015f35f0cbe> | CC-MAIN-2019-26 | https://s3.eu-west-1.amazonaws.com/jotter2.files/9122712?response-content-type=application%2Fpdf&response-content-disposition=attachment%3Bfilename%3Dyear-4-overview-autumn.pdf&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAIH4MJHC24RK4EHAA%2F20190616%2Feu-west-1%2Fs3%2Faws4_request&X-Amz-Date=20190616T143221Z&X-Amz-SignedHeaders=host&X-Amz-Expires=3000&X-Amz-Signature=57d6e95a555ce74f6a9496ff4fc6ae0c1839efb3d16feef6ee42a87a7a6b19b0 | 2019-06-16T14:32:22Z | crawl-data/CC-MAIN-2019-26/segments/1560627998250.13/warc/CC-MAIN-20190616142725-20190616164725-00358.warc.gz | 562,329,755 | 815 | eng_Latn | eng_Latn | 0.998652 | eng_Latn | 0.998809 | [
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The Federation of Orchard & Southwold Primary Schools
How to help your child with writing
Year 2
In Partnership with
Ways to help with writing
- Help your child write a letter to their favourite author. Correspondence can often be sent to an author's publisher (whose details can be obtained on the internet) who will pass it on.
- When you go on holiday, encourage children to write postcards to friends or relatives. They could record things that you do in a holiday diary which they can share with friends or relatives when they get home.
- After making a cake or doing a craft activity, challenge children to write the recipe or instructions for someone else to use.
- Write an information page or booklet about something they find interesting e.g. spiders, Dr Who, dinosaurs, cats, etc. Draw a picture and label it or write a caption to go with it.
- Encourage your child to learn weekly spellings and phonic group spellings. Write the spellings in sentences with accurate punctuation and practise high frequency words and handwriting.
- Provide your child with a comfortable place to work and exciting writing materials. A dictionary and thesaurus would also be useful.
- Ask your child what his/her writing targets are from time to time and help them work specifically on these.
- Talk through their ideas with them before they start to write, for example, prompt them to think about how they intend to tackle a subject.
- Help them to reflect on their writing, particularly the effect they hoped to have on the reader. For example, is the reader sufficiently prepared for the ending? Have they introduced all the characters?
- Encourage them to read through their work, shaping their sentences for clarity and impact and checking their accuracy.
On the following pages are the targets your child is working on and will need to be secure in by the end of the school year.
my letters are like this
x
not like this
There was a blue butterfly.
This is a simple sentence .
Spaces should be equal like this
I tumbled down the steep slope!
Aa Bb Cc Dd
They walked for two hours. How much further was there to go? He didn't know.
For the walk they would need a compass , map , mobile phone and chocolate.
The cup was in her brother ' s
She couldn ' t find the torch.
He was big and strong. She had to choose an apple or a pear.
She had to start the race when the gun was fired.
He was tired but happy.
He would sleep if he could find his bed.
He was happy because he was with his friends.
She was happy that the sun came out. | <urn:uuid:d34c93b0-24e2-4e36-b8f1-67bbb6272c71> | CC-MAIN-2019-26 | https://orchard.viridis.creativeschools.co.uk/wp-content/uploads/sites/2/2018/06/Year-2-Writing-Targets-Parent-Booklet.pdf | 2019-06-16T14:40:29Z | crawl-data/CC-MAIN-2019-26/segments/1560627998250.13/warc/CC-MAIN-20190616142725-20190616164725-00358.warc.gz | 528,996,510 | 591 | eng_Latn | eng_Latn | 0.997396 | eng_Latn | 0.999027 | [
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Name _____________________________________ Date ________ Period ____ Class _______
Quaestio: _____________________________________________________________________________________________________________
Nunc Agenda: Working individually, look over your interim assessment and put a star next to the 6-10 questions you found the most. Then, as a group, compare your choices and try to identify the 5 questions you all found most challenging.
f^=^å~äóëáë=~åÇ=RÉÑäÉÅíáçå=
Directions: From the questions you discussed above and those we discussed as a class that the data showed to be the most problematic. Choose 6 questions to analyze and reflect upon using the organizer below. Of the 6, you should agree on at least 3 as a group that you will all analyze together, and then 3 that you will analyze separately. Looking at the first 3 together should give you the practice to be able to analyze the other 3 on your own, but also help and seek help from your group mates.
Final Reflection After completing your analysis, what next steps should be taken by yourself individually and as a class generally? | <urn:uuid:5891be90-1e92-4cea-a319-89c530fdf53a> | CC-MAIN-2019-26 | https://mrcaseyhistory.files.wordpress.com/2016/12/ia-analysis-and-reflection.pdf | 2019-06-16T15:31:35Z | crawl-data/CC-MAIN-2019-26/segments/1560627998250.13/warc/CC-MAIN-20190616142725-20190616164725-00363.warc.gz | 520,041,282 | 231 | eng_Latn | eng_Latn | 0.995884 | eng_Latn | 0.99918 | [
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Journey to a Brand New State
A Tale of Two Whippersnappers
CHAPTER FOUR:
Load 'Em Up, Head 'Em Out
by Carolyn Estes
Wake up, Trevor! Get out of bed, Ty! Go help your pa get the oxen, horses, and cow ready for the trail," said Mama. "I'll have breakfast ready when you get done."
"Mama, it's still dark," Ty said.
"Remember what the Captain said last night about being up before dawn? Now scoot," Mama said.
The sun was just coming up as the family fi nished eating, cleaned up the dishes and doused the campfi re. They loaded everything in the wagon and got set for the fi rst day on the trail.
"Load 'em up, head 'em out!" shouted the Captain.
One by one the wagons moved into a single fi le line that stretched for almost a mile.
"How far away is our new home?" asked Trevor.
"It's about 270 miles," Pa said.
"That will take forever," said Trevor.
"It might seem like it, but it will be worth the bumpy ride when we get there," Pa teased.
"Pa, it's bouncy back here," said Ty. "The pots and pans are clanking against each other. Can Trevor and I sit up front with you?"
"Sure," said Pa.
The boys and Boomer joined Pa on the wooden seat.
"Look at that!" exclaimed Trevor, pointing at a rabbit hopping at the side of the trail.
Boomer perked up his ears.
"No, no Boomer," Ty held him back. "You could get lost out there and the wagons won't stop for you!"
"You're right, Ty. The wagons would just keep rolling," Pa said, smiling.
The wagon train stopped at noon for lunch. The boys were happy to get down to play.
"Stay close," warned Mama.
"We will," they shouted back. Boomer started following a scent into the tall grass beside the trail.
About an hour later everyone boarded their wagons. Pa whistled for Boomer. He came running with his head hanging down.
"What's wrong with you, dog?" exclaimed Pa.
"Oh, my! You stuck your nose into something you shouldn't have. Looks like you got stung by something," Pa said. "We'll have to keep a close eye on you."
The wagons started rolling again.
"Pa, how far do you think we've traveled?" asked Ty.
"I reckon about eight miles," Pa answered.
The day on the trail ended before sunset. After supper the boys and Boomer sat down by the fi re with Pa.
"Today was just the fi rst of many. We're goin' to need your help," Pa said. "There are lots of chores to be done, milking the cow, fetching water, cooking, washing dishes, and fi nding wood or buffalo chips for the fi re. I'll expect you both to help your Ma as much as you can."
"Alright Pa, but will there be any time to play?" asked Ty.
"Sure, after all the work is done." Pa said. "Just like right now, I hear the sound of a fi ddle."
"Fetch Ma and we'll see what's goin' on."
Sure enough, folks were gathering while one of the scouts played his fi ddle. Soon most of the kids and adults were dancing.
1. Add this chapter to your scrapbook. 2. If Ty and Trevor's family travels 270 miles in a covered wagon going 10 miles per day, how many days would it take for the family to reach its new home? If you travel 270 miles in a car going 60 miles per hour, how many hours would it take to reach your destination?
Newspaper activities
3. Make a list of things that could slow down the family's trip.
Next week: Chapter Five Life on the Trail
Provided by Oklahoma Newspaper Foundation | <urn:uuid:9a1f2592-254c-4575-bc6b-53febc76a951> | CC-MAIN-2019-26 | http://okpress.publishpath.com/Websites/okpress/files/Content/235249/Chapter4.pdf | 2019-06-16T14:37:18Z | crawl-data/CC-MAIN-2019-26/segments/1560627998250.13/warc/CC-MAIN-20190616142725-20190616164725-00362.warc.gz | 135,469,498 | 834 | eng_Latn | eng_Latn | 0.999793 | eng_Latn | 0.999793 | [
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Niepubliczne Liceum Ogólnokształcące nr 81 SGH TEST EGZAMINACYJNY – 2013 r.
Version B
ENTRANCE EXAMINATION IN ENGLISH
Kod ucznia:__________ Total: ____/ 60 : 3 = ____/20
Read the instructions carefully and make sure you understand them.
Exercise 1. (15 points)
Complete each sentence with the correct word created from the one in bold.
An example:
It is very pleasant to give and receive presents. PLEASURE
1 The presenter’s poor performance was completely _______________ . VALUE
2 Although his papers are quite intriguing, his speech was very _____________. APPOINT
3 This elegant long dress is ____________ for long journeys. APPROPRIATE
4 What I like about my friend James is his ______________. RELIABLE
5 The people who make important ______________ to society are generally not those who develop their own new ideas, but those who are most gifted at perceiving and coordinating the talents and skills of others. CONTRIBUTE
6 Chances of winning the lottery are ______________ low. AMAZE
7 After ______________ to a traumatic event many people experience unsettling reactions that are out of the ordinary for them. EXPOSE
8 Most insects are likely to produce fewer ______________ harmful greenhouse gases than other livestock. ENVIRONMENT
9 The problem of ______________ children "may be more prevalent than we thought in the UK", said the scientists, as the fear of becoming obese, rising food prices, poor diets and a lack of muscle from low levels of exercise may all be playing a role. WEIGHT
10 Teachers and doctors ______________ teenagers from drinking alcohol and smoking. COURAGE
11 Eating more insects could help fight world ______________, according to a new UN report. HUNGRY
1
12 The World Wildlife Fund (WWF) said its offices in the ______________ Dzanga-Sangha area had been looted three times in the past month and it had pulled out workers. PROTECT
13 A jab that protects against ______________ spider venom may become a reality one day, early research suggests. POISON
14 The construction sector contracted less than ______________ thought. ORIGIN
15 The economic _____________ was much slower this year than in the last decade. GROW
Exercise 2 (15 points )
Read the texts below and think of the word which best fits each space. Use only one word in each gap. There is an example at the beginning.
I Iceland
Iceland (0) ____is___ located at the juncture of the North Atlantic and Arctic Oceans. The main island is entirely south of (1) _____________ Arctic Circle, which passes through the small Icelandic island of Grímsey off the main island's northern coast. The country lies (2)__________ latitudes 63° and 67° N, and longitudes 25° and 13° W.
Iceland is closer to continental Europe (3) __________ to mainland North America; thus, the island is generally included in Europe for historical, political, cultural, and practical (4) ___________. Lakes and glaciers cover 14.3% of (5) _______________ surface; only 23% is vegetated.
II UNESCO
The United Nations Educational, Scientific and Cultural Organization is a specialized agency (6) ___________ the United Nations (UN). Its purpose is to contribute culture (8) human rights along (9) _____________ fundamental freedom proclaimed in the UN Charter.
(7) ___________ peace and security by promoting international collaboration through education, science, and ____________ order to further universal respect for justice, the rule of law, and UNESCO pursue its objectives through five major programs: education, natural sciences, information. UNESCO’s aim is "to contribute to the building of peace, the eradication of poverty, sustainable development and intercultural dialogue through education, the sciences, culture,
social and human sciences, culture, and communication (10) ____________ communication and information"
III Citizen Journalism
The concept of citizen journalism (also known (11) ___________ "public", "participatory", "guerrilla" or "street" journalism ) is based upon public citizens "playing an active role in the process (12)___________ collecting, reporting, analyzing, and disseminating news and information."Similarly, Courtney C. Radsch defines citizen journalism "as (13) ___________ alternative and activist form of news gathering and reporting that functions outside mainstream media institutions. Citizen journalism should not be confused with community journalism or civic journalism, (14) _____________ of which are practiced by professional journalists.
Without addressing the failures of professional journalism that often have led to the rise of citizen journalism, critics of the phenomenon, including professional journalists, claim (15) ____________ citizen journalism is unregulated, too subjective, amateurish, and haphazard in quality and coverage.
Based on: http://en.wikipedia.org/wiki/
Exercise 3 ( 30 points)
Choose the most suitable word or phrase to complete each sentence. Write A, B, C or D.
An example:
Just a minute! You have forgotten to __A_ your test.
A sign
B signature
C signing
D note
1. The police have been trying for months to _____ whereabouts of the conman.
A test
B follow
C detect
D trace
2. Could you tell me what your _______ towards euthanasia is?
A attitude
B opinion
C judgment
D outlook
3. On ______, 5 illegal immigrants are caught by customs officers each night.
A average
B middle
C medium
D standard
4. Tom was looking ______ the mail when there was a power cut.
A towards
B up
C through
D on
5. The waiter suggested a glass of red wine would definitely be more ______ with a steak to a glass of cognac.
A favourable
B suitable
C appropriate
D preferable
6. Mr James McArthur was ______ when he learnt that his daughter got married last night.
A taken down
B taken out
C taken after
D taken aback
7. The increase in lung cancer cases in big cities resulted _____ the heavy traffic congestion.
A in
B of
C to
D from
8. The elderly lady was run _______ by a truck speeding down the road.
A in
B off
C over
D out of
9. He told me that I looked exhausted and a few days off would ______ me good.
A work
B make
C do
D fit
10. We'll set ______ for the airport at 6 am, so we need to wake up early.
A forward
B up
C off
D on
11. I ______ exactly what they mean by rejecting the project.
A am seeing
B understood
C see
D have seen
12. By December they _______ together in that apartment for 10 years.
A are going to live B will live
C will have been living D will be living
13. The prime minister _______ the introduction of a new set of measures to deal with the unemployment.
A have announced
B should have announce
C is announcing
D has announced
14. I forgot to tell Mike the news. I_______ him now.
A am ringing
B am going to ring
C will ring
D should have rang
15. No sooner ______ than the press conference began.
A he arrived
B he has arrived
C had he arrived
D he had arrived
16. Again! I wish you would stop ________.
A complaining
B complain
C to complain D complaint
17. Before you leave, don't forget _________ the door.
A to have locked B to lock
C having locked
D locking
18. Under no circumstances _______ invite strangers to your birthday party on Facebook.
A you mustn't
B should you
C you should D you should have
19. My friends ________ of studying Management at Warsaw School of Economics.
A are thinking B have thought
C consider
D think
20. The burglar got into the house by pretending ________ a postman.
A to being
B to be
C being
D to have been
21. Unless you ______ the truth, I won't be able to help you in solving this problem.
A shall tell me
B tell me
C will tell me
D won't tell me
22. The Smiths have just bought a new apartment, so they can’t ________ to go on holiday to Japan this summer.
A allow
B be able
C afford
D spend
23. Mrs Mary Jones _______ two weeks ago and the doctor confirmed her illness.
A X-rayed her chest
B had her chest
X-rayed
C had had chest X-rayed
D was having chest X-rayed
24. She is reported _______ the serious crime in one of American cities last year.
A to have committed B to commit
C committing
D to committed
25. If she _____ the news she would have known about the flood in the region.
A was reading
B had read
C read
D would read
26. During the stay on the survival course, the participants have to _______ conveniences of everyday life.
A put with
B put without
C do with
D do without
27. If only I ______ the competition, I would have received a lump sum of money.
A was winning
B have won
C won
D had won
28. Local authorities are investigating the _______ of explosion in the southern district.
A way
B impulse
C cause
D reason
29. They need to hurry with the repairs because they are _______ for time.
A rushed
B pressed
C forced
D squeezed
30. As a fully responsible member of this team, you are expected to _______ the law.
A watch
B observe
C perceive
D notice | <urn:uuid:d872f628-0b65-44ff-9d8a-5df26a532354> | CC-MAIN-2019-26 | http://www.liceumsgh.pl/files/image/68c638d1bfa8d7eabbc05275bc9103511382528917.pdf | 2019-06-16T15:41:57Z | crawl-data/CC-MAIN-2019-26/segments/1560627998250.13/warc/CC-MAIN-20190616142725-20190616164725-00363.warc.gz | 259,943,598 | 2,092 | eng_Latn | eng_Latn | 0.997879 | eng_Latn | 0.999171 | [
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Name _________________________________________________________ Date ______________ Period _______ Class __________
Absolutism & Enlightenment Review
Absolutism & Enlightenment Review
Directions: Use textbook chapters 16 and 17 as well as class materials to complete the organizers below.
What does it mean to be an absolute ruler?
For each of the following absolute rulers, describe the actions they took that made them absolutists.
Philip II
Louis XIV
Peter the Great
Stuart Monarchs
Suleiman the Magnificent
How did England decrease the power of its monarchy? Describe the step-‐by-‐step process.
What events led to the Enlightenment? What role did reason play in Enlightenment thought?
For each of the following Enlightenment thinkers, describe the key ideas they professed.
John Locke
Thomas Hobbes
Jean-‐Jacques Rousseau
Baron de Montesquieu
Voltaire
Adam Smith
What is an Enlightened Despot?
How were Catherine the Great and Frederick II influenced by the Enlightenment?
How did the Enlightenment influence the American Revolution? | <urn:uuid:92742f3d-3d42-42fa-80ce-02634d10889f> | CC-MAIN-2019-26 | https://mrcaseyhistory.files.wordpress.com/2015/05/absolutism-enlightenment-review.pdf | 2019-06-16T14:38:24Z | crawl-data/CC-MAIN-2019-26/segments/1560627998250.13/warc/CC-MAIN-20190616142725-20190616164725-00360.warc.gz | 548,055,944 | 616 | eng_Latn | eng_Latn | 0.985166 | eng_Latn | 0.994478 | [
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Niepubliczne Liceum Ogólnokształcące nr 81 SGH
TEST EGZAMINACYJNY - 2018 r. EXAMINATION IN ENGLISH
Kod ucznia:__________ Total: ____/ 60 : 3 = ____/20
Read the instructions carefully and make sure you understand them.
Exercise 1. (15 points)
Complete each sentence with the correct word created from the words in brackets.
An example:
The food they served was both nutritious (nutrient) and delicious.
1. Don’t drive so fast – it’s too _______________ ( danger ).
2. One of the biggest tourist _______________ (attract) of London is the Tower .
3. The compromise was achieved after long _______________ (negotiate).
4. The children apologised to the teacher for their ________________ (behave).
5. Everybody admired the _________________ (beauty) of the landscape
6. His lack of common sense was _______________ (accept).
7. The newspaper was sued for _______________ (publish)
fake news.
8. Electric cars are the solution to the problem of environmental _______________ (pollute ).
9. In every city there should be facilities for the _______________ (able).
10. He is a very _______________ (resource) person: he can find a _______________ (solve) to every problem .
11. There is a new bridge over the Thames under _______________ (construct) .
12. Many countries still have to fight for their _______________ (depend).
13. Mary was very ________________ ( success) at the University: she received an Honours degree.
14. _______________ (shop) centers in Poland are going to be closed on Sundays.
Exercise 2 ( 15 points )
Read the text below and think of the word which best fits each space. Use only one word in each space. There is an example at the beginning.
A. A stressful job
According to recent research teaching (0) is believed to be one of the most stressful jobs. According to the report (1) ____________ by Cardiff University, 41% of respondents reported high levels (2) _____________ stress. Some people are skeptical about this result saying that teachers just complain more (3) ____________ others. But if teachers are unhappy this will have an impact (4) _____________ the children they work with. They may be less motivated (5) ____________ work and develop their skills and abilities.
B. The meaning of colours
Do you know that the colours around you can have an influence (6) ____________ how you feel? Well, it has been scientifically proved (7) _____________ they can affect your mood. So it is worth (8) ____________ what colours to surround yourself with in order to remain in a positive frame of mind. Red, for example, (9) ____________ be overwhelming when there is too much of it. But in small amounts it may make us feel active and energetic. White, on the (10) ____________ hand, gives us the impression of cleanliness and is therefore used in doctors’ surgeries. Butif used at home it can make us feel isolated .
C. Detroit: then and now
The city of Detroit in the USA was once compared (11) ____________ Paris. It had a broad river, smart streets and historically important architecture. Then, in the 20th century, it became a „Motor City”. For some time, most of the world’s cars (12) _____________ made there. There was regular work and a good salary in the motor industry.
In 2013, the city did something unusual: it declared (13) ____________ bankrupt. It was the largest city bankruptcy in the US history. Now that the city is free of debt, it has money to do some of what needs to be done: to improve infrastructure and attract investors. Every week a new business (14) _____________ in Detroit:grocery stores, juice bars , even bicycle makers. Finally, the city has been (15) ____________ back to life.
Exercise 3 ( 30 points)
Choose the most suitable word or phrase to complete each sentence. Write A, B, C or D.
An example:
Please, remember to __A___ your test.
A sign
B signature
C signing
D note
1. Brandon has been living in the USA _____ three years.
A in
B since
C before
D for
2. When the professor came to the lecture he realized he _____ to take his notes.
A forgot
B forget
C has forgotten
D had forgotten
3. Some students prefer studying in the library _____ working at home.
A to
B rather than
C rather
D from
4. The plane has _____ taken off, we will be in time for the meeting.
A still
B so far
C already
D yet
5. I _____ to attend a French course next semester.
A plan
B am planning
C will have planned
D going to plan
6. It's high time she _____ studying for her exams.
A start
B started
C better start
D have started
7. If we'd known he was so successful, we _____ him.
A congratulated
B would congratulate C will
congratulate
D would have congratulated
8. What would you do if you _____ a millionaire?
A were
B had been
C will be
D have been
9. It's a long time since he _____ this country.
A visit
B visited
C has visited
D had visited
10. That's the man _____ I saw her with.
A who
B whom
C whose
D which
11. Monica _____ in Las Vegas last month because she was with me in Los Angeles at that time.
A can be
B can't be
C had to be
D can't have been
12. He demanded _____ what to say in front of the jury.
A being told
B telling
C to tell
D be not told
13. We rarely go to Barcelona _____ our favourite football team plays.
A where
B when
C that
D which
14. They decided to go to Open Air Festival _____ the fact that they had to travel a long way.
A although
B in spite
C even though
D despite
15. Tom thinks his car _____ by one of the local gangs.
A stole
B was stolen
C been stolen
D had been stolen
16. Jason took his car to a garage and will _____ by a mechanic.
A repair it
B have it repair
C have repaired it
D have it repaired
17. We wish we _____ so few people to the party. We regret it now.
A had not invited
B have invited
C didn't invite
D invited
18. She said she _____ her homework because she had left all her notes at school the day before.
A can't do
B couldn't do
C done
D hadn't come
19. In order to avoid obesity, we should cut _____ the consumption of fast food.
A down
B down on
C up
D off
20. Don't give _____. You are smart enough to solve this problem.
A down
B on
C up
D for
21. Our neighbour promised to _____ me a lift to the city centre.
A give
B giving
C bring
D take
22. He advised me _____ studying abroad.
A considering
B consider
C to consider
D to considering
23. I will never forget _____ to this famous writer. It was so interesting.
A that I talked
B having talking
C to talk
D talking
24. If you see my notebook _____ any chance, please let me know.
A by
B in
C at
D if
25. The weather was _____ hot that all we wanted was an icecream.
A so
B enough
C too
D such
26. Not only ______ in the competition, but also he proved to be the best athlete of the year.
A did he win
B he won
C he winned
D he had won
27
. Little ______ that his life was going to change soon.
A did he know
B has he known
C he knew
D had he know
28. We spent
_____days in Monaco and went to casinos.
A a few
B few
C little
D a little
29. Cristiano Ronaldo is one of _____ most successful shooters in the history of football.
A -
B the
C an
D a
30. _____ Vistula is the longest river Poland.
A the
B -
C a
D an | <urn:uuid:3243efe5-e0b7-42f9-a396-e30f2b3f732b> | CC-MAIN-2019-26 | http://www.liceumsgh.pl/files/original/egzamin-wstepny-jezyk-angielski-wersja-b-2018.pdf | 2019-06-16T15:04:33Z | crawl-data/CC-MAIN-2019-26/segments/1560627998250.13/warc/CC-MAIN-20190616142725-20190616164725-00366.warc.gz | 257,110,223 | 1,869 | eng_Latn | eng_Latn | 0.999238 | eng_Latn | 0.999677 | [
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4th Grade Science
SCI0400
Course Description
Fourth-grade science challenges students to gain a better understanding of God as they investigate the world through research, projects, and activities. The fourth-grade science course is comprised of exciting units that cover the following: creation, space, weather, rocks and minerals, plants, insects, ecosystems, friction, force, and electricity.
Rationale
Fourth-grade science builds on the foundations of critical scientific thinking. God has given everyone an inquisitive mind for thinking beyond what we see. He has provided ways to explore His creation. Students will learn to apply critical scientific thinking skills through the guidance of this curriculum.
Prerequisite
Third-Grade Science
Biblical Integration Outcomes
A. Know that God created the world in seven days.
C. Understand that God has created a universe that is orderly.
B. Understand that God's hand is in all of creation from weather phenomena to the specific placement of the sun, moon, and stars.
D. God has given man the ability to create things like electricity.
E. God has put forces in place to keep the world working.
Measurable Learning Outcomes
A. Know what occurred on each day of Creation.
C. Investigate and understand how plants and animals in an ecosystem interact with one another and the nonliving environment.
B. Investigate the timing of the creation of the Earth, moon, and sun.
D. Investigate and understand basic plant anatomy and life processes.
E. Investigate and understand the relationships among the Earth, moon, sun, and the planets.
F. Investigate and understand how weather conditions and phenomena occur and can be predicted.
G. Investigate and understand important natural resources.
H. Investigate and understand characteristics and interaction of moving objects.
I. Investigate and understand the characteristics of electricity.
Course Materials
See LUOA's Systems Requirements for computer specifications necessary to operate LUOA curriculum. Also view Digital Literacy Requirements for LUOA's expectation of users' digital literacy.
This course contains additional physical materials. See the materials page toward the end of this syllabus for a listing of course materials.
This course makes use of third-party digital resources to enhance the learning experience. These resources have been curated by LUOA staff and faculty and can be safely accessed by students to complete coursework. Please ensure that internet browser settings, pop-up blockers, and other filtering tools allow for these resources to be accessed.
The following resource(s) are used throughout this course:
Education City Reading Eggs RightNow Media
Note: Embedded YouTube videos may be utilized to supplement LUOA curriculum. YouTube videos are the property of the respective content creator, licensed to YouTube for distribution and user access. As a non-profit education institution, LUOA is able to use YouTube video content under the YouTube Terms of Service and the provisions of the TEACH Act of 2001. For additional information on copyright, please contact the Jerry Falwell Library.
Course Grading Policies
The students' grades will be determined according to the following grading scale and assignment weights. The final letter grade for the course is determined by a 10-point scale. Assignments are weighted according to a tier system, which can be referenced on the Grades Page in Canvas. Each tier is weighted according to the table below. Items that do not affect the student's grade are found in Tier 0.
Course Policies
Students are accountable for all information in the Student Handbook. Below are a few policies that have been highlighted from the Student Handbook.
Types of Assessments
To simplify and clearly identify which policies apply to which assessment, each assessment has been categorized into one of four categories: Lesson, Assignment, Quiz, or Test. Each applicable item on the course Modules page has been designated with an identifier chosen from among these categories. Thus, a Quiz on the American Revolution may be designated by the title, "1.2.3 Quiz: The American Revolution." These identifiers were placed on the Modules page to help students understand which Honor Code and Resubmission policies apply to that assessment (see the Honor Code and Resubmission policies on the pages to follow for further details).
- Lesson: Any item on the Modules page designated as a "Lesson" These include instructional content and sometimes an assessment of that content. Typically, a Lesson will be the day-to-day work that a student completes.
- Assignment: Any item on the Modules page designated as an "Assignment" Typical examples of Assignments include, but are not limited to, papers, book reports, projects, labs, and speeches. Assignments are usually something that the student should do their best work on the first time.
- Quiz: Any item on the Modules page designated as a "Quiz" This usually takes the form of a traditional assessment where the student will answer questions to demonstrate knowledge of the subject. Quizzes cover a smaller amount of material than Tests.
- Test: Any item on the Modules page designated as a "Test" This usually takes the form of a traditional assessment where the student will answer questions to demonstrate knowledge of the subject. Tests cover a larger amount of material than Quizzes.
Resubmission Policy
Students are expected to submit their best work on the first submission for every Lesson, Assignment, Quiz, and Test. However, resubmissions may be permitted in the following circumstances:
- Lesson: Students are automatically permitted two attempts on a Lesson. The student may freely resubmit for their first two attempts without the need for teacher approval.
- Assignment: Students are intended to do their best work the first time on all Assignments. However, any resubmissions must be completed before the student moves more than one module ahead of that Assignment. For example, a student may resubmit an Assignment from Module 3 while in Module 4, but not an Assignment from Modules 1 or 2. High School students may not resubmit an Assignment without expressed written permission from the teacher in a comment.
- Quiz: Students may NOT resubmit for an increased grade.
- Test: Students may NOT resubmit for an increased grade.
If a student feels that he or she deserves a resubmission on a Lesson, Assignment, Quiz, or Test due to a technical issue such as computer malfunctioning, the student should message his or her teacher to make the request, and that request will need to be approved by a Department Chair.
Consequences for Violations to the Honor Code
Every time a student violates the Honor Code, the teacher will submit an Honor Code Incident Report. The Student Support Coordinator will review the incident and allocate the appropriate consequences. Consequences, which are determined by the number of student offences, are outlined below:
- Warning: This ONLY applies to high school Lessons and elementary/middle school Assignments and Lessons. These will be taken as a teaching moment for the student.
- Lessons: A zero will be assigned for the question only.
- Elementary/Middle School Assignment: The student must redo their work. However, they may retain their original grade.
- 1st Offense:
- Lesson, Quiz, or Test: The student will receive a zero on the entire assessment.
- Assignment: The student will either:
- Receive a 0% on the original assignment
- Complete the Plagiarism Workshop
- Retry the assignment for a max grade of 80%
- 2nd Offense: The student will receive a zero and be placed on Academic Probation.
- 3rd Offense: The student will receive a zero and the Faculty Chair will determine the consequences that should follow, possibly including withdrawal from the course or expulsion from the academy.
Materials List
4 th Grade Science
Module 1
Materials to create the seven days of
Creation
Module 2
None
Module 3
None
Module 4
Large bowl filled ¼ of the way with water
Rubber band
Plastic wrap
Coffee mug
Cotton balls to create clouds
Module 6
None
Module 7
Real flower to dissect
Module 8
None
Module 9
None
Module 10
None
Module 5
Water
A clear bottle with a cap Glitter (optional) Dish washing liquid One clear plastic container about the size of a shoebox Red food coloring Ice cubes made with water dyed with blue food coloring Colored pencils Piece of paper Make a snow cone
Scope and Sequence
4 th Grade Science
Module 1: Creation
Week 1: Days of Creation
Week 2: Creation Project
Module 2: Solar System, Part 1
Week 3: Earth/seasons
Week 4: Sun/eclipse
Week 5: Moon/galaxies
Week 6: Stars
Module 3: Solar System, Part 2
Week 7: Planets
Week 8: Planets
Week 9: Planets
Week 10: Planets
Week 11: Review/space test
Module 4: Weather, Part 1
Week 12: Water cycle/clouds
Week 13: Clouds/weather instruments
Week 14: Weather
Week 15: Review day/weather test
Module 5: Weather, Part 2
Week 16: Severe weather
Week 17: Severe weather
Week 18: Severe weather test
Module 6: Rocks
Week 19: Earth's layers/rock cycle
Week 20: Types of rocks/erosion
Week 21: Minerals/test
Module 7: Plants and Insects
Week 22: Insects/metamorphosis
Week 23: Plant structure
Week 24: Photosynthesis/pollination
Module 8: Ecosystems, Part 1
Week 25: What are ecosystems?
Week 26: Biomes: Taiga/Grasslands
Week 27: Biomes: Desert/Deciduous
Week 28: Biomes: Tundra/Rainforest
Week 29: Ecosystems review/test
Module 9: Ecosystems, Part 2
Week 30: Adaptations
Week 31: Types of consumers
Week 32: Food chains/food webs/test
Module 10: Friction, Force, Electricity
Week 33: Friction
Week 34: Types of energy
Week 35: Electricity
Week 36: Circuits/Electromagnets/Static
Electricity | <urn:uuid:8567c8e8-6742-4870-8619-75b987d1a44e> | CC-MAIN-2019-26 | https://www.liberty.edu/online-academy/wp-content/uploads/sites/38/2019/03/SCI0400-1.pdf | 2019-06-16T15:10:02Z | crawl-data/CC-MAIN-2019-26/segments/1560627998250.13/warc/CC-MAIN-20190616142725-20190616164725-00364.warc.gz | 820,694,544 | 2,120 | eng_Latn | eng_Latn | 0.909595 | eng_Latn | 0.993975 | [
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Name __________________________________________ Date ___________ Class _______ Period _____
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Directions: Working as a group, your job is to research several hotly-debated issues related to early human migration out of Africa and around the world, and based on that research, come to your own conclusions about which theory seems to be the strongest. Use the space below to keep track of the different theories, and once you have considered them all, explain which one you chose and why. Finally, on the back, label the world map to show where, when, and how humans spread throughout the world. Use lines with arrows to show population movements, dates to show when they took place, and add any brief notes you feel are necessary to clarify the information.
To what extent, if any, did humans interbreed with other hominid species?
When did humans leave Africa, and by what route? More specifically, when did the ancestors of all modern humans leave Africa, and by what route? Is there a difference between the two answers?
Existing Theories:
Existing Theories:
Your Conclusion & Justification:
Your Conclusion & Justification:
When and from what point did the ancestors of modern non-African populations (Europeans, Asians, etc.) disperse, and did it happen in a single point or from multiple points?
How and when did human beings reach the Americas? Was there a single wave of migration, or multiple waves?
Existing Theories:
Existing Theories:
Your Conclusion & Justification:
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Summer Reading List for Rising 8 th Graders Summer 2018
Please select one volume from each of the lists below (i.e., choose one classic and one modern) to read over the summer along with the required reading, Fahrenheit 451 . You will write a book review about one of the novels you have chosen (not Fahrenheit 451) . The review should be typed (double-spaced; Times New Roman; 12-point font), using one inch margins. The review must be at least 2 pages long. Please note that students may NOT re-read a book they have previously read. You will complete a creative project on the second novel you have chosen.
Classic Novels (Please read UNABRIDGED versions.)
Sense and Sensibility
A Room with a View by E.M. Forester
Emma
Mansfield Park
Persuasion
By Jane Austen
Little Women by Louisa May Alcott
Kidnapped by Robert Louis Stevenson
Great Expectations by Charles Dickens
The Scarlet Pimpernel by Baroness Emmuska von Orczy
Oliver Twist by Charles Dickens
The Adventures of Tom Sawyer by Mark Twain
Robinson Crusoe by Daniel Defoe
The Three Musketeers by Alexandre Dumas
The Red Badge of Courage by Stephen Crane
The Age of Innocence by Edith Wharton
Kim by Rudyard Kipling
Middlemarch by George Eliot
The Last of the Mohicans by James Fenimore Cooper
Wuthering Heights by Emily Brontë
The Moonstone by Wilkie Collins
Modern Novels/Modern Classics
**The Sweetness at the Bottom of the Pie by Alan Bradley The Wizard of Earthsea (first 3 books) by Ursula K. Leguin
**The Fellowship of the Ring by J.R.R. Tolkien Rebecca by Daphne du Maurier Cold Comfort Farm by Stella Gibbons **Master and Commander by Patrick O'Brian **The Beekeeper's Apprentice by Laurie R. King The Secret Life of Bees by Sue Monk Kidd A Northern Light by Jennifer Donnelly Wildwood Dancing by Juliet Marillier Girl with a Pearl Earring by Tracy Chevalier Till We Have Faces by C.S. Lewis **Hornblower: Beat to Quarters by C.S. Forester Death on the Nile by Agatha Christie Ender's Game by Orson Scott Card
**You may read the next book in the series if you have already read the first.
Note: All 8th graders must also read Fahrenheit 451 by Ray Bradbury over the summer. We will discuss the novel and take a quiz the first week of school. You will also write your first essay of the year on this novel.
The Book Review
You need to write a book review for one of the books you selected from the lists above. There are two parts to this short review. Please use the guidelines below to write this assignment.
Part I: The Synopsis
In the first part you need to write one paragraph in which you describe the setting (time and place) of the novel, introduce the main character(s), and provide a brief synopsis of the plot. Try to pique others' interest, but don't give away the ending. In a second paragraph describe one significant symbol of the novel. For example, in The Sword in the Stone, Arthur's sword is not merely a sword, but a symbol of his power and the right of kingship. Finally, describe two major themes of the book. What message is the author trying to communicate to the reader…the importance of friendship, respect for the environment?
cont…..
Part II: The Critique
In the second part you will write a critique of the novel. Did the story engage you as a reader? Did the author's style and language help you enjoy the book? Did you connect with the main character? Why or why not? Did the author fully develop the character? Were you able to understand the story in the context of world events? If the book was of the fantasy genre, did the author use good "world-building"? Would you recommend this book to others? Why or why not?
The Creative Project
Along with the book review, you must also complete a creative project. Make sure your project is neatly done and presented in a polished manner. You may choose to...
* Write a song based on the book set to original music.
* Create a short, illustrated poetry anthology (~5 poems).
* Write a children's version of the book and illustrate it.
* Create a game based on the book.
* Write a series of letters between the main character and another character (~5 letters).
* Write a series of journal entries from the point of view of one of the characters (~3 pages typed)
* Build a detailed model based on the book.
* Write a play based on the book.
* Film a book trailer or movie based on one of the books.
Please note: All assignments will be checked for plagiarism. If one or more assignments are plagiarized, the student will receive a score of "0" and disciplinary action will be taken. If you are in NJHS, the faculty council will meet to decide your status. | <urn:uuid:fd3e1481-3bf9-4ff5-9971-5bc11a3fe2cb> | CC-MAIN-2019-26 | https://www.academyhill.org/wp-content/uploads/8th-grade-reading-list.pdf | 2019-06-16T16:14:35Z | crawl-data/CC-MAIN-2019-26/segments/1560627998250.13/warc/CC-MAIN-20190616142725-20190616164725-00366.warc.gz | 645,870,159 | 1,142 | eng_Latn | eng_Latn | 0.983919 | eng_Latn | 0.9957 | [
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Biology Behind the Crime Scene Week 4: Lab #4 Genetics Exercise (Meiosis) and RFLP Analysis of DNA
Genetics Exercise: Understanding how meiosis affects genetic inheritance and DNA patterns
Cells that are involved in reproduction undergo meiosis. During meiosis, the parental diploid (2n) cell gives rise to four haploid (n) daughter cells. Meiosis is divided into two parts: meiosis I and II. Just before meiosis I, the cell duplicates its chromosomes. In meiosis I, the cell separates homologous chromosomes into 2 cells. Then in meiosis II (which is virtually identical to mitosis) these two cells each go through a division that separates sister chromatids. The overall effect of meiosis is to make four cells that contain one-half the number of chromosomes that are in somatic (non-reproductive) cells.
During Interphase I, the cell will duplicate its chromosomes. Then in Prophase I, you will see homologous chromosomes (homologous – chromosomes similar in size and appearance, one from each parent) lining up beside each other. This is where crossing over occurs. Crossing over leads to recombination or swapping of genetic material between the two homologous chromosomes. During Metaphase I, these homologous chromosomes are pulled apart by spindle fibers. During Anaphase and Telophase I, the homologous chromosomes are further pulled apart and, in most organisms, cytokinesis (the splitting of the cytoplasm) occurs.
Meiosis II begins with Prophase II, when the chromosomes once again start to line up at the equator of the cell. Once these chromosomes have lined up end to end in Metaphase II, in Anaphase II the spindle fibers start to move each of the sister chromatids to the opposite poles of the cell. This has the effect of separating the two sister chromatids of each chromosome. Telophase II and cytokinesis occur at last; at this point the chromatids are fully separated and a new nuclear envelope is formed.
The end result of meiosis is the production of four genetically different daughter cells from one parent cell, each with half (haploid) the chromosome number of the parent cell (diploid). Note that the daughter cells are different from each other as well as different from the parent that gave rise to them. In most animal species, these daughter cells can become gametes (sperm or eggs) that can combine with another gamete. The fusion of 1 haploid (n) gamete cell with another haploid (n) gamete cell produces a new diploid (2n) cell. Meiosis occurs in both males and females. You will be using pop beads today to simulate the process.
It is estimated that approximately 30,000 – 50,000 genes are contained in the 23 pairs of homologous chromosomes (or 46 chromosomes) of human DNA (remember most people have 44 autosomes and 2 sex chromosomes). Each chromosome contains a series of specific genes. Each of the homologous chromosome pairs contains similar genes. Each gene holds the code for a particular protein. For all the DNA contained in chromosomes, genes only comprise about 5% of the total chromosomal DNA. The other 95% is non-coding DNA. This non-coding DNA is interspersed in blocks between functional segments of genes and within genes, splitting them into segments. The exact function of the non-coding DNA is not known, although non-coding DNA may allow for the accumulation of mutations and variations in genomes. Non-coding DNA can be useful for DNA fingerprinting in forensics. The human genome contains repetitive DNA elements called tandem repeats that are located in various spots within our genome. These repeats can be analyzed to determine "uniqueness" of an individual based upon the number of tandem repeats at specific locations (loci) on the chromosomes.
Virtual DNA-gel Blot Creation
Last week you cut different DNA samples – each group members' DNA and a "crime scene" DNA sample. Over the last week instructors created virtual blots based on what may have resulted from these samples. Had you done the blots yourselves in lab, you would have followed the instructions in the "Instructors' Procedures Appendix" – be sure to read this over because there may be quiz questions on it but you do not need to print it and bring it to lab. This week we will analyze the resulting "DNA fingerprints," the fragments of different sizes created when the restriction enzymes cut these different sequences.
We can take advantage of restriction fragment length polymorphisms (RFLP) as well as tandem repeat sequences. RFLP is a technique that exploits variations in homologous DNA sequences. It refers to a difference between samples of homologous DNA molecules that come from differing locations of restriction enzyme sites. In RFLP analysis, the DNA sample is broken into pieces (digested) by restriction enzymes. The restriction enzyme can recognize and cut DNA wherever a specific short sequence occurs. The resulting restriction fragments are separated according to their lengths (size) by the process called gel electrophoresis. DNA fragments are mixed with a dye and loaded into an agarose gel. The gel is then placed in a chamber filled with a conductive buffer solution. A direct current gets passed between wire electrodes at each end of the chamber. DNA fragments are negatively charged, and when placed in an electric field will be drawn toward the positive pole and repelled by the negative pole. The matrix of the agarose gel acts as a molecular sieve through which smaller DNA fragments will travel farther than larger ones. Fragments of the same size stay together and migrate in what appears as a single "band" of DNA in the gel. This is a very simple method for separating DNA molecules by size as well as for visualizing and purifying them. The fragments are then transferred to a membrane via the Southern blot procedure. Remember that differences in DNA sequences between alleles, between surrounding sequences for the same gene, and between pieces of non-coding DNA cause the DNA to have a different number of the "cut sites" for any given restriction enzyme for any given individual person. For example, if a cut site sequence is found 5 times in Person A's segment of DNA, it will be cut into 6 pieces of various lengths. If that same cut site sequence is found only 3 times in Person B's DNA, Person B's DNA will be cut into only 4 pieces of different lengths. This means that when run on a gel, there will be a different distribution of DNA for Person A vs. Person B. We can then use a DNA probe for a tandem repeat sequence chosen to detect a specific region of the genome that determines the length of the fragment (which can vary between individuals). The differences in position of the DNA bands on the blot tell you the size difference in the DNA. Each fragment length is considered an allele. Remember you have two alleles that get inherited (one from mom and one from dad). We can probe for multiple alleles on any one Southern blot. A high degree of discrimination can be achieved by using a number of different or longer probes and combining their frequencies and/or bands. If you use 4 different probes, each with 1/100 probability of occurring in the population, then the 4 probes would have a combine frequency of 1/100,000,000:
That is to say 1/100 * 1/100 * 1/100 * 1/100 = 1/100,000,000
Remember that almost all cells contain all your DNA sequences – your entire genome. By cutting the DNA extracted from saliva, you didn't just cut 1 or 2 genes – you cut all the DNA in the genome. Because you've cut the entire genome's DNA per person, you'd most likely see a smear on your agarose gel rather than the clear bands often shown right away on TV. [Had you amplified just a gene or two by PCR and cut them, you'd be able to see distinct bands. As you'll discover in a future lab, however, there are easier methods to look at genetic difference just through PCR, so sometimes the restriction enzyme step is not necessary.]
In order to see distinct different bands for your restriction digests, we needed to transfer the DNA from the gel to a solid membrane then probe the membrane with a specific DNA sequence. This process is called a DNA-gel blot or a Southern blot [after E.M. Southern, who originated the process.] The probe sequence can be attached to & detected with:
* A radioactive molecule – detected with clear X-Ray film or a radioactivity-sensitive screen OR
* A fluorescent molecule – detected with light & photography OR
* A molecule that precipitates a colormetric product when developed with detection fluid directly on the blot [you instructor used this colormetric product detection method
When you see a CSI person on TV holding an opaque, white membrane that looks like a piece of paper with bands on it, it is usually a blot that used a colormetric probe and development system. While thought not to be as sensitive as radioactivity, colormetric probes are considered far safer and are certainly easier to handle!
In this exercise, you will analyze "virtual blots" based on a possible "virtual" probing with 4 different tandem repeat probes of blots that could have been created from the cut DNA in Lab #3. An instructor has run the gel, set up the Southern transfer, probed and "finished" the blot so you can analyze the results in today's lab. You will use the resulting DNA fingerprints to judge whether or not there is a match between the DNA found at a "crime scene" and the DNA from the members of your lab group.
Objectives
* To see how meiosis affects genetic inheritance
* To understand how offspring with different genes can develop from the same two people
* Be able to understand what happens during the stages of meiosis using pop beads
* To perform an RFLP analysis
Materials:
For Students:
Pop bead chromosomes Label tape Colored pencils Virtual blots Tandem repeat probes handout
Rulers
For Instructors:
pop bead chromosomes webcam for projection
virtual blots
Procedures:
Part 1. Simulate Meiosis in the production of gametes & the recombination of genetic material
1. Use pop beads to follow along with the instructor to re-create meiosis at your bench (see projection at the front of the room). Our parental cell will start with 4 chromosomes (the organism this represents has a total of four chromosomes that defines it as an organism. Remember that humans have 46 chromosomes so imagine this process with 46 chromosomes and the resulting genetic possibilities!). Each pair of students will simulate meiosis. You will be using the Tandem Repeat Probes handout and adding label tape to your chromosomes to represent tandem repeat numbers to show additional genetic variation and how they are passed on from the parental cell to the daughter cells.
2. Use the colored pencils to represent maternal and paternal chromosomes and draw the stages of meiosis in your notebook.
3. Each pair should now have 4 gametes. Make sure you have sketches of these 4 gametes in your notebook. Combine one of your gametes (if you are using the blue and green chromosomes, imagine these are the sperm) with one of the gametes the other pair in your group created (should be with a red and yellow gamete which can simulate an egg). Repeat this with the other 3 gametes you created. You now have 4 offspring with a full set of 4 chromosomes each, each genetically different. Sketch the resulting offspring in your notebook. Be sure to include the tandem repeat numbers that are on each chromosome.
Question 1. Are any or all of the 4 combined cells the same?
Question 2. What relationship would these 4 cells have if they grew into people?
Part 2. RFLP DNA Fingerprinting Analysis
Remember that a Southern blot will be a mirror image of a gel.
Follow along with your instructor as she or he shows a "virtual" blot detailed tandem repeat number analysis procedure on the projector. You will then receive your group's virtual DNA-gel (Southern) blot of last week's EcoRI digest probed with tandem-repeat type probes. An instructor has created this for you over the past week.
Initial Assessment: Analyze your virtual Southern Blot DNA fingerprinting results from last week. Compare the fragments of each group member's DNA (the suspects' DNA samples) to those of the "crime scene" DNA. Is the overall pattern the same? Is the pattern different? How? First decide whose DNA matches the crime scene DNA pattern based on an overall pattern. Make sure to note this in your notebook.
Detailed Analysis I: Complete a detailed analysis of your group's virtual Southern Blot. Using your probabilities handout, make sure to include both your blot and your DETAILED analysis in your notebook.
Detailed Analysis II: After you completed Detailed Analysis I, you will receive a second blot from a simulated Missing Persons case. Tape this blot in your notebook also and complete both an Initial Assessment and a Detailed Analysis of this blot. You must label all bands on the blot in your notebook and create a table of the tandem repeat numbers that you assign to the blot.
Part 3. Clean-up and Notebook Signing
Remember to put back the chromosomes the way you found them – before "crossover" occurred.
Have you answered all of the questions and included both tandem repeat number analysis in your notebook? Did the instructor sign your notebook? | <urn:uuid:1d1b5ef6-0c24-410c-97d7-23d4bc82b6f4> | CC-MAIN-2019-26 | http://www.tycmhoffman.com/commonfiles/bio305/MeiosisAndRFLPAnalysis.pdf | 2019-06-16T15:38:48Z | crawl-data/CC-MAIN-2019-26/segments/1560627998250.13/warc/CC-MAIN-20190616142725-20190616164725-00364.warc.gz | 326,740,040 | 2,788 | eng_Latn | eng_Latn | 0.997321 | eng_Latn | 0.997454 | [
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Keep River National Park
Experience Keep River National Park, it may be small but there is lots to see and do. Located 468 kilometres from Katherine, it sits right on the Territory's border with Western Australia.
Access (see map overleaf) The Park entrance is 3 km east of the NT/WA border. The 2WD gravel roads to the main attractions may be corrugated. Roads are closed at times due to flooding between November and April.
Find out Park road conditions by phoning the Parks and Wildlife offices listed below. Other road conditions are available by phoning 1800 246 199, or checking the road conditions website: www.roadreport.nt.gov.au
When to Visit
The most comfortable months to visit the Park are from May to August when temperatures range between 10 o C and 35 o C. However, while the weather is warmer and wetter during the rest of the year, the wetlands become spectacular, the woodlands lush and the campgrounds quieter between November and April.
What to See and Do
Aboriginal sites, spectacular geology and many different habitats feature in Keep River National Park. The geological formations are particularly spectacular and walks from both campgrounds offer opportunities to explore this unique landscape. Sandstone habitats host notable species like the Short-eared Rockwallaby, White-quilled Rockpigeon and Sandstone Shrikethrush.
occupation. You can visit an interesting structure on Ginger's Hill, and see paintings at Langgerrbi (Nigli Gap) at Jarnem. Jenemoom has paintings and other traces of the Miriwoong people's long occupation.
Walking
Ginger's Hill walk - This easy (200 m return) walk leads to a stone structure typical of many built by Aboriginal groups through the region. Its purpose is revealed at the top of the hill.
Goorrandalng Walk - leaving from the campground is a 2 km (1 hour, Grade 3 - moderate) walk that weaves through the sandstone. It presents magnificent views of rock formations and experiences of the sandstone habitat.
Jenemoom Walk - This 3 km, (2 hour, Grade 3 - moderate) walk follows the bed of the Keep River to a site once used by the Miriwoong people as a wet season shelter. See evidence of their occupation in a midden containing the remains of many meals over many years.
