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Harcourt Spelling Practice Book Grade 5 Answer Key
Spelling Workout
Grammar Practice Book, Grade 4
Core Skills Spelling Workbook Grade 2
Collections, Grade 3
Trophies
Harcourt Brace Spelling
Trophies Spelling Practice Book Grade 6
Complete Curriculum, Grade 4
Spectrum Spelling, Grade K
Harcourt School Publishers Signatures
Spectrum Spelling, Grade 6
Spectrum Spelling, Grade 4
Trophies, a Harcourt Reading/language Arts Program
Core Skills Spelling Workbook Grade 1
Spelling Harcourt Spelling
Harcourt School Publishers Trophies
Collections, Grade 1
Harcourt School Publishers Storytown
Spelling Skills, Grade 3
Harcourt School Publishers Storytown
Building Spelling Skills, Grade 2
Storytown
Collections, Grade 4
Treasury of Literature 1 Integrated Spelling Grade 1
SPELLING PRACTICE BOOK. GRADE 6(STORYTOWN
Collections, Grade 5
Harcourt School Publishers Collections
Collections, Grade 2
Spelling Skills, Grade 2
Complete Curriculum: Grade 1
Building Spelling Skills
Trophies
Harcourt School Publishers Collections
Harcourt School Publishers Storytown
Harcourt School Publishers Trophies
Spelling Practice Book
Spectrum Spelling, Grade 3
Spelling Practice Book, Grade 5
MCP "Plaid" Phonics
Harcourt Spelling Practice Book Grade 5 Answer Key
KOCH VALENTINE
Spelling Workout Houghton Mifflin School
The popular Flash Kids Workbooks now features STEM enrichment sections and easy-to-tackle projects for wherever learning takes place! This comprehensive line of workbooks was developed through a partnership with Harcourt Family Learning, a leading educational publisher. Based on national teaching standards for Grade 1, this workbook provides complete practice in math, reading, and other key subject areas. New content includes an introduction to STEM concepts and terms, how STEM impacts everyday life, concept review quiz, and fun, engaging projects that reinforce the subjects. Flash Kids Complete Curriculum Grade 1 also includes a new introduction providing recommendations for educators on how to use this volume to differentiate lessons in the classroom and instructions to integrate the content into hybrid and remote learning. Grammar Practice Book, Grade 4 Spark Publishing Group
Give your fourth grader a fun-filled way to build and reinforce spelling skills. Spectrum Spelling for grade 4 provides progressive lessons in prefixes, suffixes, vowel sounds, compound words, easily misspelled words, and dictionary skills. This exciting language arts workbook encourages children to explore spelling with brainteasers, puzzles, and more! Don't let your child's spelling skills depend on spellcheck and autocorrect. Make sure they have the knowledge and skills to choose, apply, and spell words with confidence–and without assistance from digital sources. Complete with a speller's dictionary, a proofreader's guide, and an answer key, Spectrum Spelling offers the perfect way to help children strengthen this important language arts skill.
Core Skills Spelling Workbook Grade 2
Hmh School
These all-inclusive skills resources provide the focused practice students need to apply, reinforce, and review skills in reading, math, and test-taking. Answer key included.
Collections, Grade 3
Carson-Dellosa Publishing
NC State textbook adoption 2006-07.
Trophies Pearson Learning
Spelling Workout has all the components you need to lead students from simple sound-letter relationships to more complex spelling patterns. Students learn spelling skills based on phonics through unique, cross-curricular reading passages, practice, and high-interest writing activities. Packed with flexible lessons, motivating activites, including fun riddles and puzzles, this dynamic program leads students to spelling success! The Teacher's Edition: Provides detailed lesson plans for either a 3-day or 5-day plan. Offers strategy activities for reinforcing and analyzing spelling patterns. Includes Dictation Sentences for a Pretest and Final Replay Test. Suggests tips for meeting the needs of English language learners. Features Take-It Home masters to help foster home involvement. Follows the same scope and sequence of MCP "Plaid" Phonics.
Harcourt Brace Spelling
Spark Publishing Group
Contains materials designed to aid students in understanding the stories and lessons in grade 2 of the Trophies : a Harcourt reading/language art program.
Trophies Spelling Practice Book Grade 6 Evan-Moor Educational Publishers
Workbook exercises cover composition and grammar themes for 4th graders.
Complete Curriculum, Grade 4
Spark Publishing Group
"MCP "Plaid" Phonics" Level A helps students become fluent readers. Activities help students develop spelling (encoding), recognize words in context, and use phonics in word-building and personal writing. It provides teachers with a direct model for integrating phonics and reading through reading activities.
Spectrum Spelling, Grade K Harcourt School Publishers Tro
Downloaded from archive.imba.com
by guest
1
Give your sixth grader a fun-filled way to build and reinforce spelling skills. Spectrum Spelling for grade 6 provides progressive lessons in diphthongs, regular plurals, irregular plurals, related words, Greek and Latin roots, and dictionary skills. This exciting language arts workbook encourages children to explore spelling with brainteasers, puzzles, and more! Don't let your child's spelling skills depend on spellcheck and autocorrect. Make sure they have the knowledge and skills to choose, apply, and spell words with confidence–and without assistance from digital sources. Complete with a speller's dictionary, a proofreader's guide, and an answer key, Spectrum Spelling offers the perfect way to help children strengthen this important language arts skill.
Harcourt School Publishers Signatures
Core Skills Spelling
Designed by experts in elementary education and based on the curriculum of McGraw-Hill, SpectrumSpellingoffers students in grade 6 practice in the spelling skills they need to achieve success in reading and writing.
Spectrum Spelling, Grade 6
Harcourt School Publishers
Give your kindergartener a fun-filled way to build and reinforce spelling skills. Spectrum Spelling for kindergarten provides progressive lessons in letter recognition, short vowels, sight words, and dictionary skills. This exciting language arts workbook encourages children to explore spelling with brainteasers, puzzles, and more! --DonÕt let your childÕs spelling skills depend on spellcheck and autocorrect. Make sure they have the knowledge and skills to choose, apply, and spell words with confidenceÐand without assistance from digital sources. Complete with a spellerÕs dictionary, a proofreaderÕs guide, and an answer key, Spectrum Spelling offers the perfect way to help children strengthen this important language arts skill.
Spectrum Spelling, Grade 4 Houghton Mifflin School
This workbook is designed to help students improve their ability to read and write by strengthening splling skills.
Trophies, a Harcourt Reading/language Arts Program Harcourt School Publishers
In Building Spelling Skills Daily Practice, Grade 3, students will learn 15 spelling words per week (450 total). Three sentences for dictation are provided for each list. Spelling lists include the following: contractions blends vowel sounds prefixes and suffixes compound words words with silent letters and homophones consonant digraphs Practice pages include the following: a spelling list with spaces to read, write, and spell each word visual memory exercises word meaning (filling in missing spelling words in sentences, crossword puzzles, synonyms/antonyms) exercises with phonetic elements editing for spelling Reproducible forms include: spelling record form individual spelling record spelling test form spelling list form word sort form parent letter Reproducible forms include:spelling record form individual spelling record spelling test form spelling list form word sort form parent letter.
Core Skills Spelling Workbook Grade 1 HARCOURT SCHOOL PUBLISHERS Provide students with frequent, focused skills practice with this Reproducible Teacher's Edition. The reproducible format and additional teacher resources provide everything needed to help students master and retain basic skills. In Building Spelling Skills Daily Practice, Grade 6+, students will learn 18 spelling words per week (540 total). Three sentences for dictation are provided for each list. Spelling Harcourt School Publishers
These all-inclusive skills resources provide the focused practice students need to apply, reinforce, and review skills in reading, math, and test-taking. Answer key included. Harcourt Spelling Hmh School
Reproducible worksheets and practice pages offer spelling strategies and handwriting help for 6th graders.
Harcourt School Publishers Trophies
Carson-Dellosa Publishing
Give your third grader a fun-filled way to build and reinforce spelling skills. Spectrum Spelling for grade 3 provides progressive lessons in homophones, contractions, vowels, compound words, commonly used words, and dictionary skills. This exciting language arts workbook encourages children to explore spelling with brainteasers, puzzles, and more! --DonÕt let your childÕs spelling skills depend on spellcheck and autocorrect. Make sure they have the knowledge and skills to choose, apply, and spell words with confidenceÐand without assistance from digital sources. Complete with a spellerÕs dictionary, a proofreaderÕs guide, and an answer key, Spectrum Spelling offers the perfect way to help children strengthen this important language arts skill.
Collections, Grade 1 Carson-Dellosa Publishing
NC State textbook adoption 2006-07.
Harcourt School Publishers Storytown
Spark Publishing Group
"Adapted from Steck-Vaughn spelling: linking words to meaning, level 2, by John R. Pescosolidao,
2002 by Harcourt Achieve."
Spelling Skills, Grade 3 Carson-Dellosa Publishing
This complete curriculum workbook provides hundreds of fun pages for practicing all the skills your child needs to succeed in the fourth grade.
Related with Harcourt Spelling Practice Book Grade 5 Answer Key:
* Algebra Regents Curve 2023 : click here
2
Harcourt Spelling Practice Book Grade 5 Answer Key
2
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"How has adaptation allowed us to survive? (Geography)"
Vocabulary
Big Ws: Marine Biome
Big Ws: Global Trade
Coral Reefs
Plants and animals that live in and around coral.
Big Ws: South American Biomes
Oceans
Estuaries/ Mangroves
Biome that supports marine life.
Saltwater woodland at tropical coasts
Primary Industry
Secondary Industry
Tertiary Industry
Big Ws: South American Industries
- A range of agricultural products, mineral wealth, and lots of freshwater.
- Rich fisheries and ports.
- The continent's economy is based on the export of natural resources, (cotton, bananas and coffee).
Important People
Sylvia Earle (1935-present)
- American marine biologist.
- Founded Mission Blue | <urn:uuid:834a56c1-dcf3-4fb7-bb09-a7c69d6e49df> | CC-MAIN-2024-51 | https://deltatrust.org.uk/wp-content/uploads/sites/139/2024/11/South-America_KO_Geography_Y6_On-the-Origin-of-Species-1.pdf | 2024-12-13T06:51:20+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066116273.40/warc/CC-MAIN-20241213043009-20241213073009-00013.warc.gz | 174,795,505 | 165 | eng_Latn | eng_Latn | 0.964306 | eng_Latn | 0.964306 | [
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Worksheet 7: Quick words, instant poems
Introduction
Here are a few quick words activities that work quite well as stand alone activities or might fit into a more determined storywalk (Worksheet 6)
Hints
There are no rights and wrongs: explain the activity as concisely and clearly as you can and then hope
Materials: given for each activity
4-shout
Useful for covering distance and getting people started. Probably works best where there is a clear direction of travel or you can find a group scattering in all directions!
Materials: none
Time needed: 5 - 10 minutes
Get into groups of 3, 4 or 5 people and link elbows into a line
Take 4 steps. Stop. Close your eyes then click them open like a camera taking a photo and name something that you see. Point at the thing you are naming - but since most of our hands are gathered up, use a foot. You don't need to politely let each person take a turn at the naming, just all shout together
This is easy
But try to always name something new - never name the same thing twice and if you are feeling very confident, don't name anything that anyone else in your team has named
At the end: watch the dynamic of your company closely - once they reckon they've named everything they'll start to run out of steam and that is a good point to gather together again
There might be a discussion to have about how many things they can see and how many things they actually named. Or you might just like to play a quick cumulative word game: "we went to the woods and as we walked we saw a……," repeating and adding to the list with every new voice (maybe not do the whole group or you'll be there all day!)
But you might invite people to choose one of the things they named or something they can see now and write a riddle
Worksheet prepared by Creeping Toad: creepingtoad.blogspot.co.uk
Riddles and Kennings
Riddles are ancient word-games and are lots of fun. A riddle isn't a "joke". It is a puzzle: describing something familiar but looking at it sideways so that while descriptions are true to the nature of the riddle's object the metaphor side signed to really make you think.
Examples: look at the chapter "Riddles in the Dark" in J R R Tolkien's The Hobbit for a lovely riddle game. There are often riddles in poetry anthologies
Kennings
To "ken" is to know in Old English and in Old Scots, so a kenning is "a knowing". Like a riddle, it is a metaphorical or obtuse description but kennings are simpler (sometimes subtler) and often work best as pairs of words: maybe 4 in total….
Materials: a postcard and a pencil for everyone (people might prefer to work in pairs)
Time needed:
10 - 15 minutes
What to do: easiest for things you can find and take a good look at, finding either pairs of words (kennings) or phrases that describe: what it looks like, what it feels like, how it behaves
These ones are not traditional - they came out of workshops:
Riddle
A flicker of fire Runs through the trees, Collecting summer's richness Against winter's freeze (Red Squirrel)
Kenning
Wood-runner Deer-killer, Mountain-climber, Moon-singer (Wolf)
Kennings and riddles don't need to rhyme but encourage people to listen to the rhythm of their words so that the finished piece sounds good when spoken
A riddle game
And when you have a few, try riddles quietly on a friend. Then as a company have a riddle game: a riddle can be spoken 3 times and there are 3 guesses at the answer (so check your guess with a friend before pitching in). The
correct guess gets to say the next riddle - or the victorious riddler can choose the next riddler
Bigger stories: both riddles and kennings can be incorporated into bigger stories. Riddles might be clues that heroes can solve or kennings might be the speeches that a character uses to introduce themselves: We are the wood runners, the deer killers. We are the mountain climbers, the moon-singers. We are the wolves and we are here
1-tree, 2-trees
Another activity for covering distance - or at least that was the plan, but people get very dreamy with this activity and it tends to become a pleasant ramble rather than a determined march.
Materials: a postcard for everyone and a pencil (people might prefer to work in pairs)
Time needed: 10 - 15 minutes
List numbers 1 - 10 down one side of your card (I often start with 1 - 6 with younger group and then we keep adding more). Then, as we walk, watch, listen, touch, sniff and add features by their numbers
1 tree standing all alone in the field 2 birds flying across a blue sky 3 puddles waiting to be jumped in…. ….and so on
Push for descriptive phrases: use the observation to fuel the sentence
At the end, build a new count as a company: when our adventure began there was one……. We saw two…….Then three…….." and so on
Senses poems
A good way of giving people time to stop and appreciate a moment.
Materials: a postcard and a pencil for each person
Worksheet prepared by Creeping Toad: creepingtoad.blogspot.co.uk
Time needed: 15 minutes
Invite people to choose a special place (there are lots of options here anything that gives people the chance to find somewhere that feels distinctive should work) and stop there. Sitting down is best if possible.
There, pause, listen, look.
Take time to write (or draw) a few things that you hear, feel, smell or see and add how you feel at the end. Encourage descriptive phrases rather than a simple list. An opening line can help offer some structure: Sitting by this tree, I can hear…can feel….using that opening line to start each new verse with a verse for each sense
Quietly call people back together: keep it quiet, invite people to share their lists with each other. If people have gone for phrases and opening lines, then the resulting pieces often stand on their own as instant poems. Like kennings, they can also become speeches, or sections to fit into bigger stories | <urn:uuid:84cb4707-70b4-4bef-8129-41639bfa6d8d> | CC-MAIN-2024-51 | https://www.heritageinschools.ie/content/resources/Quick%20Words%2C%20Instant%20Poems/Quick_Words_Instant_Poems.pdf | 2024-12-13T05:17:45+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066116273.40/warc/CC-MAIN-20241213043009-20241213073009-00010.warc.gz | 717,608,238 | 1,342 | eng_Latn | eng_Latn | 0.998349 | eng_Latn | 0.998799 | [
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"How Have Natural Disasters Shaped Our World (Art)"
Important People
Vocabulary
Exekias (c. 550BC –525BC)
Ancient Greek potter and painter.
Influenced the Roman design for amphoras.
palmette
spira
l
red/ orange
white
black
depiction
Big Ws: Textiles
back stitch
running stitch
French Knot
What I can remember
[x] Ancient Greece (Naum Gabo Y4)
[x] Fishing Industry (Sam Francis Y3)
[x] Mexican bunting (Henry Matisse Y2)
amphora
border
depict
Big Ws: Overlaying in printing
1) Transfer the stencil design onto the poly-block by tracing it. Then on the poly-block, draw on the design with a sharp pencil.
ink
palmette
2) Use a roller to ink the first coloured ink. This needs to be the lightest one. Mark out the corners of the block onto the material with a pencil before removing the printing block.
3) Cut out the parts that will remain the lightest colour using a sharp pencil. Ink the secondlightest colour. Match up the corners of the block with the markers on the material.
Motif of fanshaped palm leaves.
4) Repeat step three for the darkest colour if three colours are being used in the design. | <urn:uuid:5e91d8ee-32aa-43f5-88ee-d3329c8d5ec6> | CC-MAIN-2024-51 | https://deltatrust.org.uk/wp-content/uploads/sites/139/2024/11/Printing_KO_Art_Year-5_Escape-From-Pompeii_V2_HULL_GRIMSBY-1.pdf | 2024-12-13T05:00:37+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066116273.40/warc/CC-MAIN-20241213043009-20241213073009-00017.warc.gz | 170,010,982 | 290 | eng_Latn | eng_Latn | 0.981337 | eng_Latn | 0.981337 | [
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Trinity Christian School Nursery, Primary & Secondary
Curriculum Policy
___________________________________
Curriculum Policy
Curriculum Aims and Objectives:
Trinity Christian School aims to provide excellent education by approaching the curriculum, teaching, discipline and school organisation from a Biblical standpoint. This is because we believe the Bible to be the Word of God to us and thus relevant to every aspect of life. In other words, we seek to subject the whole life of the school to the demands of God's word.
We aim for a high standard of academic progress according to the child's age and ability, achieved in a pleasant atmosphere of care for the pupil. We further aim to ensure regular contact between home and school because as parents you put your child in our care. We see school then as, fundamentally, an extension of the home.
The school is open to families who are not of the Christian faith. We are open and transparent about our aims and are pleased to include in our school students from non-Christian homes.
We recognise that we have the privilege of opening up to the student such an amazing world in all its diversity and complexity and we believe that learning should be an enjoyable, lifelong process, encouraging everyone to achieve their potential. We will challenge and support our pupils to do their best by providing an extensive range of learning experiences.
The Head teacher will ensure that:
- Every element of the curriculum that the school chooses to offer has aims and objectives that reflect the aims of the school and plans indicate how the needs of individual pupils will be met. This will include how the subject will be taught and assessed, the use of language (reading, writing speaking and listening) and the use of ICT.
- The amount of time provided for teaching the curriculum is adequate and is reviewed regularly by the SLT.
Arrangements for the monitoring and evaluation of the curriculum
The annual review will consider whether an appropriate amount of time is allocated to each curriculum area. The decision will be informed by feedback from Head/SMT and the progress and attainment of pupils in different curriculum areas.
Recommendations for change:
- Any recommendations for change will be made to the governing body within the overall report on the curriculum.
- When changes are made, feedback will normally be sought from pupils, staff and parents.
- Where appropriate, individual or group arrangements are made by permanent or temporary variation from the standard school curriculum.
- That the procedures for assessment meet all legal requirements, and pupils and parents/carers receive information to show how pupils are progressing and what may be required to help them improve.
- The governing body is involved in the decision-making processes that relate to the breadth and balance of the curriculum.
- The governing body is advised on any statutory changes in order to make informed decisions appropriate to Trinity School.
Teaching Staff
Will ensure that the school curriculum is implemented in accordance with this policy.
The governing body will:
- Consider the advice of the Headteacher when considering curriculum policy and when setting targets.
- Participate actively in decision making about the breadth and balance of the curriculum.
Arrangements for monitoring and evaluation
The governing body will receive regular reports from the Headteacher on:
- Examination results, compared to expected outcomes.
- The number of pupils for whom special curriculum arrangements were made.
- How pupils and parents have been informed about any curriculum issues.
- How progress is monitored.
- The views of the staff about action to improve standards.
- The nature of any parental complaints about the curriculum.
Throughout the curriculum we are keen to develop an understanding of God's goodness and His extravagant love for mankind – made evident in the sacrificial life, death and resurrection of His son Jesus Christ.
We believe that our curriculum must be guided by Christian teachings and perspectives. This means that the curriculum is taught and delivered in such a way that promotes an understanding that God is in control - has a good plan for our lives – and that we are responsible before God for the way that we live.
Primary
EYFS and Key Stage 1
- A high adult to child ratio enables the EYFS staff to give children a considerable amount of individual attention.
- The EYFS curriculum is designed to promote the children readiness for school by fostering their social, emotional, physical and intellectual growth. Children learn through play and structured learning activities.
- The EYFS Foundation Stage Guidance is used to inform planning which follows through into Y1 National Curriculum objectives as part of our Trinity Treasures department.
- All of the learning in the EYFS and Key Stage 1 is consistent with British values
Key Stage 2
- The timetable is structured to allow for daily Maths and English (broadly informed by the requirements of the National Curriculum). Also included in the curriculum are Project work, Science, History, Geography, PSHE, Art, P.E and Music.
- Project work provides the pupils with an opportunity to develop cross curricular skills and is a crucial way of developing a Christ centred curriculum. Amongst the projects are a variety of titles including "Light and Dark, Water, Sky and Air, Land, Plants, Sport, Sun, Moon and Stars and Humans – made in the image of God". Each of the projects are designed to emphasise a particular curricular area e.g. History, Geography and Science.
- All of the learning in the Key Stage 2 is consistent with British values
Secondary
Key Stage 3
- The nature of the curriculum changes as the pupils move from Primary to Secondary level and a greater emphasis is put on subject teaching.
- A core curriculum of Maths, English and Science is offered. Other subjects covered include Spanish, Geography, History, ICT, Art, Graphics, Food and Nutrition, PE, PSHE and Citizenship at Y11. All subjects are broadly based on the requirements of the National Curriculum.
- World Views is a subject that is unique to Trinity and is one that looks at selected parts of the world with a view to contrasting cultures and traditions with that of our own. Examples of these include, Japan, Jamaica, China and Russia
- All of the learning in the Key Stage 3 is consistent with British values
Key Stage 4
- In these years the curriculum is geared to preparing pupils for GCSE examination (predominantly the AQA Syllabus), but still with an emphasis on biblical perspectives. Our aim is wider than exams success but includes developing the "whole person's character" and to provide students with the skills and knowledge of future adult life.
- All of the learning in the Key Stage 4 is consistent with British values | <urn:uuid:4269916d-e2f3-46ec-9468-b403a5f1d922> | CC-MAIN-2024-51 | https://d3hgrlq6yacptf.cloudfront.net/634feb9cb17ec/content/pages/documents/curriculum-policy.pdf | 2024-12-13T06:12:26+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066116273.40/warc/CC-MAIN-20241213043009-20241213073009-00019.warc.gz | 169,632,014 | 1,320 | eng_Latn | eng_Latn | 0.943222 | eng_Latn | 0.998542 | [
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"How did the people of the Stone Age, Bronze Age and Iron Age live?" (D&T)
Vocabulary
base
buttress
hidden join.
stability
score
Big Ws: Free-standing structures
How likely a structure is to fall over.
Important People
- Stand on their own base without being attached to anything else.
- Only some materials create hidden joins.
Ludwig Mies van der Rohe
(1886- 1969)
- Famous for designing the Barcelona chair.
- Crossover was used for stability. | <urn:uuid:ed331bb8-1b7d-4e08-aa5e-54b5310119f5> | CC-MAIN-2024-51 | https://deltatrust.org.uk/wp-content/uploads/sites/139/2024/11/Construction_KO_DT_Y3_Stone-Age-Boy_V3-3.pdf | 2024-12-13T05:32:41+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066116273.40/warc/CC-MAIN-20241213043009-20241213073009-00020.warc.gz | 171,488,950 | 113 | eng_Latn | eng_Latn | 0.995972 | eng_Latn | 0.995972 | [
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Dear Parent/Carer,
As you may already be aware, Relationships, Sex and Health Education (RSHE), along with Health Education, is now part of The National Curriculum. As part of our school's wider Personal, Social and Health Education programme, your child will soon receive lessons on relationships, sexual health and personal safety.
We would like to make you aware of the content that your son and daughter will be learning during the summer terms of 2023. These lessons will be taught across two half terms during Form Time and cover a range of topics. These include:
* Healthy relationships
* Different types of relationships
* Safe relationships
* Staying safe online/online relationships
* Consent/unwanted and inappropriate touching
Children and young people are growing up in an increasingly complex world and they need to know how to be safe and healthy. RSHE helps them embrace the challenges of creating a happy and successful adult life. These topics support children and young people to develop healthy relationships, and to keep themselves and others safe.
The lessons will begin on the week commencing 15 th May 2023.
Please feel free to contact your child's form tutor if you have any concerns or questions about any of the upcoming topics.
Yours faithfully,
Mr O Hayes Teacher of English & Head of PSHE. | <urn:uuid:ffed7845-8c0b-4dbe-af1a-98f0ce97c749> | CC-MAIN-2024-51 | https://www.stpatricksrchigh.co.uk/documents/parents/letters-home/rshe-year-7-050423.pdf?6688047c | 2024-12-13T05:42:07+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066116273.40/warc/CC-MAIN-20241213043009-20241213073009-00016.warc.gz | 908,803,704 | 266 | eng_Latn | eng_Latn | 0.997633 | eng_Latn | 0.997633 | [
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The Benefits of the Baby Signs ® Program for Military Families
by
Linda Acredolo, Ph.D. Co-Founder, the Baby Signs ® Program
Although every family with very young children faces challenges, those faced by military families are particularly daunting. Here are just a few of the special situations that make their lives so stressful.
* Deployment: The issue of "separation anxiety"—the emotional reaction young children have to a parent leaving them (even for a short time)—is magnified tenfold when a parent is deployed. Infants and toddlers have a hard time understanding why the separation is necessary and when it might end.
* Increased Stress Levels: Military families are plagued by a wide variety of uncertainties—from wondering when the next move will be necessary to worrying about what might be happening to a deployed parent. These uncertainties give rise to high levels of stress for parents that make dealing with the demands of very young children especially challenging. The children, too, feel the stress, making them more likely to sleep poorly, act out, and cling to the remaining parent.
* Reunification: Whenever a parent returns from being away for an extended period of time, adjustments are necessary on everyone's part. Tempers can flare as routines are disrupted, wariness on the part of infants and toddlers toward the returning parent can be disappointing, and young children can feel resentful when the returning parent dominates the stay-at-home parent's attention.
* Injured Family Members: The painful truth is that not all parents return home as healthy (mentally or physically) as they were when they left. Dealing with such situations when there are very young children in the family poses special challenges.
Of course, none of this comes as news to those of you living with these challenges! The good news is that the Baby Signs ® Program, while not a perfect remedy, can make things a bit easier for those of you dealing with infants or toddlers. That's why the Department of Defense continues to encourage our work with child care centers on military bases around the world.
How can signing with babies and toddlers before they can talk make life easier for military families? First, let's consider the proven benefits of the Baby Signs ® Program as they apply to any family. Signing with babies. . .
* Reduces tears, tantrums, and frustration: Because they can use signs to communicate what they need, what they see, and even what they feel well before they have words, babies and toddlers are less likely to become upset or angry. Parents, of course, feel less frustrated, too!
* Builds trust between parent and baby: Because signing enables parents to meet their baby's or toddler's needs more quickly and effectively, children feel more secure and trusting.
* Enables babies to share their worlds: Children of any age love being able to let parents know what they are excited about in the world around them—like butterflies, kittens, or airplanes overhead—and are pleased when parents respond with enthusiasm. Signs enable babies and toddlers to do so before they can use words.
* Helps babies express emotions constructively. Signs for emotions--like SAD, AFRAID, and ANGRY—help babies share with their parents (more precisely than crying does) what they are feeling, thereby enabling parents to be more effective in the comfort they provide.
* Strengthens the parent/infant bond: Quite simply, when people understand us, we feel connected to them. Babies and toddlers are the same. By helping them communicate with their parents before they can talk, signing helps babies and parents grow closer and more loving.
So, how do these general benefits help military families cope with the specific challenges they face? Let's take those challenges one by one:
Deployment: These days, with Skype making communication from far away places easier than ever, signs enable babies to stay in touch with the absent parent in more rewarding ways than would be possible otherwise. Just think how much more connected a baby will feel to a parent who understands when the baby uses a sign and how thrilled the absent parent will be to enjoy a window into his/her baby's mind despite the miles in between.
Increased Stress Levels: Look at the list of benefits again and you'll see that there isn't one among them that wouldn't help make life easier and more pleasant—thereby lowering tension in the home. Babies and toddlers who sign cry less, are easier to please, feel better about themselves, and feel more loving and secure. Quite simply, signs make life more fun for everyone.
Reunification: The irony is that having a parent away isn't the only thing that causes stress; having him or her come home does so as well! For that reason, all the benefits listed above also help military families deal with reunification. In addition, the fact that the baby has been able to "talk" with the absent parent using signs while the parent was away (via Skype)—and that the parent already understands the baby's "language"—increases the chance that the baby will feel connected to and trusting of the returning parent, thereby making adjustments easier.
Injured Parent: Obviously, dealing with an injured parent raises stress levels even higher. In situations like this, the fact that signs make the normal routines of daily life flow more smoothly is especially helpful. Signs also help substitute caregivers—who may be necessary if the injured parent is hospitalized—interpret the baby or toddler's needs more easily. And finally, the feeling signs (SAD, AFRAID, and SCARED) can help parents explain the situation to the very young child in simple terms as well as giving the child a way to let parents know how she or he is feeling.
These are just some of the ways that signing can ease the burden of caring for infants and toddlers as military families struggle with the added challenges they face. It's no wonder, then, in the words of Barbara Thompson, the Director of the Office of Family Policy/Children and Youth within the Office of the Secretary of Defense, that the DoD has "enthusiastically embraced the Baby Signs ® Program." Here at Baby Signs, we are trying hard to make it easy for you to do the same. | <urn:uuid:fc90aebd-206e-416d-91c9-66fe5549903e> | CC-MAIN-2024-51 | https://babysigns.com/wp-content/uploads/2023/05/Benefitsofprogram_militaryfamilies1.pdf | 2024-12-13T06:52:42+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066116273.40/warc/CC-MAIN-20241213043009-20241213073009-00019.warc.gz | 96,850,859 | 1,268 | eng_Latn | eng_Latn | 0.998438 | eng_Latn | 0.998459 | [
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Artificial Intelligence Meets Art
Doodle-to-Sketch: An educational AI art tool
Student: Yeong Ka Shing, Linus Supervisor: Zheng Jianmin
Project Objectives:
To explore the area between art, AI and education, this project aims to create an inexpensive educational tool for young children to learn how to sketch. Using a doodle, an animal doodle classifier will predict the label for the doodle, which when incorporated as a prompt, will be used as input to an AI image art generator. The generated images will be converted into sketches with image processing techniques, from which young children can learn from.
Pipeline:
Sketches from User Study:
1. Drawing UI
2. Doodle Classifier
3. AI Art Generator
4. Sketch Image Processing
https://www.ntu.edu.sg/scse | <urn:uuid:5b05c2bd-3d58-4835-857e-bdc59e02b6dc> | CC-MAIN-2024-51 | https://www.ntu.edu.sg/docs/librariesprovider118/technovationposter/apr2024/yeong-ka-shing-linus_artificial-intelligence-meets-art.pdf?sfvrsn=aea30142_3 | 2024-12-13T05:29:09+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066116273.40/warc/CC-MAIN-20241213043009-20241213073009-00020.warc.gz | 819,326,932 | 169 | eng_Latn | eng_Latn | 0.992709 | eng_Latn | 0.992709 | [
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Sleep and Autism
Although sleep problems are not part of the diagnostic criteria for autism, sleep problems seem to go hand in hand with autism. Many parents report this as a problem in their children with autism. However, there is some confusion about what constitutes a sleep problem. Using a broad definition of sleep problems, researchers have noted that anywhere between 56% (Clements, Wing, & Dunn, 1986) and 83% (Richdale & Prior, 1995) of persons with autism experience some sleep difficulties. Sleep problems may include: refusing to go to bed, getting out of bed, tantrums at bed-time, early waking, requiring a parent to sleep with the child, hyperactivity at night, etc. However, one study found that parents may be oversensitive to the sleep problems of children with autism and that the sleep of children with autism was similar (except for some "early night arousal") to that of children without autism (Hering, Epstein, Elroy, Iancu, & Zelnik, 1999). Since this article is not a scientific study, we will side with the parents on this one. Parents have been blamed too much for problems associated with autism, so we will not add to their burden here. Instead, let's discuss some solutions for sleep problems (Outlined in more detail in Schreck, 2001):
1. Establish a bed-time routine - Children with autism tend to create their own routines and may thrive on routines. In my home we started with a purposelynamed ritual known as the "Night-night snack". In essence, to accept the snack meant acceptance of the process of going to bed. Start with a set time to go to bed and stick to it. Then initiate a standard bed-time routine or ritual. A typical bedtime routine may include: a. Snack; b. Bath; c. Pajamas; d. Brush hair and teeth; e. Read a story; f. Lights out; g. Get in bed. In order to establish this as a routine, it would have to be consistently practiced for at least three weeks. The idea is that as the child sees this as an inevitable occurrence each night just prior to sleep, the routine will soon be associated with sleep. Above all, pray. The Lord knows all about sleep and will always help. Psalm 4 is known as the "Sleep Psalm" and it may be a good thing to read with your child at night - it will remind him or her that God has everything under control, even while we sleep.
2. Non-Graduated Extinction - This may also be known as the "cold turkey" method. It involves ignoring any sleep disruption after going through the bed-time routine and placing the child in bed. The parents are to ignore the child by not talking to him, not touching him (except to return him to bed), and not looking at him. The child is placed in bed, if he gets up, he is put back in bed and (optionally) the door may be closed as a form of consequence. Be prepared, however, for an "extinction burst", that is, if he was used to you letting him stay up or is used to you sleeping with him, he will have a big tantrum to try to get that to happen again. This may last for an hour or so. Remember, it always gets worse before it gets better. If you consistently ignore him and never give in to him and let him stay up, etc. then he will eventually sleep on his own.
3. Graduated extinction - Some parents just cannot be "mean" enough (read: tough enough) to use the "cold turkey" method so they use a more gradual approach.
Continue to use the bed-time routine. Once you place the child in bed, if he gets up, tantrums, or cries, ignore him for five minutes. If he continues after five minutes, go in to his room and settle him down with as little attention as possible, and then leave the room. Wait for a little longer time before going in the next time (say 10 minutes) and gradually increase the amount of time you let him cry. The key to both graduated methods is that the child never is allowed to get up or have you stay with him due to his tantrum behavior.
4. Stimulus fading - This method is especially good with children who have trapped their parents into sleeping with them. In essence it involves gradually moving the parent further and further away from the child's bed. Add a bed or mattress to the child's room. The first night the parent sleeps in the bed right next to the child's bed. Night after night the parent's bed is moved further and further away from the child's bed, until it is out of the room and, finally, the parent is transferred back to the parent's bed (boy, will your spouse be happy!).
General Recommendations:
Make sure your child is screened by his physician for any medical conditions that may interfere with sleep (allergies, asthma, pain, sleep apnea, etc.) prior to beginning any of these recommendations. Part of the bed-time routine should include a cessation of exciting activities about an hour before bed time. Give your child a warning before starting the bed-time routine (e.g., "Bobby, in five minutes it will be time to get ready for bed."). Remember, children with autism may have difficulty shifting from one activity to another, so warn him when one activity is about to stop and another begin. Make sure there are no sensory distractions to bed time. Check out unusual smells, sounds, sights, the feel of the sheets and blankets, the temperature, etc. to be sure they are not interfering with sleep - correct any problems. Set a time to go to bed and a time to get up oversleeping one day may lead to difficulty going to bed that night. Avoid caffeine in drinks and food. Try not to use sleep medications. Some children with autism do respond to the synthetic hormone, melatonin, as an aid to sleep. It is believed that some children and adults lack sufficient amounts of the hormone. Limit fluid intake after 6:00 pm or so. Keep track of successful bed-times and praise your child for going to bed so well, for staying in bed all night, etc. Make sure your child has an active day-time schedule to include periods of vigorous exercise. Make the bedroom sleep-friendly by removing exciting toys, televisions, etc. and adding favorite blankets or stuffed animals (not too many). Use a night light if necessary but generally keep the room dark with the curtains drawn. Night-night! ;-)
Note: "Romero," one of our Autism Home Page Moms, recommends the following: when her child got up at night, she began simple ABA drills with him. It wasn't long before he decided he would rather sleep! (Of course, it didn't hurt Romero's feelings either).
Sleep-Related Links:
Bedtime - Some practical tips on why children may not want to sleep, how to help them sleep, and a chart that lists how much sleep children need at each age (State of Oklahoma web site).
Melatonin, The Sleep Master - Center for the Study of Autism
Too Much Television Viewing May Lower Melatonin Levels & Hasten Puberty!
Scientist
Physical Exercise and Autism - Center for the Study of Autism
Book: Sleep Better!: A Guide to Improving Sleep for Children With Special Needs Amazon.com.
Sleep, Baby, Sleep - Autism Today article.
Sleep Problems in Asperger's Syndrome - A journal article on PubMed that indicates that sleep problems may be a common concern for adults with AS as well. Coping With Night Terrors - The Kids Health web site article has some great information on this problem and some great, practical suggestions on how to treat it. Sleep Problems - The Kids Health web site discusses the various types of sleep disturbances that children may have and also offers some good solutions.
References:
Clements J, Wing L, & Dunn G, 1986. Sleep problems in handicapped children: a preliminary study. Journal of Child Psychology and Psychiatry 27(3): 399-407. Hering E, Epstein R, Elroy S, Iancu DR, & Zelnik N, 1999. Sleep patterns in autistic children. Journal of Autism and Developmental Disorders 29(2): 143-147. Richdale AL & Prior MR, 1995. The sleep/wake rhythm in children with autism. European Child and Adolescent Psychiatry 4(3): 175-186. Schreck KA, 2001. Behavioral treatments for sleep problems in autism: Empirically supported or just universally accepted? Behavioral Interventions 16: 265-278.
Disclaimer: The information on this page and from the links are not intended as medical advice. Do not make any changes in your child's treatment without first consulting your child's physician.
http://groups.msn.com/TheAutismHomePage/sleep.msnw
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Ping pong
Can you be the best?
How to play Lets ping pong!
Stand in one place >
Grab your bat (book) and ball (balloon) >
Place the book near your belly button (that's your balance point) >
Balance your balloon on the book for as long as you can >
Lift your free arm in the air while you balance the balloon on the book >
Lift one foot in the air while you balance the balloon on the book >
Can you lift both your free arm and one foot in the air together while you balance the balloon on the book? >
Next try and bounce the balloon and keep it up in the air as long as you can >
How many bounces can you do? >
Can you turn the book over and use your back hand to keep the balloon in the air? >
Can you switch from forehand to backhand by twisting the book over each time the balloon is in the air? >
Can you keep the balloon in the air using the edge of the book? >
Next place your salt and pepper pots on a table quite far apart from each other >
Use the book as your bat to push the bottle top between the two goal posts >
Make the space smaller between the two goal posts >
Can you still push the bottle top through? >
How small can you make the goal posts and still get your bottle top through? >
Why not try?
Suitable for: All ages
20-30 minutes takes:
you will need:
> Something to use as a bat e.g. a book
> Table space
> Something to use as a ball e.g. a balloon
> Salt and pepper pots
> Bottle top
safety...
As with any activity consider the space e.g. may need to move tables and chairs
remember
You can do this alone or in pairs and hit the balloon or bottle top to one another across a table!
challenge!
Try bouncing the balloon and keeping it up in the air using parts of your body as well as the bat!
Doing this activity with another person in the house >
For parents and children over 13 years of age: Filming the activity on your phone and see what other families are doing. You can post on Twitter @JoinUsMovePlay or Facebook #JUMPAtHome >
For more fun activities visit: | <urn:uuid:b5ea8844-c5f2-4772-99c5-9c7182f4075a> | CC-MAIN-2024-51 | https://joinusmoveplay.org/wp-content/uploads/2020/05/ping_pong.pdf | 2024-12-13T04:33:58+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066116273.40/warc/CC-MAIN-20241213043009-20241213073009-00019.warc.gz | 296,563,205 | 470 | eng_Latn | eng_Latn | 0.996554 | eng_Latn | 0.996554 | [
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Baroda High School, ONGC-Primary Section
EVS Term Assignment Morning Shift (2023-24)
Name: ___________________________________
Std: - IV Div. __________
*
The worksheet has been made according to the Term I syllabus.
* It is an example of types of questions that can be asked during the exams.
* Students have to attempt all the questions.
* It is just revision and does not have relevance to the actual paper, so thoroughly read all the chapters and prepare accordingly.
Q- 1. Choose the correct option.
(1) Which tickets had Riya's father booked?
(a) Bus
(b) Railway
(c) Airplane
(d) Movie
(2) What is the name of the main junction of Kachchh district?
(a) Gandhidham
(b) Surajbari
(c) Bhuj
(d) Samkhiyali
(3) What was the name of the train in which Riya was going to travel?