Jarnem Walks - A 7 km loop track gives you three walk options from the Jarnem campground - the complete loop (allow 3 h - Grade 4), walk to the lookout and back (5.5 km, 2 h return - Grade 4), or walk to the art site and back (5.2 km, 2 h return - Grade 3). The views from the lookout are particularly stunning in the early morning and late afternoon light.
Visitor Facilities
Woorrilbem / Cockatoo Lagoon and Information
Aboriginal sites -The
Miriwoong and
Gajirrabeng people have lived in this area for thousands of years. Scattered throughout the Park are sites containing evidence of their
Centre - visit the Information Centre to find out more about the Park. It has a picnic area and is close to Woorrilbem / Cockatoo Lagoon, a great place to watch birds.
Parks & Wildlife Commission of the Northern Territory
www.parksandwildlife.nt.gov.au
Safety and Comfort
* Observe park safety signs
* Carry and drink plenty of water
* Wear a shady hat, sunscreen and insect repellent
* Wear suitable clothing and footwear
* Carry a first aid kit
* Avoid strenuous activity during the heat of the day
* Ensure your vehicle is well maintained and equipped
* Do not swim - Estuarine Crocodiles may inhabit waterways, observe warning signs
Please Remember
* Take your rubbish away with you - bins are not provided
* Keep to designated roads and tracks
* All cultural items and wildlife are protected
* Pets are not permitted in the Park
* Nets, traps and firearms are not permitted
* Take care with fire, light fires only in fireplaces provided
* Camp only in designated camping areas
* Collect firewood before arriving at your picnic or campsite
* Generators are only permitted at Goorrandalng campground and must be turned off by 8.30pm
* Check that your vehicle is not transporting pests like weeds and cane toads.
Camping - There are two camping areas - one at Goorrandalng, 18 km from the Park entrance, the other at Jarnem, 32 km from the entrance. Camping facilities include tables, wood-fired barbecues and pit toilets. Drinking water is available at Jarnem and along the road just past the Ranger Station turnoff (see map overleaf).
Keep River National Park
0
100
200
Victoria Hwy
Carpentaria Hwy
Barkly Hwy
KATHERINE
Keep River
National Park
Nitmiluk National Park
Cutta Cutta Caves
Nature Park
Elsey
National
Park
Limmen
National Park
To Kununurra
Caranbarini
Conservation
Reserve
Borroloola
Barranyi
(North Island)
National Park
To Mount Isa
To Tennant
Creek
Darwin
Kilometres
Queensland
Western Australia
Giwining /
Flora River
Nature Park
Judbarra /
Gregory
National Park
Limmen Bight
Marine Park
Darwin
Keep River
National Park
*
For more information and updates see our website:
www.parksandwildlife.nt.gov.au or contact Katherine Visitor Centre on (08) 8972 2650. | <urn:uuid:96a39006-b836-4b77-8ae4-4cfd3f2cb718> | CC-MAIN-2019-26 | https://nt.gov.au/__data/assets/pdf_file/0003/200100/keep-river-national-park.pdf | 2019-06-16T15:47:58Z | crawl-data/CC-MAIN-2019-26/segments/1560627998250.13/warc/CC-MAIN-20190616142725-20190616164725-00368.warc.gz | 542,271,816 | 1,200 | eng_Latn | eng_Latn | 0.691889 | eng_Latn | 0.995598 | [
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7 th Grade Summer Reading 2019 Redeemer Christian School
Students entering 7 th Grade at Redeemer are required to read the following books over the summer and complete a project. The project is due on the first day of school, and you will be expected to be able to pass the AR tests on both books on the first day of school as well. Expect other types of evaluations on both books early in the school year.
Al Capone Does My Shirts – Gennifer Choldenko
Hoot – Carl Haiisen
Choose a creative way to report on one of the two books. There are many great ideas to be found online. The following website is a good place to begin. However, that doesn't mean that everything on this website would be appropriate.
https://www.weareteachers.com/creative-book-report-ideas/
- Your project must reflect at least two hours of successful work, aside from the actual reading of the book.
- It must be visually attractive.
- You must include the main parts of the plot. Also tell about the characters, setting, and theme.
- To receive an A on the project, you must turn in work that is excellent, not just mediocre. The work must be your own; do not copy from any source, and do not have somebody else do the work for you. | <urn:uuid:9aa9cbca-a024-4de8-a599-9ffd7aff04f0> | CC-MAIN-2019-26 | http://www.redeemerlutheran.us/wp-content/uploads/2019/05/Seventh-Grade-Summer-Reading.pdf | 2019-06-16T15:37:35Z | crawl-data/CC-MAIN-2019-26/segments/1560627998250.13/warc/CC-MAIN-20190616142725-20190616164725-00369.warc.gz | 285,683,610 | 282 | eng_Latn | eng_Latn | 0.99945 | eng_Latn | 0.99945 | [
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Long Wharf Nature Preserve Scavenger Hunt!
See what you can find in our Preserve!
- A newly planted tree
- 4 Oyster Shells
- Grass that lives on the beach
- The scientific name for Shadbush
WWW.SHUTTERSTOCK.COM/MARIYANA M
- 3 Bridges
- Eastern cottonwood seeds – look on the ground for white fluffy things!
- 1 American elm tree
- A cactus that lives on the beach – don't touch!
- A sign that tells you about what made this preserve
- A tree with bright red upright flowering stalks
- A man-made structure with stone flooring
- 1 right-handed fiddler crab
- 1 left-handed fiddler crab
- A bee on a flower
- 2 bright green parrots
- A bush that has leaves with shiny, silvery undersides
- Poison ivy – don't touch! Remember: Leaves of three, leave me be!!!
- Bonus: an Egret – look for white feathers, long neck, and long legs | <urn:uuid:d4c0f48f-1e6f-4abc-b8be-c4ffb294a64f> | CC-MAIN-2019-26 | http://www.newhavenlandtrust.org/sites/default/files/Long%20Wharf%20Nature%20Preserve%20Scavenger%20Hunt%202.pdf | 2019-06-16T15:45:09Z | crawl-data/CC-MAIN-2019-26/segments/1560627998250.13/warc/CC-MAIN-20190616142725-20190616164725-00369.warc.gz | 269,176,911 | 223 | eng_Latn | eng_Latn | 0.992823 | eng_Latn | 0.992823 | [
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ENVIRONMENTAL SUSTAINABILITY
LEVEL 3
Available to:
Year 12-13 students
NCEA Level:
20 credits at Level 3*
Duration:
Four weeks
Delivery Mode:
Block course format, includes overnights. Each block is 4 days in length
Location:
Tasman / Nelson. Onsite & offsite locations depending on course activity
Cost:
Zero cost to students, funded by the Ministry
of Education (MOE)
Course Dates:
Please refer to the WIO website for course dates: www.wio.org.nz
Pathways:
Adventure Tourism Leadership Level 3
Course Aim:
The Environmental Sustainability programme will focus on bringing environmental sustainability, conservation practices and mātauranga Māori (Māori knowledge and wisdom) to life through a series of field-based, environmental activities. The curriculum aims to give students a strong understanding of the environmental and conservation issues facing modern society; with an emphasis placed on creating a connection to our natural world and therefore a desire to preserve it. Students will be exposed to ways they can reduce their impact and will have the opportunity to interact with groups who are doing some amazing work to preserve and restore our natural world.
Learning Objectives:
Students will have the opportunity to achieve the following objectives:
Academic Objectives:
* Explain the use of tikanga Māori as part of exercising kaitiakitanga
* Explain kaitiakitanga in terms of how Māori interact with te taiao
* Plan, carry out and evaluate a local kaitiakitanga activity
* Set traps, and place baits and lures for rural pest animal control
* Prepare for the trapping of rural pest animals
Personal and Social Development Objectives:
* Understanding and assuming personal responsibility
* Increasing willingness to learn
* Developing belief in self and increasing confidence
* Recognising and developing potential
* Developing a positive attitude
Tirohia kia marama Whawhangia kia rangona te ha
Observe to gain enlightenment Participate to feel the essence
For course assessments:
go to your school Trades Academy coordinator
email: firstname.lastname@example.org
* Developing resilience skills (coping with challenge and change)
* Developing positive communication skills
* Unit standard assessments (including number of credits available) are provisional and may be subject to change.
**Please note some academic learning objectives may change to align with assessment changes.
email@example.com | www.wio.org.nz | <urn:uuid:915227ed-da4e-4d2a-92c5-a0c1214a13c4> | CC-MAIN-2024-18 | https://www.whenuaiti.org.nz/download/10318/?tmstv=1695264137 | 2024-04-16T23:48:55+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817112.71/warc/CC-MAIN-20240416222403-20240417012403-00043.warc.gz | 969,660,117 | 509 | eng_Latn | eng_Latn | 0.976055 | eng_Latn | 0.976055 | [
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PERTH, 26 August 2014: A team of Aboriginal elders, anthropologists and archaeologists this week commenced important Aboriginal cultural and historical research in the Pilbara on the first expedition of a $3 million, three-year initiative sponsored by Fortescue Metals Group.
The Gamburlarna Project is an initiative of Fortescue and the Wirlu-Murra Yindjibarndi Aboriginal Corporation (WMYAC), which is a representative of the traditional owners of the land where Fortescue's Solomon mine operates, the Yindjibarndi People.
The project recognises the deep relationship between Fortescue and the WMYAC, and the cooperative approach that has developed between the two parties in the identification, recording and protection of important Yindjibarndi cultural heritage.
The first stage of the Project will record the important cultural heritage of the Yindjibarndi people. The project will create an innovative, interactive map of Aboriginal heritage sites which will use photo and video to bring Yindjibarndi country together with traditional stories, songs, ceremonies, and knowledge, preserving it for future generations.
This week's seven-day expedition is to Satellite Springs, an important cultural area to both Yindjibarndi and Eastern Guruma People, located about 60 kilometres north of Tom Price within the vicinity of Fortescue's Solomon mining hub. It is the first of many trips planned as part of the Gamburlarna Project.
The Project is comprised of a number of parts, including: a cultural mapping and research program; a land management program; a social enterprises program focusing on the Roebourne Community; and an organisational capacity-building program.
Fortescue chief executive officer Nev Power said the project recognised Fortescue's commitment to the identification and protection of Aboriginal heritage and would help Fortescue protect important Yindjibarndi culture.
"Fortescue has always been committed to working with the traditional owners of the land where we operate. That is why we are proud to partner with the Wirlu-murra Yindjibarndi Aboriginal Corporation in this important initiative to record and promote the culture and history of the Yindjibarndi people," Mr Power said.
"This three-year project will increase our shared knowledge of Aboriginal culture and lead to a richer understanding of Australia's first people which is a very positive outcome."
Wirlu-murra director Allery Sandy said the initiative was of great importance to the Yindjibarndi people.
FAX+61 8 6218 8880
"Our culture has been kept alive for centuries through the telling of stories, but this will go beyond storytelling and archive valuable information to be used by generations to come," Mrs Sandy said.
Note: Gamburlana is the Yindjibarndi name for a significant geographical feature on Yindjibarndi traditional lands.
Media Contacts:
Byron Vale
Mobile: 0415 566 976
Email: firstname.lastname@example.org | <urn:uuid:b96f916f-3b67-4d40-8742-4367f5cbe85a> | CC-MAIN-2017-13 | http://fmgl.com.au/media/2031/20140822-fortescue-and-yindjibarndi-people-launch-3m-history-and-community-project238.pdf | 2017-03-23T20:10:29Z | crawl-data/CC-MAIN-2017-13/segments/1490218187206.64/warc/CC-MAIN-20170322212947-00013-ip-10-233-31-227.ec2.internal.warc.gz | 137,140,107 | 618 | eng_Latn | eng_Latn | 0.992522 | eng_Latn | 0.995384 | [
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ALPHABET KEYBOARD POEM
Left Hand
Right Hand
Ring finger reach up for O
Little finger A, Reach for the B Same finger C, D, and E Side by Side F and G
Point to H, reach up for I J, K, L three in a row M and N
Both Hands
Pinkies P and Q - Tricky R, S, T U point up, V point down W and X are up and down Reach for the Y and Down for the Z. | <urn:uuid:998a8a28-6653-43da-9be2-84af226eee34> | CC-MAIN-2017-13 | http://www.wcs.k12.va.us/users/honaker/TechnologyLP/0-AlphaPoem.pdf | 2017-03-23T20:03:58Z | crawl-data/CC-MAIN-2017-13/segments/1490218187206.64/warc/CC-MAIN-20170322212947-00017-ip-10-233-31-227.ec2.internal.warc.gz | 737,153,514 | 106 | eng_Latn | eng_Latn | 0.905477 | eng_Latn | 0.905477 | [
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Circle Divider
Use this tool to divide a circle into uniform parts. Center the work on the target below and make marks at the selected intervals.
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Students Learned About Themselves Clip 7 Transcript
Speaker 1: Something that I learned about myself being involved in these clubs is that I'm very opinionated, so we can go to Mecco (the environmental club) and lots of time we're always trying new things and advertise for the environment. There's a lot of different activities we can do and I find a lot of the time I participate with ideas and I make suggestions. So I really like discussions about coming up with something new is something that I really enjoy.
Speaker 2: I've learned that it's really easy for me to get to know new people, because usually I wouldn't walk up to someone and introduce myself. In the Christian club, it's really easy to walk up to someone and say hi, this is my name. They're really friendly, whereas most other people in the school would just be like go away. So I've learned that I'm really friendly, and I've learned that I could be able to go on stage and perform, which I never thought I could do in my life, even though I'd like to entertain later in my life.
Speaker 3: What I learned is that there are so many different things you can do that you do with other people. A lot of the time it's hard to do something by yourself but if you have a group of people to do it with it, then you can be able to help people all around the world Like with the Christian club when we raised show boxes for third world countries, we raised 70 and you can't do 70 all by yourself. I think it's really cool that we got so many people to help us, and you get to do a lot with other people with you and standing alongside you.
Speaker 4: I learned that you can connect really well with people when you're in these clubs and groups, because you learn that everyone is the same as you, and all together and everyone thinks the same as you and have the same feelings and same worries as everyone else in your school does. It's good that you everyone can connect in these groups | <urn:uuid:65d7acfd-0731-48f4-aa7e-98f673669af3> | CC-MAIN-2024-18 | https://wordpress.oise.utoronto.ca/diversityinteaching/wp-content/uploads/sites/24/2013/11/Students-Learned-About-Themselves-Clip-7-Transcript.pdf | 2024-04-16T23:06:57+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817112.71/warc/CC-MAIN-20240416222403-20240417012403-00042.warc.gz | 548,176,171 | 434 | eng_Latn | eng_Latn | 0.998156 | eng_Latn | 0.998156 | [
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KOUSTUBH SHARMA ( orcid.org/0000-0001-7301-441X) Snow Leopard Trust, Bishkek, Kyrgyzstan. ALIFERETI TAWAKE ( orcid.org/0000-0002-0154-3600) Locally Managed Marine Area Network International Trust, Suva, Fiji. INDIRA DAYANG L. WIDMANN Katala Foundation, Palawan, Philippines. ILENA ZANELLA ( orcid.org/0000-0002-38207643) Asociación Conservacionista Misión Tiburón, Costa Rica. LU ZHI ( orcid.org/0000-0002-1746-4448) Center for Nature and Society, College of Life Sciences, Peking University, Beijing, China
*Also at: Nature Conservation Foundation, Mysore, India †Also at: Snow Leopard Foundation in Kyrgyzstan, Bishkek, Kyrgyzstan
This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence CC BY 4.0.
Saving the threatened forest fish
Nepal is home to two pangolin species, the Endangered Indian pangolin Manis crassicaudata and the Critically Endangered Chinese pangolin Manis pentadactyla. Both are threatened by poaching and habitat degradation. The scattered distribution of pangolins often overlaps with human-dominated landscapes, and generally there is limited funding available for pangolin conservation as Nepal's conservation efforts focus on flagship species, such as the tiger and rhinoceros, in protected areas.
In this context, Greenhood Nepal initiated a survey in the Chitwan-Parsa Complex during October –February , to investigate pangolin distribution and public awareness of these species. The Chitwan-Parsa Complex was chosen because it is a secure landscape for globally threatened megafauna and we aimed to examine whether the existing conservation measures could also benefit pangolins.
We visited Buffer Zone User Committees of Parsa National Park and Buffer Zone User Committees of Chitwan National Park, and interviewed Indigenous communities living around the Parks. Our survey revealed that Indigenous communities are unaware of the
conservation status of pangolins and often hunt them for their meat.
The majority of the Indigenous fishing communities described pangolins as fish found in the forest. They call them sal machha, which means fish from the sal Shorea robusta forest, and ban machha, which means forest fish. Many of these communities harvest and eat pangolins, regarding them as just another fish, but from the forest. In earlier research interviewing people convicted for wildlife crimes in Nepal, we encountered the term sal machha in conversation with a prisoner from this region (Paudel et al., , Conservation Science and Practice, , e). In our current survey, we found this phrase to be common in the vernacular.
Communities living with wildlife, especially rural Indigenous communities, have their own perceptions of species and the role they play in their environment and lived realities. If such communities are not aware that a species is globally threatened, they may also not know that hunting it may be illegal and could result in penalties.
It is imperative to ensure that local communities are aware of the conservation status of pangolins, so that they are not hunted just like a fish in the river. Priority conservation areas for pangolins need to be identified, and park authorities and communities encouraged to incorporate pangolins into their conservation programmes. Creative outreach programmes could lead to improved awareness and behavioural change to help protect pangolins.
We thank the Pangolin Crisis Fund for supporting our work.
KUMAR PAUDEL* ( orcid.org/0000-0002-2041-3596, kumar@ greenhood.org), SIDDHANT PANDEY ( orcid.org/0000-00020692-4007) and SABITRI RAI ( orcid.org/0000-0001-57021660) Greenhood Nepal, Kathmandu, Nepal
*Also at: IUCN Species Survival Commission Pangolin Specialist Group, Zoological Society London, UK
This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence CC BY 4.0.
https://doi.org/10.1017/S003060532300025XPublished online by Cambridge University Press
A comparison of (a) a Chinese pangolin (photo: Kushal Shrestha) with (b) a fish (photo: Kumar Paudel) harvested by Indigenous communities in Chitwan-Parsa Complex, Nepal, demonstrates why Indigenous fishing communities describe pangolins as sal machha (forest fish). | <urn:uuid:958175e1-4ea5-45b4-b994-51ae53e097f8> | CC-MAIN-2024-18 | https://www.greenhood.org/wp-content/uploads/2023/06/saving-the-threatened-forest-fish.pdf | 2024-04-17T00:45:22+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817112.71/warc/CC-MAIN-20240416222403-20240417012403-00049.warc.gz | 714,373,933 | 1,011 | eng_Latn | eng_Latn | 0.964592 | eng_Latn | 0.964592 | [
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British Values at St Thomas More High School
DEMOCRACY
Democracy
A culture built upon freedom and equality, where everyone is aware of their rights and responsibilities.
Examples in STM
* Role of democracy in form leadership, school council meetings, and also in prefect leadership (where pupils and staff get to vote on prefects)
* Joint decision making through the school council and the rights to be heard. We have a you said we did approach.
* The right to protest and petition – students are giving a voice through the school council and the open space to bring ideas forward, to protest and petition for ideas to happen.
* Receiving and giving feedback – pupils in year 10 were given individual feedback for their mock interviews and these were placed onto Unifrog.
* Students learn about law and democracy (See year 8, 9 and 10 – relationships and society PD programme HT5)
Rule of Law
The need for rules to make a happy, safe and secure environment to live and work.
Examples in STM
* Legislation - Students learn about law and democracy (See year 8, 9 and 10 – relationships and
society PD programme HT5)
* Pupils learn about the difference between right and wrong in our expectations assemblies, RSE through Ten:Ten, about consent, equal opportunities and tolerance, hate crime assemblies, workshops etc (see assembly programme)
* Agreed ways of working, policies and procedures – in STM
* How the law protects you and others – in assemblies, PD programme
* Codes of conduct – in planners and referred to on a regular basis.
Respect and Tolerance
Understanding that we all don't share the same beliefs and values. Respecting the values, ideas and beliefs of others whilst not imposing our own others.
Examples in STM
* Embracing diversity – through our assembly programme BHM, Holocaust Survivor day, hate crime assemblies (current work for Equalities Award)
* The importance of religion, traditions, cultural heritage and preferences (RE programme, RSE, embracing culture as part of Childrens Mental Health Week – opportunity to dress up in cultural dress and rounds in quiztopia)
* Stereotyping, labelling and prejudice – through the PD programme, year 7 stereotypes, multicultural Britain.
* Tackling discrimination – PD programme – year 7 challenging Islamophobia plus stereotypes and multicultural Britain, History Scheme of Learning, hate crime assemblies.
INDIVIDUAL
LIBERTY
Individual Liberty
Protection of your rights and the right of others you work with.
Examples in STM
* Equality and Human Rights – HT2 in PD programme
* Personal Development – through all of the areas of
the PD programme
* Respect and Dignity – in the workplace as part of the careers programme, in business through dignity in the workplace, respect as part of the PD programme (equal opportunities for all, celebrating different religions and cultures.
* Rights, choice, consent and individuality – through the PD programme – HT2 rights and responsibilities, being respectful in our community at end of HT3 and consent (assembly and taught in year 7 PD programme as responding to local community)
* Values and principles – always refer to gospel values in RE and in assembly programme, mass, discussion in forms through the monthly moral dilemma.
Black History Month Assembly – led by 6 th form leadership team
Leadership Assembly – International Day of Democracy | <urn:uuid:313e7854-b986-4a81-a831-f5704a03c027> | CC-MAIN-2024-18 | https://www.st-thomasmore.southend.sch.uk/uploads/documents/curriculum/personal-development/british-values.pdf | 2024-04-16T23:55:17+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817112.71/warc/CC-MAIN-20240416222403-20240417012403-00048.warc.gz | 905,232,701 | 691 | eng_Latn | eng_Latn | 0.993674 | eng_Latn | 0.995829 | [
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Kids Win When Family Meals Are a Prio rity
Make mealtime quality time
By Buffington Calvillo, Aurora and Lindsay, Anne
FAMILY MEALTIMES HELP…
* Parents gauge their children's moods and learn more about what they are doing and who they are doing it with.
* Provide a child with a structured daily routine, increasing a sense of security and well-being.
* Children gain language skills while engaged in conversation with parents and siblings.
* Improve a child's well-being through improved academic performance and decreased risk of substance use or behavioral problems.
* Children see parents and others model healthy eating behaviors that include trying new foods, using moderation, and using good social manners.
* Improve the whole family's diet by eating healthier foods such as fruits, vegetables and whole grains.
* Reduce the risk of developing childhood obesity.
II
EXTENSION
College
of
Agriculture,
Biotechnology&
Natural
Resources
FS-21-89
FAMILY MEALS HELP BUILD HEALTHY KIDS
- Studies show that parents and children alike think that family meals are important and enjoyable. There are many benefits, both social and health related, that a family can expect when family mealtimes are part of the regular routine. Aim for sharing at least four family meals per week, which may include other mealtimes besides the dinner meal, and try to include your children in mealtime preparation. Not only will you help them learn useful skills, you'll help them create memories to last a lifetime.
SPEAK POSITIVELY ABOUT THE FOOD YOU ARE EATING
Make mealtime a positive and pleasant experience by taking time to talk and learn more about your family members each day. Try these family mealtime conversation ideas to help get started:
Talk about the food you're eating
* How might other families serve the food you're eating?
* Is it a fruit or vegetable? Does it come from a plant or animal?
* Where and how does it grow?
Talk about what you'll do after dinner
* Will you watch television – if so, what fun activities could you do during the commercials?
* Will you play games – if so, which one will you choose?
* Will you go outside – if so, what will you do?
Talk about what is happening in your family
* What was your favorite part of the day?
* What happened in everyone's day at school or work?
Talk about what is happening in your neighborhood
* Are there any local activities or fun things coming up?
* Is there a family you can help?
* Did you notice anything interesting (related to scenery, such as stores, houses, cars or people) on the way home from school?
EXTENSION
Co
llege
of
Agrkulture,
Biotechnology&
Natural
Resou
r
II
An EEO/AA Institution. Extension is a unit of the University of Nevada, Reno's College of Agriculture, Biotechnology & Natural Resources engaged in Nevada communities, presenting research-based knowledge to address critical community needs. It is a county-state-federal partnership providing practical education to people, businesses, and communities. For more information on its programs, visit extension.unr.edu.
ces
Time to eat, time to connect!
REFERENCES
Brotherson, S. (2009). The Big Benefits of Family Meals. Retrieved from University of South Dakota Extension Website: https://www.ag.ndsu.edu/food/health-andnutrition/eatsmart/eat-smart.- play-hard.-magazines1/2009-eat-smart-play-hard-magazine/test-item. | <urn:uuid:5579b9ed-02cc-4430-95ce-59bbe4eae0c6> | CC-MAIN-2024-18 | https://naes.agnt.unr.edu/PMS/Pubs/2022-2906.pdf | 2024-04-16T23:40:41+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817112.71/warc/CC-MAIN-20240416222403-20240417012403-00047.warc.gz | 384,351,424 | 733 | eng_Latn | eng_Latn | 0.996673 | eng_Latn | 0.99678 | [
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English
* Read books fluently, accurately and at speed.
* Ask questions to improve understanding of a text.
* Infer character thoughts and feelings, using evidence from the text.
* Summarise main events from a text.
* Use of consistent tense in writing.
* Begin to use relative clauses in writing to mark parenthesis.
* Use correct subject verb agreement in writing.
* Write legibly with increasing speed.
History
Raiders to settlers, how should we remember the Vikings?
* Sequence key events for this period of time.
* Use sources of information to deduce information about this period of time.
* Identify the importance of the Viking struggle for England.
* Make comparisons between Viking and Anglo Saxon life.
* Discuss whether we should remember the Vikings as settlers or raiders, with evidence to support.
PSHE What me- What makes a respectful relationship?
* Recognise who to trust and who not to trust.
* Know that important friendships make us feel happy and secure, and how people choose and make friends.
* Understand the importance of spending time together and sharing each other's lives.
* Explore the meaning of boundaries.
PE Swimming
* Understand how to keep safe in water.
* Develop water confidence.
* Be able to swim on both front and back.
* Be able to tread water and swim under water.
* Be able to front crawl and backstroke, with knowledge of breaststroke and butterfly
Maths
* Identify tenths as part of a whole.
* Count in tenths in different ways.
* Compare and order decimal numbers with tenths.
* Calculate addition and subtraction written methods with tenths.
* Round a decimal number to the nearest whole number,tenth and hundredth.
* Identify hundredths as part of a whole.
* Compare and order decimal numbers with hundredths.
* Read and write negative numbers.
* Use negative numbers on a coordinate grid.
* Use knowledge of positive and negative numbers to interpret graphs.
Year 5 Curriculum Overview
Autumn 1
Spanish
* Count to 20
* Say their name and age.
* Say hello and goodbye and then ask how somebody is feeling and answer how they are feeling.
* Tell you where they live.
* Tell you their nationality and understand basic gender agreement rules.
* History, controversy and traditions of La Fiesta de San Fermín
Design and Technology Viking bread
Create and refine recipes, including ingredients, methods, cooking times and temperatures.
Evaluate a variety of existing bread products. Use a range of techniques such as mixing, measuring and kneading.
Measure accurately using a variety of equipment.
Science
* Understand that unsupported objects fall towards the Earth because of the force of gravity.
* Identify the effects of air resistance, water resistance and friction which act between moving surfaces.
* Recognise that some mechanisms allow a smaller force to have a greater effect.
Computing
Computer systems and network Search engines
* Understand what a search engine is and how to use it.
* Be aware that not everyone online is true.
* Understand how search engines work.
* To search effectively.
Music
Composition notation (Theme: Ancient Egypt)
* Sing with fluency, accuracy and expression.
* Explore and use different forms of notation.
* Understand what note length is.
* Write a piece of music using starve notation.
RE
Why do some people believe God exists?
* Ask questions about the nature and existence of God focusing on Christian ideas about God.
* Consider why people do or don't believe in God and the impact that might have on the way they live their everyday life.
* Ask questions about why groups of people do or don't believe in God. | <urn:uuid:b05fb0dd-a5d6-4d47-b3d3-f37ef3fef50c> | CC-MAIN-2024-18 | https://www.chesterfieldschool.co.uk/attachments/download.asp?file=3039&type=pdf | 2024-04-17T00:36:58+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817112.71/warc/CC-MAIN-20240416222403-20240417012403-00047.warc.gz | 655,546,084 | 737 | eng_Latn | eng_Latn | 0.996668 | eng_Latn | 0.996668 | [
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Chapter 29 - Electromagnetic Induction
Physics 207
1. A rectangular loop is created with width ℓ and a slide wire with mass m. A uniform magnetic field ⃗ B is directed perpendicular to the plane of the loop into the plane of the figure. The slide wire is given an initial speed of v0 and then released. Assume that friction is negligible in this system, the resistance in the wire is R and the resistance in the rest of the system is negligible.
a) Obtain an expression for F , the magnitude of the force exerted on the wire as a function of its speed v.
b) Show that the distance ∆x that the wire moves before coming to rest is
2. A metal bar with length ℓ, mass m, and resistance R is placed on frictionless metal rails that are inclined at an angle ϕ above the horizontal. The rails have negligible resistance. A uniform magnetic field of magnitude B is directed downward. The bar is released from rest and slides down the rails.
a) Is the direction of the current induced in the bar from a to b or from b to a?
b) What is the terminal speed of the bar?
c) What is the induced current in the bar when the terminal speed has been reached?
d) After the terminal speed has been reached, at what rate is electrical energy being converted to thermal energy in the resistance of the bar?
e) After the terminal speed has been reached, at what rate is work being done on the bar by gravity? Compare your answer to that in part (d).
f) Why is this result not surprising?
3. A square, conducting wire loop of side ℓ, total mass m, and total resistance R initially lies in the horizontal xy-plane, with corners at (x, y, z) = (0, 0, 0), (0, ℓ, 0), (ℓ, 0, 0), and (ℓ, ℓ, 0). There is a uniform, upward magnetic field ⃗ B = B ˆ k in the space within and around the loop. The side of the loop that extends from (0, 0, 0) to (ℓ, 0, 0) is held in place on the x-axis; the rest of the loop is free to pivot around this axis. When the loop is released, it begins to rotate due to the gravitational torque (note that gravity acts in the −ˆ z direction).
a) Find the net torque (magnitude and direction) that acts on the loop when it has rotated through an angle ϕ from its original orientation and is rotating downward at an angular speed ω.
b) Find the angular acceleration of the loop at the instant described in part (a).
1
4. A rectangular loop of wire with dimensions ℓ × h and resistance R is being pulled to the right out of a region of uniform magnetic field. The magnetic field has a magnitude of B and is directed into the plane of the page. Find the following at the instant when the speed of the loop is v0 and it is still partially in the region with the magnetic field.
a) What force does the magnetic field exert on each branch of the loop?
b) What is the total force exerted on the loop?
×
× × × × ×
5. A conducting ring with radius R begins to rotate from rest with a constant angular acceleration α0. The ring is in the presence of a magnetic field ⃗ B = B0 ˆ k. Assume that the ring is initially in the xy-plane and that it rotates about its center with the rotation axis parallel to ˆ ȷ. What is the induced emf in the ring as a function of time?
6a. A solenoid with 500 turns has an 8.00 mm radius and is 4.00 cm long. The current in the solenoid is changing at a rate of 150 mA/s. What is the magnitdue of the induced electric field created by this solenoid as a function of r from the central axis both inside and outside the solenoid? Are the induced electric fields inside and outside the solenoid in the same direction?
6b. There is a magnetic field ⃗ B = B0 ˆ k in a region of space. This magnetic field is centered on the origin and covers a circular area in the xy-plane that has a radius of r0. The radius then begins to increase by b every second. What is the induced electric field at a distance R from the origin as a function of time?
2 | <urn:uuid:daa90d21-c29b-4697-9154-3bac67168ff5> | CC-MAIN-2024-18 | https://physics207.physics.tamu.edu/Recitations/Chapter29.pdf | 2024-04-17T00:43:24+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817112.71/warc/CC-MAIN-20240416222403-20240417012403-00047.warc.gz | 425,205,623 | 948 | eng_Latn | eng_Latn | 0.997801 | eng_Latn | 0.997765 | [
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Parshat Shmot - 21st of Tevet
פרשת שמות – כא׳ טבת התשע׳׳ו
Insights in the Torah
וַּיְִרּבּו וַּיִׁשְְרצּו ּפָרּו יִׂשְָראֵל ּובְנֵי The children of Israel were fruitful and swarmed and
increased
Rabbeinu Avraham ibn Ezra comments on the progression of terms used in this passuk. First is says פרו; they gave birth like trees that bear fruit, meaning, none of them were barren. Then וישרצו – they were bearing twins and triplets, even up to 6 children per pregnancy. Then וירבו – there was no child mortality. Then ויעצמו – they were strong physically, and did not fall sick.
Additionally, it is unclear just how big the miracle of multiple births was. Although most say it was up to 6 children born, some say it was up to 60 children born to each woman. They are both learned from the same passuk. בקרבך בניך ברך – in Tehillim. The first letters of those three words is ב, or 2, multiplied three times is 6. But the last letter is ך or 20, multiplied three times is 60.
Spiritual Cleansing.
הַיְאֹר עַל לְִרחֹץ ּפְַרעֹה ּבַת וַּתֵֶרד Pharaoh's daughter went down to bathe, to the Nile
The Gemara says that Pharaoh's daughter's intent in going to the river was to clean herself off of her father's idolatry, and to devote herself to a more spiritual and religious life. This is possibly alluded to in the passuk. We know that one of the idolatries of Egypt was livestock. The letters following ר–א–י, are ש–ב–כ, the term for sheep, the symbol of that idolatry. She was bathing herself clean of that.
A Hebrew Cry
זֶה הָעִבְִרים מִּיַלְֵדי וַּתֹאמֶר עָלָיו וַּתַחְמֹל ּבֹכֶה נַעַר וְהִּנֵה And behold, a crying child, and she had compassion on him, and she said, "This is [one] of the children of the Hebrews." How did she know that he was a Hebrew? After all, there were many foreign peoples living in Egypt at the time? But the Jewish people are particularly sensitive and unafraid to cry. A wise man used to say: I learn three lessons from young children: 1: To always be happy. 2: To cry out when in need of anything, and 3: To always recognize that I depend on my Father for survival.
A Seal of Truth
אֶהְיֶה אֲׁשֶר אֶהְיֶה מׁשֶה אֶל אֱֹלהִים וַּיֹאמֶר God said to Moses, "Ehyeh asher ehyeh (I will be what I will be)"
The Gerer Rebbe z"l had a beautiful understanding of this passuk. Moshe Rabbeinu's concern before God was, if Bnei Yisrael should ask, "Who is to say that all of your promises are true?" how should I respond to them? Hashem's response to Moshe was, אהיה אשר אהיה – meaning, it is known that Hashem's signature is אמת – truth. The gimatria of אמת is 441. If you take the Gimatria of אהיה, which is 21, and multiply is by אהיה, again 21, you get 441. Moshe is proving to the people of Israel that G-d himself is signing that all the above is true and will come true to Bnei Yisrael.
Moshe Emet
The name משה carries much symbolism as to the many things Moshe accomplished in this world.
מ – represents the 40 days and 40 nights that he spent on the mountain bringing the Torah down to earth.
ש – represents שמים – an allusion that Moshe went up to Shamayim.
ה – represents the 5 books of the Torah that he gave us and are named after him.
Also, רבינו משה equals 613 in gimatria, representing the 613 mitzvot of the Torah.
Also, משה equals 345, which is the same as חיים ארוכים – long life, which alludes to the fact that when we wish someone a long life, we say 120 עד – until 120, which are the years of Moshe's life.
G-d's Kindness
עִּוֵר אֹו ַפִּקֵח אֹו חֵֵרׁש אֹו אִּלֵם יָׂשּום מִי אֹו לָאָָדם ּפֶה ׂשָם מִי Who gave man a mouth, or who makes [one] dumb or deaf or seeing or blind
Human beings must remember that if a person acquired a skill, or a talent, or excelled in a certain field above those around him, its all an expression of Hashem's kindness toward him. This is true of Torah as well. So we read the passuk in light of this: לאדם פה שם מי – Who gives man a mouth, to speak words of Torah, ישום מי או אלם – who makes him mute, so that he could listen to those who teach him, חרש או – or deaf from words of Torah so that he could feel his need for them and seek them out, פקח או – or wise, to write Chidushim, עור או – or blind, from previously having seen G-d's hand in his life, and seeing it finally. Finally, ה׳ אנכי הלא - I am Hashem, who gives people the capacity to engage in the Torah.
Spiritual Cleansing.
לְַרגְלָיו וַּתַּגַע ּבְנָּה עְָרלַת אֶת וַּתִכְֹרת צֹר צִּפָֹרה רוַּתִּקַח So Zipporah took a sharp stone and severed her son's foreskin and cast it to his feet
The foreskin represents the part of the body that we hand over to the Satan to quiet him, and move him away from harming the child or its parents. Tziporah saw that Moshe was in danger for his life because of this, and this is why she acted quickly. This is the meaning of ותגע לרגליו - she cast it to his feet - the feet of the Satan, to appease him and stop any harm from occurring.
The Power of a Word – A Story
One time, the Chafetz Chaim; Rabbi Yisrael Meir of Radin, was traveling with a number of other Rabbanim for the purpose of a Mitzvah in another city. When they reached one of their destinations, they stopped to spend the night at a nearby hotel, to rest from the burdensome and difficult trip, and to have some food to eat. They knew of a God-fearing innkeeper in a nearby village and decided to stay at her inn, where many Rabbanim had the custom of staying, and testified to the excellence of her Kashrut observance. They put down their luggage and sat down to eat. While they were eating their dinner, the innkeeper came into the room and asked them, "How is your dinner this evening?" The Chafetz Chaim told her that it was excellent, and filling. The Rabbi who was sitting by his side responded to her, "Indeed, the food is very good... on the whole. But it is lacking salt. But this is a minimal complaint. Overall it is delicious." Having heard their reviews, the innkeeper wished them Bete'avon, and walked back into the kitchen.
As she walked passed the kitchen doors, the Chafetz Chaim immediately look shaken up, and latched onto his beard with both hands. Seeing that he looked disoriented and disturbed, the Rabbi to his side asked, "What's on your mind?" He responded as such:
"Oy Vey! All of my life I have been extremely careful and diligent not to speak or listen to Lashon Harah, and now I have listened to lashon harah and stood by in silence, while it is damaging someone's reputation. I regret even having traveled for this mitzvah now, as it was not worth what I have heard."
The Rabbi, who was also a big talmid chacham, was curious as to why this was bothering the Chafetz Chaim so much. Why was this trivial exchange so problematic? "With all due respect, I did not say anything to the innkeeper about her food that constitutes Lashon Harah." The Chafetz Chaim responded:
If the innkeeper herself had been the one who cooked the food, there would not have been any Lashon Harah here. What your are not realizing is that she's not the one who cooked the food. She hires a poor Jewish widow to cook the food, and this is her family's only income. When the innkeeper heard you complain about the salt, she went right into the kitchen to reprimand the cook. She went in and yelled, "Why did you not put any salt in the food?" to which the poor cook answered, "I did put salt in the food."
"The honorable Rabbis sitting in my dining room are complaining that there is no salt their food!"
This has been going back and forth, escalating with each accusation. The innkeeper just got angrier and angrier, almost certain that the cook is lying to her to cover up her mistake, because you and I would not lie. I did not complain, but you did, and I stood by silently. The innkeeper then became more impatient with the cook. Now, she's telling her, "If you are so brazen and disrespectful as to deny your mistake one more time, I will no longer tolerate having you in my kitchen. You are calling the Rabbis liars and refusing to fess up. I am so angry." But the cook is not giving up. "You know what! You are fired. Pack up your things and go find a job elsewhere." All of this is happening now because you spoke Lashon Harah, and I stood by and said nothing.
The other Rabbi could not help but to doubt the Chafetz Chaim for blowing this small interaction out of proportion. "With all due respect, Kevod Harav, don't you think you are exaggerating a bit? I made a harmless remark in response to the woman's question." But Rav Israel Meir was a Gadol in Torah and understood the impact that small remarks can make. "If you do not believe me, let's go together now to the kitchen, and we will see what is going on." The other Rabbi agreed and they walked together into the Kitchen. There, they found the two women angry and crying, not even looking at one another, and the cook has indeed been fired. The two Rabbis intervened as best they could to repair the damage that had been done and to save the poor cook's job. They succeeded
This story teaches us the power of a single word. We should be very careful not to speak negatively ever. One single word in the wrong ears can be extremely detrimental.
פורח
שפרנסתכם , שמח ביום אתכם לברך רציתי כעציץ תצמח על חיוך . כאורח ולא תתמיד בריאותינו . וכספנו , זורח כאור שפתינו כריח יתאדה לא משיח בביאת לראות ונזכה . Shabat Shalom!!! - Rav David Yaacov | <urn:uuid:1b8b4ca2-46e6-42be-bc3c-af191a312b9f> | CC-MAIN-2024-18 | http://www.mediad.co.il/image/users/232397/ftp/my_files/Shmot%20II.pdf?id=25689371 | 2024-04-17T00:21:23+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817112.71/warc/CC-MAIN-20240416222403-20240417012403-00048.warc.gz | 53,148,266 | 3,045 | eng_Latn | eng_Latn | 0.997696 | eng_Latn | 0.998541 | [
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Try These Home-Schooling Tips, Resources
April 6, 2020 @ 2:29 PM | 7 Min Read | 0 Views
Current as of March 24, 2020
Many schools across the continental United States and the globe have temporarily closed their doors to help keep students, their families, administrators and teachers safe and slow the spread of coronavirus disease 2019. Here are some tips and resources you can use to help your child learn at home.
Talk with your child about the pandemic
Children may know more about the virus than you realize, even if they are young and are not talking about it. Here are ways to address the topic:
Speak with your child, in an age-appropriate manner, about COVID-19 and its impact on their normal routine and the routines of those around them. Start the conversation by determining what, if anything, they already know.
Reassure your child that you are doing everything you can to protect their well-being and that of the family.
Encourage your child to come to you with any questions or concerns. You might start a journal together to document your experiences and emotions during this time.
Establish a routine for learning at home
Consider your child's age. Transitioning to home-based learning will be very different for a preschool student than a middle or high school student. Discuss your expectations for learning at home and go over any concerns so you are on the same page.
Set and follow a weekday schedule for starting and ending the school day and going to bed. All children benefit from structure, even if they try to resist it.
Build in flexibility to accommodate your own work and other responsibilities. You may be teleworking, for example. See if you and your spouse, partner or another adult in your household can share some of the teaching. It might also help to set aside time in the evenings to check over assignments or work together on reading and other skills.
Take breaks. Schedule time during the school day for lunch, snacks and age-appropriate breaks. Think physical education, recess, etc.
Build in time for creativity. Make time for music, art and other creative subjects. This may include time for your child to practice an instrument, draw, paint, try their hand at drama or develop other skills. Have younger children practice counting by stacking blocks, or build a fort from sheets.
Help your child safely connect with friends and relatives. Connecting with friends and family members outside your household is important. Work with your child's school, their friends' parents and others to help them stay in touch. Consider taking turns leading virtual lessons or hosting virtual play dates. Have your child write letters to people they care about while practicing handwriting and grammar.
Tap resources through your child's school
Embrace online assignments and virtual lessons. Many schools are offering online assignments and/or virtual lessons in place of traditional in-person learning. Monitor your child's assignments and make sure they complete all work and log in on time for online sessions. Provide any help they need, such as reading instructions and using laptops and other devices.
Ask for teaching advice. Don't hesitate to reach out to your child's teachers, guidance counselors and administrators for advice as you support your child at home.
Seek assistance. Contact your child's teachers or school to resolve issues that may come up with technology, connectivity, assignments and more.
Tap installation and community resources
Explore home-schooling resources on your installation. These can include school liaison officers, Department of Defense Education Activity school activities, and programs for children, youth and teens.
Check out Head Start and Sure Start programs. Head Start teaches reading, math and other developmental skills to children 5 and younger before they start school. Sure Start is a Department of Defense Education Activity program open to command-sponsored military children at overseas installations who meet age requirements and other criteria.
Reach out to Military OneSource education consultants. They can assist you with questions about your child's education. These one-on-one sessions are free and confidential and can provide you with referrals to resources in your area. Call 800-342-9647 at any time to schedule an appointment. OCONUS/International? Click here for calling options.
Turn to the Morale, Welfare and Recreation Digital Library. This is your source for free online resources for children, teens and adults - including eBooks and audiobooks on virtually every topic. Use the library to help your children learn and stay engaged and entertained.
Connect with other parents. Stay in touch with parents in your existing network and work together to widen your circle. Share resources, try teaching virtual group lessons and more.
Celebrate reading. The Department of Defense Education Activity joins the National Education Association and schools across the nation in celebrating Read Across America year-round. Check out the campaign's tools and resources to help your child read, experience its joy and feel valued and welcome.
Take advantage of remote learning opportunities. Nonprofit and other educational organizations are offering free resources, such as instructional videos, live streams and webinars, that parents and students can use during school closures.
Tap resources in the arts, sciences and more
Have a blast with Kennedy Space Center. Inspire a love of science and space by joining Kennedy Space Center's Facebook Live sessions for young children and young adults.
Explore the Smithsonian Institution. Families can't go to Smithsonian museums or the National Zoo during their temporary closures, but the museums can come - virtually - to families! Meet the animals, watch them on live cams, check out the Smithsonian Learning Lab, discover museum treasures in 3D, play a wide variety of games and much more.
Serve up science lessons. Turn to the Morale, Welfare and Recreation Digital Library for resources including ScienceFlix, which offers more than 50 complete units of study with thousands of science-related assets. It uses hands-on projects, videos, interactive features and more to give children and teens a better understanding of science concepts and ideas.
Stay informed
Understanding of COVID-19 is rapidly changing. For updates and information specific to your location, visit your installation's official website. You can also follow your installation's Facebook, Twitter or Instagram platforms.
For Department of Defense updates for the military community:
Visit Defense.gov
Follow Military OneSource's Facebook, Twitter and Instagram platforms
Continue to check the Coronavirus Information for Our Military Community page for updates. | <urn:uuid:c493b089-50db-4ce5-879a-af8f605eb308> | CC-MAIN-2024-18 | https://www.ngfamily.vt.gov/Portals/38/try-these-home-schooling-tips%2C-resources.pdf | 2024-04-17T01:19:11+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817112.71/warc/CC-MAIN-20240416222403-20240417012403-00044.warc.gz | 869,818,899 | 1,273 | eng_Latn | eng_Latn | 0.997981 | eng_Latn | 0.998236 | [
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The ABCs and the Ls for talking climate with kids
BY DR. LISE VAN SUSTEREN
AGE
Speak about climate change in age appropriate ways.
BEHAVIORS
What are they like…inside kids or outside kids? Noisy joiners or quiet independents?
CONDITIONS
What type of community do they live in? How has it impacted by climate change & what impacts are still to come?
LISTEN
Listen to kids-their questions, concerns, stories, and ideas about climate change.
LEARN
Learn from them and educate yourself.
LEVERAGE
Help them find ways to take meaningful action as individuals and as a family.
CLIMATEMENTALHEALTH.NET | <urn:uuid:cfe7e184-3eff-415b-ae6a-a1830348ac9b> | CC-MAIN-2024-18 | https://www.climatementalhealth.net/_files/ugd/d424e1_a7e794a719e54ac9aa74acbd3a02a7b9.pdf | 2024-04-16T23:40:21+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817112.71/warc/CC-MAIN-20240416222403-20240417012403-00052.warc.gz | 651,291,528 | 140 | eng_Latn | eng_Latn | 0.996204 | eng_Latn | 0.996204 | [
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Spoken Language Expectations
A Year 2 Speaker
Pupil's Name: ___________________________
| | EXPECTATIONS | SEEN |
|---|---|---|
| 1 | I can ask questions to get more information and clarify meaning. | |
| 2 | I can talk in complete sentences. | |
| 3 | I can decide when I need to use specific vocabulary. | |
| 4 | I can take turns when talking in pairs or a small group. | |
| 5 | I am beginning to be aware that formal and informal situations require different language. | |
| 6 | I can retell a story using narrative language and linking words and phrases. | |
| 7 | I can hold the attention of people I am speaking to by adapting the way I talk. | |
| 8 | I am beginning to understand how to speak for different purposes and audiences. | |
Exceeding Year 2 Expectations
| | EXPECTATIONS | SEEN |
|---|---|---|
| 10 | I can use different style, tone and loudness of speech when speaking to a larger audience. | |
| 11 | I can help the discussion to go well by listening and responding to others’ ideas. | |
| 12 | I can think of some questions about a group of objects that is shared or discussed with the class. | |
| 13 | I can explain the main things I have learnt from a presentation by someone else. | |
| 14 | I can talk about why I think certain things happen in science. | |
| 15 | I can talk about own feelings when thinking about a story. | |
| 16 | I can choose persuasive language to suit the listener | |
| 17 | I know when to vary my voice and language to express my feelings at a key moment. | |
| 18 | I can make sure instructions follow one another in sequence. | |
| 19 | I can decide how to present a poem dramatically, using all members of the group. | | | <urn:uuid:8dc4779d-bbfb-4413-b154-32f212db07b7> | CC-MAIN-2024-18 | https://www.eastfieldprimaryschool.org.uk/_files/ugd/e5b70e_4e17d977d2e8470dada72c9db2687156.pdf | 2024-04-16T23:10:48+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817112.71/warc/CC-MAIN-20240416222403-20240417012403-00052.warc.gz | 685,138,995 | 462 | eng_Latn | eng_Latn | 0.933784 | eng_Latn | 0.933784 | [
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Hear the People's Voices: England's hidden history in song and story
Screen has been showing loop of projected names and title of performance.
Image disappears. Sue enters to deliver welcome
Sue: Welcome and introduction to the Friends Meeting House - health and safety, exits, phones off, photos? format of the evening – interval, refreshments, donations.
Encourage people to join in the chorus of the songs they know. Don't applaud till the interval
Sarah W and choir enter from the two back doors
'Sow seeds of hope' : in unison on the tune, once only
Speaker Bridget The idea for this concert came out of discussions after the Brexit vote. We were troubled by the divisions that had revealed, and the open expressions of racism and prejudice. At the same time we felt that a false impression of England was being promoted, and we are talking here specifically about England Wales, Scotland and Ireland have their own stories. Our concern was with an aggressive English nationalism which expressed nostalgia for a rural and imperial past.
We asked – what could we do? Well, we are singers, we take our name from the sea green ribbons worn by the Levellers, a political movement for rights and equality at the time of the English Civil War. We sing about another England, the England of those who have fought and campaigned down the ages for equality and freedom, justice and peace,. In our concert you will hear some of the many voices that have been raised in defence and celebration of that England.
Possibly hum Sow seeds of hope
The history of England is not a simple or single story. Nor is it a patchwork – rather it is a tapestry woven from many threads. Without the threads of what happens to ordinary men and women it is incomplete.
To use a popular phrase, we are taking our country back, but back from what, not from Europe, not from the outside world, but rather from the forces within our own country that seem to be working against the common good.
Here is what the historian Dorothy Thompson wrote 25 years ago
We must take back the language of freedom and the practices of democracy from the people who are perverting them. ...Their policies impoverish us materially and oppress us politically. We have to take our country back, and defend it in our own way.. ...Every one of us is involved, and we are the only people who can do it....
Where shall we begin?
Deleted: ¶
Speaker Anne Watson
The Peasants Revolt of 1381, sometimes called the' English Rising ' is the first recorded popular uprising in England. The people were seeking an end to three hundred years of serfdom. The introduction of a poll tax to pay for the war in France was the last straw.