(a) Saurashtra Express
(b) Delhi Express
(c) Chennai Express (d) Kutch Expresss
(4) What is a person who makes (harvests) salt known as?
(a) Confectioner
(b) Farm labourer (c) Grain Parcher (d) Agariya
(5) At which station did Riya hear the voice of various vendors?
(a) Vadodara
(b) Gandhidham
(c) Ahmedabad
(d) Surat
(6) What was the time in the morning when Riya's train reached Vadodara?
(a) Seven
(b) Five
(c) Four
(d) Eight
(7) Which is the largest river of Gujarat?
(a) Narmada
(b) Sabarmati
(c) Mahi
(d) Tapi
(8) Which river runs beside Surat?
(a) Narmada
(b) Sabarmati
(c) Mahi
(d) Tapi
(9) What is built across rivers to store river water?
(a) A dam
(b) A bridge
(c) A lake
(d) A road
(10) For which industry is Surat famous?
(a) Rope Industry
(b) Paper Industry (c) Tiles Industry (d) Diamond Industry
(11) Where did Riya's uncle (mama) stay?
(a) Daman
(b) Vapi
(c) Jampore beach (d) Valsad
(12) At what time in the morning did Riya's train reach Vapi station?
(a) 10:15 am
(b) 10:15 am
(c) 10:00 am
(d) 10:30 am
(13) Where did Riya's family go for a trip from her uncle's (mama's) house?
(a) Teethal
(b) Dandi
(c) Daman
(d) Somnath
(14) In what did Riya have a ride in the sea?
(a) Steamer
(b) Hovercraft
(c) Raft
(d) Boat
(15) What did Riya and her brother make on Jampore beach?
(a) Sand castle
(b) Ice cream
(c) Painting
(d) Swimming
(16) What is the group of people who live in one house known as?
(a) Gang
(b) Group
(c) Family
(d) Herd
(17) What is not seen in a baby's mouth at the time of its birth?
(a) Tongue
(b) Lips
(c) Hands
(d) Teeth
(18) What is Dipali's relation to her kaka's son' wife?
(a) Nanand
(b) Bhabhi
(c) Foi
(d) Kaki
(19) What is the minimum age for a girl to be able to marry?
(a) 18 years
(b) 22 years
(c) 15 years
(d) 24 years
(20) What is the relation between you and your father's sister?
(a) Masi
(b) Kaki
(c) Mami
(d) Foi ( Bua )
(21) Who got the whole of the opposite team 'out'?
(a) Vasudha
(b) Susheela
(c) Shyamala
(d) Rekha
(22) Which sport were girls not allowed to play 50 years ago?
(a) Kabaddi
(b) Running
(c) Weight – lifting (d) Langdi
(23) Who inspired Jwala, Leela and Heera to play Kabaddi?
(a) Mother
(b) Father
(c) Kaka
(d) Mama
(24) For what is Karnam Malleshwari known internationally?
(a) Running
(b) Kabaddi
(c) Weight – lifting (d) Long jump
(25) Which of the following is a bush type of plant?
(a) Basil ( Tulsi )
(b) Coconut palm (c) Guava tree
(d) Gulmohar tree
(26) Which of the following is a creeper type of plant?
(a) Radish
(b) Banana
(c) Hibiscus
(d) Watermelon
(27) What is grown in the fields?
(a) Creepers
(b) Bushes
(c) Crops
(d) Tree
(28) Red, yellow, blue, pink, white: which flower can be seen in all these colours?
(a) Karen
(b) Periwinkle
(c) Marigold
(d) Rose
(29) Which part of the plant is underground?
(a) Stems
(b) Leaves
(c) Branches
(d) Roots
(30) What is the fine powder that sticks to the hand when one touches the centre of a flower known as?
(a) A bud
(b) A seed
(c) Pollen grains
(d) Honey
(31) What did Nilabhai's father do for a livelihood?
(a) Business
(b) Farm labour
(c) Manual labour (d) A job
(32) In which country did Nilabhai live 70 years ago?
(a) India
(b) China
(c) Pakistan
(d) Nepal
(33) What did Nilabhai use to build a toilet?
(a) Baked bricks
(b) Iron
(c) Grit
(d) Unbaked bricks
(34) How many children did Nilabhai have?
(21) The teeth of children up to 12 years of age are known as milk teeth.
(22) Mother's sister is called masi.
(23) The least age for a boy to be able to marry is 21 years.
(24) Jwala, Leela and Heera started a club for the sport of Kabaddi.
(25) Sarita Gaekwad off Gujarat competes in running.
(26) Weight – lifter Karnam Malleshwari can lift 130 kg weight.
(27) Total player of two teams playing Kabaddi is 14.
(28) Ratan's grandfather gave fodder to the cow, the buffalo and the bull to eat.
(29) The flower that turns towards the sun is sunflower.
(30) The stem is the part of a plan that usually grows outside / above the ground.
(31) A flower grows from a bud.
(32) The lotus flower that grows in water is offered to gods and goddesses.
(33) Nilabhai's family migrated from Pakistan. They came to Dholaveera in Kutch.
(34) Lakhabhai is Nilabhai's son.
(35) A plumber fits pipes and taps.
(36) A blacksmith makes things out of iron.
(37) A mason is called to lay bricks and plaster our house.
(38) The river completes its journey when it meets the sea.
(39) Children make paper boats and set them sailing in small puddles during the rainy season.
(40) Many times when there is very heavy rainfall, there is a flood in the river.
(41) The largest river of Gujarat is Narmada.
(a) Seven sons, one daughter (b) Two sons (c) One sons (d) One son, seven daughters
(35) With which tool does a potter make things out of clay (mud)?
(a) Carpenter's level (b) potter's wheel (c) Mason's trowel (d) Machine
(36) From where does a river originate?
(a) Sea
(b) Mountain (c) Plain
(d) Ground
(37) Which vehicle can move in a river?
(a) Car
(b) Scooter
(c) Truck
(d) Boat
(38) Water of the which of the following is drinkable?
(a) Sea
(b) River
(c) Puddle
(d) Lake
(39) Which of the following substances does not dissolve in water?
(a) Sand
(b) Salt
(c) Sugar
(d) Edible soda
(40) Which of the following substances does not mix with water?
(a) Salt
(b) Sugar
(c) Oil
(d) Lemon juice
Q- 2 Fill in the blanks:
(1) Riya's train had come from Bhuj city to Gandhidham.
(2) In a bus, there is a conductor to issue tickets.
(3) Riya's journey started from Gandhidham station.
(4) Riya's friend's name was Jiya.
(5) Samkhiyali Junction came after Gandhidham Railway Station.
(6) The Surajbari bridge is known as the Entrance (Gateway) of Kutch.
(7) Riya's family would travel by train and go to Vapi.
(8) Riya's train started out two hours late from Vadodara station.
(9) There were bridges with stairs to go from one platform to another.
(10) The railway workers were filling water in the train with pipes.
(11) The Tapi River flows next to the city of Surat.
(12) The new bridge built across Narmada River is known as the Cable bridge.
(13) The water of river Narmada reaches far off places with the help of a canal.
(14) Riya's family went on a trip to Jampor beach in Daman.
(15) The children made sand castles on the beach.
(16) Riya sat in a boat and had a ride in the sea.
(17) At the beach, the evening sky was looking colourful.
(18) There was a change in Kiran's family, due to the birth of her baby sister.
(19) The thing in which a baby sleeps is known as a cradle.
(20) There are teeth in the mouth to chew food.
(42) We recognise rivers as 'Lokmata'.
(43) Waves are seen in the sea when it is tide.
(44) River, lake, stream – the smallest of the three is stream.
(45) River water is sweet whereas sea water is salty.
Que : 3 State whether the following sentences are true or false.
(1) Riya was going to Surat by train.
(2) Jiya felt sick just two days before the journey.
(3) It was no-moon day (amavasya) on the day of Riya's journey.
(4) Riya's train departed from Bhuj at 7:50 pm.
(5) Himaksh got the middle seat for himself.
(6) Riya's father showed her railway facilities at the Vadodara railway station.
(7) Riya's train stopped near the level crossing on the road.
(8) The new bridge built across the Narmada River is known as Cable bridge.
(9) Surat is famous for its dairy industry.
(10) Riya had to get down at Vapi station to go to her uncle's house.
(11) Riya's mama's house was in Vapi.
(12) Riya's family went in a bus with her mama's family for a trip to Daman.
(13) Riya saw camels and horses on the beach.
(14) At the beach, small children were swimming in the sea.
(15) At the beach, Riya saw the colourful sky in the evening.
(16) We learn the feeling of togetherness from a family.
(17) All the work of the family has to be done only by mother.
(18) We must address the elders of our family respectfully.
(19) We should stay in a family with the feeling of being helpful to each other.
(20) Child marriage is not considered as a crime.
(21) Boys and girls were playing Kabaddi with each other in opposite teams.
(22) Karnam Malleshwari is a weight lifter from Andhra Pradesh.
(23) Jwala, Leela and Heera were runners from Mumbai.
(24) Sarita Gaekwad's parents are connected to agriculture.
(25) In the sport of Kabaddi, a player is 'out' when he/she is found.
(26) Flowers grow in forests.
(27) Ratan saw various flowers in his grandfather's garden.
(28) A rose can only be pink in colour.
(29) The Gulmohar is an example of a flower growing on a tree.
(30) A bud grows from a flower to form a new plant.
(31) Nilabhai's family was sent to India by the Pakistan government.
(32) Lakhanbhai's son built a house with modern facilities.
(33) We call an electrician to do electrical work.
(34) You need to go to a mason for things made out of iron.
(35) It is our duty to keep river water clean.
Que : 4 Answer the following questions.
(1) Which railway stations are known as junctions?
(2) Is there a sea near Kutch ? If yes, then which?
(3) From which river's bridge did Riya's train pass?
(4) Which stations did Riya see between Vadodara to Vapi?
(5) Which sweet of Surat is famous?
(6) What do men of Tamil Nadu wear?
(7) What kind of sari do Marathi women wear?
(8) Which two bridges are located on Narmada River near Bharuch?
(9) Which is the largest and second largest city of Gujarat?
(10) At the seashore, on what does Riya ride?
(11) Where is Jampor beach located?
(12) Who had come to receive Riya's family at Vapi station?
(13) What did Riya see in the evening on the beach?
(14) Why was there a change in Kiran's family?
(15) How is Dipali related to her kaka's son's wife?
(16) How do you address the elders of your family?
(17) What is a joint family?
(18) What is a nuclear family?
(19) By which name is the sport of Kabaddi known?
(20) When Shyamala got the whole opposite team 'out' what did Rosy argue?
(21) Who inspired and supported Jwala, Leela and Heera to play Kabaddi?
(22) What benefits do we gain by playing games?
(23) What did Ratan see in his grandfather's garden?
(24) People of which district do lovely embroidery?
(25) Where are flowers grown?
(26) What are prop roots?
(27) What happened with Nilabhai's family on the Pakistan?
(28) Where in Dholaveera did Nilabhai's family live?
(29) What is 'Bela'? What is its use?
(30) Why do we need a house?
(31) What is a pukka house?
(32) What is a kutcha house?
(33) From where does a river originate and whom does it finally meet?
(34) State the resources of water?
(35) Where does rain water that falls on the ground go?
(36) When are very high waves seen in the sea?
(37) Why does river water get polluted?
(38) In which ways is river water useful?
Que : 5 Draw and colour the following.
(1) Any vehicle
(2) House
(3) Flower
(5) volley ball
(6) Rose
(4) cricket bat
(7) Sun flower (8) Any one Vegetable | <urn:uuid:99c43007-1f7b-47be-8048-f3c3b15d96a1> | CC-MAIN-2024-51 | https://ongc.barodahighschool.com/pri-morning/wp-content/uploads/sites/2/2023/10/Std.-4-EVS-Term-1-Assignment.pdf | 2024-12-13T05:46:59+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066116273.40/warc/CC-MAIN-20241213043009-20241213073009-00016.warc.gz | 407,838,731 | 3,493 | eng_Latn | eng_Latn | 0.910218 | eng_Latn | 0.989116 | [
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Core Mathematics C4
Advanced
Practice Paper 1
Time: 1 hour 30 minutes
(2) (a) Find an equation of the normal to the curve with parametric equations 2 3 x t and 3 (4 1) y t at the point where 1 t . (7 marks)
(b) Show the equation of the curve can be written in the form f( ) y x (2 marks)
(c) Find where the curve crosses the coordinate axis.
(3 marks)
(3) Using the binomial expansion 0.5 1 2x with a suitable value of x find an approximation for 7 2 10 giving your answer to 4 decimal places. (7 marks)
(4) The population of an island is increasing proportionally to the square of the population. Write a differential equation to model this situation. (You do not have to solve the equation). (3 marks)
point
Q
. Find the coordinates of point
Q.
(4 marks)
(b) Show the point
(7, 7,15)
P
lies on
1
l
and the point
( 2, 2,10)
R
lies on
2
l.
(2 marks)
(6) Solve the differential equation
(1
)
2
x
xe
2
3
y
dy dx
given the point
(0,1)
lies on the curve.
(7 marks)
(8) Part of the curve x y e is shown below.
The curve is rotated 0 360 about the x axis from the point 0 x to the point 1 x . Find the exact volume of the solid generated. (7 marks)
(9) (a) Using the trapezium rule with 3 strips find an approximation to the area trapped under the curve
cos ( )
y
x
from
0
x
to
2
2
x
(4 marks)
(b) Using integration find the exact area trapped under the curve 2 cos ( ) y x from 0 x to 2 x (5 marks)
(c) Find the percentage error between the approximation in part (a) and your answer in part (b). (2 marks) | <urn:uuid:998abdbe-0ea1-4dda-8f2a-0a5b98d3cba8> | CC-MAIN-2017-13 | http://www.m4ths.com/uploads/3/2/7/4/3274186/_c4_test.pdf | 2017-03-23T22:04:28Z | crawl-data/CC-MAIN-2017-13/segments/1490218187225.79/warc/CC-MAIN-20170322212947-00164-ip-10-233-31-227.ec2.internal.warc.gz | 588,535,115 | 543 | eng_Latn | eng_Latn | 0.733041 | eng_Latn | 0.946175 | [
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Wildlife 2006
Students should be able to:
1W Identify common wildlife species and wildlife signs.
2W Identify basic wildlife survival needs.
3W Describe specific adaptations of wildlife to their environment and their role in the ecosystem.
4 W Describe predator/prey relationships and identify examples.
5W Describe food chains and food webs and cite examples.
6W Describe factors that limit or enhance population growth.
7W Evaluate a given habitat and its suitability for a designated species when given a description of its habitat needs.
8W Describe ways a habitat can be improved for specific species through knowledge of its specific requirements.
9W Discuss the concept of carrying capacity and limiting factors.
10W Discuss various ways the public and wildlife managers can help in the protection, conservation, management, and enhancement of wildlife populations.
11W Describe the potential impact of the introduction of non-native species.
12W Describe major factors affecting threatened and endangered species and methods used to improve the populations of these species.
Suggested Core Activities
* After using local identification guides to identify the most common wildlife in your area, survey a local park, forest or school grounds for those types. For variation, repeat the survey at morning, midday, and evening and compare the differences. 1W
* Using the Animal Tracks website, students will collect, identify and preserve wildlife tracks for future study. 1W
* After downloading the PDF file "Basic Wildlife Survival Needs" from Texas Parks and Wildlife, students will present research on the basic requirements for wildlife survival, and give examples of why habitat loss is the main problem facing wildlfie. 2W
* Students will create a powerpoint presentation showing specific adaptations of wildlife to their habitat, and their role in the ecosystem. 3W
* After downloading the electronic field trip" To Eat or Be Eaten", students will outline the predator/prey relationships between the Rocky Mountain Elk and the wildlife living in the Yellowstone area. 4W
* Students will make a map of their local area forest or park, including wildlife inventories, tracks, habitat, food sources, and specific adaptations. 4F, 10F
* Students will create a display illustrating how the interdependence of the population within a food chain maintains a balance of plant and animal populations within a community. 5W
* After reading "Wildlife Populations" from the University of Minnesota, students will outline the factors that limit or enhance wildlife population growth. 6W
* Students will create a cottontail rabbit management plan for farmers to encourage cottontail rabbit populations along with their normal farm operations. 7W 8W
* Students will discuss how territoriality, reproductive stratagies, and dominance heirarcharies enhance a species survival, and how human activities can interfere with carrying capacity. 9W
* Students will present solutions to the following invasive species, and list steps for the national management plan for these species: Sea Lamprey, Zebra Mussel, Eurasian Milfoil, Purple Loosestrife. 11W
* Students will name the five categories for endangered species in Canada and list a bird or mammal for each category. 12W
Top Resources:
* Wildlife identification US Fish and Wildlife Service http://educators.fws.gov/educators.html 1W
* Identifying and Preserving Wildlife Tracks http://www.42explore.com/animaltracks.htm 1W
* Wildlife identification, endangered species, and invasive species http://species.fws.gov/ 1W 11W 12W
* Canada wildlife identification and habitat http://www.hww.ca 1W 7W 8W http://www.ec.gc.ca/wild_e.html All
* National Wildlife Federation http://nwf.org/backyardwildlifehabitat/ All
* Wildlife links for educators US Fish and Wildlife http://deerflat.fws.gov/linksed.htm All
* Basic wildlife survival needs Texas Parks and Recreation http://ww.tpwd.state.tx.us/publications/wildlife_habitat/education/urban/declineurvival.pdf 2W
* Winter animal adaptations Michigan State University Extension http://www.dsisd.k12.mi.us/mff/Environment/WinterAnimals.htm 3W
* Animal Adaptations, Boreal Forest Network Canada http://www.borealnet.org/overview/wildlife.html 3W
* Wildlife Populations University of Minnesota http://www.extension.umn.edu/distribution/youthdevelopment/DA6340.html 4W 5W 6W 8W 9W 10W 11W
* Predator/Prey Relationships "Eyes of Yellowstone" Yellowstone Park Foundation Sponsored by Canon
http://www.ypf.org/partnerships/corporate.asp
4W
* Create a Food Chain Canada Wildlife Act http://www.vt aide.com/png/foodchains.htm 5W
* Wildlife Survival Cottontail Rabbit Habitat Missouri Department of Conservation http://www.conservation.state.mo.us/manag/rabbit/index.shtml 7W
* Carrying Capacity National Wildlife Federation http://enature.com/
* Carrying Capacity World Builders http://curriculum.calstatela.edu/courses/builders/lessons/less/biomes/carryingcap.html 9W
* Habitat Improvement
http://www.in.gov/dnr/fishwild/hunt/open.html 10W
* Invasive Species USDA http://www.invasivespecies.gov / 11W
* Invasive Species US Fish and Wildlife 11W http://contaminants.fws.gov/Issues/InvasiveSpecies.cfm 12W
*
Species at Risk Canada http://www.speciesatrisk.gc.ca/Q2_e.cfm
12W
Wildlife Extended Studies
Students will create a display outlining conservation oriented land use planning to preserve bird habitat.
Cornell Lab of Ornithology All About Birds
*
http://www.birds.cornell.edu/programs/AllAboutBirds/
1W 2W 3W 6W 7W 8W 10W
Students will compare and contrast the following five wildlife habitat areas: Chesapeake Bay, The Dakota Prairie Potholes, The Lower Mississippi Valley, Central Valley California, and The Hawaiian Rain Forest. Students will describe the following for each location: wildlife populations, land descriptions, human destruction to the habitat, and solutions to the problem.
* US Fish and Wildlife Service
http://patuxent.fws.gov/habitats.html
2W 5W 6W 7W 8W 11W 12W
Students will examine the impact of the feral pig, an introduced animal, on the native Hawaiian plant and animal species. Research should be used from the following viewpoints: Conservation Environmentalist, Native Hawaiian Hunter, and Animal Rights Activist. Students will create a power point presentation detailing measures which should be taken so all sides are represented.
* http://www.nevada.edu/~karla/
8W 10W 11W 12W
Students will trace the history of how humans have affected wolves since the 1800s, and predict the future of wolf populations.
* http://www.nwf.org/wildlife/graywolf/
3W 4W 5W 6W 7W 9W 10W 11W 12W
Should the black footed ferret be re-introduced on the High Plains Public Lands? Activity 1
* http://www.blm.gov/education/high_plains/index.html
All
Students will describe how the High Plains riparian areas being affected by energy companies, hunters, wildlife biologists, and ranchers.
Activity 2
* http://www.blm.gov/education/high_plains/activity2.html
All
Students will use an electronic field trip to study ecosystems and predator/prey relationships.
* http://www.windowsintowonderland.org/eobe/teacherinfo.shtml
3W 4W 5W 8W | <urn:uuid:8b8a8ac8-759f-4313-9dc7-8049c41cf33f> | CC-MAIN-2017-13 | http://caenvirothon.com/wp-content/uploads/2010/11/wildlife06.pdf | 2017-03-23T22:07:46Z | crawl-data/CC-MAIN-2017-13/segments/1490218187225.79/warc/CC-MAIN-20170322212947-00164-ip-10-233-31-227.ec2.internal.warc.gz | 59,618,167 | 1,640 | eng_Latn | eng_Latn | 0.95596 | eng_Latn | 0.973322 | [
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Rusty Blackbird Visual Identification Tips For Spring Migration
When we think of Rusty Blackbirds, or "Rusties," their distinctive rusty-tipped feathers and prominent brown "eyebrows" often come to mind. However, by the time this species migrates northward in the spring, most of the rusty-colored feather edges have worn off the males, leaving them a glossy black. By March, males' pale brown eye lines have faded as well. The females retain their rusty appearance and eye lines farther into the spring, but by the time females reach the breeding grounds they appear silvery gray or charcoal gray. Both sexes have pale yellow eyes throughout the year, and compared to other blackbirds, the Rusty Blackbird bill is relatively thin.
Male Rusty Blackbird in New York City in April. While the rusty tips of the bird's feathers are still visible, by migration they are quite worn, leaving the males a glossy black.
Female Rusty Blackbirds retain vestiges of their rusty-edged feathers into April.
By May, female Rusty Blackbirds appear silvery-gray or charcoal gray, with only minimal rusty plumage remaining.
Distinguishing Rusty Blackbirds From Look-Alike Species
Especially during the spring, when males are mostly black, Rusty Blackbirds can be difficult to differentiate from other blackbird species. Here are some Rusty Blackbird look-alikes and a list of their key differentiating features.
Common Grackles and Rusty Blackbirds
Male Common Grackles (above left) also have yellow eyes and appear glossy black in low light. However, Grackles' larger size, long wedge-shaped tails and long, thick bills distinguish them from male Rusty Blackbirds (above right). In addition, male Common Grackles sport distinctive shiny purple-blue feathers on their heads. Female Common Grackles (below, left) have pale eyes, too, but their feathers are browner in hue than those of female Rusty Blackbirds (below, right), and they tend to have more iridescent plumage on their heads than female Rusties.
Brewer's Blackbirds and Rusty Blackbirds
Discriminating between a male Brewer's Blackbird (above left) and a male Rusty Blackbird (above right) can present a challenge even for experienced birders. Both Rusty Blackbird and Brewer's Blackbird males sport pale yellow eyes, but the plumage of the male Brewer's Blackbird is much more iridescent than that of male Rusty Blackbirds. Male Brewer's Blackbirds have a purplish sheen on their heads and a greenish body sheen, which can look as though the bird were covered in "liquid ink." In addition, the Brewer's Blackbird bill is slightly more conical than the Rusty's narrow bill.
Unlike female Rusties, female Brewer's Blackbirds (below, left) do not have yellow eyes, and their plumage is a drab brown compared to the rust-colored feathers of the female Rusty Blackbird. Brewer's Blackbirds do not have any brown edging on their feathers, even during the non-breeding season. During the breeding season, female Rusty Blackbirds appear silvery gray (below, right), increasing the similarity between female Rusties and female Brewer's. During this time, female Rusty Blackbirds are grayer than female Brewer's Blackbirds, which are more brown.
Although Brewer's Blackbird is the most difficult species to distinguish from the Rusty Blackbird, these two species only overlap in the southern and western portions of the Rusty's range. Observers in the Northeast and mid-Atlantic will almost never encounter this particular identification challenge.
Brewer's Blackbird Range Map
Even when the telltale red shoulders of male Red-winged Blackbirds (above right) are not visible, several other features distinguish them from Rusty Blackbirds (above left). Red-winged Blackbirds have black eyes instead of yellow eyes, and their bills are much stouter and more conical than Rusty Blackbird bills. Female Red-winged Blackbirds (below, right) look very different from female Rusty Blackbirds (below, left), with dark eyes, brown, streaky plumage, and a stouter, more sharply pointed bill.
Brown-headed Cowbirds and Rusty Blackbirds can be reliably distinguished using eye and bill characteristics. Unlike the bright yellow eye of the Rusty, both male and female Brown-headed Cowbirds have dark eyes. Rusty Blackbird bills are slender, whereas Brown-headed Cowbird bills are thick, stocky, and conical, initially appearing almost finch-like. As their name suggests, male Brown-headed Cowbirds (above, left) sport largely uniform brown heads. In contrast, by early spring, some of the rust-tipped feather edges have worn off male Rusty Blackbirds (above, right), leaving them with a more mottled or speckled appearance. In the spring, female Rusty Blackbirds (below, right) appear grayer than female Brown-headed Cowbirds (below, left).
Rusty Blackbird Vocal Identification Tips
Rusty Blackbirds produce several distinct vocalizations, which can be key for identification when visual characteristics are not easily observed. During migration, Rusty Blackbirds often produce a "squiggle" or "gurgle" call, which consists of a series of rapid, undulating notes with a hoarse tone and can sound like an audio tape on rewind. The Rusty Blackbird song, sung both on the breeding grounds and during migration, is piercing and high-pitched; this song can sound like a "squeaky hinge." Often referred to as the "kerglee," the song quickly slides upward in pitch, and is clearer in tone than the squiggle/gurgle. Finally, the call note is a "chuck" or "check," very similar to the call notes of other blackbirds. Even experts sometimes have trouble distinguishing the subtle differences between call notes, but generally, Common Grackle calls have a lower, huskier sound than Rusty calls, while the call notes of Red-winged Blackbirds are more nasal.
To hear examples of Rusty Blackbird songs and calls, the following resources are available:
All About Birds (Cornell Lab of Ornithology): this site offers examples of Rusty Blackbird songs and calls. Search for "Common Grackle," "Red-winged Blackbird," "Brewer's Blackbird," or "Brown-headed Cowbird" to hear vocalizations from look-alike species.
http://www.allaboutbirds.org/guide/Rusty_Blackbird/sounds
NatureInstruct- Dendroica: This website is geared towards citizen scientists that conduct bird surveys and offers a number of vocalizations recorded across the Rusty Blackbird range. You can opt to listen only to Rusty Blackbird vocalizations, or select a subset of target birds and test yourself.
http://www.natureinstruct.org/dendroica/
Xeno-Canto: This website allows users to submit recordings of vocalizations. There are some great examples of Rusty songs and calls from throughout their range. Search for "rusty blackbird." http://www.xeno-canto.org/ | <urn:uuid:2b930d9f-672d-45c3-9f39-de3ac731df1e> | CC-MAIN-2017-13 | http://rustyblackbird.org/wp-content/uploads/Rusty-Blackbird-Identification-Guide.pdf | 2017-03-23T22:00:07Z | crawl-data/CC-MAIN-2017-13/segments/1490218187225.79/warc/CC-MAIN-20170322212947-00163-ip-10-233-31-227.ec2.internal.warc.gz | 298,282,107 | 1,504 | eng_Latn | eng_Latn | 0.994918 | eng_Latn | 0.996018 | [
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3.1 Mendel's Work
3.2 Probability and Genetics
3.4 The DNA Connection
www.soulcare.org Sid Galloway * Then he bred the F1 to F1 and the F2 were a mixture of traits (tall and short)
* Crossed purebred tall with purebred short.
* P Generation = parental generation
* F1 Generation = first filial (son) generation
* All of F1 generation were tall.
Candy Cane
Cornsnake
www.soulcare.org
Sid Galloway
• Traits = different physical characteristics (tall, short, green or yellow)
• Heredity = the passing of traits from parents to offspring
www.soulcare.org
Sid Galloway
Google: Punnett Squares
* Capital letter = dominant (T = tall)
– If he crossed two hybrids (Tt) x (Tt) = three fourths Tall, so probability for tall plants = 3 in 4.
Google research charts of Mendel's pea traits:
www.soulcare.org
Sid Galloway
• Heterozygous = organism with two different alleles (Tt) at a gene site. – Hybrid
• Codominance = the alleles are neither dominant or recessive.
• (F B = black feathers) (F W = white feathers)
• Chromosomes – Humans have 46 (23 from each parent)
– Meiosis = 1 body cell divides into 4 sex cells, with half the chromosomes of a body cell.
• The Morse Code uses two symbols to code information (dots and dashes)
• Computer codes use two numbers to do it (0's and 1's) (000011100111)
• Dr. Sutton, a geneticist, 1903 compared grasshopper sex cells and body cells.
– So a new baby grasshopper gets 12 from each parent = 24 total
Google - Body Cell Cycle Diagrams:
Interphase, MITOSIS, Cytokinesis
www.soulcare.org
Sid Galloway
• The Genetic Code: uses four nitrogen bases (molecules) along a gene to form a code, that specifies (tells) which kind of protein will be produced for the cell.
– A group of three bases codes for the attachment of a specific amino acid.
– These are like three letter code words.
– The order of the bases determines the order of amino acids put together to form a protein.
• Chromosome Theory of Inheritance = genes are carried from parents to their offspring on chromosomes.
• Meiosis = the process by which the number of chromosomes is reduced by half to form sex cells (sperm and eggs).
– Punnett Squares show what happens during meiosis to separate the alleles in each parent, and then combine them to form offspring.
• The cell uses information from a gene on a chromosome to produce a specific protein.
• Messenger RNA (mRNA) copies the coded message from the DNA in the nucleus, and carries the message to ribosomes in the cytoplasm.
• Protein synthesis takes place on the ribosomes in the cytoplasm.
• Transfer RNA (tRNA) carries amino acids to the ribosomes.
• The tRNA and mRNA matchup and this links the amino acids into a chain to form a protein.
Google Images –Protein Structure
www.soulcare.org
Sid Galloway
Google – DNA structure
Adenine, Thymine, Guanine, Cytosine
www.soulcare.org
Sid Galloway
Google Images – DNA Replication
www.soulcare.org
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Rainbow Walk Activity sheet
Can you make a rainbow out of things you find at the river?
You will need
* some colour swatches (for example paint cards you can pick up for free at DIY stores or pieces of ribbon) • an egg box
Go for a walk along the river to find natural objects that match the colour of your colour swatches. 1
2
Collect small samples of
your chosen colours, e.g a leaf, or a flower petal, and place them in your egg box.
Arrange your swatches and matching natural objects in the form of a rainbow. 3
Note for parents:
This activity encourages children to look at the colours in their local environment. It's amazing how many different colours and shades of colours are present in nature and this activity will encourage children to take a closer look at natural features, enhancing their observational skills. The differences between natural and non-natural features can also be discussed.
Take it further
Use the materials collected to create other pictures e.g. a face, a fish, a tree, a flower, the river or an unusual pattern.
Why not try the Texture Trail activity then you could combine the two sets of objects to make an even bigger, more spectacular piece of art! | <urn:uuid:909d7c0a-f0f6-4a34-97f9-26373d14e03c> | CC-MAIN-2017-13 | http://edenriverstrust.org.uk/sites/default/files/Rainbow%20Walk%20Activity.pdf | 2017-03-23T21:56:41Z | crawl-data/CC-MAIN-2017-13/segments/1490218187225.79/warc/CC-MAIN-20170322212947-00168-ip-10-233-31-227.ec2.internal.warc.gz | 113,038,641 | 254 | eng_Latn | eng_Latn | 0.995939 | eng_Latn | 0.995939 | [
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Follow the tips below for cool results!
Montana
summer days are usually just right, but we do get a few
"cookers" from time to time. Fortunately, you can beat the heat without spending much money or using much energy. These low-cost/no-cost strategies are sure to please!
Weatherization
Sealing air passages and insulating your home may not seem like cooling strategies, but they are. The same weatherization methods that keep heat in during winter keep it out during summer. Attic insulation, especially, provides strong protection from the hot sun beating down on your roof each day. Attic ventilation is important, too. Make sure you have both eave and ridge vents. Together, they provide a pathway for heat to rise up and out. Look for the Power Bill brochures on insulation (four of them) and air-sealing for further details.
A combination of ridge and eave vents creates natural convection current, keeping your attic cool and moisture-free.
Eave vent
Eave vent
Ridge vent
Ventilation
Here in Montana, we can pretty much count on enjoying a refreshing, cool breeze in the early mornings and late evenings. To make the most of these cooler times, open windows and doors on opposite sides of your house to let the breeze flow through. Openings at the highest and lowest points (such as a front door
and a back upstairs window) are particularly good natural ventilators. Don't leave your house open all day though. Once the morning coolness is gone, close 'er up until evening.
to 75 percent of sunlight. Even more effective (though less convenient) are exterior shutters or shades because they keep the sun's heat entirely outside.
Use fans if needed to create even more air flow through your house during these cooler periods. Whole-house fans mounted in the attic work best. They pull warm air out of your living space through ceiling vents and blow it outside through the attic vents. Other options include ceiling-mounted paddle fans and portable box fans. A box fan mounted in an upstairs window will also blow warm air outside, prompting more cool air flow into main-floor windows and doors.
Window Shading
Houses warm up fast with direct sunlight pouring through the windows. We welcome it in winter, but during summer it's best to keep the sunshine out. Start in the morning by leaving east-side curtains or shades pulled until the sun climbs higher in the sky. Later on, shade south and west-facing windows to block that hot sun throughout the day. The most effective interior sun blocks are curtains and shades with light colors facing outside. Light colors reflect, rather than absorb, the heat. You can also buy special solar screens made of densely woven fiberglass or aluminum. They block out up
Inside your Home
You'd be surprised at how much heat major appliances add your house. As an example, the refrigerator/freezer spills heat into the kitchen as its motor works to keep food cold. Open the doors as little as possible during the summer to keep it from working overtime. Also, cook outside on the barbecue whenever possible to avoid generating heat from the oven and burners. Run other appliances such as washers, dryers, and dishwashers at night or early in the morning when it's cooler. And use lights sparingly, for they generate heat as well.
You'll also stay cooler if you keep humidity levels down. Moist air will make your home seem even hotter than it is. For help, see the Power Bill brochure called Controlling Condensation in the Home. Dress appropriately, too, by wearing loose-fitting, lightweight shorts and short-sleeve shirts. Every little step helps!
Landscaping
An option for windows is reflective plastic film applied directly to the glass. As an alternative to permanently applied film, when winter comes, some brands allow you to peel the film off and put it away till next year. Films are also available on pull-down retractable roller shades. Window awnings are yet another choice that lets you block the sun while keeping
Landscaping is a more long-term cooling option, but it's never too late to start planting! Actually, it's more important to landscape for winter than for summer in our cold climate. A thick line of evergreens to block the cold northwesterly winds will surely trim your heating costs. For a summer cooling aid, your best bet is to plant small- to medium-height deciduous shade trees near the curtains open. Make sure the awnings extend at least halfway down the window on all three sides. You can buy or make them out of canvas or nylon. Just remember to take them down on south windows in the fall so you can catch that winter sun.
CUSTOM
ALUMINUM
AWNING
RETRACTABLE
AWNING
SLATTED
AWNING
BAHAMA
SHUTTER
EXTERIOR
ROLLING
SHADE
EXTERIOR
ROLLING
SHUTTER
SLIDING
SHUTTERS
ACCORDION
SHUTTERS
Window options for keeping the sun out
the east- and west-facing walls of
Creating a landscape plan for your home will help keep you warm in the winter and cooler in the summer your house. During summer, they'll block your windows from the morning and evening sun, and in the winter they'll shed their leaves to let the sun in. To shade your roof, you could plant taller deciduous trees in the southwest and southeast corners of your yard, but keep the true south side
of your house tree-free. You need all the southern exposure you can get during the winter.
Visit a local nursery or call your cooperative extension office to find out what tree varieties grow best in your area and how to care for them. Also be sure to plant away from overhead power lines and underground water, sewer, and utility lines.
Architectural Elements
You don't have to wait around for the trees to grow to enjoy shade and wind protection in your yard. Tall fences will also block the north winds, and trellises (vine-covered if you'd like) can shade your windows and provide a nice cool spot for summer lounging.
Evaporative Coolers
If you're still too hot after trying all of the above strategies, you may be tempted to buy an air conditioner as a last resort. Wait! There's one more option called an evaporative cooler that uses considerably less energy than a conventional air conditioner. Evaporative coolers are simple devices that deliver cool, damp air to your living space. They work well in arid climates such as ours. Check them out at your local hardware or building store before buying an air conditioner–they may be just the cool solution you seek!
For More Information
For more information about energy-saving tips, contact your local utility, the Human Resources Development Council, the tribal weatherization office or the MSU Extension office in your county.
For the HRDC or tribal weatherization office nearest you, call 1-800-332-2272.
H
OUSING
P
ROGRAM
2,000 copies of this public document were published at an estimated cost of 30¢ per copy, for a total of $600.
The U.S. Department of Agriculture (USDA), Montana State University and the Montana State University Extension Service prohibit discrimination in all of their programs and activities on the basis of race, color, national origin, gender, religion, age, disability, political beliefs, sexual orientation, and marital and family status. Issued in furtherance of cooperative extension work in agriculture and home economics, acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture, Douglas L. Steele, Vice Provost and Director, Extension Service, Montana State University, Bozeman, MT 59717.
Printed on Recycled Paper. Novermber 2005 GM | <urn:uuid:fa4b7ab6-84e2-4191-a8be-147711c3ab8b> | CC-MAIN-2017-13 | http://weatherization.org/documents/CoolYourHOmeNaturally.pdf | 2017-03-23T22:03:01Z | crawl-data/CC-MAIN-2017-13/segments/1490218187225.79/warc/CC-MAIN-20170322212947-00171-ip-10-233-31-227.ec2.internal.warc.gz | 385,882,976 | 1,644 | eng_Latn | eng_Latn | 0.997721 | eng_Latn | 0.998142 | [
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Regenerate soils and forests and stabilize the climate
ABOUT REMINERALIZE PROJECTS MEDIA ACTION BLOG
Tuesday, 11 November 2008 07:23
American Chestnut Revival
Written by David Yarrow
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Restore the Crown of Abundance
THURSDAY AUGUST 7, LOUIS MAY, an elder environmentalist in the upper Hudson Valley, drove me 70 miles to see a tree he has watched and measured for 35 years. Lou's tree is in dense forest on a steep slope at the south end of Schoharie Valley. Its 18-inch dbh trunk isn't impressive for that forest. Actually, it's a midget compared to its mighty ancestors—but these days, any American Chestnut is rare. This one is a giant and an elder.
If uncommon today, a century ago, the American Chestnut was among the most abundant species and largest tree in Eastern Woodlands. A stout trunk with wide-spreading crown of limbs yielded an annual crop of nuts in spiny fruits. Many forest creatures ate sweet nutmeats of this generous giant. A common tale tells that squirrels traveled from Georgia to Maine jumping from chestnut to chestnut.
The impetus for our journey wasn't admiration or food. Lou wanted my advice on a fungus growing 25 feet up the downhill side of the trunk. The tree is in a
though the tree has blossoms and fruit, its seeds are infertile.
My intuitive method told me the tree is 85 feet tall, an amazing 88 years old. So, the tallest chestnut I've ever seen sprouted from seed in 1920—same year chestnut blight appeared at NY Botanical Garden, imported from China. The orange fungus spread like wildfire in wind. By 1940, nearly every American Chestnut from Maine to Georgia was dead, or pruned to a sprouting stump. In two decades, a species was pushed to the edge of extinction, where today it still hovers like a ghost.
Lou's 88-year old chestnut isn't infected by the aggressive blight, but invading fungus has already reduced sap flow to the crown. Leaves were sparse in the canopy, as knee-high buds sprouted from the root bulge. I decided not to evaluate the tree's odds to survive this advanced infection, and just do what we can.
I sat on the tree's doorstep, and asked what it needs to defeat the fungus and produce fertile seeds. Answers entered my mind. I translated to Lou, who agreed to immediately apply the remedies. To my chemistry-trained brain, the answers were—"Calcium, Phosphorus, Trace Elements."
In my agricultural experience, this begins with limestone, rock
phosphate, sea minerals.
Calcium: primary alkaline electric charge in cells, rapidly lost in soil washed by steady acid rains. Sweetness—the sugar cycle —depends on calcium alkaline energy, so we store it in our bones. Today, osteoporosis afflicts both our bodies and our soils.
Phosphorus - limiting element in Northeast soils - an ion to carry negative charge inside a cell, and every active growing tip - root, bud, flower, fruit, seed.