The uprising was led by Wat Tyler, and John Ball, a priest who preached popular sermons. He is best known for saying , When Adam delved and Eve span, who was then the gentleman? In other words all are born equal. ' My friends, he said, things cannot go well in England, nor ever will, until everything shall be in common and all distinctions levelled. ' This challenge to hierarchy and call for equality is a refrain repeated over the centuries .
Here is a song about John Ball do join in the chorus
John Ball
Speaker: Pete Cranston
The Peasants' Revolt was violently suppressed but this did not quell rebellion. There were major uprisings in the following centuries and no government attempted to impose a poll tax again for 600 years. It has been argued that, rather than Magna Carta, it was the Peasants Revolt which laid the foundations of freedom.
1603 – 1714 Civil War and Revolution
By the 1600s there was a ferment of questioning of the authority of crown, church and state. In a country with a war ravaged economy and widespread hunger, different groupings arose with radical visions . The Diggers, set up a colony at St Georges Hill and began to plough the land, cultivate vegetables and build homes. Their founder Gerrard Winstanley spoke of 'laying the foundation of making the Earth a common treasury for all, both rich and poor'. '
The Diggers song
Speaker: Sarah Westcott
Another group, the Levellers wore rosemary sprigs in their hats and seagreen ribbons for identification. . Our next song celebrates the women in the Levellers. Led by Elizabeth Lilburne, they petitioned parliament for the release of her husband John Lilburne, and other Levellers imprisoned in the tower on charges of high treason. 6000 women signed the petition. They were turned away from parliament with the words ' You are desired to go home, and look after your housekeeping'..when told they should stay at home and wash the dishes they said' Sir, we have scarce any dishes left to wash'. When they were allowed in the soldiers threw squibs at them. 'What will you have?' demanded Cromwell, to which they responded 'Those rights and freedoms of the nation that you promised us'
These Bonny Besses led the first recorded mass public demonstration by women .
Bonny Besses
Speaker: Simon Pratt
The Diggers were concerned with land rights, the Levellers sought equality. The authority of the church was challenged by many dissenting religious groups such as the Quakers. John Lilburne, the Leveller, became a Quaker, and had a Quaker funeral. The Quakers did away with priests, creeds and sacraments, and claimed all men and women were equal and had a direct relationship with God. They refused to pay church taxes and would not take oaths of allegiance.
Our next song is about George Fox, one of the founders of Quakerism.
George Fox
The Quakers' refusal to take up arms became the foundation of conscientious objection to war, and commitment to peace.
Sow Seeds of hope ---in two parts
Deleted:
Speaker Sue Smith
English history can't be seen in a vacuum, and was very much influenced by wider events. In the eighteenth century the French and the American revolutions spread and embedded notions of individual rights and freedoms. Mary Wollstonecraft, author of a Vindication of the Rights of Women went to France . Tom Paine, author of pamphlets such as 'The Rights of Man' and 'Common Sense' was involved with both the French and the American revolutions, urging people to 'kick off religion and monarchy'. He died a pauper in Manhattan, and although author William Cobbett brought his bones back to England for a proper burial, he too ran out of money, and Tom Paine's bones went missing for good.
Tom Paine's bones
Tom Paine's bones may have disappeared without trace, but the Norfolk town of Thetford, which initially rejected their native son, now has a statue outside the Town Hall with his words 'My country is the world, my religion is to do good'.
Speaker: Ali
Thomas Paine talked of his feelings of indignation about slavery. They brim over here when he wrote It is chiefly the people of Liverpool that employ themselves in the slave trade' ...had I command of the elements I would blast Liverpool with fire and brimstone.
When we think of the movement to abolish slavery we think of familiar names such as William Wilberforce, Thomas Clarkson, and John Newton, author of Amazing Grace. But there had been a black presence in Britain for at least two centuries and they organised and lobbied for abolition in a campaign group called the Sons of Africa.. Ottobah Cugoano, a leader of the African community in 18 th century London, was one of the first to publicly demand total abolition. The autobiographies of Olaudah Equiano and Mary Prince, who was born into a slave family in Bermuda, brought the experience of slavery to life for readers in England. Mary Prince was the first woman to present an anti-slavery petition to Parliament
She wrote:
Oh the horrors of slavery. How the thought of it pains my heart. But the truth ought to be told of it; and what my eyes have seen I think it is my duty to relate; for few people in England know what slavery is. I have been a slave,, I have felt what a slave feels, and I know what a slave knows: and I would have all the good people in England to know it too ,that they break our chains and set us free.....
. Slave's Lament
Speaker: Bridget
.The 19 th century saw many struggles for greater representation; hunger was widespread as the corn laws made bread unaffordable. There were food protests in Manchester before the event that became known as the Peterloo massacre in 1819. Thousands gathered, many wearing their Sunday best, and carrying banners demanding parliamentary reform, to hear Henry Hunt, a famous orator..Local magistrates panicked.
The yeomanry were ordered to arrest the speakers. They charged to the hustings and the crowd linked arms to prevent the arrest. This was interpreted as the crowd attacking and the cavalry were sent in. Hundreds of men, women and children were seriously injured and there were deaths.
.
Peterloo 1819
Speaker: Fran
Chartists 1836 – 1848
Peterloo led to the rise of the Chartist movement. The Reform Act of 1832, failed to extend the vote beyond property owners. So in 1838 a People's Charter was drawn up with six demands – right to vote (for all men), voting by secret ballot, abolition of property qualifications for MPs, payment of MPs , equal constituencies, annual parliamentary elections . One of the leading Chartists was William Cuffay, son of a former slave, who served on the national executive and was voted president of the London Chartists - a contemporary report refers to the black man and his party.
Chartist Anthem
Of the six demands of the Chartists we have achieved all except the annual parliamentary elections.
'Sow seeds of hope': all three parts, three times through
INTERVAL
Gather in the voices (and choir) in call and response as follows
Sarah W. enters . Sounds the note by singing "We"
Choir respond and from the two entrances at the back
'We shall go singing to the fashioning of a new world' : unison, once through
Speaker Ange
The industrial revolution
Throughout the eighteenth and nineteenth centuries people moved from the country to the towns as the industrial revolution brought massive change. In the factories work was low paid and conditions often dangerous .
Our next song was probably written by a weaver in Batley. In it we hear the words I know I can guttle when I hear my shuttle go, 'Poverty, poverty knock'. At least I know I can eat when the deafening looms clatter 'Poverty knock'
These fears were felt throughout the generations. In the 1930s' depression, there was great hardship for skilled workers, who had been operating. 4 or 6 looms at a time and were now reduced to 2 or 1; then the boycott of Empire goods by the Indian independence movement really hit home. Gandhi was invited to Lancashire to speak to the unemployed textile workers. My out-of-work grandparents were in the crowd to see him in the hope he would help them when he saw the poverty there. But there was no change. My grandmother is remembered for saying with emphasis 'Two looms'.
Poverty Knocks
Speaker: Gill
The new factories brought working people together: there was a thirst for education and the opportunity to organise
The state viewed organisation by working people with suspicion. The Combination Acts of 1799 and 1800, passed during the wars against Napoleon, forbade societies for the purpose of political reform, and made any sort of strike action illegal..
The Dorset agricultural labourers , who became known as the Tolpuddle martyrs, protested against the lowering of wages, were arrested and convicted under the 'unlawful oaths act'. Their supporters organised a political march – said to be one of the first successful marches, and 800,000 signatures were collected for their release. In 1834 they were sentenced to penal transportation to Australia. The Tolpuddle martyrs were subsequently pardoned and returned to England.
Tolpuddle Man
Deleted:.
Deleted:
Speaker : Ruth
Women were active in the labour movement but had no place in national politics in the nineteenth century. . It is now 100 years since some women were given the vote, and memories of the struggle seem to have dimmed. A recent general knowledge quiz asked for the name of the King's horse but not the name of the suffragette, Emily Wilding Davison, who died on the Epsom racecourse in 1913 in an attempt to pin a suffragette badge on the horse.
At her funeral 5,000 suffragettes and supporters accompanied her coffin and 50,000 people lined the route through London
Emily Inspires us yet
Emily Davison came from a middle class background, and the suffragettes have sometimes been described as a middle class movement. But there were many working class women in the movement. As Louisa Entwistle, a Blackburn weaver, said at Westminster Police Court I am here on behalf of my companions who work in the mill, and until we get votes we shall not be satisfied. At a national demonstration in Hyde Park, working class speakers said they were there for the working classes, not as a cat's paw for the middle class.
'We shall go singing to the fashioning of a new world': tune plus alto and bass, twice through
Speaker : Simon Pratt
The struggle between capital and labour, profit and people's welfare, and the importance of protection and strength in joint action are illustrated in our next song. It was written by Florence Reece, the wife of a Kentucky miner in the depression years of the 1930s, and has travelled and been adapted over the years.
. Which side are you on?
Speaker Sue
Our next song from the 1930s takes us to the Derbyshire Peak District and the mass trespass by ramblers at Kinder Scout. The magistrates handed out harsh sentences to the five arrested that day. For Ewan MacColl, who was there and wrote the song, rambling was part of his politics. He could not have foreseen the long term effect of the action –improved access to the countryside from 1949 through the national parks, long distance footpaths such as the Pennine Way (opened in 1965) and the right to roam established through the Countryside and Rights of Way Act of 2000.
Manchester Rambler
Speaker: Sally
Moving on , we come to the movements of our own times, responding to the impacts of the second world war , the dropping of weapons of mass destruction on Japan, the nuclear arms race and the Cold War. This Easter marked the 60 th anniversary of the first march between the atomic weapons research establishment at Aldermaston and London. The Campaign for Nuclear Disarmament went on to organise an annual Easter march and tens of thousands took part in the early 60s
Our next song, by Peggy Seeger, comes from the mass movement of women who established a peace camp at Greenham Common in Berkshire. The camp began in 1981, the first blockade of the base was in 1982 when around 30,000 women joined hands to Embrace the Base. In 1983 70,000 protesters formed a human chain to Aldermaston and the ordnance factory at Burghfield. The protest was a challenge to traditional notions of woman as homemaker and man as warrior. One Greenham woman said: as women we have been actively encouraged to be complacent by sitting at home and revering men as our protectors; we now reject this role. The law is concerned with the preservation of property. We are concerned with the preservation of all life. How dare the government presume the right to kill others in our names.
Carry Greenham Home
Speaker Hazel
We turn from peace activism to two key events of labour activism, both involving women. The Grunwick dispute was an industrial dispute about trade union recognition at a Film Processing Laboratory in London, Most of the strikers were from Pakistan and India, and their leader was an inspirational woman, Jayaben Desai. Though the dispute ended in defeat, it is remembered today for the way in which thousands of workers, black and white, men and women, came together to defend the rights of migrant women workers.
The miners' strike of 1984-5 was a long and bitter industrial dispute. Women formed local action groups to organise community kitchens; they joined picket lines and spoke at political meetings. The strike failed, and the pits closed, but it was a key moment in women's entry into the public sphere. When the miners returned to work they walked defiantly behind colliery bands, and alongside the women and children who had provided immense solidarity and support.
In our next song we hear the voices of those women from the mining communities as we sing 'So if you call me sister when I join your picket line, better be there for me brother when I fight for mine..
.
No Going Back
Speaker Gill
There is no going back on so many fronts. There are gaps in the stories we have told. Since Roman times it has been an act of resistance to live in same sex relationships. We have not looked at that decade of struggle, the 70s,which saw the first Gay Pride rally and protests against racism and fascism. Those struggles, together with those of the labour movement, and the peace campaigns continue.
We have seen many achievements, universal suffrage, the rise of the peace movement , equalities legislation . The post war settlement brought the welfare state. In 1948, the setting up of the UN and its charters of rights seemed a defining moment. But these gains are being eroded and the struggles for the rights of citizens are not over. People who are not seen as citizens still have their rights denied or abused. – asylum seekers, migrants, prisoners, the mentally ill, those living in poverty or facing homelessness in this age of austerity.
The mythology of Little England to be defended against foreign invaders and the enemy within must be challenged with a more generous and dynamic vision. We all need to raise our voices, old and young. Hope for the future depends on preparation of children and young people now.
We shall end our concert with words attributed to William Morris, words that are used by the co-operative youth movement, the Woodcraft Folk, at the end of their meetings::
And this shall be for a bond between us: that we are of one blood you and I; that we have cried peace to all and claimed fellowship with every living thing; that we hate war and sloth and greed, and love fellowship..and that we shall go singing to the fashioning of a new world.
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HAMSTERS AS PETS
There are five types of hamsters commonly kept as pets:
THE SYRIAN HAMSTER
This is the animal that most people associate with the word 'hamster', and was originally known as the 'Golden' hamster. Syrian hamsters commonly grow between 10 cm and 16 cm in length. This animal is solitary by nature and the golden rule is one Syrian hamster per cage. The animals meet only to mate, after which the female drives the male away. The pups are born after a mere 16 days, and are born blind and naked. However, they grow very quickly, and by four weeks old are usually fully weaned. Many colours and coat types of Syrian hamsters are now kept as pets.
THE CAMPBELL'S RUSSIAN DWARF HAMSTER
These hamsters are usually known as 'Dwarf' or 'Russian'* hamsters, growing up to 10 cm in length. They may live together - either two of the same sex or as a breeding pair, and sometimes in same sex groups. A pair can produce a litter of babies every eighteen days, so think carefully before deciding to keep both sexes together. Born blind and naked the pups develop faster than Syrian babies and are fully weaned by three weeks. This species comes in a wide range of colours and can also be Satin coated.
THE WINTER WHITE RUSSIAN DWARF HAMSTER
Also known as the 'Dwarf' or 'Russian'* hamster this species is often confused with the Campbell's hamster. It's distinctive Roman nose and oval shape easily sets it apart from the other species. Winter Whites usually grow up to 10 cm. Environmental conditions and breeding patterns are very similar to those of the Campbell's hamsters, however only two colours and two pattern mutations are recognised so far.
THE CHINESE HAMSTER
Although not a true Dwarf hamster, due to its size the Chinese hamster is placed in this group. These animals also can live in pairs or small groups, however they can fall out so it is important to keep an eye out for bullying or any form of aggression and separate them if required. They are slightly longer and thinner than the two Russian hamster species, growing up to 9 cms in length. In addition to their elongated body length between the front and back legs, Chinese hamsters have a longer tail compared to the other pet species of hamster and this tail is prehensile. This allows the hamster to cling to objects, be it clothing or a finger well, they will wrap themselves around stick like
objects in a mouse-like way. A pair may have babies every twenty one days but are not as prolific as the Russians. The babies develop at about the same rate as Russian hamsters. There are already two or three colour variations available, standards have been set to the majority of these.
THE ROBOROVSKI HAMSTER
The Roborovski's hamster, or "Robo", is the smallest member of the hamster family. Adults rarely exceed 7cm in length from the tip of the nose to their almost nonexistent tail. Their care and maintenance is much the same as Russian hamsters. They are sociable and will usually live in pairs or groups, however they can fall out so it is important to keep an eye out for bullying or any form of aggression and separate them if required. They rarely, if ever, bite, but are difficult to handle, owing to their extremely active temperaments. There are now several colour variation to date.
* Please note that the two species of Russian Dwarf can be bred together to produce hybrids. Uneducated breeders have produced these hybrids and many hamsters labelled as Winter Whites or 'Russians' in the shops may in fact be hybrids. The breeding of hybrids is strongly discouraged by the NHC and is a practice that should be avoided as many have genetic or physical medical issues that can impact dramatically on their lives. Hybrids are disqualified from any NHC show.
GENERAL CARE
Hamsters are one of the best pets around, whether it's a Syrian or a Dwarf. They are very easy to look after and everything you need you can buy at any pet shop. A wide selection of cages is available, from the simple plastic tray and wire top to the totally enclosed plastic type complete with tubes. The enclosure must be large enough to allow the hamster to exercise and to establish separate toilet, feeding, food storage and nesting areas. If you can afford a slightly bigger cage of the same type (perhaps with 2 or 3 levels) so much the better, but do ensure that the young hamster cannot fall a distance greater than 19 cm. Syrian hamsters must be kept singly whereas the Dwarf and Chinese species can often live together with others of their own species. If you intend keeping the Dwarf varieties in a wire top cage the bars must not be more than 9 mm apart as these animals can get through very small gaps. This is especially important or Roborovski hamsters.
A substrate* (such as wood shavings or sawdust) should be spread on the base of the cage and a handful of nesting put in a corner which the hamster will use to make its nest. The nesting* material should be of the shredded paper variety. Never use synthetic 'fluffy' bedding, as it can be ingested by the hamster causing intestinal obstruction.
It is recommended that a water bottle be used, with the spout fitted at the right height on the cage for your hamster to reach, as a dish containing water is easily fouled. The hamster should have access to fresh water at all times. About an egg-cupful of dry hamster mix per day should be given (this varies hamster to hamster) and 'fresh' food introduced very gradually and in small quantities.
Most hamsters do not smell if they are cleaned regularly, say once a week. As they normally use one corner of the cage as a toilet, the substrate in this corner can be
changed more often if you wish. When cleaning, the substrate and old food should be thrown away and the cage base washed and dried. Place fresh substrate in the cage, and new nesting material if needed. Rinse the water bottle and fill with fresh water. Then give your hamster its daily helping of food plus a little extra for its store.
When choosing a hamster check that it is bright eyed and holds its ears erect. It should have a dry and clean rear end and be free from open or healing cuts and should not bite when picked up. Ideally, a hamster should be between five and eight weeks old when bought and you should be able to handle it. At this age they may be fast, so care must be taken in the first few days. Always handle only a few inches above a secure surface in case the young animal should be scared and jump. If you require further information about keeping and exhibiting hamsters, are looking for hamster breeders in your area, or would like to know more about finding a local club, please visit our website.
*For more info on substrates and nesting material, visit our website www.hamstersuk.org
HOUSING HAMSTERS
A useful cage, and one used by many breeders, is the type comprising what resembles a 'cat litter' tray with a wire top clipped to it. Hamsters love climbing and will get plenty of exercise in this type of cage.
Also on the market are the all or nearly all plastic cages, comprising a number of compartments linked by tubes (often known as modular caging). These look attractive and will stop draughts, although are expensive to buy if a suitable size is used. The cage may need to be taken apart to get the hamster out until it gets to know its owner and will come to its owner's voice. These cages do, however, come into their own if you also have a cat or dog as the hamster is protected against claws. Poor ventilation and condensation may be an issue if your hamster chooses to nest in the tubes.
Glass or plastic aquariums can also be used but a lid made with 1 cm x 1 cm wire mesh is required, as the standard hood has little or no ventilation, and so condensation can form. The lid can be made by making a wooden frame that just fits outside the tank and fixing the wire to this. Remember, if you have anything hanging in the tank the hamster is liable to climb this and push the lid off if it is not secured in some way. It is important to remember you must secure your hamsters from 'predators' as well as preventing your hamster from escaping. With all cages, remember that hamsters' teeth keep growing all their lives and they must always chew something hard to keep their teeth at the right length.
Large moulded plastic cages are gaining in popularity, due to their large floor size, the protection from animals from secure sides (which keep substrate in) good ventilation as they often have large wire grill set into the moulded lid top which opens to provide easy access to the hamster. They can though be rather expensive and are often sold for larger rodents, some have too great a bar spacing on the wire grill but this can be overcome by securely attaching 1 cm x 1 cm mesh to this panel.
Whatever hard materials you put in for hamsters to chew, the odds are that they will prefer to chew the bars of the cage, or the edges of any plastic. This is all quite normal.
Food dishes can be bought and used but normally the hamster will pouch the food and then put it in its store, so the food can just be put in the substrate. As this does not look tidy, many people prefer to use a dish. However, since hamsters must chew, a plastic dish can gradually disappear. A useful substitute is the plastic top of a coffee jar - this will still be chewed but can be replaced from the next jar of coffee. This does not harm the hamster, but if you want to be very careful you can buy pottery or stainless steel dishes. Sprinkling the food around the cage can help provide the hamster with a more stimulating environment as they will have to forage for their food as they would in the wild. A commercial wood chew or dog biscuit should be provided for the hamster to chew on. Remember though that the biscuit needs to be plain, low in salt and not chocolate coated or with onion or garlic.
Care should be taken when positioning the cage as this is most important. Do not place in direct sunlight and make sure it is out of draughts. The cage can be kept in the house or in a frost-free shed or garage but if kept in the latter more bedding must be provided. If kept indoors do not put near radiators or fires as extremes of temperature are harmful. As long as there is no sudden change in temperature the hamster will be safe. If the cage is kept in a bedroom spilt substrate can be a problem, but if you get a cardboard box about 5 cm bigger than the base of the cage and cut it down to about 10 cm high, the cage can stand in this and most of the substrate will be caught.
TOYS
Wheels will always be a controversial subject when it comes to 'toys' in a hamster's cage but most hamsters do enjoy an exercise wheel. The 'open running track' or runged style of wheel can lead to problems with legs slipping and breaking, the plastic versions of runged wheel additionally tend to be chewed causing them to drop off the spindle and be useless. A little trick to try on this type of wheel is to fix some cardboard around the outside of the wheel - the legs can no longer slip through but the hamster can get a grip on the rungs. The solid plastic type is safer, the larger and wider the better. Wheels can be a problem with long-haired hamsters, as the hair catches around the spindle and can be pulled out. Keep an eye on your hamster and its wheel, if you see it marking the fur or if it is a big hamster and its back is really bent when running on the wheel, a larger wheel should be provided.
Many toys can be bought for your hamster, including seesaws, tunnels, climbing blocks and ladders, but a lot you can make yourself. Cardboard rolls can be hung on wire in the cage or a plastic squash bottle with the top and bottom cut off can be hung up. A wooden shelf can be put in most cages and hamsters love to climb on these to groom themselves.
Your hamster will love to come out of its cage to play, but you must keep an eye on it as they can get through the smallest spaces and can get lost very easily. A play box is a good idea and a cheap one can be made from a plastic water tank, storage box, or an even cheaper one from a large robust corrugated cardboard box. If you get such a box, cut it down to about 30 cm high and toys can be put inside, but remember do not leave the hamster alone as it will chew its way out. A bath can be a great place for the hamster – as long as it is dry! Make sure it is perfectly dry, perhaps lining it with towels, then either place in toys etc to create a secure playpen, or use it as a place a small child
can play with the hamster in a secure environment. Being in the dry bath with the hamster the child can learn how to hold and handle the hamster in safety, while the hamster explores and climbs over the child getting used it its smells and ways.
Play balls can be used for exercise or a place to put a hamster in while you clean the cage, but do not leave them in one for more than a few minutes at a time.
In the end, whatever type of cage you use and whatever type of toy, please remember to handle your hamster regularly and, above all, enjoy your pet.
SYRIAN AND DWARF CAGE REQUIREMENTS
The first and most important thing to remember about housing Syrian hamsters is one hamster per cage. Although a hamster will almost always be gentle and loving with you, well meaning people think they are lonely, but if you keep two Syrian hamsters together before long fighting will take place. This could result in serious injuries or even death.
Unlike Syrian hamsters, Dwarf hamsters can live together. Russian Campbell's may be kept in single sex pairs or groups as may Roborovskis, Russian Winter Whites seem to prefer to be in pairs. Chinese hamsters again can be kept singly or in pairs. In all cases do not mix males and females even siblings unless intending to breed. Never mix the species, as fighting will break out.
With any pairings or groups fighting may break out. It is important to watch out for signs of fighting or of bullying. Though there will often be dominance play/scuffles and overly enthusiastic or unwanted grooming, signs of actual aggression are usually easy to distinguish from harmless bickering. If blood is drawn, split the hamsters immediately and house separately from then on. Occasionally one hamster will deprive another (or others) of access to food or water, it is therefore advisable to offer food spread out in the substrate (scatter feed), or in multiple bowls and also supply multiple water bottles to help prevent this occurring.
Dwarf hamsters do require different housing to Syrians - because of their small size they may squeeze through the bars of normal cages. They may be kept in the 'cat-litter tray' type of cage provided the barred top has spaces of no more than 9 mm between the bars. They do live very happily in glass tanks with wire lids (small gauge mesh) and in plastic tanks with inter-connecting tubes. If in the latter, ensure that the tubes are lined with wire mesh so the hamster can grip and travel along them. Any modular form of caging with separated areas is only suitable for single Dwarfs, with pairs or groups the separate areas will encourage fighting.
Like Syrian hamsters, Dwarf hamsters are great escape artists, so do ensure that any home for them is secure. Dwarfs love to burrow, as in the wild, so do give them a deeper layer of substrate.
FEEDING
A hamster that is fed a well-balanced diet is usually a healthy hamster. Hamsters are omnivores so may be fed a mixed diet. Having acquired a hamster it is up to you to feed it a diet that gives a little variety and keeps your pet healthy.
Ask, when you buy, what the hamster has been fed on as, although hamsters like a
variety of foods, introducing too many new foods at one time can cause tummy upsets. Always introduce greens and any new foods gradually and in very small amounts if you are not sure what your hamster has been fed before.
The basic and major part of the diet should be a proprietary complete dry hamster mix which can be bought from a pet shop and has the correct dietary balance. This will be a mixture of seeds, crushed oats, flaked maize, sunflower seeds, locust beans, peanuts etc. with some hard dry biscuits. All these are 'hard' and good for the hamster's teeth, and a small handful of this mixture should be given each day. As a treat, more hard dry biscuits can be given, such as 'all in one' cat rings, alongside traditional wooden chews for your hamster it can be beneficial to offer a dog biscuit (e.g. Biscrok) or cat biscuits. The meaty taste is often appealing to the hamster and so provides something useful for the animal to chew on to wear down their ever-growing teeth.
TREATS
Hamsters are hoarders - they store their food behind or under their beds so greens and soft foods must only be given in moderation, otherwise anything that is uneaten will go mouldy which is unhealthy for the hamster. As hamsters put their food into their cheek pouches sticky and sharp foods should be avoided. Chocolate (which can melt when pouched) and hay (which can scratch the pouches) are two such foods.
To help your hamster grow strong bones and teeth some milky foods can be given. Some will enjoy milk on its own, others a little runny porridge, a few rice crispies with milk or even bread and milk, all without sugar of course. Any of these should be removed before the milk sours, if uneaten. Some hamsters appreciate some extra protein, foods like egg (boiled or unseasoned scrambled), nuts, or a little cooked plain chicken can be given. Fresh water, preferably in a bottle, should always be available.
All species of hamster may be fed as above, but Dwarf hamsters (Russian, Chinese etc) will appreciate the smaller type of seed - millet, budgie seed, foreign finch seed - in addition. Care should be taken to avoid feeding any treat with added sugar (e.g commercial honey sticks) to Campbell's or Hybrids due to the increased risk of them developing diabetes. Many Dwarf hamsters (and some Syrians) also enjoy mealworms (either dried sold for wild birds or alive!) and they are a great source of protein.
GREENS
Carrots, cabbage, cauliflower, broccoli, sprouts, broad beans, peas, runner beans, apple, bean sprouts, sweet corn, cooked potato and cucumber can all be given in small quantities. A slice of apple or the core, or a small floret of cauliflower, or a small sprout, or two broad beans would be enough at any one time. You will soon discover what your hamster enjoys and how much your hamster can eat without any tummy upset. Citrus fruits should never be given.
A very special treat would be a raisin or sultana. These are greatly enjoyed, as is lettuce but too much lettuce is not good for a hamster.
WILD GREENS
Hamsters really enjoy dandelions and groundsel but you have to be especially careful about these - picked by the roadside they could have been sprayed or covered
with car fumes etc. so unless you can be certain that they are really safe to eat don't give them to your hamster.
All greens should be fresh and washed.
HANDLING YOUR HAMSTER
When you purchase a hamster always make sure that whoever is selling it, handles it. Never buy a hamster that has been chased into a box or has been caught by someone wearing gloves so that you are the first person to touch it. When you get your newly acquired hamster home, place the cage in its intended position, avoiding draughts and direct sunlight. Leave overnight for the hamster to settle down and get used to its new surroundings. Talking quietly to your hamster will help it get used to your voice.
Always approach the hamster gently with no sudden movements, so as not to scare it. If it is asleep, gently tap the cage or nest to wake it up, and let it walk out of its nest. Never just grab the hamster while it is asleep in its nest. You will startle it and it might bite you in fear.
For the first few times it might be better to remove the top part of the cage, if possible, so you can pick up your hamster more easily without having to chase it around the cage. It is a good idea to place the cage inside a large box first, so that when you lift the top off the cage the hamster cannot run away.
You can pick up your hamster by placing one hand firmly but gently around its body, with its head pointing towards your wrist and placing it immediately into the palm of your other hand or you may wish to cup both hands together and lift your hamster up. Either way is suitable, use whichever you find the easiest.
Lift the hamster gently just a few inches from the cage, then, if it should jump out of your hands it will not fall and hurt itself. Speak gently and quietly as you handle your hamster and stroke it gently, avoid touching its head. If it struggles to escape your grasp, never tighten your grip as you may hurt it and again it may bite.
Therefore, if it struggles place it back down and a few seconds later try and pick it up again. Repeat this process until it feels more secure in your hand. Once it knows that you are not going to hurt it and you both become more confident you will find your hamster waiting to come out to be handled. They also like to sit on your arm held close to your body and cupped with the other hand; it makes them feel safe and secure.
It is a good idea not to give your hamster a house for the first few weeks as this can make encouraging the hamster out more difficult. Once the hamster comes to your voice the house can be introduced should you so wish.
One rule to remember is always making sure your hands are clean before handling your hamster. They cannot see very well and rely on their sense of smell, so if you have been eating anything nice such as sweets etc., it may take a nibble of your finger thinking it is something nice to eat!
Finally as a matter of hygiene always wash your hands again once you have finished handling your hamster.
ABOUT THE NATIONAL HAMSTER COUNCIL
The National Hamster Council (NHC) is the governing body of the hamster fancy in the United Kingdom, representing the interests of all concerned with the keeping, exhibiting and/or breeding of the 5 species of hamster commonly kept as pets. As the world's leading hamster organisation, the NHC has an unrivalled reputation, and its standards and show rules have been used - and continue to be used - by hamster Clubs and societies in many countries.
Established in 1949, the NHC is the oldest such organisation in the world and its member Clubs cover the whole of the UK, with members throughout the world.
With an established network of experienced and knowledgeable officers and advisors, the NHC and its affiliated Clubs offer benefits to everyone interested in all types of hamsters. Our Clubs organise regular shows in Britain, where everyone is welcome - from beginner to experienced breeder. There are classes for pet as well as exhibition hamsters, and shows are the ideal opportunity to view many of the hundreds of colour combinations of Syrian hamster, not to mention the popular species of dwarf hamsters - Chinese, Campbell's, Winter White and Roborovski.
We have a wealth of experience and expertise within the NHC, with some of our members having kept, bred and exhibited hamsters for over 30 years. This unique pool of knowledge is made available to every member through our information sheets, by personal contact and through our monthly Journal, which is packed with news, anecdotes, hamster keeping advice and show results. We are pleased to announce the launch of an electronic version of this journal, which is available to download online worldwide.
Benefits of membership include:-
A monthly journal, containing articles of both general and special interest, access to knowledge gained by some of the most experienced hamster fanciers in the world, the opportunity to attend regular shows held throughout the UK, information sheets covering all aspects of hamster keeping, exhibiting, feeding, handling, breeding etc. and access to recognised breeders of all varieties of hamsters.
Membership of our Clubs is open to everyone (UK and worldwide) with an interest in hamsters, and we endeavour to maintain subscription rates at affordable levels, ensuring that all members receive excellent value for money.
For full details of membership of National Hamster Council affiliated clubs throughout the UK, visit our website at:-
www.hamsters-uk.org
or individual Club websites:-
Midland www. mashamster.club . - Club Hamster Southern &
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DIPLOMA EXAMINATION, 2010 (QUALITY MANAGEMENT)
(PAPER-II)
120. FUNDAMENTALS OF STATISTICS AND COSTING
Dec.) (Time: 3 Hours
Maximum: 100 Marks
Answer ALL questions (5×20=100)
All questions carry equal marks
1. a) Discuss the different measures of central tendency. (10)
b) Calculate the mean, median an mode of the following data:
| Marks less them | 10 | 20 | 30 | 40 | 50 | 60 | 70 | 80 |
|---|---|---|---|---|---|---|---|---|
| No. of students | 5 | 15 | 98 | 242 | 267 | 405 | 425 | 450 |
(10)
(OR)
2. a) For the following data construct the histogram and super impose on it the frequency curve. From the graph, find out the 'Mode' of the distribution.
(10)
b) Find the standard deviation and mean of breaking strength of 80 test pieces of certain alloy from the following table.
| Breaking strength | No.of pieces |
|---|---|
| 44-46 | 3 |
| 46-48 | 24 |
| 48-50 | 27 |
| 50-52 | 21 |
| 52-54 | 5 |
(10)
3. a) A speaks truth on 75% cases and 'B' in 80% cases. In what percentage of cases are they likely to contradict each other while narrating the same incident? (10)
b) The probabilities that a TV station will receive 0,1,2,3,-------8 or at least 9 complaints after 0.01,0.03,0.07,0.15,0.19,0.18,0.14,0.12,0.09 and 0.02. What are the probabilities that after showing such a programme the station will receive?
a) at most 4 complaints
b) at least 6 compliants.
c) From 5 to 8 complaints (10)
(OR)
4. a) Urn I has 2 white and 3 black balls, Urn II has 4 white and 1 black balls and Urn III has 3 white and 4 black balls. An urn is selected at random and a ball drawn at random is found to be white. Find the probability that Urn I was selected. (10)
b) The time required to repair a machine is exponentially distributed with parameter 1/2. What is the probability that the repair exceeds 2 hrs? What is the conditional probability that the repair takes atleast 10 hrs given that the duration exceeds 9 hrs? (10)
5. a) Explain the steps in the planning of experiments for designs. (10)
b) Explain the process of two factor experimental design. (10)
(OR)
6. a) Write short notes on the following:
i)
Control factors.
ii) Randomization
iii) Confounding
iv) Signal to noise ratio (10)
b) Compare the one factor and two factor experimental design models. (10)
7. a) What is Break-Even analysis? Discuss its assumptions and uses. (10)
b) From the following data, calculate
i)
Profit-volume ratio
ii) Break-Even Point iii)Margin Safety
Sales : Rs. 60,000
Variable cost: Rs. 30,000
Fixed cost : Rs.18,000
(OR)
8.
a) Explain the profit-volume analysis with its applications. (10)
b) Calculate the P/V ratio and Break-Even point from the following particulars. (10)
Sales : Rs 5,00,000
Fixed cost : Rs 1,00,000
Profit : Rs 1,50,000
9. a)Discuss the following:
i) Cost center ii) Process losses iii) Product and by –product costing (10)
b) Discuss the various elements of costs. (10)
(OR)
10.
a) Explain how to prepare a cost sheet with an example. (10)
b) Discuss the significance of standard costing and tool for controlling the cost.
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The Victorians
Mary Seacole - The Crimean War
Written by Rob John
Mary:
When I reached the Crimea it was cold and smelly – just as I had been warned – and, at times, very frightening. But I stayed and with the help of friends in London who loaned me money I built my hospital. We called it The British Hotel. Everyday my brave maid Sally and I helped to care for the soldiers. Some were wounded, some were ill, most of them were hungry and all of them were frightened and far from home. One day in January 1856 a battle started very near our hospital.
Mary:
Sally?
Sally:
Yes, Mrs Seacole?
Mary:
It’s going to be a busy day. We’re going to need hot water and fresh bandages.
Sally:
Yes, Ma'am.
Mary:
And soup, Sally. Lots of soup.
Sergeant:
Mother Seacole! Open up! We have wounded here.
Mary:
They’re here already. Bring him through. Put him on this bed.
Sergeant:
He’s been hit in the head, Mrs Seacole. It don’t look good.
1
School Radio
www.bbc.co.uk/schoolradio
Mary:
Let me see. Sally, give me a flannel.
Sally:
Yes, Mrs Seacole
Mary:
And get some hot water…
Sally:
Yes, Ma'am
Mary:
There. Now he’s lost a lot of blood…but it looks worse than it is. Try to keep still. Now listen to me, boy. You are not going to die. Now just keep still.
Soldier:
Yes, Ma'am.
Mary:
All day the guns were busy. All day they kept bringing us the wounded, but late in the after noon there was an unexpected visitor.
Sally:
Mrs Seacole - there is a gentleman here to see you.
Mary:
I haven't got time for that now, Sally.
Howard-Russell:
Mrs Mary Seacole?
Mary:
That's me. What can I do for you, sir?
Howard-Russell:
Mrs Seacole. I am very honoured to meet you. My name is William Russell. I am a writer for The Times newspaper in London. I have heard so much about your work and I’d like to write about you for my paper. Would you answer some questions?
Mary:
Mr Russell. Look around you.
School Radio www.bbc.co.uk/schoolradio
Howard-Russell:
Just a few questions, Mrs Seacole. I won’t get in your way, I promise.
Mary:
I can’t imagine anyone in London would be in terested in reading about me.
Howard-Russell:
Oh I think they'd be very interested.
Mary:
Very well, I can give you one minute.
Howard-Russell:
So would you tell me, Mrs Seacole, why do you call this place The British Hotel ? It’s a hospital, isn’t it?
Mary:
Florence Nightingale has a hospital, Mr Russell. You go and see her if you want to see a proper hospital.
Howard-Russell:
I’ve come to see you, Mrs Seacole. I want to see what you do here.
Mary:
Mr Russell, I just want to make a place where soldiers can come and be safe and warm. This one here with the wound in his head. Came in this morning. Looked half dead from cold when they brought him in. When did you last eat?
Soldier:
Before I come here? I don't know, Ma'am.
Mary:
See, Mr Russell? It’s not the enemy who are kill ing our boys, but disease and cold and lack of proper food. I just try and look after them.
Howard-Russell:
And that’s why the soldiers call you Mother Seacole.
Soldier:
I thought I was going to die…and now here I am tucked up in the warm drinking soup. You’re a flipping miracle, Mother Seacole.
3
School Radio www.bbc.co.uk/schoolradio
Mary:
So Mr William Russell from The Times came to The British Hotel and for days he followed us about and watched what we were doing, all the time scribbling down notes in his little black book.
Howard-Russell:
Mrs Seacole! Do you always walk at such a speed?
Mary:
If you can’t keep up, Mr Russell, I suggest you go back to The British Hotel .
Howard-Russell:
But why are we walking straight towards the fighting?
Mary:
Look, if a man gets wounded up here near Sebastopol he has to be taken down to our place. That’s two hours walking. We’re just not close enough.
Howard-Russell:
Florence Nightingale says that the wounded must be treated in clean, hygienic well-run hospitals. She says we need proper hospitals.
Mary:
Yes and hers is too far away from the action. We’ve got to go. Come on, Sally. We’ve got work to do.
Sally:
Yes, ma'am.
Howard-Russell:
But Mrs Seacole, is it true what they say - that you sometimes treat wounded enemy soldiers as well as the British?
Mary:
A wounded man is a wounded man and whether he bleeds English or Russian blood he still needs my help.
School Radio www.bbc.co.uk/schoolradio
Howard-Russell:
So it is true. You do help the Russians?
Mary:
Do you think that's wrong, Mr Russell?
Howard-Russell:
No…no I don't.
Mary:
Later that day Mr Russell left the Crimea and set off home to London. Sally and I were so busy that we soon forgot all about him in the excite ment of a great victory. The Russians had been holding a city called Sebastopol since the start of the war but at last the city fell and I decided that when the British troops marched into Sebastopol I would be with them.
Sergeant:
Stop right there. Where do you think you’re going, lady?
Mary:
We're going to Sebastopol.
Sergeant:
Oh no you’re not. The city’s just fallen. No place for ladies.
Mary:
Sally, show the sergeant the letter.
Sally:
It’s from the general. Read it, Sergeant it says you’ve got to allow Mrs Seacole to carry medi cine…
Sergeant:
Alright. Alright. You're Mary Seacole?
Mary:
I am.
Sergeant:
I’m very sorry, ma’am. I didn’t realise. I didn’t know. Corporal, lift the road block. Mother Seacole coming through.
School Radio www.bbc.co.uk/schoolradio
Mary:
School Radio
And so I became the first woman to walk into Sebastopol from the British lines. The road into the city was lined with British soldiers and when they heard that Mary Seacole was coming they all started to wave and cheer and shout my name. It was the proudest day of my life.
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Merri-bek City Council acknowledges the Wurundjeri Woi Wurrung people as the Traditional Custodians of the lands and waterways in the area now known as Merri-bek. We pay respect to their Elders past, present and emerging, as well as all First Nations communities who significantly contribute to the life of the area.
If you need this information in an alternative format or need other reasonable adjustments, please contact Merri-bek City Council on 9240 1111 or email email@example.com with your request so that arrangements, where possible, can be made.
Thank you to Merri-bek's children, young people, parents, residents and partner organisations who provided ideas and feedback on the 'Children, Young People and Families Plan'. Your contributions have shaped the Plan!
Thank you to the Steering Group members for your advice, guidance and generosity of time during the development of the Plan.
Steering Group Members:
Amy Carson, Early Years Planning and Development Officer, Merri-bek City Council
Maria Dunne, Merri-bek Young Person
Leanne Giardina, Unit Manager Maternal Child Health and Immunisation, Merri-bek City Council
Caroline Hart, Student Wellbeing Coordinator, Brunswick Secondary College
Barry Hahn, Manager Early Years and Youth, Merri-bek City Council
Sigi Hyett, Chief Executive Officer, Northern Schools Early Years Cluster
Nuray Jarkan, Unit Manager Youth Services, Merri-bek City Council
Monique Kennedy, Child Health Team Leader, Merri Health
Dr Jane Page OAM, Associate Professor, The University of Melbourne
Annette Polites, Unit Manager Children's Services, Merri-bek City Council
Dorianne Prinzi, Preschool Field Officer, Merri-bek City Council
Tony Privitelli, Senior Education Improvement Leader, Department of Education and Training
Kaif Ul Wara, Merri-bek Young Person
Damien Woodcock, Projects Coordinator, Merri-bek City Council
Merri-bek City Council 90 Bell Street Coburg, Victoria, 3058 (03) 9244 1111
On behalf of Merri-bek Council, I'm proud to introduce the Merri-bek Children, Young People and Families Plan.
This is the first time we have an integrated plan for children, young people and families. In the past Council has had two separate strategies for children and for young people. By delivering one integrated plan, we hope to support children and young people through their life stages, from birth to adulthood. We also highlight the important roles of families.
Having been raised in Merri-bek, and raising my own children in Merri-bek – I know first hand how important it is to ensure that the right kind of services are available that support children and young people to thrive. This extends from the early weeks as a newborn, across kindergarten, primary and high school, and into early adulthood.
In today's climate, and as we experience the Covid-19 pandemic, it's hard to argue how resilient children and young people can be and how important it is to support families.
This plan outlines how Council will deliver services, programs and activities that meet the current and emerging needs of children, young people and families.
I want to thank the many children, parents, carers, residents, service providers and community partners for their contribution to this plan during the extensive community consultation that was undertaken.
We look forward to working in collaboration with community partners to improve the health, wellbeing and educational outcomes for children, young people and families to meet the Plan's vision of 'A community where children, young people and families are healthy, resilient, empowered, safe and belong'.
Cr Annalivia Carli Hannan Mayor
Merri-bek's 'Children, Young People and Families Plan 2021- 2025' (the 'Plan') aims to improve health, wellbeing and educational outcomes.
The Plan's vision is that all children, young people and families live in a community where they are healthy, resilient, empowered, safe and belong. This vision sets an ambitious goal to improve outcomes across a range of areas to ensure children and young people have the best start in life, engage in educational opportunities, actively contribute to their community and transition into further training and employment. The Plan is focused on children and young people from birth to adulthood (0-24 years) and their families.
The Plan was informed by extensive community engagement and consultation, evidence-based research and policy analysis which resulted in three outcome areas:
* Outcome 1: Inclusive City and Community
* Outcome 3: Lifelong Learning and Participation.
* Outcome 2: Improved Health and Wellbeing
In each outcome area, there are a series of objectives which provides details of the key focus of work that will be undertaken. The Plan brings together a range of different areas that impact children and young people's outcomes from early childhood, supporting parents, engagement in education and community to employment pathways. A whole of Council approach and alignment with existing plans and strategies will assist the implementation of the Plan.
Council will work in collaboration with community, partner organisations and state government for improved health, wellbeing and educational outcomes for children, young people and families.
The 'Children, Young People and Families Plan 2021-2025', also known as the 'Plan' aims to improve health, wellbeing and educational outcomes of all children, young people and families in Merri-bek. The Plan explicitly includes families, acknowledging they are central to the lives of children and young people. The Plan details the key outcomes and objectives needed to achieve this goal.
To improve children and young people's health, wellbeing and educational outcomes, a collective approach is needed. Collaboration between Council and partner organisations will support children to have the best start in life and young people will have opportunities to reach their full potential. The Plan offers opportunities for involvement, collaboration and partnerships, recognising that to improve outcomes, we need to work together.
The Plan's vision: A community where children, young people and families are healthy, resilient, empowered, safe and belong.
⚫ ⚫ ⚫ ⚫ ⚫
The Plan's development marks an important milestone. It is Council's first integrated Plan to support children, young people and families in Merri-bek.
There were previously two key strategies which provided direction for programs, services and activities for children and young people; Moreland Early Years Strategy 2016-2020 and Full Potential: A Strategy for Moreland's Young People. As the Moreland Early Years Strategy 20162020 was coming to an end, a new strategy was needed. Insights from Full Potential: A Strategy for Moreland's Young People will inform the new Plan. Integrating the two strategies into one unified Plan provides opportunities for collaborative planning to improve outcomes for children and young people from birth to adulthood, including a greater focus on transitions between services and educational systems.
There were many stages to developing the Plan. The latest research was analysed to better understand what improves children and young people's health, wellbeing and educational outcomes. Data and statistics on children and young people were reviewed. The plans and strategies of other Councils and service providers were examined. Most importantly, children, young people and families were asked what they thought was important and what would make a difference to health, wellbeing and educational outcomes. The lived experience and wealth of knowledge of Merri-bek's community has shaped the Plan.
A community where children, young people and families are healthy, resilient, empowered, safe and belong.
Objective 1.1: Develop inclusive and accessible activities, programs and services.
Objective 1.2: Increase opportunities for social cohesion.
Objective 1.3: Progress the child-friendly cities and communities initiative.
Objective 1.4: Develop and activate child, young people and family-friendly places and spaces.
Objective 2.1: Increase knowledge of support services and referral pathways.
Objective 2.2: Increase engagement and participation in preventative health and wellbeing programs.
Objective 2.3: Advocate for increased services to support mental health and resilience.
Objective 2.4: Provide opportunities for participation in physical and creative activities.
Objective 3.1: Involve children, young people and families in decision making on matters that impact them.
Objective 3.2: Increase participation in learning and education from birth to adulthood.
Objective 3.3: Collaborate with education providers to support quality settings.
Objective 3.4: Increase opportunities for training and employment pathways.
Objective 1.5: Provide infrastructure which meets the needs of the growing population.
Objective 2.5: Collaborate with partner organisations to increase safety in the community and home.
Plan | Provide | Engage | Collaborate | Advocate
Council's role is to plan, provide, engage, collaborate and advocate with and on behalf of children, young people and families.
Plan
Provide Engage Collaborate Advocate
Council works in many ways to improve children and young people's outcomes through planning for future services and infrastructure, providing services, engaging with children, young people and families, as well as collaborating and advocating on issues that impact children, young people and families.
Council does this work by:
Upholding the rights of children, young people and families
Supporting children, young people and families experiencing vulnerability
Planning and delivering high quality, universal and targeted services
There are two key approaches to improving outcomes which influence the Plan; ecological systems theory and life course approach.
Ecological systems theory recognises that outcomes for children and young people are influenced by a range of factors including family, community, educational institutes and broader economic, political and social influences, also called 'systems'. 1 Rather than a single factor influencing outcomes for children and young people, it is the influence of these different systems and their collective impact.
At the centre of the ecological model is the child and young person, they are influenced by their immediate family, culture and experiences. The next layer of influence are extended family, peers, cultural leaders and places of worship. The community environments, networks and services system include local neighbourhood amenities such as parks and open space,early childhood education and care, schools, health services and how children, young people and families can Figure 1. Ecological systems model 1
Effective communication and teamwork
Community engagement and partnerships
Developing a skilled workforce
access and participate in these services. The final system is the social, political, economic and environmental influences which impact children and young people's outcomes. The Plan recognises how these systems are interrelated and how they collectively impact children and young people.
A life course approach compliments ecological systems theory as it highlights critical periods where additional interventions can be effective. These interventions can be targeted at important stages of life such as transition to primary school and secondary school, transition from school to employment, leaving the parental home and the transition to parenthood. 2 Interventions during these transition points focus on minimising risks and enhancing protective factors and need to be adaptive to the age and development of the child and young person. 3 For example, when a child commences primary school, they are transitioning to a new system and this is also a critical time in their life, this presents an opportunity to strengthen the relationship between the child, family, kindergarten and school to support this transition.
An ecological systems, life course approach is about understanding how different systems interact and support children and young people to move between institutions and services and during critical life stages. The Plan's outcomes and objectives seek to strengthen these different systems acknowledging a multi-level, collective approach is needed to improve outcomes.
Figure 2. Key life stages and intervention opportunities 4
Pre-conception to
birth, early
childhood
Early education
and transition to
school
Primary school
entry
Transition to
secondary school
Secondary school
entry to adulthood
Transition to
training and
employment
Young
Adulthood
Adolescen
ce
Middle
Years
Childhood
Pre-
schoolers
Antenatal
and
infancy
There is a strong evidence base on the factors which make a difference to the lives of children and young people. The general factors which support all children and young people are being loved and safe, material basics such as housing and food, being healthy, learning, participating and having a positive sense of identity and culture. 4 There is also evidence of specific needs at various stages of development in infancy, childhood, middle years, adolescence and young adulthood.
Antenatal and Infancy (0-2 years)
The first 1000 days (from conception to two years of age) is a critical period in early childhood development and presents an opportunity to shape health and wellbeing. 5 The research tells us that during the first 1000 days, children are impacted by family, community and environmental factors. 6 This highlights opportunities to support new parents in their parenting role with a focus on attachment, safety and parental health and wellbeing. It is also important during the first 1000 days to reduce parental stressors through access to support services when needed. 7 There is also evidence that suggests the initiation and duration of breastfeeding decreases the likelihood of obesity and developing allergies in later life. 8 It is also recognised that parents can experience barriers to breastfeeding and all infant feeding methods need to be supported.
Pre-schoolers and childhood (3 to 7 years)
Early childhood is a significant period of development. It is during this time that early life experiences create the foundations for lifelong learning, behaviour and development. 9 Parents have the most important role in influencing children's outcomes, although other professionals involved in care and education also shape the lives of children. 10 This evidence points to the need for children to access quality learning experiences across early childhood education and care. It is also during this period of childhood that children transition to primary school, providing an opportunity to strengthen the relationship between parents, service providers and schools.
Middle years (8 to 11 years)
The 'middle years' are increasingly being recognised as a critical period in childhood where interventions can be made to improve outcomes. A recent Australian study into student wellbeing and learning, found that around 10% of children in the middle years self-reported low wellbeing and over 20% in Years 3 to 5 reported they were bullied across two or all three years. 11 The research suggests interventions can be made within school settings and needs to focus on wellbeing and mental health.
Adolescence (12 to 17 years)
Adolescence is an important time with an increased focus on identity, sexual health and relationships. 12 This can also be a period of increased risk of mental health concerns and alcohol and drug use. This suggests the need for knowledge of available support services and referral pathways for both adolescents and parents. The transition to secondary school also presents an opportunity for additional interventions to strengthen the relationship between young people, schools and parents.