Trace Elements: Least understood are the least of all—the "trace" elements. A few are known to be needed at parts per million, but many more are essential at parts per billion (nano-elements), some at parts per trillion (pico-elements)—current limit of detection by laboratory assay. Many aren't metabolized by plants, but by specialized bacteria. These heavy elements provide extra density and complex orbital geometries Nature needs to build large, elaborate, biological molecules, such as enzymes, hormones, membranes, DNA.
I explained to Lou how every year, a chestnut must grow a huge, thick crown of very large leaves, plus a big crop of fruits, each with several nuts. This is massive task is a tight timetable. Each spring, each tremendous tree must mobilize an immense mass of minerals and other nutrients up from the soil. Every new year, this spring feeding frenzy dissolves minerals into water, then sends them up to the crown to nurse newly unfurling leaf and flower buds. This immense task requires help from a complex underground community—the soil food web—symbiotic microbes that transform geology into biology —mineral into protoplasm—soil into tree.
The chestnut's health and survival depend on our success to re-create a complex, high density microbial community—the tree's supporting soil food web. I
life, eroding this supporting symbiosis, weakening the entire species, assuring easy invasion by an Asian parasite. I learned decades ago soil nutrition isn't in the mindset or toolbox of scientists trying to restore this endangered species.
However, fungus under the bark is an acute, immediate threat. This advanced invasion can't wait months for minerals to soak into soil to be digested by microbes, then fed to tree roots to make the trip up through vascular tissue to where infection is spreading. Direct, immediate application is needed. So, I told Lou to saturate the bark with a dilute sea mineral solution. Since Lou lacks a portable sprayer, he would use a brush to paint the solution on.
Back at my house, I gave Lou small bags of three materials to get started. Lou returned straight to the tree to paint the trunk and exposed roots with sea mineral solution: 5 tablespoons per gallon, brushed on every exposed tree surface in reach. Lou scattered his remaining sea minerals, with limestone and rock phosphate, above the roots—and realized he'll need much more mineral dust to feed one tree in a forest.
Next day, as I left for the Northeast Organic Farming conference, Lou called to get more minerals to feed his tree. I left on a 2-week teaching trek in New England excited Lou is taking direct, immediate action to save his endangered tree—and maybe boost hope for its family.
Earth and Nature need millions of men like Lou.
THREE WEEKS LATER - LABOR DAY - Lou took me on a second 140-mile trip - a check-up visit to his tree. Again awed by the tree's size and age, impressed by Lou's diligent care - and rapid response to treatment by the fungal infection.
Fungal blooms were already turning brown, shrinking—in seeming retreat—but really, only on the surface. The light alkaline drench with dilute sea mineral solution upsets acid-driven fungal metabolism. I wished we could make a stronger application, but would risk pH shock to soil ecology at the tree's base. So, several light, dilute washes, rather than one large, harsh, heavy dose.
Most fungal growth is under the bark, where it slowly encircles the trunk, clogs sap flow, and strangles the crown—killing the tree. This fungal growth is already extensive—over 20 feet up the trunk—but seems confined to downhill. Uphill, at the doorway, seems open, clear, functional.
Two full years are needed to defeat the large fungal mass—before the parasite hidden under bark stops growing. Longer to regenerate damaged vascular tissue, reconnect root and crown, regrow a strong, healthy crown.
Lou methodically painted the tree with sea mineral solution a fourth time. His bristle brush saturated every exposed surface—even mossy roots snaking downhill.
Then, all over the tree's feeder root zone, we scattered 20 lbs. of a blend of four rock powders, plus two cups of sea minerals:
Rock Phosphate—sea sediment, phosphorus rich, Florida
AZOMITE™—ancient sea floor clay sediment with trace elements, Utah
Traprock - igneous basalt; dense, paramagnetic, primary crystal with trace elements, Amherst Massachusetts.
AZOMITE™ provides sea minerals with trace elements as an insoluble clay hydrate. Planters 2™ supplies calcium and trace elements without raising pH. Dense paramagnetic traprock crystals boost geometric coherence to increase cellular bandwidth. All add ample amounts of the least of all the elements—the trace elements—needed in such tiny amounts, yet so critical to nature's most complex intelligent functions—membrane, immunity, DNA, and reproduction.
Finely ground stonemeal (200-400 mesh) is, first of all, food for microbes. Primary elements are rapidly digested by bacteria and fungi in soil, who share nourishment with the entire, wider food web. This food-sharing network is currently in shock in most soils - semi-starved from decades of increasingly acid rain. Rock powder is a natural remedy for osteoporosis of soil and soul.
After spreading the rock powders, I noticed a bizarre-looking insect—a 6-inch, 5-legged walkingstick climbed up my pant leg. I greeted the appearance of this odd-looking creature as an ambassador with a message from the natural community thanking us for improving the neighborhood.
Results are already evident from Lou's sea mineral treatments on the trunk. My hope the tree can recover and regenerate is encouraged. But I know how quick fungal infection can choke off a tree—and this is already an advanced case. In such a worst case outcome, the roots will survive, and sprout new shoots, but it would be sad to lose an 88-year-old crown.
However, we are limited by what we can achieve this year. At summer's end, tree metabolism is slowing into dormancy, growth is declining and turning inward to form buds of next year's leaves and flowers. The powdered rocks minerals we broadcast have barely begun to filter down into the root zone. More than a few weeks are needed for those rock minerals to be digested and dissolved into bio-available nutrients, and then be sucked up by the tree as sap to feed buds in the crown. A full growing year is needed for rock powders and sea minerals to be delivered by the soil food web to tree roots.
Next spring—2009—a rich supply of elements will rise as sap to stop the fungal invasion, and higher, to feed emerging buds to grow new canopy.
And next spring, we will have to shift strategy as the treatment progresses and conditions change. Fish emulsion and liquid sea weed are nutritional tools to spray on tree bark to fight the fungus head-on. I will investigate if we can brew anti-fungal biologicals in home-made batches of compost tea. A bit of sugar sprayed on soil might activate the no-see-ums.
Perhaps the second spring from now—2010—will see the tree sprout a full crown of leaves and flowers again. And that summer, perhaps, bear fertile seeds.
FRIDAY, NOVEMBER 7, 2008, Lou took me on my third visit to his extra-ordinary chestnut. My first visit was three months earlier. Now, I could assess effects of Lou's mineral washes.
eastern NY ancient forest survey. The biggest American Chestnut Fred ever saw was only 7-inch dbh—hardly 1/3 this tree. Fred was amazed by Lou's foot-long chestnut leaves pressed between cardboard in his car.
After a short hike around a guard rail and up off the road, then steeply into the forest, soon we again stood on a steep slant below a remarkable18-inch dbh American Chestnut.
Lou went right to work painting the trunk, while I scrambled up, around and down taking photos. Lou had a pole to extend his reach farther up the grooves bulging with fungal shells. Lightly alkaline, full spectrum sea minerals strengthen the tree, weaken fungus. A full toolbox of nano- and pico-elements fully arms membrane-DNA integrity for strong cellular immunity.
I examined fungus on the tree, uncertain what to look for, or how to interpret what I saw. Lou had already soaked the trunk, further confounding my inspection and analysis. Yet, only one 12-inch split in the bark showed new, white fungal growth.
Most older fungi had a bizarre purple & pink color—with a faint luminance—like a low frequency, infra-red radiation.
I'm satisfied fungal blooms sprouting through bark surface are still declining. The lightly alkaline, full spectrum sea mineral drench seems effective to strengthen the tree and weaken fungus. I imagine the tree absorbing precious trace elements through its bark. If fungus can grow out through such tough skin, sea minerals can get sucked right in.
Next time, I'll bring my backpack sprayer to saturate the trunk as high as it can spray. Lou's paint brush is puny compared to an 18-inch dbh forest tree, but has gotten the job done.
Lou and I scattered another 20-pound rock dust mix above feeder roots. This blend included greenstone (dense, igneous, primary crystal). When trees, herbs and seeds wake up early next spring, soil microbes will have a rich feast ready for them.
The hillside will sprout vibrant green—both ferns in the hollow, and canopy high overhead will grow thicker, denser, darker.
While Lou and I ministered to the tree, Fred power-hiked up the steep mountain to look for more chestnut trees. Pollen from another tree is needed to cross-fertilize Lou's tree. There must be more chestnuts nearby, although none were in sight in the immediate area. My intuition questioning had determined there were more chestnuts a few hundred feet up, near the mountaintop.
Regrettably, Fred returned to report he found no other chestnuts on upper slopes, and the hilltop just a few feet beyond the summit was logged a few years ago.
We talked over the tree's weak condition. The crown is dying—mostly dead. Fungus has nearly girdled the trunk, but still mostly confined to the north face. The crown was declining for a few years, with large limbs already broken off. Next year may have been too late.
But new leaves are sprouting at the tree's core—along the trunk, limbs and larger branches. The tree is struggling to regenerate a leafy crown and continue capturing sunshine into sugar. But this is a close race between decay and growth. Soil nutrition with full spectrum sea minerals will win—eventually. The tree is dangerously weak with advanced infection. The crown may die.
new minerals we add to soil into truly healthy growth by Lou's threatened patient. For the next 18 months, this endangered chestnut will remain in acute care.
Our last task before we left was to adjust the "French coil" that Lou had attempted to wrap around the base of the trunk. I had located the tree's "doorway" on my first visit. Now, I located the top and bottom of the doorway, and we realigned the wire coil as best we could without any fasteners. My goal was to form a smooth, even-spaced coil around the doorway, and encourage a trickle of electric charge to initiate an upward spiral circuit.
However, we had no way to precisely fix the wire to the trunk, and the wire was soft, gray metal, not copper or similar high efficiency conductor. Considering fungus has invaded much of the vascular tubes on the opposite side of the tree, I felt an urgency to install an effective French coil to help sustain the tree's primary energy circuit. Next visit, I will bring copper wire and fasteners to improve the effectiveness of the French coil. Before next spring's growth begins, I'll properly wire a patch around the tree's primary growth spiral.
We agreed to visit the tree before winter, for a final alkaline coating on the bark. If possible, we will make a more methodical survey upslope to find the other members of this tree's family. It simply cannot be the only specimen around. The nut it sprouted from couldn't have rolled too far downhill. Its mother and her family must be somewhere nearby—perhaps surviving as sprouting stumps in this protected forest.
We agreed next spring to hold a "sex party" during Chestnut blossom. I imagine cheering the tree into ecstacy with music and meditation. Drum and flute are ancient instruments of celebration and seduction. Maybe sing a few bawdy songs. Ceremonial dance around the tree is impossible with extreme slope and fragile soil.
Lou is quite determined about assuring proper fertility. H insisted if necessary he will carry pollen to the tree. I bow to the great love that empowers this quiet, thoughtful man to do whatever helps this majestic survivor recover from its fungal infection, and produce fertile seed.
We won't know until late spring, when the new leaf canopy unfurls, how well our soil feeding program is succeeding. I can't hold my breath that long, but my fingers and toes are all crossed.
While watching the election, I uploaded lots of articles, technical reports, fact sheets, photos, and weblinks to the website: Carbon Negative Food and Fuel
Please check out this new resource; send me any feedback and suggestions you have.
For a green & peaceful planet,
David Yarrow
Turtle EyeLand Sanctuary 44 Gilligan Rd, East Greenbush, NY 12061
skype: david.yarrow5
cell: 518-881-6632
www.championtrees.org www.OnondagaLakePeaceFestival.org
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Core Mathematics C3
Advanced
Practice Paper 3
Time: 1 hour 30 minutes
(2) (a) Sketch the graph of,
stating the equation of any asymptotes. (
4 marks)
cosec( )
0
360
y
x
x
(b) The graph of the
, where is measured in degrees, has a minimum point with
x
cosec(
)
y
a
x
b
b
. (
coordinates(120 ,2)
and a maximum point with coordinates(300 , 2)
. Find the values of and
4 marks)
a
(c) Using your answers from part (a) solve the equation for
(
4 marks)
cosec(
)
4
0
360
a
x
b
x
1
(b) Use the iterative formula
2
1
n
n
e
x
1,
2
0
3
1
x x giving each answer to 3 decimal places.
,
0.6
to find and
x
x
x
(3 marks)
(3 marks)
(4) (a)
y
f( )
. Sketch the graph of showing the point of intersection with the
axis.
x
e
(3 marks)
f( )
y
x
2
x
(d) Sketch the graph of 1 f ( ) y x and f( ) y x on the same set of axis and state the number of solutions to the equation 1 f ( ) f( ) x x . (3 marks)
(5)
g( )
,
0
x
x x f( )
3,
0
and.
x
x
x
2
(b)
gf (48). (
3 marks)
-1
(c) Solve the equation
. (
3 marks)
fg( )
12
x
(6) (a) Sketch the graph of
2
x
on the same set of axis showing any points where the graphs and
y
1
y
x
4 marks)
cross the coordinate axis. (
(7)
2
f( )
2
ln( )
x
x
x
,
,
0
x
x
. Show the coordinates of the stationary point on the curve f( )
y
x
can be written as,
e
1
2
e.
(7 marks)
(b) Hence or otherwise solve the equation 3 1 (sin( ) cos( )) 2 2 x x , 0 2 x , giving your answers as multiples of . (4 marks)
(9) Find the equation of the tangent to the curve 4sin(2 ) 2 x y at the point where 2 y in the form 0 ax by c , where a and b are integers and c is a multiple of . (7 marks)
End of Questions | <urn:uuid:8b742890-46ca-417c-a4d9-368ad8bae5f5> | CC-MAIN-2017-13 | http://www.m4ths.com/uploads/3/2/7/4/3274186/_c3_test_paper_3.pdf | 2017-03-23T22:04:22Z | crawl-data/CC-MAIN-2017-13/segments/1490218187225.79/warc/CC-MAIN-20170322212947-00170-ip-10-233-31-227.ec2.internal.warc.gz | 594,217,214 | 805 | eng_Latn | eng_Latn | 0.560034 | eng_Latn | 0.681894 | [
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APES- Earth Day Network Footprint Calculator
http://www.earthday.net/footprint/index.html
Name: ______________________________________________
Prediction: How many planets (Earth) does it take to support your lifestyle?
Answer: ___________
Directions:
1) Make an "Avatar" of yourself
2) Answer using DETAILED answers to each lifestyle question
Questions:
1) How often do you eat animal based products?
Why do you think this affects your footprint? Explain.
2) How much of your food is processed, packaged and not locally grown?
Why do you think this affects your footprint? Explain.
3) How much trash do you generate?
What affects does this have on your footprint? Why?
4) Which housing type best describes your home?
Why would this make a difference in your impact?
5) Do you have electricity in your home?
What are the environmental impacts of electricity? Explain.
6) How many people are in your home?
7) What is your house made of?
Which building material is the most energy efficient? Explain.
8) Does anyone of your home's electricity come from renewable sources? (SDGE= no)
9) How far do you travel by car each week?
Do you carpool or do anything to reduce your impact?
10) Do you ride a motorcycle?
11) What is the gas mileage in your car/motorbike?
12) How often do you drive with someone else?
13) How far do you travel by bus/train each week?
14) How many hours do you fly each year?
Fill in the following things below:
How many planets (Earth) are needed to provide enough resources to support people if everyone lived like you? Draw the Earths Draw your ecological footprint breakdown: (Color coordinate your graph)
How many global acres would take to support your lifestyle? Draw the diagram below.
Go back and edit your footprint, and explore scenarios to reduce your footprint
EDIT your Footprint by making CHANGES to your lifestyle. List the changes you have made to your lifestyle below and the impact it had on your ecological footprint. Show your new results.
Changes Made:
1)
2)
3)
4)
5)
Impact on my Ecological Footprint: (Draw out NEW results based on changes made)
REFLECT on what you learned by doing this activity: | <urn:uuid:c66eacfc-2edf-4888-ab07-9b7a58c21e7a> | CC-MAIN-2017-13 | http://ogoapes.weebly.com/uploads/3/2/3/9/3239894/apes-_ecological_footprint_calculator.pdf | 2017-03-23T22:07:10Z | crawl-data/CC-MAIN-2017-13/segments/1490218187225.79/warc/CC-MAIN-20170322212947-00171-ip-10-233-31-227.ec2.internal.warc.gz | 263,119,049 | 473 | eng_Latn | eng_Latn | 0.995084 | eng_Latn | 0.998075 | [
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From Wikipedia, the free encyclopedia
Steam is water in the gas phase, which is formed when water boils. Steam is invisible; however, "steam" often refers to wet steam, the visible mist or aerosol of water droplets formed as this water vapour condenses. At lower pressures, such as in the upper atmosphere or at the top of high mountains, water boils at a lower temperature than the nominal 100 °C (212 °F) at standard pressure. If heated further it becomes superheated steam.
The enthalpy of vaporization is the energy required to turn water into the gaseous form when it increases in volume by 1,700 times at standard temperature and pressure; this change in volume can be converted into mechanical work by steam engines such as reciprocating piston type engines and steam turbines, which are a sub-group of steam engines. Piston type steam engines played a central role to the Industrial Revolution and modern steam turbines are used to generate more than 80% of the world's electricity. If liquid water comes in contact with a very hot surface or depressurizes quickly below its vapor pressure, it can create a steam explosion. Steam explosions have been responsible for many foundry accidents, and may also have been responsible for much of the damage to the plant in the Chernobyl disaster.
Contents
1 Types of steam and conversions
2 Uses
2.1 Agricultural
2.2 Domestic
2.3 Electricity generation (and cogeneration)
2.4 Energy storage
2.5 Lifting gas
2.6 Mechanical effort
2.7 Sterilization
2.8 Steam in piping
2.9 Wood treatment
2.10 Concrete treatment
2.11 Cleaning
3 See also
4 References
5 External links
Types of steam and conversions
Steam is traditionally created by heating a boiler via burning coal and other fuels, but it is also possible to create steam with solar energy. [1][2][3] Water vapor that includes water droplets is described as wet steam. As wet steam is heated further, the droplets evaporate, and at a high enough temperature (which depends on the pressure) all of the water evaporates and the system is in vapor–liquid equilibrium. [4]
Liquid phase eruption of Castle Geyser in Yellowstone Park
A Mollier enthalpy-versus-entropy diagram for steam
A temperature-versus-entropy diagram for steam
Superheated steam is steam at a temperature higher than its boiling point for the pressure, which only occurs where all liquid water has evaporated or has been removed from the system. [5]
Steam tables [6] contain thermodynamic data for water/steam and are often used by engineers and scientists in design and operation of equipment where thermodynamic cycles involving steam are used. Additionally, thermodynamic phase diagrams for water/steam, such as a temperature-entropy diagram or a Mollier diagram shown in this article, may be useful. Steam charts are also used for analysing thermodynamic cycles.
1/4/2017 9:20 PM
2 of 4
Uses
Agricultural
In agriculture, steam is used for soil sterilization to avoid the use of harmful chemical agents and increase soil health.
Domestic
Steam's capacity to transfer heat is also used in the home: for cooking vegetables, steam cleaning of fabric, carpets and flooring, and for heating buildings. In each case, water is heated in a boiler, and the steam carries the energy to a target object. Steam is also used in ironing clothes to add enough humidity with the heat to take wrinkles out and put intentional creases into the clothing.
Electricity generation (and cogeneration)
About 90% of all electricity is generated using steam as the working fluid, nearly all by steam turbines. [7]
In electric generation, steam is typically condensed at the end of its expansion cycle, and returned to the boiler for re-use. However, in cogeneration, steam is piped into buildings through a district heating system to provide heat energy after its use in the electric generation cycle. The world's biggest steam generation system is the New York City steam system, which pumps steam into 100,000 buildings in Manhattan from seven cogeneration plants. [8]
Energy storage
In other industrial applications steam is used for energy storage, which is introduced and extracted by heat transfer, usually through pipes. Steam is a capacious reservoir for thermal energy because of water's high heat of vaporization.
Fireless steam locomotives were steam locomotives that operated from a supply of steam stored on board in a large tank resembling a conventional locomotive's boiler. This tank was filled by process steam, as is available in many sorts of large factory, such as paper mills. The locomotive's propulsion used pistons and connecting rods, as for a typical steam locomotive. These locomotives were mostly used in places where there was a risk of fire from a boiler's firebox, but were also used in factories that simply had a plentiful supply of steam to spare.
Lifting gas
Owing to its low molecular mass, steam is an effective lifting gas, providing approximately 60% as much lift as helium and twice as much as hot air. It is not flammable, unlike hydrogen, and is cheap and abundant, unlike helium. The required heat, however, leads to condensation problems and requires an insulated envelope. These factors have limited its use thus far to mostly demonstration projects. [9]
Mechanical effort
Steam engines and steam turbines use the expansion of steam to drive a piston or turbine to perform mechanical work. The ability to return condensed steam as water-liquid to the boiler at high pressure with relatively little expenditure of pumping power is important. Condensation of steam to water often occurs at the low-pressure end of a steam turbine, since this maximizes the energy efficiency, but such wet-steam conditions must be limited to avoid excessive turbine blade erosion. Engineers use an idealised thermodynamic cycle, the Rankine cycle, to model the behavior of steam engines. Steam turbines are often used in the production of electricity.
Sterilization
An autoclave, which uses steam under pressure, is used in microbiology laboratories and similar environments for sterilization.
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Steam, especially dry (highly superheated) steam, may be used for antimicrobial cleaning even to the levels of sterilization. Steam is a non-toxic antimicrobial agent. [10] [11]
Steam in piping
Steam is used in piping for utility lines. It is also used in jacketing and tracing of piping to maintain the uniform temperature in pipelines and vessels.
Wood treatment
Steam is used in the process of wood bending, killing insects and increasing plasticity.
Concrete treatment
Steam is used to accentuate drying especially in prefabricates. Care should be taken since concrete produces heat during hydration and additional heat from the steam could be detrimental to hardening reaction processes of the concrete.
Cleaning
Used in cleaning of fibers and other materials, sometimes in preparation for painting. Steam is also useful in melting hardened grease and oil residues, so it is useful in cleaning kitchen floors and equipment and internal combustion engines and parts. Among the advantages of using steam versus a hot water spray are the facts that steam can operate at higher temperatures and it uses substantially less water per minute. [12]
See also
Electrification
Food steamer or steam cooker
Geyser—geothermally-generated steam
IAPWS—an association that maintains international-standard correlations for the thermodynamic properties of steam, including IAPWS-IF97 (for use in industrial simulation and modelling) and IAPWS-95 (a general purpose and scientific correlation).
Industrial Revolution
Live steam
Mass production
Nuclear power—and power plants use steam to generate electricity
Oxyhydrogen
Psychrometrics—moist air/vapor mixtures, humidity and air conditioning
Steam locomotive
Steamed
References
Taylor, Robert A.; Phelan, Patrick E.; Adrian, Ronald J.; Gunawan, Andrey; Otanicar, Todd P. (2012). "Characterization of light-induced, volumetric steam generation in nanofluids". International Journal of Thermal Sciences. 56: 1–11. doi:10.1016/j.ijthermalsci.2012.01.012. 1.
Taylor, Robert A.; Phelan, Patrick E.; Otanicar, Todd P.; Walker, Chad A.; Nguyen, Monica; Trimble, Steven; Prasher, Ravi (2011). "Applicability of nanofluids in high flux solar collectors". Journal of Renewable and Sustainable Energy. 3 (2): 023104. doi:10.1063/1.3571565. 2.
Taylor, Robert A.; Phelan, Patrick E.; Otanicar, Todd; Adrian, Ronald J.; Prasher, Ravi S. (2009). "Vapor generation in a nanoparticle liquid suspension using a focused, continuous laser". Applied Physics Letters. 95 (16): 161907. Bibcode:2009ApPhL..95p1907T. doi:10.1063/1.3250174. 3.
Singh, R Paul (2001). Introduction to Food Engineering. Academic Press. ISBN 978-0-12-646384-2. 4.
"Superheated Steam". Spirax-Sarco Engineering. 5.
Malhotra, Ashok (2012). Steam Property Tables: Thermodynamic and Transport Properties. ISBN 978-1-479-23026-6. 6.
Wiser, Wendell H. (2000). "Energy Source Contributions to Electric Power Generation". Energy resources: occurrence, production, conversion, use. Birkhäuser. p. 190. ISBN 978-0-387-98744-6. 7.
Bevelhymer, Carl (November 10, 2003). "Steam". Gotham Gazette 8.
.
"Steam Balloon JBFA Article". 9.
EP Patent Publication 2,091,572 10.
Song, Liyan; Wu, Jianfeng; Xi, Chuanwu (2012). "Biofilms on environmental surfaces: Evaluation of the disinfection efficacy of a novel steam vapor system". American Journal of Infection Control. 40 (10): 926–30. doi:10.1016/j.ajic.2011.11.013. PMID 22418602. 11.
"Why Steam?". Sioux Corporation Website. Sioux Corporation. Retrieved 24 September 2015. 12.
External links
Steam Tables & Charts by National Institute of Standards and Technology, NIST (http://webbook.nist.gov /chemistry/fluid/)
Wikiversity has steam tables with figures and Matlab code
Retrieved from "https://en.wikipedia.org/w/index.php?title=Steam&oldid=757917229"
Categories: Forms of water
Water in gas
Steam power
Gases
Wikimedia Commons has media related to Steam.
Wikimedia Commons has media related to Water vapor.
Look up steam in Wiktionary, the free
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Controversy: Cloning
Rui Nakata Massachusetts Academy of Math and Science
Copy Cat is a common house cat born in year 2001. Although it seems as if it were an ordinary kitten, it was not born like any other pet one usually sees adventuring on the streets. Texas A&M University scientists succeeded in taking cumulus cells from an adult cat named Rainbow and injecting the DNA taken from the nuclei into an egg cell of a different cat with the nucleus removed. The embryo was then transplanted into the body of another cat to finish up the cloning process (Abate, 2002). The birth of the clone Copy Cat was celebrated after the team went through 87 failed attempts. This project took almost a year to complete.
Cloning is a technology used to create an additional animal which possesses the same exact gene. There are two types of cloning, one being more direct than the other. The simple way to clone an organism is called artificial embryo twinning, and this process is similar to when twins are produced. The difference between artificial embryo twinning and natural twinning is that the former occurs inside a petri dish, and the early embryonic cells are divided manually as opposed to occurring inside a human's body and separating naturally on its own. Although this is categorized as "cloning" it can only be done in the early stages, and it is impossible to follow this procedure to clone a full grown animal. When one has the desire to clone an organism that is already breathing and living (or perhaps already deceased), somatic cell nuclear transfer is conducted.
Somatic cell nuclear transfer is the more complicated and risky way of achieving a genetic copy of an animal. Copy Cat and Dolly the sheep were cloned using this method. The process in which this is done is to remove the nucleus of an egg cell so that it does not have any sets of chromosomes. Next, the nucleus of a somatic cell, which are all of the cells except the reproductive cells (egg and sperm), from the animal that is going to be replicated is isolated and inserted into the empty egg cell. If all goes well, the cell with the new nucleus which is transported into another animal's body fertilizes and grows like an ordinary fertilized egg into an embryo. ("What is Cloning?", 2008)
As discussed earlier, reproductive cloning using the somatic cell nuclear transfer method is very risky. It often takes multiple trials to actually succeed in getting the egg to fertilize. Dolly the sheep took a total of 276 tries until fertilization finally worked. Also, even if the zygote fertilizes correctly, the ultimate clone can have many problems in its health. A recent study shows that more than 90% of the clones have no ability to produce offspring. Also, many of the clones occupy a weak immune system compared to sexually produced animals which makes them vulnerable to many disorders and infections. Due to these factors, many clones die young and do not have a sufficient lifespan. Most clones die the instant they are born and are abnormally large.
Some think that there are many benefits to cloning. An example of this is to protect endangered species. If cloning became easier and more successful, endangered species can be saved by growing more of them. If DNA exists from already extinct species, cloning may be a solution to bringing them back into our ecosystem. Also, humans can benefit from cloning in the medical field. By inserting human DNA into various animals such as pigs, sheep, cow, and mice, important cells and body parts may be grown to use for transplants. Pig hearts have been used to replace weak or diseased hearts of humans by ingesting human DNA into pigs to clone hearts with higher durability. ("Present Benefits of Cloning" n.d.)
Others believe cloning should be avoided. In January of year 2008, the FDA presented that products such as meat and milk from cloned cows are not hazardous to humans. Because of the high mortality rates and the possibility of mutation, people are not willing to consume cloned animals and are anxious. Congress declared that not enough research was done to prove absolute safety of cloned animal products. Another problem which has arisen is that the FDA will not require labels on these products. Consumers will not be able to decipher natural products from artificially manufactured products. ("Cloned Animals", n.d.)
Whether cloning is considered advantageous or immoral, scientists will continue investigating this topic. There are many controversial claims on the topic of human cloning which may or may not happen in the future. More research is necessary on the safety of this method and it is likely that the death rates of the clones will decrease over time after many trials to learn from. Hopefully the scientists of today and of the future will discover new means to incorporate cloning for favorable purposes.
Literature Cited
Abate, T. (2002, ). Copy Cat. Retrieved January 14, 2009, from http://www.sfgate.com/cgibin/article.cgi?file=/chronicle/archive/2002/02/15/MN7173.DTL
Cloned Animals (n.d.). Retrieved January 15, 2009, from http://www.centerforfoodsafety.org/ cloned_animals.cfm
Present Benefits of Cloning (n.d.). Retrieved January 15, 2009, from http://library.thinkquest.org/ 28599/cloning3.htm
What is Cloning? (2008). Retrieved January 14, 2009, from http://learn.genetics.utah.edu/ content/tech/cloning/whatiscloning/ | <urn:uuid:1e3792c5-01a8-4397-8071-4486111c6264> | CC-MAIN-2017-13 | http://scientiareview.org/pdfs/20.pdf | 2017-03-23T22:11:10Z | crawl-data/CC-MAIN-2017-13/segments/1490218187225.79/warc/CC-MAIN-20170322212947-00165-ip-10-233-31-227.ec2.internal.warc.gz | 324,538,790 | 1,132 | eng_Latn | eng_Latn | 0.99735 | eng_Latn | 0.9987 | [
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BIBLICAL INTEGRATION - FOR PARENTS AND STUDENTS
* These are the terms and core concepts students need to learn for chapter 1 CLASSIFYING & EXPLORING LIFE
* GENERAL Revelation = how God's WORLD reveals general things about Him: He exists, is powerful, intelligent, etc. SPECIAL Revelation = how God's WORD reveals personal things about Him: He is a Good Shepherd with unselfish love, etc.
* Remember, every FORM (PARTS in PROCESSES) has a FUNCTION for a PURPOSE. (DESIGNED for this purpose).
* DOUBT DISRESPECT DISOBEDIENCE DISORDER DYSFUNCTION DEVOLUTION DISEASE DEATH (all parts, processes, and organisms have DEGENERATED more and more, beginning with sin and separation) (mutations and malfunctioning parts and processes are progressively DESTROYING all living organisms and populations)
* SIN caused SEPARATION from God and the STRUGGLE and SUFFERING that now infects God's creation. (violent survival of the fittest with predators and parasites)
* SEE the book, GENETIC ENTROPY, Creationist Dr. John Sanford of Cornell University, famous inventor of the Gene Gun.
LESSON 1 – Characteristics of Life
- SCIENCE LAWS & GOD'S WORD: (for a longer explanation see the appendix at the end of these notes). A science LAW of THERMODYNAMICS says that matter/energy cannot be created naturally out of nothing or destroyed naturally into nothing. The science LAW of BIOGENESIS says all life always comes from a previous life, NEVER naturally from non-living chemicals. Therefore, matter/energy and life (a cell with DNA) must have come from a supernatural source. God in His Word tells us when and how He did it. The Hebrew term "bara" is a special word for a kind of creating that ONLY God can do. It means to create something totally NEW that never existed before OUT OF NOTHING. Bara is used 3x's in Gen 1 revealing three totally new things God created out of nothing: v.1 Universe (space, time, matter, energy); v.21 Nephesh Animals; v.27 Humans
* BIBLICAL INTEGRATION – FOR PARENTS AND STUDENTS
- BIO-INFO: all biological creatures have coded information in the DNA of their cells. This BIO-INFO is proof that an Intelligent Designer created them. INFORMATION always comes from an INTELLIGENCE, NEVER from natural chemical reactions.
Cell - smallest unit of life
- MUTATIONS are errors in the DNA coding. Mutations began as soon as sin caused separation, disorder, and dysfunction. Each generation of creatures adds more and more mutations into their genepool (genome). These mutations are what cause creatures to get old, diseased, and die. Recorded in Gen. 2, God warned that sin and separation from Him (the only source of existence and life) would result in DEATH. The literal Hebrew says, "dying you will die". This means a progressive process of degeneration and death. The whole universe is falling apart ever since sin and separation, when God let go partly and gave Lucifer, Adam, and Eve their choice of independence.
Multicellular - made of two or more cells
Unicellular - made of one cell
Organism - thing that has all the characteristics of life. "Creature" is a synonym that reminds us of their CREATOR!
Homeostasis - ability to maintain steady internal conditions when outside conditions change
Development – means becoming more mature. Multicelled organisms make more cells of different kinds (skin, muscle, nerve…) and their bodies change until they become an adult.
Growth – means becoming bigger. All cells do this. Unicellular cells can ONLY do this and then divide into two new cells.
Reproduction – process when organisms make new organisms. Different organisms do this in many different ways.
Energy for Life - the sun is the first source of energy for most organisms. Plants and algae use its light to make their food. Other creatures eat plants and some eat each other to get their energy. This energy is transferred from creature to creature as they feed on one another. REMEMBER, nephesh (see the appendix addition at the end of these notes).
Stimuli (= changes in the internal and external environment) and Responses (reaction) – read about examples
Characteristics of Life (6) – see the chart in the textbook for the six you need to learn.
LESSON 2 – Classifying Organisms
GOD'S Categories – Genesis 1-2, Nephesh vs. Non-nephesh, (Nephesh = Swimmers, Flyers, Walkers), HUMANS and angels are special creatures with nephesh that can think, feel, and choose about God. Animals do not know about God. Humans and angels were created to be servant leaders, like Christ, over the rest of creation, NOT like Satan and the world system. - Baraminology = study & classification of creatures according to God's created "Kinds" (Hebrew term "min"). Hebrew term "Bara" = create something new. Logy = Greek term for logical study. So baraminology = logical study of created kinds.
– FOR PARENTS AND STUDENTS
* BIBLICAL INTEGRATION
** See the APPENDIX at the end for more.
Binomial nomenclature - naming system that gives each organism a two-word scientific name
Dichotomous key -
Cladogram - branched diagram that shows the relationships among organisms
Kingdom - classification category that ranks above phylum and below domain series of descriptions arranged in pairs that can be used to identify an unknown organism
Genus - group of similar species
Domains – (3) Bacteria, Archaea, Eukarya
Species - group of organisms that have similar traits and produce fertile offspring. But this definition has been proven wrong. Aristotle's Categories – except for God's description in Genesis, Aristotle's simple categories were the first man made up. Linnaeus's Categories – he was a Christian and he started the formal binomial nomenclature system.
Kingdoms – (6) Bacteria, Archaea, Protists, Fungi, Plants, Animals
Kingdom, Phylum, Class, Order, Family, Genus, Species
Mr. G's phrase to help remember the categories in each kingdom:
Kings, Puts, Crowns, On, Faithful, Godly, Servants
Scientific Naming - Binomial Nomenclature, Scientific name = Genus species,
Classification Tools - Dichotomous Keys, Cladograms,
Bear Classification – look at the chart in the textbook and simply notice the names for the levels of bear categories.
LESSON 3 – Exploring Life
Man's modern amazing technology is NOT because we are getting smarter. In fact, Dr. Sanford at Cornell and even many secular scientists have confirmed that NEW mutations added with every generation have caused decreasing IQ (intelligence), ever since Adam sinned. This matches the Bible's claim that sin and separation would cause all things to decay/degenerate/gradual-death until Christ returns. Dr. Sanford calls this "mutation meltdown". That is BAD NEWS. Plus Jesus will return to judge this old, infected creation and its sinful human creatures. The GOOD NEWS (GOSPEL) is that He will recreate a NEW CREATION that will be like the garden of Eden. Even the nephesh animals will live again in peace and harmony (no predators/parasites). Isaiah 11; Romans 8, Rev 20-22. It will be just like the first garden of Eden.
* BIBLICAL INTEGRATION – FOR PARENTS AND STUDENTS
Atom - building block of matter composed of protons, neutrons, and electrons
Light microscope - uses light and lenses to enlarge an image of an object
Hooke – the first to make and use a light microscope and he saw cork tree cells. He called them cells.
Compound microscope - uses more than one lens to magnify an image
Electron microscope - uses magnetic field to focus a beam of electrons through an object or onto an object's surface
Identify/Identification –
Surface vs. Transmission electron microscopes
– surface shows only the outside / transmission shows inside objects is needed to determine or know the characteristics of a person or thing
MORE BIBLICAL INTEGRATION – FOR PARENTS AND STUDENTS - NOT REQUIRED APPENDIX: importance of the Hebrew terms BARA and NEPHESH especially in Gen 1. Mr. Galloway
BARA: The Hebrew term "bara" means to create something brand NEW out of nothing that did not previously exist. This term is only used for something that God can do, not man or angels. There are other terms for "making" or "forming" new things by restructuring stuff that already existed. That would be like me using an old wooden desk to make a set of shelves. Both God and humans are described in the Bible being able to do this. Bara is used 3x's in Gen 1 revealing three totally new things God created out of nothing: v.1 Matter; v.21 Nephesh Animals; v.27 Humans
NEPHESH: The Hebrew term "nephesh" means a soul, which is a creature with the ability for feeling/thinking. Nephesh creatures are able to suffer, fear, or feel joy. Nephesh chayah means a living soul.
Plants – God's Word never uses the term "Nephesh" for plants. And the term BARA is NOT used when God made plants, because they are NOT something new that did never exist before. Plants are made of ONLY the same matter/atoms that make up the Earth. Plants have no nephesh, no brain, so they cannot think or feel. They are merely complex organic machines. They do not suffer when cut up for food, clothing, wood, etc. That is why Genesis 1:29-31 says that only vegetation/fruit were to be food for humans and nephesh animals. Remember that fruit bats and pandas have teeth just like a carnivore. Carnivores have adapted to eating meat after sin and separation from God that caused the infection of survival of the fittest in creation. Only AFTER the global catastrophic flood (Genesis 9:3) did God give permission for the first time for humans (Noah and his family) to humanely kill and eat nephesh animals. Also many kinds of invertebrates are never called nephesh in God's Word. Worms, oysters, jellyfish, and possibly even insects and spiders are like complex robotic drones that cannot think or feel, but merely respond to stimuli. If an insect has a leg bitten off, it just keeps on walking as if nothing happened. Not your dog!
Page 2 of 3 Life-Sci-CH-1-Core-Concepts-Galloway
Nephesh Animals – were not originally designed to kill and eat each other. Pain, fear, suffering, and nephesh death was not God's desire or design (Gen 1:29-31; Gen 9:3). God is a Good Shepherd not a Great Predator. Even when God gave permission for humans to eat meat to survive after the flood, He commanded they bury the animal's blood in a memorial service because "the life (nephesh/soul) is in (represented by) the blood" (Lev 17). God wanted us to remember that such suffering and death was not His original way. The full Good News is that God promises when Christ returns, He will restore creation to its original Garden of Eden way (Romans 8). The wolf, lion, leopard, and bear will eat grass like the lamb and the ox (Isaiah 11 and 65). By the way, God will embrace your nephesh pets and all other nephesh animals into His NEW CREATION (Romans 8 – see Dr. Wesley's sermon linked on my website, and materials by Dr. Randy Alcorn. They are guaranteed since they are not responsible for our sin. You however must choose to admit your sinful selfishness, repent from it, and ask Christ to forgive and transform you. The New Testament term for transform into a new creature in Christ is METAMORPHOSIS (Romans 12:1-3; 2 Cor 3:18; Matt 17:2)
Nephesh Man – Humans are unique and distinct from animals, NOT because we have souls (nephesh). The Bible says all vertebrate animals also have souls/nephesh. Scripture uses the exact same Hebrew phrase for these animals as for humans. We are special because HUMANS and angels are special creatures with a nephesh ability to think, feel, and choose about God. Animals do not know about God. We were designed to reflect the image (character) of God and therefore have the ability to know about and choose to follow or reject Him as Lord – a relationship of love and trust. In PRIDE, we humans often want to think of ourselves as "gods" or almost God compared to animals. BUT we are infinitely less than God in every way. Ecclesiastes 3:18 says, "… God tests men so they might see that they are like animals." That is apart from salvation and being born again by God's Spirit.
DAY 7 God RESTED – He ceased from BARA type of creating. God no longer creates totally new things out of nothing that never existed before. However, He is still intimately involved in His creation and with His creatures, especially humans. Soon Christ will return to again BARA a NEW CREATION.
HUMAN Roles, Ranks, Responsibilities: Our NICHE in God's Ecology
* See JESUS'S teaching in MATTHEW 20:20-28 about the difference between leaders in His kingdom vs. leaders of this sinful world. This is a central teaching, commandment, and mandate of our HUMBLE Good Shepherd Lord. He came "not to be served, but to serve, and give His life as a payment for many."