Young Adulthood (18 to 24 years)
Young adulthood is a time of transition, from formal schooling to further training, education and employment. This presents an opportunity to keep young adults engaged and participating in community. During this period, young adults benefit from a range of diverse training and employment pathways to assist transitioning to the workforce.
In 2019, the population of people aged 0 to 24 was 55,256. 13 This is forecast to grow to 66,285 in 2036, an increase of 11,019 people aged 0-24. 14
68.4% of children beginning primary school were reported to have attended their 3.5 year Maternal and Child Health check in 2019. 17
1,626 young people aged 15 to 24 (8.1%) were 'disengaged', neither studying or working in 2016. 20
One third (33%) of people aged 0 to 24 speak a language other than English at home, with the most common being Arabic, Urdu and Greek. 15
89% of eligible children were participating in 4-year-old Kindergarten in 2019. 18
Almost 9 out of 10 people (87.5%) aged 18 to 24 had completed Year 12 or equivalent in 2016. 21
337 people aged 0 to 24 who identified as Aboriginal, Torres Strait Islander or both Aboriginal and Torres Strait Islander in 2016. 16
Merri-bek's community was central to creating the Plan. Children, young people, parents, residents and service providers all contributed ideas about what would improve outcomes for children and young people. Involvement and feedback were invited in many ways, from completing the community survey or children's activity to participating in the workshop, focus group or network conversation.
Over 400 children, young people, parents, community members and partner organisations provided ideas on how children and young people's outcomes can be improved.
Figure 3. Community engagement activities which informed the Plan
Children,
Young People
& Families
Plan
Community
Survey
Children’s
Activity
Focus Groups
Network
Conversations
Stakeholder
Workshop
Youth
Workshop
Community engagement activities:
* The community survey provided an opportunity for parents, residents and partner organisations to respond to a range of questions on access to services, local facilities and open questions on how to improve children and young people's outcomes.
* The children's activity invited children from 0-12 years to complete a drawing or write a response about what is important to them in their community. This broad theme provided children an opportunity to respond in a diverse way to the central theme of community.
* Focus groups were held with existing groups in Merri-bek, enabling participants to explore in greater detail questions on how to improve children and young people's outcomes.
* A series of network conversations provided an opportunity for service providers to respond to broad questions and were held in existing networks in Merri-bek.
* The youth workshop provided an opportunity for young people, aged 12-24 years of age to participate in a facilitated workshop where four key themes on community, place, resilience and opportunity were discussed.
* The stakeholder workshop included participants from Merri-bek's Family and Children's Services Advisory Committee and the Plan's Steering Group members. Similar to the youth workshop format, four key themes on community, place, resilience and opportunity were discussed.
The range of activities provided many opportunities for children, young people, families, residents and services providers to have input into the Plan's development. Following the activities, the responses were analysed for key themes which have informed the Plan's outcomes and objectives.
There are four key emerging issues that impact children, young people and families; population growth, equity, impact of the global pandemic and recovery, and climate change.
Population growth
The population of children and young people is increasing in Merri-bek. As the population grows, additional early years infrastructure will be required to meet the demand for maternal and child health centres and early childhood education and care, such as childcare, kindergarten and playgroups. In particular, the roll-out of funded three-year-old Kindergarten from 2022 will increase pressure on these services. Young people will also be impacted, and multi-use infrastructure may need to be explored to address these gaps.
Equity
Analysis of demographics highlights differences in socio-economic disadvantage and developmental vulnerability. In the Northern suburbs of Merri-bek, there are areas with higher concentrations of socio-economic disadvantage and higher rates of developmental vulnerability and youth disengagement. An equitable approach to infrastructure, services and programs will be needed to ensure there are opportunities for children, young people and families across Merri-bek.
Impact of pandemic and recovery
The impact of the global pandemic has had a significant impact on community, with children and young disproportionately vulnerable to its impacts. 23 The pandemic's effect on mental health and wellbeing, family relationships, disrupted education and lack of employment in common workplaces for young people such as retail and hospitality are still being experienced. Recovery from the pandemic will require tailored interventions and collaborative approaches to meet the needs of children, young people and families.
Climate change
The impact of climate change has a direct influence on the health and wellbeing of children, young people and families. Children are particularly vulnerable to heat stress and increases in thermal temperatures. 24 School grounds where common features include concrete courtyards can also contribute to thermal discomfort and strategies such as urban greening and increasing tree canopy and shade can reduce the impacts. Further action will be needed to address climate change and reduce its impacts on children, young people and families.
Merri-bek will be an inclusive and accessible city and community where children, young people and families engage in activities, programs and services. There will be respect, acknowledgement and celebration of diverse cultures and identities, recognising the benefits diversity brings to the community. Places and spaces will be accessible and meet the needs of children, young people and families.
What community told us:
What we will do:
1.1 Develop inclusive and accessible activities, programs and services.
1.2 Increase opportunities for social cohesion.
1.3 Progress the child-friendly cities and communities initiative.
1.4 Develop and activate child, young people and family-friendly places and spaces.
1.5 Provide infrastructure which meets the needs of the growing population.
Merri-bek will have increased participation in health and wellbeing programs with a focus on early intervention and prevention. Children, young people and families will have increased knowledge of support services and how to access them. Partner organisations will be supported to strengthen referral pathways and collaborate to improve the health and wellbeing of children, young people and families. Merri-bek remains committed to the safety of children and young people.
What community told us:
What we will do:
2.1 Increase knowledge of support services and referral pathways.
2.2 Increase engagement and participation in preventative health and wellbeing programs.
2.3 Advocate for increased services to support mental health and resilience.
2.4 Provide opportunities for participation in physical and creative activities.
2.5 Collaborate with partner organisations to increase safety in the community and home.
Merri-bek will have high quality learning opportunities from birth to adulthood. This will include children learning through play in the early years and progressing to formal schooling and beyond. Children, young people and families will be supported when transitioning between education settings such as starting primary school and moving to secondary school. There will be opportunities for young people to engage in further training and pathways to employment. Children and young people will be involved in decisions that impact them. They will be consulted in age-appropriate ways and their opinions will be valued.
What community told us:
What we will do:
3.1 Involve children, young people and families in decision making on matters that impact them.
3.2 Increase participation in learning and education from birth to adulthood.
3.3 Collaborate with education providers to support quality settings.
3.4 Increase opportunities for training and employment pathways.
The Plan aligns with a range of International, Federal, State and local Merri-bek policies which focus on children and young people's rights and responsibilities, supporting early childhood development, frameworks for improving health and wellbeing and increasing the participation of children and young people in decision making. The policy context has been analysed and alignment with the Plan's key outcomes is evident (see Figure 4).
| | Policy | | Alignment with |
|---|---|---|---|
| | | | Plan Outcome |
| International | United Nations Conventions on the Rights of the Child25 | | |
| Federal | | Belonging, Being and Becoming: The Early Years Learning | |
| | | Framework26 | |
| | | National Youth Policy Framework (currently being finalised | |
| | | – alignment with Interim Report)27 | |
| | National Action Plan for the Health of Children and Young People 2020-203028 | National Action Plan for the Health of Children and Young | |
| State | | Early Childhood Reform Plan: Ready for Schools, Ready for | |
| | | Life29 | |
| | Roadmap for Reform: Strong Families, Safe Children30 | Roadmap for Reform: Strong Families, Safe Children30 | |
| | Victorian Early Learning and Development Framework31 | | |
| | Maternal and Child Health Framework32 | | |
| | | Victorian Youth Strategy (under development - alignment | |
| | | with Discussion Paper Outcomes)33 | |
| Merri-bek City Council | | Council Plan 2021-2025 (under development – alignment | |
| | | with Key Issues Topic Papers)34 | |
| | Merri-bek Human Rights Policy 2016-202635 | Merri-bek Human Rights Policy 2016-202635 | |
| Plan Outcomes | | | |
| | | Inclusive City and Improved Health Lifelong Learning | |
| | | Community and Wellbeing and Participation | |
Figure 4. The Plan outcomes and alignment with local, state, federal and international policy
An Implementation Plan will be developed with a series of actions to address each objective. These actions will include the timeframe for completion and resources required. The resources may be within existing budgets or require additional resources such as grants to complete.
Monitoring and evaluation of the Plan is an important part of understanding its impact on the three outcomes. A monitoring and evaluation framework with defined measures will be developed. This will include a schedule for undertaking regular reviews of the Plan to monitor its progress and ensure accountability. There will also be annual Council Reports on the actions taken and progress made towards achieving the outcomes.
1 Department of Education and Training 2016, Victorian Early Years Learning and Development Framework, State of Victoria: Melbourne.
2 Jacob, C., Baird, J., Barker, M., Cooper, C., and Hanson, M 2017, The Importance of a Life Course Approach to Health: Chronic disease risk from preconception through adolescence and adulthood, World Health Organisation: Geneva.
3 Department of Health 2019, National Action Plan for the Health of Children and Young People 2030-2040 Commonwealth of Australia: Canberra.
4 Australian Research Alliance for Children and Youth (ARACY) 2014, The Nest action agenda: Improving the wellbeing of Australia's children and youth while growing our GDP by over 7%, ARACY: Canberra.
5 Moore, T.G., Arefadib, N., Deery, A. and West, S 2017, The First Thousand Days: An Evidence Paper, Centre for Community Child Health, Murdoch Children's Research Centre: Parkville.
6 Ibid.
7 Ibid.
8 Ibid.
9 National Scientific Council on the Developing Child 2007, The Science of Early Childhood Development: Closing the gap between what we know and what we do, Centre on the Developing Child, Harvard University: Cambridge. 10 Ibid.
11 The Centre for Adolescent Health 2018, Student Wellbeing, Engagement and Learning across the Middle Years, Murdoch Children's Research Institute, Commonwealth of Australia: Canberra.
,
12 Department of Health 2019, National Action Plan for the Health of Children and Young People 2020-2030 Commonwealth of Australia: Canberra.
13Australian Bureau of Statistics 2019, Estimated Resident Population, Regional Population Growth.
14 Forecast.id 2017, Merri-bek Population Forecasts 2036.
15 Australian Bureau of Statistics 2016, Population Census.
16 Ibid.
17 Department of Education and Training 2019, Outcomes for Victorian Children at School Entry: Findings from the School Entrant Health Questionnaire Merri-bek, State of Victoria: Melbourne.
18 Department of Education and Training 2020, Merri-bek Kindergarten Participation, Early Years Compact Data Pack (not publicly available).
19 Australian Early Development Census 2019, Community Profile 2018: Merri-bek, Commonwealth of Australia: Canberra.
20 Ibid.
21 Australian Bureau of Statistics 2016, Population Census.
22
Ibid.
23 Department of Premier and Cabinet 2020, What Matters to Young People in Victoria: Victorian youth strategy discussion paper, State of Victoria: Melbourne.
24 Antoniadis, D., Katsoulas, N & Papanastasiou, D 2020, 'Thermal Environment of Urban Schoolyards: Current and Future Design with Respect to Children's Thermal Comfort', Atmosphere, 11, 1144, pp. 1-26.
25 United Nations Human Rights 1989, United Nations Convention on the Rights of the Child, UNHCR: Geneva.
26 Department of Education, Skills and Employment 2007, Belonging, Being and Becoming: the Early Years Learning Framework, Commonwealth of Australia: Canberra.
27 Department of Health 2019, Youth Taskforce Interim Report, Commonwealth of Australia: Canberra.
,
28 Department of Health 2019, National Action Plan for the Health of Children and Young People 2020-2030 Commonwealth of Australia: Canberra.
29 Department of Education and Training 2017, Early Childhood Reform Plan: Ready for Schools, Ready for Life State of Victoria: Melbourne.
,
30 Department of Health and Human Services 2016, Roadmap for Reform: Strong Families, Safe Children, State of Victoria: Melbourne.
31 Department of Education and Training 2016, Victorian Early Learning and Development Framework, State of Victoria: Melbourne.
32 Department of Health and Human Services 2019, Maternal and Child Health Framework, State of Victoria: Melbourne.
33 Department of Premier and Cabinet 2020, What Matters to Young People in Victoria: Victorian youth strategy discussion paper, State of Victoria: Melbourne.
34 Merri-bek City Council 2021, Imagine Merri-bek: Key issues topic papers, MCC: Coburg.
35
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BBC LEARNING AND BBC RADIO 2 PRESENTS
500 Words - Live Lesson
Date: Monday, 16 th January 2017
Time: 11:00am
Duration: 50 minutes (approx.)
Location: bbc.co.uk/livelessons
( Note: if you can’t watch the webcast live, you will be able to watch the recording on the Live Lessons website)
Curriculum links
The lesson is available for anyone to view and our resources are tailored to different levels, but some of the higher-level content would be more appropriate for ages 7 and up.
Key Stage 1/ 1 st Level - English
As part of the lesson, students will be encouraged to:
* Write their own stories and narratives
* Write for different purposes
* Write down, plan and consider their ideas
Key Stage 2/1 st and 2 nd Level – English
As part of the lesson, students will be encouraged to:
* Think about the audience and purpose of their writing
* Understand, enjoy and create stories
* Create and compare settings, characters, themes and plot
* Use language, dialogue and structure in their writing to engage and influence their readers
* Discuss and plan their ideas for writing before beginning
Key Stage 3/3 rd Level – English
As part of the lesson, students will be encouraged to:
* Consider the purpose and audience of their writing and how that affects their choices as a writer
* Plan, draft and edit their stories
* Extend their knowledge of different literary devices and techniques to enhance their writing
Setup
How much space and equipment is needed?
The lesson can be screened in a classroom with a large screen linked to a reliable broadband connection. Good audio equipment is not essential but will make the event more enjoyable.
As we'll be asking students to get involved in creative activities throughout the lesson, it would be beneficial if students had the accompanying worksheets to hand to guide them through the activities, as well as stationery like pens and pencils.
How many students can participate?
It's completely up to you how many students you have participating in the session. We want to get as many students as possible engaged in this Live Lesson. Space might be a consideration if you have a very large group.
How to prepare for the lesson
Setting
The first segment of the Live Lesson challenges pupils to create their own original settings. Students will be invited to choose one of three everyday settings – a forest, a train and a home – and try and think of ways to make the setting original.
Guided activity sheets for this are available here on our website, titled Activity 1: Settings. Pupils under the age of 7 might find the activity sheet Activity 1: Settings – For ages 5 to 7 easier to get to grips with.
During the Live Lesson, pupils will be given just 30 seconds to carry out this activity, so it may benefit them to go through the activity with them before the lesson itself.
Email your pupils' ideas to firstname.lastname@example.org or use the hashtag #bbclivelessons before and during the Live Lesson, and they could be featured on the live programme.
Character
In the second segment of the Live Lesson, we'll be looking more closely at creating a character around a line of dialogue. Students will be challenged to fill in a 'character chart' to start building up a character for a story.
Guided activity sheets for this are available here on our website, titled Activity 2: Character. Pupils under the age of 7 might benefit from using the activity sheet Activity 2: Character – For ages 5 to 7.
During the Live Lesson, pupils will be given just 60 seconds to carry out this activity, so it may benefit them to introduce the activity prior to the lesson. The line of dialogue that pupils will be building a character on will be revealed live on air on the day.
Email your students' character examples to email@example.com or use the hashtag #bbclivelessons and they could be featured on the Live Lesson.
,
Plot
This final section of the Live Lesson examines plot. We'll be exploring different 'What if' questions that pupils can ask themselves to help develop their plot.
Based on these techniques, students will be asked to come up with a twist on the classic Jack and the Beanstalk fairy tale.
Guided activity sheets for this are available here on our website, titled Activity 3: Plot. Pupils under the age of 7 might benefit from using the activity sheet Activity 3: Plot – For ages 5 to 7.
The questions are presented in the form of a wheel, as they will be during the Live Lesson. For extra interaction, cut out these wheels and allow your pupils to spin them, just as we do in the lesson, to select the question they want to use to develop their stories.
During the Live Lesson, pupils will be given just 60 seconds to carry out this activity, so it may benefit them to go through the activity prior to the lesson.
Email your students' versions of Jack and the Beanstalk to firstname.lastname@example.org or use the hashtag #bbclivelessons, and they could be featured on the Live Lesson.
Contact us
You can email any questions or comments before and during the Live Lesson to email@example.com, or by using the hashtag #bbclivelessons. We'll aim to answer as many of your questions as possible.
We'd also love to see examples of your students' work. If your classes have created any work or carried out any activities using the resources on our website, please do send it in to firstname.lastname@example.org, and they could be showcased on the programme and on our website.
If you let us know if your school is planning to tune in on the day, your school name could also be featured on the programme.
Thank you for your interest in our 500 Words – Live Lesson, and we hope you'll join us on the 16 th of January. | <urn:uuid:c5df8a28-8f41-4bde-96bc-ed73263469fe> | CC-MAIN-2022-21 | http://teach.files.bbci.co.uk/livelessons/500wordsteacherguide.pdf | 2022-05-24T18:13:53+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662573189.78/warc/CC-MAIN-20220524173011-20220524203011-00560.warc.gz | 56,914,993 | 1,237 | eng_Latn | eng_Latn | 0.997615 | eng_Latn | 0.998851 | [
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MALAMA O PUNA P.O Box 1467
Pahoa, Hawai'i 96778 (808) 965-2000
www.malamaopuna.org * email@example.com Protecting Hawai'i's precious natural heritage
Feb 28, 2022
RE: Malama O Puna's Annual Science Contest for 7-12 grades
Aloha Teachers, Counselors, Administrators, Faculty, Parents and Students,
The Board of Directors of Malama O Puna is excited to announce the "Use an Invasive Species to make a Physical Product or as an Inspiration for Art or Craft" Contest. The contest is open to all students in grades 7 through 12, in the Keaau-Pahoa-Ka'u Complex, as well as Charter Schools, and Homeschooled students in the Keaau-Pahoa-Ka'u area. If you received this letter it is our hope that you will encourage students you know to submit an entry to the contest. There will be cash prizes awarded to the students who submit the top three presentations as judged by the Malama O Puna Board. The awards will be $500 for first place, $350 for second place, $200 for third place. Entries can be physical products made from invasive species or art projects based on an invasive species. A brief written background on how the invasive species came to Hawaii, its habitat, and its potential impacts on our environment should accompany the product or art piece and could be done in essay format or as a PowerPoint presentation. The Contest Rules and Entry Form explain in further detail what types of projects will qualify and how to enter and are included in the packet we are disseminating and are also available on our website.
Malama O Puna began this Science Contest last year requesting entries on how to eliminate Miconia, an invasive plant species. This year we're expanding the theme to include any invasive plant or animal species that has been introduced into Hawaii as a way to increase awareness for the impacts of invasive species on our fragile ecosystems. We're excited for Puna students to learn how invasive species arrive in Hawaii, how to prevent their spread and consider if there is a way to utilize these plant and animal invasive species to either make a physical product (e.g, chopsticks from Albizia or woven bags from fiber plants) or use the species as an inspiration for an art project (e.g. photography, watercolor, video). We are excited to engage local students in this contest to learn more about the issue of invasive species and look forward to many informative entries!
Deadline to submit a signed entry is May 27, 2022. First, Second and Third place prizes will be awarded during the week of May 30, 2022. Entry forms must be filled out, signed by a parent, guardian or school official, and submitted with all entries.
Mahalo for your assistance in distributing this information and encouraging students to participate!!
MALAMA O PUNA SCIENCE-CONTEST
Contest Rules and Prizes
Rules:
The "Use an Invasive Species to make a Physical Product or as an Inspiration for Art or Craft" contest is open to all public, private and homeschooled students in grades 7-12, in the Keaau-Pahoa-Kau DOE complex including charter schools and homeschooled students living in the Keaau-Pahoa-Kau area.
Students must research and explain why the plant or animal species is considered "invasive" and either make a physical product (e.g. wood working, weaving) or construct an artistic display of the invasive species using fine art or crafting techniques (e.g. water color, video, photography) that demonstrate an understanding of the characteristics of the invasive species. The final product should be accompanied by a written description of the invasive species, its origin, environmental effects if not controlled. The written information on the invasive species should be well researched, evidenced based, cohesive and complete, and should be concise. Appropriate citations or acknowledgements are necessary for all data/information cited in the descriptive narrative which can be presented in essay format or as a PowerPoint.
The following point system will be used in judging all entries: Quality of research, 30 points, Feasibility of bio-control 30 points, Clear, cohesive descriptions/explanations, 20 points, and Presentation, 20 points.
Video type entries are limited to 15 minutes in total length.
PowerPoints should be between 12-20 slides and Story/Poster Boards are limited to (3) bi-fold boards
Physical products should be limited in size to not greater than 10 sq. ft. and less than 25lbs in weight.
The entry form can be emailed to firstname.lastname@example.org. Entries that can be submitted electronically may also be emailed to the same address. Physical products should be dropped off at the Malama O Puna Office located at: 15-2881 Pahoa Village Road, in Pahoa (near 7-11) by the submission deadline. If dropping off in person, please call 965-2000 to arrange to have someone there to receive the entry.
An Official Entry Form must be signed by either a parent, guardian or school official and included with all entries. Winning entries may be used by Malama O Puna in educating the public regarding invasive species.
Entry forms must be emailed to: email@example.com even if the presentation is handdelivered to the Malama O Puna Office. Questions regarding this contest may be emailed to the Malama O Puna Executive Director, Eileen O'Hara, at firstname.lastname@example.org. Allow (3) days for a response.
A confirmation email will be sent upon receipt of all submittals, if you have not received a confirmation email within (3) days of submitting your project, please re-submit.
Submission deadline for all entries: May 27, 2022 (No exceptions will be made)
Winners will be chosen and prizes will be awarded in the week of May 30, 2022.
Prizes:
Cash prizes will be awarded as follows:
First Prize $500.00
Second Prize $350.00
Third Prize $200.00
Total cash prizes: $1,050– prize amounts may increase if additional funds become available.
*All physical product entries may be physically delivered, and must be picked up upon completion of the contest. Please call 965-2000 to schedule a time for drop off and pick-up.
Official Entry Form for the:
Use an Invasive Species to make a Physical Product or as an Inspiration for Art or Craft Contest
Date of submittal_________________
Student Name____________________________
School___________________________
Grade__________
Age_________
Student mailing address___________________________________________ email_________________
Student phone contact_____________________
Parent(s) Names__________________________________________________
Parents address (if different from above) __________________________________________________
Parents phone contact (if different from above) _____________________________________________
Title of submittal_____________________________________
Type of submittal (PowerPoint, Video, Poster/Story Board, Art/Photo or Physical Product, etc.)
_________________________________
Length of submittal (no. of pages, length of video) ___________________________
“I confirm that this student is enrolled in grades 7-12 in a school in the Keaau-Pahoa-Ka’u DOE complex, public charter school, or is being homeschooled and resides in the complex area.”
_____________________________________________________________________________________
Signature of Parent/Guardian/or School Official
ENVIRONMENTAL
SCIENCE CONTEST for GRADES 7-12
Develop and submit either a Physical Product or Art Piece Using based on an Invasive Plant or Animal Species to Malamo O Puna. Physical products such as chop sticks from Albizia, woven bags from fiber plants, Watercolors, Photographs or Videos are examples that could make you a winner!
Deadline to submit is May 27, 2022
Cash Prizes will be Awarded:
$500—1st Place $350—2nd Place $200—3rd Place
Contact email@example.com to be sent the Contest Packet with Contest Rules and Application www.malamaopuna.org—808 965-2000
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Novel • Ties
A StudyGuide
Written By Bonnie Ferraro
Edited by Joyce Friedland and Rikki Kessler
TABLE OF CONTENTS
Novel-Ties ® are printed on recycled paper.
The purchase of this study guide entitles an individual teacher to reproduce pages for use in a classroom. Reproduction for use in an entire school or school system or for commercial use is prohibited. Beyond the classroom use by an individual teacher, reproduction, transmittal or retrieval of this work is prohibited without written permission from the publisher.
For the Teacher
This reproducible study guide consists of lessons to use in conjunction with the book Catherine, Called Birdy. Written in chapter-by-chapter format, the guide contains a synopsis, pre-reading activities, vocabulary and comprehension exercises, as well as extension activities to be used as follow-up to the novel.
In a homogeneous classroom, whole class instruction with one title is appropriate. In a heterogeneous classroom, reading groups should be formed: each group works on a different novel at its reading level. Depending upon the length of time devoted to reading in the classroom, each novel, with its guide and accompanying lessons, may be completed in three to six weeks.
Begin using NOVEL-TIES for reading development by distributing the novel and a folder to each child. Distribute duplicated pages of the study guide for students to place in their folders. After examining the cover and glancing through the book, students can participate in several pre-reading activities. Vocabulary questions should be considered prior to reading a chapter; all other work should be done after the chapter has been read. Comprehension questions can be answered orally or in writing. The classroom teacher should determine the amount of work to be assigned, always keeping in mind that readers must be nurtured and that the ultimate goal is encouraging students' love of reading.
The benefits of using NOVEL-TIES are numerous. Students read good literature in the original, rather than in abridged or edited form. The good reading habits, formed by practice in focusing on interpretive comprehension and literary techniques, will be transferred to the books students read independently. Passive readers become active, avid readers.
Pre-Reading Activities (cont.)
3. Frustration with friends, family, and society is a normal part of a young person's development. Share some experiences that have frustrated you. How did you deal with your intense feelings? As you read the novel, evaluate Birdy's actions when she is prevented from doing what she would like to do. Compare them with your own ways of coping with frustration.
4. When Birdy considers her family's expectations of her and the marriage she dreads, she writes: "The stars and my family align to make my life black and miserable." Have you ever felt this way? Describe times when you didn't have any influence over situations in your own life.
5. Birdy's story is presented in diary format from Birdy's point of view. Read Birdy's entry on the 24TH DAY OF SEPTEMBER. When you get to the part about her mother and father, remind yourself that because Birdy is telling the story she cannot know what her parents or anyone else is thinking or feeling. Do you think Birdy is really as unappealing as she describes herself in the entry? As you continue to read Catherine, Called Birdy, keep in mind that you are seeing the world the way it seems to Birdy.
6. To gain insight into the characters and their time in history, read the "Author's Note" at the end of the book before you begin reading Birdy's diary.
7. Do some research to find out about the medieval theory of humors in which four bodily fluids were believed to determine a person's health and temperament.
8. Find photographs or facsimiles of illuminated medieval manuscripts. Notice the beautiful handwritten words and illustrations and the use of gold leaf and vivid color. Imagine the lives of the monks who arduously copied sacred texts during the Middle Ages.
9. Do some research to learn about the expulsion of Jews from England in 1290. Learn who was the monarch who required this expulsion and what happened to the Jewish population in England. Also, find out what other countries expelled Jews and why these expulsions were ordered. As you read the book, notice Birdy's preconceived notions about Jews and how her beliefs became tempered.
10. Do some research to learn about the Crusades. Find out what they were, when they took place, and what they accomplished. As you read the book, notice references to Birdy's Uncle George and his opinion of the Crusades once he returned.
September, October (cont.)
5. How does Birdy discourage unwelcome suitors?
6. How does Birdy view her brother's life at the abbey? How do you know this?
7. Why does Birdy describe her friend Aelis as a hawk without and a dove within?
8. Why does Birdy disapprove of the growing relationship between Aelis and her uncle George?
Questions for Discussion:
1. How does Birdy's contact with the Jewish people who stay overnight in the hall change her ideas about them? Have you ever questioned or changed your ideas about an ethnic or religious group?
2. Uncle George imparted a different perspective on the Crusades to Birdy. What is this different view? Do you think it will change Birdy's mind about taking up the cross and becoming a crusader?
3. To whom does Birdy compare her mother's cider recipe? What problem does she think this comparison explains? Do you agree with Birdy's theory? Why or why not?
4. Do you think there are any remnants of the medieval requirements for lady-like behavior that exist in society today?
Literary Device: Metaphor
A metaphor is a figure of speech in which a comparison of two unlike objects is suggested or implied. For example:
And I am a plain gray and brown goose.
What is being compared?
_________________________________________________________________________________
What does this tell you about Birdy's feelings?
_________________________________________________________________________________
Write a metaphor comparing yourself to a particular bird. Explain your reasoning.
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Clarion Review
My Friend Gideon
Heather S. Lonczak Dusica Dimitrovska, Illustrator Heather S Lonczak (Aug 1, 2019) Hardcover $16.00 (44pp) 978-0-578-51549-6
My Friend Gideon is an educational picture book that suggests ways to take care of animals and the natural environment.
Heather S. Lonczak's My Friend Gideon is a sweet picture book about a girl's love for an endangered frog.
Six-year-old Rebecca is envious of her friend who has a pet dog. She begs her parents for a pet, and they eventually agree. Before they make it to a pet store, though, they go on a picnic at a park in the mountains, where Rebecca finds a lively frog that she believes would be a better pet than a dog. After she takes him home, naming him Gideon, he is much less energetic, sulking in the corner of the box that she fixed up for him. Rebecca's parents encourage her to take Gideon back to the pond at the park where he was much happier, and she learns that most animals thrive best in their natural environments.
The book's illustrations are realistic and appealing, though the speckled effect of their style—as if they were painted on a bumpy canvas—is hard on the eyes. Details from nature, like colorful mushrooms growing in the grass and adorable ducks and fireflies who also live at Gideon's pond, make Rebecca's world feel real and full.
The story is written in a singsong rhythm with rhymes. Imperfect rhymes, as with "mug" to "love," elevate the text and provoke the imagination. The poem's lines are even, and the hopping rhythm within stanzas is fun and engaging.
Rebecca's nickname—Becky—is mentioned once and never again. It seems to be included for the sake of rhythm and rhyme. Other phrases that do not move the story forward work better toward building an image of the environment, as when Rebecca roams through "cattails and weeds" to gather "twigs, rocks, and sand" for the new home she creates for Gideon. These also contribute to the book's message about caring for animals by understanding their ecosystems. Additional information is included at the back of the book about endangered frog species.
My Friend Gideon is an educational picture book that suggests ways to take care of animals and the natural environment.
AIMEE JODOIN (March 25, 2020)
Disclosure: This article is not an endorsement, but a review. The author of this book provided free copies of the book and paid a small fee to have their book reviewed by a professional reviewer. Foreword Reviews and Clarion Reviews make no guarantee that the author will receive a positive review. Foreword Magazine, Inc. is disclosing this in accordance with the Federal Trade Commission's 16 CFR, Part 255.
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Dancing between Cultures: Culturally Intelligent Coaching for Missions and Ministry Tina Stoltzfus Horst ©2017
How to Use the Cross-Cultural Values Chart
1. An internal/unspoken tool for the Coach: Assess the client nonverbally in order to develop coaching strategies. Find words, phrases or ideas your client expresses on the chart; flip to the relevant chapter to find strategies for that value.
2. A tool for the client and coach to use together. Do an informal Values Chart Assessment to help both you and your client better understand their cultural values.
3. When your client is preparing to enter a new culture. Clients can gain understanding of potential cultural distance by interviewing people from the new host culture (country, organization or even team) or asking others to fill out a self-assessment.
4. When your client is experiencing culture shock or re-entry; or to bring awareness of cultural distance. Clients can do a self -assessment and assessment of the home, host or organizational culture and work with the coach to identify the most stressful value differences.
5. To create greater understanding in conflict situations:
a. Gain information about the situation through open and probing questions; keeping alert for words and phrases that indicate cultural value differences.
b. Ask client for permission: I wonder if it would be ok if we talked a little bit about culture and what impact that might have on the conflict?
c. Share about values as needed. Email the chart, share your screen, or simply share verbally about some of the values that might be at play. If the client has great understanding of cultural values already, simply ask what impact they think culture is having on the conflict.
d. Let the client do the Application:
i. Exploring: Which side represents your value/s/your colleague's/your organization's?
ii. Exploring: How does your preference impact the situation and how you are responding? how does your colleague's/organization's preference impact how they are responding?
iii. Options: How will this understanding help you resolve the conflict?
6. Use with cross-cultural teams to improve team understanding, empathy, and effectiveness. Have all team members complete an individual self-assessment. Educate the team on cultural values. Plot the team results and share with the team. Use perspective questions to help team members gain new understanding of how differing values are impacting their team functioning. | <urn:uuid:bf146ad6-596d-41c4-a5cb-73570f51335a> | CC-MAIN-2022-21 | https://mentoringmattersorg.files.wordpress.com/2019/12/eaa6b-waystousethevalueschart.pdf | 2022-05-24T19:30:15+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662573189.78/warc/CC-MAIN-20220524173011-20220524203011-00561.warc.gz | 460,115,815 | 494 | eng_Latn | eng_Latn | 0.997973 | eng_Latn | 0.997973 | [
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The music:
Connect it by Anna Meredith
PRIMARY CLASSROOM LESSON PLAN
For:
- Key Stage 2 in England and Wales
- Second Level, P5-P7 in Scotland
- Key Stage 1/Key Stage 2 in Northern Ireland
Written by Rachel Leach
Background
The composer:
Anna Meredith (b. 1978)
- British composer and performer
- Born in London, grew up in Scotland, studied in York and at Royal College of Music
Connect It
- Written in 2014 especially for BBC Ten Pieces.
- Doesn't contain any instruments at all, just body percussion and vocal sounds
-
Learning outcomes
Learners will:
- listen and reflect on a piece of orchestral music
- invent their own musical motifs and structure them into a piece
- perform as an ensemble
- learn musical language appropriate to the task
Curriculum checklist
- play and perform in ensemble contexts, using voices and playing musical instruments
- improvise and compose music for a range of purposes using the interrelated dimensions of music
- listen with attention to detail and recall sounds with increasing aural memory
Glossary of music terms used
Resources required
- Classroom percussion instruments and any other instruments that your children might be learning
- A large space
This scheme of work is plotted out over six lessons. Feel free to adapt it to suit your children and the resources you have available.
The six lessons at a glance
Lesson 1:
Activities:
Listen and watch the full performance and introductory film and discuss Learn motifs from Anna Meredith’s piece and perform them Learn about canon
Curriculum link:
Listen with attention to detail and recall sounds with increasing aural memory
Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
Develop an understanding of the history of music
Lesson 2:
Activities:
Curriculum link:
Lesson 3:
Activities:
Curriculum link:
Create body percussion motifs
Improvise and compose music for a range of purposes using the interrelated dimensions of music
Play and perform in solo and ensemble contexts, using voices and playing musical instruments with increasing accuracy, fluency, control and expression
Create short pieces from motifs
Create a canon
Improvise and compose music for a range of purposes using the interrelated dimensions of music
Play and perform in solo and ensemble contexts, using voices and playing musical instruments with increasing accuracy, fluency, control and expression
Lesson 4:
Activities:
Orchestrate ideas
Use technical terminology
Curriculum link:
Improvise and compose music for a range of purposes using the interrelated dimensions of music
Play and perform in solo and ensemble contexts, using voices and playing musical instruments with increasing accuracy, fluency, control and expression
Lesson 5:
Activities:
Curriculum link:
Lesson 6:
Activities:
Curriculum link:
Orchestrate ideas
Use technical terminology
Improvise and compose music for a range of purposes using the interrelated dimensions of music
Play and perform in solo and ensemble contexts, using voices and playing musical instruments with increasing accuracy, fluency, control and expression
Structure ideas into a bigger piece
Perform in front of an audience
Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
Improvise and compose music for a range of purposes using the interrelated dimensions of music
Watching and listening and doing!
1. Prepare your class
Explain to your class that you are going to begin a 6-week music project focusing on a fantastic piece of music by a composer called Anna Meredith and watch the introductory film with Anna and Dev
2. Teach these four patterns, borrowed from Anna's piece –
3. Challenge your children to perform each pattern four times back-to-back before moving onto the next one. You might like to choose someone to play a steady pulse as you do this, or just stand and count the patterns out loud.
4. Split the class into four teams, and try this as a canon or round. (A canon is the same as a round, the term describes a piece where the same material is performed by different teams but with staggered starts.)
Start the first group on their own. When they move on to pattern 2 start the second group, when they move on start the third group etc. The groups will stop at different times.
5. Once this is achieved, re-do but this time, ask the groups to continue looping pattern 4 until everyone is doing it at the same time. You'll need to put in place a good signal for stop to ensure everyone stops at the same time after this looping!
6. Finally, when everyone is really confident with these patterns, arrange the class in a large circle and perform them as a 'Mexican' wave. One person starts pattern 1 when they move to pattern 2, the person on their begins pattern 1 etc. Before you perform this, ask your children to decide what happens at the end. Do they continue looping pattern 4 until everyone is together again, or stop one by one? They might choose to end like Anna's real piece, with a loud "Yeah!" from everyone.
Decide on your favourite version (canon, wave, altogether) and write it down.
Names, syllables, patterns
1. Warm-up. Begin with your class sitting in a large circle. Pass a clap around the circle and then ask the children what next? Encourage them to suggest other body percussion or vocal sounds to pass around or perform altogether. Take any and all suggestions made, if they don't work you'll find out by trying them!
2. Remind the class of the patterns from Anna Meredith's piece that you explored last week. If you have time, perform it again
3. Now, lead a simple name game; ask everyone to say their name with a gesture in turn around the circle. Encourage your children to say their names loudly and proudly!
4. Next, ask everyone to say just a part of their name with a gesture and go around the circle hearing these. Demonstrate first how to choose one part of the name (one syllable) and how that sound can be stretched out. For example, MELISSA might become 'sssssss-A'
This is an excellent opportunity to teach or remind your children about syllables!
5. Lastly, ask your pupils to add a body percussion sound to their syllable and gesture. So they might end up with something like –
'ssssssssssssssssssssss - A'
move hand like a snake – clap
6. Go around the circle a few times hearing these until everyone has something and can perform it confidently.
7. Split the class into small groups. Ask each group to join their ideas together to make a new pattern. The pattern must include –
a) At least 1 syllable
b) At least 1 gesture
c) At least 1 body percussion sound
…but the more of each of these elements, the better
8. Bring the class back together and hear each group one by one. Give feedback and tweak the pieces making sure that everyone knows exactly what they are doing. Explain that they have made new musical 'motifs' (a motif is just a small musical idea)
9. Finally. give out big paper and pens and ask each group to write down their motif. This could be as a list of events, a diagram or they could invent a symbol to describe it. However they do it, they must be able to remember it for next lesson
Canon
1. Warm up. To get some energy into the room, challenge your groups to remember their 'name-motifs' from last week and perform them whilst travelling across the room so you create a mad, swirling carnival of ideas
2. Ask your children if they can remember what a 'canon' is. If they can't, demonstrate by either singing a canon or round they all know (Frere Jacques or London's Burning perhaps), or using one of their motifs.
I.e. teach one of their longer motifs to the whole circle, start one side of the circle and ask them to loop it, start the other side halfway through.
3. Ask your class to suggest ways they could use their motifs to make a bigger piece and make a quick list of suggestions on the board. They might say things such as:
- Make a canon
- Make a Mexican wave (this is just a canon with the parts entering very quickly after each other)
- Fragment the motif (break it up into separate sounds again)
- Repetition
- Overlap two motifs
- Perform ideas backwards
- Build up from one sound, adding a new sound each repeat until you have the full idea
- Add rhythm
4. Split back into your groups and ask each group to make a short piece using their motif, other motifs and perhaps borrowing from the Meredith motifs they learnt in lesson 1. They must use at least one of the ideas on the list above.
5. Bring the class back together and hear each group one by one. Give gentle feedback. Finish the lesson by encouraging each team to write down what they have done.
Orchestration 1
1. Warm up. Begin once again in a circle and place a varied selection of percussion instruments into the middle of your circle. Remind your class of the following pattern from lesson 1 –
2. Ask your class to keep this going and move their hands up to one ear and really listen to the sound.
3. Select a volunteer to come forward and choose an instrument from the selection that can make a similar sound. Try out several until everyone has agreed on the best choice
Explain that this is called 'orchestration' – the process of choosing which instrument plays which part of a piece. It is rather similar to colouring in a black and white picture.
4. Repeat this process with this pattern –
You will need more than one instrument to make all of these sounds. Again, keep trying out ideas until your class are satisfied that they have the perfect combination
5. Continue working in this way until you have orchestrated all four patterns from lesson 1. Double up ideas so that everyone will has an instrument and a part to play
6. Practise performing these patterns as follows –
- Repeat each pattern four times
- Move from pattern to pattern without a gap in between
- As a four part canon
- As a Mexican wave.
… just as you did in lesson 1 on body percussion.
7. Ask your class to decide on their favourite version (they might even like to invent a new structure) and write it down carefully. Also write down who played what. Finish this lesson by playing through your orchestrated piece one more time.
Orchestration 2
1. Warm up - Sitting in a circle, with children from each group sat together, ask each group to quickly remember their body percussion piece from lesson 3 and have some fun layering them up perhaps over a pulse played on a woodblock.
2. Ask your children to get the same instrument that they had last week for the orchestration task and remind them of the process of orchestration they completed using Anna Meredith's motifs.
3. Split back into groups, and ask each group to orchestrate the piece they made in lesson 3 i.e. choose which instrument, from the ones they have, fits which sound. Discourage any instrument swapping at this stage
4. Bring the groups back together and hear each orchestrated piece one by one. Give feedback and make tweaks.
5. Finish this session with everyone carefully writing down what they have done.
Structure and performance
1. Warm up. Begin the lesson with a quick focusing warm-up like pass the clap and then make a list on the board of all the elements you have made so far. It should look something like this –
2. Get the instruments out and put all of these elements back together. Remember the shape of the Anna Meredith sections (canon? wave? etc.)
3. Ask your children to come up with an order for these sections and fashion them into one big piece. If they want to discard anything at this point, that's ok. They may choose to make a piece that is just body percussion (like Anna's) and scrap the instruments for example.
4. Remind your class of some of the techniques Anna uses –
- Canon
- Mexican wave
- Moving across the space
- Everyone ending together
5. Try out several versions until you have found the best one and practice it until it is the same every time and everyone knows exactly what they are doing.
6. Finally, invite another class in to watch you perform your new composition
- Everyone : Anna Meredith’s motifs on body percussion
- Groups : Short ‘name-motif’ pieces on body percussion
- Everyone : Anna Meredith’s motifs orchestrated
- Groups : Short ‘name-motif’ pieces orchestrated
TAKING IT FURTHER
Cross-curricular activities
- LISTENING: A great companion piece to Connect It is Kerry Andrew's No Place Like (another BBC Ten Pieces commission!)
- ART: Make a graphic score of your new piece by inventing abstract symbols for all of the new motifs.
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Anticipation Guide Examples
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Anticipation Guide - ReadWriteThink
Anticipation Guide Examples Recognizing the showing off ways to get this book anticipation guide examples is additionally useful. You have remained in right site to start getting this info. get the anticipation guide examples join that we provide here and check out the link. You could purchase guide anticipation guide examples or get it as soon ...
Anticipation Guides: Reading for Mathematics Understanding
RTHINK LITERACY: Cross-Curricular Approaches, Grades 7-12 10 Getting Ready to Read: Anticipation Guide MATHEMATICS What we already know determines to a great extent what we will pay attention to, perceive, learn, remember and forget. (Woolfolk, 1998) An Anticipation Guide is a series of questions or statements related to the topic or point of view of a particular text.
Anticipation Guide Examples
An anticipation guide is a comprehension strategy that is used before reading to activate students' prior knowledge and build curiosity about a new topic. Before reading, students listen to or read several statements about key concepts presented in the text; they're often structured as a series of statements with which the students can choose to agree or disagree.
Hamlet Anticipation Guide - Helena High School
Anticipation Guide Examples Science book review, free download. Anticipation Guide Examples Science. File Name: Anticipation Guide Examples Science.pdf Size: 4640 KB Type: PDF, ePub, eBook: Category: Book Uploaded: 2020 Sep 19, 02:42 Rating: 4.6/5 from 780 votes. Status ...
Math Anticipation Guide Worksheets & Teaching Resources | TpT
Anticipation Guide Hamlet English 11 Directions: For each of the following statements, mark an X under agree or disagree. Once deciding your position, explain your reasons for your decision in one to two complete sentences for each.! !Statements ! ! ! ! Agree! ! Disagree! 1. Families generally have a member's best interests!_____ !_____
Anticipation Guide for "The Monkey's Paw"
Includes Anticipation Guide, Vocabulary, Plot Summary, Vocabulary Fill in sheet with key, About the Author, Comprehension Quiz with key, Essay Questions and Short Answer Questions that require. Subjects: English Language Arts, Literature, Short Stories. Grades: 6 th, 7 th, 8 th, 9 th, Homeschool.
Anticipation Guide | Literacy Strategies for the Math ...
An anticipation guide is a strategy to activate your students' prior knowledge prior to reading a text. Choose a short reading (no more than three pages) that you want to cover in detail with your students. Determine the main concepts that you want your students to obtain from the article.
Anticipation Guide Examples - wpbunker.com
An anticipation guide is a strategy that is used before reading to activate students' prior knowledge and build curiosity about a new topic. Before reading a selection, students respond to several statements that challenge or support their preconceived ideas about key concepts in the text.
Anticipation Guides | Classroom Strategies | AdLit.org
Definition/Description: An anticipation guide is used before reading to activate students' prior knowledge and get students excited and curious about a new topic.Before reading, students listen to the teacher or another student state key ideas about the concepts in the text. They can also read several statements about the key concepts presented in the text.
Teaching Strategy: Anticipation Guides | Facing History An Anticipation Guide is a strategy that is used before reading to activate students' prior knowledge and build curiosity about a new topic. Before reading a selection, students respond to several
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Copyright : visualnews.com statements that challenge or support their preconceived ideas about key concepts in the text.
Anticipation Guide - The Teacher Toolkit
For example, below are statements you could use when creating an anticipation guide to prepare students to address the themes of justice and forgiveness: Punishing perpetrators for wrongdoing is necessary to achieve justice. Offenders should suffer for the crimes they have committed.
Anticipation Guide For Short Stories Worksheets & Teaching ...
anticipation guide with sample responses for a high school mathematics class; figure 2 provides the mathematics text to be used with the guide. When first introducing anticipation guides, explain the differences between an anticipa-tion guide and a typical reading guide, for which answers are often stated directly in the text. Model
Getting Ready to Read: Anticipation Guide
The Anticipation Guide is a pre-reading strategy that assesses what students know before beginning the lesson or reading. Students must use any prior-knowledge or background information they have to answer a set of around 3-5 brief questions about a specific topic or concept. This is commonly done in agree/disagree, yes/no, or true/false structure, but the…
Anticipation Guide - STRATEGIES
Anticipation Guide - STRATEGIES For example, below are statements you could use when creating an anticipation guide to prepare students to address the themes of justice and forgiveness: Punishing perpetrators for wrongdoing is necessary to achieve justice. Offenders should suffer for the crimes they have committed.
Anticipation Guide | Classroom Strategies | Reading Rockets
Anticipation Guide + Character POV. To help students understand point of view (POV), you can use an anticipation guide where students write down how they feel about the statements. Then, after they read the story, they write down how a specific character feels about the same statements.
Anticipation Guide Examples - securityseek.com
Note: you may not use any that are already listed on your anticipation guide. For example, many people believe that walking under a ladder can bring bad luck. While this really is just good common sense (no one wants to knock anyone from a ladder), there are two other possible explanations where this superstition comes from.
Anticipation Guide - Reading Strategies & Misconceptions
Though an anticipation guide works well as pre- and post-reading activity, it can be applied to any learning experience. Use with video or film presentations, guest speakers, or field trips to help focus students' attention on key learning goals.
Anticipation Guide Examples Science | alabuamra.com
(Duffelmeyer, F. (1994). Effective Anticipation Guide statements for learning from expository prose. Journal of Reading) A good anticipation guide includes statements that provoke disagreement and challenge students' beliefs about the topic. Step 2 Students complete the anticipation guide individually by recording their response in the ...
Copyright code : 9c35544c9ea2996cc0cc2f93675fbb6b
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I. GENERAL INFORMATION MIDDLEBURY UNION MIDDLE SCHOOL
OUR VISION:
OUR CORE VALUES:
All students will strive to be independent, life-long learners possessing the knowledge, skills, and qualities necessary to be contributing members of the local and global community.
In partnership with families and the community, our mission is to educate all students to the highest academic and personal standards by providing diverse, challenging, and innovative learning opportunities in language acquisition, language and literature, individuals and society, sciences, mathematics, arts, physical and health education, and design.
Our beliefs…
- rigorous, relevant, academic opportunities provide engagement, enrichment and self-expression;
- welcoming and safe classrooms promote purposeful teaching and learning;
- access to educational technology supports students in developing their skills;
- world languages, and co-curricular, artistic and athletic offerings provide further personal growth;
- positive relationships encourage respect for diversity, kindness and generosity of spirit and understanding that other people, with their differences, can also be right;
- open communication enhances an inclusive and personalized learning environment;
- on-going self-reflection fosters a stronger, dynamic school and community action; and
- embracing healthy practices promotes physical and emotional wellness;
- schools should model and reinforce the qualities of hard work and perseverance.
At MUMS we strive to develop engaged, compassionate, lifelong learners by fostering the attributes within the IB Learner Profile.
- Inquirers
- Knowledgeable
- Open-minded
- Thinkers
- Communicators
- Principled
- Caring
- Risk-takers
- Balanced
- Reflective | <urn:uuid:b92cc5a4-561c-44fb-9d37-b9faa7625868> | CC-MAIN-2022-21 | https://www.acsdvt.org/cms/lib/VT01918853/Centricity/Domain/1016/Mission%20Statement%20updated%20with%20learner%20profile%20for%20mums%20website%202019.pdf | 2022-05-24T17:58:20+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662573189.78/warc/CC-MAIN-20220524173011-20220524203011-00563.warc.gz | 683,272,504 | 317 | eng_Latn | eng_Latn | 0.98809 | eng_Latn | 0.98809 | [
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Students' Algebraic Thinking and Attitudes towards Algebra: The Effects of Game-Based Learning using Dragonbox 12 + App
Abstract
The language of algebra promotes thinking about pattern recognition and analysis, problem-solving and reasoning skills, and generalising arithmetic operations through representation with symbols. However, the high level of abstraction in algebra can cause difficulty for some students. Students who have problems learning algebra tend to show less positive attitudes toward algebra. Therefore, this study aimed to examine the effects of an android app, the DragonBox 12+, on algebraic thinking and attitudes toward algebra among eighth grade students. By using a quasi-experimental approach, comparison was made between an experimental group (n = 30) and a control group (n = 30). The instruments used were a pre-post test to test algebraic thinking and a Fennema-Sherman questionnaire to measure student's attitudes toward algebra. Results revealed that students who learned algebra using the DragonBox 12+ showed significantly higher mean scores in algebraic thinking and attitudes toward algebra compared to the control group. Findings suggested that DragonBox 12+ can provide insights into the support required for mathematics teachers to adopt effective gamebased learning for teaching algebra in their schools. | <urn:uuid:f38ba221-2025-4242-9802-2e4a93287dd5> | CC-MAIN-2022-21 | http://eprints.ums.edu.my/id/eprint/14962/1/Students_Algebraic.pdf | 2022-05-24T18:41:47+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662573189.78/warc/CC-MAIN-20220524173011-20220524203011-00561.warc.gz | 17,623,582 | 245 | eng_Latn | eng_Latn | 0.994074 | eng_Latn | 0.994074 | [
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Mathematics Curriculum
ALGEBRA I • MODULE 5
Table of Contents 1
A Synthesis of Modeling with Equations and Functions
1 Each lesson is one day, and one day is considered a 45-minute period.
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Algebra I • Module 5
A Synthesis of Modeling with Equations and Functions
OVERVIEW
In Grade 8, students used functions for the first time to construct a function that models a linear relationship between two quantities (8.F.B.4) and to describe qualitatively the functional relationship between two quantities by analyzing a graph (8.F.B.5). In the first four modules of Algebra I, students learn to create and apply linear, quadratic, and exponential functions in addition to square and cube root functions (F-IF.C.7). In Module 5, they synthesize what they have learned during the year by selecting the correct function type in a series of modeling problems without the benefit of a module or lesson title that includes function type to guide them in their choices. This supports the CCLS requirement that student's use the modeling cycle, in the beginning of which they must formulate a strategy. Skills and knowledge from the previous modules will support the requirements of this module, including writing, rewriting, comparing, and graphing functions (F-IF.C.7, F-IF.C.8, F-IF.C.9) and interpretation of the parameters of an equation (F-LE.B.5). Students also draw on their study of statistics in Module 2, using graphs and functions to model a context presented with data and tables of values (S-ID.B.6). In this module, we use the modeling cycle (see page 72 of the CCLS) as the organizing structure rather than function type.
Topic A focuses on the skills inherent in the modeling process: representing graphs, data sets, or verbal descriptions using explicit expressions (F-BF.A.1a). Information is presented in graphic form in Lesson 1, as data in Lesson 2, and as a verbal description of a contextual situation in Lesson 3. Students recognize the function type associated with the problem (F-LE.A.1b, F-LE.A.1c) and match to or create 1- and 2-variable equations (A-CED.A.1, A-CED.A.2) to model a context presented graphically, as a data set, or as a description (F-LE.A.2). Function types include linear, quadratic, exponential, square root, cube root, absolute value, and other piecewise functions. Students interpret features of a graph in order to write an equation that can be used to model it and the function (F-IF.B.4, F-BF.A.1) and relate the domain to both representations (F-IF.B.5). This topic focuses on the skills needed to complete the modeling cycle and sometimes uses purely mathematical models, sometimes real-world contexts.
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ALGEBRA I
Tables, graphs, and equations all represent models. We use terms such as "symbolic" or "analytic" to refer specifically to the equation form of a function model; "descriptive model" refers to a model that seeks to describe or summarize phenomena, such as a graph. In Topic B, students expand on their work in Topic A to complete the modeling cycle for a real-world contextual problem presented as a graph, a data set, or a verbal description. For each, they formulate a function model, perform computations related to solving the problem, interpret the problem and the model, and then validate through iterations of revising their models as needed, and report their results.
Students choose and define the quantities of the problem (N-Q.A.2) and the appropriate level of precision for the context (N-Q.A.3). They create 1- and 2-variable equations (A-CED.A.1, A-CED.A.2) to model the context when presented as a graph, as data, and as a verbal description. They can distinguish between situations that represent a linear (F-LE.A.1b), quadratic, or exponential (F-LE.A.1c) relationship. For data, they look for first differences to be constant for linear relationships, second differences to be constant for quadratic relationships, and a common ratio for exponential relationships. When there are clear patterns in the data, students will recognize when the pattern represents a linear (arithmetic) or exponential (geometric) sequence (F-BF.A.1a, F-LE.A.2). For graphic presentations, students interpret the key features of the graph, and for both data sets and verbal descriptions, students sketch a graph to show the key features (F-IF.B.4). They calculate and interpret the average rate of change over an interval, estimating when using the graph (F-IF.B.6), and relate the domain of the function to its graph and to its context (F-IF.B.5).
Focus Standards
Reason quantitatively and use units to solve problems.
N-Q.A.2 2 Define appropriate quantities for the purpose of descriptive modeling. ★
N-Q.A.3 3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. ★
Create equations that describe numbers or relationships.
A-CED.A.1 4 Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.★
A-CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.★
2 This standard will be assessed in Algebra I by ensuring that some modeling tasks (involving Algebra I content or securely-held content from Grades 6–8) require the student to create a quantity of interest in the situation being described.
4 In Algebra I, tasks are limited to linear, quadratic, or exponential equations with integer exponents.
3 The greatest precision for a result is only at the level of the least precise data point (e.g., if units are tenths and hundredths, then the appropriate level of precision is tenths). Calculation of relative error is not included in this standard (in preparation for Regents Exams).
Module 5:
Date:
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ALGEBRA I
Interpret functions that arise in applications in terms of the context.
F-IF.B.4 5 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal descriptionof the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.★
F-IF.B.6 6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.★
F-IF.B.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function ℎ(𝑛𝑛) gives the number of person-hours it takes to assemble 𝑛𝑛 engines in a factory, then the positive integers would be an appropriate domain for the function.★
Build a function that models a relationship between two quantities.
F-BF.A.1 7 Write a function that describes a relationship between two quantities.★
a. Determine an explicit expression, a recursive process, or steps for calculation from a context.
Construct and compare linear, quadratic, and exponential models and solve problems.
F-LE.A.1 Distinguish between situations that can be modeled with linear functions and with exponential functions.★
b. Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.
c. Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.
F-LE.A.2
8
Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).★
5 Tasks have a real-world context. In Algebra I, tasks are limited to linear, quadratic, square root, cube root, piecewise-defined (including step and absolute value functions), and exponential functions with domains in the integers.
7 Tasks have a real-world context. In Algebra I, tasks are limited to linear functions, quadratic functions, and exponential functions with domains in the integers.
6 Tasks have a real-world context. In Algebra I, tasks are limited to linear, quadratic, square root, cube root, piecewise-defined (including step functions and absolute value functions), and exponential functions with domains in the integers.
8 In Algebra I, tasks are limited to constructing linear and exponential functions in simple context (not multi-step).
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Foundational Standards
Use functions to model relationships between quantities.
8.F.B.4 Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (𝑥𝑥, 𝑦𝑦) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.
8.F.B.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.
Analyze functions using different representations.
F-IF.C.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.★
a. Graph linear and quadratic functions and show intercepts, maxima, and minima.
b. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.
F-IF.C.8 Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
c. Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.
F-IF.C.9 9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.
Interpret expressions for functions in terms of the situation they model.
F-LE.B.5 10 Interpret the parameters in a linear or exponential function in terms of a context.★
9 In Algebra I, tasks are limited to linear functions, quadratic functions, square root functions, cube root functions, piecewise-defined functions (including step functions and absolute value functions), and exponential functions with domains in the integers. 10
Tasks have a real-world context. In Algebra I, exponential functions are limited to those with domains in the integers.
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ALGEBRA I
Summarize, represent, and interpret data on two categorical and quantitative variables.
S-ID.B.6 11 Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
d. Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear, quadratic, and exponential models.
e. Informally assess the fit of a function by plotting and analyzing residuals.
Focus Standards for Mathematical Practice
MP.1 Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. In Module 5, students make sense of the problem by analyzing the critical components of the problem, presented as a verbal description, a data set, or a graph and persevere in writing the appropriate function that describes the relationship between two quantities. Then, they interpret the function in the context.
MP.2 Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. This module alternates between algebraic manipulation of expressions and equations and interpreting the quantities in the relationship in terms of the context. In Topic A, students develop fluency in recognizing and identifying key features of the three primary function types studied in Algebra I, as well as manipulating expressions to highlight those features. Topic B builds on these skills so that when students are given a verbal description of a situation that can be described by a function, they decontextualize it and apply the skills they learned in Topic A in order to further analyze the situation. Then, they contextualize their work so they can compare, interpret, and make predictions and claims. In the assessment, students are frequently asked to explain their solutions so that teachers have a clear understanding of the reasoning behind their results.
MP.4 Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In this module, students create a function from a contextual situation described verbally, create a graph of their function, interpret key features of both the function and the graph in the terms of the context, and answer questions related to the function and its graph. They also create a function from a data set based on a contextual situation. In Topic B, students use the full modeling cycle with functions presented mathematically or in a context, including linear, quadratic, and exponential. They explain their mathematical thinking in writing and using appropriate tools, such as graph paper, graphing calculator, or computer software.
11 Tasks have a real-world context. In Algebra I, exponential functions are limited to those with domains in the integers.
commoncore.org
© 2014 Common Core, Inc. Some rights reserved.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
MP.5 Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. Throughout the entire module students must decide whether or not to use a tool to help find solutions. They must graph functions that are sometimes difficult to sketch (e.g., cube root and square root) and sometimes are required to perform procedures that can be tedious, and sometimes distract from the mathematical thinking, when performed without technology (e.g., completing the square with non-integer coefficients). In these cases, students must decide whether to use a tool to help with the calculation or graph so they can better analyze the model. Students should have access to a graphing calculator for use on the module assessment.
MP.6 Attend to precision. Mathematically proficient students try to communicate precisely to others. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure and labeling axes to clarify the correspondence with quantities in a problem. When calculating and reporting quantities in all topics of Module 5, students must choose the appropriate units and use the appropriate level of precision based on the information as it is presented. When graphing they must select an appropriate scale.
Terminology
Note: This module is a synthesis of all concepts learned in Algebra I.
New or Recently Introduced Terms
[x] Analytic Model (A model that seeks to explain data based on deeper theoretical ideas. For example, by using an algebraic equation. This is sometimes referred to as a symbolic model.)
[x] Descriptive Model (A model that seeks to describe phenomena or summarize them in a compact form. For example, by using a graph.)
Familiar Terms and Symbols 12
[x] Analytical Model
[x] Arithmetic Sequence
[x] Average Rate of Change
[x] Cube Root Function
[x] End Behavior
[x] Exponential Function
12 These are terms and symbols students have seen previously.
commoncore.org
© 2014 Common Core, Inc. Some rights reserved.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
[x] First Differences
[x] Function
[x] Geometric Sequence
[x] Linear Function
[x] Parameter
[x] Parent Function
[x] Piecewise Defined Function
[x] Quadratic Function
[x] Range
[x] Recursive Process
[x] Square Root Function
[x] Second Differences
Suggested Tools and Representations
[x] Scientific Calculator
[x] Graphing Calculator
[x] Geometer's Sketch Pad
[x] GeoGebra
Assessment Summary
| | Assessment Type | | Administered | | Format | Standards Addressed |
|---|---|---|---|---|---|---|
| End-of-Module Assessment Task | | After Topic B | | Constructed response with rubric | | |
commoncore.org
© 2014 Common Core, Inc. Some rights reserved.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
ALGEBRA I | <urn:uuid:ad166115-58a0-45bb-a5bc-03838748921a> | CC-MAIN-2022-21 | https://www.springfieldempowerment.org/uploads/1/1/1/2/111277547/algebra-i-m5-module-overview.pdf | 2022-05-24T19:05:13+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662573189.78/warc/CC-MAIN-20220524173011-20220524203011-00562.warc.gz | 1,163,204,001 | 3,949 | eng_Latn | eng_Latn | 0.923947 | eng_Latn | 0.990009 | [
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Landscape to Repel Ticks Without Using Pesticides
Pesticides kill beneficial insects, like the bees and butterflies that pollinate the plants around us, and wash into waterways degrading water quality and harming aquatic life. They are also toxic to pets and people. Instead of spraying to kill ticks:
Rid your yard of Japanese barberry, which has been proven to harbor the white-footed mouse and the deer ticks that accompany them. The best pesticide-free method to control this invasive plant is to cut it back in March before the leaves come out and, if possible, dig pull out the root system. Another approach is to burn the plant using special blow torches designed for controlling invasive plant species.
Keep play areas for pets and children mowed. Mow the part of the yard you use to discourage ticks, which prefer tall grasses or shade to protect from extreme temperature changes.
Plant native pollinator-friendly plants that will draw a healthy mix of beneficial insects and birds to your yard. Birds eat insects, including ticks. Plant lists available at Pollinatorpathway.org and Xerces.org.
Consider including these plants that repel ticks
* American beautyberry, a native plant that also provides berries for birds
* Fleabane daisies
* Mountain mint, also a wonderful source of nectar for pollinators
* Garlic, Lavender, Rosemary, Sage, Mint
Put up birdhouses to draw insect-eating birds to your yard.
If you must spray, consider non-toxic botanical repellants instead of poisons. The botanical product that has been tested for its effectiveness against black-legged ticks is garlic oil (Hays and Stafford, Journal of Medical Entomology, March 30, 2015). The study concludes that garlic oil could provide a minimal-risk option for control of ticks. More information can be obtained from a company called Mosquito Barrier which sells a garlic product that can be used for mosquitoes, ticks and other insect pests. Garlic will repel pests rather than killing them. It is reported that the royal gardens in England are frequently treated with garlic spray, despite the odor which dissipates after a day.
The best way to protect from ticks is to apply repellant to clothing before going into high grasses or woods, wear light-colored clothes, tuck pants into socks, always check for ticks after you come in.
For more information, visit us at Norwalkriver.org/landscape-responsibly/ | <urn:uuid:b4471572-f01c-4df2-89c2-85c871a70c61> | CC-MAIN-2022-21 | https://www.philipstowngardenclubny.org/_files/ugd/228057_d40c9ebb045a4a1fa4683c0c9ea3b18f.pdf | 2022-05-24T18:17:51+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662573189.78/warc/CC-MAIN-20220524173011-20220524203011-00560.warc.gz | 1,087,849,061 | 499 | eng_Latn | eng_Latn | 0.998305 | eng_Latn | 0.998305 | [
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The Little Red Hen
- Introduce your child to the story of The Little Red Hen. We suggest some of these beautifully illustrated books, which can be found online at Amazon.com, or you can share the story summary found at the end of this document, which emphasizes these story elements:
o The farm animals are so self-centered that they can't even make music together.
o Saying "I'm sorry" and offering to help others creates a caring community.
- The music from Once Upon a Symphony is found on this Spotify playlist. Here's how the music helps to tell the story:
o Symphony No. 83, Mvt. 1 by Franz Joseph Haydn: This music depicts the daily life of the farmyard community.
o Cocks and Hens from The Carnival of the Animals, by Camille Saint-Saëns: This music illustrates the busyness of mother hen and her chicks.
o Serenade for Strings in E Major, Mvt. 1 by Antonín Dvořák: This music evokes the expansive beauty of the wheat field on the farm.
o Simple Gifts: This folk song celebrates how important it is for the community to come together to get the job done. Sing these lyrics with your students using the first half of the Simple Gifts melody.
When there's work to be done Too much for you, Call on friends They'll know what to do. If we all work together, The help we provide Gets the job done right And feels good inside.
The Little Red Hen
Story English Fairy Tale Adapted by Marissa Lessman Summary by Alyssa Crance
Once upon a time, there was a farm with all sorts of animals – chicks, a horse, a cow, a pig, and a Little Red Hen. On that farm, the Little Red Hen and the rest of the animals spent all day lying in the warm sun and eating yummy food.
One day, the Little Red Hen noticed that the wheat in the field had grown very tall and was ready to be harvested! But the Little Red Hen's wings weren't strong enough to harvest the wheat by herself, so she decided to ask her farm friends Horse, Cow and Pig for help.
First, Little Red Hen went to Horse for help. "Would you like to help me gather the most perfect wheat you've ever seen?" she asked. But Horse refused – he was training for the Triple Crown!
Next, Little Red Hen asked Cow, "Would you like to help me harvest the most perfect harvest we've ever had on this farm?" But Ms. Cow was starting a new job at the Cheese factory, and couldn't help either.
Little Red Hen tried to ask Pig, as well. "Would you like to help me gather the most beautiful wheat you've ever seen?" she asked. But Pig didn't want to help, and decided to stay in her mud bath.
Dejected, Little Red Hen left. When she wasn't looking, Horse, Cow, and Pig were so happy that they got out of helping that they celebrated at the pond nearby, skipping rocks and catching frogs. "Really, anything would be better than helping Hen harvest the wheat!" said Pig.
Desperate for help, Little Red Hen turned to her chicks for help, and they agreed! Together, they were able to harvest all of the wheat.
Afterwards, Little Red Hen returned to her kitchen to bake the best bread the farm had ever seen! With help from the chicks, Hen mixed all of the ingredients together to mix the dough until it was ready to knead. But her wings weren't strong enough to knead the dough herself, so she decided to ask her farm friends again for help.
When she asked Horse, Cow, and Pig for help, though, they all refused again! Little Red Hen was very sad that her friends didn't want to help, but she knew that her chicks would be able to help again. Together, they were able to knead the dough until it was ready to bake in the oven.
When the bread was finished, Horse, Cow, and Pig tried to ask Little Red Hen for some.
"Oh, hey there, Little Red Hen! What do you have in those beautiful hands of yours? Is that fresh whole wheat bread?" asked Pig.
"Why yes! It's the most delicious bread this farm has ever seen!" said Hen.
"Yummmm!" said Cow. "Um, can we have some?"
"Yeah, yeah!" agreed Horse. "I've had an exhausting day of training and a piece of bread would sure be great. Carbs are good for athletes, you know!"
But Little Red Hen was conflicted – only her chicks helped her make the bread, so she didn't think that Horse, Cow, and Pig deserved any.
"I don't think that is very fair that they get to enjoy something delicious like this when they didn't help me at all," she said to her chicks.
She decided to not give any bread to them. "I am sorry," she explained. You ARE my rootin' tootin' gang of buddies, but I will not be sharing my bread with y'all today. I asked for your help twice, and both times you said no."
Horse, Pig, and Cow tried to apologize to Little Red Hen, but she stuck with her decision.
"It was hard to tell my friends that I didn't want to share the bread with them, but I did appreciate that they apologized," she said.
Then out of nowhere, something amazing happened! Cow, Pig, and Horse came up to Little Red Hen, and Cow had a pie in her hands.
"Little Red Hen, we're sorry. We were being greedy by asking you to share your bread when we didn't help," said Cow.
They made a blueberry pie just for Little Red Hen!
"We promise from now on, whenever you need help, we'll be there," said Pig.
Little Red Hen was amazed! And, because of the chicks help with harvesting, mixing, and kneading the dough, there was enough bread leftover to share with Little Red Hen's farm friends.
"I hope this has taught you a little somethin' about pitching in and helping somebody in need, because you never know what an amazing reward you will receive when you help out," said Hen. "Not just bread, but friendship! And with this kind of friendship, we can all live Happily Ever After!"
The End. | <urn:uuid:42ddc1b6-b785-4918-b8c8-cb649f4969d0> | CC-MAIN-2022-21 | https://cso.org/media/esvbg3ts/the-little-red-hen.pdf | 2022-05-24T18:28:08+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662573189.78/warc/CC-MAIN-20220524173011-20220524203011-00563.warc.gz | 232,656,640 | 1,306 | eng_Latn | eng_Latn | 0.998573 | eng_Latn | 0.999393 | [
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Republican veterans of 1848: celebration and memory of the Venetian Revolution
Public memory is strictly connected to the celebrations of political ceremonies that commemorate the sacrifice of those who fought in wars for their country. In every age, the memory of martyrs and veterans is the fulcrum of a historical identity, that brings together every single individual and the community: the memory of the sacrifice and the legacy of former soldiers create national identification and aggregation. This process develops in two directions: the Italian State ensures influence over the veterans with the creation of the "Central Roman Comitium of Veterans" then spread throughout the national territory in subcommittees, but the veterans themselves make a significant contribution to the dissemination of the role they played during the wars of independence through the publication of their memoirs. Unlike other European states, Italy achieved its national unity in 1861 and therefore only began, in the second half of the Nineteenth century, to provide assistance to its veterans and to assign them a role: it is a very different case from France where, in the Seventeenth century, Les Invalides was the grandiose symbol of the relationship between the King – or the State – and his war veterans.
This proposal aims to analyse the memory's construction process of the veterans who participate in the "international war" for the defence of Venice during 1848-49. When Venice rebelled against the Austrians by creating an independent State, volunteers arrived from all over Italy – Neapolitans played a leading role – but French, Germans, British, Poles also participated in the "Venetian Spring of Nation". What was the veterans' role during and after the unification of Italy? What was the impact of their experience during the Revolution in the new society? How should their memoirs be read? By reading their diaries and private correspondence, it will be possible to examine single cases to answer these questions, in a comparative study.
Giacomo Girardi is post-doc fellow in the Archivio del Moderno, University of Lugano, Switzerland. He obtained his PhD in History in 2019 at the University of Milan and Université Paris-Est Créteil. He studies modern history with special regard to the Risorgimento. He is author of articles in Italian and International journals. His PhD thesis received the award "Premio Spadolini Nuova Antologia" 2020. | <urn:uuid:9a43921d-72b3-4657-a3ce-71a3e5dfa17e> | CC-MAIN-2022-21 | https://warwick.ac.uk/fac/arts/history/ghcc/event/veteranpoliticsandmemory/giacomo.pdf | 2022-05-24T18:51:52+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662573189.78/warc/CC-MAIN-20220524173011-20220524203011-00563.warc.gz | 659,240,807 | 487 | eng_Latn | eng_Latn | 0.995343 | eng_Latn | 0.995343 | [
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MongoDB 15 Questions
NAME :
CLASS :
DATE :
1. How does the value of _id get assigned to a document? (select all that apply)
A
_id field values are sequential integer
values.
B We can assign non ObjectId type value (numeric or text) when inserting a new document, as long as that value is unique to the collection.
C
It is automatically generated as an
ObjectId type if not populated during the
insert.
2. A query may include a ________ that specifies the fields from the matching documents to
return.
(select one correct answer)
A projection
B lookup
C union
D selection
3. How is MongoDB Atlas related to MongoDB the Database? (select all that apply)
A
MongoDB Database has the same
functionality as Atlas, but without the
friendly user interface.
B
They both are MongoDB products.
C
Atlas has many tools and services within it that are built specifically for the MongoDB
Database.
D
Atlas is a MongoDB service that can work with any database.
4. Which of the following is the most important consideration while designing the schema (data model) for MongoDB? (select one correct answer)
A The schema should be kept in 3NF similar to SQL schemas. B
The schema should focus on creating possible embedded documents.
C The schema should be modelled based on the data access and query patterns. D
The schema should contain maximum
indexes.
5. Select valid MongoDB documents from the given choices: (select all that apply)
A "fur": "soft" }
{ "_id": 1, "pet": "cat",
"name": "Furball",
B { "_id": 1, "pet": "cat", "name": "Furball" , "attributes": { "coat": "soft fur", "paws": "cute" } }
C { "_id": "record1"}
6. In a MongoDB Document what is the role of fields and values? (select all that apply)
A Values do not have to be attached to fields, and can be stand alone data points. B
Each field has a value associated with it.
C A field is a unique identifier for a specific datapoint.
7. MongoDB scales horizontally using _________ for load balancing purpose. (select one correct answer)
A Oplog
B Replication
C Partitioning
D Sharding
8. What does the following query do when performed on the posts collection? db.posts.update({_id:1},{$set:{Author:"Tom"}}) (select all that apply)
A Sets the complete document with _id as 1 with the document specified in second parameter by replacing it completely
B Updates the Author field as "Tom" for the document having _id as 1
C Adds a new field Author if Author is not already present for the document
9. What is the minimum sensible number of voting nodes to a replica set? (select one correct answer)
A 2
B 4
C 3
D 5
10. What is the MongoDB Database? (select all that apply)
A The MongoDB database is an organized way to store and access data.
B MongoDB database organizes documents in rows and columns.
C MongoDB's database uses tables of related data.
D MongoDB is a NoSQL database that uses documents to store data in an organized way.
11. What is the maximum size of a MongoDB document? (select one correct answer)
A 64 KB
B 64 MB
C 2 MB
D 16 MB
12. Which type of indexes does MongoDB support? (select all that apply)
A Compound Indexes
B Multikey Indexes
C Geospatial Indexes
13. Which of the following is true about Documents & Collections in MongoDB? (select one correct answer)
A Collections are tables of documents and other collections.
B Documents are made up of collections.
C Collections consist of one or many documents.
D Collections are documents that are organized in rows and columns.
14. MongoDB "replica sets" provide high ____________. (select one correct answer)
A all the above
B scalability
C performance
D availability
15. By default, the _id field is included in the results of a query.
To suppress the id field from the result set, specify ________ in the projection.
(select one correct answer)
A _id: 1
B _id: -1
C _id: 0
D _id: null | <urn:uuid:0062e03f-0c45-4806-8f6b-f8e92736b8a7> | CC-MAIN-2022-21 | https://littlecode1.files.wordpress.com/2021/12/mongodb.pdf | 2022-05-24T18:51:04+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662573189.78/warc/CC-MAIN-20220524173011-20220524203011-00560.warc.gz | 425,386,960 | 927 | eng_Latn | eng_Latn | 0.991453 | eng_Latn | 0.992029 | [
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Windsor Secondary School
931 Broadview Drive North Vancouver, BC V7H 2E9
Tel: 604.903.3700 Fax: 604.903.3701
Mission Statement "Learning for Success"
At Windsor Secondary School we strive to provide a secure and supportive environment for a diverse community of individuals who actively pursue lifelong acquisition of knowledge, skills, and attitudes which equip each of us for a meaningful and productive future.
Core Competencies
Core competencies are sets of intellectual, personal, and social and emotional proficiencies that all students need to develop in order to engage in deep learning and life-long learning.
Further detail of the core competencies can be found at https://curriculum.gov.bc.ca/competencies
Thinking
Personal & Social
Big Ideas
The Big Ideas consist of generalizations and principles and the key concepts important in an area of learning. They reflect the "Understand" component of the Know-Do-Understand model of learning.
The big ideas represent what students will understand at the completion of the curriculum for their grade. They are intended to endure beyond a single grade and contribute to future understanding.
Emerging ideas and ideologies profoundly influence societies and events.
The physical environment influences the nature of political, social, and economic change.
Disparities in power alter the balance of relationships between individuals and between societies.
Collective identity is constructed and can change over time.
Curricular Connections
Know
Students are expected to know the following (with examples):
o political, social, economic, and technological revolutions
- Industrial Revolution
- American Revolution
- French Revolution
- Rebellions of 1837
o imperialism and colonialism, and their continuing effects on indigenous peoples in Canada
- treaty process
- Indian Act
- Manifest Destiny
o global demographic shifts, including patterns of migration and population growth
- slavery
- disease, poverty, famine
- immigration
o nationalism and the development of modern nation-states, including Canada
- responsible government
- Canadian Confederation
- CPR, National Policy
o local, regional, and global conflicts
- Seven Years' War
- War of 1812
- American Civil War
- Boer War
o discriminatory policies and injustices in Canada and the world
- Chinese Head Tax
- residential school system
- gender issues
- labour issues
o physiographic features and resources in Canada
Understand
o use social studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions
o assess the significance of people, places, events, or developments, and compare varying perspectives on their significance at particular times and places, and from group to group
o assess the justification for competing accounts after investigating points of contention, reliability of sources, and adequacy of evidence, including data
o compare and contrast continuities and changes for different groups at particular times and places
o assess how underlying conditions and the actions of individuals or groups influence events, decisions, or developments, and analyze multiple consequences
o explain and infer different perspectives on past or present people, places, issues, or events by considering prevailing norms, values, worldviews, and beliefs
o make reasoned ethical judgments about actions in the past and present, and assess appropriate ways to remember and respond
Student Learning Activities and Strategies
Students may engage in the following learning activities and strategies:
o formally written paragraphs, letters, and multi-paragraph compositions
o research projects, charts, graphs, and timelines
o examination and interpretation of primary and secondary print and non-print resources
o cooperative group work and peer teaching, including oral presentations
o note-taking, including graphic organizers
Assessment
Assessment of student learning will include some or all of the following formative and summative strategies:
o chapter tests and quizzes
o day-to-day lesson assignments
o extension assignments, including research and reporting
o oral discussions and presentations
o a well-organized and comprehensive course notebook
Course Syllabus
Unit 1: Change Comes to Europe (approx. 6 classes)
o Agricultural, Economic, and Industrial Revolutions
o Society and Culture
Unit 2: North American Beckons (approx. 15 classes)
o The Regional Geography of North America
o European Arrival in Canada
o Canada Moves West
o The American Revolution and British North America
Unit 3: Our Developing Nation (approx. 11 classes)
o The Colonists: Land and Government
o Building a Nation
Unit 4: The Development of the West (approx. 7 classes)
o The Development of British Columbia
o The Emergence of Vancouver
Unit 5: Defining Canada (approx. 5 classes)
o The Emergence of Modern Canada
Evaluation
Course work including chapter tests, quizzes, lesson assignments, and a final exam (if applicable) will comprise 100% of students' course grades.
Reporting
In addition to the formal interim and term reports, parents are encouraged to follow their child's progress through MS Teams. Students can provide their parents with the necessary username and password to access MS Teams.
Required Materials
The following materials should be brought to class on a regular basis:
o HB pencils and an eraser
o blue/black ball-point pens
o 1.5" three-ring binder (exclusively for social studies)
Classroom Conventions
Please pay close attention to the following guidelines:
o As per the Windsor Secondary electronics policy, do not use portable listening devices, mobile phones, and other activated communications devices in class, unless permitted by your teacher.
o Students may use portable computers in class, however, the same electronics policy applies.
o Do not consume food or drink (except for water) in class.
o Remove hats and hoods while in class.
o Manage washroom use outside of class time.
o Arrive at class on time (at your desk and ready to learn before the second bell rings). If late, knock once and quietly wait to be admitted.
o Each student is responsible for his/her assigned textbook and will be charged accordingly for lost or damaged books.
Policies and Procedures
o All assignments must be satisfactorily completed and submitted to achieve a passing grade in this course. Any incomplete or unsatisfactory coursework must be improved and resubmitted. Deductions will be applied to resubmitted and late coursework.
o Missing classes for any reason will have an impact on learning, assessment, and evaluation.
o Students absent from class, whether excused or unexcused, are solely responsible for obtaining and completing any missed information, assignments, and coursework. The school and teaching staff are not required to make special arrangements for unexcused absences. Family vacations do not qualify as excused absences.
o Repeated unexcused absence and/or tardiness will result in consequences from the classroom teacher and from the grade administrator.
o See the Windsor Secondary agenda for the full attendance policy.
o This course outline must remain in the "reference" section of the student's binder for the duration of this
course.
o Parents/guardians, please sign this course outline and have your son/daughter submit a scan of the signed form to MS Teams.
o binder section dividers
Parent Name:
Signature: | <urn:uuid:da6b8abc-44aa-4287-8967-eeb930d4a689> | CC-MAIN-2022-21 | https://www.sd44.ca/school/windsor/Documents/Embley%20SS%209%20Course%20Outline%202021-22.pdf | 2022-05-24T17:58:35+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662573189.78/warc/CC-MAIN-20220524173011-20220524203011-00563.warc.gz | 1,118,862,754 | 1,477 | eng_Latn | eng_Latn | 0.930577 | eng_Latn | 0.96777 | [
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Summary
Digital Symposium «Family Group Conference and Shame», 27.01.2022
www.familienratschweiz.ch
Keynote input, Dr. Stephan Marks, www.menschenwuerde-scham.de
* Shame is a very universal issue and a strong emotion for various groups of people (e.g., shame because of poorness, age, illness, unemployment, nationality, race, colour of the skin, belonging to a minority, ….)
* Shame is a hard and deep emotion, difficult to talk about or to notice the feeling, it is a taboo to talk about shame, and most people feel fear or panic (traumatic shame) with obvious symptomatic reactions
* The basic development of shame starts in the early childhood at the age of about two years with the idea, that things are wrong or right, good or bad. (The development of values, moral decisions). Children develop values, try to judge and to differentiate between right and wrong (e.g., fairy tales)
* For the feeling of shame, the personal view and the personal experience are very important. It is existential that other people, parents, teacher, etc. look at the child, see, accept, and love it
* Shame is a very individual feeling, people can feel it often and strongly, it only takes small moments for some to feel ashamed. These people do not have a high resilience. Others show more tolerance, they feel safe and fine by themselves, so they are not easily touched by the feeling of shame (Picture of a glass of water you fill: some people seem like small glasses, others like big glasses)
* The feeling of shame relates to strong physically reactions like blushing or turning pale, feeling afraid and losing control. The heartbeat can suddenly rise, some people collapse, and some look down on the floor or keep the head down without eye contact as if they want to flee or to hide themselves.
* Reactions in the brain connected with the feeling of shame can be measured. The moment of shame is like a shock for the human brain and the reaction resembles a traumatic reaction which makes human beings want to flight, fight, hide or freeze. The functions of the upper regions of the brain are then off, only basic functions of the human brain work and give the commands for reactions.
* Shame can be a unique moment, a unique situation, experienced only once or the experience of shame can represent a chronic situation, like a basic feeling, experienced in a lot of situations of daily life or during the whole life.
* We know that shame can be experienced as a transgenerational feeling, that children and grandchildren in a family system notice the experience of shame of their parents and grandparents. That perhaps the belonging to a minority or to certain group of the society produces a feeling of shame over generations.
* In some systems, school or political measures initiate strong feelings and moments of shame in order to bring children or people to subdue themselves under an authority.
* The experience of shame produces various reactions, a lot of "masks of shame"
* On the one hand the reactions can be aggressive, violent, loud, (fight) and on the other hand reactions can mean that people hide themselves, want to flee (Flight) or do not want to be seen, make themselves small and unimportant, laugh about themselves, make things small and unimportant, make situations ridiculous, they retreat, perhaps some of them lie or do not tell the truth, want to leave at the moment and make themselves invisible, play things down. Others are ironic, they use sarcasm and cynicism.
* We can find a lot of various reactions caused by shame. And we all know a lot of moments in our daily or professional life, where people react in a strange way, and it might help to find out if they feel ashamed in a way, we have not been aware of.
* In lot of moments in our professional work the social worker might unconsciously cause or touch a trigger of shame which makes the clients react with one of the strategies of defense of shame. As a consequence, they put their aggression or their depression on the table of the social worker, other specialists and helping persons
How to deal with that knowledge? What can we do?
* One of the most important ways to support or to help people is by being sensitive to the issue of shame. We need to be aware if somebody could be ashamed or injured and feel ashamed by a certain reaction. We must respect the feeling and change our own attitude.
* We can talk about shame if it is possible, can tell stories about it, which help people to talk about their feelings. We can open a place, where people can be with their feeling of shame. We can support them to overcome the feeling of shame by offering them protection, dignity, respect, honest appreciation, or the feeling of belonging, and we can support them in their integrity or to stand by their values.
* We must learn not to judge people because of their way of living, their culture, their religion, and their nationality to secure that people feel accepted the way they are.
* The feeling of shame can also be a healing moment, it can produce energy to overcome a certain difficult situation and to transform it in an experience of strength and competence.
* At the end the experience of shame is a deep and strong emotion for everybody. The reactions are various (aggressive or depressive) and we have try to find a connection between the behavior of someone and the experience of shame to better understand and, if possible, to open up places where the feeling of shame can be shown.
* Perhaps we can open doors and emotions of shame can be turned into a helping and healing energy to overcome the feeling of being ashamed and move on in a way of power and self-consciousness.
* One connection between the issue of shame and working by FGC interventions might be, that with the way of thinking, the attitude, and the view to the client by working in the sense of FGC, can clients empower and feel themselves responsible and able to handle their situations and their problems. So they perhaps feel stronger again and not ashamed about their difficulties or their problems.
* FGC interventions mean that clients have the right and the competence to plan and think about their solutions and that might be one way to overcome experiences of shame, especially in difficult und vulnerable life situations. | <urn:uuid:c2a56c75-ba73-44a3-92d9-3f112506dad4> | CC-MAIN-2022-21 | https://fgcnetwork.eu/wp-content/uploads/2022/02/2022_Summary-Symposium-FGC-and-Shame_koor_0222.pdf | 2022-05-24T18:54:37+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662573189.78/warc/CC-MAIN-20220524173011-20220524203011-00567.warc.gz | 312,341,392 | 1,291 | eng_Latn | eng_Latn | 0.996619 | eng_Latn | 0.996212 | [
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David Lam Library Research Tips
Part 1: Database Search Tips
Library databases are not very 'intelligent'. They search the exact words you give them, and don't usually substitute synonyms. Here are some tips to help you search them more effectively.
1. Single words or short phrases work best as search words. If you type in a long sentence, the database will search for the words in exactly that order and you will probably get no results.
E.g. instead of "smartphone market in Canada", try smartphones and Canada
Photo by Dylan Parker:
http://www.flickr.com/photos/antidigerati/1375118941/
2. Try different combinations of search words to vary your results – before you start searching, think of possible search words and synonyms. You will also get ideas for other search words as you are searching in the databases.
E.g.: chocolate, candy, confectionery, snacks, "snack foods", sweets
Photo by Siona Watson:
http://www.flickr.com/photos/26149290@N02/3871516012/
3. How to combine search words:
a) Use quotation marks to search for a phrase e.g. "wind energy"
b) Use AND between words to find results with all search words in (this narrows your results) E.g. "wind energy" and "British Columbia"
c) Use OR between words and phrases with similar meaning E.g. "wind power" or "wind energy" or "alternative energy"
Photo by warrenski:
http://www.flickr.com/photos/warrenski/2529220364/
4. Truncation: use the asterisk symbol * to search for variant endings of a word (including singular and plural). This works well with article databases.
E.g. entrepreneur* (will find entrepreneur, entrepreneurs, entrepreneurial)
5. Precision: in article databases such as Business Source Complete, use the drop down boxes to the right of the search box to make your search more precise by specifying where you want your search words to appear (e.g. in the full text of the article, or in the article summary)
1
Part 2: Research Tips
To avoid hours of frustration searching the databases, it's important to apply critical thinking to your research. Consider alternative strategies if you can't find the exact information you are looking for.
2 | <urn:uuid:47ffa08d-06fd-48ee-b4eb-5c33fbe01059> | CC-MAIN-2022-21 | http://lambranch.sites.olt.ubc.ca/files/2016/02/DavidLamLibrary_researchtips2016.pdf | 2022-05-24T17:45:06+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662573189.78/warc/CC-MAIN-20220524173011-20220524203011-00566.warc.gz | 39,663,599 | 482 | eng_Latn | eng_Latn | 0.997474 | eng_Latn | 0.997647 | [
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Using the home keys - answers
To start touch typing, place your fingers on the home keys. Using a colour marker, highlight the home keys on the keyboard diagram.
Correct answer: A S D F [and] ; L K J.
Now identify which fingers to use on which key. Look at the diagram below and label each finger with the correct letter.
Correct answer: | <urn:uuid:6de76a12-62b2-4504-87c0-fe61031188b6> | CC-MAIN-2022-21 | http://teach.files.bbci.co.uk/skillswiseans/en09typi-e3-w-using-more-keys-ans%20(1).pdf | 2022-05-24T17:37:01+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662573189.78/warc/CC-MAIN-20220524173011-20220524203011-00568.warc.gz | 52,972,889 | 77 | eng_Latn | eng_Latn | 0.998575 | eng_Latn | 0.998575 | [
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COLOURFUL BUBBLES
Topic: Making colourful bubbles, mixing colours
Key terms: objects
colours, mixing colours, shapes and sizes of
What we need: oil, water, food colouring (potentially tempera), straws, transparent plastic soft drinks bottles, transparent plastic egg containers, scissors
Estimated time: minimum 30 minutes
Methods: experiential learning
Activity description:
To work cooperatively in small groups and support pro-social
Possible objectives: To enable children to experiment with colours and their own perception of colour behaviour
Allow opportunities to speak and listen to other children and learn from each other
Activity:
To create and name colours and shapes of bubbles in cooperation with the rest of class.
Aim of the activity:
Background context:
ˇ Red, yellow and blue are the primary colours that can be combined in varying amounts to produce a range of colours. Colour perception is a subjective process whereby the brain responds to the stimuli that are produced when incoming light reacts with the several types of cone cells in the eye. So individuals see the same illuminated object or light source in different ways.
Introduction to the activity:
The children are told they will have a special colourful surprise which is going to be created as a group activity.
During the activity:
The children cut transparent plastic soft drinks bottles to create smaller containers (more suitable for creating bubbles), into which oil is poured. Next step is to pour water into a plastic egg container and dissolve a small amount of food colouring in each of the sections. Using a straw, the colours are then dropped onto the oil. Watch the diverse range of colourful bubbles forming and do not hesitate to let children experiment with sizes, mixing, finding out what happens etc. Supervision by the teacher is all that is needed but should be on hand to help or advise if required.
The activity is led by children as much as possible. No preparation by the teacher is necessary; the only task is to make the process inclusive and experiential.
Possible evaluation questions for children:
You have created lots of beautiful colourful bubbles that can move all kinds of ways. Can you name all the colours? What are their shapes/sizes? What can you do with them?
Curriculum links:
Man and society Pro-social behaviour Art
Sources: © This activity sheet was created by The Take Me Out Partnership
Notes:
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.............................................................................. | <urn:uuid:ff0246bf-6dbc-4276-8662-c781a8f60488> | CC-MAIN-2022-21 | https://takemeoutproject.eu/wp-content/uploads/2018/08/Colourful-Bubbles.pdf | 2022-05-24T18:57:30+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662573189.78/warc/CC-MAIN-20220524173011-20220524203011-00566.warc.gz | 619,329,422 | 497 | eng_Latn | eng_Latn | 0.983993 | eng_Latn | 0.992598 | [
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The Bremen Town Musicians
- Introduce your students to the story of The Bremen Town Musicians. We suggest any of these beautifully illustrated versions found or online at Amazon.com, or you can share the story summary found at the end of this document, which emphasizes these story elements:
o The Bremen Town Musicians find the courage to leave their homes and join their voices together to make delightful new music.
o By finding the courage to come together, the musicians are able to show the beauty of playing as an ensemble.
- The music from Once Upon a Symphony is found on this Spotify playlist. Here's how the music helps to tell the story:
o Symphony No. 6, Pastoral Symphony by Ludwig van Beethoven: This music paints the opening scene for the town of Bremen.
o The Old Castle from "Pictures at an Exhibition" by Modest Mussorgsky: This music demonstrates the sorrow felt by the animals, as each has been "put out to pasture."
o Concerto in E♭for Horn: Rondo, K.417 by Wolfgang Amadeus Mozart: This music illustrates the joy of joining your voice with others to make music.
o Symphony No. 41, Menuetto by Wolfgang Amadeus Mozart: This music celebrates how individual practice, along with playing as an ensemble, leads to fine music making.
The Bremen Town Musicians
Story
Brothers Grimm Fairy Tale
Adapted by Megan Wells
Summary by Katy Clusen
Once in Bremen town far, far away, the town musician had grown quite old and lived sadly alone in his big empty house.
Word got around that the BIG fine house was nearly empty, and one day a rascally band of Scadiddling Squirrels barged right into the front door!
They just moved right in and started making unpolished and unpracticed "music". Each squirrel played without even considering the music the other squirrels were making. It was clear that they never took the time to practice!
The town musician couldn't stand the noise the squirrels were making, so he packed up a bag and left his house.
He traveled down the road out of Bremen, towards the safe silence of the woods.
He walked for quite a while when he heard a sound. It was music being played very slow, and very low, and full of heart.
A donkey was sitting in the middle of a mud puddle singing a song of sorrow because his back was sore and he could no longer carry his load.
The town musician said, "Come with me. I would love your company."
The donkey said, "I'm too afraid to leave the only home I've ever known."
"Have courage," said the town musician, "and play your music with mine."
And so the donkey joined the musician, and together they traveled down the road until they heard a sound. They followed the sad song and came upon a dog lying in a bramble bush full of stinging thorns.
The dog had bumped into the bush of thorns because he could no longer see well. He felt sad and useless.
The town musician and the donkey said, "Your music is beautiful. You are very good to us. Join us. We would love your company."
The dog said, "I don't know. I feel scared leaving the only home I've ever known."
"Have courage", said the musician and the donkey, "play your music with ours, and come!"
So the trio merrily headed out together down the road until they heard a sound. The sound was so sad. Soon they came to the source of the sound, a rooster and a cat.
Rooster and cat shared their story of how they were called useless and were put out to field.
"But your music is beautiful, and you are very good to us," said the musician. "Join us, we would love your company."
The cat and rooster said, "We don't know. We feel scared leaving the only home we've ever known."
"Have courage", said the musician and the donkey and the dog, "play your music with ours, and come!"
So the five friends merrily headed out together down the road.
As they were traveling, the town musician told them the story of the rascally band of Scadiddling Squirrels that had barged right into the front door of his house, making sounds that were so horrible he had to leave his own home!
The dog couldn't believe his ears. He said, "We need to go back to Bremen and help you get your house back!"
And so they did. The five friends turned around and headed to the town of Bremen.
When they reached the house, the four animals tip-toed up to a window and peeked in. Sure enough, the Scadiddling Squirrels were inside making a racket!
The racket made the animals so upset that donkey began to hee-haw, dog began to bow-wow, cat meowed and rooster crowed cock-a-doodle-doo!
They sounded awful!
In fact, they sounded as bad as the squirrels!
They knew they could sound better because they had practiced. And they knew how to listen to each other. They were ready.
Together the animals started playing music that was beautiful. So beautiful in fact, that the squirrels realized how bad they sounded, and that they needed to leave the house and go do some serious practicing, and listening to each other.
And wouldn't you know it, the town musician gave those squirrels music lessons to help them be the best band they could possibly be.
As for the Donkey, Dog, Cat and Rooster, they stayed with the town musician. They had the courage to live in a new place. They spent their days playing music together, and none of them were lonely ever again.
Later, they became known as the Bremen Town Musicians. Famous forever. So famous, they made a statue of them. Maybe you'll go and see is someday?
The End. | <urn:uuid:99d2e4bb-37f8-43ca-8d60-3ed09b0f581c> | CC-MAIN-2022-21 | https://cso.org/media/3n4hqtej/the-bremen-town-musicians.pdf | 2022-05-24T17:40:42+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662573189.78/warc/CC-MAIN-20220524173011-20220524203011-00568.warc.gz | 237,805,980 | 1,243 | eng_Latn | eng_Latn | 0.998187 | eng_Latn | 0.999547 | [
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Guiding Scripture
"The thief cometh not, but for to steal, and to kill, and to destroy: I am come that they might have life, and that they might have it more abundantly." – John 10:10
"Study to shew thyself approved unto God, a workman that needeth not to be ashamed, rightly dividing the word of truth." – 2 Timothy 2:15
THE DISCIPLINE OF STUDY
Study is a specific kind of experience in which through careful attention to reality the mind is enabled to move in a certain direction.
The Old Testament instructs the Israelites to write the laws on gates and doorspots and bind them on their wrists.
"Therefore shall ye lay up these my words in your heart and in your soul, and bind them for a sign upon your hand, that they may be as frontlets between your eyes. And ye shall teach them your children, speaking of them when thou sittest in thine house, and when thou walkest by the way, when thou liest down, and when thou risest up." – Deuteronomy 11:18-19
The Four Steps Of Study
Study involves 4 Steps…
* Repetition – regularly channels the mind in a specific direction, thus ingraining the habits of thought.
o Repetition helps to improve speed, increases confidence, and strengthens the connections in the brain that help individuals learn.
* Concentration – centers the mind and focuses its attention on what's being studied.
o Concentration allows you to better use your resources and approach problems more efficiently. When you are concentrating it is less likely that you will miss important information. Staying focused helps you memorize things more easily.
* Comprehension – focuses on the knowledge of the truth.
o John 8:32, "And ye shall know the truth, and the truth shall make you free."
o KNOW = Knowledge of the Truth/Discernment
* Reflection – brings us to see things from God's perspective.
o Reflection causes you to learn what God is saying in a particular text.
SOAP is a way of reading your Bible and applying what you read in a practical way.
SOAP is a way of reading your Bible and applying what you read in a practical way.
SOAP stands for:
* Scripture – Read a passage of scripture and write down a verse or two that jumps out to you.
* Observation – What are your personal observations that you note from this scripture?
* Application – How does it now apply to your everyday life? What can you do to apply this in your life today?
* Prayer – Write a personal prayer based on your observation and application. | <urn:uuid:d4c7c3d2-3c06-4940-a2d0-de4e78ac4b92> | CC-MAIN-2022-21 | https://greatergracec.org/files/resources/study-materials/2022-04-20-the-Better-Life.pdf | 2022-05-24T18:11:44+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662573189.78/warc/CC-MAIN-20220524173011-20220524203011-00569.warc.gz | 343,374,137 | 545 | eng_Latn | eng_Latn | 0.996289 | eng_Latn | 0.99695 | [
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Utah State University
DigitalCommons@USU
Food History Podcasts Spring 2018
2018
Pepperoni Pizza
Hawkins Kyanne
Follow this and additional works at: https://digitalcommons.usu.edu/foodhistory_2018
Part of theFood Science Commons
Recommended Citation
Kyanne, Hawkins, "Pepperoni Pizza" (2018). Food History Podcasts Spring 2018. Paper 3. https://digitalcommons.usu.edu/foodhistory_2018/3
This Miscellaneous is brought to you for free and open access by the History Student Works at DigitalCommons@USU. It has been accepted for inclusion in Food History Podcasts Spring 2018 by an authorized administrator of DigitalCommons@USU. For more information, please contact firstname.lastname@example.org.
History Student Works
Pepperoni Pizza
Who doesn't love pepperoni pizza? I can testify that I really enjoy pizza. This specific recipe for pizza has a special place in my heart and for my family. This recipe is symbolic of how my husband and I want our marriage to be. We take things from how we were raised and combining them together to make it our own.
My husband's family had a tradition that on Saturday's they would go see a movie and then come home and make pizza. He really enjoyed that time with his family but as his family got older and some family members wanted to explore different food the tradition fell by the wayside. My husband has very fond memories of this time with his family. In my family we grew up eating pizza, but we never made our own dough. My mom claims that she is the worst bread maker in the world, that she can never get the bread to rise, even in a bread maker. Instead of dough we made mini pizzas on English muffins. I remember helping my mom make the pizzas I remember cutting up toppings or grating cheese. This was something I enjoyed. Some of my first memories of helping to make dinner are of helping to put toppings on the little pizzas.
My husband and I both have good memories and experiences with making pizza that soon after we were married we wanted to start making our own pizza. We started by getting the dough recipe from my mother in-law. Since getting the recipe we have done different things and branched out with added seasoning to the dough to having different topping on the pizza but it's something that we really enjoy making together and we make it almost on a weekly basis. We want to continue this tradition that hopefully our future children will have cherished memories attached to pizza. We already have some good memories attached to this pizza. The first time we ever attempted to make pizza was for my parents. They had come to visit us, and we wanted to make them something nice for dinner. I attempted to make the dough but somehow, I messed up on the crust. The dough was so dense and thick not how I had intended it to be. My mom laughed and said that I must have inherited the gene of not being able to make bread. This pizza wasn't bad, but it wasn't the best. Since then I'm a lot better at making the crust.
Pizza has been a part of both me and my husband's life and we have fond memories attached to the dish. This dish is a combination of my husband and my upbringing and it also symbolizes how we want our family to be. This dish has become our own family tradition. | <urn:uuid:c1fc7c31-02a8-4429-a6e8-24d56e0dcece> | CC-MAIN-2022-21 | https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=1008&context=foodhistory_2018 | 2022-05-24T18:42:19+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662573189.78/warc/CC-MAIN-20220524173011-20220524203011-00568.warc.gz | 260,694,226 | 708 | eng_Latn | eng_Latn | 0.949796 | eng_Latn | 0.998146 | [
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Read And Bass Guitar Major Scale Modes
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Read And Bass
Instruments Used When We Read Bass Clef Notes. Several instruments use this clef because of their lower pitch ranges. If you are learning a low brass instrument in the school band or orchestra the clef will be the bass clef. Below is a list of these instruments. Find your Instrument on this list. Piano Bassoon; Trombone; Baritone/Euphonium; Tuba; Cello
How to Read Bass Clef : Studio Notes Online
How To Read Bass Tab – G Major Scale. The first note is played at the third fret of the E (lowest) string. The second note is the open A string. The third is the second fret of the A string, and so on. Bass Tab Examples. The best way to learn how to read bass tab is to play tunes that you already know and see how they have been written in tab.