The ROLE for humans in God's creation is SERVANT LEADERSHIP, not the use and abuse of God's other creatures or His creation.
- It says that humans were to rule over and have dominion over the other creatures. So clearly humans were given delegated authority under God's Lordship. Humans' role and rank of authority or leadership is certainly to be over the rest of creation. * But the question we need to answer is: "What kind of rulership should it be?" Or "How should human leadership be done?"
- Genesis Ch 1 states that humans (male and female) were created in God's image, to reflect His kind of character.
- Chapter 2:15 further describes the type of leadership humans were and still are created to exercise over creation. Remember Ch. 1 says that humans' role should reflect the image and character of our Creator. So, two Hebrew terms are used in Gen 2:15 to describe human leadership that reflects the character of our Creator Christ (John 1:1-5).
1. The first is ABAD which is often translated as "cultivate" or "work". However, the term's primary meaning is "TO SERVE", and describes the role of a SERVANT. That means humans' rulership over the creation should be a SERVANT LEADERSHIP, NOT the tyrannical way of our current sinful, selfish world. This world is now infected by sin and separation from God, so that worldly leaders become predatory and parasitic politicians. They selfishly use, abuse, oppress, and enslave those under their authority.
2. The second term is SHAMAR which is often translated "to keep". Yet it does not merely mean to hold on to something as we often use the word "keep" today. Shamar conveys the meaning more like a ZOO-KEEPER, like I was back when I served at the Audubon Zoo caring for elephants, lions, tigers, bears, etc. I am still sort of a zookeeper even now with our little NCZoo classroom. The role, rank, and responsibility of a zookeeper is to protect, care for, serve, and preserve the creatures in the zoo.
** We are the original ecologists. By the way, this is a wonderful way to witness to and build a bridge of common agreement with unsaved people who care about animals and the environment!
Christ's Way - (Luke 9:23-26; Romans 5:5-10) = the way of the cross, of love. His way sacrifices self for the needs of others. Sin's Way - (Gen 3) = survival of the fittest. It's way sacrifices others for the desires of self. It is the way of Satan/Lucifer and the basis of the philosophy of macroevolution: violent competition, pain, fear, suffering, and death. | <urn:uuid:77555a93-45fb-4d92-bd5f-b17812e2b0d2> | CC-MAIN-2017-13 | http://goodshepherdinitiative.net/docs_pdf/Life-Sci-CH-1-Core-Concepts-Galloway.pdf | 2017-03-23T22:06:12Z | crawl-data/CC-MAIN-2017-13/segments/1490218187225.79/warc/CC-MAIN-20170322212947-00171-ip-10-233-31-227.ec2.internal.warc.gz | 156,389,652 | 3,617 | eng_Latn | eng_Latn | 0.995059 | eng_Latn | 0.99594 | [
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May 13, 2016
Meet Native America: Chairman Tony Johnson, Chinook Indian Nation
In the interview series Meet Native America, the Smithsonian National Museum of the American Indian invites tribal leaders, cultural figures, and other interesting and accomplished Native individuals to introduce themselves and say a little about their lives and work. Together their responses illustrate the diversity of the indigenous communities of the Western Hemisphere, as well as their shared concerns, and offer insights beyond what's in the news to the ideas and experiences of Native people today. —Dennis Zotigh
Please introduce yourself with your name and title.
My name is Tony A. Johnson. I'm chairman of the Chinook Indian Nation (CIN).
Can you share your Native name and its English translation, or your nickname?
It's naschio. It means Little Brother. It was originally given as a nickname, but it has come to mean a lot to me.
Where is your tribal community located?
We live by the mouth of the Columbia River and along the adjacent seacoast. The CIN includes the five westernmost Chinookan speaking tribes—the Clatsop and Kathlamet from present-day Oregon and the Lower Chinook, Wahkiakum, and Willapa from Washington State. Our tribal offices are currently located in the traditional village of Bay Center on Willapa Bay in Washington.
Where is your tribe originally from?
We are fortunate that we still live on our aboriginal homelands. However there are many issues our nation deals with today because we refused to participate in the relocations proposed for us.
What is a significant point in history from your tribe that you would like to share?
Tony A. Johnson, chairman of the Chinook Indian Nation. In addition to serving in tribal government, Chairman Johnson is an artist and Chinook language teacher and the education director of the neighboring Shoalwater Bay Tribe.
Our people signed treaties in 1851 that were never ratified. These Anson
Dart treaties, which were negotiated on the treaty grounds at Tansy Point, were good for us, because they allowed us access to resources and, most importantly, they allowed us to stay in our villages. They say that the next winter was one of our worst—the government never came through with the goods promised at the negotiations.
The treaties of 1851 weren't ratified because some in Congress wanted to remove us east of the Cascade Mountains.
In 1855 we participated in another treaty negotiation with our neighbors. At that treaty council we learned that the rumors we had heard were true and that we were being asked to move north away from our traditional territory. We refused, along with our closest neighbors. Naturally the people from the lands we were to be removed to agreed. They had a treaty ratified later that year, but the Native people of southwest Washington and the mouth of the Columbia River were left without a treaty. All of the tribes from this area are still suffering the consequences of these actions, or this lack of action. Most of the tribes are federally recognized, but do not have large reservations or other treatyguaranteed rights. The CIN, however, still lacks official federal recognition today.
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How is your tribal government set up?
We transitioned from a traditional form of government to an elected form of government under a constitution in the early 1950s. A point of pride with us is that the original writers of our current Constitution were all hereditary leaders within the community. In fact the first elected chairman was an important hereditary chief.
Is there a functional traditional entity of leadership in addition to your modern government system?
Hereditary leadership is still valued and in some cases has more weight than the elected government, but the Chinook Tribal Council runs day-to-day business.
What responsibilities do you have as tribal chairman?
I am most concerned with the big picture of the preservation of our community and the lifeways associated with it. Our people have a right to exist in our territory and to access its resources. This drives me every day.
How did your life experience prepare you to lead your tribe?
I was enrolled when I was three months old. My father was elected to our Council the same year. Chinook politics have been a part of my life from the beginning.
Despite our lack of federal recognition, we have always had certain rights and we have always been treated as Indians. When I was a young man, these rights were being challenged, and I grew up watching our community fight for them. Without federal acknowledgment and treaties, many of these rights have been stripped from us in my lifetime. This includes the basic right of fishing in our rivers to feed our families.
Who inspired you as a mentor?
We had very hard-nosed leaders when I was growing up. Watching them pound the table and defend us in the strongest way possible was very inspiring. Nearly all the leaders of that old group are gone, and I miss their fire every
5/15/16, 8:56 PM
Chairman Johnson and artist Adam McIsaac (background) carving a canoe for the Community of the Confederated Tribes of Grand Ronde in Western Oregon.
How often are elected leaders chosen?
We have a nine-member council, with members serving staggered three-year terms. Elections for three positions happen every summer at our annual General Council meeting.
How often does your Tribal Council meet?
Our Constitution requires monthly meetings, but we meet more often as
3 of 5
day.
Are you a descendant of a historical leader? If so, who?
oskalawiliksh was a treaty signer in 1851. His wife akensi was also a person of high status. They are not the only ones in our family line who are significant, but our inheritance from them is important for our position in the community. My wife is also a descendant of one of our treaty signers, a chief named wasilta. He is also not the only prominent person in her family. These are important inheritances for our children.
Approximately how many members are in your tribe?
We have about 3,000 members.
What are the criteria to become a member of your tribe?
We had three citizenship rolls commissioned by the U.S. government in the early part of the 1900s. A person must have an ancestor on one of these rolls to be considered eligible for enrollment.
Is your language still spoken on your homelands? If so, what percentage of your people would you estimate are fluent speakers?
Three languages were common in our area until recently. Many others were spoken as well. Chinook and Kathlamet are the primary languages of our ancestors. They are the two westernmost Chinookan dialects. Most of us are also descendants of our Salish neighbors, so their languages were common here as well. These are primarily the Tillamook and Chehalis languages.
Our ancestors also created a pidgin language known as Chinuk Wawa or Chinook Jargon. This was used widely and for many generations as a common language for people who did not otherwise share a language.
Today there are very few people who speak any of the Chinookan dialects. Salish languages and Chinuk Wawa became more prominent in our lands because of the disruptions associated with Americans and Europeans arriving here. More people understood those languages, and they were more useful over a broader area. Of Chinook, Kathlamet, and Chinuk Wawa, Chinuk Wawa is closest to flourishing, but it is still endangered. I am a good speaker of Chinuk Wawa.
What economic enterprises does your tribe own?
We do not have any significant economic enterprises today.
What annual events does your tribe sponsor?
We sponsor community events such as our First Salmon Ceremony, a number of paddle events, an annual Winter Gathering and a Storytelling Gathering. The community also has a large canoe family that practices the canoe culture of our ancestors.
B2 The Chinook Indian Nation canoe skakwal taking part in the 2006 Tribal Canoe Journey. That year the Muckleshoot Indian Tribe, whose lands lie along South Puget Sound, hosted the journey's traditional five-day potlatch.
What other attractions are available for visitors on your land?
Our homeland is beautiful—one of the most incredible places on the planet—but we do not operate any significant tourist activities.
How does your tribe deal with the United States as a sovereign nation?
We fully expect to be treated as a sovereign nation, and despite a current lack of clarity on our federal status we receive that treatment. We consult on a nation-to-nation basis on projects in our area at the county, state and federal level. Amazingly, all branches of the federal government, including many offices within the Department of Interior, treat us
5/15/16, 8:56 PM
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as sovereign. Only the Bureau of Indian Affairs (BIA)—in fact, only a part of the BIA—doesn't recognize our sovereignty.
What message would you like to share with the youth of your tribe?
We can't let our youth accept our current status—lack of land and diminished rights cannot be considered acceptable. I am 45 years old, and many of these rights have been taken in my lifetime. My father and his brother were raised on Indian Trust land. Our grandparents were forced to go to Indian Boarding Schools. They were all given allotments. So much in our lives is affected by the abuse and neglect that we have experienced.
Our young people need to know that while recognition will not be perfect for us, it will at least raise us up to be on an equal standing to the other tribes. As my dad has often said, we are third-class citizens. We need to be able to be self-sustaining, to be able to govern our own land base and to access our own natural resources for the preservation of our culture and sustenance of our children. We must fight as a community for this. We have been here 10,000 years and have an inherent right to be here another 10,000!
Is there anything else you would like to add?
An amazing story: My father was the chairman of the Chinook Indian Nation at the end of a 23-year process through which we had petitioned the federal government to clarify our status. In January 2001 we were given federal acknowledgment. Then-Assistant Secretary of the Interior Kevin Gover, director of the Bureau of Indian Affairs, apologized for the incredible treatment we had received over the years, and it was finally done. Justice had happened, and the Chinook were again a federally recognized tribe of the United States of America.
As chairman of the federally recognized Chinook Indian Nation, my father attended a luncheon hosted by President George W. Bush that was intended to honor the tribes along the Lewis and Clark Trail and kick off the bicentennial of the Lewis and Clark Expedition. That was on July 3, 2002. My father and mother stayed in Washington for the Fourth of July, and while they were walking in the city on the July 5, they received a call from the BIA. Under the new Bush administration and with a new assistant secretary, the BIA had rescinded our federal acknowledgment. Rather than judging us on our own merit, the broken system of the bureau's Branch of Acknowledgement and Research acted on the objection of another federally recognized tribe. What happened at home that day as the word spread is another story. We still have not recovered.
Thank you for sharing this with us.
Thank you.
Photos courtesy of the Chinook Indian Nation, used with permission.
To read other interviews in this series, click on the banner below.
From left to right: Representative Ponka-We Victors (Tohono O'odham/Southern Ponca) taking the oath of office in the Kansas House of Representatives; photo courtesy of Kansas Rep. Scott Schwab. Bird Runningwater (Cheyenne/Mescalero Apache) at the Sundance Film Festival; photo courtesy of WireImage. Sergeant Debra Mooney (Choctaw) at the powwow in Al Taqaddum Air Force Base, Iraq, 2004; photo courtesy of Sgt. Debra Mooney. Councilman Jonathan Perry (Wampanoag) in traditional clothing; photo courtesy of Jonathan Perry. Suzan Shown Harjo (Cheyenne/Hodulgee Muscogee) at Blackhorse et al. v. Pro Football, Inc., press conference, U.S. Patent and Trade Office, February 7, 2013; photo courtesy of Mary Phillips. All photos
5/15/16, 8:56 PM | <urn:uuid:e87e3bce-8076-4801-aabb-6061b654a3e4> | CC-MAIN-2017-13 | http://chinooknation.org/chinook-in-the-news/chinook_press/Meet%20Native%20America-%20Chairman%20Tony%20Johnson,%20Chinook%20Indian%20Nation%20copy.pdf | 2017-03-23T22:06:40Z | crawl-data/CC-MAIN-2017-13/segments/1490218187225.79/warc/CC-MAIN-20170322212947-00169-ip-10-233-31-227.ec2.internal.warc.gz | 73,147,965 | 2,642 | eng_Latn | eng_Latn | 0.998944 | eng_Latn | 0.999014 | [
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CHECKING FOR LEAD IN DRINKING WATER
PUBLIC INFORMATION BULLETIN FROM BEDFORD PUBLIC SCHOOLS—BEDFORD JUNIOR HIGH SCHOOL
February 2017
Bedford Public Schools is focused on health and safety in our schools. We have conducted random samples of the drinking water at our facilities to check for lead. We wish to share this educational information about lead in drinking water as well as the results received from National Testing Laboratories, Ltd. for:
BEDFORD JUNIOR HIGH SCHOOL
Above 15 ppb
Above 5 ppb
Below 5 ppb
ABOUT THE RESULTS: The EPA sets an action level for lead in Public Water Systems (PWS) of 15 parts per billion (ppb), or 0.015 milligrams of lead per liter of water (mg/L). This regulation would be for the supplier of our water. The EPA has a separate, recommended, action level for lead in drinking water of 20 parts per billion (ppb). This number would be for the point of consumption, for example, drinking fountains and sink faucets used for drinking and cooking. These EPA levels for lead are not a health standard. For this reason, the Michigan Department of Environmental Quality (MDEQ) is recommending that schools take action to lower the lead in their drinking water if the test results are over 5 ppb, which is the bottled water standard. Bedford Public School is not legally required to test for lead, but has made the decision to voluntarily, and proactively, test and implement lead reduction actions with the goal of having direct consumption sources of water that are used for drinking and cooking to be no higher than the 5 ppb level.
CORRECTIVE ACTIONS TAKEN
We have taken the following steps to correct or minimize lead exposure in the drinking water by:
- Staff and students have been instructed not to use any of the highlighted fixtures for drinking water or the fixture has been disabled until it can be replaced. In most instances, simply replacing the older fixture with a newer model reduces the concentration of lead to an acceptable level. New fixtures have been ordered to replace the sampled fixtures with the high levels. All other fixtures in the building that are the same model will also be replaced.
- Once the fixture is replaced, the water will be resampled and tested at that location to ensure the source of the excessive lead levels has been removed before use.
For More Information, please contact Mark Kleinhans, Superintendent of Bedford Public Schools at 734-850-6002 or email@example.com
Lead Information Sources: United States Environmental Protection Agency, The Centers for Disease Control and Prevention, and Michigan Department of Environmental Quality.
BEDFORD PUBLIC SCHOOLS 1623 W. STERNS ROAD TEMPERANCE, MI 48182 734-850-6000 WWW.MYBEDFORD.US
LEAD IN DRINKING WATER
Lead in drinking water, although rarely the sole cause of lead poisoning, can significantly increase a person's total lead exposure, particularly the exposure of infants who drink baby formulas and concentrated juices that are mixed with water. EPA estimates that drinking water can make up 20% or more of a person's total exposure to lead.
HOW LEAD ENTERS OUR WATER
Lead is unusual among drinking water contaminates in that it seldom occurs naturally in water supplies like rivers and lakes. Lead enters drinking water primarily as a result of the corrosion, or wearing away, of materials containing lead in the water distribution system and household plumbing. These materials include lead-based solder used to join copper pipe, brass and chrome-plated brass faucets, and in some cases, pipes made of lead that connect buildings to water mains (service lines). In 1986, Congress banned the use of lead solder containing greater than 0.2% lead, and restricted the lead content of faucets, pipes, and other plumbing materials to 8.0%.
the drinking water. This means the first water drawn from the tap in the morning, or later in the afternoon if the water has not been used all day, can contain fairly high levels of lead.
HEALTH EFFECTS OF LEAD
Lead is found throughout the environment in lead based paint, air, soil, household dust, food, certain types of pottery porcelain and pewter, and water. Lead can pose a significant risk to your health if too much of it enters your body.
Lead builds up in the body over many years and can cause damage to the brain, red blood cells and kidneys. The greatest risk is to young children and pregnant women. Amounts of lead that won't hurt adults can slow down normal mental and physical development of growing bodies. In addition, a child at play often comes into contact with sources of lead contamination —like dirt and dust—that rarely affect an adult. It is important to wash children's hands and toys often, and try to make sure they only put food in their mouths.
When water stands in lead pipes or plumbing systems for several hours or more, the lead may dissolve into
Bathing, showering, and hand washing should be safe even if the water contains lead over EPA's action level. Human skin does not absorb lead in water.
REDUCING EXPOSURE TO LEAD IN DRINKING WATER:
1. FLUSH YOUR SYSTEM Let the water run from the cold water tap for about 15-30 seconds before using it for drinking or cooking any time the water in a faucet has gone unused for more than six hours. Although using the toilet or shower flushes water through a portion of the plumbing, you still need to flush the water in each faucet before using it to drink or cook.
2. USE ONLY COLD WATER FOR COOKING AND DRINKING Do not cook with, or drink water from the hot water tap. Hot water can dissolve more lead more quickly than cold water. If you need hot water, draw water from the cold tap and then heat it. Note that boiling water will NOT get rid of lead contamination.
3. USE BOTTLED WATER The steps described above will reduce the lead concentrations in your drinking water. However, if you are still concerned, you may wish to use bottled water for drinking and cooking. | <urn:uuid:e3c5cc99-2b32-46be-95b1-43be71550ae0> | CC-MAIN-2017-13 | http://bedford.k12.mi.us/pdf/public%20infromation%20bulletins/BJHS%20Lead%20Bulletin.pdf | 2017-03-23T22:07:16Z | crawl-data/CC-MAIN-2017-13/segments/1490218187225.79/warc/CC-MAIN-20170322212947-00166-ip-10-233-31-227.ec2.internal.warc.gz | 36,337,179 | 1,277 | eng_Latn | eng_Latn | 0.998155 | eng_Latn | 0.998155 | [
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Name:
Date:
Measurement: Area
What is a history teacher's favourite fruit? Dates!
Give the area of each rectangle in centimeters.
Name:
Date:
Measurement: Perimeter
What is a history teacher's favourite fruit? Dates!
Give the area of each rectangle in centimeters. | <urn:uuid:86fb3aa1-d595-4f3e-8493-1c22fc82c859> | CC-MAIN-2017-13 | http://printables.atozteacherstuff.com/download/math/measurement_area_rect_cm.pdf | 2017-03-23T22:07:58Z | crawl-data/CC-MAIN-2017-13/segments/1490218187225.79/warc/CC-MAIN-20170322212947-00170-ip-10-233-31-227.ec2.internal.warc.gz | 287,214,326 | 59 | eng_Latn | eng_Latn | 0.985764 | eng_Latn | 0.970669 | [
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Thames Valley District School Board
London Central Secondary School Course Outline 2019/2020
Course Description:
This course enables students to enhance their understanding of concepts in biology, chemistry, earth and space science, and physics, and of the interrelationships between science, technology, society, and the environment. Students are also given opportunities to further develop their scientific investigation skills. Students will plan and conduct investigations and develop their understanding of scientific theories related to ecology and the maintenance of ecosystems; chemical reactions, with a particular focus on acid–base reactions; forces that affect climate and climate change; and the interaction of light and matter. The focus will be on problem-based and inquiry-based learning. Students will be asked to study real-world issues in-depth using inductive and deductive thinking to pose scientific questions and develop inferences from their personalized observations/research.
Link 9-10 Science - http://www.edu.gov.on.ca/eng/curriculum/secondary/science910_2008.pdf
Assessment and Evaluation Strategies:
The purpose of assessment and evaluation is to improve student learning. Assessment and evaluation is based on the provincial curriculum expectations and the achievement levels outlined in the curriculum document. In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers use a variety of strategies throughout the course, including: providing students with feedback about their work (known as assessment for learning), helping to set learning goals and monitor their own progress (known as assessment as learning), and evaluation and reporting of progress in the form of grades and marks (known as assessment of learning).
Unit Overview
Students will work with related scientific investigation skills and explore scientific careers as part of each unit.
Biology: Tissues, Organs, and Systems of Living Things Topics
! cell cycle; microscope examination and drawing animal and plant cells; importance/function of mitosis; microscopic identification of animal and plant mitotic stages; importance of cell division/specialization; microscopic identification and drawing human or plant cell types; cell division rates; links between specialized cells, tissues, organs, and systems in plants and animals; primary functions of animal systems; interaction of different systems; interrelationship amongst organ systems within a plant, worm, frog or fish; diseases of human or plant tissues, organs or organ systems and technological/medical development in biology
Chemistry: Chemical Reactions Topics
! evidence of chemical change; relationships between chemical formulae, composition, and names of binary compounds; the rationale for balancing chemical equations; write word and balanced chemical equations for simple chemical reactions; describe/identify reactants and products of a variety of types of chemical reactions and their properties; acid–base neutralization, use of the pH scale; identification of and writing formulas for simple compounds; and safety and environmental issues/benefits of chemical reactions
Earth and Space Science: Climate Change Topics
! Earth's climate system; compare/classify climate regions; heat transfer in the hydrosphere and atmosphere; natural and anthropogenic greenhouse effect; natural and human activities affecting climate; Canada's contribution to climate change; principal natural and anthropogenic sources/sinks of greenhouse gases; influence of compounds in trapping heat in the atmosphere/hydrosphere; depletion of stratospheric and tropospheric ozone; formation of ground-level ozone and smog; indicators, impact and initiatives to deal with global climate change and different perspectives/biases associated with climate change
Physics: Light and Geometric Optics Topics
! electromagnetic spectrum, types of light emissions, laws of reflection, characteristics of images formed by plane/curved mirrors using labelled ray diagrams and algebraic equations, partial reflection/refraction and total internal reflection in lenses, characteristics of images formed by converging lenses using labelled ray diagrams and algebraic equations, uses of mirrors/lenses, qualitative/quantitative factors affecting refraction of light; calculation of indices of refraction, velocity of light and angles of refraction for a variety of media, use properties of light to explain optical phenomena; analysis of technological devices/procedures related to light perception
Course Culminating Activity/Independent Study
! Scientific Study/Application/Investigation Project
Exam
Assessment and Evaluation Methods
(May include major evaluations)
! assignments, debates, exam, group work, laboratory investigations, presentations, projects, quizzes, reports and tests
! Major Evaluation: Biology Tissue, Organs and Systems Learning/Resource Guide
! assignments, debates, exam, group work, laboratory investigations, projects, quizzes, reports and tests
! Major Evaluations: Chemical Reaction Inquiry Investigation/Performance Task
! exam
! Major Evaluations: Climate Change Inquiry Investigation/Performance Task and Climate Change Project
! assignments, debates, exam, group work, laboratory investigations, presentations, projects, quizzes, reports and tests
! Major Evaluation: Optics Performance Task and Diagrams
! due in March
! written exam in June
Assessment and Evaluation Categories and Weights:
Learning Skills and Work Habits Assessment:
The development of learning skills and work habits is an integral part of student learning. These skills are:
! Responsibility
! Organization
! Independent Work!
Collaboration
! Initiative
! Self-Regulation
Learning skills and work habits influence student achievement and are included as a formal part of the assessment and evaluation process. Learning skills and work habits will be assessed through a variety of teacher strategies. ( e.g. observation, student /teacher conference, self-reflection, checklists, exit cards, etc.) These important learning skills and work habits will be formally reported on the Provincial Report Card according to the following scale: E- Excellent, G- Good, S- Satisfactory, N- Needs Improvement.
Academic Dishonesty - Cheating and Plagiarism:
Learning tasks that students complete as well as the assignments, tests and exams that students submit for evaluation must be their own work. Cheating and plagiarism is a serious offence that will not be condoned. Academic consequences will result.
Late and Missed Assignments - Student Roles and Responsibilities - Students are expected to:
! be responsible for providing evidence of their achievement of the overall expectations within the time frame specified by the teacher, and in a form approved by the teacher;
! understand that there will be consequences for not completing assignments for evaluation and/or for submitting those assignments late;
! use class time productively;
! in extenuating circumstances, request an extension from the teacher before the due date.
Mark deductions for late and missed assignments may apply to major assignments only.
References:
TVDSB Assessment & Evaluation Policy, September 2011; Growing Success - Assessment and Evaluation, and Reporting in Ontario Schools, 2010. Student Planner and School Web site | <urn:uuid:331d8b62-82ee-45dd-98ca-41ea65ed947f> | CC-MAIN-2020-40 | https://central.tvdsb.ca/en/programs/resources/Science/SNC-2DE-Science.pdf | 2020-09-21T13:04:47+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400201699.38/warc/CC-MAIN-20200921112601-20200921142601-00047.warc.gz | 313,425,359 | 1,380 | eng_Latn | eng_Latn | 0.9822 | eng_Latn | 0.981942 | [
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BBC News 24
Last Updated:
Thursday, 4 December, 2003, 03:15 GMT
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Fly lower to cut climate impact
By Paul Rincon
BBC News Online science staff
Flying aircraft 6,000 feet (1.8 kilometres) below current altitudes could help curb the contribution to climate change made by aircraft.
The aviation industry wants to cut its emissions
UK scientists say this would result in a 47% reduction in contrails, the exhaust streams produced by aircraft.
Contrails can evolve into cirrus clouds that may trap terrestrial radiation, driving up global temperatures.
The suggestion comes out of computer modelling at Manchester Metropolitan University and other institutions.
"Climate change is a real, measurable phenomenon," said Manchester's Professor David Lee, an author of the research who was speaking at the Science Media Centre in London.
Cirrus clouds - typically thin and wispy occur about 20,000 feet (6 km) over the Earth's surface, and above. They are http://news.bbc.co.uk/1/hi/sci/tech/3288003.stm
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composed of ice crystals that form through the freezing of super-cooled water droplets.
3D simulation
The researchers came to their conclusions by developing a computer simulation model of the total global aircraft traffic. This took account of different flying routes, altitudes, flight frequencies, and aircraft types.
They also used meteorological data to calculate where the aircraft would hit conditions favourable for contrails, or condensation trails. The exhaust clouds form more frequently where there is high atmospheric humidity.
This simulation was then played through a 3D computer grid which revealed the contrail coverage produced by the virtual air traffic.
This can be used to calculate the contrail contribution to the total climate change effect from aviation which is assessed using a measure known as radiative forcing.
This describes how an environmental process affects the energy balance of the Earth and atmosphere.
The team tried several scenarios in which they looked at the effect of flying aircraft 2,000, 4,000 and 6,000 feet below their current levels. Flying aircraft at 6,000 feet below their current altitudes reduced the contrail coverage by 47% in the simulation.
Conventional altitudes for commercial aircraft are between 20,000 (6 km) and http://news.bbc.co.uk/1/hi/sci/tech/3288003.stm
11/23/07
40,000 feet (12 km).
Icy clouds
Although contrails have been observed evolving into cirrus clouds, there are currently no figures on their contribution to the formation of cirrus clouds globally.
Dr Paul DeMott, an atmosphere scientist at Colorado State University, US, was cautious about the factors behind cirrus cloud formation on a worldwide scale.
"I think there is at least some potential impact of aircraft causing more cloudiness, but you have to have the right conditions for cirrus cloud formation," he said.
"I think it's fair to say, we're still not completely certain about the direction or magnitude of cirrus clouds on [climate change]. We need to know more about their distribution in the atmosphere," he added.
The study is a joint project between nine different partners across Europe, including Manchester Metropolitan University, the German Aerospace Centre and the University of Oslo.
The UK Government's white paper on the future of aviation, expected next month, will outline a 30-year strategy for the aircraft industry.
The industry has been looking at options for stabilising emission levels from aircraft in line with projected passenger growth of 35% over a similar period.
http://news.bbc.co.uk/1/hi/sci/tech/3288003.stm
11/23/07
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11/23/07 | <urn:uuid:623b4581-2df5-413e-9e99-7617be66b1a0> | CC-MAIN-2017-13 | http://agriculturedefensecoalition.org/sites/default/files/file/geo_current_116/116J_2003_Aircraft_Fly_Lower_to_Cut_Climate_Impact_December_4_2003_BBC_News.pdf | 2017-03-23T22:15:23Z | crawl-data/CC-MAIN-2017-13/segments/1490218187225.79/warc/CC-MAIN-20170322212947-00173-ip-10-233-31-227.ec2.internal.warc.gz | 12,161,063 | 1,243 | eng_Latn | eng_Latn | 0.994352 | eng_Latn | 0.996005 | [
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BOWING TO THE BEAST
Daniel 3:1-30
King Nebuchadnezzar gave the signal, and as the music from a thousand instruments began to swell, the curtain fell, exposing a dazzling, 90-foot image of gold glimmering in the sunlight. Then, according to King's command, all the officials who had gathered on the plain of Dura fell prostrate to the ground in devout worship. All bowed down except three young Hebrew men, who were servants of a greater King.
Nebuchadnezzar was beaming with pride and satisfaction—until it was reported that Shadrach, Meshach, and Abednego had refused to bow and worship his image. Astonished that anyone would dare to disobey, Nebuchadnezzar assumed these young advisers must have misunderstood his decree. So he offered them one more chance to bow down—but they refused! Now the king's expression turned to rage. He ordered his soldiers to heat the nearby furnace seven times hotter than normal. As fuel was piled onto the fire, the three men were firmly tied with ropes. The resulting heat was so intense that it killed the soldiers who threw them into the blazing inferno.
As the king peered into the roaring furnace, his mouth suddenly fell open. With a trembling voice he asked, "Did not we cast three men bound into the midst of the fire?" His counselors agreed that they had. Then the king said, "I see four men loose, walking in the midst of the fire, and they have no hurt; and the form of the fourth is like the Son of God." Daniel 3:25.
God delivered those brave young men in the fiery furnace because they stood up for His truth. In the last days, God's people will have to face a similar test.
LOP
13
The Study
Fill in the blanks after reading each Bible text.
1. How does our story in Daniel 3 relate to Revelation?
Revelation 13:15 As many as would not _______________ the _______________ of the beast should be killed.
NOTE: In the last days, God's people will be forced once again to worship contrary to conscience or be slain. They will have to choose between obeying the law of God or the laws of man.
2. What are the three angels' messages of Revelation 14?
Revelation 14:7 Fear God, and give glory to him; for the hour of his ________________________ is _______________: and worship him that made heaven, and earth, and the sea, and the fountains of waters.
Revelation 14:8And there followed another angel, saying, _____________________
is _______________, is fallen, that great city, because she made all nations drink of the
wine of the wrath of her fornication.
Revelation 14:9, 10 If any man __________________ the __________________ and his image, and receive his mark in his forehead, or in his hand, The same shall drink of the wine of the wrath of God.
NOTE: The Bible tells us in Revelation 14:6-14 that in the last days, this awesome threepoint message of hope and warning will go to the entire world to prepare people for Jesus' return. One of these messages warns against worshipping the beast and receiving its mark. In this lesson, we will identify the beast. In Lesson 14, we will identify the mark. Eternal life itself may be at stake, so pray earnestly for God's guidance and understanding as you study.
3. What does a beast represent in Bible prophecies?
Daniel 7:17 These great _________________, which are four, are four
____________________.
Daniel 7:23 The fourth beast shall be the fourth _______________ upon earth.
Daniel 8:21 And the rough goat is the ________________ of Grecia.
NOTE: In Bible prophecy, a beast represents a government, kingdom, or political power. God uses beasts to symbolize governments, as we do today—an eagle (the United States of America), a bear (Russia), etc. In the Bible, "beast" is not a disrespectful term. It does not suggest beastly characteristics. The beast that has the mark is pictured in Revelation 13:110, 15-18. Please take time to read these verses before proceeding to Question 4.
4. How does the Bible identify the beast?
Revelation 13:1 And I stood upon the sand of the sea, and saw a _________________ rise up out of the sea, having seven heads and ten horns, and upon his horns ten crowns, and upon his heads the name of blasphemy.
– 2 –
NOTE: In Revelation 13:1-10, 15-18, God gives 10 clues to help us identify the beast. He gives us a long list of characteristics so that we can be absolutely certain of the beast's identity.
8. What comes out of the mouth of the beast?
Point 1 - Rises up out of the sea (verse 1)
Point 2 - Receives its power, seat, and authority from the dragon (verse 2)
Point 3 - Becomes a worldwide power (verses 3, 7)
Point 4 - Is guilty of blasphemy (verses 1, 5, 6)
Point 5 - Rules for 42 prophetic months (verse 5)
Point 6 - Receives a deadly wound that heals (verse 3)
Point 7 - Is a religious power that receives worship (verses 4, 8)
Point 8 - Persecutes God's saints (verse 7)
Point 9 - Has the mysterious number 666 (verse 18)
Point 10 - Is led by one supreme man (verse 18)
Only one power fits all 10 of these identifying marks—the papacy. But in order to be certain, we will carefully consider them one at a time, beginning with Question 5.
5. This beast arises from the sea. What does the sea, or water, symbolize?
Revelation 17:15 The ______________ which thou sawest … are _______________, and multitudes, and nations, and tongues.
NOTE: In prophecy, water represents great multitudes of people, or heavily populated areas. Prophecy predicted that the beast would arise from amid the established nations of the thenknown world. The papacy arose in western Europe, so it fits Point 1. But what about the other nine identifying points?
6. Who gives the beast its power and position?
Revelation 13:2 And the _______________ gave him his _______________, and his _______________, and great authority.
NOTE: The beast—which has a mark that we must avoid—obtained its power, authority, and capital city from the dragon. According to Revelation 12:3-5, the dragon is the power that sought to destroy the child Jesus at the time of His birth. It was Satan who inspired Herod, a king for the pagan Roman Empire, to slay all the male babies in Bethlehem (Matthew 2:13, 16). To whom did pagan Rome give her authority and capital city? History is clear that pagan Rome turned over its power and capital city to the church of Rome. The following historical quote is typical: "The Roman church … pushed itself into the place of the Roman World-Empire, of which it is the actual continuation. … The Pope, who calls himself 'King' and 'Pontifex Maximus,' is Caesar's successor." 1 So Point 2 fits the papacy, as well.
1 Adolph Harnack, What Is Christianity? (New York: Putnam, second edition, revised, 1901), p. 270.
7. How far-reaching is the influence of the beast?
Revelation 13:3 And _________ the _________________ wondered after the beast.
NOTE: No one would question that during the Middle Ages, the papacy was indeed a worldwide power. In fact, the word "catholic" means "universal." We can see that Point 3 also fits the papacy.
NOTE: The Bible defines blasphemy as man claiming to forgive sins (Luke 5:21) and claiming to be God (John 10:33). The papacy boldly claims the power to forgive sins. Notice the following section from a Catholic catechism: "Does the Priest truly forgive the sins, or does he only declare that they are remitted? The Priest does really and truly forgive the sins in virtue of the power given to him by Christ." 1 The papacy also claims that the pope is equal with God. Pope Leo XIII said, "We [the popes] hold upon this earth the place of God Almighty." 2 Here is another startling statement about the pope: "Thou art another God on earth." 3 So Point 4 also fits the papacy.
1 Joseph Deharbe, S.J., A Complete Catechism of the Catholic Religion (New York: Schwartz, Kirwin & Fauss, 1924), p. 279.
2 Christopher Marcellus, Oration in the Fifth Lateran Council, Session IV (1512), manuscript SC, Vol. 32, col. 761 (Latin).
3 Pope Leo XIII, Encyclical Letter "The Reunion of Christendom," dated June 20, 1894, trans. in The Great Encyclical letters of Pope Leo XIII (New York: Benziger, 1903), p. 304.
9. How long would this first beast rule?
Revelation 13:5 And power was given unto him to continue ______________ and _________ months.
NOTE: Remember that in prophecy, one prophetic day equals one literal year (Ezekiel 4:6). This time period is repeatedly referred to in prophecy as three and a half years, 42 months, or 1,260 days. Based on the 30-day calendar used by the Jews, all three time periods total the same 1,260 prophetic days, or 1,260 literal years. The worldwide power of papal Rome became official in A.D. 538, when Emperor Justinian's decree making the papacy supreme was no longer opposed. The papacy was dealt what appeared to be a death blow in 1798 when the pope was captured by Napoleon's general, Alexander Berthier. You will notice that the time period between A.D. 538 and 1798 is precisely 1,260 years. Point 5 also fits the papacy.
10. What happened to the beast after the 42 months?
Revelation 13:3 And I saw one of his heads as it were wounded to death; and his deadly _______________ was _______________: and all the world wondered after the beast.
NOTE: As already mentioned, the papacy received what appeared to be a deadly wound in 1798 when General Berthier took the pope captive to France, where he died in exile. 1 Half of Europe thought that this event signaled the end of the papacy, but God had said that the wound would be healed and that the papacy's power and influence would be restored until the entire world would follow her leading. Malachi Martin, consummate Vatican insider, reveals the following in his book The Keys of This Blood: "The pope is the best-known person of the 20th century (p. 123), has formed personal relationships with the leaders of 91 countries (p. 490), and is prepared for worldwide rule now" (p. 143). 2 Even a novice would recognize that today the papacy is, in many ways, the most influential power on earth. And with each trip the pope makes, his power and influence grow. Multiplied millions worldwide look to the papacy as the only hope for world unity, peace, and decency—precisely as God predicted. The papacy clearly fits Point 6.
1 Joseph Rickaby, "The Modern Papacy," Lectures on the History of Religion, (London: Catholic Truth Society, 1910), Vol. 3, Lecture 24, p. 1.
2 Malachi Martin, The Keys of This Blood (New York: Simon & Schuster, 1990).
Revelation 13:6 And he opened his mouth in ___________________ against God, to __________________ his name.
– 3 –
– 4 –
11. Is the beast a religious power?
Revelation 13:15 And cause that as many as would not _________________ the image of the beast should be killed.
NOTE: It is obvious that this entity would be involved in spiritual matters. The words "worship" or "worshiped" are used five times in Revelation 13 in reference to this power. Surely no one doubts that the papacy fits Point 7.
12. What does the beast do to the saints?
Revelation 13:7 And it was given unto him to make _______________ with the saints, and to ____________________ them.
NOTE: It is common knowledge that the papacy did persecute and destroy conscientious Christians, especially during the Middle Ages, the peak period of its control. Many historians say that more than 50 million people died for their faith during this period of great tribulation. Apparently the church felt it was doing God a favor by stamping out "heresy." The pope has asked that the church be forgiven for its atrocities, but the fact remains that it did persecute and destroy. The papacy fits Point 8 also.
13. What is the mysterious number that identifies the beast?
Revelation 13:18 His number is _________ hundred threescore and _________.
NOTE: In Revelation 13:18, God says to count the number of the beast's name and that it is the number of a man. When we think of the papacy, the man we naturally think of is the pope. What is his name? One of the pope's official titles is "Vicar of the Son of God," which is "Vicarious Filii Dei" in Latin (the official language of the church). Newspaper articles, when referring to the pope as "Vicar of Christ," will often enclose the words in quotation marks to show that they are a translation of his title, or name. The book of Revelation is saying that the Roman numeral value of the letters of his name will equal 666. Let's see whether or not Point 9 fits the papacy:
112
There should be no doubt remaining. We have shown that all 10 characteristics portrayed in Revelation 13:1-8, 15-18 fit the papacy. And this power has a specific mark that we dare not receive. Now please note that there are many godly, loving Roman Catholic Christians whom God counts as His children. There have also been many gracious and courageous popes who loved God. This lesson is not an attack upon our Catholic friends.
– 5 –
It is an attack upon the devil, who lures churches away from scriptural truth. However, God Himself has told us that this institution has a mark we dare not receive. Sincere Protestants, Catholics, Jews, and non-Christians will all be eager to discover what this mark is so they can avoid receiving it. Let's thank God that in His Word He has exposed Satan's ugly plans to destroy us all. In our next lesson, we will clearly identify the "mark" of the beast. If you receive the mark of the beast, you will be lost. Many will discover that avoiding the mark will involve a tremendous struggle. But God can give us the faith of Shadrach, Meshach, and Abednego, who were willing to face death in order to honor God.
Your Response
Are you willing to follow Jesus wherever He leads, even though you may lose your friends?