How To Read Bass Tab - A Lesson For Beginners
On to how to read bass tabs... Strings in Bass Tab. Bass tab shows the strings of the bass drawn horizontally. Most often bass tab is written for 4-string bass, but you may see it for 5-string and 6-string basses, too. That will depend on whether more strings are required to play the song. The bass strings are drawn with the lowest-pitched string at the bottom (E). Standard bass tuning from lowest to highest is E-A-D-G and looks like this: G -----
How to Read Bass Tab | Reading Music | StudyBass
The lowest bass octaves in a piano do not have correspondence on the staff of the treble clef. That is why another clef was created. The Bass Clef (or F-clef) follows the same logic as the Treble Clef, but the location of the notes is a little different.. Here, the symbol is drawn from the 4th line onwards and indicates that on this line you will find the F note.
How to read the Bass Clef - Sheet Music | Simplifying Theory
Bass clef worksheet write the name of each note on the line beneath the staff. Bass clef worksheets printable.For instance there are many worksheet that you can print here and if you want to preview the bass clef worksheets simply click the link or image and you will take to save page section.
Bass Clef Worksheets Printable – Learning How to Read
In the beginning of your reading studies, you should identify notes by counting the names up (or down) from the last line of the staff. Over time, you'll come to instantly recognize the notes within two lines above and below the staff, and then you'll only have to count up (or down) from those. Meet the bass clef (your left hand)
Size Up the Staff: How to Read Treble and Bass Clef - dummies
Download a free bass clef poster at: http://bit.ly/hUUDBU Leon's Free ebook "how to Read Music" is available at http://www.OneMinuteMusicLesson.com One Minut...
How to Read Music - Bass Clef (with free download) - YouTube
Free: learn to read music notes easily and quickly. Treble clef and Bass clef, A B C D E F G or DO RE MI FA SOL LA SI. No musical knowledge required.
Read Music Notes in Treble Clef and Bass Clef for Free
To read the bass clef, start by looking at the 4 spaces along the staff. From the bottom to the top, use the phrase "All Cows Eat Grass" to help you remember that those notes are A, C, E, and G. For the lines on the staff, use the phrase "Grizzly Bears Don't Fly Airplanes" to remember that those notes, from bottom to top, are G, B, D, F, and A.
How to Read the Bass Clef: 9 Steps (with Pictures) - wikiHow
This lesson gives an introduction to the basics of reading music on bass guitar. […]
An Introduction To Reading Music - TalkingBass
Learning to read bass guitar sheet music is a considerable undertaking that can take years to master. That being said, it's the application that takes considerable time to master, but the fundamentals are rather straightforward. Bass guitars play using the bass clef (aka the international sign of bass):
Reading Bass Guitar Sheet Music and Tab 101 - Smart Bass ...
Knowing how to read music really helps if you want to play bass guitar. The following figures present your main rhythms (with rest symbols included free of charge) and the note names on the fingerboard of your bass. You also see how the notes correspond to written music and tablature.
Bass Guitar Exercises For Dummies Cheat Sheet - dummies
Bass Clef The line between the two bass clef dots is the "F" line on the bass clef staff, and it's also referred to as the F clef. The bass clef notates the lower registers of music, so if your instrument has a lower pitch, such as a bassoon, tuba or cello, your sheet music is written in the bass clef.
How To Read Sheet Music: Step-by-Step Instructions ...
How to Read Bass Tab - Slides . Slides are represented in bass tab by slashes, or by the letter s. An up slash / indicates a slide up and a down slash \ indicates a slide down. When found in between two fret numbers, as in the first two instances in the example above, it means you should slide from the first note to the second.
How to Read Bass Tab - Tutorial Introduction
Bass Reeves (July 1838 – January 12, 1910) was an American law enforcement officer. He was the first black deputy U.S. marshal west of the Mississippi River.He worked mostly in Arkansas and the Oklahoma Territory. During his long career, he had on his record more than 3,000 arrests of dangerous criminals, and shot and killed 14 of them in alleged self-defense.
Bass Reeves - Wikipedia
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Read Online Read And Bass Guitar Major Scale Modes
There are opera rehearsal pianists who read from the score, so they read the lines for every instrument, including treble, alto, tenor, and bass clefs, with the various transpositions (e.g., for...
Do you read the treble and bass clef at the same time ...
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Chief Master Sergeant of the Air Force JoAnne S. Bass stands in front of an F-16 Fighting Falcon at Shaw Air Force Base, S.C., Nov. 17, 2020. Shaw AFB Airmen from the 20th Equipment Maintenance Squadron briefed Bass on the procedures of loading and unloading munitions from the F-16, and recent changes to the unit's internal functions which provide increased flexibility and agility to overall ...
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Physical Education
Home Learning Booklet Year 7
Home Gym
Parent's Comment
Staff Comment
Target
Name ______________________________________________
Tutor Group ______________________________________________
Teacher ______________________________________________
Given out: Monday 4 November Hand in: Monday 11 November
Task 1 Plan Circuit
Using your knowledge of fitness and the activities we have done in PE this term, select 8 activities for your circuit. Plan and draw each activity. Once you are happy with your circuit find an appropriate time to complete it safely every day.
Task 2 Daily Diary
Keep track of your circuit. Try and increase your effort every day, record the number of repetitions for each 30 seconds. Make a note of your effort; 1=excellent, 5=poor. Try and do two circuits as the week goes on.
| | Circuit 1 | Circuit 2 |
|---|---|---|
| Monday | | |
| Tuesday | | |
| Wednesday | | |
| Thursday | | |
| Friday | | |
| Saturday | | |
| Sunday | | | | <urn:uuid:c0b59e3d-3f41-4839-b69f-bda2b23def67> | CC-MAIN-2020-50 | http://www.whitstoneschool.org/system/assets/1319/original/PE_Home_Gym_4_Nov_19.pdf | 2020-11-25T01:35:51+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141180636.17/warc/CC-MAIN-20201125012933-20201125042933-00708.warc.gz | 169,380,153 | 249 | eng_Latn | eng_Latn | 0.893961 | eng_Latn | 0.996767 | [
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Safe weekly amounts of mercury in fish
Florida testing for mercury in a variety of fish is helpful for calculating the amount of seafood a person can eat, and still stay within the EPA Reference Dose for mercury – the amount of mercury a person can consume on a continuing basis without fear of ill effects.
Safe amounts of fish are calculated by weekly doses. Amounts are cumulative; each meal must be counted against the weekly reference dose. Mercury amounts vary from fish to fish, and the averages below should serve only as guidelines.
How to use the chart
When calculating weekly allowances of fish, refer to the box closest to your weight and see the safe amount in ounces (a typical serving of fish is about 6 ounces). For instance, if you weigh 150 pounds you should limit yourself to 4.6 ounces per week of Red Grouper. For Snook you could eat no more than 4.2 ounces per week. To eat more than one kind of fish or more than one fish meal per week, you would want to select species with high allowances, such as mullet (72.4 ounces per week) or sand bream (22.4 ounces).
| Smoked Salmon (unspecified species) | 0.039 | 14.8 oz | 29.6 | 44.4 | 59.2 | 73.0 |
|---|---|---|---|---|---|---|
| Salmon (unspecified species) | 0.04 | 14.3 | 28.6 | 42.9 | 57.1 | 70.5 |
| Vermillion Snapper | 0.051 | 11.2 | 22.4 | 33.6 | 44.8 | 55.3 |
| Crabmeat (lump) | 0.066 | 8.7 | 17.3 | 26 | 34.6 | 42.7 |
| Yellowtail Snapper | 0.078 | 7.3 | 14.7 | 22 | 29.4 | 36.3 |
| Crabmeat (claw) | 0.092 | 6.2 | 12.4 | 18.6 | 24.8 | 30.7 |
| Lane Snapper | 0.182 | 3.1 | 6.3 | 9.4 | 12.6 | 15.5 |
| Canned Tuna (light) | 0.205 | 2.8 | 5.6 | 8.4 | 11.1 | 13.8 |
| Alligator | 0.267 | 2.1 | 4.3 | 6.4 | 8.6 | 10.6 |
| Gag grouper | 0.271 | 2.1 | 4.2 | 6.3 | 8.4 | 10.4 |
| Canned tuna (White) | 0.345 | 1.7 | 3.3 | 5 | 6.6 | 8.2 |
| Red Grouper | 0.373 | 1.5 | 3.1 | 4.6 | 6.1 | 7.6 |
| Dolphin (Mahi) | 0.379 | 1.5 | 3 | 4.5 | 6 | 7.4 |
| Red Snapper | 0.415 | 1.4 | 2.8 | 4.1 | 5.5 | 6.8 |
| Tuna steak or fillet | 0.463 | 1.2 | 2.5 | 3.7 | 4.9 | 6.1 |
| Barracuda | 0.497 | 1.1 | 2.3 | 3.4 | 4.6 | 5.7 |
| King Mackerel | 0.644 | 0.9 | 1.8 | 2.7 | 3.5 | 4.4 |
| Yellowfin Tuna | 0.691 | 0.8 | 1.7 | 2.5 | 3.3 | 4.1 |
| Swordfish | 1.51 | 0.4 | 0.8 | 1.1 | 1.5 | 1.9 |
| Shark (unspecified species) | 2.577 | 0.2 | 0.4 | 0.7 | 0.9 | 1.1 |
| Striped mullet | 0.024 | 24.1 oz | 48.3 | 72.4 | 96.6 | 119.2 |
| Striped mojarra (Sand bream) | 0.077 | 7.5 | 14.9 | 22.4 | 29.9 | 36.9 |
| Black drum | 0.078 | 7.3 | 14.7 | 22 | 29.3 | 36.2 |
| Permit | 0.12 | 4.8 | 9.5 | 14.3 | 19 | 23.5 |
| Gray snapper | 0.175 | 3.3 | 6.5 | 9.8 | 13.1 | 16.1 |
| Sheepshead | 0.193 | 3.0 | 5.9 | 8.9 | 11.8 | 14.6 |
| Gag grouper | 0.2 | 2.9 | 5.7 | 8.6 | 11.4 | 14.1 |
| Red drum (redfish) | 0.222 | 2.6 | 5.1 | 7.7 | 10.3 | 12.7 |
| Hardhead catfish | 0.224 | 2.5 | 5.1 | 7.6 | 10.2 | 12.6 |
| Yellowedge grouper | 0.234 | 2.4 | 4.9 | 7.3 | 9.8 | 12.1 |
| Pompano | 0.275 | 2.1 | 4.2 | 6.2 | 8.3 | 10.3 |
| Silver perch | 0.29 | 2.0 | 3.9 | 5.9 | 7.9 | 9.7 |
| Atlantic spadefish | 0.334 | 1.7 | 3.4 | 5.1 | 6.8 | 8.4 |
| Bonnethead | 0.337 | 1.7 | 3.4 | 5.1 | 6.8 | 8.4 |
| Ladyfish | 0.345 | 1.7 | 3.3 | 5 | 6.6 | 8.2 |
| Gulf flounder | 0.348 | 1.6 | 3.3 | 4.9 | 6.6 | 8.1 |
| Blacknose shark | 0.35 | 1.6 | 3.3 | 4.9 | 6.5 | 8.1 |
| Barracuda (one 11-inch fish) | 0.36 | 1.6 | 3.2 | 4.8 | 6.3 | 7.8 |
| Southern kingfish (whiting) | 0.361 | 1.6 | 3.2 | 4.7 | 6.3 | 7.8 |
| Mutton snapper | 0.4 | 1.4 | 2.9 | 4.3 | 5.7 | 7.1 |
| Snook | 0.41 | 1.4 | 2.8 | 4.2 | 5.6 | 6.9 |
| Spotted seatrout | 0.434 | 1.3 | 2.6 | 3.9 | 5.3 | 6.5 |
| White grunt | 0.444 | 1.3 | 2.6 | 3.9 | 5.1 | 6.4 |
| Crevalle jack | 0.515 | 1.1 | 2.2 | 3.3 | 4.4 | 5.5 |
| Spanish mackerel | 0.516 | 1.1 | 2.2 | 3.3 | 4.4 | 5.5 |
| Bluefish | 0.572 | 1.0 | 2 | 3 | 4 | 4.9 |
| Cobia | 0.683 | 0.8 | 1.7 | 2.5 | 3.3 | 4.1 |
| Lemon shark | 0.697 | 0.8 | 1.6 | 2.5 | 3.3 | 4 |
| Gafftopsail catfish | 0.714 | 0.8 | 1.6 | 2.4 | 3.2 | 4 |
| Blacktip shark | 0.789 | 0.7 | 1.4 | 2.2 | 2.9 | 3.6 |
| Sand seatrout | 0.815 | 0.7 | 1.4 | 2.1 | 2.8 | 3.5 |
| Bull shark | 0.973 | 0.6 | 1.2 | 1.8 | 2.3 | 2.9 | | <urn:uuid:e983f845-1b26-473c-a088-04ee3235afde> | CC-MAIN-2022-21 | https://www.leegov.com/naturalresources/Documents/Documents/Fish%20Advisory.pdf | 2022-05-24T19:42:39+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662573189.78/warc/CC-MAIN-20220524173011-20220524203011-00570.warc.gz | 973,895,796 | 2,119 | eng_Latn | eng_Latn | 0.998371 | eng_Latn | 0.998371 | [
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Global Scenario on Wetlands and Plant Adaptation Mechanisms in Water logging Condition: A Critical Review
2
Amit Prakash Nayak 1* and Vibha Sahu
1Dept. of Forestry, College of Agriculture, Indira Gandhi Agricultural University, Raipur, Chhattisgarh (492 012), India 2Dept. of Forest Ecology and Environmental Management, Indian Institute of Forest Management, Nehru Nagar, Bhopal, Madhya Pradesh (462 003), India
Corresponding Author
Article History
Amit Prakash Nayak
: email@example.com e-mail
Article ID: IJEP0416b th
Received on 16 April, 2021
Received in revised form 14 th May, 2021
Accepted in final form 26 th May, 2021
Abstract
Wetlands are shallow to intermittently flooded ecosystems that are commonly known as swamps, bogs, marshes and sedge meadows. Wetlands are sometimes described as "the kidney of the landscape" because they function as the downstream receivers of water and waste from both natural and human sources. Water logging is one of the major problems in wetlands that restrict oxygen movement from the atmosphere to the soil resulting in anaerobic conditions. For such type of conditions, plants and microbial species require special adaptations. This review summarizes a comprehensive overview of distribution, major types of wetlands in global level and in India (including Ramsar Sites of India). It also signifies different plant adaptation mechanisms in these adverse conditions.
Plant adaptation, ramsar sites, swamps, waterlogging Keywords:
1. Introduction
A wetland is an ecosystem that arises when inundation by water produces soils dominated by anaerobic process, which, in turn forces the biota, particularly rooted plants, to adapt to flooding (Keddy, 2010). Except Antarctica, wetlands are distributed in all the climatic zones ranging from tropics to tundra .Wetland definition, then, often include three main components: 1) Wetlands are distinguished by the presence of water, either at the surface or within the root zone. 2) Wetlands often have unique soil conditions that differ from adjacent lands. 3) Wetlands support vegetation adapted to the wet conditions (hydrophytes) and conversely, are characterized by the absence of flooding in tolerant vegetation.
The International Union for the Conservation of Nature and Natural Resources (IUCN) at the Convention on Wetlands of International Importance especially as Waterfowl Habitat, better known as Ramsar convention, adopted the following definition of wetlands (Navid, 1989) "as areas of marsh, fen, peat land or water, whether natural or artificial, permanent or temporary, with water is static of flowing, fresh, brackish or salt including areas of marine water, the depth of which at low tide does not exceed 6 meters". This definition was adopted at the first meeting of the convention in Ramsar, Iran in 1971. This definition does not include vegetation or soil and extends wetlands to water depths 6 m or more. These valuable uses of wetlands are now being recognized and translated into wetland protection laws, regulations and management plans. Since wetland requires water, the obvious place to begin is the distribution of water on earth. Table 1 show that a majority of the Earth's available water is in the oceans. A
Table 1: Mass of water in different forms on Earth
a. Does not cycle; b. Part of hydrological cycle; Source: Clapham (1973)
much smaller amount is present as fresh water. Some wetlands from along the edges of oceans tend to be mangrove swamps in equatorial regions and salt marshes at higher latitudes. A majority of wetlands are, however, freshwater ecosystem. They occur where rain water accumulates on its way back to the ocean. This review was framed keeping in view the following objectives:
a. To highlight the basic wetland types in global level.
b. Current status of wetlands in World and in India, including Ramsar sites of India.
c. To reveal different plant adaptation mechanism in wetlands or waterlogging conditions with examples.
2. Status of Global Wetlands
The most recent estimate of global inland and coastal wetland area is 12.1 million km 2 , an area almost as large as Greenland. Of this, 54% is permanently inundated and 46% seasonally inundated. Around 93% of wetlands are inland systems, with 7% being marine and coastal although this estimate does not include several wetland classes such as near shore sub tidal wetlands, which also fall into the Ramsar definition. Global areas of human-made wetlands are small in comparison: reservoirs cover an estimated 0.3 million km 2 and rice paddy 1.3 million km 2 (Davidson et. al., 2018; Davidson and Finlayson, 2018). The largest areas of wetlands (Figure 1) are in Asia (32% of the global area), North America (27%) and Latin America and the Caribbean (16%). Wetland areas in Europe (13%), Africa (10%) and Oceania (3%) are smaller (Davidson et. al., 2018). Continent wise examples of wetlands and their area are presented in Table 2.
Table 2: The world's largest wetlands (areas rounded to the nearest 1000 km 2 )
Source: Fraser and Keddy (2005)
3. Types of Wetlands
3.1. Swamp
Swamp is a wetland that is dominated by trees that are rooted in hydric soils, but not in peat. Examples include the tropical mangrove swamps of Bangladesh and Myristica swamps of Western ghats. Tree species in such swamp forests are black spruce ( Picea marina ), black gum ( Nyssa sylvatica ), red maple ( Acer rubrum ), tall stilted mangrove ( Rhizophora apiculata ), willows ( Salix spp) etc.
3.2. Marsh
Marsh is a wetland that is dominated by herbaceous plants that are usually emergent through water and rooted in hydric soils, but not in peat. Examples include cattail (Typha angustifolia) masrhes and reed (Phragmites australis), water spinach (Ipomea aquatica) etc.
3.3. Bog
A wetland dominated by Sphagnum moss, sedges, eriaceous shrubs or evergreen trees rooted in deep peat with a pH less than 5. Examples include West Siberian Lowland in central Russia.
3.4. Fen
A wetland that is usually dominated by sedges and grasses
rooted in shallow peat, often with considerable groundwater movement and with greater pH (>6). Many occur on calcareous rocks, and most have brown mosses. Genera in such wetlands include Scorpidium or Drepanocladus. Examples of such wetlands include peatlands of Northern Canada and Russia.
3.5. Wet meadow
Such wetlands are dominated by herbaceous plants rooted in occasionally flooded soil. Examples include wet prairies along river floodplains, or herbaceous meadows on the shorelines of large lakes.
3.6. Shallow water
A wetland community dominated by truly aquatic plants. Examples include the littoral zones of lakes, bays in rivers and the more permanently flooded areas of prairie potholes (Plate 1).
4. Wetland Scenario in India
National Wetland Atlas 2011, prepared by SAC, is the latest inventory on Indian wetlands. Entire Country was considered for assessment and a total of 201,503 wetlands were identified and mapped on 1:50,000 scale (SAC, 2011). Gujarat has the highest proportion (22.8%) and UT of Chandigarh has nearly negligible part of the total wetland area in the country. The States of Sikkim, Nagaland, Mizoram, Meghalaya and Jharkhand have more than 90% of the total wetland area as water spread area during post monsoon.
Andhra Pradesh, Delhi, Karnataka, Manipur, odisha, Punjab, Tamil Nadu, Tripura and West Bengal have 15–59% of the wetland area under aquatic vegetation. Further, Andhra Pradesh, Gujarat, Karnataka, Orissa, Tamil Nadu, Uttar Pradesh and West Bengal account for nearly 3/4th of the total area under aquatic vegetation. The first scientific mapping of wetlands of the country was carried out using satellite data of 1992–1993 by Space Applications Centre (SAC), Ahmadabad. The exercise classified wetlands based on the Ramsar Convention definition. This inventory estimated the extent of wetlands to be about 7.6 mha (Garg et al., 1998). The estimates did not include paddy fields, rivers, canals and irrigation channels. The total wetlands area was estimated to be 15.26 mha (Table 3), which is around 4.63% of the geographical area of the country (ISRO, 2011).
Table 3: Category-wise wetlands distribution in India
Source: Space Application Centre (SAC, 2011)
5. Ramsar Sites of India
The Convention on Wetlands of International Importance especially as Waterfowl Habitat is generally known as the Ramsar Convention. It owes its name after the town in Iran where it was adopted in 1971. It is the oldest and first inter-governmental conservation convention. India became a contracting party to the Ramsar Convention in 1981. The Chilika lagoon in Odisha and the Keoladeo National Park in Rajasthan are the first two wetlands designated as Ramsar sites in 1981. Since then, total 42 wetlands in the country have been designated as Ramsar sites by 2020. The latest Tsokar wetland in Ladakh has been declared as Ramsar site in November, 2020 (Table 5).
Though India has numerous wetlands of various types, there are certain criteria of selection of sites for Ramsar designation. As per the Article 2.2 of the Ramsar Convention, broadly the wetlands are categorized under two Groups under nine criteria (Table 4). Group A sites are selected under the Criterion 1 as "Sites containing representative, rare or unique wetland
Table 4: Criteria for declaring an area as Ramsar site
(Source: Murthy et al., 2013)
089
Table 5: List of all Ramsar sites of India (As on February, 2021)
Table 5: Continue..
types". Group B sites are sites of international importance for conserving biological diversity.
Table 5 reveals that out of 42 Ramsar sites of India, Uttar Padesh having highest (7 number) of sites followed by Punjab (6 numbers) and Jammu and Kashmir (4 numbers). As per total geographical area the Sundarban Wetland is largest wetland in India (4230 km 2 ) followed by Vemband Kol Wetland (1512.5 km 2 ), and Chilika lake (1165 km 2 ), whereas Renuka wetland of Himachal Pradesh is the smallest wetland in India having geographical area of 0.2 Km 2 . The Ministry of Environment Forests and Climate Change (MoEF and CC) Government of India notified the Wetlands (Conservation and Management) Rules in December 2010 which was a positive step towards conservation of wetlands in India. Recently, on the occasion of World Wetland Day 2021, Ministry of Environment Forests and Climate Change (MoEF and CC) Government of India decided to set up India's first Wetland centre named as 'Centre for Wetland Conservation and Management at National Centre for Sustainable Coastal Management in Chennai, Tamil Nadu.
6. Wetland Soil Properties and Plant Adaptation Mechanisms
6.1. Physio-Chemical changes in soil due to waterlogging
Thousands of plants have adapted to life in water or wetlands, with a significant proportion of them occurring only in wetlands and shallow water. Many wetlands are readily identified by vegetation and traditional method. One of the major problems in wetlands is water logging, that restrict oxygen movement from the atmosphere to the soil as a result anaerobic conditions occur when the redox potential of soil reaches +300 to +250 milivolts (mV) (Faulkner and Patrrick, 1992).
Soil oxygen deficiency poses the main ecological problem for plant growth as it affects plant functions such as stomata opening, photosynthesis, water and mineral uptake and hormonal balance (Kozlowski, 1984). Waterlogging or flooding also causes changes in the soil environment which affect plant growth and survival. Soil temperature is lower in flooded soils than in well drained soils. Lower temperatures may influence soil chemistry, nutrient release, phytotoxin production, organic matter decomposition and plant growth (Ponnamperuma, 1976). Alternate flooding and drying may causes significant cracking in clayey soils. Such activity may affect root growth and restrict root penetration. Flooding also alters the pH of soil. Acid soils attain a higher pH status when flooded while alkaline soils decrease in pH (Ponnamperuma, 1984).
6.2. Plant adaptation to flooding and water logging
Life in permanently or periodically aerobic soils or substrates is more difficult than living in mesic soils due to oxygen deficiency, the nature of a highly reduced environment (low redox potential) with soluble phytotoxins and other conditions. Prolonged flooding during the growing season typically kills most woody species, with seedlings being most vulnerable. Aquatic plants are the best adapted and most specialized of the wetland plants, since they spend their entire lives in water.
A wide range of adaptations make it possible for plants to grow in water or wetlands. These adaptations include physiological responses, morphological adaptations, behavioral responses and others (Table 6).
7. Description of Some Adaptation Mechanism of Plants
7.1. Hypertrophied stems or buttressing
Some wetland species growing under extended flooding conditions exhibit a noticeable swelling of the lower stem. Such swelling increases the surface area and often is coupled with the presence of hypertrophied lenticels that collectively improve gas exchanges (Hook et al., 1970). The diameter of the stem from ground surface to some distance above is greatly expanded. In herbaceous plants this condition is called simple hypertrophied stems, while in trees it is called buttressed trunks or buttressing. In herbs, the enlargement of cortex and collapse of some cells create air filled spaces (aerenchyma) that lead to an expansion of the stem (Kawase, 1981). Example: Water willow (Decodon verticillatus) and rattlebush (Sesbania drummondii).
In trees and shrubs, the swelling is not due to aerenchyma, but to larger cells and lower density wood (Penfound, 1934; Kawase, 1981). Ethylene producton during anaerobiosis may be responsible for this (Kozlowski,1982) developed after 3 weeks of flooding. In mangroves root buttresses are the
Source: Tinner, 1991
characteristic features of Heriteria spp and Xylocarpus spp (Naskara and Mandal, 1999). Examples of other buttressing plants include Red maple (Acer rubrum), White ash (Fraxinus americana) and Arjun (Terminalia arjuna).
7.2. Fluted trunks
Some wetland trees exhibit flared bases or fluted trunks, presumably to provide for support in unstable substrates, such features also may create more surface for production of hypertrophied lenticles during periods of prolonged flooding. These structures have been observed in American elm (Ulmus americana), Pin oak (Quercus palustris), Bald cypress (Taxodium distichum).
7.3. Shallow root system
Higher water tables and accompanying anaerobic significantly influences root growth. Since oxygen is the prime limiting factor in wetlands, the anaerobic environment essentially forces plants to seek oxygen near the surface and thereby also avoid phytotoxins present in the subsoil. As a result, plant roots for most wetland species grow horizontally or upwardly (negative geotropic) to form extensive root systems near the surface.
7.4. Strut and stilt roots
Rhizophora species (Rhizophoraceae family) (personal observation, Plate 2) produce lateral roots from the hypocotyls and bases of the stems which form arch and reach after coming in contact with substratum. Some of which produce innumerable fibrous absorbing or nutritive roots and others form another arch, and the process continues.
Besides the family mangrove (Rhizophoraceae), stilt roots are observed in Avicenia spp, Lumnitzera spp and Acanthus spp.
7.5. Prop roots
Rhizophora produces lot of relatively thin unbranched positively geotropic roots arising from branches at various heights even at 8 to 10 meters. They appear to show branching after their tips are damaged by mollusks or some other agencies. After reaching the ground they also produce innumerable fibrous roots for absorption of water and nutrients.
7.6. Pneumatophores
Pneumatophores can be seen in Mangroves, as these mangroves grow on saline mudflats of the coastal area where the soil is very wet with poor oxygen and other glasses content. In this case, some lateral roots of mangroves become specialized as Pneumatophores. Pneumatophores are lateral roots that grow upward (negative geotropism) for varying distances and function as the site of oxygen intake. They project some centimeters above the low-tide level. They have small openings (lenticels) in their bark so that air can reach the rest of the plants' root system. Examples of Xylocarpus granatum (personal observation, Plate 2), Laguncularia racemosa, Avicenia spp. Xylocarpus spp and Lumintzera spp. Pneumatophores helps in exchange of gases between atmosphere and underground roots (Singh and Odaki, 2004).
7.7. Horizontal roots (Knees)
In several species like Bruguiera spp., Ceriops tagal, Lumnitzera spp. etc. come above the surface of the soil due to bending and again after some height curve towards soil forming knee like structure. Each branch travelling towards the ground becomes apogeotropical and produces fine branches for adsorption of water and minerals. (Singh and Odaki, 2004).
7.8. Pneumatothodes
Negatively geotrophic erect roots from the fibrous horizontally spreading roots of (Phoenix paludosa) is known as Pneumatothodes. The Pneumatothodes looks like pencil and attain a height of 20 cm in very compacted clay soil (Naskara and Mandal, 1999).
7.9. Hollow stems
Many wetland herbs posses hollow or chambered stem that favor growth in wetlands. Hollow or chambered stems may improve aeration to the roots as well as accumulate carbon dioxide important for photosynthesis (Billings and Godfrey, 1967). Thus, the presence of hollow stems in these graminoids might help explain why they are often dominant in wetlands.
7.10. Aerenchyma
The presence of aerenchyma (air-filed) tissue in many wetland herbs, especially marsh plants helps these plants grow in anaerobic or anoxic soil. An internal system of large air spaces is needed to transport atmospheric oxygen to the roots, thereby creating an oxidized environment around the roots (oxidized rhizosphere). This reduces resistance to oxygen movement for respiring cells, decreases the amount of respiring tissue, facilitates diffusion of oxygen-containing air to organs lacking oxygen and still provides sufficient structural support (Voesenek and Van der Veen, 1994). It also aids in releasing carbon dioxide and methane to the atmosphere (Wetzel, 1990).
7.11. Salt regulation mechanism (Mangroves)
The saline environment of marsh ecosystems create a formidable challenge for plants living in the coastal tract. High salinity soils are characteristic of salt marshes. As salt water from the ocean inundates and recedes from the system in a daily cycle, sodium chloride is deposited into marsh soils where evapotranspiration amplifies soil salt concentration (Larcher, 2003). The high concentration of sodium chloride in salt marshes has negative consequences for plants in two primary ways i) it affects osmoregulation; and ii) it has ion specific effect that can be toxic and can disrupt ionic balance (Larcher, 2003).
8. Halophytes Adopted following Salt Regulation Mechanism
8.1. Salt filtration or salt exclusion
In some mangrove plants like Avicenia, Bruguiera, Kandelia and Ceriops species have some sort of ultra filtration mechanism in their roots enabling only selection of ions (Scholander, 1968). Their Xylem sap has NaCl (Sodium Chloride) content between 0.02 to 0.05%. Rhizophora species, have specialized cells in roots which block sodium while allowing essential elements such as potassium to move freely in the plant.
8.2. Salt excretion or salt secretion by salt glands
Mangrove species like Avicenia and Aegiceras spp have salt glands on their leaves which secrete excess salts on surface of leaves. NaCl in the xylem sap of these plant is normally 10 times that or salt exclusion types. However, the precise mechanism of salt secretion is not understood, but it does require energy and can be stopped by metabolic activity.
8.3. Salt accumulation
Sonneratia spp and some others Lumnitzera and Excocaria spp have been found to have excessive amount of ions in
their organs and thus they absorb and accumulate ions and the leaves become quite fleshy.
9. Conclusion
Wetlands also have been called "biological supermarkets" because of extensive food chain and rich biodiversity that they support. They play major roles in the landscape by providing unique habitats for a wide variety of flora and fauna. The quality and quantity of wetlands are declining continuously in an alarming rate. As a result, it will affect the biodiversity, reduction of ecosystem services with adverse outcomes for human, livelihoods. So, the need of the hour is to make continuous research and conservation strategies for protecting the world's wetlands.
10. References
Billings, W.D., Godfrey, P.J., 1967. Photosynthesis utilization of internal carbon dioxide by hollow stemmed plants. Science 158, 121–123.
Clapham Jr, W.B., 1973. Natural Ecosytems.New York: Macmillan.
Davidson, N.C., Fluet-Chouinard, E., Finlayson, C.M., 2018. Extent, regional distribution and changes in area of different classes of wetland. Marine and Freshwater Research (in press).
Davidson, N.C., Fluet-Chouinard, E., Finlayson, C.M., 2018. Global extent and distribution of wetlands: trends and issues. Marine and Freshwater Research doi. org/10.1071/MF17019.
Faulkner, S.P., Patrick Jr, W.H., 1992. Redox processes and diagnostic wetland soil indicators in bottomland hardwood forests. Soil Science Society of America Journal 56, 856–865.
Finlayson, M., Moser, M., 1991. Wetlands. Facts on file, Oxford, UK. 224 pp.
Fraser, L.H., Keddy, P.A., 2005. The World's largest Wetlands: Ecology and Conservation. Cambridge, UK: Cambridge University Press
Garg, J.K., Singh, T.S., Murthy, T.V.R., 1998. Wetlands of India. SAC, Indian Space Research Organisation, Ahmedabad.
Hook, D.D., Langdon, O.G., Stubbs, J., Brown, C.L., 1970. Effect of water regimes on the survival ,growth and morphology of tupelo seedlings. For. Sci., 16, 304–311.
ISRO, 2011. Wetland Inventory and Assessment. Space Application Centre, Indian Space Research Organization, Ahmedabad.
Kawase, M., 1981. Anatomical and Morphological adaptation of plants to waterlogging. Horticultural Science 16, 30–34.
Keddy, P.A., 2010. Wetlands ecology principles and conservation.Cambridge University press.,UK.2-20. ISBN-9780521739672
Kozlowski, T.T., 1982. Water supply and tree growth .II. Flooding, United Kingdom 43(3), 145-161. Available at: https://www.osti.gov/etdeweb/biblio/6473331
Kozlowski, T.T., 1984. Plant response to flooding of soil. Bioscience 34, 162–167.
Larcher, W., 2003. Physiological Plant Ecology. Springer Verlag, Berlin, Germany. Available at: https://www.springer. com/gp/book/9783540435167
Murthy, T.V.R., Patel, J.G., Panigrahy, S., Parihar, J.S., 2013. National wetland atlas: wetlands of international importance under Ramsar convention, SAC/EPSA/ABHG/ NWIA/ATLAS/38/2013, Space Applications Centre (ISRO), Ahmedabad, India, 230p.
Naskara, K., Mandal, R., 1999. Ecology and Biodiversity of Indian Mangroves.Daya Publishing House, Delhi.pp 226–231.
Navid, D., 1989. The international law of migratory species: The Ramsar Convention. Natural Resources Journal 29, 1001–1016
Penfound, W.T., 1934. Comparative structure of the wood in the "knees", swollen bases, and normal trunks of the tupelo gum (Nyssa aquatic L.). American Journal of Botany 21, 623–631.
Ponnamperuma, F.N., 1976. Temperature and the chemical kinetics of flodded soils. In climate and Rice. Internatinal Rice Research Institute, Los Banos, Philippines, 249–263.
Ponnamperuma, F.N., 1984. Effect of flooding on soils, chap. 2. In flooding and Plant growth. Kozlowski, T.T. (Ed). Academic Press, New York, 9–45.
SAC, 2011. National Wetland Atlas SAC, Indian Space Research Organization, Ahmedabad.
Scholander, P.F., 1968. How mangroves desalinate seawater Plant Physiology 21, 251–261.
Singh, V.P., Odaki, K., 2004. Mangrove ecosystem. Scientific publisher, India. ISBN: 8172333536
Tinner, R.W., 1991. The concept of a Hydrophyte for Wetland Identification. Bio Science 41, 236–247.
Voesenek, L.A.C.J., Van der Veen, R., 1994. The role of phytohormones in plant stress: too much or too little water. Acta Botanica Neerlandica 43, 91–1217.
Wetzel, R.G., 1990. Land water interfaces: metabolic and limnological regulators. Verhandlungen des Internationalen Verein Limnologie 24, 6–24. | <urn:uuid:c783354b-3e4d-4510-9dc4-9e14ff717e9f> | CC-MAIN-2022-21 | https://www.pphouse.org/upload_article/19226154_7_IJEP_May_2021_Nayak_and_Sahu.pdf | 2022-05-24T17:46:25+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662573189.78/warc/CC-MAIN-20220524173011-20220524203011-00569.warc.gz | 1,078,028,952 | 5,923 | eng_Latn | eng_Latn | 0.911874 | eng_Latn | 0.982939 | [
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Child's song in spring
The silver birch is a dainty lady, She wears a satin gown; The elm tree makes the old churchyard shady, She will not live in town. The English oak is a sturdy fellow, He gets his green coat late; The willow is smart in a suit of yellow, While brown the beech trees wait. Such a gay green gown God gives the larches – As green as He is good! The hazels hold up their arms for arches, When Spring rides through the wood. The chestnut's proud and the lilac's pretty, The poplar's gentle and tall, But the plane tree's kind to the poor dull city – I love him best of all!
By Edith Nesbit
1. Retrieval: How many trees are referred to in the poem?
eight
nine
ten
eleven
2. Retrieval: Which tree is the poet's favourite?
3. Interpret: Which tree is the strongest? How do you know?
4. Interpret: Which tree is described as being delicate?
5. Choice: Do you think the poet has chosen vocabulary to describe the trees in a positive or a negative way? Give examples from the text to back up your answer. | <urn:uuid:728bfe9b-b6b6-414b-966b-587795dc9fd4> | CC-MAIN-2020-50 | https://www.moortown.leeds.sch.uk/wp-content/uploads/sites/1/2020/04/2.-Tree-poem-RIC.pdf | 2020-11-25T02:05:34+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141180636.17/warc/CC-MAIN-20201125012933-20201125042933-00712.warc.gz | 751,671,900 | 254 | eng_Latn | eng_Latn | 0.994144 | eng_Latn | 0.993618 | [
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FOOD WASTE IN LATVIAN HOUSEHOLDS: AMOUNTS, ECONOMIC ASPECTS
Tatjana Tokareva 1 , Mg.sc.soc.; Aija Eglite 2 , Dr.oec./ asoc. prof.
1,2 Latvia University of Agriculture
Abstract. Even though thousands of people suffer from hunger every day, there are people that simply throw away their food. Nowadays, even if the food wasting problem is getting more and more urgent, and all kinds of political and non-governmental organizations accentuate the importance of research on this problem, still not much research has been conducted regarding food wasting. A broader research study of food wastage would help to understand how fundamental the influence of a food choice pattern is on the lives of people. The aim of the paper was to find out how much food gets wasted and to identify factors that influence such behaviour in Latvia from the perspective of eating habits. To achieve the aim, the authors conducted a survey in 2013. The 2013 survey questionnaire consisted of 48 open and closed questions. The 2013 study revealed that 13.3 % of all the food bought household members lost and 9.39 % - wasted. In monetary terms, the average household wastes EUR 475.56 per year. By stressing the food waste issue in Latvia early on, it could be possible not to reach average EU wastage rates, which were around 22-25 % in 2016.
Key words: eating habits, food wasting, income, behaviour.
JEL code: D12
Introduction
The aim of the paper was to examine the situation regarding food wastage in Latvia and to identify aspects that influence such behaviour. The authors have conducted two research studies that were grounded on a previously developed theoretical basis. This paper identified which of the previously determined economic and social aspects affected food wastage in Latvia and also calculated wastage amounts and wastage cost, as well as studied what kind of food gets wasted the most.
The authors conducted the research in 2013. The research survey questionnaire consisted of 48 open and closed questions. Respondents were asked to identify how much of food bought they wasted, and to indicate it as a percentage of the total amount of food bought. The assessment was done by feel.
The authors didn't research the waste of donated or home-grown food. In the framework of the paper, donation of food bought for people or animals isn't considered food wasting. In the context of the paper, food discarding, whose expiration date has expired, or food discarding, whose taste, look, smell has changed and is no longer suitable for consumption are considered food wasting.
Research results and discussion
The question about how much of the food household members are able not to discard is closely linked to food waste.
Source: authors' construction based on the 2013 survey
Fig. 1. The normal distribution curve for food wasted by the surveyed household, year 2013, quantity (n=610)
The data of wasted food don't form a normal distribution curve, as the answers with a lower value dominate. Household members on average waste 9.39 % of all purchased food, this part of food is still suitable for consumption or was suitable at the time of purchase. The authors' research data indicate that on average households spent EUR 422.47 on food; if 9.39 % of the lost food is converted into money, then in
total an average household loses EUR 39.63 per month/ EUR 475.56 per year.
All the questions that were closely connected with the study of economic aspects by the authors of the paper were divided into two groups. The first group - aspects that affect food security, and the second group – aspects that are closely connected with customers' behaviour, which are divided into two subgroups: a demographic profile and personal aspects.
Source: authors' construction based on the 2013 survey
Fig. 2. The impact of the sub-aspect "housing location" on wasted food amounts, year 2013, % (n=610)
The housing location correlates with wasted food amounts, and this correlation is negative, meaning that the greater the city where the household is located, the more food is wasted in this household. People from rural areas, who live closer to the food production sites and often see how food products they buy are grown, as well as those people who have their own allotments, which are used for food production, are also those people who waste food way less. By contrast, people in cities waste food the most among all Latvia's citizens. This could be explained by the ease of food access in urban areas, and by the fact that when people don't grow their food themselves, they don't realize what kind of effort it requires, and what kind of resources are used when food is grown, thus not realizing the negative impact of food waste on the environment.
Jelgava, LLU ESAF, 27-28 April 2017, pp. 213-219 The packaging is important from the food safety perspective because it helps to prolong the freshness of the food and it also makes food longer safe for human consumption, thus it is possible to buy food and be able to fully consume it before it spoils. The 2013 research data analysis indicates that consumers pay more attention to price and a food product's expiration date, rather than to packaging, even if the packaging of the product directly correlates to duration of food validity. It is difficult to assess the extent to which household members understand the labelling on food products. For example, if they understand what kind of food products is still safe for consumption for some time after the labelled expiration date or not. Food labels can mislead people into thinking that the product is unsuitable for the consumption, assuming that the expiration date indicates the exact day when product must be discarded obligatory. If they understand all the label information about additives and preservatives, they buy food only suitable for the particular person's consumption, and food isn't wasted due its characteristics.
Fig. 3. The impact of the sub-aspect "age of the youngest household member" on wasted food amounts, year 2013, % (n=610)
The authors' study indicates that in Latvia food is wasted the most in households with children but the least food is wasted in households where live only adults (more than one member). This situation could be explained by the fact that it is easier to plan meals in
households with only adult resident; adults already have a particular taste for food and mostly know what they like and don't like to eat, while children, in their turn, especially children aged 4-7, are often too picky when it comes to food, and some of the food that was cooked particularly for them may get wasted.
The study, which was conducted in the United Kingdom in 2012, indicated that the greatest amount of wasted food was generated in single person households (DEFRA, 2013). Similar trends were shown in a study conducted in Denmark (EPA, 2012). With a probability of 93 % it can be asserted that a similar situation is observed in Latvia.
Source: authors' construction based on the 2013 survey
Fig. 4. The impact of the sub-aspect "average monthly income per household member" on wasted food amounts, year 2013, % (n=610)
With a probability of 95 %, there is a correlation between the average income per member of a household and how much food is wasted in this household; besides, an increase in income also increases the amounts of wasted food.
Jelgava, LLU ESAF, 27-28 April 2017, pp. 213-219
Source: authors' construction based on the 2013 survey
Fig. 5. The impact of the sub-aspect "review of already purchased food products" on wasted food amounts, year 2013, % (n=610)
The 2013 research indicated that the average amount of wasted food in the household was around 9 %, while the potential increase of incomes can have a positive effect on the growth of wasted food amounts.
The creation of a shopping list as an economic aspect affects the wasted food amounts in households. There is a negative correlation between the responses to the question whether before making the food purchase household members check what kind of food they already have at home and how much, as a percentage of purchased food, gets ultimately wasted. The more often household members review already purchased food products, the least food gets wasted in the hoB Nusehold.
The prepared shopping list helps to reduce wasted food amounts. The correlation between the aspect and wasted food amounts is negative, the probability is 99 %. Thus, it can be confirmed that the creation of a shopping list and using it during purchasing food have a positive impact on the reduction of wasted food amounts.
Source: authors' construction based on the 2013 survey
Fig. 6. The impact of the sub-aspect „use of a shopping list" on wasted food amounts, year 2013, % (n=610).
Planning meals and listing products that need to be bought can help reduce food wasting because that can help with preventing from buying unneeded products spontaneously. But no matter how good a person previously thought about what to buy and what to do with bought food, during shopping, it still is hard not to buy the food that wasn't planned, and thus this action, in the end, can be a reason for some food wasting.
Source: authors' construction based on the 2013 survey
Fig. 7. The impact of the sub-aspect "amount of purchased food" on wasted food amounts, year 2013, % (n=610)
The correlation between the questions "Does it often happen that you buy more food than you can eat all together?" and "What is the percentage of purchased but wasted food?" is positive, which indicates that despite the fact that the shopping list gets created and also used during shopping routine, it is still hard for
Jelgava, LLU ESAF, 27-28 April 2017, pp. 213-219 household members not to buy a product that wasn't listed, thus also buying more than they can eat.
Source: authors' construction based on the 2013 survey
Fig. 8. The impact of the sub-aspect "length of the planning period" on wasted food amounts, year 2013, % (n=610)
And even if Latvian respondents plan their meals beforehand, it is still hard for them to refrain from impulsive buys influenced by shortterm desires.
According to the research results, there isn't a significant correlation between wasted food amounts and household members' practice to divide food buying chores. But in households where only one person is responsible for food provision, the amounts of wasted food are much lower. The more people are shopping together, the greater the possibility is that purchased food will be wasted, because each member of the household tries to meet their immediate food related wishes.
The research data show a positive effect of shopping list creation on the reduction of food wastage. Thus, it was expected that the more difficult it is for household members to determine in advance the household food consumption amounts in a week, the more food they would waste. The correlation coefficient is positive; the probability is 99 %. These correlations suggest that it is important to pre-plan meals, to keep track of food that was bought and food that still needs to be bought, as well as to track expiration dates and spoiling of the products, and to try to
integrate food into meals while the food is still suitable for consumption. The more often food related planning and coordination will be carried out in the household, the easier it will be for household members to determine in advance the food consumption amounts.
Fig. 9. The impact of the sub-aspect "difficulty of determining in advance the consumption amounts" on wasted food amounts, year 2013, % (n=610)
A food storage practice is tightly linked to how long food will stay fresh and valid for consumption, thereby directly affecting the food efficient use. It is therefore safe to say that the right type of storage helps to use the purchased food sustainably. It is possible to see the correlation between the existing of storage places and the amount of food that could possibly not be wasted. Household members waste the least or less than 5 % of all their purchased food, if they have an adequate food storage space. And, the more storage space they have, the less food gets wasted.
In order to assess the awareness of food wastage amounts, the question "Do you use the previous day's uneaten food for cooking other meals?" was asked to be able to figure out whether respondents often adopted a practice to use leftovers while cooking new meals, thus reducing wasted food amounts and also saving some money, because they wouldn't need to buy extra food.
Fig. 10. The impact of the sub-aspect "use of leftover food" on wasted food amounts, year 2013, % (n=610)
Household members often are unaware of wasted food amounts because discarded food doesn't stay for that long in the household. Therefore, respondents were asked whether the previous day's uneaten food was used in their households for the cooking of other dishes. The data indicate that with a probability of 99 %, there is a negative correlation between the use of the previous day's uneaten food and wasted food amounts, meaning that the less food leftovers are integrated while cooking new dishes, the more households waste their food. And the less household members are conscious about discarded food amounts, the more these households waste food. This issue is also closely correlated with the matters that concern the meal planning routine and potential improvement of financial stability.
Fig. 11. The impact of the sub-aspect wasted food amounts, year 2013, % (n=610)
After assessing the economic impact of the aspect's "potential improvement of financial stability" sub-aspect "realizing how much wasted food costs" on wasted food amounts, with a probability of 99 %, it is possible to confirm that this sub-aspect correlates with wasted food amounts, and the correlation is negative, which indicates that the less members of the household think about how much they have paid for the food they have wasted in the end, the more, in percentage terms, gets wasted from the bought food. This points to the fact that Latvian citizens are motivated to waste less when they know how much they paid for such an action. Information provided by "Viduskurzeme Waste Management Organization" Ltd shows that sorted bio-waste collection costs 30 % less than unsorted waste; if the organic waste collection rate is equal to 7.93 EUR/m 3 , then the unsorted waste collection rate is 11.33 EUR/m 3 (VAAO, s. a.). Often, when people say that they do not waste their food, they really believe in what they say, because the food that is intended to be thrown away does not stay stored in the house for too long (Jones, 2004). That is why people do not really see the actual amount of food they waste because when considering the amount of food that gets consumed, the wasted part of it seems insignificant.
To get a clearer picture, the issue of the food cost identification was studied from the perspectives of average household members' incomes and wasted food amounts. With a probability of 99 %, it can be confirmed that there is a negative correlation between the questions, the correlation coefficient is –0.13. The result analysis indicates that in households where an average income per person did not exceed EUR 256, their members most often thought about how much wasted food had cost them. By contrast, households where an average income per person exceeded EUR 685 were also the ones that had spent most money on food and also thought the least about how much wasted
Jelgava, LLU ESAF, 27-28 April 2017, pp. 213-219 food had cost them. It is therefore important to speak more about the food waste problem, so that even those who can buy as much food as they want and don't aim to save some money also could think about the consequences of their actions.
Conclusions, proposals, recommendations
The research studies on wasted food amounts and motivating aspects are not done regularly, and they don't help to revel global trends; that's why it is difficult to monitor the trends. Methods for calculating food waste amounts can differ, so sometimes wastage amounts can differ in a context of one country, even if real wastage amounts can be pretty similar. Therefore, the aim of this paper was to determine the wastage amounts in Latvian households and to research the economic aspects that affected such behaviour.
1) People in cities waste food the most, because people in urban areas have easy access to food; in addition, by not growing their food themselves, people don't realize what kind of effort it requires, and what kind of resources are used when food is grown.
2) International research studies indicate that food packaging is important from the food safety perspective because it helps to prolong the freshness of the food; it also makes food safe longer for human consumption, thus it is possible to buy food and be able to fully consume it before it spoils. The members of households surveyed by the authors indicated that consumers paid more attention to price and the food product's expiration date, rather than to packaging, even if the packaging of the products directly correlated with the duration of food validity.
3) In households with only adult residents, food gets wasted the least. This situation can be explained by the fact that children, especially children aged 4-7, are often too picky when it comes to food; therefore, it is harder to plan meals in such households. But, in contrast,
adults already have a particular taste for food, and mostly know what they like and don't like to eat, and they also can plan and cook their meals for themselves.
4) Single-person households generate the greatest amount of wasted food.
5) Households with higher incomes waste more food, international studies also indicate a similar tendency. Therefore, it can be expected that an increase in the average income per household member can influence the increase of wasted food. This is the reason why in Latvia the food waste problem must be addressed, although the wastage amounts are below the average EU figures.
6) Storage practice indicates that household members waste their purchased food the least, if they have an adequate food storage space. And, the more storage space they have, the less food gets wasted.
7) Planning meals and listing products that need to be bought positively influence food waste reduction, but no matter how good a person previously thought about what to buy and what to do with the bought food, during shopping, it still is hard for Latvian consumers not to buy food that wasn't planned, and thus this action in the end can be a reason for some food wasting. The more household members think about what they plan to eat in a longer term, the less food is wasted in the end. The data also correlates with the shopping list positive effect on the reduction
Jelgava, LLU ESAF, 27-28 April 2017, pp. 213-219 of the wasted food amounts. Thus, naturally, the more difficult for household members it is to determine how much food is eaten in a week in their household, the more food gets wasted in these households.
8) The household members' active involvement in food shopping list planning motivates these people to also more often cook wholesome meals at home. However, an analysis of the responses indicates: the more people shop together, the greater the possibility is that the bought food gets wasted, because each member of the household tries to meet their immediate food-related wishes, therefore buying more food than needed, and it also can be difficult to integrate the bought food into meals.
9) The less household members are aware of wasted food amounts in their households, the more food gets wasted in such households, and the less food leftovers are integrated while cooking new dishes.
10) The less members of a household think about how much they have paid for the food they have wasted in the end, the more, in percentage terms, gets wasted from the bought food. This points to the fact that Latvia's citizens are motivated to waste less when they know how much they paid for such an action.