ANSWER: _______________ | <urn:uuid:9f5e7699-de6a-494e-a41d-04644115b242> | CC-MAIN-2020-40 | https://manna.amazingfacts.org/amazingfacts/website/landmarksofprophecy/documents/LOP_Storacle_BW_Hor_13.pdf | 2020-09-21T13:08:10+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400201699.38/warc/CC-MAIN-20200921112601-20200921142601-00047.warc.gz | 501,401,639 | 3,361 | eng_Latn | eng_Latn | 0.998319 | eng_Latn | 0.998503 | [
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SCHOOL DISTRICT NO. 92 (NISGA'A)
Policy Subject
: DISTRICT CODE OF CONDUCT – ADMINISTRATIVE PROCEDURES
Date Passed
: February 20, 2018
Description:
District Code of Conduct – Administrative Procedures
Administrative Procedures No. 317-R
School District No. 92 Nisga'a believes all students and staff have the right to learn in a kind, caring, safe, healthy and orderly environment. All members of the learning environment are expected to conduct themselves in accordance with the District Code of Conduct Policy No. 317P in a manner worthy of the respect of the Ayuuḵhl Nisga'a in order to promote a safe, caring, orderly and positive school climate. This responsibility is a shared one and conduct is expected while attending any school or district related activity regardless of time or location.
School-Wide Conduct Standards
In addition to compliance with the District Code of Conduct Policy No. 317-P, each school will develop school-wide conduct standards in order to help create a positive, successful and safe environment for teaching and learning to take place.
Ksg̱oog̱at, dim kwhlix̱oosa'anhl lip niin (Respect yourself) – care for you, yourself and your learning.
Samples include:
* make positive choices
* be on time and prepared to learn and do your best
* be a positive contributor to the learning environment
Dim kwhlix̱oosa'anhl silgadin (Respect others) – be considerate to others, their space, their learning and belongings.
Samples include:
* be polite, honest and communicate respectfully
* be responsible for your actions
* be respectful of personal and cultural diversity
Dim hooyinhl ayeem g̱oot (Be kind/caring/considerate) – be respectful of school and district property.
Samples include:
* treat school equipment with care
* clean up after yourself and recycle
* ask before borrowing property
Haagwil huwilsim (Take your time/take care) – follow your school rules and expectations.
Some examples include:
* use appropriate hallway politeness
* report dangerous situations to staff
* follow protocols for positive digital citizenship
School District No. 92 (Nisg̱a'a) expects all staffs to maintain a supportive, respectful climate, proper order and discipline that is consistent with Board Policy and that the responsibility for appropriate conduct is shared among students, staff, parents and guardians and the larger community and Nation. It is the yuuhlimḵ'askw system that guides how to live and we are all connected to this system.
G̱anwilaak'ilshl wil luu-sisgihl g̱andidils . . . All members of the school community have a responsibility to respect the rights and dignity of others and to become actively involved in their own academic learning and social growth. It is not acceptable to:
* dangerous, including fighting or assault (or play fighting)
* discriminatory
* disrespectful, rude or defiant
* interfering with the learning environment
* bullying (including cyberbullying), harassment, intimidation, threatening or violent
* indirect involvement (bystander) in incidents of violence, bullying or harassment
* retaliatory in nature
* unsafe, possessing weapons or replicas and explosives (such as fireworks/firecrackers)
* theft or vandalism
* plagiarism or cheating
* unauthorized leaving of school grounds
* possession, use, distribution of any illegal or restricted substances
* illegal, including smoking on school property
* misuse of technology and electronic devices
Yuuhlimḵ'askw (to advise and/or redirect)
Safety is the paramount issue in order to assure safe and caring environments that foster learning. We live Sayt-k'iĺim-Go̱ ot that creates a secure foundation that respected balance between Nisg̱a'a language and wisdom rooted in the land and the languages and wisdom of other peoples. Efforts are made to get to the root causes of behavior to ensure Yuuhlimḵ'askw occurs when necessary. The following consequences may apply:
* review of the school and district expectations
* loss of privileges (i.e. placement in an alternate setting, detention, modified schedule)
* consultation with School District Staff, RCMP, Fire Department and other community agencies
* Violence Threat Risk Assessment (VTRA)
* suspension (in-school and out of school)
* in the case of parents and guardians, application of Section 177 of the School Act
The school-wide conduct plan should:
* be developed in consultation with students, parents and staff;
* protect the rights of teachers to teach;
* protect the rights of students to learn;
* protect the rights of parents to be informed;
* put emphasis on prevention;
* be written to maintain and support the appropriate behaviour of students;
* establish clearly defined behavioural expectations;
* define the process for teaching, and promoting the expected behaviours;
* be clearly communicated to and understood by students, parents, and staff.
Restorative Practices
Restorative Practices are an alternative to punitive actions that are aimed at reintegrating students who have done harm such that any disruption to the educational program is minimized as follows:
* Both parties must agree to use a restorative process.
* No additional sanctions should be brought against an offender.
* Parents/guardians and Elders are encouraged to participate in the process.
* Restorative practices will preferably be utilized on first offences.
Should either party opt out of a restorative process the matter will be referred back to school/district administration for resolution using alternative methods of disciplinary action.
Development of the School Code of Conduct
Every elementary and secondary school within the board shall develop a Code of Conduct that clearly indicates the behaviour expectations of its school community.
The Code of Conduct should reflect a philosophy that for every inappropriate act there is a positive resolution.
The Code of Conduct will be:
a) applicable to each and every member of its community - students, staff, parents, community partners, bus drivers and visitors;
b) developed in collaboration with students, staff, parents/guardians and the community;
c) reviewed annually in consultation with students, staff, parents/guardians and the community;
d) displayed prominently in the school;
e) communicated to students, staff, parents/guardians and the school community at the beginning of the school year, and at other times when appropriate; and
f) founded on the principles of fairness and non-violence and focus on teaching appropriate behaviour while maintaining individual self-respect.
The contents of the Code of Conduct will include:
a) the standard of behaviour that is expected of each member of the school community;
b) a clear statement that violence in any form that has an effect on the school climate will not be tolerated in the school community, including school grounds, Student Residence, buses and school or board-sponsored events;
c) a statement that physical, verbal (oral or written), sexual, or psychological abuse, harassment, bullying, or discrimination on the basis of race, culture, religion, gender, language, disability, sexual orientation, or any other attribute is unacceptable;
d) a statement that damage to property in the school environment (including school grounds, school buses) is unacceptable;
e) a statement that desks and lockers are considered school property and that a search of such property is permissible by school administration based on reasonable grounds; a statement that administrators may ask students to open up personal backpacks or handbags where there are reasonable grounds to believe that a student is carrying stolen property, a dangerous weapon, or an illegal substance;
f) a description of the school dress code.
References
1. District Code of Conduct Policy No. 317-P
2. School District No. 92 (Nisga'a) – Policy No. 100-P – Nisga'a Vision for Education
3. Nisga'a School District - Educational Philosophy Policy No. 101-P
4. Nisga'a School District - Goals & Objectives Policy No. 102-P – Human and Social Development
5. School District No. 92 (Nisga'a) – Policy No. 210.P – Harassment/Sexual Harassment and Intimidation
6. School District No. 92 (Nisga'a) – Policy No. 304.P - Appeals
School District No. 92 (Nisga'a) – Policy No. 307.P - Protection of Pupils and
7. Maintenance Order
8. Sexual Orientation, Gender Identity (SOGI) Policy No. 319-R
9. Explore SOGI 123's Tools and Resources: https://www.sogieducation.org/
10. School Act sections 6, 10, 11, 26, 75, 76 and 85.
11. Ministerial Order 276/07 Provincial Standards for Codes of Conduct Order Available on line at: http://www.bced.gov.bc.ca/sco/
12. BC Human Rights Code (Sections 7 and 8) available on line at: http://bclaws.ca/civix/documents/id/complete/stratreg/16210_01
13. Safe, Caring, and Orderly Schools: A Guide (Updated November 2008)
14. Diversity in BC Schools: A Framework (Updated November 2008)
15. BC Performance Standards Social Responsibility: http://www2.gov.bc.ca/gov/content/education-training/k-12/teach/bc-performancestandards/social-responsibility
16. ERASE Level 1, 2, 3 publications (2015)
17. Provincial Standards for Codes of Conduct Order: section 6 | <urn:uuid:196e5f6b-b3e6-462a-819b-15151083eff1> | CC-MAIN-2020-40 | https://www.nisgaa.bc.ca/links/PLCY-SD92_86n3cywnix.pdf | 2020-09-21T12:47:29+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400201699.38/warc/CC-MAIN-20200921112601-20200921142601-00047.warc.gz | 1,007,477,368 | 1,996 | eng_Latn | eng_Latn | 0.988828 | eng_Latn | 0.991857 | [
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Birth Year:
Birth Month:
August
Birth Day:
19th
Birth time:
11:00pm-01am
1987
converted into Chinese lunar calendar
Heavenly Stem 天干 Earthly Branch 地支 60-year cycle period:
丁卯 年 (birth year)
戊申 月 (birth month)
庚子 日 (day of month)
丙子 時 (birth time)
兔
Rabbit
(zodiac animal)
The Chinese zodiac animal is based on your birth year and date in Chinese lunar calendar, each zodiac year starts from Chinese New Year (usually between January-February), NOT the Gregorian calendar! In this example, the Chinese zodiac year is 卯, that is Rabbit year, which you can see from the 2nd character of the two characters in the 1st line, that is the birth year of your Eight Chinese Characters 八字 , these two characters are converted from your birth date and year in Gregorian calendar.
www.
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Upper Body Strengthener
Breathing Theme: Hold the poses for a long time, breathing out strongly.
? The 3 rd repetition is where you get the strength building.
? 1 st Repetition: is a warm up. 2 nd repetition is to your comfortable limit.
o Hold the 3 rd repetition at your extreme limit (short of pain!).
o Each time you breathe out, see if your body will go any higher.
o Each time you breathe in, see what parts of your body will relax more.
Meditation
Cat
Feel your shoulders letting go as you breathe out.
Elbow to
Knee 1 &
Triangle /
Triangle
Primer
Level 2/3
Or Level 4/5 if doing the twist in the wide angle pose www.audioyoga.com
Puppy | <urn:uuid:f709b73b-415e-4230-bc06-e9d0eb8252a2> | CC-MAIN-2017-13 | http://www.audioyoga.com/Routines/RoutinesPDFs/Level2-3/UpperBody.pdf | 2017-03-23T21:57:22Z | crawl-data/CC-MAIN-2017-13/segments/1490218187225.79/warc/CC-MAIN-20170322212947-00174-ip-10-233-31-227.ec2.internal.warc.gz | 429,937,114 | 173 | eng_Latn | eng_Latn | 0.98525 | eng_Latn | 0.98525 | [
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Calculate Concentration Of Ions In A Solution
pdf free calculate concentration of ions in a solution manual pdf pdf file
Calculate Concentration Of Ions In Question. a. State the concentration, in moles per liter, of each ion in 1.0 mol Al(NO 3 ) 3 . b. State the concentration, in moles per liter, of each ion in 0.20 mol K 2 CrO 4 . Calculate Concentration of Ions in Solution M=0,2/0,5=0,4 mol/L. Molar concentrations of ions ; [Ca+2]=nCa+2/V=0,2/0,5=0,4 mol/L. [NO3-]=nNO3-/V=0,4/0,5=0,8 mol/L. Example:2,68 g Na2SO4.xH2O solute dissolves in water and 100 mL solution is prepared. If the concentration of Na+ion in this solution is 0,2 molar, find x in the formula of compound. Concentration of Ions with Examples | Online Chemistry ... How to Calculate Mole Fraction of a Solution. H = 1.01 g/mol. O = 16.00 g/mol. H 2 O = 2 + 16 = 18 g/mol (look at the subscript to note there are 2 hydrogen atoms) How to Calculate Concentration ThoughtCo This chemistry video tutorial explains how to calculate the ion concentration in solutions from molarity. This video contains plenty of examples and practice... Ion Concentration in Solutions From Molarity, Chemistry ... The Nernst equation calculates the equilibrium potential (also referred to as the Nernst potential) for an ion based on the charge on the ion (i.e., its valence) and its concentration gradient across the membrane. Temperature also influences the Nernst potential (see Nernst equation below). Nernst Potential Calculator - PhysiologyWeb N a2SO4(aq) → 2N a+ (aq) +SO2− 4(aq) Notice that the mole ratio between N a2SO4 and N a+ is 1:2, which means that 1 mole of the former will produce 2 moles of the latter in solution. This means that the concentration of the N a+ ions will
be. 1.0 M ⋅ 2 moles Na+ 1 mole Na2SO4 = 2.0 M. How do you calculate concentration of ions in a solution ... Solution. Step 1: Find the molarity of the solute. From the periodic table : Atomic mass of Cu = 63.55 Atomic mass of Cl = 35.45 Atomic mass of CuCl 2 = 1 ... Step 2: Find the ion-to-solute ratio. CuCl 2 dissociates by the reaction. CuCl 2 → Cu 2+ + 2Cl -. Ion/solute = Number of moles of Cl - ... Molarity of Ions Example Problem - ThoughtCo Calculate the concentration of calcium ions in the hard water sample. Calculate the average titre of EDTA: average titre = (8.76 + 8.80 + 8.78) ÷ 3 = 8.78 mL = 8.78 x 10-3 L Calculate the moles of EDTA in the average titre: moles(EDTA) = concentration (mol L-1) x volume (L) = 0.010 x 8.78 x 10-3 = 8.78 x 10-5 mol Determining Calcium Ion Concentration in Water Chemistry ... If you know the pH, you can solve for the hydronium ion concentration and conversely, you can solve for pH if you know the concentration of hydronium ions. pH = − log [H3O+] The pH of a solution is equal to the negative logarithm of the hydronium ion (H3O+) concentration. How to Find the Concentration When You're Given the pH ... So the number of moles of NaCl = 58.5/58.5 = 1 mole So the concentration of NaCl is 1mol.dm−3 This means that in 1dm3 of solution there must be 1 mole of sodium ions. The number of particles in 1 mole is given by the Avogadro Constant which is equal to 6.02x1023mol−1. How do you calculate the number of ions in a solution ... Calculate the concentration of OH- ions in a 1.4 x10^-3 M HCl solution? Pleaseeee help and tell me how to do it, not just the answer :) Update: Thank you! But so what would the equation be? not H+ + OH- = H2O bc H2O
isnt a strong acid. Whered the H3O come from>
Answer Save. 2 Answers. Relevance. Calculate the concentration of OH- ions in a 1.4 x10^-3 M ... Calculate the concentration of SO4^2- ions in a 0.010 M aqueous solution of sulfuric acid. AND. Calculate the concentration of HSO4- ions in a 0.010 M aqueous solution of sulfuric acid. sulfuric acid-calculate concentration of ions? | Yahoo Answers Determine the volume of each concentrated substance used in the experiment, by converting the concentration percentage to a decimal (i.e. dividing by 100) and then multiplying by the total volume of the solution. The calculation for the volume of compound A in the first concentration is (10 ÷ 100) x 100 ml, which is 10 ml. How to Calculate the Final Concentration of a Solution ... Divide the mass of the solute by the total mass of the solution. Set up your equation so the concentration C = mass of the solute/total mass of the solution. Plug in your values and solve the equation to find the concentration of your solution. In our example, C = (10 g)/ (1,210 g) = 0.00826. 5 Easy Ways to Calculate the Concentration of a Solution We know that concentration is typically expressed with molarity, which is moles per liter. But how do we know how many moles of solute are present in solutio... Calculating Ion Concentrations in Solution YouTube You can calculate the concentration of a solution following a dilution by applying this equation: M i V i = M f V f where M is molarity, V is volume, and the subscripts i and f refer to the initial and final values. Calculating Concentrations with Units and Dilutions The total number of moles of Cl- ions supplied by NaCl and KCl is 12.06*10^-3. The volume of the
solution is 200 mL. This gives the concentration of the chloride ions in terms of mole/liter as... Calculate the concentration of chloride ions in the ... Get the full course at: http://www.MathTutorDVD.com Learn about ion concentration and related calculations in chemistry.
Finding the Free Ebooks. Another easy way to get Free Google eBooks is to just go to the Google Play store and browse. Top Free in Books is a browsing category that lists this week's most popular free downloads. This includes public domain books and promotional books that legal copyright holders wanted to give away for free.
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inspiring the brain to think greater than before and faster can be undergone by some ways. Experiencing,
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Copyright : bdai.ly usage makes the calculate concentration of ions in a solution leading in experience. You can find out the artifice of you to create proper announcement of reading style. Well, it is not an simple challenging if you essentially do not similar to reading. It will be worse. But, this stamp album will lead you to character interchange of what you can feel so.
ROMANCE ACTION & ADVENTURE MYSTERY & THRILLER BIOGRAPHIES & HISTORY CHILDREN'S YOUNG ADULT FANTASY HISTORICAL FICTION HORROR LITERARY FICTION NON-FICTION SCIENCE FICTION | <urn:uuid:16d52cdd-c1ec-4271-b21e-21cb4ed704df> | CC-MAIN-2020-40 | http://bdai.ly/calculate_concentration_of_ions_in_a_solution.pdf | 2020-09-21T13:24:46+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400201699.38/warc/CC-MAIN-20200921112601-20200921142601-00047.warc.gz | 17,644,830 | 2,024 | eng_Latn | eng_Latn | 0.930459 | eng_Latn | 0.987859 | [
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MY WORD with Rodney Martin
All things health
Here's to your good health!" "May you be healthy, wealthy and wise!" Throughout history, we have been concerned with each other's health – and no wonder. Without antibiotics, vaccines and the many other medications we have today, living was perilous. Everyday greetings were basically about people being whole, well and healthy.
Until recent times (1943 and the development of penicillin by a South Australian), health was not to be taken for granted, particularly in infancy. How times have changed since then. Now we expect doctors to fix any illness and we pop pills as common commodities.
"Mum! I've got a headache in my toe. I need some medicine."
"You need a placebo."
"What's that?"
"It's medicine you take when you're not taking medicine."
"Huh?"
Modern education is concerned with children's health on a number of levels. The physical wellbeing and safety of children is an obvious and immediate concern, and includes policies about foods served in school canteens. But there are also more subtle and complex aspects of health that teachers attend to.
Self-confidence is an important aspect of a child's emotional health. For example, if students struggle for too long in literacy – the gateway to other learning – they can lose confidence in themselves; a loss they may feel for life.
Teachers have strategies and materials for correcting such problems these days. It's important that you work with your child's teacher. Your local public library also has resources available online for members. The values you hold about education are a powerful influence on your child's sense of priorities at school.
Many parents see mobile phones and computers for
© 2011 Rodney Martin
33
33
children as tools for security, communication and education. However, this technology also gives bullies new ways to reach their targets. Bullying can have a negative effect on your child's social health and well-being. Both the bully and the bullied can suffer long-term ill effects.
The modern sense of health includes physical, social and emotional well-being. It is holistic – another cousin of the word health, from the Greek holos meaning (you guessed it) 'whole'!
Rodney Martin is a children's author and educational publisher. His SA family business, Era Publications, creates interactive children's books used online in many homes, schools and public libraries around the world (see free samples at www.erapublications.com/south-kids). | <urn:uuid:cf3b882f-c67f-4cad-b9bb-10fc5b08fca3> | CC-MAIN-2020-40 | https://erapublications.com/news/articles/my-word-south-kids-magazine/articles/my-word-all-things-health/download | 2020-09-21T13:20:36+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400201699.38/warc/CC-MAIN-20200921112601-20200921142601-00047.warc.gz | 384,251,846 | 497 | eng_Latn | eng_Latn | 0.999327 | eng_Latn | 0.999327 | [
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THAMES VALLEY DISTRICT SCHOOL BOARD
London Central Secondary School
COURSE OVERVIEW 2019-2020
Course Description:
This course provides opportunities for students to communicate and interact in French in structured situations, with a focus on everyday topics, and to apply their knowledge of French in everyday situations. Students will develop listening, speaking, reading, and writing skills introduced in the elementary Core French program, through practical applications and concrete examples, and will use creative and critical thinking skills in various ways. They will also enhance their understanding and appreciation of diverse French-speaking communities, and will develop skills necessary for lifelong language learning. Prerequisite: Minimum of 600 hours of French instruction, or equivalent.
FSL Curriculum: http://www.edu.gov.on.ca/eng/curriculum/secondary/fsl912curr2014.pdf
READING
WRITING
C1. Reading Comprehension: determine meaning in a variety of authentic and adapted French texts, using a range of reading comprehension strategies;
C2. Purpose, Form, and Style: identify the purpose(s), characteristics, and aspects of style of a variety of authentic and adapted text forms in French, including fictional, informational, graphic, and media forms;
C3. Intercultural Understanding: demonstrate an understanding of information in French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.
D1. Purpose, Audience, and Form: write French texts for different purposes and audiences, using a variety of forms and knowledge of language structures and conventions of written French appropriate for this level;
D2. The Writing Process: use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their work effectively;
D3. Intercultural Understanding: in their written work, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.
ASSESSMENT AND EVALUATION STRATEGIES:
The purpose of assessment and evaluation is to improve student learning. Assessment and evaluation are based on the provincial curriculum expectations and the achievement levels outlined in the curriculum document. In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers use a variety of strategies throughout the course, including: providing students with feedback about their work (known as assessment for learning), helping to set learning goals and monitor their own progress (known as assessment as learning), and evaluation and reporting of progress in the form of grades and marks (known as assessment of learning).
ASSESSMENT AND EVALUATION CATEGORIES AND WEIGHTS:
LEARNING SKILLS AND WORK HABITS ASSESSMENT:
The development of learning skills and work habits is an integral part of student learning.
These skills are:
Responsibility
Organization
Independent Work
Collaboration
Initiative
Self-Regulation
Learning skills and work habits influence student achievement and are included as a formal part of the assessment and evaluation process. Learning skills and work habits will be assessed through a variety of teacher strategies. (e.g. observation, student /teacher conference, self-reflection, checklists, exit cards, etc.) These important learning skills and work habits will be formally reported on the Provincial Report Card according to the following scale: E Excellent, G - Good, S - Satisfactory, N - Needs Improvement.
LEARNING SKILLS ASSESSMENT:
The following skills will be monitored on an on-going basis throughout the year
- self-regulation skills
- completion of homework and assignments on time
- organization of notebooks
- speaking and writing in French in class
- positive participation in class
- contribution to group activities
- the ability to work independently
- the ability to stay on task
- the initiative taken to enhance language skills
- punctuality and attendance
- preparedness for class
ADDITIONAL INFORMATION:
Academic Dishonesty - Cheating and Plagiarism:
All learning tasks, assignments, tests and exams which students submit for evaluation must be their own work. Cheating and plagiarism (including the use of an online translator) is a serious offence which will not be condoned. Academic consequences will result.
LATE AND MISSED ASSIGNMENTS - STUDENT ROLES AND RESPONSIBILITIES
Students are expected to:
- be responsible for providing evidence of their achievement of the overall expectations within the time frame specified by the teacher, and in a form approved by the teacher;
- understand that there will be consequences for not completing assignments for evaluation and/or for submitting those assignments late;
- use class time productively;
- in extenuating circumstances, request an extension from the teacher before the due date.
- Mark deductions for late and missed assignments may apply to major assignments only.
References: TVDSB Assessment & Evaluation Policy, September 2011; Growing Success Assessment an Evaluation, and Reporting in Ontario Schools, 2010. Student Planner and School Web site
Students are encouraged to obtain their own French-English dictionaries (electronic or paper version) to better enable language learning. Here are some suggested websites: http://www.linguee.com and http://www.wordreference.com
Online translators are not dictionaries, nor should they be used as such.
Seek help early! Students with questions or struggles should speak with their teacher as early as possible to arrange a mutually agreed upon time for extra help. Students may also ask their guidance counsellor to be paired up with a Peer Tutor. Free online tutoring in French is offered at http://voilalearning.com/en/free-online-tutoring/
We hope that you have a great year learning and exploring the world around you, in Canada's second official language!
Bonne rentrée 2019! | <urn:uuid:9ca5080f-b716-4144-85b3-00ef137e2732> | CC-MAIN-2020-40 | https://central.tvdsb.ca/en/programs/resources/Languages/FSF-1P1-Grade-9-Core-French.pdf | 2020-09-21T13:13:02+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400201699.38/warc/CC-MAIN-20200921112601-20200921142601-00048.warc.gz | 318,845,864 | 1,215 | eng_Latn | eng_Latn | 0.992613 | eng_Latn | 0.993769 | [
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Pilgrim's Progress
3673 North First Street
|
Fresno, California 93726-6870
| p 559-229-2915
|
f 559-229-6431
| pilgrimchurch.com
MAY 2020
A Message from Pastor Nerses Balabanian
The Tale of the Living Stones
Gyntani Karyrovn Badmov;ivnu
In the Bible we find people who had special encounters with God, and they wanted to erect monument to commemorate these moments. These stones would remind them how God rescued, protected, and delivered them from danger. These people made vows at these places where they had a special experience with God.
rial Monument of Fresno, which reminds us of the tragedy of our Genocide by the Turkish government and our amazing story of survival.
Today, I preach to you standing in front of the Armenian Genocide Memo-
It is a miracle that I am standing here and talking to you. Each Armenian has a story to tell of how their grandparents survived the Genocide. So here I am in front of those stones that were erected in 2015 on the campus of California State University in Fresno on the occasion of the 100th anniversary of the Genocide. It is a place of pilgrimage for us, to come face to face with our history and a great reminder of God's mercy over us.
18 So early in the morning Jacob took the stone that he had put under his head and set it up for a pillar and poured oil on the top of it. 19 He called the name of that place Bethel, but the name of the city was Luz at the first. 20Then Jacob made a vow, saying, "If God will be with me and will keep me in this way that I go, and will give me bread to eat and clothing to wear, 21 so that I come again to my father's house in peace, then the LORD shall be my God, 22 and this stone, which I have set up for a pillar, shall
What are some biblical monuments that we can review? • Bethel (God's House)
be God's house. And of all that you give me I will give a full tenth to you. (Gen 28:18-22)
the place Bethel, which means God's house. He truly experienced God's presence in that place. And anyone who passed from that land would see that stone monument and worship God.
Let me start with Jacob. He had a dream, he woke up and said, Surely the Lord is in this place, and I did not know it. (Gen. 28:16) Jacob used his "pillow" stone as the foundation for a monument and set it as a pillar. Several years later he returned to that place and built an altar; he poured oil on the stone and named
* Gilgal (Circle of Stones) (Joshua and passing river of Jordan)
When all the nation had finished passing over the Jordan, the LORD said to Joshua, 2 "Take twelve men from the people, from each tribe a man, 3 and command them, saying, 'Take twelve stones from here out of the midst of the Jordan, from the very place where the priests' feet stood firmly, and bring them over with you and lay them down in the place where you lodge tonight.'"… 19 The people came up out of the Jordan on the tenth day of the first month, and they encamped at Gilgal on the east border of Jericho. 20 And those twelve stones, which they took out of the Jordan, Joshua set up at Gilgal. 21 And he said to the people of Israel, "When your children ask their fathers in times to come, 'What do these stones mean?' 22then you shall let your children know, 'Israel passed over this Jordan on dry ground.' 23 For the LORD your God dried continued on next page
Badveli Nerses Message:
Living Stones
Continued from page 1
up the waters of the Jordan for you until you passed over, as the LORD your God did to the Red Sea, which he dried up for us until we passed over, 24so that all the peoples of the earth may know that the hand of the LORD is mighty, that you may fear the LORD your God forever. (Joshua 4:1-3; 19-24 ESV)
Why?
God told Joshua to ask twelve men to bring along a stone, one for each tribe. When they passed the Jordan River, they laid them down in a circle and made a monument in a place called Gilgal.
So they could tell their children about God's amazing miracle. The Lord, Yahweh helped the Israelites to pass the river (like the Red Sea). So that all the peoples of the earth may know that the hand of the LORD is mighty, that you may fear the LORD your God forever. (Stones of God's rescue and deliverance).
* Ebenezer (The Stone of Help)
What are those stones telling to them and to us? "God longs for us to proclaim His goodness to future generations."
12Then Samuel took a stone and set it up between Mizpah and Shen and called its name Ebenezer; for he said, "Till now the LORD has helped us." 13So the Philistines were subdued and did not again enter the territory of Israel. And the hand of the LORD was against the Philistines all the days of Samuel. (1 Samuel 12:12-13 ESV)
It is another amazing story. Samuel brought a major change in the life of the Israelites. The leadership was corrupt and not listening to God. Samuel was a man of God. He even became their judge. He led the Israelites to win the war over the Philistines. And Samuel erected a stone, a monument called Ebenezer meaning Stone of Help (also it means till now the Lord has helped us). This monument tells us that
ALL GLORY goes to God.
* Peter, the Rock, the foundation of the church
How about in the NT with Jesus. Are there any "stones" that worth mentioning?
In the Gospel of John, when Simon was introduced to Jesus, Jesus gave him a new name: You are Simon the son of John. You shall be called Cephas" (which means Peter, Rock). (John 1:42 ESV)
And Jesus answered him, 17 Blessed are you, Simon Bar-Jonah! For flesh and blood has not revealed this to you, but my Father who is in heaven. 18And I tell you, you are Peter, and on this rock I will build my church, and the gates of hell shall not prevail against it. (Matthew 16:17-18 ESV)
Then we read in Matthew where Jesus explains why Simon is called Peter:
Indeed, the church became the living stone,
How about this Monument?
a stone which talks and witnesses even today and tomorrow. The church is built on one foundation, Jesus Christ who is our Cornerstone. (The Stone of the foundation, the cornerstone).
Today what are those stone telling us Armenians and all the people of the world?
1. The genocide did not and will not stop us from worshiping God. This is our Bethel. This is a place where we remember our encounter with our Lord and our God, and we come to worship HIM. We will offer our lives as living sacrifices. Nothing will stop us from worshiping our Lord Jesus Christ.
These stones are telling us:
2. This monument will remind us that our God is the one who delivered us. It is our Gilgal, the place where the "tribes" of Armenians brought with them their memory stones from Marash, Aintab, Mousadagh, Kharpert, Izmir, Van and Moush and so on…
What a good location for this monument in the center of a college campus where hundreds of students walk by every day. This is a testimony of our faith to them and to our children.
Our God is a God of amazing miracles. The Lord, Yahweh helped us pass "the river" and the desert to arrive to new lands even to have an independent Armenia. (Stones of God's rescue and deliverance).
We live post resurrection of Jesus. Jesus gave new meaning to the stones.
3. Those stones are our Ebenezer, our stone of help. All glory goes to God.
On Palm Sunday when some ordered him to silence the people from shouting Hosanna he said stones will cry out.
Jesus gave a new meaning to the temple stones. He became the new temple. Then He invited each of us to become temple of God. We are now the LIVING STONES, telling the story of Jesus shaping our lives.
He looked to the temple and he knew those temple huge stones will collapse one day, and indeed it did happen 70 AD
That is my identity. My Armenian and American identity is shaped daily on the Corner Stone who is Jesus himself.
4As you come to him, a living stone rejected by men but in the sight of God chosen and precious, 5 you yourselves like living stones are being built up as a spiritual house, to be a holy priesthood, to offer spiritual sacrifices acceptable to God through Jesus Christ. 6 For it stands in Scripture:
Peter, the rock, says:
"Behold, I am laying in Zion a stone, a cornerstone chosen and precious, and whoever believes in him will not be put to shame." (1 Peter 2:4-6)
This is my message of April 24. I celebrate life today. I remember the pain, but I move forward with talking about the risen Christ in our nation.
This monument should remind us this. Should remind us to be Christ centered people serving the Lord and sharing the Good News with anyone from any nation and culture.
Those stones are our Bethel, our Gilgal, and our Ebenezer.
This message was given during the online worship service April 26, 2020.
A Message from Pastor KEVIN KASPER
I read a quote from the preacher Charles Spurgeon, which in essence said that decrement wasn't being able to tell truth from fiction, but being able to tell truth from what is almost true.
During youth group we've talked many times about the lie that the serpent tells Eve. Maybe that begs the question, did the serpent lie? Because what the serpent told them happened, they came to know good and evil, they didn't die, at least not immediately.
That's the problem, or maybe genius of a good lie – it's almost true.
So did the serpent lie, or did he leave out some details to make what he said "almost true" by withholding of information – deception by way of making things look one way, his way – when really they were another.
But when we fall for a deception, we feel like a fool, we become a bit self-defensive, we become more guarded and for obvious reasons – nobody likes to played for a sucker.
Almost true – when we leave out information to make things seem the way we want others to think they are, we are behaving like the evil one, and not like God.
Thomas didn't want to succumb to that — so he lay out his skepticism to the other disciples — let me shove my fingers into the holes of his hands, and into his side, then I'll believe. In many ways Thomas should be a hero to us, whereas Luke generalizes the disciples reaction to the report of the resurrection, calling it an "idle tale" or as some translations have it, "nonsense". John goes and singles out Thomas and his rationalism – not going to believe it until I shove my fingers through the holes in his hands.
Thomas's reaction, "My Lord and My God."
Whatever else we want to say about the disciples, they weren't gullible. They didn't want to fall for good lie. That's why Thomas should be a hero – he stands in for us, in some ways he verbalizes what we who live 2000 years later desire, he verbalizes for anyone who doesn't want to fall for something that's "almost true". And Jesus graciously condescends to his need, n basically saying, "okay Thomas, let's play it out."
2020 ANNUAL GIVING RECAP
For where your Treasure is, there your heart will be also.
– Matthew 6:21
The graph indicates the budgeted amount for annual contributions. The current month indicates where we should be at this time, based on the budget. For March we should be at $101,738.54 as recorded on the graph. The final amount shown is the actual contributions collected for the month. We have collected $65,215.20 through March 31st. We have collected 64% of the amount needed to operate our church home during the first quarter. The good news is for March we collected 80% of the monthly total. As you may remember January and February were tough months bringing the collective total percentage down. Even better news is a glance at the month of April looks even better than March. He continues to bless our church as we continue to be faithful and obedient to Him. Thank you for your continued generosity in changing times!
I am inspired and filled with gratefulness every Sunday. Our service team has done more than step up during this season of distancing. They didn't miss a beat even with the first Sunday online by keeping us united as a church family. THANK YOU to Badveli Nerses and Badveli Kevin for the time, effort and creativity put into each service. You have continued every week to make the service relatable, personal and a moment in our crazy lives right now that is normal. Each service is enlightening and thought provoking and as always brings a smile, too. THANK YOU to all those who help in making our experience almost like we were sitting in the pews next to each other. Our Badvelis are blessed with a dedicated team. And how about the music we've heard? What amazing performances that bring us to our feet in our home church. I have encouraged friends to tune in to our services as well as forwarding a link to them for a sample of encouragement in these troubling times. While each week brings some smiles and entertainment there is no substitute for the Word of God spoken into our lives and in our homes. How blessed we are to have this connection maintained in these times we need it most. God Bless all of you that have participated and continue to carry on our Pilgrim home!
"fear not, for I am with you; be not dismayed, for I am your God; I will strengthen you, I will help you, I will uphold you with my righteous right hand." (Isaiah 41:10 ESV)
This verse reminds me of one of my favorite Badveli Kevin worship songs, God's Highway by Sandra McCraken (excerpt):
But on we go, He knows the way And in His arms, He keeps me safe Fear not, keep on, watch and pray Walk in the light of God's highway
Bible Study Opportunities
Fruit of the Spirit Fellowship.......Monday Night Bible Study 6:30 PM Zoom Women's Morning Bible Study...Tuesday 10:0 AM Phone Conference Prayer Time................................Bimonthly To be Announced Zoom Young Adult Bible Study.............Thursday Night BS 7:00 Zoom TGIF Men's Group.....................Friday Morning 7:00 AM Zoom
Join any group... or more!
Please contact the church office, Badveli Kevin, or Badveli Nerses for details.
MODERATOR'S REPORT
God is our refuge and strength, a very present help in trouble, therefore we will not fear…
(Psalm 46:1,2)
As we continue sheltering in place, due to the coronavirus pandemic, we praise God for His protection and provisions enabling us to continue our service to Him through the church's ministries (young couples, youth/Sunday school, Dorcas Guild, men & women Bible studies), which are being conducted virtually.
The Council met April 28 via Zoom. Each board and committee presented their oral report. On behalf of the Congregation, the Council thanked our pastors for keeping the Pilgrim Church congregation connected via a virtual worship service each Sunday.
We thank God for our pastoral staff: Reverends Nerses and Kevin, our Office Administrator, Houry and our Custodian, Joe, for keeping the operation of the church going.
Action was taken to postpone the June Congregational Meeting to a date to be determined as soon as possible after the "shelter-in-place" has been lifted.
We praise God for the opportunity to serve Him through Pilgrim Armenian Congregational Church,
Finally, the Council wishes to inform the Congregation that an opportunity has been made possible to continue contribution to the ministries of the church, by establishing "On-line Giving" for your convenience. If God leads you to contribute, please refer to the Pilgrim Church.com website, where you will find a sub-menu called "On-line Giving".
As it is, there are many parts, but one body.
– 1 Corinthians 12:20 NIV
– by Moderator Edward Saliba
Youth and Sunday SchooL Activities
Robert Petrosyan 5/2 Julia Branche 5/6 Ruben Ketendjian 5/6 Elliot Jinkerson 5/8
Sienna Gunn 5/10 Joseph Petrosyan 5/11 Daniel Olkova 5/19
Happy Belated Birthday to Amelia Israyelyan whose birthday was in April
"May you be blessed by the Lord,
Psalm 115:15, NIV
the Maker of Heaven and earth."
* • • • •
Sunday School
at digitalpass.lifeway.com
Don't Forget – Sunday School Lessons are available online
Registration is free for this streaming service
Two programs are available:
* LifeWay Kids at Home for 1st to 6th Graders During the Month of May we will be learning about the Apostle Paul and his experiences teaching others about
* LifeWay Preschool at Home for Preschoolers/ Kindergarteners
Jesus
YOU WON'T WANT TO MISS ONE WEEK OF LESSONS!
* • • • •
You can call Teacher Cathy at 285-5780
Mighty Memorizer
to say your verses.
Mighty Memorizer is FUN – CHALLENGING – and A VERY REWARDING WAY to learn God's Word.
* • • • •
A little COVID-19 Humor and…
COVID
WEDDING
Mary, do you accept John as your lawfully wedded husband? If you do, press (Enter). If you don't press (Escape).
On the night of his arrest, Jesus gathered at the table with his disciples in an upper Zoom…
…Pilgrim Prayer Time on Zoom
3673 North First Street | Fresno, California 93726-6870
RETURN SERVICE REQUESTED
Sunday Morning Worship Heard Online!
We want to let you know that we are here to support you. With that being said, and in accordance with the lock-down we will not be gathering for worship service on Sunday Morning. Instead you will have the capability of watching and listening to the Sunday worship service remotely from the comfort of your home by visiting the church's web page:
As the impact of the Coronavirus (COVID-19) continues to evolve, we want to assure you, our valued members of the church, that we are monitoring the situation closely. We do so from a position of faith and trust in our Lord and Savior Jesus Christ and not from fear. Our greatest concern is for your health and safety, as well as our church staff and their families.
www.pilgrimchurch.com.
As always, we trust in God's plan and encourage you to trust in Him and not be afraid. Going forward, we will monitor and evaluate the COVID-19 situation regularly and update you with any further changes. We pray for health and peace during this challenging time.
Let us be faithful and vigilant in our prayer for those nations, communities, families and individuals most affected by this outbreak, and for the medical personnel and government officials seeking a solution. Above all, let us remember and rejoice that "nothing in life or n death can separate us from the love of God in Christ Jesus our Lord". (Romans: 8:38-39) | <urn:uuid:bc32ec97-557e-4908-8a09-edc75f946f86> | CC-MAIN-2020-40 | https://www.pilgrimchurch.com/_WordPress-Install/wp-content/uploads/2020/05/May20_Progress_4Email.pdf | 2020-09-21T12:16:40+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400201699.38/warc/CC-MAIN-20200921112601-20200921142601-00049.warc.gz | 1,047,125,103 | 4,249 | eng_Latn | eng_Latn | 0.996223 | eng_Latn | 0.998618 | [
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Reading and Writing About the Scrub Environment
Gopher Tortoises for Middle School Students
Introduction
No gopher tortoises presently live on the Wildflower Wayside Shrine Trail at South Florida Community College in Avon Park, Florida. However, at some point in the past, they were residents. Scientists recognize the gopher tortoise as a "keystone species" of the scrub environment. The "keystone" or center brick holds the other bricks in place to form an arch. Similarly, the tortoise creates a burrow that provides food and shelter to 250 different species, including the Florida mouse, indigo snake, and the gopher frog.
The gopher tortoise's scientific name is Gopherus polyphemus. Gopherus was chosen because the tortoise digs a burrow like a gopher. Polyphemus is a character in the Iliad written by Homer in 800 B.C. He is a Cyclops, or one-eyed monster, who lives in a cave, which is like a burrow. More information about gopher tortoises, including a tortoise activity book which has a page comparing a tortoise and a turtle, can be found online at www.gophertortoisecouncil.org.
Literature for Reading
"Why We Have Gophers" is a folk story collected by Zora Neale Hurston and published in her 1935 book Mules and Men. It is on pages 118-119 in a reprint published by Harper Perennial, in 1990. It can be found online at xroads.virginia.edu/~ma01/Grand-Jean/Hurston/ Chapter7.html#8. The story, because it is written in dialect, may be easier to understand if read aloud.
A rewritten version of this tale is available as "How the Gopher Tortoise Was Made" in Uncle Monday and Other Florida Folk Tales by Kristin G. Congdon (Jackson: University Press of Mississippi, 2001: 27-30). More information about Hurston can be found online at www.zoranealehurston.com
Reading Process
1. Folk stories are anonymous tales in the oral tradition.
* They explain origins: why things exist or how they came to be.
* They can also teach lessons, or explain how to change behavior.
* Folktales can also preserve customs or cultural traditions.
* Some legends are based on historical people or events.
* One up-man-ship or "go one better" can make a folktale.
2. Explain which kind of folk story "Why We Have Gophers" is and why.
3. Folk stories have special characteristics.
* The story has a simple plot, and repetition is important.
* The tale almost always begins with the setting, the characters, and the conflict.
* The characters are "flat" or "stock."
* Figurative language, imagery, and word play are often included in the story.
4. Outline the plot of "Why We Have Gophers" in five or six steps.
5. Identify the repetition, the setting, the characters, the conflict, and any figurative language, imagery, or word play.
6. Find unfamiliar words or phrases in the folk story, and explain their meanings as you understand it from the text.
7. Explain why the storyteller favors God or the devil, and use parts of the story to support your view.
Reading and Writing About the Scrub Environment
Gopher Tortoises for Middle School Students
Sunshine State Standards
* Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL 6.1, RL 7.1, RL 8.1
* Describe how a particular story's or drama's plot unfolds in a series of episodes RL 6.3, RL 7.3, RL 8.3
* Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze specific word choice on meaning and tone. RL 6.4, RL 7.4, RL 8.4
* Explain how the author develops the point of view of the narrator or speaker in a text. RL 6.6, RL 7.6, RL 8.6
Writing Process: Writing a Folk Story That Explains the Origin of Something
1. List some natural things to write about; for example, the North wind, a creek, sunflower, a grasshopper.
2. Choose one natural thing, and describe what it looks like (shape, size, and color), what its texture feels like, and any noise it makes.
3. Compare your natural thing to something else.
4. List several ways that natural thing came to be. Was it created? Did it transform from something else? Did it suddenly appear? Did some other natural process--like wind or wave-carve or build it?
5. Choose a process for how the natural thing was created, and list locations where it could have happened.
6. Choose one location, and describe. Then list times that the process could have happened.
7. Choose one time, and list the steps of the process.
8. Now, write a narrative explaining the origin of your natural thing. Start with the location and time, and follow your steps. Be sure to include some dialogue, vivid description of your natural thing, and how it compares to something else.
9. Conclude your story as an origin story (e.g., "so that's why we have gophers").
Sunshine State Standards
* Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
* Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
* Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
* Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
* Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
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GIRLS, ALCOHOL AND DEPRESSION GIRLS, ALCOHOL AND DEPRESSION
A Backgrounder for Facilitators of Girls' Empowerment Groups
This info sheet has been developed by researchers at the British Columbia Centre for Excellence for Women's Health, in collaboration with Girls Action Foundation. It is intended to support the work of facilitators of girls' empowerment groups.
It presents current resources for facilitators on:
* What we know about girls' alcohol use, and links to depression
* Starting conversations with girls and sharing materials about alcohol and related health issues
* Group activities
Production of this document has been made possible through a financial contribution from Health Canada.
The views expressed herein do not necessarily represent the views of Health Canada.
Girls and alcohol: What we know
GIRLS AND ALCOHOL USE
* Over 85% of Canadian girls aged 15-24 drink in excess of Canadian low risk guidelines 1 .
* Girls who start drinking before the age of 15 are more than twice as likely to become alcohol dependent at some time in their lives 2 .
* Girls are using alcohol at an earlier age and in greater numbers, and in some jurisdictions adolescent girls and young women are just as likely as boys and young men to engage in "binge" drinking (drinking more than 3-4 drinks per sitting) 3 .
* There is an upward trend in excessive alcohol consumption among young lesbian and bisexual women. Bisexual females are twice as likely to report "binge" drinking as heterosexual youth of the same age 4 .
* Binge drinking and smoking, both of which are associated with a variety of health risks, are strongly correlated for subgroups of adolescent girls, especially among young Aboriginal women 5 .
GIRLS AND DEPRESSION
* Higher rates of depression are consistently documented among adolescent girls and women than their male counterparts. The female-to-male incidence of depression averages 2 to 1 6-8 .
* Canadian young women aged 15 to 24 are 1.5 times more likely than young men to report fair to poor mental health 7 .
* Mental health worsens as young people move through Grades 6 to 10, especially for girls 9 .
* Girls and women are twice as likely to be prescribed mood altering medications such as benzodiazepines as boys and men 10 .
* The Living as a Chameleon study 11, 12 identified anger as a neglected and misrepresented component of girls' depression. Denied anger prevents girls from both protecting and knowing self – two key components of mental health and quality of life 13 .
* Girls in the Validity project 14 noted the importance of being heard and affirmed, over being labelled and medicated.
MAKING THE LINKS: DEPRESSION, WEIGHT CONCERNS AND ALCOHOL USE
* Alcohol use and depression are more strongly related for adolescent girls than any other population. For many women, this association persists into adulthood and predicts other cooccurring health problems 15 .
* Young women are vulnerable to the three intersecting issues of depression, obesity and alcohol use. It has been found that women with an alcohol disorder at age 24 are more than three times as likely to be obese when they are 27. Women who are obese at 27 are more than twice as likely to be depressed when they are 30 16 .
* In spite of alcohol's weight-gaining properties, girls who perceive themselves as being overweight and actively try to lose weight, or who engage in unhealthy (excessive) dieting behaviours drink more alcohol than girls with healthier weight-related attitudes and behaviours 17 .
* Girls ages 10-15 who report being highly concerned about their weight are nearly twice as likely to get drunk as those who are less concerned about their weight 17 .
* Adolescent girls who ruminate when dealing with stress (i.e. think excessively about a problem) are more likely to develop symptoms of depression, bulimia and substance use than adolescent girls who ruminate less 18 .
Health impacts: Girls can't "keep up" when it comes to drinking alcohol
* Gender, weight, tolerance to alcohol and state of mind all contribute to the effect alcohol will have on an individual.
* The same amount of alcohol affects most girls and women more than boys and men. One reason is that females generally have less water in their bodies to dilute the alcohol 19 . Also, males have more of the enzyme gastric alcohol dehydrogenase, which breaks down alcohol in the stomach 20 . For girls and women, less alcohol is broken down in the stomach; more alcohol is absorbed into the bloodstream and sent to the brain.
KEY SEX-SPECIFIC HEALTH RISKS OF ALCOHOL USE BY GIRLS
BENIGN BREAST DISEASE - A recent 10-year study (1996-2007) of more than 9,000 girls, ages 9 to 15, found that alcohol use boosts the incidence of benign (non-cancerous) breast disease, which has been linked to increased risk for breast cancer 21 .
COMPROMISED BONE QUALITY - Chronic heavy drinking in the teen and young adult years can dramatically compromise bone quality, increasing the risk of osteoporosis 22 .
HYPERTENSION - Risk increases 44% among young women who have more than 1.5 drinks, 5 or more days a week 23 .
REPRODUCTIVE HEALTH PROBLEMS - Alcohol use in puberty can disrupt maturation processes, resulting in irregular menstrual cycles, and absence of ovulation, endometriosis and infertility 24 .
UNINTENTDED PREGNANCY - Up to 10% of Canadian teens report that using drugs or alcohol was the reason they had intercourse for the first time 25 . A U.S. study found that one in three young pregnant women (aged 14-21 years) had been drinking when she conceived 26 . Young women may consume alcohol over many weeks before realizing they are pregnant, increasing the risk of fetal alcohol spectrum disorder (FASD) and other birth defects and developmental disabilities.
CANADA HAS LOW RISK DRINKING GUIDELINES
They say under under Guideline 5 (Delay your drinking):
"Alcohol can harm the way the body and brain develop. Teens should speak with their parents about drinking. If they choose to drink, they should do so under parental guidance; never more than 1–2 drinks at a time, and never more than 1–2 times per week. They should plan ahead, follow local alcohol laws and consider the Safer drinking tips (provided on the site)".
See http://www.ccsa.ca/Eng/Priorities/Alcohol/Canada-Low-Risk-Alcohol-Drinking-Guidelines/Pages/ default.aspx
© Canadian Centre on Substance Abuse 2012
Developped on behalf of the National AlcoholStragety Advisory Committee.
Understanding alcohol use
Alcohol acts as a depressant, slowing down the central nervous system and brain functioning. We often think of alcohol as relatively harmless but in fact it is a major contributor to disease, disability, and premature death. For adolescents this translates into increased risk of injuries, suicide and alcohol poisoning, as well as long term health and social problems.
It can helpful to think of alcohol (and other psychoactive drug use) as on a continuum. On the one end of the continuum is beneficial use and the other end problematic use. There can be many gradations of problematic use from potentially harmful (such as binge drinking on one occasion) to alcohol dependence or addiction.
* PROBLEMATIC /HARMFUL/HAZARDOUS DRINKING - Problematic, harmful or hazardous use can look like drinking while driving, or drinking which interferes with fulfilling responsibilities at work, school, or home.
* BINGE DRINKING - Episodic or binge drinking, refers to the consumption of four or more drinks in one sitting for adult women. In Canada, a standard drink of alcohol (ethyl alcohol or ethanol) contains 13.6 grams or 17 mL of absolute alcohol – the amount contained in a 12-ounce (341 mL) bottle of regular (5%) beer, five ounces (142 mL) of (12%) of table wine or 1.5 ounces (43 mL) of 80-proof liquor.
* HEAVY DRINKING - There are many definitions of heavy drinking, it is perhaps most helpful to think of heavy drinking as drinking above low risk drinking guidelines. For women, the guidelines for low risk drinking are: no more than 10 drinks a week, no more than 2 drinks a day most days, no more than 3 drinks on any single occasion. In addition the tips for safer drinking (below) are recommended.
* DEPENDENCE - Also known as alcohol addiction and alcoholism is characterized by: a strong craving for alcohol; continued use despite repeated physical, psychological, or interpersonal problems; inability to limit drinking; physical illness when drinking stops; and the need to drink increasing amounts to feel the effects. There are two aspects to alcohol dependence: Physical and psychological dependence.
TIPS FOR SAFER DRINKING
One of the most important actions a girls' group facilitator can take is to educate about safer drinking. Canada's "low-risk drinking" guidelines for healthy adults suggest spacing drinks an hour apart, and drinking no more than two standard drinks per drinking occasion, drinking in safe environments . Women who are pregnant, who have certain medical conditions, or who will be driving a vehicle or operating machinery, should avoid alcohol.
Safer drinking tips include:
* Set limits for yourself and abide by them.
* Drink slowly. Have no more than 2 drinks in any 3 hours.
* For every drink of alcohol, have one non-alcoholic drink.
* Eat before and while you are drinking.
* Always consider your age, body weight and health problems that might suggest lower limits.
* While drinking may provide health benefits for certain groups of people, do not start to drink, or increase your drinking, for health benefits.
Youth in their late teens to age 24 years should never exceed the daily and weekly limits outlined above.
Starting a conversation about alcohol and wellness with video clips
ONLINE CLIPS ON THE RISKS AND CONTEXTS OF BINGE DRINKING FOR GIRLS AND YOUNG WOMEN
Women and Alcohol: Underage
(http://www.thestar.com/videozone/1089855-women-and-alcohol-underage-drinking)
Author: Toronto Star
Description: Perspective of 17-year-old "Laura" on the pressures to drink. "Laura," as she wants to be known, took vodka to school in a chocolate milk container. At 16, she was raped, and went to rehab.
Length: 1:25 min
Binge Drinking: Girls Night Out (YouTube)
(http://www.youtube.com/watch?
v=HAmI1MJECZ4&feature=fvsr)
Author:
Unknown
Description: As a young woman prepares to go out for the evening, she rips up her clothes, vomits in her hair and pours wine all over the carpet. Message: You wouldn't start a night like this so why end it that way?
Length: 0:41 min
Australian Teenage Binge Drinking Commercial (YouTube)
(http://www.youtube.com/watch?
v=yWCUekDn7cw&feature=related)
Author: North Sydney TAFE
Description: An anti drinking commercial made at North Sydney TAFE about the consequences of binge drinking. Message: Binge drinking can have consequences, are you ready for yours?
Length: 1:00 min
Alot2Lose.com Videos by GirlTalk
(http://grltlk.wordpress.com/2008/04/09/ introducing-what-you-dont-know-on-alot2losecom/)
Author:
Girl Talk, Choices and consequences of
Underage Drinking
Description: "What You Don't Know" videos emphasize the often overlooked social consequences of drinking featuring 4 stories of girls: 1) What You Don't Know 2) Busted 3) Alone 4) Benched
Length: Approx. 2:00 min each
What's your problem?
(http://www.youtube.com/watch?v=HSPedmfqR5U)
Author: Reel Youth
Description: Researchers and support workers collaborated with an Aboriginal Girls Group in Chase,
BC to create this claymation project with a message around date rape and alcohol.
Length: 1:07 min
"Every Drink Counts"
(http://www.youtube.com/watch?v=BYwu-
MPPwrU&feature=related)
Author: Queensland Government
Description: TV Ad for Binge Drinking Part of
Queensland Government Campaign highlights risk of
assault for young women who are intoxicated.
Length: 0:49 min
ONLINE CLIPS ABOUT EMPOWERMENT AROUND ALCOHOL USE
Young Women and Alcohol- Cell Phone (YouTube Video)
(http://www.youtube.com/watch?v=hMVhghkv_HE)
Author: Queensland Government
Description: This highly awarded Young Women and Alcohol campaign didn't focus on the negatives of drinking.. This clip focuses on empowering girls to make up their own minds about when and how much to drink.
Length: 1:01 min
Girls Inc. and Communities that Care PSA
(http://www.youtube.com/girlsincorporated#p/u/19/ d3i6kdY3cwQ)
Author: Girls Inc.
Description: Girls Incorporated is a non-profit organization that "inspires all girls to be strong, smart, and bold." PSAs by girls on "I don't drink
because…"
Length:
0:50 min
"From Stilettos to Moccasins"
(http://www.youtube.com/watch?v=1QRb8wA2iHs) Author: Project partnership among University of Saskatchewan, the Canadian Centre on Substance Abuse, and the National Native Addictions Partnership Foundation.
Description: Video clip portrays the healing experiences of Aboriginal women, of all ages who have struggled with drug abuse and addiction.
Length: 4:31
Resources to share with girls
How to Chill.ca (http://www.howtochill.ca/)
A Girl's Guide to Surviving Stress is an interactive website for teen girls with tips on how to deal with stress. Created by the Child Development Institute who conducted a research project with 50 girls in Toronto to determine what makes them stressed, what does it feel like and what to do to cope with it. Among stress-related issues explored is pressure to try alcohol and drugs and to have sex.
The Signs of Trouble (http://unwasted.ca/the-signs-of-trouble)
If you're worried that you or a friend might have a problem with alcohol abuse, check out Unwasted.ca to learn about possible signs of trouble and teaches the Recovery Pose to help save a peer's life.
Girl Talk (http://grltlk.wordpress.com/)
An interactive website provides information to girls and their parents on alcohol-related choices for underage drinkers and consequences. The site also includes a visual graphic Virtual Girl illustrating some of the effects of alcohol on the body for girls and young women.
Let's Talk Poster (http://www.camh.net/Publications/Resources_for_Professionals/ARQ2/index.html) This poster was designed by girls to educate health care providers about depression. Message: "I don't want to be treated, I want to be heard".
A Teen Guide to Parental Separation and Divorce (http://www.familieschange.ca/teen/index.htm) Developed by the British Columbia Ministry of the Attorney General, this website provides information about what separation and divorce mean in Canada, and how they might affect teenagers.
Virtual Party (http://www.virtual-party.org/en/vpmain5615.html)
The virtual-party is written by a group of young people. Make some choices and pick up some pointers on how to keep the harm out of your party-style.
Recognizing Depression (https://knowledgex.camh.net/amhspecialists/early_intervention/validity/ Pages/recognizing_depression.aspx)
Websites that offer information for young people who are experiencing depression.
Websites/Resources for facilitators related to girls alcohol and depression
Coalescing on Women's Substance Use: Linking Research Practice and Policy (www.coalescingvc.org)
Hear Me, Understand Me, Support Me (http://www.camh.net/Publications/ Resources_for_Professionals/Validity/Validity_Project_index.html)
Girls Talk Program: Facilitator's Manual (http://www.camhx.ca/Publications/ Resources_for_Professionals/Validity/4058_GirlsTalk.pdf)
Living as a Chameleon: A Guide to Understanding Girls' Anger for Girl-Serving Professionals (http:// www.yorku.ca/cvandaal/files/Anger_Research.pdf)
Note: many provincial and territorial substance use agencies have online self-help info on safer drinking
BC example is http://www.carbc.ca/KnowledgetoAction/ToolsResources/AlcoholRealityCheck.aspx.
This includes a specific tool for calculating your risk level based on your drinking in the past week http://carbc.ca/AlcoholRealityCheck.aspx.
Activities
MY HEALTH, MY LIFE ACTIVITY
Objective(s) & Context
1. Discuss what is "health"
3. Explore issues related to depression and young women
2. Explore health from a holistic standpoint
Duration: 45-60 minutes (depends on the size
of the group)
Group Size: 5-30
Age Group: 5-15
Format(s) & Techniques(s): large group, information sharing and group discussion
Materials
* My Health, My Health Framework handout for each participant
* Internet access, laptop, iPad, LCD projector and screen (optional)
Preparation
1. Make a copy of the My Health, My Life Framework for each participant
2. Set-up laptop, internet connection, LDC projector and screen for video. Cue image of My Health, My Life Framework.
WORKSHOP
Part 1: Sharing information
* Introduce the topic: determinants of health for girls' and young women.
* Define 'determinants of health': the factors and conditions that affect health. Explain how these factors overlap and intersect to create unique situations for each individual.
* As a group or in small groups, ask girls to brainstorm some examples of determinants of health.
Part 2: Handout
Hand out My Health, My Life Framework sheet to each participant or display in room on projector.
Ask girls to draw an "x" or an arrow in any area they think may be affecting their health and well-being.
Part 3: Discussion
Which area of health do you think affects young women the most?
Which area of support do you think young women need the most?
How are mental, spiritual, emotional and physical health connected?
Is there an area on this sheet or not on this sheet affecting your health and how are you coping with this?
Art Activity: Ask young women to create posters, poetry or art on the ideas in My Life, My Health Framework.
Tips
Be Prepared: Have local health resources on hand.
Activities
ACTIVITY ON SEX-SPECIFIC HEALTH IMPACTS OF ALCOHOL USE FOR GIRLS AND YOUNG WOMEN
Objective(s) & Context
WORKSHOP
1. Understand what sex-specific (vs. genderspecific) health impacts are
2. Explore sex-specific health impacts of alcohol use for girls and young women
This activity asks girls to look at sex -specific health impacts of alcohol and consider what these impacts might mean for their own health and wellness.
Duration: 45-60 minutes (depends on the size of the group)
Group Size: 5-30
Age Group: 14+
Format(s) & Techniques(s): large group, information sharing and group discussion
Materials
* Virtual Girl Handout (illustrating the effects of alcohol on the body) from Girl Talk a US interactive website provides information to teenage girls and their parents on alcoholrelated choices and their consequences for underage drinkers.
* Internet access, laptop, iPad, LCD projector and screen (optional)
Preparation
* Have a copy of the Virtual Girl for each participant.
* Set-up laptop, internet connection, LDC projector and screen for video. Cue image of Virtual Girl.
Part 1: Sharing information
* Introduce topic: physical health impacts of alcohol use for girls and young women.
* Share how sex differences influence drinking and how gender influences come into play as well (relational pressures, marketing strategies, etc).
Part 2: Handout
* Hand out a Virtual Girl sheet to each participant and/ or display in room on projector.
* Read examples from the Virtual Girl illustration of how biological differences can impact how alcohol affects our bodies by talking.
* Talking points: http://grltlk.wordpress.com/
Part 3: Discussion
Lead a group discussion on how alcohol affects our women's and girls' bodies.
* Does alcohol affect young men and women equally? Why?
* What physical consequences stand out for you the most?
* In addition to the physical health impacts, how might drinking affect your relationships with friends, family and significant others?
* Girls can "keep up" when it comes to drinking alcohol, true or false?
Tips
Be Prepared: Have local resources on hand related to substance use for participants.
Activities
IT'S MY LIFE JOURNAL ACTIVITY
Objective(s) & Context
1. To allow girls to critically reflect on their relationship with alcohol through journaling.
2. To discuss alcohol related situations and ways of dealing with them.
Duration: 45 – 60 minutes (depending on the size of the group)
Group Size: 10 -30
Age Group: 12+
Format(s) & Techniques(s): video(s), individual journaling, small group discussion and group sharing
Materials
* It's My Life Journal Page on Alcohol
* Internet access, laptop, iPad, LCD projector and screen (optional)
Preparation
1. Have a copy of the It's My Life Journal Page on Alcohol for each participant.
2. Set-up laptop, internet connection, LDC projector and screen for video. Choose a YouTube video(s) on girls and alcohol (see resource list for ideas) and cue It's My Life Journal Page on Alcohol.
WORKSHOP
Part 1: Video(s) and Individual Journaling
1. Play YouTube video(s) on girls and alcohol.
2. Handout It's My Life Journal Page on Alcohol to each participant and/ or display page in room on projector and handout blank paper and pens.
3. Ask girls to reflect on the videos shown and fill in the blanks of the journal page.
Part 2: Small Group Discussion
1. Divide participants into small groups of 3-5 persons.
2. Ask them to read each question and share their responses as willing.
3. Using flip chart paper, have participants write down the results of their discussion.
Part 3: Large Group Discussion
1. Ask all participants to sit in a circle.
2. In turn, ask each group to read over the results of their discussion with the large group.
3. Lead a large group discussion using the suggested questions below:
* Would anyone like to share examples of conflict that can happen in a relationship (with a friend, partner, parent, etc.) when you drink too much?
* Would anyone like to share an example of time when they chose not to drink and why?
* Would anyone like to share how they relate to friends about drinking?
Tips
Be Prepared: Have local resources on hand related to substance use, children of alcoholics, counselling, etc. on hand for participants.
Debrief
* Wrap up this activity by sharing information on how to stay safe, resources on how to get help or help a friend and where to go for information and support.
* This would be a good time to share pamphlets and fact sheets with participants.
* Now could also be a good time to segue way to a healthy living and healthy choices workshop.
References
1. Stockwell, T., Sturge, J., & Macdonald. S. , Patterns of Risky Alcohol Use in British Columbia: Results of the 2004 Canadian Addiction Survey, in Centre for Addictions Research of BC Bulletin2007, Centre for Addictions Research of BC (CARBC).
2. Grant, B.F., & Dawson, D. A. , Age At Onset of Alcohol Use and Its Association with DSM-IV Alcohol Abuse and Dependence: Results from the National Longitudinal Alcohol Epidemiologic Survey. Journal of Substance Abuse 1997. 9(103-110).
3. Simons-Morton, B.G., et al. , Gender specific trends in alcohol use: Crosscultural comparisons from 1998 to 2006 in 24 countries and regions. International Journal of Public Health, 2009. 54: p. 199-208.
4. Saewyc, E., et al., Not Yet Equal: The Health of Lesbian, Gay, & Bisexual Youth in BC, 2007, McCreary Centre Society: Vancouver.
5. De Finney, S., Janyst, P., & Greaves, L. , Aboriginal Adolescent Girls and Smoking: A Qualitative Study, 2009, BC Centre of Excellence for Women's Health.: Vancouver.
6. Parry, K., Boscoe, M. Donner, L., Hegadoren, K., Lippman, A., Stewart, D., Stoppard, J., and Tannenbaum, C.,, Women and Depression, in Women, Mental Health and Addiction in Canada: An Overview2006, Ad Hoc Working Group on Women, Mental Health, Mental Illness and Addictions.: Ottawa: ON.
7. Public Health Agency of Canada (PHAC). The Human Face of Mental Health and Mental Illness in Canada. 2006 [cited 2013 February 12]; Available from: http://www.phac-aspc.gc.ca/publicat/human-humain06/pdf/ human_face_e.pdf.
8. Diaz-Granados, N., and Donna E. Stewart,, A literature review on depression among women: focusing on Ontario, 2006, Ontario Women's Health Council Toronto.
9. Freeman, J.G., et al., The Health of Canada's Young People: A Mental Health Focus, 2011, Public Health Agency of Canada.
10. Therapeutics Initiative, Use of Benzodiazepines in BC: Is it consistent with recommendations? University of British Columbia Therapeutics Letter, 2004. 54(November-December 2004): p. 1-2.
11. van Daalen-Smith, C., Living as a Chameleon: A Guide to Understanding Girls' Anger For Girl-Serving Professionals 2006, York University Toronto.
12. van Daalen-Smith, C., Living as a chameleon: Girls, anger and mental health. Journal of School Nursing, 2008. June, 23(3).
13. van Daalen-Smith, C., Whispers and Roars: A Feminist Analysis of The Anesthetization of Girls' Anger. Journal of Radical Psychology, 2009. June.
14. Validity Team CAMH, Hear me, understand me, support me: What young women want you to know about depression., 2005, Centre for Addiction and Mental Health: Toronto.
15. CASA, The Formative Years: Pathways to Substance Abuse Among Girls And Young Women Ages 8-22, 2003, The National Center on Addiction and Substance Abuse at Columbia University (CASA): New York.
16. McCarty, C.A., et al., Longitudinal associations among depression, obesity and alcohol use disorders in young adulthood. General Hospital Psychiatry, 2009. 31(5).
17. Field, A.E., et al., Smoking, getting drunk, and engaging in bulimic behaviors: In which order are the behaviors adopted? Journal of the American Academy of Child and Adolescent Psychiatry, 2002. 41(7): p. 846-853.
18. Nolen-Hoeksema, S., Eating, drinking, overthinking: the toxic triangle of food, alcohol, and depression—and how women can break free. 2006, New York: Henry Holt and Company.
19. AADAC., Quick Facts about Alcohol, other Drugs and Problem Gambling, 2001, Alberta Alcohol and Drug Abuse Commission: Edmonton.
20. Kinney, J., Loosening the grip: A handbook of alcohol information (6th ed.), 2000, McGraw Hill: Boston.
21. Berkey, C.S., et al., Prospective study of adolescent alcohol consumption and risk of benign breast disease in young women Pediatrics, 2010 125(5).
22. Sampson, H.W., Alcohol and Other Factors Affecting Osteoperosis Risk in Women. The Journal of the National Institute on Alcohol Abuse and Alcoholism, 2002. 26(4): p. 208-213.
23. Thadhani, R., et al., Prospective study of moderate alcohol consumption and risk of hypertension in young women. Archives of Internal Medicine, 2002. 162(5): p. 569-574.
24. Emanuele, M.A., Wezeman, F., & Emanuele, N. V. , Alcohol's Effects on Female Reproductive Function. The Journal of the National Institute on Alcohol Abuse and Alcoholism, 2002. 26(4): p. 274-281.
25. Council of Ministers of Education, Canadian Youth, Sexual Health, HIV/AIDS Study: Factors influencing knowledge, attitudes and behaviours., 2003.
26. Flanigan, B., Alcohol use as a situational influence on young women's pregnancy risk-taking behaviours. Adolescence, 1990. 25: p. 205-214. | <urn:uuid:6ffea36a-67f0-4405-823f-a0dcce378cc7> | CC-MAIN-2020-40 | https://bccewh.bc.ca/wp-content/uploads/2014/06/Girls-Alcohol-and-Depression-web.pdf | 2020-09-21T13:05:20+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400201699.38/warc/CC-MAIN-20200921112601-20200921142601-00048.warc.gz | 284,788,863 | 6,203 | eng_Latn | eng_Latn | 0.961683 | eng_Latn | 0.990264 | [
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Build a Submarine Part 2
Lesson Plan
Big Ideas
* Fluids are an important component of many systems.
* Fluids have different properties that determine how they can be used.
Learning Goals
* Learn basics of submarines, and as it connects to fluids.
* Pressure increases with depth of fluids.
* Different fluids have different densities and will layer according to those.
Description:
This is lesson two in a five-lesson unit on fluids. The unit uses submarines as a framework on which to build knowledge and conduct experiments. This lesson focuses on what submarines do. There are experiments on pressure and depth and how fluids of different densities layer on top of each other.
Materials/Resources:
Build a Submarine Part 2 Visuals, Experiment Worksheet
2 litre pop bottle, several holes drilled into the side
Tape or plug for holes in bottle
Plastic cups (seven per group)
Two colours of food colouring
Honey, corn syrup, dish soap, water, vegetable oil, rubbing alcohol, lamp oil (for each group)
Glass cylinders (1 per group)
Turkey basters (optional)
Safety Notes:
Lamp oil is flammable.
Grade 8 – Fluids
Specific Expectations:
2.1 follow established safety practices for using apparatus, tools, and materials
2.7 use appropriate science and technology vocabulary
Introduction
Submarines
Use Build a Submarine Part 2 Visuals to discuss.
* Slide 2-4: What is a submarine? Discuss with class. Show some images.
* How do submarines dive?
o Here is a video that you can use to supplement: https://www.youtube.com/watch?v=yb3e4IegeJ0
o Take guesses / discuss
o Slide 5: Basically the submarine has to become DENSER as a whole than the same volume of water would be. There is a lot of air in a sub (less dense than water). It is built with enough air pockets that the heavy steel hull stays afloat. If you fill the ballast tanks with water though then the sub sinks. To rise up again the ballast tanks have to be re-filled with air (pressurized air is pumped into the ballast tanks).
* Other cool submarine facts:
o Used for exploration, research, salvage, and of course as warships
o May have crews of over 100!
o Periscopes are used to peak at the surface from under the water.
o Nuclear subs can stay under water longer and travel at greater speeds than diesel ones. Nuclear power is so useful because it does not require oxygen to burn so such a motor does not use up the air in the vessel. Some subs can stay underwater for several months!
o Subs use torpedoes in warfare.
o The hull of submarines is made of titanium or steel, as it has to resist being crushed by the tremendous pressure of the water as it dives deeper.
o Submarines have dived to the deepest spots in the ocean such as the Marianas Trench.
Action
Changing Pressure with Depth (Demo)
A submarine has to be able to withstand tremendous pressure. Why is that? Let's find out what happens to water pressure as you increase the depth of it.
* This is a simple demo to show how the pressure increases with depth in a fluid. It can be done as an activity if you wish of course.
* Take a 2L pop bottle (or similar) and drill several small holes into its side at varying depths (e.g. one low, one medium, one high).
* Temporarily plug the holes (e.g. with tape, or just holding a finger on it) and fill up with water.
* Remove plugs from holes and let the water escape (over a basin of some sort!)
* Observe each water stream. What does it tell you about the pressure? (The more water is above any hole the farther out the water shoots – showing that it has more pressure).
* Repeat if desired.
Layering of Fluids
Pour liquids of decreasing densities into a clear cylinder so they form layers. This is a fun experiment that takes some patience. It'll work great if students work in groups of 2 or 3 students. The tie-in with submarines is the fact that we change the weight of the submarine to make it go up and down (in essence it's overall density) – so it is the same principle at work as in this experiment.
A nice write-up can be found here: http://www.stevespanglerscience.com/lab/experiments/sevenlayer-density-column/
See also the Science North video on Fluids included with the lesson plan.
* Pour the same amount of each liquid into plastic cups. Enough that it will make a nice layer once poured into the cylinder.
* Add some food colouring to the corn syrup and rubbing alcohol (optional)
* Carefully pour the following liquids into the cylinder WITHOUT letting them touch the sides:
o Honey
o Dish Soap
o Corn Syrup
* Then carefully add the following liquids with the turkey baster by letting them RUN DOWN the side of the cylinder (or slowly tilt the cylinder slightly and slowly pour each liquid down its side).
o Water
o Rubbing alcohol (wash baster before doing this)
o Vegetable oil
o Lamp oil (again, wash the baster – be careful, the lamp oil can easily escape from the baster, so keep a finger on the hole)
Consolidation/Extension
Discussion
* How can we explain this experiment?
o Let's remember what density is: mass/volume. So if the volume stays the same (e.g. the same amount of each liquid before pouring in) then the MASS will be less for each subsequent liquid. This makes sense because each subsequent liquid has a lower density – meaning the particles making it up are further apart.
o Liquids layer by density. Less dense liquids will stay on top of denser liquids.
* Students can fill in the Experiment Worksheet (see link)
* Extension:
o You can try dropping small objects into the liquids you find around your classroom. Things like beads (wood and or plastic), a screw, pin, etc. Make a guess which layer it will lie on top of (e.g. you know wood floats on water. Will it also float on vegetable oil?) | <urn:uuid:e7e965a1-ac53-4a7b-bfca-2b134e86037e> | CC-MAIN-2020-40 | https://education.sciencenorth.ca/wp-content/uploads/2018/05/Build-a-Submarine-Part-2-Lesson-Plan.pdf | 2020-09-21T12:54:04+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400201699.38/warc/CC-MAIN-20200921112601-20200921142601-00048.warc.gz | 365,359,857 | 1,288 | eng_Latn | eng_Latn | 0.994516 | eng_Latn | 0.996296 | [
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LINGUISTICS
1. Phonetics and Phonology
- Phonetics: Articulatory phonetics; the articulators; production of speech sounds; vowels and consonants; phonetic description of all English vowels and consonants (voice, place and manner of articulation), the IPA.
- Segmental Phonology: definition of a phoneme (and an allophone); minimal pairs; systematic examination of each of the 44 phonemes of English
o the 12 monophthongs of English (7 short and 5 long vowels), the 8 diphthongs the 5 triphthongs
o the 24 consonants of English
- Voicing and aspiration - their importance for Czechs; pronunciation of final letter –s in plurals and -ed in simple past tense of regular verbs
- Pre-fortis clipping (vowel length before voiced and voiceless phonemes)
- Word stress: its significance; stress patterns
- Suprasegmental Phonology:
o Economy of articulatory effort, progressive and regressive assimilation of voice, elision, liaison (in particular, avoiding the glottal stop before words beginning with vowels)
o schwa; weak and strong forms; sentence stress, stress-timed rhythm
o forms and functions of intonation, pitch range
- Phonology and orthography: rules and patterns, silent letters, homophones
- Phonological difficulties for Czech native speakers of English (L1 interference)
- Accents of English. American and British English
2. Morphology
- Morpheme – derivational, inflectional
- Countable and uncountable nouns: the formation of the plural, nouns always uncountable, partitives, nouns used both as countable and uncountable
- Nouns - gender, the genitive
- Articles – the form and the basic rules for their use with countable and uncountable. nouns, articles with proper nouns
- Pronouns – personal, demonstrative, reflexive and emphasising, interrogative and relative
- Quantifiers and numerical expressions
- Adjectives – formation, position, comparison
- Adverbs – form and grading, position in a sentence, adverbs with two forms derived from the same adjective
- Classification and inflection of verbs
- The form and use of tenses in English
- Active and passive voice
- The infinitive and its different forms
- The infinitive versus –ing form
- Modal verbs
- Phrasal verbs
- Finite and non-finite verb phrases
3. Syntax
- Sentence, clause, sentence/clause elements, word order
- Statements, questions, commands, exclamations
- Compound sentence – coordination
- Complex sentence – subordination
- Noun clauses – direct, indirect speech, noun clauses after wish, subjunctive, introductory It
- Relative clauses
- Adverbial clauses – time, place, reason, condition, concession, purpose, result, comparison
-
Appositive clauses, comment clauses
- Non-finite clauses – participial constructions, gerund phrases, infinitive phrases, dangling participle, absolute participle construction
- The complexity of noun phrases
- Cleft/pseudo cleft sentences
- Pro-forms
- Ellipsis
- Theme – focus, the division of communicative dynamism
- Scope of negation
In the exam, students will be given a short authentic text. Below the text there will be two tasks from the linguistic disciplines that are studied in the BA programme (phonetics/phonology, morphology, syntax). The exam candidates will be asked to identify examples in the text which illustrate a particular linguistic feature.
ex. 1. Find verbs in the present form which have a future meaning.
2. Find words which contain the seven short vowels of English.
CULTURE
1. Literary and Cultural Theory
- The Basics of Poetry: Rhyme, Meter, Tropes (Figures of Speech)
- Structuralism and the Basics of Narratology (Saussure, Claude-Lévy Strauss, Propp)
- Psychoanalytical criticism: Freud and Lacan
- Postcolonial theories (Said, Spivak, Ashcroft)
- Gender Studies and Queer Studies in Literary and Cultural Criticism (Butler, Cixous, Rich, Wittig)
- Marxism and cultural theory (Marx, Althusser, Zizek, Macherey)
2. British Studies
- British History and Culture up to 5th century A.D.
- British History and Culture from the Anglo-Saxons up Richard III
- The Tudors and Renaissance in Britain (History, Life and Culture)
- The Seventeenth Century in Britain (Culture and History): From the end of the Elizabethan Age to the end of the Stuarts
- The Age of the Enlightenment (Philosophy, Culture and History)
- British Romanticism
- The Victorian Period in Art and History
- Modernism in Britain: Life and Culture before the Second World War
- The 50s, the 60s and Beyond: Movements, Changes and their Reflection in British Culture
3. American Studies
- The United States up to the American Revolution
- The United States from the American Indepence to the end of the Civil War
- The United States from the Reconstruction to the Progressive Age
- The United States from World War I to World War II
- The United States in the 1950s and 1960s
- The United States from Woodstock to the fall of the Iron Curtain
- The United States since the fall of the Iron Curtain
Each question includes the following aspects of the period in question (Society, Economy, Religion, Philosophy, Politics, Art and Culture).
METHODOLOGY OF TEACHING ENGLISH AS A FOREIGN LANGUAGE
- TEFL Methodology – subject matter, key concepts
- Psychological aspects of ELT – learner variables
- Lesson planning, aims and objectives
- Teacher's role in the classroom, classroom language and management
- Materials and aids in ELT
- Teaching language systems
- Developing receptive skills
- Developing productive skills | <urn:uuid:2d1ef0b9-dbb9-4d92-86dc-3d52e69864b9> | CC-MAIN-2020-40 | https://www.fp.tul.cz/soubory/fakulta/SZZ/KAJ/okruhy_2018_7507R036_KAJ.pdf | 2020-09-21T13:27:39+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400201699.38/warc/CC-MAIN-20200921112601-20200921142601-00054.warc.gz | 856,631,285 | 1,272 | eng_Latn | eng_Latn | 0.962338 | eng_Latn | 0.971216 | [
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Use "The Scene" to introduce "Using Time Wisely" the High School Sunday school lesson for January 6, 2019. The lesson is found on page 37 of High School Teacher by Standard Publishing.
As the regular season for professional football is winding down and the postseason games begin, the college basketball teams are gearing up for the ride that will take some teams into March Madness.
NC State's men's basketball coach, Kevin Keatts, is trying to get his team ready in some interesting ways. He's strict with his team. One of his starters didn't start in an important game because he was late for practice once. And he makes his players work hard, getting them in a physical condition known as "Keatts Shape," in which they have very little body fat left.
And he has a strict no cell phone policy. No cell phones at all allowed in any team meetings or other times when the team is together—such as for team dinners or even on the team bus. He wants them to know one another and to use the time they have to be building relationships instead. He works on building his relationship with his players as well. The strict disciplinarian dances in the locker room after every win and takes the whole team out for ice cream when they win a game on the road (information gathered from Matthew Bradham, "NC State Found a Unicorn in Kevin Keatts," PackInsider online).
As students arrive, give each of them a copy of the above to read. After all teens have had the opportunity to read the article, discuss it in this way:
What would you think of a cell phone ban for a group you are active in? Does that make sense? Why or why not?
How much of a problem do you think cell phones are in the lives of other teens you know? How much time do they take up?
Is time spent on a cell phone with someone as valuable as time spent in person? Explain your answer.
There are many activities that take up our time. The apostle Paul recognized the importance of the wise use of time. He warns us not to invest too heavily in three particular areas. Let's discover what they are. | <urn:uuid:cb043093-75df-4b54-9a5a-eaa7523f231f> | CC-MAIN-2020-40 | http://encounterface2face.com/wp-content/uploads/TheSceneHS010619.pdf | 2020-09-21T13:00:22+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400201699.38/warc/CC-MAIN-20200921112601-20200921142601-00052.warc.gz | 45,590,734 | 441 | eng_Latn | eng_Latn | 0.999311 | eng_Latn | 0.999311 | [
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GOING BEHIND AND BEYOND THE EPISODE
Service:
Veteran Stories of Hunger and War
EPISODE 5: FOOD SERVICE WITHIN THE SERVICE
E P IS OD E P A GE - E P IS OD E ON ITU N E S - A L L E P IS OD E S
CCSS.ELA-INFORMATIONAL.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g. visually, quantitatively) as well as in words in order to address a question or solve a problem.