Bibliography
1. DEFRA (Department for Environment, Food & Rural Affairs) (2013). Food Statistics Pocketbook 2012 Retrieved: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/183302/foodpocketbook2012edition-09apr2013.pdf. Access: 12.01.2017
2. EPA (2012). Surveying Domestic Waste in Single-family Dwellings with Particular Focus on Food Waste, Batteries and Small Electronic Scrap. Miljøprojekt nr. 1414. Danish Environmental Protection Agency, Copenhagen. p. 86.
3. VAAO. Biologisko atkritumu savaksana. Viduskurzemes atkritumu apsaimniekosanas organizacija (Biowaste Collection. Viduskurzeme Waste Management Organisation). Retrieved: http://www.vaao.lv/lv/pakalpojumi33126/atkritumu-sav %C4 %81k %C5 %A1ana/biologjisko-atkritumu-savaakshana-455011. Access: 12.01.2017 | <urn:uuid:97445568-dd09-4b8f-98ed-3b8d70a24f41> | CC-MAIN-2020-50 | https://llufb.llu.lv/conference/economic_science_rural/2017/Latvia_ESRD_46_2017-213-219.pdf | 2020-11-25T02:30:29+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141180636.17/warc/CC-MAIN-20201125012933-20201125042933-00709.warc.gz | 378,220,395 | 4,440 | eng_Latn | eng_Latn | 0.998541 | eng_Latn | 0.9987 | [
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Answers: Beautiful Blossom
1. How many trees would likely have blossom or catkins on them now? 7
2. The title of the leaflet, Beautiful Blossom, uses a common literacy device. What is it?
metaphor simile
alliteration hyperbole
3. Why do you think the author of the leaflet has used photographs of the blossom and catkins?
So that we know what they look like so that we can try to spot them ourselves.
4. What is the name of the charity organization that has created the leaflet? Woodland Trust
Challenge
Look out of your window or go for a walk with an adult. Can you see any trees with blossom or catkins on them? Can you use the leaflet to identify the tree? | <urn:uuid:8031abf5-7b9b-4538-917d-a628f06cd270> | CC-MAIN-2020-50 | https://www.moortown.leeds.sch.uk/wp-content/uploads/sites/1/2020/04/3.-Reading-Beautiful-Blossom-non-fiction-ANSWERS.pdf | 2020-11-25T01:38:03+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141180636.17/warc/CC-MAIN-20201125012933-20201125042933-00711.warc.gz | 775,246,826 | 161 | eng_Latn | eng_Latn | 0.99896 | eng_Latn | 0.99896 | [
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TEAM PRESENTATION CONTEST
(team will consist of two members)
SCORE SHEET
1. Introduction (10 points)
a. Did the introduction create interest in the subject?
b. Was the introduction short and to the point?
2. Organization (25 points)
a. Was only one main idea demonstrated?
b. Did the discussion relate directly to each step as it was shown?
c. Was each step shown just as it should be done in an actual situation, or was an explanation given for discrepancies?
d. Could the audience see each step?
e. Were materials and equipment carefully selected, neatly arranged and well-organized?
f. Were charts and posters used if and when needed?
g. Were the key points for each step stressed?
3. Content and Accuracy (25 points)
a. Were facts and information presented accurately?
b. Was enough information presented about the subject?
c. Were approved practices used?
d. Was credit given to the sources of information if was appropriate?
e. Was the content appropriately related to the horse industry?
4. Stage presence (10 points)
a. Were there demonstrators neat and appropriately dressed for the subject of demonstration?
b. Did the demonstrators speak directly to and look at the audience?
c. Was the demonstration too fast or too slow?
5. Delivery (15 points)
a. Did the demonstrators appear to enjoy giving the demonstration?
b. Did the demonstrators have good voice control?
c. Were all words pronounced correctly?
d. If notes were used, was it done without distracting from the speech?
e. Did the demonstrators seem to choose words at the times they were spoken instead of memorizing the demonstration?
6. Effect on Audience (5 points)
a. Did the audience show an interest in the demonstration?
b. Could the audience go home and use the idea?
7. Summary (10 points)
a. Was the summary short and interesting?
b. Were the key points briefly reviewed?
c. Did the summary properly wrap up the demonstration?
d. Could demonstrators handle questions easily?
SUBTOTAL
(3 points subtracted for each minute or fraction of a minute over or under the time limits)
TOTAL
NOTE: *Team work should be demonstrated.
*Ten to 15 minutes will be allowed for each demonstration.
University of Arkansas, United States Department of Agriculture and County Governments Cooperating
The Arkansas Cooperative Extension Service offers its programs to all eligible persons regardless of race, color, national origin, religion, gender, age, disability, marital or veteran status, or any other legally protected status, and is an Affirmative Action/Equal Opportunity Employer. | <urn:uuid:7e50ff81-0313-4e5d-a304-7858757f4f20> | CC-MAIN-2020-50 | https://www.uaex.edu/farm-ranch/animals-forages/horses/team_presentation_scoresheet.pdf | 2020-11-25T03:10:44+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141180636.17/warc/CC-MAIN-20201125012933-20201125042933-00708.warc.gz | 899,514,290 | 531 | eng_Latn | eng_Latn | 0.995793 | eng_Latn | 0.99614 | [
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Parent reading guide for
"A Chair for My Mother" by Vera Williams
Ages 6+
Welcome
This guide will help you teach your child money management skills while reading "A Chair for my Mother" by Vera Williams. It will do this by:
Helping you explain the key ideas covered in the book, and then providing you with signs your child understands the key ideas and can use them in daily life.
Giving you things to think about before reading the book with your child. These can help you spot key points in the book or spark ideas to discuss later.
Helping you prepare for an enjoyable reading time with your child.
Providing questions to talk about with your child.
Suggesting activities that help your child put ideas and lessons into action.
The story
A family loses all their furniture in a fire. They set a goal to buy a chair for mother. The family, neighbors, and friends work together for success.
Key ideas
By the time you finish this discussion guide, your child will be able to point to examples of these key ideas in the book you read and discuss real-life examples, too. Use these definitions to explain the ideas. We've also included ways children can show they are ready to use them in their daily lives.
1. Setting goals
A goal is something you want to do or to have. When you set a goal, you make a plan to reach it by a certain time. You then follow the plan until you succeed. Reaching a goal feels good. Celebrate your success and the successes of others.
How kids show it: They can follow a multi-step plan to reach a goal (with a little help and encouragement).
2. Earning
People use their time and skills to get money. Paper money and coins have different values.
How kids show it: They can identify the different jobs people in the family and in the community do to earn money.
3. Saving
Some things cost more money than we have at one time. Saving means putting some money aside until we have enough to buy what we want.
How kids show it: They keep money in a safe place and keep track of amount saved for future spending. (Ages 7+) They can explain why money saved in a bank or credit union is still a personal belonging.
4. Follow-through
Sticking with a plan to reach a goal can be hard. It takes effort, skill, and sometimes help from others.
How kids show it: They can identify who they can turn to for help reaching a goal, or what tools or tricks might help them stick with a plan.
Something to think about
First, read the book yourself and think about these ideas:
§ § The family in the story had many friends and neighbors who helped them in an emergency. They gave the family furniture and food. Sometimes we forget that family and friends are an important resource. Money is not our only resource.
§ § The family in the story saved their coins for a long time to buy the new chair. Sticking with a goal can be hard and takes patience.
§ § When we set a goal and reach it, we need to congratulate ourselves. That is one way to recognize success. The family in the story was successful in saving enough money for a new chair. They celebrated by bringing it home right away and having their picture taken in the chair.
Before you read
Read the book first yourself. Knowing the story will help you know what comes next. It is important to ask your child questions about the story as you read. Ask what might happen next in the story.
§ § Choose a quiet time for stories and make it part of your daily routine.
§ § Find a cozy, quiet place to read.
§ § Make sure your child can see the pictures.
§ § Talk about the pictures and characters in the book.
§ § Read with expression in your voice. Give each character in the story his or her own voice.
§ § Keep the story time short enough to leave them wanting more.
§ § Look for ways during the day to bring up the messages in the story.
§ § Continue to read aloud together even if your child can read alone.
Something to talk about
Before you begin to read the story with your child, look at the cover of the book together. Ask what the story might be about.
As you read the story with your child, talk about these ideas:
§ § How did all the family's friends and neighbors help after the fire? Have friends or relatives ever helped your family? Has your family ever helped friends or relatives?
§ § What goal did the family set?
§ § Look at the picture of the money jar from the story. Did it take a long time to fill the jar? Have you and your family saved for something? Did it take a long time?
§ § Talk about saving money as a goal. To reach a goal you need to plan. To make the plan work, you have to be patient and not give up.
§ § We feel good when we work hard, stick to our plan, and reach our goal. When we reach a goal we need to do something to celebrate our success. How did the family in the story celebrate saving enough money for the chair? How does your family celebrate success?
Something to do
Make your own money jar
Ages 4+
This activity will help your family set a goal. Save your money in a special jar just like the family in the story. Use a mayonnaise or other large container you have at home. Wash it carefully. Help your child cut a slot in the lid.
Recognize success
Ages 6+
This activity will help your child celebrate a success. The family in the story saved a long time for a chair. They had their picture taken in their chair to celebrate their success. Think of someone who has worked hard for something or has helped you lately. Celebrate their success.
Draw them a special picture or take a special photograph of them. Cut out a frame from cardboard. Use an old box from around your house. Decorate the frame with macaroni shells or color it with markers. Use anything you think is pretty. Glue or tape the frame around the picture.
Family talent brainstorm
This activity will help your family recognize the skills and talents of each family member. These resources can help the family use what it has to get what it needs.
Get a large piece of blank paper. A paper bag will work. You will also need a marking pen. Have the family gather around. Lay the paper on the table or tape it on the wall. Decide who will do the writing.
Across the top of the paper, write each family member's name. Now brainstorm. For one person at a time, say out loud all the special talents and skills that family member has. On the paper, write these talents and skills under the person's name. Do this for each member of the family.
Talk about everyone's special skills and talents. Talk about ways these skills and talents can help the family get what it wants and needs.
About this guide
Money as You Grow Bookshelf is a research-based program designed to help parents, caregivers, and others teach children ages 4 through 10 money skills through reading, activities, and play.
Money as You Grow Bookshelf is an updated version of the University of Nevada Extension's Money on the Bookshelf program. In collaboration with The University of WisconsinMadison Center for Financial Security and the University of Wisconsin-Extension Family Living Programs, we are working together to expand the program and make it available to libraries, educators, and parents nationally.
For more tools and resources for parents, visit consumerfinance.gov/MoneyAsYouGrow.
The Center for Financial Security is a research center that seeks to help the public build financial knowledge and skills, increase access to financial services and increase the financial security of families. The University of Wisconsin-Extension is part of the National Institute of Food and Agriculture's (NIFA) Cooperative Extension System, which brings vital, practical information to agricultural producers, small business owners, consumers, families, and young people.
MONEY AS YOU GROW BOOKSHELF
Ask about these other Money as You Grow Bookshelf books and parent guides. ISBNs for paperback versions are included below:
For more tips and activities for parents and caregivers, and to download Money as You Grow Bookshelf parent reading guides, visit consumerfinance.gov/MoneyAsYouGrow.
Share the story of A Chair for My Mother to teach your children about the joy and excitement of saving for a special purchase. The characters in the story lose their home and furniture in a fire. In a wonderful community effort, they are given many of the things they need for their new apartment, but not a comfortable chair. Through scrimping and saving, the family saves money in a jar until they can buy the chair of their dreams where they snuggle in the end, proud of their combined effort. Frugality can be taught, and perhaps we all can do a better job helping our children learn about saving A Chair For My Mother. Written and Illustrated by Vera B. Williams. After losing everything in a fire, Rosa, her mother, and her grandmother are helped by their neighbors to start over. The one thing they don’t have is a comfortable chair for Rosa’s mother to sit in after a long day of work. The three of them decide to start saving for this important purchase. Support Materials. Add All. Leveled Reading Passages Supporting A Chair For My Mother. This set of leveled reading passages can be used to supplement the book A Chair For My Mother. My Favorites. Leveled Reading Passage: Dina's | <urn:uuid:eb6be429-fb43-4e3e-bff0-e460b7374d33> | CC-MAIN-2020-50 | https://katv.pw/wew.pdf | 2020-11-25T03:11:44+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141180636.17/warc/CC-MAIN-20201125012933-20201125042933-00715.warc.gz | 360,689,243 | 1,989 | eng_Latn | eng_Latn | 0.990449 | eng_Latn | 0.998993 | [
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Reception
NEWSLETTER
20th November 2020
This week in Reception…
We have been focussing on a new book where we have been looking at different parts of the book and predicting what we think might happen next.
In maths we have been using positional language to describe the position in which objects are, such as, in front, behind, beside and under.
In phonics we have been learning the sounds j, v, w and x and segmenting and blending CVC words with these sounds.
We had a great time in the computing suite practising to use the mouse by playing a positional language game on 'BusyThings'.
In PSHE, we talked about why we are special and what similarities and difference we all have.
On Friday, the teachers and children came into school with odd socks on to celebrate what makes us all unique and special, for Anti-Bullying Week.
Parent Meetings
The Reception Teachers would like to say a big thank you to all the parents for giving us some of your time to have a chat about your child settling in and learning, in Reception so far. It was great to meet you all!
Our DT Project
Linked to our focus book this term we are looking at what we can turn boxes into. We will be creating an object from a box. Please could you bring in boxes from home for the children to share.
Next week in Reception we will be learning:
Personal Social & Emotional:/ Understanding the World
- To be able to talk about the similarities and differences of our homes and houses.
Physical Development:
- To are continuing to create a sequence of movements related to various occupations
Communication & Language:
- We will be talking about our feelings in relation to the characters in our book
- We will be taking on roles of different characters and acting out parts of the story
Literacy:
- Phonics—y, z, zz
- Handwriting—d and g
- Writing our ideas for our topic on 'It is Not a Box'.
Mathematics:
- To be able to name, make and describe a circle and triangle and create patterns using them and going on a shape hunt.
Curriculum Information
Mathematics
Number
The children will learn to count, order, recognise and write numbers from 1 to 20. They will learn to say which number is one more or one less than a given number. Children will learn to add and subtract two single digit numbers and use the correct symbols when writing mathematical sums. They will also learn to solve mathematical problems around number as well as doubling, halving and sharing. There will be a balance between practical and recorded work giving children opportunities to apply their knowledge of mathematical concepts.
Shape, space and measure
The children will learn to use everyday language to talk about size, weight, height, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They will learn to recognise, create and describe patterns. Children will learn to use everyday language to talk about shapes and objects, and use mathematical language to describe them.
What you can do at home:
You can learn to recognise and represent numbers with your child by using any objects in your home to count out and match the given numbers. As you are walking to school, encourage your child to count how many cars or buses they can see. Play number games with your child at home, it can be counting how many star jumps you can do or playing Where is Mr Wolf and counting backwards. As you are cooking, get your child involved with weighing out the ingredients together and talking about how heavy, light, full or empty the cups/jugs are. You could go on a shape hunt around your house and count how many circles or squares you can see.
Celebrating our Achievements
Positive Attitude Leaf
Pupil of the Week
Green Parrots – Xenia Yellow Canaries – Emmanuela Red Robins – Abdurrahman Blue Jays - Eva
PE Award
Green Parrots – Aaradhya Yellow Canaries – Zephyr Red Robins –Aarav Blue Jays - Hoda
Green Parrots – Mohammed Yellow Canaries – David Red Robins – Safwaan Blue Jays - Dishal
Handwriting Award
Reminders:
- Please make sure your child's guided reader is in the book bag daily
- All adults coming onto the school site must be wearing face covering when dropping off or collecting the children.
- Please bring in boxes for the children's model making
- Please log onto the Active Learn site. It is a great resource to share with your child.
- The teacher's will be sending home a poem for your child to learn for Christmas. Please help them learn it. | <urn:uuid:f00ea25a-3268-44df-8dbf-86eef506797b> | CC-MAIN-2020-50 | https://s3.eu-west-1.amazonaws.com/jotter2.files/13333989?response-content-type=application%2Fpdf&response-content-disposition=inline%3Bfilename%3Dreception-newsletter---20th-november-2020.pdf&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAIH4MJHC24RK4EHAA%2F20201125%2Feu-west-1%2Fs3%2Faws4_request&X-Amz-Date=20201125T020307Z&X-Amz-SignedHeaders=host&X-Amz-Expires=3000&X-Amz-Signature=c963a9167cc35fbfbaf13ac202d7f43efc87310ef299dae71ba3c472011c44c7 | 2020-11-25T02:03:08+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141180636.17/warc/CC-MAIN-20201125012933-20201125042933-00718.warc.gz | 472,941,567 | 958 | eng_Latn | eng_Latn | 0.997194 | eng_Latn | 0.998479 | [
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Copyright : coloradoontheroad.com
Growth And Population Study Guide Anwer Key
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Growth And Population Study Guide
Section 1: World Population— Be able to: Know and use Chapter Vocabulary. Demography. Death rate. Birthrate. Natural increase. Zero population growth. Doubling time. Negative population growth. Population distribution. Population density. Migration. Urbanization. Understand the factors that affect a country's population growth rate.
Chapter 4 Study Guide: The Human World
Study Guide (KEY) 1. Define Population. All the members of a species living in the same place at the same time. 2. List and explain the three terms that describe population. a. Size. How large the population is b. Density. Number of individuals per unit area or volume. c. Dispersion. How the individuals are spread out. 3. What are the 3 types of dispersion?
Populations Study Guide (KEY)
3.5 Population Growth and Resource Availability. Population Growth refers to the rate a population can grow however it is limited by the availability of resources in a habitat, space and competition between species. Species with more offspring outcompete the species with the slower population growth rate. Apr 10
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Population Growth and Resource Availability | Unit 3 ...
The y-axis measures growth rates, and the x-axis is the level of GDP per capita. The green horizontal line plots the term involving $g_A$ (along with the $\alpha$ and $\beta$ stuff). The red line plots the relationship of the population growth rate and GDP per capita (again including all the $\alpha$ and $\beta$ stuff and setting $\theta=.1$).
Modern Demographics - Growth Study Guide
Population A Population B. What type of graph is represented for population A? S-shaped. How would you describe the growth rate of populations A and B at the time of # 1? Exponential. How would you describe the growth rate of population A during the time of # 2? Leveling off. How would you describe the growth rate of population A at the time of ...
ECOLOGY, POPULATION, AND BEHAVIOR STUDY GUIDE Study Guide – Population Ecology Different ways to describe/talk about a population Factors affecting population growth (affect the size) Density-dependent factors Density independent factors Models to explain growth Exponential Logistic Define the term carrying capacity Define K-selected and r-selected What is a
Activity - Study Guide - Population Ecology.docx - Study ...
Human Population and Demographics Study Guide. Once the instruction for the unit is completed, students can complete this study guide to aid in their preparation for a written test. The study guide is divided into two sections: vocabulary and short answer questions. The vocabulary is taken directly form the lecture, sequentially.
Human Population and Demographics Study Guide Label the graph in Figure 4-4, which depicts the population growth for a sample of paramecium. Use these terms: initial growth stage, exponential growth stage, leveling-off stage, carrying capacity. Title: Population Ecology Test Study Guide Author: Heather Cadorette Last modified by: kmawhiney Created Date: 11/30/2009 3:57:00 PM
Population Ecology Test Study Guide
population growth rate is the increase in a country's population during a period of time, usually one year, expressed as a percentage of the population at the start of that period. It reflects the number of births and deaths during a period and the number of people migrating to and from a country. total fertility rate
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Human Population Study Guide Flashcards | Quizlet
The scientific study of human populations. help predict why some countries have high growth rates while other countries grow more slowly. Birthrates, death rates, and the age structure of a population. demographic transition. a dramatic change in birth and death rates. stage one of The demographic transition.
population study guide Flashcards | Quizlet Boom-and-Bust cycles occur when the population growth of one species is closely tied to a limiting factor that may be expended. The predator populations increase and decrease as the prey numbers change. Predation may be an important cause of density-dependent mortality for some prey. Boom-and-bust cycles: Prey populations rapidly increase.
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Population growth is large (e.g. lots of food, low mortality) and productivity growth cannot keep up. So GDP per capita falls and pushes GDP per capita to the left. Regardless, what the Malthusian setting exhibits is stability. The dynamics work such that GDP per capita is always getting pushed towards the point where the red and green lines intersect.
Malthusian Demographics - Growth Study Guide Population Growth. To understand and appreciate ecology at the community and ecosystem levels, you must first have a good grasp on ecology at the population level, often called population ecology. Population ecology is the level of ecology that focuses on characteristics of whole populations rather than attributes of individual organisms. In fact, most of the aspects of populations that ecologists look at cannot even be measured using individual organisms.
Population Growth Help - Homework Help & Study Guides For ... Population Ecology Study Guide 1. List the three different types of ecology Population, Community, Ecosystem 2. Define "population" Group of same species living together in same place 3. What two types of data do we need to study population ecology Population Density Population Distribution 4. Define "fecundity"
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Populations make up communities and have many factors that can in uence. their population size, population density, and population distribution. A population's rate of growth re ects how healthy. the group of organisms is. The equation r= (b+i)- (d+e) displays the factors that impact r (the growth r ate).
| CK-12 Foundation
The Biological Treatment: Suspended Growth Processes Study Guide was the result of a collaborative effort of yearlong monthly meetings of wastewater operators, trainers, consultants, the Wisconsin Wastewater Operator Association (WWOA) and the Wisconsin Department of Natural Resources (WDNR). This study guide was developed as the result of the ...
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This unit is devoted to the study of populations in nature, their growth over time, and the limits to their growth. We will also take an in-depth look at the human population of our world, how it...
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The Biological Treatment – Attached Growth Study Guide is an important resource for preparing for the certification exam and is arranged by chapters and sections. Each section consists of key knowledges with important informational concepts you need to know for the certification exam.
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Global Market Study on Water and Wastewater Treatment Chemicals: Demand for Fresh Water due to Rise in Population will Propel the Market Growth over the Forecast Period 2020 - 2024
Copyright code: d41d8cd98f00b204e9800998ecf8427e.
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COVID-19 Return to Outdoor Activities (Walk and Running Groups):
The risk of transmitting the SARS CoV-2 virus that causes COVID-19 depends on multiple factors including: 1) Number of people in a location, 2) Type of location, 3) Distance between people, 4) Length of time at location, 5) Level of protective equipment used (e.g. face coverings). As general guidance, smaller groups are safer than larger ones; outdoor locations are safer than indoor; sports that can ensure distance of six (6) feet or more are safer than closer contact; and shorter duration is safer than longer.
Supervisor Responsibility
* Supervisor will be responsible for ensuring that the COVID-19 Safety Plan is being adhered to.
Safety Training
* A safety briefing must be conducted at the beginning of each day of the outdoor activity to reemphasize the protective measures for everyone to include pre-session screening, maintaining social distancing and sanitation protocols.
Pre-Program Screening
* A temperature screening and/or questionnaire of participants may occur prior to the start of each outdoor activity.
* Actively encourage sick individuals to stay home.
* Individuals should stay home if they have tested positive for (have not recovered or are still within the required 14-day quarantine) or are showing COVID-19 symptoms (within the last 24 hours).
* Individuals who have recently had a close contact with a person with COVID-19 (within the last 14 days) should also stay home and monitor their health.
* Those who are excluded from outdoor activities due to COVID-19 symptoms or because they are close contacts must follow DOH and local public health isolation and quarantine guidance before returning to activities.
* People with underlying health conditions should consult with their medical provider regarding participation in outdoor activities.
Check-in and Check-Out/Drop-off and Pick-Up
* Establish designated check-in and check-out and if needed drop off and pick up zones.
* Parents should drop off and pick up their youth participants at the drop off and pick up zone area. If possible one parent/guardian should drop off/pick-up.
* Wash hands or use hand sanitizer with at least 60% alcohol before and after signing in and out. No pen should be shared. Participants (or participants parents) should use their own pen when signing in but if not, wipe off the pen after every use. If check-in is electronic, provide alcohol wipes and frequently clean the screens or keyboards.
* If a youth participant needs supervision while waiting for pickup, adults should maintain social distancing.
* No Congregating Policy for participants in parking lots, at drop off/pick-up zones or before or after programming.
Masks
* Facial coverings required for all staff, volunteers and participants at all times.
Physical Distance
* Six feet of distance must be maintained among participants as much as possible.
* Outdoor activity groups should be organized into the smallest practical group size.
* To the extent possible keep outdoor activity groups consistent throughout the program.
Hygiene
* Require participants and paid or volunteer staff to practice good hygiene including washing their hands frequently and covering their sneezes and coughs.
* Wash hands often with soap and water for at least 20 seconds before and after activities, especially after touching shared objects or blowing your nose, coughing, or sneezing.
* Avoid touching your eyes, nose, and mouth.
* If soap and water are not readily available, use a hand sanitizer that contains 60-95% alcohol content.
* Cover all surfaces of your hands and rub them together until they are dry.
* Participants should not share water bottles, towels, or snacks.
Cleaning
* Avoid or minimize equipment sharing (if any is needed) when feasible.
* When it is necessary to share critical or limited equipment, all surfaces of each piece of shared equipment must be cleaned first and then disinfected with an EPA approved disinfectant.
* Clean high touch surfaces and disinfect shared equipment before and after each use.
* Ensure restrooms are cleaned and disinfected regularly.
* Current CDC guidance for cleaning and disinfection for COVID-19 states that disinfectants should be registered by the EPA for use against the COVID-19.
* Find the current list here: List N: Disinfectants for Use Against SARS-CoV-2 (COVID-19). Disinfectants based on hydrogen peroxide or alcohol are safer than harsher chemicals.
* The University of Washington has a handout with options for safer cleaning and disinfecting products that work well against COVID-19.
Records and Contact Tracing
* Keep a roster of every athlete, staff and volunteer present at each activity to assist with contact tracing in the event of a possible exposure.
* Attendance rosters and activity groups must be kept on file for 28 days after activity date.
Employees
* A temperature screening and/or questionnaire of employees may occur before each outdoor activity.
* Actively encourage sick staff to stay home. Develop policies that encourage sick employees to stay at home without fear of reprisal, and ensure employees are aware of these policies.
* Employees should stay home if they have tested positive for (have not recovered or are still within the required 14-day quarantine) or are showing COVID-19 symptoms (within the last 24 hours).
* Employees who have recently had a close contact with a person with COVID-19 (within the last 14 days) should also stay home and monitor their health.
* CDC's criteria can help inform return to work/school policies.
* Employees must wear face coverings and other personal protection items as required by the Washington State Department of Labor & Industries.
* Employees must wash hands frequently with soap and water and use hand sanitizer that contains 60-95% alcohol content.
* Employers must specifically ensure operations follow the main Labor & Industries COVID-19 requirements to protect workers. COVID-19 workplace and safety requirements can be found here: https://lni.wa.gov/forms-publications/f414-169-000.pdf. | <urn:uuid:f20e2944-b60a-4275-82a3-28273d32cfca> | CC-MAIN-2020-50 | https://biparks.org/wp-content/uploads/2020/11/Return-to-Exercise-Outdoor-Activities-Walk-and-Run-11.17.20.pdf | 2020-11-25T02:54:40+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141180636.17/warc/CC-MAIN-20201125012933-20201125042933-00717.warc.gz | 224,660,577 | 1,219 | eng_Latn | eng_Latn | 0.996171 | eng_Latn | 0.996263 | [
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Doing chores
1. What's the word?
Write the word under the pictures.
2. Where does it go?
Write the chores in the correct box to show what you like and don't like doing. If you don't have to do a chore, cross it out. If you do other chores, write them.
| I like ... | I don’t mind ... | I hate ... |
|---|---|---|
www.britishcouncil.org/learnenglishkids
© British Council, 2016 The United Kingdom's international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
3. Write about it!
When do you have to do your chores? Write what you have to do on each day!
Monday:
I have to
............................................................................................................................
Tuesday: ............................................................................................................................................
Wednesday: .......................................................................................................................................
Thursday: ...........................................................................................................................................
Friday: ................................................................................................................................................
Saturday: ...........................................................................................................................................
Sunday: .............................................................................................................................................
4. Ask your friends!
What chores do you and your friends have to do? Write four more questions. Then ask your friends. If they say yes, put a tick next to the question.
How many ticks have you got for each chore? Write the chore, count the ticks and colour that many squares in the line!
Do you have to make the bed ?
_____________________________________?
_____________________________________?
_____________________________________?
_____________________________________?
make the bed:
____________________:
____________________:
____________________:
____________________:
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Sign up to...
For More Details or to find a Softball Association near you, contact Softball Ontario at firstname.lastname@example.org or call 416-426-7150
Softball Ontario 301-85 Scarsdale Road Toronto, ON M3B 2R2 P: 416-426-7150 F: 416-426-7150 www.SoftballOntario.ca
The Learn Softball program is supported by:
This material represents the views of Softball Ontario, and do not necessairily reflect those of Canada or the Province of Ontario
Softball Ontario's
Introducing...
Softball Ontario's
Daily Physical Activity Tracker
Use The Tracker to Track five (5) days of your Physical Activity.
Make sure to include each of the following Items in your tracking:
the start time
the type of the activity
The Finish Time
the intensity of the activity
o Light Intensity – Walking, stretching
o Moderate Intensity – Softball, swimming, dancing
o Vigorous Intensity – jogging, cross country skiing
Before you start...
Predict what your level of activity will be! Once you've finished tracking, you will see if your level of activity meets with the recommendations of Canada's Physical Activity Guidelines for Children and Youth:
How many minutes of Physical Activity will you complete this week?
More than 120 minutes
75 - 120 Minutes
25 - 75 minutes
Let's Get . Started!
Healthy Eating
It takes more than Active Living to live a healthy lifestyle! According to , you also need to focus on improving your diet through healthy, nutritious eating!
Below are the four (4) Food Groups and the serving sizes recommended by the Canada Food Guide. Give three (3) examples of food in each food group.
| Food Group | Recommended # of Servings (Age 9-13) | Examples from this food group |
|---|---|---|
| | 3-4 Servings | |
| | 6 Servings | |
| | 3-4 Servings | |
| | 6 Servings | |
For more information on Healthy Eating, visit www.eatrightontario.ca!
Activity Tracker – Day 1
Date:
Duration
Activity
Intensity
Activity Tracker – Day 2
Date:
Duration
Activity
Intensity
Activity Tracker – Day 3
Date:
Duration
Activity
Intensity
Activity Tracker – Day 4
Date:
Duration
Activity
Intensity
Activity Tracker – Day 5
Date:
Duration
Activity
Intensity
You're Done Tracking!
Now that you have completed tracking your five (5) days, let’s find out how active you were by adding up your results:
Day 1 -
Day 2 -
Day 3 -
Day 4 -
Day 5 -
Total -
Does your Total Physical Activity Add up to 120 Minutes or more?
Yes, I did at least 120 Minutes of Physical Activity this week
No, I did less than 120 Minutes of Physical Activity This Week
If you were able to reach at least 120 minutes of Physical Activity this week, you have reached the minimum recommendations of Canada's Physical Activity Guidelines for Children and Youth.
What Percentage of your Physical Activity was Softball Related?
Total Physical Activity
÷Total Softball Activity
× 100
=
% Of my Physical Activity was Softball Related!
Play Ball!
Use your knowledge of Softball Terms to complete this Crossword
ACROSS
4 Play _ _ _ _ _ _ _ _
6 The point scored when a batter or base runner advances to home plate
7 The player who throws the ball to the batter
8 The area between each base along which the base runner must generally run
11 One of four points on the infield that must be touched by a runner in order to score a run
12 Run three bases
13 Official
DOWN
1 Also known as "hitter"
2 As called by the umpire, a pitch that does not enter the strike zone in flight and is not struck at by the batter
3 When a batter is put out by a third strike caught by the catcher
4 A hit that allows a batter to reach first base safely
5 Run two bases
9 You only get 3
10 Also called base on balls
Physical Activity Ideas
Now that you are ready to start tracking your physical activity, here are some great ideas you can use to get active!
Play Catch
Grab a couple of friends, your gloves, and a Softball and start throwing the ball! To increase the fun, play 'Pepper' – Make a circle and throw the ball around the circle; each time a player drops the ball they get one letter of the word P-E-P-P-E-R. The last person to spell Pepper wins!
Run The Bases
Time yourself running the bases! If you don't have a set of bases available, just go to your local Softball Diamond and draw bases in the sand! Base Running is a great way to get some vigorous physical activity!
Play Softball
This is an easy one! Grab a bunch of friends and go out to your local Softball Diamond and play a game of pick-up softball. If you don't have bases, just draw them in the sand!
Tracking your Activity
Now that you have some Activity Ideas, how can you track them? Here is an example of a completed day in your activity tracker...
Activity Tracker – Sample
Date: September 1, 2016
Once you've finished each day, make sure that you total the number of minutes that you were active! That will make it easier to figure out the Grand Total when you have finished all five days of tracking. | <urn:uuid:f76c9590-203d-4de1-9895-d5b290f86586> | CC-MAIN-2020-50 | http://wordpress-2-662686692.eu-west-1.elb.amazonaws.com/~softballontario/wp-content/uploads/2019/06/active_softball_-_activity_book.pdf | 2020-11-25T02:46:42+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141180636.17/warc/CC-MAIN-20201125012933-20201125042933-00716.warc.gz | 99,137,853 | 1,222 | eng_Latn | eng_Latn | 0.964569 | eng_Latn | 0.99549 | [
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Childhood obesity
1 in 3
Caribbean Children is overweight or obese
Fueled by unhealthy diets linked to the over consumption of ultra-processed foods
Excess Sugar Consumption
is a major cause of overweight and obesity
Sweet beverages are the primary source of sugar in the diets of Caribbean children and adolescents
66% of Caribbean Children 13-15
drank carbonated soft drinks
one or more times per day during the past 30 days. These drinks are ultra-processed, energy-dense and nutrient-poor
Potential Risks
Childhood Obesity can lead to the development of Non Communcable Diseases (NCDs) in adult life
8/10
Heart Disease & Stroke
NCDs are responsible for approximately 8 out of 10 deaths in the Caribbean*
Diabetes
Cancer
Mental
Health
Issues
40%
40 percent of NCD deaths in the Caribbean occur prematurely before the age 70*
* Pan American Health Organization (PAHO). Regional mortality estimates. Washington, D.C:
PAHO; 2017
HCC PolicY ASKS
Healthy School Policies
Banning the sale and marketing of sweet beverages and unhealthy foods in and around schools
Taxation of Sweet Beverages
Imposition of a tax of not less than 20% on sweet beverages and use tax revenue for NCD prevention and control
Mandatory Front of Package NUTRITION Warning Labels
Labelling of prepackaged foods high in key nutrients related to NCDs and obesity including fats, salts and sugars
No Marketing to Children
Banning the marketing of unhealthy foods and beverages to children (includes non-school environments)
Mandatory Physical Activity
Mandatory physical activity in all primary and secondary schools
Protect and Promote BreastFeeding
Enacting legislation related to The International Code of Marketing of Breast-milk Substitutes
HCC policy asks are supported by CARPHA, PAHO, the World Obesity Federation and the WHO.
Follow the Healthy Caribbean Coalition on: | <urn:uuid:7168a366-27d4-4438-8d69-b1a5f59b417d> | CC-MAIN-2020-50 | https://www.healthycaribbean.org/wp-content/uploads/2020/01/obesity-polices-kids-1.pdf | 2020-11-25T02:27:04+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141180636.17/warc/CC-MAIN-20201125012933-20201125042933-00717.warc.gz | 703,117,648 | 414 | eng_Latn | eng_Latn | 0.986837 | eng_Latn | 0.986837 | [
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BERKSHIRE JEWISH VOICES
Traveling with Jewish Taste
Gaucho Marx?
Subhead:
By Carol Goodman Kaufman
Growing up in the small Pittsfield community, just about every Jew I knew was Ashkenazi. My friends' parents were engaged in business, law, medicine, engineering, teaching, and accounting. Nothing, in my young girl's mind, particularly exciting. So when I learned about the Jewish cowboys of Argentina, the image of those gauchos galloping across the Pampas grasslands atop their steeds captured my imagination. (It still does.) But how did these Yiddish-speaking Jews become folk heroes in South America?
But I get ahead of myself. Jewish presence in Argentina began well before the gauchos came to town. With the Alhambra decree, Spain expelled its Jews who refused to convert to Catholicism. Many headed to South America and conversos, or crypto-Jews, came along with them, perhaps thinking that life would be easier in the New World. However, the Inquisition followed them to Argentina and, fearing more oppression, most of those conversos assimilated into the population. Once Argentina declared its independence from Spain in 1816, its General Assembly abolished the Inquisition and an organized Jewish community developed.
Of course, persecution wasn't confined to the lands under Spanish domination. Just few decades later, due to various conflicts and revolutions in Spain, Italy, the Slavic nations, and France, more immigrants arrived, among them Jews who brought their Ashkenazi practices and culture to the Sephardic mix.
Among the Eastern European immigrants arriving in Argentina in the late 19 th century were Ashkenazi Jews fleeing pogroms and poverty. And, just like their fellow immigrants to the United States, many brought with them socialist political sensibilities first developed in their homelands (along with Zionism and even anarchism), and they became active in establishing labor unions.
Among the newcomers to Argentina in 1889 were 824 "Rusos" (Russians). And this is where the story of the gaucho begins. These cowhands needed help to launch their new lives, so they solicited help from the philanthropist Baron Maurice de Hirsch and his Jewish Colonization Association.
Three factors influenced de Hirsch in his decision to fund the Rusos. First, he knew that the 1853 Argentinian constitution guaranteed religious freedom. Second, he knew that Argentina was encouraging immigration. Third, and most important, he believed that Jews needed to be self-sufficient. So, the baron put his money where his beliefs were and helped masses of Jews desperate to flee the waves of vicious pogroms ravaging the Russia Empire, and purchased about a million and a half acres of land in Argentina. And that is where the gauchos rode the range.
More immigrants arrived in the early years of the 20th century, from Europe, Morocco, and the Ottoman Empire, adding Mizrahim to the Sephardi and Ashkenazi melting pot.
As the Tribe's history has a way of repeating itself, life hasn't always been grand for the Jews of Argentina. The country closed its doors to Jews fleeing persecution during the Holocaust, but welcomed Nazis fleeing prosecution after the war's end. Among the war criminals finding refuge in Argentina was the infamous Adolph Eichmann.
Although as Argentina's Minister of War, Juan Peron had signed Argentina's declaration of war against the Axis, as president he allowed Nazis to immigrate. At the same time, he established diplomatic relations with Israel and was the first to allow Jews to hold public office. When Peron was overthrown, anti-Semitic activity increased dramatically, and reached its height during the repressive and deadly military junta rule of the 1970s and 80s. Migration patterns reversed, and many Jews fled Argentina, heading to Israel, Europe, and North America.
Then, in the 1990s, terrorists attacked two Jewish institutions in Buenos Aires, bombing the Israeli Embassy and Jewish Community Center, killing 85 and wounding hundreds. More Jews left the country, most heading to Israel.
Despite the loss of over 45,000 Jews since 1955, Argentina still has the largest Jewish population of any in Latin America.
Jewish gauchos in Argentinian town of Moisés Ville.
Carol Goodman Kaufman is a psychologist and author with a passion for travel and food. She is currently at work on a food history/cookbook, tracing the paths that some of our favorite foods have taken from their origins to appear on dinner plates and in cultural rites and artifacts around the world. She invites readers to read her blog at carolgoodmankaufman.com and to follow her on Twitter @goodmankaufman.
Tour groups host Jewish heritage journeys in Argentina, leading participants on
visits to sites of Jewish interest
Argentina: Cazuela Gaucho (Chicken Stew)
Serves 12
Jewish cowboys? You bet! Back in 1889, a group of 824 Russian Jews fleeing poverty and pogroms in Russia arrived in Argentina and became gauchos, or cowboys. This recipe for chicken stew was reportedly cooked over an open campfire by those gauchos, in a clay pot known as a cazuela . Hence, the name of the dish. If you don't happen to have a campfire handy, you can still make this recipe in your kitchen.
Although the basic ingredients are the same as in the original recipe, I've cut down the number of steps involved after it took me almost three hours to prepare the recipe the first time around. I can't detect a difference in flavor.
Ingredients:
1 cut-up chicken or just parts that you like
Flour for dredging
Olive oil
2 large carrots, sliced thick
4 potatoes, peeled and cut into chunks
½ lb. pumpkin or other winter squash, cut into chunks
1 large parsnip, sliced thick
2 large onions, sliced
3 cloves garlic, minced
Instructions:
Heat 3 tablespoons of the oil in a large pot or Dutch oven.
Dredge the chicken pieces in seasoned flour.
Sauté the chicken until golden brown on all sides.
Set aside.
Sauté the onions and garlic in the pot.
Return the chicken to the pot along with all the vegetables.
Add paprika, bay leaf, white wine, salt and pepper and chicken stock to barely cover the stew.
Bring to a boil, cover, and reduce the heat to a simmer.
Cook for 20 minutes and add barley.
Cover and continue cooking for 40 minutes.
Beat the egg.
Add a little of the hot liquid from the pan and beat the egg vigorously.
Add the egg to the pot and stir.
Add green beans and peas and cook for 5 more minutes.
Taste the stew and correct the seasoning, if necessary.
2 teaspoons paprika
1 bay leaf
Salt and pepper ¼ cup white wine
2 quarts chicken broth
½ cup barley
1 cup frozen corn kernels
1 cup frozen peas
½ lb. green beans, cut into 1-inch pieces
1 egg, beaten
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Handwriting Policy
'Together, we live and grow in the love of Jesus Christ.'
At St Saviour's CE Primary School we believe that neat, well-formed handwriting and presentation of written work helps to raise standards as the pupils take pride in and have a sense of ownership of their work.
Rationale
* Handwriting is a skill which, like reading and spelling, affects written communication across the curriculum. Through effective teaching, joined handwriting can be mastered by most pupils by the end of Year 2, enabling them, with practice, to go on to develop a faster and more mature hand.
* The first handwriting lessons in Foundation Stage are vital. It is most important to ensure that our children learn to form the letters of the alphabet with the correct sequence of strokes from the beginning and secure the correct pencil grip.
* Handwriting is a fine motor movement skill and children need to practice handwriting movements correctly and often.
Aims
* To continue to raise standards in writing across the school by ensuring a clearly structured, taught progression in handwriting and presentation skills.
* To adopt a common approach towards handwriting by all adults when writing in children's books, on the whiteboard or on displays / resources.
* To have high expectations of handwriting and presentation skills.
* For pupils to:
- Develop flow and speed, so that eventually they can produce the letters automatically in their independent writing.
- Achieve a neat, legible style with correctly formed letters which are joined for the vast majority of children by the time they leave Year 2.
Strategy for Implementation - Handwriting
Handwriting is taught regularly in every class through short, focused sessions and may be linked with spelling, grammar or phonic objectives. The teaching of handwriting may be undertaken as a discrete session, although
shared and guided writing also provides additional opportunities for the modelling and monitoring of handwriting. However, handwriting is a cross-curricular task and will be taken into consideration during all lessons.
Teaching and Learning
* Handwriting is a skill that needs to be taught explicitly. Since handwriting is essentially a fine motor movement skill, correct modelling of the agreed style by the teacher and learning assistant is very important.
* It is not sufficient to require pupils to just copy models from a published scheme or worksheet.
* Children will use a variety of mark making tools but when formal handwriting lessons take place handwriting pencils / pens will be used.
* Consistency in the attitudes displayed, the methods employed, and the models provided is the key to effective learning.
* A mixture of whole class, small group and individual teaching is planned.
The role of the Teacher and Teaching Assistant:
* To follow the school policy to help each child develop legible and fluent handwriting.
* To provide resources and an environment which promotes good handwriting.
* To provide direct teaching and accurate modelling e.g. through using lines on flipcharts.
* To observe pupils, monitor progress and determine targets for development.
* To correct letter / number formation as early as possible to prevent poor handwriting habits becoming embedded.
(All members of staff, including teaching assistants, supply teachers and children are provided with appropriate handwriting models and are expected to promote the agreed handwriting style by their own example).
Continuity and Progression
Appendix 2 - Correct posture and grip
Appendix 1 - For agreed letter formation
Foundation Stage
* The emphasis at this stage is with movement rather than neatness. Letter formation (starting at the right entry point and then moving in the right direction) learned at this early stage becomes automatic and has a profound influence on later fluency and legibility.
* To aid movement, close attention is given to pencil grip, correct posture, the positioning of the paper and the organisation of the writing space. Teachers are vigilant to ensure that bad habits do not become ingrained and that the specific needs of left-handed pupils and those with special educational needs are met.
* In the pre-communicative stage pupils play with writing and these experiments are recognised and praised as an important stage in the child's understanding that marks on paper convey meaning.
* Tracing over /under patterns and shapes are an important stage of development.
* Pupils are given the opportunity to experiment with a range of writing materials and implements.
* Children should also spend time making large marks and the sizes should decrease as they become more accurate with their mark making.
* A focus will be on writing their own name.
* Letters are taught in families with rhymes as appropriate and are linked to the order in which graphemes are learnt in GES Simply Letters and Sounds (Appendix 1).
* Letters should be formed correctly, and children should leave spaces between words, form capital letters and begin to use where appropriate. Children should also be taught to form numerals that are consistent in size and orientation.
* The focus throughout Term 1-4 is lowercase letter formation. We teach capital letters as and when they come up e.g. in names and titles of books. We teach the formation of all capital letters in the summer terms.
Key Stage 1
* Building on the Foundation Stage, pupils at Key Stage 1 develop a legible style and begin to join their letters in Year 1. This is dependent on the physical ability not age of the child. This is normally achieved in Year 1 by developing a comfortable and efficient pencil grip and by practicing handwriting in conjunction with spelling and independent writing. If the child would benefit from making large marks, tracing over, copying under and pattern making then provision must be made for this.
* Children will write legibly using upper and lower-case letters with correct orientation.
* Correct letter orientation, formation and proportion are taught in line with the school's agreed handwriting style. This continues in Year 2 when children with legible, joined handwriting can earn a 'pen license' which will be awarded by a member of staff.
* Letters should sit on the baseline and be consistent in size with ascenders and descenders that are the correct length and formation.
* Children will improve the speed of writing and begin to write automatically thus promoting creativity in their independent writing.
* Children should continue to leave spaces between words, form capital letters and use them where appropriate. They should also be able to form numerals that are consistent in size and sit on the base line.
Formal teaching of handwriting is to be carried out regularly and systematically and a developmental approach is used to move children through the phases, being mindful of end of Key Stage expectations if additional support via interventions is needed.
Strategy for Implementation - Presentation
It is essential that all children should have pride in their work and that it is set out well.
* At Key Stage 1 children will generally begin new work on a new page each lesson as appropriate for ability.
* Criteria for presentation of work will be discussed with the children prior to commencement of work.
* Teacher's comments or symbols will indicate whether a correction needs to be addressed.
* Any pictures should be coloured in pencil crayons. Felt pens should not be used in exercise books.
* Children will be reminded to take care of their book and present their work neatly.
* Rulers will always be used where children need to draw lines.
* Pupils will begin using pen in Key Stage 2 as soon as possible.
Inclusion
The vast majority of pupils are able to write legibly and fluently. However, some pupils need more support- thicker triangular pencils, pencil grips and wider lines will be used by children experiencing problems with writing alongside other activities to develop their fine motor skills.
(See Appendix 2)
All teachers are aware of the specific needs of left-handed pupils and make appropriate provision.
The Learning Environment
* A dedicated writing area is established in all Foundation stage classrooms so that writing resources are centrally displayed.
* Writing areas/boxes are equipped with a range of writing implements and materials.
* Throughout both key stages teachers display both handwritten and word-processed work to give a high profile to developing a neat, legible cursive style.
The Role of Parents and Carers
The Foundation Stage teachers play an important role in communicating this at an early stage, for example, to ensure that parents are informed and encouraged to offer good models to their pupils by using only capital letters for the beginning of their names, practicing drawing patterns together, playing joining up games which encourage left to right directionality.
Monitoring and Evaluation
o This will be undertaken by the class teacher and will also be assessed as part of each term's writing assessments.
o The English Lead will monitor that handwriting is taught, practiced and modelled throughout the school.
o When undertaking work scrutiny subject leaders will monitor all subjects for neat presentation and legible, accurately formed handwriting.
o This policy will be reviewed annually.
Appendix 1 – lower- and upper-case letter formation.
Additional Strategies for left handed children
* Check that a left-hander is not sitting too close to the right of a right-hander. This will avoid their arms colliding. Some, but not all, left handers will find writing easier if they can sit on a higher chair BUT that their feet are still firmly on the floor.
* Extra practices with left to right exercises may be necessary before pupils write like this automatically.
* When copying a word, numbers, letters, writing patterns etc. a left-hander is helped if these are placed down the right-hand side of the page. | <urn:uuid:f6f73b6a-0cc7-4e01-9891-1473ba9b3063> | CC-MAIN-2024-51 | http://www.stsavioursprimary.co.uk/_site/data/files/curriculum%20maps/F893E68CCA245B5F01E1D4CEC74FE8E1.pdf | 2024-12-13T05:00:29+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066116273.40/warc/CC-MAIN-20241213043009-20241213073009-00010.warc.gz | 56,530,823 | 1,885 | eng_Latn | eng_Latn | 0.998973 | eng_Latn | 0.99902 | [
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3 TOOLS TO BEGIN BREAKING FREE FROM PEOPLE PLEASING
Tool One: Buying Time (2 parts)
This tool will allow you to:
* Identify your options
* Weigh the pros and cons of each option
* Select the best option
* Communicate your option back to the other person
So the scenario is that someone has asked you to do something for them.
Buying time – Part One
Sample phrases you can use:
* "Would you hold for just a minute?" (phone)
* "Could I call you back in just a few minutes?" (phone)
* "Would you excuse me for a minute, I was just headed to the bathroom"
* "Would you excuse me for a minute I was just headed to get something out of my car (my office, my room, the kitchen…etc.)"
So now you have bought some time to stop the impulse habit of saying "Yes".
Buying time – Part Two:
Then when you come back on the phone or back in front of the person you can use these suggested phrases to provide the first part of your answer:
* "Let me get back to you with an answer after I check on a few things"
* "I need a little time to think about that. I'll call you back (say when)"
* "I might have a conflict; I will check and get back to you as soon as I can"
* "I'm not sure if I have time for that but I will let you know (say when)"
This tool of buying time allows you to explore what it is that you really want to do, or don't want to do before communicating your final answer.
So now that you have successfully communicated your buying time response, it is possible that you will be met with resistance from the person who is used to you saying "yes" right away and they may try to get you to change your answer.
Tool Two: The Broken Record
Sample conversation:
* You: Hi I'm back, I might have a conflict, I will check and get back to you tomorrow"
* Them: I can't wait until tomorrow I need to know now, can't you help?
* You: I understand that you need an answer, but I might have a conflict, I will check and get back to you tomorrow".
* Them: Well could you come and help for just a few hours, you could do that for me right?
* You: I know how much you want me to help you, but I might have a conflict, I will check and get back to you tomorrow."
So now it's time to deliver your final answer as promised.
Tool Three: The Firm but Pleasant "NO" Sample phrases:
* "I called to get back to you about your request the other day. It turns out that I won't be able to do that for you, but I want to thank you for thinking of me."
* "Thank you again for that nice invitation. But I just won't be able to accept it this time. It turns out that I do have a conflict."
* "I'm calling to get back to you about your request from last Tuesday. Actually, I'm sorry to say that I won't be able to do that. But thanks so much for thinking of me."
What happens if you get more resistance? And they try to change your mind? You guessed it, back to the broken record!