CCSS.ELA-WRITING.W.11-12.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Choose 2 of the following resources to explore beyond the episode. Create a Google Slideshow to present to the class about your topic.
(all available on the episode page at servicepodcast.org)
Read 10 Things About the Mistreatment of Black Soldiers During World War II You May Not Know at The Atlanta Black Star. 1.
Learn more about the history of African Americans serving in World War II at the World War II Museum. Explore the African American Experience in the U.S. Navy at the Naval History and Heritage Command. 2.
Learn more about the changing demographics of the military at the Pew Research Center and with the latest demographic breakdown of the Navy by gender, race, and ethnicity at the Department of Defense. 3.
Learn a little about "The Golden 13" at the Naval History and Heritage Command and the African American Registry. 4.
Explore source material via these archived newspaper clippings.
Announcement of vocational training at Camp Robert Smalls from The Mississippi Enterprise.
A Sept 1941 article in the Key West Citizen praises the modern kitchens of Navy Ships and submarines.
This 1941 Navy avert in The Durant News makes the Navy look all about good food, training, entertainment, and travel.
This 1944 Navy advert in The Evening Star praising the advantages of the submarine life highlights upward mobility for those to whom such roles were available.
On this page in The Evening Star in June of 1943, reports show both shortages in the food supply in the Navy, and paper shortages stateside.
NAME:
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Money
Kieran has 9c. What can he buy? Colour in 'Yes' or 'No' to show whether he has enough money.
+
+
+
+
+
+
=
=
=
=
=
=
Money
Niamh has 11c. What can she buy? Colour in 'Yes' or 'No' to show whether she has enough money.
Money Answers
Kieran has 9c. What can he buy? Colour in 'Yes' or 'No' to show whether he has enough money.
+
+
+
+
+
+
=
=
=
=
=
=
Money Answers
Niamh has 11c. What can she buy?
Colour in 'Yes' or 'No' to show whether she has enough money. | <urn:uuid:8164beff-48c4-4ca8-86f9-8380a59559eb> | CC-MAIN-2020-40 | https://www.stjohnofgodartane.com/uploads/1/0/5/9/105959155/roi-n-5276-up-up-and-away-money-addition-problems-activity-sheet_ver_8.pdf | 2020-09-21T13:26:27+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400201699.38/warc/CC-MAIN-20200921112601-20200921142601-00051.warc.gz | 1,060,469,973 | 156 | eng_Latn | eng_Latn | 0.991308 | eng_Latn | 0.99735 | [
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Young people and parties
young people
Adolescence is a time for young people to learn the personal and social skills they need as they become adults. Having parties, being invited to parties and going to parties are very important events in a young person's life. Not only are they fun, parties and social gatherings play a part in helping them develop new skills with their peers. Most young people look forward to parties with great anticipation and excitement, but it is also very common for young people to feel nervous and not confident about socialising. When young people want to have a party or attend someone else's, most parents worry about what can go wrong!
ParentLink guides use 'he' and 'she' in turn. Change to suit your child's sex.
and 'she' in turn.
guides use 'he'
Change to suit your child's sex.
Parties provide an opportunity for teenagers to learn social skills, make new friends and have fun. It is also an opportunity for parents to meet their children's friends and mark milestones in a special way.
Why are parties important?
Having a party
Parties are occasions for people to socialise and share in the human need for interaction with others. Often parties are the celebration of an event in someone's life; an important part of all cultures is to celebrate such milestones. The milestone may be a birthday, moving house, a graduation, or anything that we want others to share in.
Just as we all have different ways of enjoying ourselves at parties, young people will have their own way of having fun. This will depend on their unique personality, their age, friends, interests, what sort of party it is, and the amount of supervision and freedom that parents or other adults provide.
As well as being fun for young people, parties can be:
*• an opportunity to share and make new friends
*• about strengthening friendships and being accepted by a peer group
*• an opportunity to show off friends to their family
*• an opportunity to learn the skills of planning and entertaining.
For parents, parties can be an opportunity to see their children growing up and interacting with others as they become independent adults.
Supervision of parties by responsible adults is necessary, even though young people may not want this. You may decide to host a party for your child either at home or at a venue. Whether the party is in your home or in a venue, you have a responsibility to ensure the supervision and safety of those attending.
This guide is written for parties held at home where the full responsibility for safety of guests rests with you. If hiring a venue, make sure you have a written agreement which outlines your responsibilities and those of the venue. Ensure you understand the terms of the agreement before you sign and that things such as safety of guests and public liability in and around the property are stated clearly.
Safety and supervision
*• As a parent holding the party, you have a legal 'duty of care' to ensure the safety of those who attend. This responsibility can also include guests who may be hanging around near the party. There may be legal consequences if you breach your duty of care, for example, if someone is hurt you may be held legally and financially responsible for their injury.
Parties provide an opportunity for teenagers to learn social skills, make new friends and have fun.
*• Uninvited guests (gatecrashers) are becoming more common. It's a good idea to ask other responsible adults for assistance on the evening. As a safety precaution some parents notify the police of the date and address of the party in advance just in case something goes wrong. Some parents hire a person from a security company with expertise in managing crowds as this can be a deterrent to uninvited guests.
*• Discourage the use of Internet and SMS text messages on mobile phones to invite people.
This guide and others are available online www.parentlink.act.gov.au
|
now every parent can be well connected
Party planning
*• Work out the 'ground rules' with your son or daughter before the party is announced. This will need both of you to communicate calmly and clearly. It might be good to make a list of all the things you agree on. Remember that even though some points may be hotly debated, at the end of the day you are legally responsible to ensure the safety of all people at the party.
*• Agree on these things together:
*• how many friends will come
*• how invitations will be sent (for example written, phone, email). Written invitations are a good way of letting people know what you expect, for example, whether the party will have a theme, dress code, special occasion, whether alcohol will be provided or allowed, time the party will start and end, how to RSVP. They can also be shown by guests to gain entry to the party
*• how loud the music can be and what time it's turned off
*• budget limits
*• what food to have — remember, salty nuts, chips and crackers make people thirsty
*• what activities you will have. activities such as a pool table, jukebox, dancing, karaoke, sports activities or competitions can take the focus off drinking
*• whether to have alcohol, how to control the amount, and the things you might need to do as the adult responsible for party safety
*• what about smoking, for example, inside and/or outside the home, or not at all
*• how to respond if drugs are used
*• what to do if someone gets sick or drunk
*• whether some rooms in the house, including bedrooms are off limits
*• what to do if gatecrashers come
*• how will guests get home
*• who will clean up after the party (expect your young person to help prepare and clean up)
*• how he (or you) will make the ground rules known to the guests.
*• Be clear with him about what you expect, but don't be too heavy handed and take the fun out of it.
*• Talk to other parents about tips they have learned from their young people's parties.
*• Advise the neighbours about the party. Some families do a letterbox drop in the street or block the week before and provide a number for them to call if they have a complaint on the night.
*• Ensure the venue is suitable for the number of guests, for example, there is sufficient lighting in the area to ensure safety and that you have sufficient bathroom facilities.
*• Ensure that you can restrict access to where the party is being held.
*• Check with the insurer of your property (or hired venue) the extent of insurance coverage.
*• Parents' phone numbers may be helpful, for example, if a young person is drunk or there is a mishap.
*• Have spare bedding ready.
At the party
*• Have only one entrance to the party.
*• Make sure vehicle access is blocked, but also ensure there is a safe exit if needed in an emergency.
*• Have a responsible adult at the entrance to ensure people arriving have been invited.
*• Ensure all adults supervising are aware of what to do in an emergency and have emergency numbers on them, as well as how to deal with an intoxicated guest.
*• Don't drink or use drugs yourself.
Alcohol-free party
*• If you have an alcohol-free agreement and you discover young people drinking, be prepared to tackle this.
*• You are responsible for their safety in your home and their parents expect it of you. It can be difficult and embarrassing for your young person, but it's important to remind them that this was not agreed to.
*• Remove the alcohol and tell them you will take care of it while they are in your home.
*• You can be held legally and financially responsible if you return alcohol to a young person who consumes it after leaving you and then gets into trouble.
*• Keep an eye on what is happening without being obvious.
*• Check on areas of the house which have been agreed are 'restricted'.
*• Occasionally check the garden and boundaries, ensuring gates and side entries remain secure.
*• Ensure guests stay on the property, encourage them to not gather at the front of the house.
*• Consider having a 'chill' part of the house in case someone needs space.
*• Every so often check with your young person that everything is okay.
*• Find out from ACT Police about noise regulations and inform them on the type of party it is, start and finish times, whether alcohol is being served, number of guests, and contact details for the responsible adult.
*• Refuse gatecrashers. Phone police if you can see a problem brewing before it gets out of hand.
*• Encourage guests to leave at the agreed time by turning lights on and music down a half hour before the party is due to end.
www.parentlink.act.gov.au
If you allow alcohol
*• Make this clear to parents beforehand.
*• Ensure young people under 18 years (minors) don't take alcohol from the party to drink somewhere else. If you know they are doing this you could be held responsible if anything happens. Whilst they can legally consume alcohol on private premises under adult supervision, it is against the law for them to drink alcohol in any public place (for example on the footpath, near their cars or in a nearby park).
*• Make sure food is easily available. While food slows the passage of alcohol into the bloodstream, it doesn't stop people getting drunk.
*• Encourage friends to look after each other.
*• Only time will sober up guests if they are drunk.
*• Suggest drivers give you their keys when they arrive. A person on P plates who has been drinking should not be driving.
Control how much alcohol is consumed
If you provide the alcohol yourself you have more control, but be ready for people 'smuggling in' extra.
*• Have a responsible adult serving the alcohol.
*• Use small plastic glasses and discourage stubbies and cans.
*• Don't let people 'top up' glasses — this makes it hard to keep track of how much alcohol is being drunk.
*• Don't supply drinks with a high alcohol content.
*• Provide light alcohol options.
*• Supply alternatives to alcohol, including water.
*• Serve non-carbonated drinks (juices or water) as 'spacers'.
When your young person is going to a party
Some things you might want to do
*• Speak to the parents beforehand to check who will be supervising the party.
*• Be aware of the start and finish times.
*• Ask the parents if there will be alcohol at the party.
*• Decide whether you think it is okay for your young person to attend. If you believe it is not suitable for her to attend, be calm and clear about your reasons. Her safety and wellbeing is your responsibility.
*• Decide on transport arrangements:
*• will you or another responsible adult take her and bring her home?
*• are you happy to let her go in a car with a friend on P plates?
*• is there a designated driver?
*• what if this person drinks?
*• does she have a 'fall-back' position in an emergency, for example, taxi money or a phone number if you won't be at home?
*• will she be staying overnight and how will she get home next day?
*• Going to the door when you drop your young person off can sometimes embarrass her. However, you may need to if you are not sure whether the parents will be home. Don't be afraid to go to the door when you pick her up. You get to meet the parents who may become friends
*• Discuss a time when you expect her to be home. Don't be too different from what other parents decide and talk it over with them if you feel unsure
*• Find out what videos or DVDs will be shown at the party. Young people love thrills and suspense but R and X rated movies (and some M rated ones) are not appropriate for young people and may be very disturbing. You may have to make another unpopular decision!
*• Remind them about being safe, such as not drinking and driving and not being alone in dangerous situations.
*• Make sure you are both clear about the rules and the consequences if these are broken. Stand by these so that you are being consistent.
Some things your young person could expect to do
If you think the party is okay, let him:
*• Decide whether he wants to go or not.
*• Decide what he will wear.
*• Have a say in what time he will come home.
*• Decide whether he goes with a friend because it sometimes difficult for teenagers to go into parties alone.
*• Having a friend over to get ready together or even having a friend sleep over after the party can be half the fun.
*• Choose and buy a birthday present himself. These responsibilities can gradually be taken over by him because eventually he will be making all his own decisions in life.
*• Tell you of changes in plans such as homecoming time. Parents have the right to know their young person's whereabouts and not to be worried.
Decide whether you think it is okay for your young person to attend. If you believe it is not suitable for her to attend, be calm and clear about your reasons. Her safety and wellbeing is your responsibility.
now every parent can be well connected
Some things worth knowing
*• Supervision of teenage parties by responsible adults is necessary.
*• Parents holding the party are responsible for the safety of those who attend their teenager's party. This responsibility can also stretch to include guests who may be hanging around near the party and even after the party. There may be legal consequences if you have breached your legal duty of care, for example, if someone is hurt you may be liable for their injury.
*• It is unwise for parents to supply alcohol to teenagers in their home in view of the potential for harm to young people.
*• If alcohol is provided consumption should be closely supervised.
*• If you as a parent choose to supply the alcohol at a party, you may have greater control over the amount and the type of drink that's available. You may also have a greater chance to prevent the risk of individuals excessively drinking.
*• Remember that alcohol can have unpredictable effects on teenagers and their health and safety could be severely compromised.
*• Teenagers under 18 years (minors) should not be allowed to take alcohol from the party to drink somewhere else. If you know that this is happening you could be held liable.
*• It is against the law for young people under the age of 18 to drink alcohol in any public place even with a parent or guardian. Charges could be laid against the parents and the teenagers.
* • If you intend to allow alcohol at a party make sure that the other parents know. Do not make this decision lightly.
*• Liquor licensing laws will apply where there is buying and selling of the liquor or there is payment of money to be able to attend the party and drink.
*• Contact the Legal Advice and Information Line 1300 654 314 for more information.
Remember
*• First and foremost you have a responsibility to provide a safe environment for your teenager's party.
*• It is recommended that parents are aware of the Australian Alcohol Guidelines in relation to children and young people under 18 years of age as released in February 2009: www.alcohol.gov.au
*• A. To prevent risk of harm from alcohol for young people under the age of 18 years not drinking is the safest option.
*• B. Parents and carers should be advised that children under 15 years old are at the greatest risk of harm from drinking and it is very important that they do not drink alcohol.
*• C. Young people aged 15 to 17 should delay their first drink for as long as possible.
Contacts
Websites
Reminders
*• Helping your young person plan for a party can be fun.
*• The more thought and preparation that goes into the planning the more smoothly it is likely to go.
*• Some young people are nervous about going to parties and others are nervous about having them — this is all very normal.
*• Half of the fun of a party is getting ready for it and talking about it afterwards.
*• You have a legal responsibility to provide a safe environment for your young person's party.
*• Think very carefully about providing or allowing alcohol.
*• Ensure you understand your legal responsibilities.
*• Let your young person go to parties, but do your homework first.
*• Stand firm if you believe there are good reasons why they should not go to a party.
*• Be clear about what's okay and what's not okay.
*• Talk to other parents. They are often feeling the same as you and may have tips that help.
This guide's content has been produced by Parenting SA and adapted by the ACT Government 06/10 to reflect the application to laws of the Australian Capital Territory.
© Department of Health, Government of South Australia. Revised 04/10
Published by ParentLink Department of Housing, Disability & Community Services |ACT GPO Box 158 Canberra ACT 2601
T
13 34 27
F
6205 0968
E firstname.lastname@example.org
www.parentlink.act.gov.au
|
now every parent can be well connected
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Governments in various jurisdictions around the world are responding to fears of Avian Influenza (AI, or bird flu) by destroying backyard flocks and making indoor confinement of poultry mandatory. In Canada, Quebec outlawed the outdoor raising of poultry as of November 12, 2005. The theory behind these measures is that avian flu is carried by wild birds, which can pass it to domestic birds that are outdoors, which could then infect intensive poultry farms and the people who work there.
Outdoor poultry caught in the crossfire
Forced confinement threatens the livelihood and food security of small scale farmers and poor families in countries affected by AI – and by the fear of it. Confinement also threatens certified organic poultry operations, grass-fed pastured poultry and free range egg production – all of which are increasingly popular with consumers as people become more aware of health, animal welfare, labour and environmental issues around factory farming.
Prevention of a world-wide flu pandemic that could kill millions is certainly a worthy cause. The question is – will outlawing outdoor poultry production save us from an AI pandemic? Or will it actually increase the risk of the disease?
The rationale for forced confinement measures is the need to separate the flu virus from the commercially raised birds. Quebec now requires all farmers not only to keep poultry indoors, but to ensure the building is tight enough to prevent wild birds from getting in. 1 Only one species and one age group of birds is allowed on the farm at a time, and surface water must not be used as drinking water for the birds. Yet the Canadian Cooperative Wildlife Health Centre survey of wild birds has found no incidence of Highly Pathogenic Avian Influenza (HPAI) in Canada, and only a few cases of the common North American low pathogenic form of the disease, which is not considered a threat. 2
Clearly, confining birds in North America at this time has nothing to do with protection of human health.
AI spread along trade routes, not migratory routes In Europe and Asia the highly pathogenic strain of AI has been discovered in wild birds. Are they the source of the flu? Or are they victims? According to BirdLife International, a global partnership of non-governmental conservation organizations, "… if wild birds had been spreading the disease across continents there would have been trails of dead birds following migration routes, which
Fact Sheet: Avian Flu
Control Bird Flu by Controlling Intensive Poultry Operations isn't the case. The "wild bird" theory for the spread of H5N1 provides no explanation as to why certain countries on flight paths of birds from Asia remain flu-free, whilst their neighbours suffer repeated infections, nor of why only a single strain of H5N1 is found in outbreaks west of China." 3
AI source factory farms, not wild birds
There is growing evidence that HPAI originates in the factory farm system and is then spread through commercial pathways, not migratory flyways.
In a low-density, dispersed population, such as flocks of wild birds or backyard chickens, a virus can only survive as a low pathogenic agent. If a virus happens to mutate into a highly pathogenic form in these circumstances, it quickly dies out, as it kills all available hosts. 4
However in a factory farm situation, perfect conditions exist for a virus to mutate from a low pathogenic to a high pathogenic form. Thousands of hosts (chickens) with near identical genetic makeup, all the same age and size, crowded in close conditions, allow a virus to kill its host, and move onto the next victim with great speed and ease. The HPAI virus depends on the factory farm system to continue supplying it with new hosts through the vertically integrated industrial poultry operations, linked to each other via the global trade in live birds, eggs and viruscontaminated feed and manure.
There is also a strong correlation between exposure to factory farms and incidence of HPAI. In Thailand, China and Vietnam there is a highly developed industrial poultry industry which has expanded dramatically in the past decade. The large poultry companies raise millions of birds, hatch chicks to supply other intensive poultry operations, export live birds and eggs to countries such as Nigeria (where the first HPAI outbreak in Africa was recently reported) and produce and export feed which often includes "litter" (ie manure) in the ingredients. Manure that may contain live virus is spread on surrounding farmland, or exported as fertilizer, and through run-off may end up in surface waters where wild birds feed and rest. Chicken manure is even found in fish farm feed formulations where it is introduced directly into the aquatic environment. 5
Wild birds and poultry that have fallen victim to HPAI in Asia, Turkey and Nigeria appear to have been directly exposed to HPAI virus originating in the factory farm system. In Asia, a flock of wild ducks died from HPAI – after having come into contact with the disease at a
Beyond Factory Farming Coalition Fact Sheet #2 - Avian Flu and Factory Farming - February 2006
remote lake where a fish farm used feed pellets made from poultry litter from a factory farm. 6 In Turkey a massive cull of backyard flocks – and the deaths of three children — took place after a nearby factory farm sold sick and dying birds to local peasants at cut rate prices. 7 Nigeria has a large and poorly regulated factory poultry production sector which is supplied with chicks from factory farms in China. 8 Losses due to bird flu in Nigeria are being paid for by the hunger of poor rural families now without their main source of dietary protein.
Safe food, poultry gene pool, food security at risk
The danger of a 1918-style world-wide human pandemic due to AI mixing with a human flu virus may well be overstated. 9 We have better social conditions and medical knowledge now compared to what existed in the aftermath of World War 1. However, if there is a risk of a serious disease epidemic, it will victimize the weakest and most vulnerable people. We have a collective responsibility to prevent such catastrophe. However a wide-spread mandatory shift to industrialized poultry production via forced confinement of birds combined with massive culls of genetically diverse, dispersed backyard flocks is exactly the wrong response. Mandatory poultry confinement increases the risk of HPAI outbreaks, making us more vulnerable to future disease problems.
Solution to pandemic risk is strict control of factory farms
The way to reduce the risk of a human pandemic is to strictly control intensive poultry operations and thus protect wild bird populations and outdoor poultry production from exposure to HPAI. At the same time a separate infrastructure to promote a genetically diverse, dispersed, low-density poultry production sector to serve local consumers should be supported.
Recommendations:
! Ban use of industrial poultry litter in domestic and imported animal feed.
! Enact and enforce strict regulations on industrial poultry manure, including records to allow tracing of any disease outbreak to manure source.
! Enact and enforce strict regulations on international trade in live poultry and eggs.
! End subsidies and regulatory measures designed to increase industrialisation of poultry production.
! Vaccinate (instead of cull) backyard poultry within certain radius of HPAI outbreaks.
Beyond Factory Farming Coalition
Phone: (306) 955-6454
#501-230 22nd Street East Saskatoon, SK S7K 0E9
Toll free: 1-877-955-6454
Fax (306) 955-6455
Email: firstname.lastname@example.org
Web: www.beyondfactoryfarming.org
! Keep a database and map of HPAI affected poultry facilities including ownership, subsidiaries and trading partners, location, virus info (what sub-type), operational practices and customers.
Footnotes
1 Une nouvelle mesure préventive : le confinement d'oiseaux domestiques – Agriculture, Pêcheries et Alimentation Quebec http:// www.mapaq.gouv.qc.ca/NR/rdonlyres/79EB5A72-464A-48B5-B7A3481803ED4D75/0/TCN10nov05.pdf )
2 Highly Pathogenic Asian Strain of Avian Influenza not Detected in Wild Birds - Canadian Food Inspection Agency media release, November 19, 2005 http://www.inspection.gc.ca/english/corpaffr/newcom/2005/ 20051119e.shtml
Avian Influenza: Virus Backgrounder (Wild Birds) – Canadian Food Inspection Agency http://www.inspection.gc.ca/english/anima/heasan/ disemala/avflu/2005wildsauv/virtype.shtml
3 Reality takes wing over bird flu - Leon Bennun, BirdLife International http://news.bbc.co.uk/1/hi/sci/tech/4721598.stm
4 Paul Ewald: Infectious Disease and the Evolution of Virulence – Excerpt from PBS interview with Dr. Paul Ewald http://www.pbs.org/ wgbh/evolution/library/01/6/l_016_06.html
5
Bird flu could be linked to fish farming
- Michael McCarthy,
New
Zealand Herald
, Dec. 28, 2005
http://www.nzherald.co.nz/section/story.cfm?c_id=5&objectid=10361729
6
Foul Play: the Poultry Industry's Central Role in the Bird Flu Crisis -
GRAIN http://www.grain.org/
7
Foul Play: the Poultry Industry's Central Role in the Bird Flu Crisis -
GRAIN http://www.grain.org/
8
Illegal imports probable cause of Nigeria flu
– BirdLife International, http://www.birdlife.org/news/news/2006/02/avian_flu_nigeria.html
9
Fuss and Feathers: Pandemic Panic over the Avian Flu —
Michael
Fumento,
The Weekly Standard, November 21, 2005
http://
www.fumento.com/disease/flu2005.html
Organizations working on Avian Flu issues:
Union paysanne
202-2587 Ave Sainte-Anne, Saint-Hyacinthe, Québec J2S 5J2 (450) 774-7692. email@example.com www.unionpaysanne.com
Canadian Coalition for Farm Animals
213-33 Hazelton Avenue Toronto, Ontario M5R 2E3 (866) 303-CCFA (2232) firstname.lastname@example.org www.humanefood.ca
GRAIN
Girona 25, pral., E-08010,
Barcelona, Spain Tel: +34 933011381
email@example.com www.grain.org
Local contact information:
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Mark Petterson/The Republican Lisa (Johnson) Kuhlmann, a BES fourth-grade teacher, takes a video of Chloe Guptill and Chandler Wright's presentation on their Johnson Family Pharmacy exhibit. The pharmacy, owned by Lisa's parents, Mike and Dixie Johnson, was located in downtown Burlington from 1982 to 2006.
Mark Petterson/The Republican Tucker Noonan and Isaac Rinker pose with their exhibit about Coffey County Railroad History. The exhibit includes lanterns, right, used to communicate with engineers in train yards.
Museum
road history in Coffey County, which included the Santa Fe, Katy and Missouri Pacific Railroads.
Continued from Page 1
Washington doll, a Potato Head, a Teddy bear, ViewMaster, Tinker Toys, Parcheesi, cap gun, and more.
played that is linked to land owned by Mrs. Reppert. Katie said back in the 1860s there was an Act that granted 160 acres of land to anyone who served in the Civil War. The first owner was actually someone who served in the Civil War.
Also part of the display is a 1955 Spiegel catalog. They learned kids actually flipped through the pages of the catalog and circled toys they wanted for Christmas.
The girls learned a lot about what toys their grandparents played with and how different the toys were then. They agreed that Teddy bear was "creepy" and "disturbing." They also learned real fruits and vegetables – potato, pickle, pear, or apple - were used to create Mr. Potato Head.
Using prices in the catalog, the most expensive toy in the display was the View-Master at $20, because of the technology at the time. The least expensive toy was a top at 89 cents.
They learned that making a museum display is harder than it looks; it was really challenging.
The B-29 and The Korean War
While researching their project, Grant and Brandon learned a lot about the B-29's role in the Korean Conflict and World War II. Grant was particularly interested in the B-29 after seeing one take off in South Dakota.
(Created by Grant Guptill and Brandon Hazlett)
They were able to get artifacts from family members and constructed a timeline from information found on websites.
Artifacts include photos of Janet Reppert's father, John Robert "Bob" Hoag taken during the Korean Conflict. Duane Humlicek also donated a photo and artifacts honoring his cousin Lester Frank Page, a pilot of a F-86 Sabrejet fighter bomber who was shot down Jan. 6, 1952 while on a combat mission.
Coffey County Railroad History
Their display includes lanterns once used in train yards to communicate with the engineer at night. A diagram described the motions used to: set air brakes; stop the train; tell train to proceed; and back up train.
A switch lock was used in the train yards to keep people from change the direction of a train without permission. A telegraph insulator was used so electricity from the wire would not catch the pole on fire. Date nails were used to show when a section of track was laid. Date nails are displayed from 1928, 1929, 1938, 1946 and 1957.
Entertainment Then and Now
Camden and Blake's idea for a video game exhibit expanded to include entertainment such as bowling, swimming and theater when Korryn joined the group.
(Created by Camden Plummer, Korryn Bolen and Blake Lee)
The exhibit includes information and photos of The Plaza Theater, Newk's Theater and Burlington swimming pools.
During their research, Camden, Korryn and Blake said they learned a lot about Burlington's earlier history. They also learned about early video games and were able to play a Gameboy.
Many of the artifacts in the display case were donated by local residents, including Kevin Hoskins, whose parents owned Coffey Bowl. Hoskins also bowled a perfect 300 game.
Women of the Frontier (Created by Katie Ott)
Katie's "Women of the Frontier" exhibit is located in the pioneer section of the museum. She enjoyed learning about the artifacts she obtained from Mrs. Reppert and her family. A butter churn, corn cobs and washboard in the display came from Katie's family.
(Created by Tucker Noonan and Isaac Rinker)
Of particular interest, a deed with the signature of President Buchanan is dis-
Before working on their exhibit, Tucker and Isaac had no idea about the rich rail-
The information for the exhibit came from what she learned in Kansas History last year, online research and books from the library.
Mark Petterson/The Republican
Sage Fejfar poses with his NFL History and Highlights display at Coffey County Museum.
Honor Flight pancake feed
HARTFORD — The Olpe Lion's Club and student guardians of the USD 252 Honor Flight Program will serve all-you-can-eat pancakes and sausage beginning 5 p.m. Friday, Jan. 17, during the Olpe vs. Hartford high school basketball game at Hartford High
School.
All proceeds of the fundraiser will go toward the Honor Flight Program which recognizes American veterans for their sacrifices and achievements by flying them to Washington, D.C., to see their memorials at no cost to them.
Doebele named to dean's list
KANSAS
CITY,
Mo.
—
nounced the dean's list for the
Rockhurst University has an- achieved a grade-point average of 3.5 or above.
fall 2019 semester. This honor recognizes students who have
Strawn, was among students
Ashlynn
Doebele,
New named to the dean's list.
Katie said she knew pioneers had to gather corn cobs and buffalo chips for fuel, because there were not many trees in Kansas. However, she actually interviewed someone still alive who said gathering corn cobs was one of their chores.
Johnson's Family Pharmacy
Mark Petterson/The Republican
Chloe and Chandler created an exhibit about Johnson's Family Pharmacy, which was a part of downtown Burlington from 1982 to 2006. The business was more than about drugs and medicine. Johnson's Family Pharmacy also sold cards, novelty items and even cologne. They had a soda bar and they had a special recipe for an ice cream soda.
(Created by Chloe Guptill and Chandler Wright)
Camden Plummer, Korryn Bolen and Blake Lee put together the Entertainment Now and Then exhibit.
The display includes cups used to put the soda in, photos of the Johnsons and their customers, an Ex-Lax thermometer displayed outside of the store and an Alka Seltzer thermometer from inside the pharmacy, donated by Larry Curtiss.
While doing research, Chloe said she had no idea Johnson's Family Pharmacy was a "thing." She also learned her fourth-grade teacher, Lisa Kuhlmann, was Mike and Dixie Johnson's daughter. All Chandler has seen is an empty building; he learned the building once had a lively history.
A timeline of events starts when the Johnsons purchased the former Cooksey's Drug.
NFL History & Highlights
The players featured in the exhibit are Gale Sayers (No. 40) who played for the Chicago Bears from 1965-71 as a halfback and return specialist and Marshall Faulk (No. 28) a running back who played for the Los Angeles Rams and Indianapolis Colts from 1994 to 2007.
(Created by Sage Fejfar) Sage chose two National Football League Hall of Fame players for his exhibit, which included their football jerseys, facts about each player and a timeline of NFL historic changes.
Mark Petterson/The Republican
Sage said Sayers and Faulk were two "very good players," in fact he described them as being the "best of the best."
Sage said the timeline has some interesting facts that he learned about. He said some people don't know that the AFL and the NFL were two separate leagues before merging to form one league with two conferences. Also, the referee's penalty flag used to be white and not gold. | <urn:uuid:7c063d4a-53bd-4f2a-9ced-aa68549ce7db> | CC-MAIN-2020-40 | https://coffeycountyonline.com/pdf20/0109/010920-12.pdf | 2020-09-21T13:24:00+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400201699.38/warc/CC-MAIN-20200921112601-20200921142601-00051.warc.gz | 315,916,534 | 1,663 | eng_Latn | eng_Latn | 0.999071 | eng_Latn | 0.999071 | [
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New climate-cooling molecule found
16 January 2012, By Tom Marshall
Criegee biradicals interact with other atmospheric compounds very quickly, bringing clarity to what was previously a deeply uncertain area - estimates of their reaction speed varied as much as a millionfold.
Scientists have succeeded in detecting and analyzing a new atmospheric molecule whose existence has long been suspected but never proved.
So-called Criegee biradicals were implicated in several vital processes in the chemistry of the atmosphere - links in the complex cascades of reactions by which one chemical is processed into another. In particular, their existence was incorporated into models of how pollutants like nitrogen and sulphur dioxide are turned into nitrates and sulphates; this means they play an important role in controlling the climate.
But this is the first time the molecules been observed directly, using custom-designed instruments and a special kind of ultra-intense light produced by powerful particle accelerators. Known as synchrotrons, they let researchers observe the basic structure of molecules in incredible detail as it changes over tiny intervals.
The molecules turn out to play a role in removing pollutants from the atmosphere, as well as influencing the climate. They do this by accelerating the production of sulphuric acid, which triggers cloud formation. These in turn block sunlight and cool the Earth.
The intense synchrotron light showed that the
"We've known for a long time that Criegee biradicals are involved in several important reactions in atmospheric chemistry, but nobody's been able to observe them directly until now," says Dr. Carl Percival of the University of Manchester, one of the report's authors. Rudolf Criegee first suggested the particles' existence in the 1950s, and they have become a standard hypothesis in chemical textbooks.
When volcanoes erupt, they blast large volumes of sulphur dioxide into the atmosphere. Scientists have long known this has a cooling effect, as the sulphur dioxide is turned into sulphates and eventually into sulphuric acid, which causes clouds to form. The new findings demonstrate a previouslyunknown mechanism by which this transformation can take place.
"This new source of atmospheric sulphates is at least as important as the one we knew about already, and in some cases it can dominate," Percival explains. Climate models will probably need to be updated to take the discovery into account.
The breakthrough, described in a paper in Science, was made by researchers at the Universities of Bristol and Manchester and at Sandia National Laboratories. The last group designed the specialised equipment that allowed the synchrotron at the Lawrence Berkeley National Laboratory's Advanced Light Source to be used to follow these reactions.
Some of the chemicals that eventually form Criegee biradicals, known as alkenes, are produced mostly by plants - only about 10 per cent come from other sources. So the discovery highlights yet another deep connection between the biosphere, the
1 / 2
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chemistry of the atmosphere and ultimately the climate system.
"A significant ingredient required for the production of these Criegee biradicals comes from chemicals released quite naturally by plants," notes Professor Dudley Shallcross of the University of Bristol, another of the paper's authors. "So natural ecosystems could be playing a significant role in offsetting global warming."
Radicals are molecules with one or more of their chemical bonds broken. In this case, two bonds are broken, making Criegee radicals extremely reactive. This accounts for their importance in the atmosphere, but also makes them hard to detect almost as soon as they've formed, they have reacted with another chemical and disappeared.
Percival says the team now plan to turn their attention to other types of Criegee biradicals, using similar methods to investigate their rates of reaction.
This story is republished courtesy of Planet Earth online, a free, companion website to the awardwinning magazine Planet Earth published and funded by the Natural Environment Research Council (NERC).
Source: PlanetEarth Online
APA citation: New climate-cooling molecule found (2012, January 16) retrieved 21 September 2020 from https://phys.org/news/2012-01-climate-cooling-molecule.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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Space facts for future space agents
Space is amazing! There is a universe of space facts to learn and share with your friends. We hope you find space as cool and interesting as we do at the Australian Space Agency .
10 quick facts about space
1. Space is completely silent
2. It sometimes rains diamonds on Saturn and Jupiter
3. The first living creature to go to space was a dog named Laika
4. Indigenous Australians are the world's oldest astronomers, observing the stars and night sky for over 65,000 years
5. Venus has temperatures of over 450 degrees Celsius and is the hottest planet in our solar system
6. The word 'astronaut' comes from the Greek words 'astron nautes', which means 'star sailor'
7. A rocket needs to travel at a speed of 11 kilometres per second to burst through the gravity of the Earth – that's about 100 football fields per second!
8. Footprints and tyre tracks left behind by astronauts on the Moon will stay there forever as there is no wind to blow them away
9. The International Space Station is the biggest satellite in space, and has two bathrooms, a gym and more room than a six bedroom house.
10. In your lifetime, even you could go to space! | <urn:uuid:55e8728d-5269-44ed-9f0c-081f7519c67f> | CC-MAIN-2020-40 | https://www.industry.gov.au/sites/default/files/2020-08/asa-primary-school-learning-resource-b.pdf | 2020-09-21T12:43:12+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400201699.38/warc/CC-MAIN-20200921112601-20200921142601-00055.warc.gz | 889,782,899 | 282 | eng_Latn | eng_Latn | 0.999631 | eng_Latn | 0.999631 | [
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Are you more of a
ANIMAL SCIENCE
AG ENGINEER
FARM HAND
AG COMMUNICATIONS
FARM MANAGER
An animal science career has many options, from a veterinarian or a nutritionist, to a meat scientist or a farm safety expert.
Ag engineers help in ways like designing farm layouts to creating processes that ensure farms are being sustainable for the future of the earth and industry.
Farm hands can include a variety of different jobs, including a milker, calf raiser, tractor driver and more!
Managers can own and/or manage big or small farms and help to make sure each person and animal has what they need for a healthy and productive farm experience.
A career in agriculture communications has a range of opportunities in marketing, public relations, social media strategy, advertising and more.
people person or an
animal person?
Do you enjoy working
by yourself or on
a team?
Do you like sharing
information with your
team or the public?
Do you enjoy math or
science more?
Do you like word
problems or number
equations more?
Which do you like
more, biology or
technology?
Do you like to lead a
team or make team
processes?
Would you rather be
hands on or behind the
scenes?
Do you like following
directions or creating
them? | <urn:uuid:4f766abf-f65a-4ae5-a419-0ba49ce83448> | CC-MAIN-2020-40 | https://thecreameryutah.com/wp-content/uploads/2020/06/CreameryActivities_Week4_DairyQuiz.pdf | 2020-09-21T11:54:13+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400201699.38/warc/CC-MAIN-20200921112601-20200921142601-00055.warc.gz | 660,194,834 | 276 | eng_Latn | eng_Latn | 0.998367 | eng_Latn | 0.998367 | [
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TODAY YOU WILL...
INVESTIGATE THE FUNCTION AND USES OF THE ENZYME INVERTASE APPLY UNDERSTANDING OF PARTICLE THEORY EXPLORE A NUMBER OF 'HOW SCIENCE WORKS' LINKS
SOFT TOUCH
Turn your lab into a chocolate factory – and turn your students on to problem solving with enzymes, says Mike Cole!
Linking key concepts to products and activities that we all tend to take for granted is always a powerful way of engaging pupils in the process of scientific exploration and discovery. In this instance, students will be asked to consider a question that may never have occurred to them before: how do confectioners get soft centres into chocolates?
an understanding of 'How Science Works' – including the application of science in the 'real world' – and then compare the use of enzyme technology with more modern techniques used by the confectionary industry.
Using the enzyme invertase, learners will work to create soft centred chocolates of their own, develop
STARTER ACTIVITY
It probably will not take too much encouragement to get pupils thinking and talking about chocolate. To kick things off, for example, students could be asked to list a range of chocolates with both hard and softer runnier centres. From memory (or from a few samples) pupils could be asked to describe the properties of the chocolate with softer centres – hopefully remembering (or observing) that these tend to be sweeter. Ask pupils to consider how softer centred chocolates
These activities could be used to reinforce or help develop an understanding of enzymes, particle theory and a range of 'How Science Works' links, and are easily tailored for a KS3 or KS4 cohort.
MAIN ACTIVITIES
are made; particularly in relation to the likely issues involved with wrapping a runny fondant mixture within chocolate. If discussions related to enzymes are not forthcoming then you might like to prompt pupils with an example of a stiff fondant mixture (before treatment with invertase) and a runnier mixture, once invertase has acted on the sucrose substrate. If pupils have learnt about the role of digestive enzymes in earlier topics then there are clear opportunities here to link back to this understanding. If, however, this is the first time pupils will have encountered enzymes then Activity 1 (right) may help in developing an understanding of enzyme function.
1 MODELLING
Introduce the role of enzymes (or summarise if already covered). A molymod molecular kit, Lego, or similar plastic blocks could be used to demonstrate enzymatic reactions. Reference to the invertase enzyme and visual demonstration of its effect on breaking down sucrose in to two smaller molecules of glucose and fructose could be used. It can be useful to refer back to the starter activity and ask pupils how this reaction could help explain properties of the softer runnier fondant.
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45
46
3
LOOKING AT
DISTRIBUTION
MAIN ACTIVITIES
INVESTIGATING
Invertase is an enzyme derived from yeast, and it is used by confectioners to catalyse the breakdown of sugar (sucrose) by hydrolysis into fructose and glucose. The products are usually produced with a more syrupy texture than the original sucrose. The optimum temperature of invertase is 60C, and it has an optimum pH of 4.5. Therefore noticeable effects in consistency of the sugar (fondant) mixture at room temperature may take a couple of weeks to develop. Prepare sugar fondant mixture by boiling 800g of sugar (sucrose) in 200 ml of water. Continue to stir the mixture as it cools. The end product should be quite a stiff mixture, but one that can be pushed into moulds of various shapes and sizes. An
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alternative way to produce a 'fondant' is simply to make use of sugar cubes, allthough of course this means that you will be restricted in the shape of the sweet you make.
For each class demonstration or practical activity the fondants should be split into two groups – control and treatment group. Add two or three drops of invertase enzyme (use food quality invertase if you'd like pupils to eat the chocolates) to each of the fondants in the treatment group, and 2-3 drops of water to each fondant in the control group. Fondant can now be covered in chocolate by adding each to a bowl of melted chocolate (skewers or cocktail sticks can help handle the fondants when dipping). Place chocolates onto a non-stick surface such as foil or grease proof paper. You may prefer to leave out the chocolate stage. In which case, control and treatment group fondants could simply be added to test tubes or small beakers. The chocolates should be stored in a cool area of the room and within one to two weeks a difference in consistency between the control and treatment groups of fondants should be noticeable. Pupils may wish to explore the effects of temperature on the time it takes for changes in fondant consistency to occur. Room temperature, fridge and freezer temperatures could be investigated for their effects on invertase activity. Discussion should be
encouraged to link findings and observations from this
investigation to pupils' knowledge of the optimum temperature of the enzyme.