So, practice practice practice with these tools. You will see how rewarding it can be to reclaim your own power and time!
If you need some help with this, please reach out.
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THE REAPPROPRIATED
Recommended for Grades 9-12
"An ordinary object [could be] elevated to the dignity of a work of art by the mere choice of an artist."—Marcel Duchamp
Isaiah Zagar, the creator of Philadelphia's Magic Gardens, was inspired by many artists of the 20th Century. Marcel Duchamp is one of the most referenced artists throughout Zagar's work. Duchamp was a Dadaist artist who used the viewer as a participant in the creative process. Like Isaiah, he also used "reappropriated" objects, which he called ready-mades. One of Duchamp's most famous pieces, Fountain is also referenced at PMG. Fountain is a "reappropriated" urinal, and Duchamp placed it so that its functionality disappeared and created a new thought for that object. This is a great example of the type of works that Dada artists were creating and how they challenged the establishment. Toilet bowls have been "reappropriated" at PMG, and this is one of the ways Zagar references Duchamp within the space.
In this lesson students will learn about Dadaism and understand Marcel Duchamp's role in that art movement.
Students will learn about how Duchamp's work inspired Zagar, and how recycling objects and using them in nontraditional ways is prevalent in both artists' work.
Learning Objectives
Materials
* Students will reflect on their personal definitions of art.
* Students will understand the concepts behind Dadaist art and practice complex thinking in order to interpret the works.
* Students will brainstorm ideas for their sculptures and reflect on the definition of ready-mades.
* Students will create a readymade sculpture.
* Students will participate in a discussion and critique with their classmates about their work.
* Computer(s) with access to the Internet
* Projector
* Recycled/ reused objects collected by the students (bottles, boxes, shoes, furniture, cans, food containers, etc.)
* Acrylic Paint
* Paint Brushes
* Tape
* Glue/Adhesive
* Hot glue
* Paper
* Camera (optional)
* Magazines/ Newspapers
* Wire
* Scissors
Discussion Questions
* What is your definition of art?
* Would you consider ready-made sculpture to be art?
* Why is ready-made art controversial?
* What objects could be used to create a Dadaist sculpture?
* How would Dadaist artists assemble or present those objects?
* How do you think Dadaism has inspired Isaiah Zagar? What evidence is present at PMG to support this?
* How does Zagar's placement of objects change the meaning or purpose of those objects?
* What ideas or concepts would you like to address in your own project?
Key Vocabulary
Collage A form of art that combines different materials (photographs, newspaper, etc.) onto paper or fabric.
*Dada An artistic and literary movement that grew out of dissatisfaction with traditional social values and conventional artistic practices during World War I (1914–18). Dada artists were disillusioned by the social values that led to the war and sought to expose accepted and often repressive conventions of order and logic by shocking people into self-awareness.
Modern Art Artistic works produced from the 1860s to the 1970s, in which the traditional art mediums have been put aside and experimentation is the focus.
*Ready-made/Reappropriated Objects A term coined by Marcel Duchamp in 1915 to describe prefabricated, often mass-produced objects isolated from their functional context and elevated to the status of art by the mere act of an artist's selection and designation
*Defined on MOMA website
Activity
1. Introduce this project at least 1 week prior to the first day of construction by presenting Dadaism, Marcel Duchamp, and the key vocabulary. Cover the historical influences of the art movement, as well as the reasoning behind the art. Tell students to begin collecting objects that they will use in order to create 3D Dadaist sculptures. Present the work at PMG, if students have not visited.
2. Once students collect 3-5 objects, instruct them to begin sketching ideas for the use of the objects. Encourage the students to write out their ideas and words that will reflect the intent of their design.
3. Use language in the piece as Dadaists would have, create words and take away any meaning that the objects already have. This will help them decide on text that they might want to use and can help them write their final report.
4. As students begin brainstorming, note what additional resources or materials they might need.
5. Begin construction. Be sure to photograph the process.
6. Students can paint, draw, or collage on their sculptures with any form of media that they wish, but remembering whatever objects they choose reflect a meaning.
7. Once students have constructed and photographed their pieces, have them write a 2-page report about their work and the reasoning behind their decisions.
8. Have the students present their work and ideas in a critique.
Adaptations
This lesson can be adapted for younger students by having them use only one object, and only using one specific type of medium to alter the meaning of the object. This lesson can also include the concept of chance by having students randomly select objects or have others select objects for them. Instead of brainstorming words to associate with their sculptures could also randomly select them from a search engine.
PA Core Academic Standards
Arts & Humanities
Visual Arts 9.1.12.A, B, C, F, J, L
History
World History 8.4.12.A-D Historical and Cultural Contexts 9.2.12. A, D, E, L Critical Response 9.3.12. A, B, C, F Aesthetic Response 9.4.12. A, D
Reading, Writing, Speaking & Listening
Types of Writing 1.4.12.A, B
Quality of Writing 1.5.12.A-F
Resources
http://www.marcelduchamp.net/index.php http://www.understandingduchamp.com/
http://www.moma.org/learn/moma_learning/themes/dada http://www.youtube.com/watch?v=ONn_1pLb4oo
http://www.youtube.com/watch?v=EqkIJ0odFxA
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Art Education with Secondary Ed Emphasis, BS
BS Art Education Program Learning Outcomes
At the successful conclusion of this program, students will be able to:
1. Solve complex problems related to the conceptual process of creating art.
2. Express artistic concepts and intent using visual, oral, and written communication.
3. Evaluate artistic work using visual language to explain basic design principles and concepts.
4. Employ principles of visual analysis and visual literacy to appraise the composition and socio-historical context of art works.
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Week beginning Monday 15 June 2020
Following feedback from parents and students, we are now operating a two-week timetable where different subjects will be set on a biweekly basis.
The curriculum offer at KS3 for this week will be organised as follows:
We continue to recommend that students complete two to three hours of work a day.
Optional extension tasks (Arrow Tasks) will be set for each subject to allow depth of study if your child wants to do more.
PE activities and reading are both hugely important and will sit outside of this directed time. We recommend that you allocate 30 minutes to each of these activities a day.
This pack contains an overview of the work that has been set for students. Links to resources and websites are also included.
The contents of this pack will also be uploaded to Show My Homework Monday morning by teachers whilst this school closure continues.
Resources such as paper, exercise books etc. will be available from the school reception 9.30am to 11.30am daily if needed.
'How to…' guides and an overview of work set for Year 7, 8 and 9 are available in the Home Learning section of the school website.
DaPenberthy@liskeard. c
orn wa
ll. s
ch.uk or
firstname.lastname@example.org if you have
any problems accessing Show My Homework.
Contact
Contact
Tasks to complete:
Task 1: BBC Bitesize Daily (15 minutes - every day). BBC Bitesize provides excellent English work for each day.
1. There are new television English programmes every day. Find out more about them here.
2. There are also online activities on the BBC Bitesize Daily website.
- Choose your activities for your year group from these links in the purple boxes.
- You can choose work from an older or younger year group, including the links in the orange boxes.
You can find out more information about all the ways to access BBC content here.
Task 2: English Workbook (1 hour - each week)
Here is your weekly lesson. You will need to log into GCSE Pod in order to access it.
1. Listen to the podcasts by clicking each POD title.
2. Check your understanding with the quiz.
3. Practise the skills you are learning about.
4. Apply your knowledge and understanding in the final activity.
5. Then mark your work using the answers provided here.
Complete your answers on the interactive sheets and save them on your computer, phone or Show My Homework. Then Just let me know how you have done through your English diary.
Further Help: You can find more information, advice and revision activities for this week's topic here:
BBC Bitesize - GCSE
BBC Bitesize - Key Stage 3
AQA GCSE English Language - Paper 2 Section B
This week's lesson is taken from GCSE Pod: Achieve English 2020 - Workbook Module 7 Lesson 3.
Who to contact if you have a problem:
Your class teacher:
email@example.com firstname.lastname@example.org email@example.com firstname.lastname@example.org
Head of English:
email@example.com firstname.lastname@example.org
email@example.com firstname.lastname@example.org
Spellzone Support:
email@example.com
OPTIONAL IDEAS and ARROW TASKS:
Choose one or more of these optional activities to broaden your knowledge and understanding of English language, literature and media.
- Brainteaser / Quiz
- Drama series / books
- TV and film / catchup - NEW
- Website / short videos
- News, books and magazines
- GCSE Literature revision - Poetry
- Continue Task 2 - or complete its arrow tasks.
- Spellzone - if you have a problem with Spellzone, or would like to choose your own spelling units, please email Mrs O'Livey at firstname.lastname@example.org
email@example.com or
firstname.lastname@example.org if you have any
problems accessing Show My Homework.
Tasks will be set for you on Show My Homework by your maths teacher.
The tasks may involve My Maths so make sure you contact your maths teacher if you don't know your personal log in details.
Links to resources:
www.mymaths.co.uk School username: liskeardSchool Password: isosceles
Who to contact if you have a problem:
8X1: Mr James email@example.com
8X2: Mr Gluyas firstname.lastname@example.org
8X3: Mrs Ollerenshaw/Mr Laycock
email@example.com firstname.lastname@example.org
8X4: Dr Eastburn-Cutts email@example.com
8X5: Miss Lucas/Mr North firstname.lastname@example.org email@example.com
8Y1: Dr Baker firstname.lastname@example.org
8Y2: Mr North/Miss Lucas email@example.com firstname.lastname@example.org
8Y3: Mr James email@example.com
OPTIONAL IDEAS and ARROW TASKS:
The Transum website has loads of maths games and investigations, as well as information to help you learn about things you may have never considered were linked to maths!
Have a look through and see what you can find!
Links to resources:
https://www.transum.org/Software/Fun_Maths/
firstname.lastname@example.org or
email@example.com problems accessing Show My Homework.
Contact if you have any
Contact
Tasks to complete:
TOPIC: Wave Effects
Students have been given a series of learning tasks designed to help them to understand ideas about Wave Effects.
There are three main questions covered: What is a wave? How do waves transfer energy? What are the properties and effects of waves?
Students will need to work through a series of questions, videos, web based reading and home experiments. They have been given specific tasks which need to be submitted via Show My Homework.
This topic is designed to take approximately 5 hours (or two weeks of home learning) and should be completed this week.
Links to resources:
https://www.bbc.co.uk/bitesize/topics/zw982hv https://www.bbc.co.uk/bitesize/guides/zgr8d2p/revision/2
https://www.bbc.co.uk/bitesize/guides/z8d2mp3/revision/1
Who to contact if you have a problem:
8x1: Mr firstname.lastname@example.org
8x2: Mr Davis/Mr Baker email@example.com
firstname.lastname@example.org
8x3: Mr email@example.com
8x4: Mr Churchward firstname.lastname@example.org
8y1: Mrs Davis/Mrs email@example.com / firstname.lastname@example.org
8y2: Miss Tyrer email@example.com
8y3: Mrs firstname.lastname@example.org
OPTIONAL IDEAS and ARROW TASKS:
Optional and arrow tasks will be highlighted via the work set on Show My Homework.
Science Fair House Competition: Science is everywhere and there are a huge number of experiments which can be done at home. Students can use the PowerPoint presentation which will be set on Show My Homework for ideas and guidance for their project. Students can choose their own project or work through a project on the website. When we get back to school, we are going to hold a Science Fair to celebrate students' projects and there will be prizes for the best entries. Students can present their work as a poster or a PowerPoint display. NB: Please discuss your child's project with them and do not leave them unsupervised when carrying out their experimental work. You must follow the safety guidance given on the website for each project idea.
Science Documentaries: There are a huge number of documentaries available on platforms such as BBC iPlayer, Netflix, 4OD etc. This is a great way for the family to get together and discuss Science based issues.
Knowledge Organisers: Each of the Science Knowledge Organisers on the school website contain a 'Why does it matter?' section and an 'extension' sections. These links and tasks can be followed to explore the real world applications of each section of the KS3 course.
Links to resources:
Knowledge Organisers can be found under the ‘student’ tab on the school website
https://www.liskeard.cornwall.sch.uk/
Science Fair: https://www.sciencebuddies.org/science-fair-projects/project-ideas/list https://www.sciencebuddies.org/science-fair-projects/project-ideas/list
email@example.com or
firstname.lastname@example.org problems accessing Show My Homework.
if you have any
Note: Last week's task was to research and prepare a plan in order to create a model, collage or drawing of a famous French or Spanish building or structure.
French: Your learning objective this week is to create your model, drawing or collage of a famous French building or structure.
Spanish: Your learning objective this week is to create your model, drawing or collage of a famous Spanish building or structure.
Instructions for this week:
- Use the plan you prepared last week to create your model, collage or drawing.
- Use a timer; it must be created within 60 minutes (you can ask for help from those at home if you want).
- Have some fun and be imaginative!
Take a photograph of your work, with your name or initials, year group and class (e.g. 8R) clearly visible and submit it to your class teacher, online via Show My Homework or by email.
Who to contact if you have a problem:
Year 8 French: email@example.com
Year 8 Spanish: firstname.lastname@example.org
OPTIONAL IDEAS and ARROW TASKS:
If you have visited the building / structure before, describe what you thought about it in English. Can you describe what you thought about it in French or Spanish to really challenge yourself?
If you haven't visited the building / structure before, describe how you might feel about being there in English. Can you describe how you might feel in French or Spanish to really challenge yourself?
email@example.com or
firstname.lastname@example.org if you have
any problems accessing Show My Homework.
Contact
This week you are developing your investigation into Slavery by investigating life on the plantations.
- Read the pdf file (A3 scanned page)
- Complete questions 1, 2 and 3 from the 'work' section.
Links to resources:
Please use the resources attached on Show My Homework to help but, as always, feel free to do some of your own research.
Who to contact if you have a problem:
Mr Pollard: email@example.com
Mr Glasgow: firstname.lastname@example.org
Miss Pritchard: email@example.com
Miss Lake: firstname.lastname@example.org
Mrs McCabe: email@example.com
OPTIONAL IDEAS and ARROW TASKS:
Complete question 4 from the 'work' section of the sheet.
Links to resources:
All the resources required are attached on Show My Homework but please feel free to do some of your own research.
Optional extra resources - https://www.bbc.co.uk/bitesize/guides/z732pv4/revision/3 Optional video - https://www.youtube.com/watch?v=EhjBsJF4C20
firstname.lastname@example.org or
email@example.com any problems accessing Show My Homework.
if you have
Contact
Art:
A task sheet was uploaded to Show My Homework 2 weeks ago for you to work through. This sheet presented tasks to be completed over three weeks. This is the final week on this project. On your future return to school this work will form the starting point for practical work in the lesson.
Music: You will continue to work on 'Somewhere Over the Rainbow' but this time adding chords or trying it on a different instrument if you have access to one. The music will be on Show My Homework.
Details of how to do this along with the music and the lyrics will be put on Show My Homework. Here are the same links as the last lesson for your reference.
Links to resources:
Art: Links to resources will be uploaded to Show My Homework
Music:
Karaoke in C to sing along to: https://www.youtube.com/watch?v=CL-czJOJxiE
Piano backing in C to play along to: https://www.youtube.com/watch?v=noDNqYM6Ww4
Original soundtrack: https://www.youtube.com/watch?v=1HRa4X07jdE
Online piano: https://www.onlinepianist.com/virtual-piano
Who to contact if you have a problem:
Art: Mrs firstname.lastname@example.org
Mrs email@example.com
Music: Mr firstname.lastname@example.org
Ms email@example.com
OPTIONAL IDEAS and ARROW TASKS:
Art: Tasks 4 and 5 are arrow tasks for you to complete should you wish to improve your understanding within the subject.
Music: Can you play the same tune and the chords starting on a different note, therefore making it sound in a different key? It means you won't be able to play along to any of the backing tracks listed.
DaPenberthy@liskeard. c
orn wa
ll. s
ch.uk or
firstname.lastname@example.org if you have
any problems accessing Show My Homework.
Contact
This week we are focusing on the third Pillar of Islam which is Zakah. It is the practice of giving money to charity.
- Read the worksheet 'Zakah' attached on Show My Homework and answer the questions.
- If you have a printer, you can print it out and write on the sheet. Submit a photo of your completed work.
- Or you can save the sheet, remove my answer lines and add your answers to the sheet on a computer.
- Alternatively, write down your answers in full sentences on paper and submit a photo of your work.
Submit completed work on Show My Homework.
Links to resources:
'Zakah worksheet' on Show My Homework.
Who to contact if you have a problem:
Mrs Clemow: email@example.com
OPTIONAL IDEAS and ARROW TASKS:
Task 1: 'Zakah should only go towards helping Muslims.' Do you agree with this statement? Give reasons for your opinion. Why might someone disagree with you?
Task 2: Design a home page or a PowerPoint for an Islamic charity website to encourage Muslims to give their Zakah to it. You should include an explanation of why Zakah is paid, and information about the kind of work your organisation does and why it does it.
Task 3: Watch the video link attached to Show my Homework. What else can you learn about Muslim beliefs about money?
Links to arrow task resources.
https://www.bbc.co.uk/religion/religions/islam/practices/zakat.shtml
DaPenberthy@liskeard. c
orn wa
ll. s
ch.uk or
firstname.lastname@example.org any problems accessing Show My Homework.
Contact if you have
Reading: Fiction – Take some time out to do some extended reading for pleasure. Try to explore new stories and magazines.
- If you haven't already joined Cornwall Library, you can join online from their website.
- Then register with BorrowBox to read books or listen to audiobooks online for free.
- Register with PressReader and RBDigital eMagazines and RBDigital eComics to read to read newspapers, magazines and comics for free with your Library card.
- Alternatively, ask your parents or carers to join BookBub or OpenLibrary to download free or very cheap books to your smartphone, kindle or tablet etc.
- Want inspiration? Look out for the titles or authors listed in this top 100 recommendations for a story which catches your eye.
Spelling, Punctuation and Grammar – Keep practising your basic skills to maintain or improve the accuracy of your writing, and to build up your vocabulary.
- Spelling – learn the word lists and spelling patterns in Spellzone units, and complete regular tests and games. Use Dictionary.com to check the meaning of new words.
- Punctuation and grammar – revise and practise the rules using BBC Bitesize. Then ask someone to read out (dictate) a passage for you to punctuate and DIT. Think carefully about your paragraphing too.
Tasks to complete:
Athletics: jumps
Work your way through the task sheet. Send your teacher the completed tasks or photos and / or videos of you doing the active tasks.
Links to these resources
Challenges are included on sheet attached on Show My Homework.
OPTIONAL IDEAS and ARROW TASKS:
Be creative - develop a new Athletics event.
Links to resources:
No resources needed.
Who to contact if you have a problem:
Year 7: Miss Rowe email@example.com
Year 8: Mr Lemin firstname.lastname@example.org
Year 9: Miss Gary email@example.com
firstname.lastname@example.org or
email@example.com any problems accessing Show My Homework.
Contact if you have
English Transition Class:
For students taught by Mrs O'Connell as a member of the English Transition Class (Year 7 and 8), activities will be set via Show My Homework.
Maths Transition Class:
For students taught by Mrs O'Connell as members of the maths Transition Class (Year 7 and 8) various learning tasks activities will be set on Mathletics and My Maths, accessible via on Show My Homework.
ARC Students:
For students in Mrs O'Connell's Transition ARC Group who follow a programme of study titled 'Understanding the World', various learning activities will be set on Show My Homework.
Please note:
All these students will follow the generic PE, Art and Music work as outlined in this work overview.
Links to resources:
Mrs O'Connell will email parents of these students directly with further instructions as required.
Who to contact if you have a problem:
If you have any queries relating to this specific work please email Mrs O'Connell at firstname.lastname@example.org
DaPenberthy@liskeard. c
orn wa
ll. s
ch.uk or
email@example.com any problems accessing Show My Homework.
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Transformation or adaptation of the slowfood philisophy into slowike concept
Marie Van de Hel
14.07.2018
Slow Food is a philosophy dating back to 1986 that aims to provide access to all people to a food that is good and healthy for those who consume it and for those who cultivate it and good for the planet. The three directives that are given are: Good, clean and accessible. This philosophy has engendered many followers and new ways of seeing the world and approaching food. It is this concept that inspired the creators of the Slow Bike. We will try to understand this transposition of concepts. Some of the Slow Food guidelines are easily applicable to Slow Bike and this has been done, while others are more convoluted. Nevertheless, under certain conditions, the two are inseparable.
If we take the three main lines of Slow Food, we can easily find correlations with those that accompany, today, the Slow Bike philosophy. Indeed, the first is the fact that the food is good and healthy for the consumer and the one who provides it. When we transpose to the bike, we expect the consumer (the happy owner of the bike) to take care of his mount. In fact, this means that the consumer must receive a bike of good quality at the time of purchase. In addition, the owner must have the necessary equipment to be able to repair and maintain his vehicle. In this way, we transpose the fact that the object is of good quality for the one who owns it and the one who makes it.
Now take the second point: a production that does not harm the environment. The bike must therefore be manufactured in conditions respectful of men, no forced labor, correct remuneration, compliance with social laws, and the environment with non-polluting and resistant materials. We all know that under the current conditions of our planet, we are turning more and more towards environmentally friendly vehicles. The bike seems the most suitable for meeting the needs of relatively short journeys and with a practicable road. It is with these two arguments that we can, once again, demonstrate the effective link between the Slow Food and Slow Bike philosophy.
The third directive of the Slow Food philosophy is to make the object accessible to the consumer and to respect fair conditions for the manufacturer. Once again, if the bike is manufactured in the conditions that respect the social laws applied in the European countries, we can affirm that the philosophy of the Slow Bike joins that of Slow Food. In addition, the bike is a vehicle that remains accessible to the greatest number including the current means of barter, trade and resales. Once the purchase is over, only the maintenance costs money but it is nothing compared to other vehicles.
Through all these arguments we can confirm the link between the two philosophies mentioned. Nevertheless, some of Slow Food's points remain very difficult to transpose to Slow Bike.
In the Slow Food philosophy there is an aspect of local consumption and respect for the environment. It is recommended to
make responsible purchases by verifying the origin and manufacture of our food. It seems to me difficult for the bicycle buyer to check the provenance of each part of his vehicle and their composition. In general, the bikes are made of nonbiodegradable materials that are difficult to recycle: steel, aluminum, titanium and carbon. And with the current globalization pushing for business specification, it's hard to imagine a bike built entirely in one country. It is therefore difficult to apply certain aspects of this local and ecological purchase approach to the Slow Bike philosophy.
The food must be good in the Slow Food approach, with flavors and pleasant aromas. This is not transferable to the bike because it has no flavor or aroma. The bike can not be "good" as we understand it for a food. It is also recommended a good choice of raw materials during the manufacture of a food product. Cycling raw materials are not comparable to those used in the food industry. Admittedly, an extrapolation can be made but not an immediate comparison.
Finally, in some cases, the two philosophies marry perfectly because they are in the same process and the same goals of life. When you go on vacation, visit a country, what better than cycling. You enjoy the landscape, time passing, different small villages. Thus you access the Slow Bike in all its glory, but you can also continue in this process and look after your diet. Take the time to stop in the villages and meet the people who live and work there. You can then taste the local specialties, learn about the working conditions of its people and take the time to enjoy your meal. It is then that you will see the full harmony between these two philosophies and that you will taste the Slow Life.
Stabsstelle Sicherheitstechnische Dienste und Umweltschutz
Sekr. SDU Gebäude CAR Straße des 17. Juni 135 10623 Berlin Tel. (030) 314 – 28888 Fax (030) 314 - 21145
https://www.arbeits-umweltschutz.tuberlin.de
Ansprechpartner
Michael Hüllenkrämer AGUM Koordination (030) 314 – 21463 email@example.com | <urn:uuid:e4f46e83-1e0f-4d4e-bd61-5412edadf26c> | CC-MAIN-2020-50 | https://www.arbeits-umweltschutz.tu-berlin.de/fileadmin/abt2/Dokumente/Dokument/2018_07_14_Slowbike_EN_Marie_Van_de_Hel.pdf | 2020-11-25T05:23:42+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141181179.12/warc/CC-MAIN-20201125041943-20201125071943-00001.warc.gz | 576,673,431 | 1,071 | eng_Latn | eng_Latn | 0.99774 | eng_Latn | 0.998318 | [
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Ettington Primary School Progression Document GEOGRAPHY
INTENT
At Ettington CE Primary School our approach to Geography is to inspire the children to gain a greater understanding and knowledge of the world, as well as their place in it. We develop children's interests and understanding of diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth's key physical and human processes. Our teaching should equip the children with the skills of interpreting a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and geographical Information Systems (GIS). We advocate a vocabulary-rich Geography curriculum. Teachers use questioning, quizzes and provide opportunities for discussion and investigation to support the development of vocabulary, which is clearly taught and modelled by teachers in every Geography lesson. Key geographical knowledge and language (such as, the name and location of continents, countries, capital cities and oceans) is revisited frequently, to make learning memorable, relevant and easy to retrieve.
Place knowledge
* understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country.
Human and physical geography
* identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles
* use basic geographical vocabulary to refer to: · key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather
* key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop
Geographical skills and fieldwork
* use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage
* use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map · use aerial photographs and plan
Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)
Place knowledge
* understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America
Human and physical geography
* describe and understand key aspects of: · physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
* human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water.
Geographical skills and fieldwork
* use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
* use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world
* use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.
Reception Technology Progression in Learning – small steps to Key Stage 1
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Temperature Conversion Chart
To use this chart, find your known temperature (°F) in the shaded column.
temperature conversion formula
*C = 5 (°F ‑32) 9
*F = 9 °C +32 5
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Chapter Reinforcement
Chapter 4: Reinforcement Flashcards | Quizlet Reinforcement and Punishment | Introduction to Psychology reinforcement chapter 8 Flashcards and Study Sets | Quizlet Chapter 4: Section 3: Reinforcement and Reinforcement ... Reinforcement Theory | Principles of Management Reinforcement and Study Guide - Student Edition Nonconventional Concrete Technologies: Renewal of the ... Study Guide and Reinforcement reinforcement chapter 5 Flashcards and Study Sets | Quizlet Study Guide and Reinforce Answers Chapter Reinforcement, Ch. 3 - PCC Chapter 8: Section 3: Reinforcement and Reinforcement ... ABA Autism Training - Chapter 2 - Reinforcement Chapter Reinforcement, Ch. 2 - PCC Introduction to Reinforcement Learning — Chapter 1 ... Reinforcement and Behavioral Change – Organizational Behavior (ABA) Chapter 4: Reinforcement Flashcards | Quizlet Chapter Reinforcement Reinforcement Schedules | Introduction to Psychology
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Chapter 4: Reinforcement Flashcards | Quizlet Chapter Reinforcementstrengthen ed through the process of reinforcement (behavior that is controlled by its consequences) Reinforcer is the consequence (stimulus or event) that follows operant behavior & strengthens operant behaviorChapter 4: Reinforcement Flashcards | QuizletReinforcement The term reinforce means to strengthen, and is used in psychology to refer to anything stimulus which strengthens or increases the probability of a specific response. For example, if you want your dog to sit on command, you may give him a treat every time he sits for you.Chapter 8: Section 3: Reinforcement and Reinforcement ...Reinforcement The term reinforce means to strengthen, and is used in psychology to refer to anything stimulus which strengthens or increases the probability of a specific response. For example, if you want your dog to sit on command, you may give him a treat every time he sits for
you.Chapter 4: Section 3: Reinforcement and Reinforcement ...Reinforcement theorists see behavior as being environmentally controlled. Rather than internal thoughts or desires, the theory is that behaviors are controlled by reinforcers—any consequence that, when immediately following a response, increases the probability that the behavior will be repeated.Reinforcement Theory | Principles of ManagementProject Reinforcement Key, Ch. 3 Part 2 – True/False Instructions: Circle T if the statement is true or F if
the statement is false. T F 1. The More Colors link on each color palette opens a dialog box where you can select from more than 140 colors. (pg. 155) T F 2. The chapter suggests using AutoRecover as a substitute forChapter Reinforcement, Ch. 3 PCCIn partial reinforcement, also referred to as intermittent reinforcement, the person or animal does not get reinforced every time they perform the desired behavior. There are several different types of partial reinforcement schedules (Table 1). These schedules are described as either fixed or variable, and as either interval or ratio.Reinforcement Schedules | Introduction to PsychologyLearn reinforcement chapter 5 with free interactive flashcards. Choose from 500 different sets of reinforcement chapter 5 flashcards on Quizlet.reinforcement chapter 5 Flashcards and Study Sets | QuizletLearn reinforcement chapter 8 with free interactive flashcards. Choose from 500 different sets of reinforcement chapter 8 flashcards on Quizlet.reinforcement chapter 8 Flashcards and Study Sets |
2
QuizletReinforcement. The most effective way to teach a person or animal a new behavior is with positive reinforcement. In positive reinforcement, a desirable stimulus is added to increase a behavior. For example, you tell your five-year-old son, Jerome, that if he cleans his room, he will get a toy.Reinforcement and Punishment | Introduction to PsychologyReinforcement Learning is learning what to do — how to map situations to actions — so as to maximize a numerical reward signal. A learning agent can take actions that affect the state of the environment and have goals relating to the state of the environment.Introduction to Reinforcement Learning — Chapter 1 ...Reinforcement causes a certain behavior to be repeated or inhibited. Positive reinforcement is the practice of presenting someone with an attractive outcome following a desired behavior. Avoidance learning occurs when someone attempts to avoid an unpleasant condition or outcome by behaving in a way desired by others.Reinforcement and Behavioral Change – Organizational
Chapter Reinforcement
BehaviorChapter 4, The Laws of Motion Section 1 (p. 13) 1. d 5. c 2. d 6. inertia 3. d 7. second 4. a 8. decreases Section 2 (p. 14) 1. Gravity is a force that every object in the universe exerts on every other object. 2. their masses and the distance between them 3. Earth has more mass than the Moon. 4. No. The Moon exerts a smaller gravitational ...Study Guide and Reinforce AnswersThis video defines and gives examples of different types of reinforcers. The video also describes the proper way to deliver reinforcers and provides suggestions to ensure that reinforcers maintain ...ABA Autism Training - Chapter 2 ReinforcementChapter Reinforcement Key, Ch. 2 Part 3 – Short Answer Instructions: Fill in the best answer. 1. Publisher uses the term story , to mean text that is contained within a single text box or a chain of linked text boxes. (pg. 89) 2. Each story will include a headline , which is a short phrase printed at the top of aChapter Reinforcement, Ch. 2 PCCConcrete is an attractive building material because of its relatively low cost, environmental stability,
2021-02-04
and high compressive strength. Due to its inherent low tensile strength, however, concrete requires reinforcement in applications where significant tensile stresses will be realized in order to maximize its load-carrying capability and improve its toughness.Nonconvention al Concrete Technologies: Renewal of the ...Atmosphere 1. 2. Study GuideStudy Guide and ReinforcementREINFORCE MENT AND STUDY GUIDE CHAPTER 1BIOLOGY: The Dynamics of Life 1 The Study of Life Name Date Class Chapter 1 Chapter Reinforcement and Study Guide In your textbook, read about the science of biology. Answer the following questions. 1. What is the primary focus of all biological studies? 2.Reinforcement and Study Guide - Student EditionA schedule or reinforcement in which the reinforcer is delivered for the first response that occurs after an interval of time has elapsed. The interval is the same each time.(ABA) Chapter 4: Reinforcement Flashcards | QuizletExploring and Classifying Life 1 11 Study Guide What is science? Directions: Use the word bank provided to complete the summary paragraph. critical thinking International System of Units science scientific law scientific methods theory (1)_____ is an organized way of studying things and finding answers to questions.
A schedule or reinforcement in which the reinforcer is delivered for the first response that occurs after an interval of time has elapsed. The interval is the same each time.
Reinforcement and Punishment | Introduction to Psychology Chapter 4, The Laws of Motion Section 1 (p. 13) 1. d 5. c 2. d 6. inertia 3. d 7. second 4. a 8. decreases Section 2 (p. 14) 1. Gravity is a force that every object in the universe exerts on every other object. 2. their masses and the distance between them 3. Earth has more mass than the Moon. 4. No. The Moon exerts a smaller gravitational ... reinforcement chapter 8 Flashcards and Study Sets | Quizlet Learn reinforcement chapter 5 with free interactive flashcards. Choose from 500 different sets of reinforcement chapter 5 flashcards on Quizlet.
Chapter Reinforcement
3
Chapter 4: Section 3: Reinforcement and Reinforcement ... Reinforcement theorists see behavior as being environmentally controlled. Rather than internal thoughts or desires, the theory is that behaviors are controlled by reinforcers—any consequence that, when immediately following a response, increases the probability that the behavior will be repeated. Reinforcement Theory | Principles of Management Project Reinforcement Key, Ch. 3 Part 2 – True/False Instructions: Circle T if the statement is true or F if the statement is false. T F 1. The More Colors link on each color palette opens a dialog box where you can select from more than 140 colors. (pg. 155) T F 2. The chapter suggests using AutoRecover as a substitute for Reinforcement and Study Guide - Student Edition Learn reinforcement chapter 8 with free interactive flashcards. Choose from 500 different sets of reinforcement chapter 8 flashcards on Quizlet.
Nonconventional Concrete
Technologies: Renewal of the ...
REINFORCEMENT AND STUDY GUIDE CHAPTER
1BIOLOGY: The Dynamics of Life 1 The Study of Life Name Date Class Chapter 1 Chapter Reinforcement and Study Guide In your textbook, read about the science of biology. Answer the following questions. 1. What is the primary focus of all biological studies? 2. Study Guide and Reinforcement Reinforcement The term reinforce means to strengthen, and is used in psychology to refer to anything stimulus which strengthens or increases the probability of a specific response. For example, if you want your dog to sit on command, you may give him a treat every time he sits for you. reinforcement chapter 5 Flashcards and Study Sets | Quizlet strengthened through the process of reinforcement (behavior that is controlled by its consequences) Reinforcer is the consequence (stimulus or event) that follows operant behavior & strengthens operant behavior
Study Guide and Reinforce Answers
Exploring and Classifying Life 1 11 Study Guide What is science? Directions: Use the word bank provided to complete the summary paragraph. critical
4
thinking International System of Units science scientific law scientific methods theory (1)_____ is an organized way of studying things and finding answers to questions.
Chapter Reinforcement, Ch. 3 PCC
Concrete is an attractive building material because of its relatively low cost, environmental stability, and high compressive strength. Due to its inherent low tensile strength, however, concrete requires reinforcement in applications where significant tensile stresses will be realized in order to maximize its load-carrying capability and improve its toughness.
Chapter 8: Section 3: Reinforcement and Reinforcement ... Reinforcement. The most effective way to teach a person or animal a new behavior is with positive reinforcement. In positive reinforcement, a desirable stimulus is added to increase a behavior. For example, you tell your five-year-old son, Jerome, that if he cleans his room, he will get a toy.
ABA Autism Training -
Chapter 2 -
Reinforcement
Reinforcement Learning is
Chapter Reinforcement learning what to do — how to map situations to actions — so as to maximize a numerical reward signal. A learning agent can take actions that affect the state of the environment and have goals relating to the state of the environment. Chapter Reinforcement, Ch. 2 - PCC In partial reinforcement, also referred to as intermittent reinforcement, the person or animal does not get reinforced every time they perform the desired behavior. There are several different types of partial reinforcement schedules (Table 1). These schedules are described as either fixed or variable, and as either interval or ratio. Introduction to Reinforcement Learning — Chapter 1 ... Chapter Reinforcement Key, Ch. 2 Part 3 – Short Answer Instructions: Fill in the best answer. 1. Publisher uses the term story , to mean text that is contained within a single text box or a chain of linked text boxes. (pg. 89) 2. Each story will include a headline , which is a short phrase printed at the top of a Reinforcement and Behavioral Change – Organizational Behavior
2021-02-04
Atmosphere 1. 2. Study Guide (ABA) Chapter 4: Reinforcement Flashcards | Quizlet Reinforcement causes a certain behavior to be repeated or inhibited. Positive reinforcement is the practice of presenting someone with an attractive outcome following a desired behavior. Avoidance learning occurs when someone attempts to avoid an unpleasant condition or outcome by behaving in a way desired by others. Chapter Reinforcement Reinforcement The term reinforce means to strengthen, and is used in psychology to refer to anything stimulus which strengthens or increases the probability of a specific response. For example, if you want your
dog to sit on command, you may give him a treat every time he sits for you. Reinforcement Schedules | Introduction to Psychology This video defines and gives examples of different types of reinforcers. The video also describes the proper way to deliver reinforcers and provides suggestions to ensure that reinforcers maintain ...
Related with Chapter Reinforcement:
* Subject Verb Agreement Worksheet 3rd Grade : click here
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In depth explanation how play therapy works.
A child's language is play.
While an adult usually can verbalises their experiences, a child, unless very articulate, will do so in play and thus shows what motivates and hinders them.
A child who experiences adversity is hardly ever able to verbalise this in a coherent way. It will predominately process it through play, such as acting out in the playground, classroom or at home. Doing this without appropriate boundaries can create problems and conflicting situations, in social settings, their relationships, and often compromises their learning.
In Therapeutic Play we offer a safe place for the child to explore and process their feelings and traumas through play. They can choose their own activity from a great variety of toys and art material. The only limits are that nothing ought to be intentionally broken and both child and therapist have to stay safe.
I work within a person/child centred frame of reference and use the three core conditions of Carl Roger's humanistic approach. These are empathy, unconditional positive regards or non-judgement, and congruence.
Using empathic reflection about their play and communication gives the child a sense of being seen, as well as growing self awareness and better understanding of themselves, their situation and what motivates them.
Unconditional positive regard or non-judgement is mainly shown by not evaluating what they are bringing to the room. In many situations praise is used to motivate a child, however this can have also a negative effect as it can create a sense of failure every time the child is not praised. There will be no 'well done' nor stated that something might not be good enough.
Knowing the therapist will not tap into their feelings of guilt and shame gives the child the trust that the therapist is on their side and eventually the child can find the courage to relate things they have done or experienced, and might weigh heavy on their mind. The freedom to express themselves allows traumatic experiences to come to the surface and as a consequence can be processed, healed and integrated.
The third aspect is congruence which creates a transparent relationship between therapeutic play worker and the child client. With this the child can gain a new blue print of how a relationship can be and hopefully allow them to translate this into other relationships and social settings outside of the therapeutic setting.
In recent decades the profession has gained more and more of an understanding that the biggest healing agent (in any modality/therapeutic approach) is in fact the therapeutic relationship itself. In one case I have supervised a therapist whose child client eventually grew in confidence and changed their countertransference (the way we relate to others as well as the way we expect others to relate to us) so fundamentally that in turn their family too was effected in a positive way.
In summery, in the safe space of play therapy feelings that might have been repressed and shown themselves as anger and frustration can be brought to the surface, they can be understood and processed and the experiences integrated into ones emotional make up and therefore will not control unconsciously the behaviour of the child/client.
Unlike other organisations we aim to work open ended, meaning have no limit on session numbers and give the child continued support for as long as is needed.
Books that inspire and inform our work and style and are a must read for volunteers who train for Therapeutic Play with us are:
*''Play therapy: The Art of relationship'' by Dr. Garry Landreth,
*''Dibs in search of self'' by Virginia Axline and
*''Play Therapy'' by the same author
Another very inspirational book in this field is ''The Healing Power of Play'' by Eliana Gil.
Sessions are weekly for 45-50 minutes at the same time each week. The reliability of a regular time table adds to a sense of security and trust in the relationship.
I do this work for a charitable organisation called Carefree Kids 2020, which I helped to re-establish after the original charity Carefree Kids had to close for financial reasons.
Please visit our website: https://www.carefreekids2020.co.uk
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2022 Heatherlands Sundance Consumer Confidence Report
Is my water safe?
We are pleased to present this year's Annual Water Quality Report (Consumer Confidence Report) as required by the Safe Drinking Water Act (SDWA). This report is designed to provide details about where your water comes from, what it contains, and how it compares to standards set by regulatory agencies. This report is a snapshot of last year's water quality. We are committed to providing you with information because informed customers are our best allies.
Do I need to take special precautions?
Some people may be more vulnerable to contaminants in drinking water than the general population. Immuno-compromised persons such as persons with cancer undergoing chemotherapy, persons who have undergone organ transplants, people with HIV/AIDS or other immune system disorders, some elderly, and infants can be particularly at risk from infections. These people should seek advice about drinking water from their health care providers. EPA/Centers for Disease Control (CDC) guidelines on appropriate means to lessen the risk of infection by Cryptosporidium and other microbial contaminants are available from the Safe Water Drinking Hotline (800-426-4791).
Where does my water come from?
The drinking water for the Heatherlands - Sundance Water District comes from four wells drilled into the Wood River aquifer. Each well has a pump that draws water out of the ground. There are two pumphouses, each controlling two wells. The systems are controlled by variable-frequency drives. These drives run the motors faster or slower, depending on the needs of the water system. A master telemetry system rotates the lead pump to make sure all pumps wear evenly.
An additional storage tank was installed up on the hill. However, an atmosphere valve that monitors the water levels in the tank does not work correctly. This tank was repurposed for fire suppression. The variable frequency drives manage the capacity and pressure for the water in the distribution system.
Source water assessment and its availability
Our records show that your water is safe and plentiful. While everyone should take measures to use water in a sustainable manner, we see no evidence of a shortage or contamination of your water.
Why are there contaminants in my drinking water?
Drinking water, including bottled water, may reasonably be expected to contain at least small amounts of some contaminants. The presence of contaminants does not necessarily indicate that water poses a health risk. More information about contaminants and potential health effects can be obtained by calling the Environmental Protection Agency's (EPA) Safe Drinking Water Hotline (800-426-4791).
The sources of drinking water (both tap water and bottled water) include rivers, lakes, streams, ponds, reservoirs, springs, and wells. As water travels over the surface of the land or through the ground, it dissolves naturally occurring minerals and, in some cases, radioactive material, and can pick up substances resulting from the presence of animals or from human activity: microbial contaminants, such as viruses and bacteria, that may come from sewage treatment plants, septic systems, agricultural livestock operations, and wildlife; inorganic contaminants, such as salts and metals, which can be naturally occurring or result from urban stormwater runoff, industrial, or domestic wastewater discharges, oil and gas production, mining, or farming; pesticides and herbicides, which may come from a variety of sources such as agriculture, urban stormwater runoff, and residential uses; organic Chemical Contaminants, including synthetic and volatile organic chemicals, which are by-products of industrial processes and petroleum production, and can also come from gas stations, urban stormwater runoff, and septic systems; and radioactive contaminants, which can be naturally occurring or be the result of oil and gas production and mining activities. In order to ensure that tap water is safe to drink, EPA prescribes regulations that limit the amount of certain contaminants in water provided by public water systems. Food and Drug Administration (FDA) regulations establish limits for contaminants in bottled water which must provide the same protection for public health.
How can I get involved?
If you're interested in getting involved with your water system, you may contact your Homeowners' Association. Or, you can contact Walker Water Systems by the contact information on the back page.
Additional Information for Lead
If present, elevated levels of lead can cause serious health problems, especially for pregnant women and young children. Lead in drinking water is primarily from materials and components associated with service lines and home plumbing. Heatherlands Sundance Water District is responsible for providing high quality drinking water, but cannot control the variety of materials used in plumbing components. When your water has been sitting for several hours, you can minimize the potential for lead exposure by flushing your tap for 30 seconds to 2 minutes before using water for drinking or cooking. If you are concerned about lead in your water, you may wish to have your water tested. Information on lead in drinking water, testing methods, and steps you can take to minimize exposure is available from the Safe Drinking Water Hotline or at http://www.epa.gov/safewater/lead.
Additional Information for Arsenic
While your drinking water meets EPA's standard for arsenic, it does contain low levels of arsenic. EPA's standard balances the current understanding of arsenic's possible health effects against the costs of removing arsenic from drinking water. EPA continues to research the health effects of low levels of arsenic which is a mineral known to cause cancer in humans at high concentrations and is linked to other health effects such as skin damage and circulatory problems.
Water Quality Data Table
In order to ensure that tap water is safe to drink, EPA prescribes regulations which limit the amount of contaminants in water provided by public water systems. The table below lists all of the drinking water contaminants that we detected during the calendar year of this report. Although many more contaminants were tested, only those substances listed below were found in your water. All sources of drinking water contain some naturally occurring contaminants. At low levels, these substances are generally not harmful in our drinking water. Removing all contaminants would be extremely expensive, and in most cases, would not provide increased protection of public health. A few naturally occurring minerals may actually improve the taste of drinking water and have nutritional value at low levels. Unless otherwise noted, the data presented in this table is from testing done in the calendar year of the report. The EPA or the State requires us to monitor for certain contaminants less than once per year because the concentrations of these contaminants do not vary significantly from year to year, or the system is not considered vulnerable to this type of contamination. As such, some of our data, though representative, may be more than one year old. In this table you will find terms and abbreviations that might not be familiar to you. To help you better understand these terms, we have provided the definitions below the table.
Undetected Contaminants
The following contaminants were monitored for, but not detected, in your water.
For more information please contact:
Contact Name: David Koffer
Address: PO Box 2985
Twin Falls, ID 83303
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Charlottetown Rural Family of Schools District Advisory Council
Second Meeting Topics
21st century skills: What do our schools have to do to develop skills?
* Students must learn to communicate effectively.
* An integrated, comprehensive, school health approach to achieve child/learner success – population and health outcomes which require collaboration and innovation between Education, Health, Justice, Communities, Transportation, etc.
* Students working with each other and enhancing each other's strengths – teacher acting more as a facilitator to guide the learning
* Supports for teachers are needed in school communities to help students with basic needs such as food, clothing, etc. so teachers are able to focus on teaching and learning
* Forward thinking – the need for students to learn how to learn with technology while educating them on safe practices, appropriate usage (plagiarism), being critical of the information they find and the implications of that information
* Professional development for teachers to keep current with the use of technology, both in instructional techniques and with as much or more understanding as the students on dayto-day technology use
Distribution of students: Some parents want changes. Others are hesitant.
* Bravery and courage to make the changes.
* It may require a one size does not fit all approach – look at each family of schools.
* Recommended school size – elementary: no more than 400 students; junior high school: 500-600 students; high schools: 1000-1100 students
* Transparency for the criteria used in decisions for reorganization: enrolment numbers, empty buildings, full buildings, bus routes, etc. critical.
Inter-agency model
* Need for a pilot program study to realign resources and services from Health, Justice, Communities, etc. for a comprehensive and integrated approach in schools to achieve optimal student/learner outcomes for learning and social development:
o occupational and physical therapist
o accessible child and youth psychologist
o full time counsellor
o food program—dietician/nutritionist
o nurse
o child and family representative
o behavioural expert
o police presence
o teachers who teach/coaches who coach
o leadership/life/career officer
Consistency: Parents would like to know more about what their child is learning and when, so they can help them at home.
* Consistency in programming from school to school – standards must be clear.
* Accountability for consistency in programming within schools and between schools. Who is responsible for this?
* Clear outline of curriculum and objectives in parent-friendly language e.g. curriculum handbooks for students and parents.
* Use data from Provincial Assessments and Progress Monitoring to create goals and action plans for schools.
Class sizes and Composition: Student achievement is the primary goal/concern.
* Composition makes the difference in classes.
* A large class with minimal needs may be more manageable than a small class with high needs.
* Class size is an issue.
First Meeting Themes: February 24
* 21st Century Skills: Students need to be able to communicate more effectively.
* Consistency: parents expressed inconsistencies in knowing what their child is learning. They would appreciate knowing what the standards are what curriculum expectations are. They recommended sessions where the parent is taught course work so they can help their child.
* Rezoning issue – some parents want changes, others hesitant. There are some buildings that are empty while others are overflowing. With rezoning, many of the transportation issues might be addressed. Some students would be willing to have a longer bus ride if there was more classroom parity in numbers from school to school.
* Information: representatives expressed appreciation for the level of engagement and wanted research and evidence and best practices to support the discussion topics and ideas
* Class sizes and composition: student achievement is the primary goal/concern. There is a delicate balance between class size and class composition to ensure and provide for an environment that will foster student achievement.
Learning environments
* Homework can be more of a divide between strong and weak students. Are some home environments increasing that divide? High School students have 2-3 hours of homework per night.
* School size needs to be addressed. What is the optimal number for a school at each level?
* With larger class sizes there is not as much opportunity for students to get support they need. Classes for early years in elementary cannot be at 27 as it is too difficult for the teacher to meet all the needs in the class.
Programming for student differences
* There was a suggestion that EA support for classrooms would be helpful for those students with academic challenges – not just disabilities.
* The average regular student needs more ongoing support. Much time, resources and personnel are spent on students on modified programs. How many psychologists are available to do assessments?
* It is challenging and disheartening to see the number of children with undiagnosed learning disabilities who struggle in their classroom.
* The model of inclusion must be revisited. What is the impact on classrooms and learning for all?
Assessments
* There are too many students not meeting expectations. Supports are needed for those struggling academically.
* How are assessments being used? It is important to measure and monitor student's achievement between the results and changes implemented to improve student learning, but assessments need to be purposeful, authentic and useful in terms of their results.
* Progress monitoring is helping with the identification of foundational outcomes and many felt it needs to be continued and to increase the offering of evidence based interventions. Others felt progress monitoring is causing stress levels within the teaching community. However, as with anything new, there is always a level of confusion/push back/anxiety.
* Concerns were discussed about the EYE kindergarten assessment. How relevant is it and how or is it used?
Curriculum
* If teachers have the same curriculum guideline of standards – why is there such a difference over the Island in what students are being taught? There are so many different teaching styles – homework, no homework, blogs, no blogs.
* Curriculum often is covered with a little of everything rather than a deeper focus on certain topics.
Leadership
* There is a desire for more interagency support in schools. Public health, mental health, nutrition, law enforcement.
* Concern that so much has been invested in putting wifi in schools rather than putting dollars to reduce class size and provide more direct support for students.
* There was some question on the level of accountability for teachers.
* Criminal Record Checks with Vulnerable Sector was discussed as essential in ensuring child safety in schools. All staff needs to have this renewed in this area on a regular basis.
Student wellness and engagement
* Students would like more outlines of their courses. Learning goals to be more evident. Going to class with information to be covered then class time reviewing information and asking questions. More mini testing and assignments is desirable.
* Students are often overwhelmed at exam time – mental issues emerge, and then are not prepared or able to sit and write a test.
* There was much discussion around homework – what is the evidence that it benefits children? What is good? What works? What resources are available?
* Standards need to be known to students so they can reach their full potential.
Parent wellness and engagement
* Inconsistencies in knowing what their child is learning
* Teachers have a responsibility to provide outline and expectations of curriculum to parents to help them know what is expected or what the standards are
* Homework can be a gauge on how children are doing but need sessions where the parent is taught course work so they can help their child. Homework teaches good study habits | <urn:uuid:71f13e68-1f73-4d22-8c38-3d851741d0e9> | CC-MAIN-2024-51 | https://www.princeedwardisland.ca/sites/default/files/publications/charlottetown_rural_dac_2015-16.pdf | 2024-12-13T06:59:56+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066116273.40/warc/CC-MAIN-20241213043009-20241213073009-00013.warc.gz | 843,531,165 | 1,539 | eng_Latn | eng_Latn | 0.998311 | eng_Latn | 0.99887 | [
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"The Ancient Egyptians: Who Were They and What Did They Leave Behind?" (Art)
Big Ws: Relief Patterns
Important People
- Made from separate pieces of clay.
- Attached using a slip.
- Made using clay tools.
- Clay outside of the shape is removed.
Big Ws: Techniques
Sophia Vari (1940 – present)
- Sculptor who uses relief patterns.
- Influenced by the Ancient Egyptians.
Big Ws: Joining clay
What I can remember
- Big Picture Book of London (Christopher Wren & Charles Barry (Y2)
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