Safety
The sugar fondant should be made and cooled in advance of the lesson. A water bath could be used melt beakers of chocolate. To avoid any potential allergic reactions to invertase pupils should avoid contact with skin and eyes. Rubber gloves and safety goggles should be worn. If you would like pupils to eat the chocolates at the end of the investigation then food quality ingredients should be used, with food safe equipment and within a food safe environment, and strict hygiene guidelines followed.
HOME LEARNING
Pupils could be asked to:
> Explore the function of the enzymes within the human body – particularly the digestive system.
> Explore a number of commercially important uses of enzymes and be prepared to present findings to the rest of the class. > Develop their own model to communicate the way in which enzymes function
PRESENTING
DEBATING
Explain to students that they will be producing a scientific poster, in groups, outlining the aim of their investigations in activity 2, their chosen methods, results and conclusions. Pupils should be encouraged to represent as visually as possible the enzyme reaction – you might like to revisit activity 1, and use models as a stimulus, before learners get started.
Encourage pupils to consider some of the issues surrounding eating too much chocolate. Reference to library resources, or internet searches could be used for useful sources of information.
Before embarking on this activity pupils may also need to be reminded of the differences between a scientific and a display poster; reference could be made to an example of each type, and pupils encouraged in small groups to highlight the differences they observe. On completion of the finished posters, each group of pupils should present their poster to the rest of the class, and answer questions relating to validity of study, and repeatability of their findings – what is meant by 'softness' or 'runniness', for example, and how could this be measured scientifically?
If students discover articles that have been published extolling the virtues and health benefits of eating chocolate, careful unpacking and analysis of these articles will be important – even when scientific evidence is offered in support of any such claims. It will be important to make clear to pupils the problems associated with an unbalanced diet, such as one too rich in sugar and chocolate.
RESEARCHING
Pupils could be encouraged to investigate the history of the use of enzymes in confectionary, and compare this with more modern techniques such as freezing or chilling the fondant before adding to pre-cast chocolate shells. Discuss the advantageous and disadvantages of each of the techniques – drawing on knowledge of enzymes and particle theory.
SUMMARY
Q If chocolates could be stored at 60 OC, the optimum temperature of the enzyme invertase, what would you expect to happen to the time at which the fondant centres soften? Why?
Q In practice, storing chocolates at 60 OC would not be possible. Why not?
Q How useful were the models in activity 1 at helping you understand the enzyme reaction taking place?
Q How could you be so sure that the fondants treated with invertase were softer than those in the control group? How much softer were they?
Q Why is food safety and hygiene so important? Why should chocolate only be eaten in moderation?
INFO BAR
+ ADDITIONAL RESOURCES
+ YOUTUBE.COM/ WATCH?V=N3IDAR249CE
NHS.UK/NEWS/2011/09SEPTEMBER/PAG ES/DARK-CHOCOLATE-ANDFITNESS.ASPX
+ STRETCH THEM FURTHER
MORE ABLE PUPILS COULD BE ENCOURAGED TO DISCUSS THE FOLLOWING SCENARIOS:
+ IT CAN TAKE APPROXIMATELY TWO WEEKS AT ROOM TEMPERATURE, USING THE ENZYME INVERTASE FOR THE FONDANT CENTRE TO SOFTEN. EMMA WOULD LIKE TO SPEED THIS PROCESS UP BUT IS AWARE SHE CANNOT STORE CHOCOLATE AT 60ºC, THE OPTIMUM TEMPERATURE FOR INVERTASE. INSTEAD SHE HAS SELECTED A DIFFERENT ENZYME, WHICH HAS AN OPTIMUM TEMPERATURE CLOSER TO ROOM TEMPERATURE. CAN YOU EXPLAIN WHY A LOWER OPTIMUM TEMPERATURE WOULD BE ADVANTAGEOUS? IS EMMA'S METHOD LIKELY TO SPEED UP THE PROCESS OF FONDANT SOFTENING? EXPLAIN YOUR REASONING. + DAVID HAS BEEN ASKED TO INVESTIGATE FACTORS, OTHER THAN TEMPERATURE, THAT COULD INFLUENCE THE TIME IT TAKES FOR THE FONDANT CENTRE TO SOFTEN. UNFORTUNATELY HE IS HAVING DIFFICULTY THINKING WHAT THESE OTHER FACTORS MIGHT BE. CAN YOU HELP HIM OUT? WHAT OTHER FACTORS MAY INFLUENCE THE TIME IT TAKES FOR THE ENZYME INVERTASE TO SOFTEN THE FONDANT CENTRE OF CHOCOLATES? HOW MIGHT THE EFFECT OF THESE FACTORS BE INVESTIGATED?
+ ABOUT THE EXPERT
Mike Cole has a background in secondary science education, and more recently in teacher education as a professional development leader in secondary science.
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+
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Binocular craft
Directions: Follow the steps below to make a pair of binoculars using materials found at home. Use what you've made to help you look for birds in your backyard, at the park, or outside your window!
Step 1: Find two toilet paper tubes or cut a paper towel tube in half.
Optional: Wrap the tubes in construction paper or make fun designs with markers or paint! Attach a string using glue or a hole punch so you can wear them. | <urn:uuid:c50543db-d262-4c16-be7e-4730c3242eb1> | CC-MAIN-2020-40 | https://baltimorewoods.org/wp-content/uploads/2020/03/2nd-grade-binoculars-craft-guide.pdf | 2020-09-21T12:17:34+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400201699.38/warc/CC-MAIN-20200921112601-20200921142601-00055.warc.gz | 290,700,754 | 99 | eng_Latn | eng_Latn | 0.997712 | eng_Latn | 0.997712 | [
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What to leave in the garden for winter
Until spring comes our way again, winter will play some tricks upon the garden but with a bit of preparation, we will be ready for them.
First- Clean up any diseased leaves, stems and plants. Don't compost these.
Remove surrounding soil if necessary for blight, phytophthora, scale are common
Save seed from vegetables like heirloom tomatoes, peppers, squash and lettuce
Plan for crop rotation, particularly for vegetables like tomatoes, peppers, broccoli
Make a careful layout for disease prevention for next season
Second- Remove any invasive plants or weeds
Know those weeds, perennial vs annual, deep roots vs shallow, edible vs awful
Purslane, garlic mustard, chickweed, dandelion are okay and edible
Thistle, mugwort, spurge, crabgrass, Datura (poisonous), definitely not okay
Take out - Stakes and fences, supports, cages, pots and hoses. Store hose nozzles indoors to prevent rust and deterioration of rubber rings
Plant Cover crops- Sow red or white clover for nitrogen fixing capabilities, daikon radish to break up hard clay or soil
Mulch with straw, set up a cold frame, protect soil from wind or water erosion Before a hard freeze, apply wiltpruf, burlap on evergreens
Wrap tree trunks to thwart rabbit and deer damage. Be on the lookout for vole trails, mole mounds and damage from gnawing or scraping.
Take and Use Soil samples to compare notes from soil health in spring and at the end of season. Winter rain and snow can leach out nutrients. Wait to add proper amendments until spring. Only add what is recommended, not at random.
Leave crops such as carrots, parsnips, leeks, beets, onions, shallots, garlic, Swiss chard, kale, kohlrabi, turnips, radishes, mache, peas, spinach in raised beds and mulch for frost and cold temperature protection with whatever is available straw, pine needles, shredded paper (and wire to hold it in place), compost, etc. Make sure the soil is well drained, Dig during winter as needed.
Herbs can winter over too. Parsley, mint, sage, thyme, oregano, sorrel, (rosemary is tender)
Clean tools with a wire brush, sharpen blades and wipe with mineral oil. Store in a dry place.
Write in your garden journal before you forget all the details; note the names of seeds that were successful or flopped
Don't forget about FLOWERS. They are the pollinator attractors and necessary. Marigolds repel nematodes in soil if planted with tomatoes. Scented geranium repels mosquitoes. Borage and nasturtium are edible. Zinnias and cosmos for cutting.
Perennials can do good work in the garden if there is room in between vegetables. A raised bed dedicated to bees, butterflies and pollinating wasps and flies can enhance productivity for all garden beds.
Clean up time for perennials includes any with powdery mildew (phlox, Monarda, peony) but excludes seed heads such as those on echinacea, rudbeckia, aster, helianthus and solidago.
Put the garden to bed knowing the plants are pest and weed free and the soil is alive with microorganisms and healthy. | <urn:uuid:52a380d9-fc6b-4018-8dc7-6d00ba4c0139> | CC-MAIN-2020-40 | http://srpcg.org/docs/winter-gloriaday.pdf | 2020-09-21T13:18:42+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400201699.38/warc/CC-MAIN-20200921112601-20200921142601-00055.warc.gz | 123,713,188 | 700 | eng_Latn | eng_Latn | 0.994654 | eng_Latn | 0.996044 | [
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Lesson #1 — 1 Thessalonians 1:1-10
Introduction
Right now our country, community, and congregation are going through some trying times. Imagine looking back on this period of your life in a year, 5 years, and 10 years. What would you want to be able to say about the way you handled these challenges?
1 Thessalonians 1:1,2
In the opening greeting Paul introduces himself only by name, not by title, along with his co-workers. Determine the advantages and disadvantages of using titles for God's servants.
Paul refers to the church in Thessalonica as "in God the Father and the Lord Jesus Christ." Explain why it is important to remember that phrase when it comes to any church.
The word "grace" in our usage refers to a gift that gives joy and light. Examine why this is a good word to express the rich meaning of God's redemptive love and action in Jesus.
Express how peace - peace within us and peace with others - is a result of grace. (cf Ephesians 2:13-17)
Paul felt a responsibility toward the new believers in Thessalonica even after he had to move on to Berea and Athens. Summarize the responsibility you and your church has for new believers. Brainstorm some things you can do to help new Christians in their work with the Lord.
Acts 17:1-10
Thessalonica: capital of the province of Macedonia; an important port; population of close to 200,000 people; boasted a strategic location on the Via Egnatia, the main highway connecting Rome to the East. Evaluate this city's importance to the spread of Christianity in the area.
Summarize the planting of the Christian church in Thessalonica:
a) Initial Success
b) Opposition
Assess the accusation that Paul was causing trouble.
Based on what you know about this fledgling congregation, predict some challenges and strengths they might face in the future.
Challenge Question:
Paul used the Scriptures to explain and prove that Christ had to suffer and rise from the dead. Compose a list of passages from Scripture you could use to explain and prove this same truth today:
1 Thessalonians 1:3-10
For each pair of words in verse 3, tell how the second word produces the first. Then explain why each is essential to the Christian life.
```
work - faith (Romans 3:22,28) labor - love (1 John 4:16-21) endurance - hope (Hebrews 6:18-20)
```
Pick out the things from the rest of this chapter that make the Thessalonian church a model congregation.
One Bible scholar suggests "God's Word changes people" as the theme for this book. How has the Gospel changed you?
Who provides an inspiring and encouraging example for you to imitate in your Christian life?
For whom do you hope you are providing an example and model for living a Christian life?
Conclusion
Borrow from the list of things that made the Thessalonians a model congregation. Come up with your top 3 characteristics you would want to be known for as a member of Christ the Rock Lutheran Church.
1 Thessalonians 1
To the church of the Thessalonians in God the Father and the Lord Jesus Christ: Grace and peace to you.
Paul, Silas and Timothy,
2We always thank God for all of you and continually mention you in our prayers. 3We remember before our God and Father your work produced by faith, your labor prompted by love, and your endurance inspired by hope in our Lord Jesus Christ.
4For we know, brothers and sisters loved by God, that he has chosen you, 5because our gospel came to you not simply with words but also with power, with the Holy Spirit and deep conviction. You know how we lived among you for your sake. 6You became imitators of us and of the Lord, for you welcomed the message in the midst of severe suffering with the joy given by the Holy Spirit. 7And so you became a model to all the believers in Macedonia and Achaia. 8The Lord's message rang out from you not only in Macedonia and Achaia—your faith in God has become known everywhere. Therefore we do not need to say anything about it, 9for they themselves report what kind of reception you gave us. They tell how you turned to God from idols to serve the living and true God, 10and to wait for his Son from heaven, whom he raised from the dead—Jesus, who rescues us from the coming wrath.
Acts 17:1-10
When Paul and his companions had passed through Amphipolis and Apollonia, they came to Thessalonica, where there was a Jewish synagogue. 2As was his custom, Paul went into the synagogue, and on three Sabbath days he reasoned with them from the Scriptures, 3explaining and proving that the Messiah had to suffer and rise from the dead. "This Jesus I am proclaiming to you is the Messiah," he said. 4Some of the Jews were persuaded and joined Paul and Silas, as did a large number of God-fearing Greeks and quite a few prominent women.
5But other Jews were jealous; so they rounded up some bad characters from the marketplace, formed a mob and started a riot in the city. They rushed to Jason's house in search of Paul and Silas in order to bring them out to the crowd. 6But when they did not find them, they dragged Jason and some other believers before the city officials, shouting: "These men who have caused trouble all over the world have now come here, 7and Jason has welcomed them into his house. They are all defying Caesar's decrees, saying that there is another king, one called Jesus." 8When they heard this, the crowd and the city officials were thrown into turmoil. 9Then they made Jason and the others post bond and let them go.
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Published on Highland Park Public Library (http://hplibrary.org)
Home > Carry On, Mr. Bowditch
March 11 2011
Carry On, Mr. Bowditch
Reading Level: Grades 4 and up
Author:
Jean Lee Latham
Our story begins in 1775. Nat Bowditch, a small boy for his age, loves arithmetic more than anything because the answers always come out the same. His eldest brother has just signed on with a ship leaving for the open ocean and Nat?s father, deciding that his son needs to begin a trade, has pulled Nat out of school.
Nat is apprenticed to a ship chandlery as their bookkeeper for nine years, squashing all dreams he had of studying at Harvard University. But, Nat remembers his brother?s parting words to him ? boys don?t blubber - and keeps his head held high. Nat grows up quickly; his raw determination to learn coupled with the difficulties of Revolutionary life made him seem mature far beyond his young years.
Carry On, Mr. Bowditch is an ultimate nautical adventure story, sharing the tale of a young boy, who never thought his dreams could ever be reached, becoming a widely educated man ? despite never continuing school past the age of ten. Written in 1956 by Jean Lee Latham, Carry On, Mr. Bowditch is a must-read for all adventurous young boys.
Check availability of Carry On, Mr. Bowditch More books by Jean Lee Latham
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Adventure Award Winners Books for Boys Don't Miss These Non-Fiction
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FEA Ohio 2014 Pre-Judged Children's Literature Competition
I. Contest Purpose
The purpose of the children's literature competition is to provide students with an opportunity to creatively express themselves by writing and producing a children's book. One book per chapter may be submitted. Books can be written and illustrated by one or more students. All participants should be FEA student members and should be credited.
This competition is cross-walked with the following Education and Training Career Cluster Knowledge and Skill Statements:
1.3.1 Identify the multiple categories of diversity that teachers need to recognize and to which they need to respond.
1.4.1 Discuss the implications of ethical/unethical behavior.
2.6.2 Explain the roles and responsibilities of the individual as part of the team.
2.6.1 Recognize the importance of teamwork and its impact on operations.
2.6.3 Describe the twenty-first century interpersonal skills that contribute to leadership and teamwork.
3.2.2 Communicate main ideas and supporting facts to achieve purpose of communication.
3.2.1 Demonstrate appropriate usage of grammar, diction and sentence structure.
7.1.1 Identify developmental results from interactions between the student and the student's early relationships and experience, which include family, language, culture and environment.
7.1.10 Explain how students' pro-social behavior is supported by adults who model positive behavior and view challenging behavior as a learning opportunity
II. Eligibility for Entry
Read and follow carefully all guidelines listed on the FEA Ohio 2013 Children's Literature Competition – Scoring Rubric.
III. Procedures
Thirty-two (32 pages) or fewer.
For an identified age group of children.
Written in English.
Include contestant's name(s) as authors and have chapter identification attached to book.
Presented in book format. Note: Photo book publishers (like Snapfish) may be used, but proof of payment (receipt) must be included. Entries will be disqualified if receipt is not sent with book. Production costs are limited to $50. Any chapters failing to provide proof of payment for professionally produced books, or chapters spending in excess of the $50 will be disqualified.
IV. Guidelines
Read and follow carefully all competition rules and guidelines listed on the Consolidated Competition Entry Form.
V. Judging and Awards
Judges will use the Pre-Judged Children's Literature Competition Scoring Rubric to award points and provide written comments. Ten (10) extra points will be awarded if received on or before January 10, 2014.
Submit completed entry to BYJanuary 10, 2014:
Attn: Patty Griffin, FEA OHIO
Ohio Department of Education,
25 S. Front St., Mail Stop 505
Columbus, OH 43215.
FEA Ohio 2014 Children's Literature Competition
TOTAL
Possible 100 for book Add 10 points if received on or before January 10 th . Maximum points would be 110.
Judge's Initials_______
Date Received ___
Total Points_________________
Comments: (required)
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Indoor Environmental Quality Training Companion Guide
BEFORE you watch the training, answer the following questions:
1. What do you think are the components of an Indoor Environmental Quality program?
2. What do you currently have in place in your school or district?
AFTER you watch the training, answer the following questions:
1. What additional aspects of indoor environmental quality did you learn during the training?
2. What will you do to begin to improve indoor environmental quality at your school or district?
3. What further information do you need to get started and where can you find it?
Indoor Environmental Quality Training Companion Guide
Green Schools: A green school creates a healthy environment that is conducive to learning while saving energy, resources and money.
Indoor Environmental Quality Plan: The focus of an Indoor Environmental Quality Plan (IEQ) plan is to improve the learning environment and reduce the exposure of building occupants and maintenance personnel to potentially hazardous chemical, biological and particulate contaminants that adversely affect air quality.
Goals of an IEQ plan are to:
* Ensure a quiet, well-lit learning environment
* Ensure high-quality indoor air
* Reduce the use of toxic and harmful materials
* Control the source of pollutants
Components of an IEQ plan:
* Indoor Air Quality Management
* Environmental Tobacco Smoke Control
*
Green Cleaning
* Integrated Pest Management
* Indoor Chemical and Pollutant Source Control
* Products and Equipment
* Occupant Comfort
Recommended Assessments
Gathering the answers to the questions below can help you determine how far along your school or district is in implementing an indoor environmental quality plan. These are not exhaustive lists, but they provide a good starting point.
Indoor Air Quality
* Is there adequate fresh air in classrooms?
* Is there a HVAC maintenance plan?
* Is there an Indoor Air Quality (IAQ) Management Plan?
* What is the frequency of filter changes?
* Does the IAQ Management Plan have a section on facility alterations and additions?
* Is smoking allowed anywhere at your school?
* Are there odors that indicate moisture (mold or mildew) or other problems?
Occupant Comfort
* Do students have access to daylight and views in indoor spaces?
* Are there lighting controls in each classroom?
* Are the acoustics in classrooms acceptable?
* Are there echoes or dead zones?
* Is there conflicting noise?
* Conduct an Occupant Comfort Survey. Collect responses from school staff on topics such as thermal comfort, acoustics, indoor air quality, lighting levels, and building cleanliness. Make sure to document the results.
Green Cleaning
* How clean is the school? Is dust visible?
* What is the green cleaning policy?
* Can you smell the cleaning products long after cleaning is complete?
* Are green cleaning techniques employed?
* Is there an entryway system pollutant capture system, such as walk-off mats, grates, grills? Is it cleaned regularly?
(See the Green Cleaning web training module and the related companion guide for more details on assessments and developing a green cleaning program.)
Groundskeeping
* What kind of exterior pest management practices are used?
* Are parents, faculty or staff notified if pesticides or fertilizers will be used?
* What kind of lawn-care services are used? Is the equipment gasoline, battery or electric powered?
* How is landscape waste disposed?
* Are buses or parents' cars allowed to idle?
* Is stormwater managed onsite or does it go into a municipal sewer?
* What kind of snow-removal practices are employed? Chemical?
* What kinds of paints are used on the building exterior?
(See the Groundskeeping web training module and the related companion guide for more details on assessments and developing a green groundskeeping program.)
U.S. EPA's IAQ Tools for Schools Program
The Indoor Air Quality (IAQ) Tools for Schools Program is a comprehensive resource to help schools maintain a healthy environment in school buildings by identifying, correcting, and preventing IAQ problems. The program includes an Action Kit that shows schools how to carry out a practical plan to improve indoor air problems at little- or no-cost using straightforward activities and in-house staff. The kit provides best practices, industry guidelines, sample policies, and a sample IAQ management plan. PDF versions are available for most items, and schools can also download and modify various checklists as MS Word documents. The IAQ Problem Solving Wheel and the IAQ Tools for Schools video collection can be ordered free of charge. To learn more, go to www.epa.gov/iaq/schools/index.html.
LEED Certification: A Way to Define Green for New and Existing Schools
In 2000, the U.S. Green Building Council (USGBC) established the LEED® rating system as a way to define and measure "green buildings." In school terms, LEED is like a report card for buildings, demonstrating to the community that a facility is built and/or operated in a way that supports the health and well-being of occupants and saves energy, resources and money. LEED is an internationally recognized certification system that measures how well a building performs using several metrics:
* sustainable land use
* energy savings
Green Building Certification Institute (GBCI)
* water efficiency
* CO2 emissions reduction
* improved indoor environmental quality
* stewardship of resources
LEED provides a concise framework for identifying and implementing practical and measurable green building solutions. Based on established sustainable building practices and emerging concepts, the LEED rating systems are performance-based and comprehensive in scope. Points are awarded on a 100-point scale, and credits are weighted to reflect their potential environmental impacts. Different levels of certification are granted based on the total number of earned points. The four progressive levels of certification are: Certified, Silver, Gold and Platinum.
Once the credits are implemented and the energy-efficiency and performance requirements met, the final step for certification is submitting the project certification documentation using the Web-based LEED Online system. The Green Building Certification Institute (GBCI) reviews the application and provides feedback. If all requirements are met, GBCI awards LEED certification to the building.
LEED Rating Systems:
LEED® for New Construction & Major Renovations™
LEED® for Existing Buildings: Operations & Maintenance™
LEED® for Commercial Interiors™
LEED® for Core & Shell™
LEED® for Schools™
LEED® for Neighborhood Development™
LEED® for Homes™
LEED® for Retail™
LEED® for Healthcare™
Established in 2008, GBCI is the institution that grants both project certification and professional credentials that recognize excellence in green building performance and practice. GBCI administers project certification for commercial and institutional buildings and tenant spaces under USGBC's LEED rating systems. GBCI also manages the professional credentialing programs based upon the LEED rating systems, including the LEED Green Associate and LEED AP credentials.
How Much Does LEED Cost?
The cost to certify a school facility is based on the project's square footage. The process provides a comprehensive third-party review of the energy and environmental performance of the school and ensures that the stated goals of the project are met.
The cost to register and certify at 100,000-square-foot school for USGBC members is less than $4,000 using LEED for Existing Buildings: Operations & Maintenance, and less than $5,500 using LEED for Schools.
Prices are determined by GBCI and are subject to change. For complete pricing information, visit www.gbci.org.
Glossary
Biodegradable Product: Biodegradable cleaning products use organic material such as plant and animal matter and other substances originating from living organisms. These products break down through natural processes.
Environmentally Preferable Product:
Environmentally preferable products are certified by a third-party environmental label, such as Green Seal or EcoLogo. The label indicates that the product and its packaging were developed based on a consideration of human health and safety, ecological toxicity, environmental impacts, and resource conservation.
Indoor Air Quality Building Education and Assessment Model (I-BEAM): Released in 2002, IBEAM is a guidance tool designed for use by building professionals and others interested in indoor air quality in commercial buildings. I-BEAM updates and expands EPA's Building Air Quality guidance and was designed to be a comprehensive state-of-the-art guidance for managing IAQ in commercial buildings. I-BEAM contains text, animation/visual, and interactive/calculation components that can be used to perform a number of diverse tasks.
I-BEAM consists of many individual modules which explain different aspects of IAQ including how to manage, operate, and maintain your building for IAQ, and how to insure that your energy efficiency projects are compatible with IAQ. I-BEAM creates a way for you to learn how to manage for indoor air quality as an integral part of your daily building management activities. You can use I-BEAM to train management and building personnel on IAQ issues and tasks. You can use I-BEAM as a reference tool for specific issues. You can use I-BEAM to assist in solving problems and responding to complaints. You can use I-BEAM to set up an IAQ management program including maintenance, housekeeping, and renovation, and energy efficiency functions to protect IAQ.
Low-emitting Materials: Low-emitting materials are products that do not release significant pollutants into the indoor environment. These products contain zero- and low-volatile organic compounds (VOCs).
Volatile Organic Compounds (VOCs): VOCs are carbon-based chemicals that easily evaporate at room temperature. Breathing low levels of VOCs for long periods of time may increase some people's risk of health problems. Common symptoms of exposure to VOCs include eye, nose and throat irritation; headaches; nausea; dizziness; and worsening of asthma symptoms.
LEED for Existing Buildings: Operations & Maintenance Rating System Credits Related to Indoor Environmental Quality
The LEED for Existing Buildings: Operations & Maintenance rating system credits that apply to indoor environmental quality fall under the Indoor Environmental Quality (IEQ) credit category.
IEQ Prerequisite 1 ‐ Outdoor Air Introduction and Exhaust Systems
Establish minimum indoor air quality (IAQ) performance to enhance indoor air quality in buildings, thus contributing to the health and well-being of the occupants.
IEQ Prerequisite 2
‐ Environmental Tobacco Smoke Control
Prevent or minimize exposure of building occupants, indoor surfaces and systems to environmental tobacco smoke (ETS).
IEQ Prerequisite 3 - Green Cleaning Policy
Reduce the exposure of building occupants and maintenance personnel to potentially hazardous chemical, biological and particulate contaminants, which adversely affect air quality, human health, building finishes, building systems and the environment. Develop and maintain a green cleaning policy for the school building and site.
IEQ Credit 1.1 ‐ IAQ Best Management Practices: IAQ Management Program Enhance indoor air quality (IAQ) by optimizing practices to prevent the development of indoor air quality problems in buildings, correcting indoor air quality problems when they occur and maintaining the well-being of the occupants.
IEQ Credit 1.2 ‐ IAQ Best Management Practices: Air Delivery Monitoring Provide capacity for ventilation system monitoring to help sustain occupant comfort and wellbeing. Install permanent, continuous monitoring systems that provide feedback on ventilation system performance to ensure that ventilation systems maintain minimum outdoor airflow rates under all operating conditions
IEQ Credit 1.3 ‐ IAQ Best Management Practices: Increased Ventilation Provide additional outdoor air ventilation to improve indoor air quality (IAQ) for improved occupant comfort, well-being and productivity.
IEQ Credit 1.4 ‐ IAQ Best Management Practices: Reduce Particulates in Air Distribution Reduce exposure of building occupants and maintenance personnel to potentially hazardous particulate contaminants, which adversely affect air quality, human health, building systems and the environment.
IEQ Credit 1.5 ‐ IAQ Best Management Practices: IAQ Management for Facility Alterations and Additions
Prevent indoor air quality (IAQ) problems resulting from any construction or renovation projects to help sustain the comfort and well-being of construction workers and building occupants. Develop and implement an IAQ management plan for the construction and occupancy phases
IEQ Credit 2.1 – Occupant Comfort: Occupant Survey
Provide for the assessment of building occupants' comfort as it relates to thermal comfort, acoustics, indoor air quality (IAQ), lighting levels, building cleanliness and any other comfort issues.
IEQ Credit 2.2 - Controllability of Systems: Lighting
Provide a high level of lighting system control by individual occupants or groups in multioccupant spaces (e.g., classrooms or conference areas) to promote the productivity, comfort and well-being of building occupants.
IEQ Credit 2.3 - Occupant comfort: Thermal Comfort Monitoring
Support the appropriate operations and maintenance of buildings and building systems so that they continue to meet target building performance goals over the long term and provide a comfortable thermal environment that supports the productivity and well-being of building occupants.
IEQ Credit 2.4 - Daylight and Views
Provide building occupants with a connection between indoor spaces and the outdoors through the introduction of daylight and views into the regularly occupied areas of the building.
Reduce the exposure of building occupants and maintenance personnel to potentially hazardous chemical, biological and particulate contaminants that adversely affect air quality, human health, building finishes, building systems and the environment.
IEQ Credit 3.3 – Purchase of Sustainable Cleaning Products and Materials Implement sustainable purchasing for cleaning materials and products, disposable janitorial paper products and trash bags.
IEQ Credit 3.4 - Sustainable Cleaning Equipment
Implement a program for the use of janitorial equipment that reduces building contaminants and minimizes environmental impact.
IEQ Credit 3.5 - Indoor Chemical and Pollutant Source Control (Entryway Systems) Employ permanent entryway systems (grilles, grates, mats) to capture dirt and particulates entering the building at all public entry points.
IEQ Credit 3.6 - Indoor Integrated Pest Management (IPM)
Develop, implement and maintain an indoor integrated pest management (IPM) plan.
U.S. Green Building Council
Publications and Resources
Green Existing Schools Implementation Workbook (PDF)
The Green Existing Schools Implementation Workbook includes sample policies, programs, and plans; data collection forms and tables; and sample surveys.
Green Existing Schools Project Management Guide (PDF)
The Green Existing Schools Project Management Guide includes general guidance on navigating the LEED for Existing Buildings: O&M certification process, including how to conduct personnel and organizational assessments, educate and train staff, initiate the certification process, and manage a school or district-wide sustainability program.
LEED 2009 for Existing Buildings: Operations & Maintenance Project Checklist (XLS)
The LEED Project Checklist is a scorecard to track the credits being pursuing toward certification.
LEED 2009 for Existing Buildings: Operations & Maintenance Rating System (PDF)
The LEED 2009 for Existing Buildings: Operations & Maintenance rating system summarizes the intent, requirements, and technologies/strategies for each credit.
Sustainable Purchasing Tracker – Materials and Resources
Sustainable Purchasing Tracker – Indoor Environmental Quality
Solid Waste Management Tracker
Occupant Commuting Survey - Summary Table
The publications and resources can be found at the Centers for Green School's Green Existing Schools Toolkit at www.centerforgreenschools.org/k12toolkit.
Questions?
The Center for Green Schools at USGBC has assembled a panel of experts, facilities staff, and school district sustainability officers, to answer your questions. Please email email@example.com with the subject line "Green Existing Schools," and we will promptly connect you with a peer who will help you find the answers.
Indoor Environmental Quality
References and Resources
The Center for Green Schools at USGBC http://www.centerforgreenschools.org/
Center for New American Dream (CNAD) http://www,newdream.org/cleanschools/safelist.php
Environmental Choice http://www.environmentalchoice.org
Environmental Choice Certified Products http://www.ecologo.org
Green Building Certification Institute (GBCI) http://www.gbci.org
Green Existing Schools Toolkit www.centerforgreenschools.org/k12toolkit
Green Seal http://www.greenseal.org
Healthy Schools Network, Inc. http://www.healthyschools.org
U.S. EPA Clean School Bus http://www.epa.gov/cleanschoolbus/antiidling.htm
U.S. EPA HealthySEAT http://www.epa.gov/schools
U.S. EPA IAQ Tools for Schools http://www.epa.gov/iaq/schools/
U.S. EPA I-BEAM http://www.epa.gov/iaq/largegldgs/ibeam/index.html
U.S. Green Building Council (USGBC) http://www.usgbc.org
GREENGUARD
www.greenguard.org
The GREENGUARD Environmental Institute certifies products and materials for low-chemical emissions and provides a resource for choosing healthier products and materials for indoor environments. All certified products must meet stringent chemical emissions standards based on established criteria from key public health agencies. GREENGUARD Certification is broadly recognized and accepted by sustainable building programs and building codes worldwide. | <urn:uuid:281732cb-c37c-4441-9301-d3489a890d77> | CC-MAIN-2018-34 | https://s3.amazonaws.com/usgbc-assets/usgbc.org/library/cfgs/indoor-environmental-quality-companion-guide.pdf | 2018-08-20T09:36:47Z | crawl-data/CC-MAIN-2018-34/segments/1534221216051.80/warc/CC-MAIN-20180820082010-20180820102010-00669.warc.gz | 782,273,320 | 3,525 | eng_Latn | eng_Latn | 0.953005 | eng_Latn | 0.982052 | [
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Building Preschool Children's Language and Literacy One Storybook at a Time
Katherine A. Beauchat, Katrin L. Blamey, Sharon Walpole
Preschool educators often come to their classrooms without formal training in language and literacy pedagogy. The professional development tool featured here can help facilitate the literacy success of their students through shared storybook reading.
children to new expectations about interactions with peers and with adults. These multiple duties aside, preschool teachers must consciously develop oral language and emergent literacy skills. The literacy and language attainments children have at the start of kindergarten set the stage for their short- and longterm reading success (Adams, 1990).
Preschool classrooms are dynamic and challenging places facilitated by a group of teachers and teaching assistants who are different in many ways from their elementary school peers. The call for efforts in prevention and early intervention in preschool must be answered with the needs of that workforce in mind. In this article, we share a practical tool to help teachers maximize the language and literacy benefits of shared storybook reading through planning and reflection. We begin by describing the audience we are targeting. Next we define shared storybook reading. We share our strategy for designing the tool. And finally we share the tool itself, along with some of the research that guided us, and how to use the tool for planning and reflecting on instruction.
The Reality of Preschool
Preschool teachers are charged with multiple responsibilities. Early childhood settings serve children who are still developing basic social and emotional strategies, fine and gross motor skills, and cognitive understandings. Preschool teachers teach strategies for health and personal hygiene. They introduce
Many preschool teachers develop their craft over time, but this is the exception rather than the rule. The complexity of the job, coupled with the historically low wages offered to the preschool teacher, produce high rates of turnover in preschool centers. At times, preschools serve as temporary training grounds for teachers who are in the process of earning elementary school credentials. For other teachers, the preschool setting proves too taxing and they move out of education. Providing a professional incentive system, livable wages, and opportunities for career building might tempt some teachers to remain in preschool; providing a professional support system to build confidence and competence might encourage others to remain. A systematic effort to curb the high staff turnover in preschool settings is a priority if preschools across the country are to realize their potential (Landry, Swank, Smith, Assel, & Gunnewig, 2006; Ryan & Ackerman, 2004). In the meantime, though, we are committed to sharing lessons from research that current preschool teachers can use right away.
There is mounting evidence that such initiatives can work. Preschool teachers who are provided with high-quality professional development are more likely to have students prepared for success in kindergarten (e.g., Dickinson & Caswell, 2007). The challenge is for the literacy research community and the early childhood research community to work together to design professional development for preschool teachers
specifically. For most, this work must be entirely job embedded; preschool teachers rarely have any paid planning time. For these reasons, we are sharing a practical tool for focusing attention on language and literacy during shared storybook reading.
Shared Storybook Reading
Shared storybook reading is a broad term, including all instances when an adult reads to a child or children, pausing to engage children in discussion about the text (Holdaway, 1979). That discussion includes items inside the text—the story and pictures and words and letters—and outside the text—responses and connections to experience. Preschool teachers can engage in shared storybook reading when they read to groups from big books or from children's literature trade books.
Shared storybook reading is relaxed and participatory, but it is not trivial. Opportunities to participate in shared storybook reading during the preschool years have been associated with gains in children's emergent literacy and future reading development (Bus, Van IJzendoorn, & Pelligrini, 1995; Wells, 1985). We choose shared storybook reading as a vehicle for improving language and literacy instruction because it represents a common, natural, and highly valued early literacy experience rather than an addition to the typical preschool day.
A shared storybook reading experience begins with selection of any text that will be engaging to children. It continues with teachers realizing the special potential of that text for building language or literacy. Although shared reading can target multiple emergent literacy skills, a single shared reading experience should not target every emergent language and literacy skill. Table 1 presents the areas of focus that we will consider.
We propose that teachers address all of these areas over time. That way they can free themselves to maximize the potential of a particular text on a particular day to serve as a vehicle for language and literacy for a particular group of preschoolers. We think that we can link research and practice to make their choices more concrete.
Our Research Strategy
Table 1 Potential Language and Literacy Targets for Shared Storybook Reading
n Oral language development
n Vocabulary development
n
n Phonological awareness
Comprehension development
n Print awareness
(CBAM). In this model, researchers assume that as a new practice is introduced, individuals tend to move from a focus on how the new practice will affect them to how they will enact it to whether it is working. Innovation Configuration (IC) is an observation tool that was designed in concert with CBAM work (Hall, George, & Rutherford, 1977; Hord, Rutherford, Huling-Austin, & Hall, 1987). It assumes that individuals implement any innovation in different ways and with varying levels of quality. The IC identifies the essential components of the practice and provides concrete examples from ideal implementation to least effective (Hord, 1986; Roy & Hord, 2004). This tool resonated with us because we expect that in an instructional environment as rich as shared storybook reading, preschool teachers will employ a wide range of practices.
Our IC was constructed systematically (Beauchat, 2009). We located research studies where storybook reading was used to bolster one or more early language or literacy skills. We identified specific practices associated with improved achievement. Next we prepared a concrete model of teacher talk during a shared storybook reading to illustrate each of those practices. We tested our model against actual shared reading practices in 15 different classrooms, captured on video. We organized teachers' real-world examples from least like to most like our model. When the video analysis was completed, we conducted a reliability check to see whether two raters could view one shared storybook event and apply the IC similarly. We achieved inter-rater reliability of 0.94.
Shared Story Book Reading Innovation Configuration
We employed a research strategy that is part of a larger system called Concerns-Based Adoption Model
Here we share each section of our IC along with a selection of the research that informed it. For those
Building Preschool Children's Language and Literacy One Storybook at a Time
who would like to use the IC, an uninterrupted online version is available at dx.doi.org/10.1598/RT.63.1.3. We used a particular storybook, Tabby Tiger's Saw, to illustrate teacher language. This Big Book is designed for shared reading (Wright Group/McGraw-Hill, 2001). It features Tabby Tiger, a recurring character in a series of books, who uses her expertise as a carpenter to make several objects for her neighbors.
Oral Language Development
The oral language section of the IC is presented in Figure 1. During shared storybook reading, teachers develop children's language when they reflect upon and seize oral language development opportunities before, during, and after reading. The teacher has a captive audience and a context to model rich and descriptive language (e.g., Whitehurst, Arnold, et al., 1994). For example, you might hear a teacher add a comment like "I notice that Tabby Tiger has a lot of tools in her toolbag and a lot of materials in her work truck. I think that she is quite prepared to do some work today." Hearing sophisticated comments provides children models for their own language. Surely, this is the goal of oral language development.
Teachers can also ask open-ended questions that allow for multiple responses and connections to story content (e.g., Neuman, Copple, & Bredekamp, 2000) and seize opportunities to repeat children's responses by building upon them with additional rich language (e.g., Whitehurst, Arnold, et al., 1994; Whitehurst et al., 1988). Teachers can use follow-up questions as a means to extend oral language when children offer only a one- or two-word response to a prompt or question (e.g., Hargrave & Sénéchal, 2000). For example, a teacher could encourage a child by saying, "Yes, you're right. Bertie Bear does need a door. Why do you think he might need a door to his cottage?" Teachers can also play the role of active listener to engage children in deeper and richer conversation. The long-term goal of this type of language interaction is for children to learn to expand their explanations (Wasik, Bond, & Hindman, 2006).
Comprehension Development
The comprehension development section of the IC is presented in Figure 2. Teachers target comprehension when they ask children questions before, during, and after reading. These questions surely develop oral language, but that language is about text meaning. The questions they ask should include a range of thinking tasks. Whitehurst, Epstein, et al. (1994) suggested CROWD as an acronym for that range. Completion (C) questions, ask children to fill in a one-word answer to a question taken directly from the text (e.g., The cat was ____). Recall (R) questions ask children to remember a sequence of events from the text in order (e.g., First, the dog ate an apple. What did the dog eat second? Third? Last?). Open-ended (O) questions have no right or wrong answer but instead ask children to make comments or predictions (e.g., What do you think the character will do next?). Whprompts (W) use the traditional who, what, when, where question starters and normally require only one- or two-word answers (e.g., What kind of tool is this?). Finally, distancing (D) questions ask children to make connections between their lives and the text (e.g., Have you ever been as hungry as the bear? What did you do?).
Our IC targets a range of comprehension questions, and it may be useful for teachers to think about a before, during, and after structure. Before reading, the teacher may ask children to predict what they think the story will be about or model predicting using the picture on the front cover as a clue. During reading, the teacher can pose numerous open-ended questions, questions connecting the text to the readers, and questions connecting the text to other texts. The teacher can show children how to answer questions by thinking-aloud: "I wonder why Bobby needs a chair? He might need a chair because..." or pose open-ended questions to the children, such as "Why does Bobby bear need a chair for his table?"
After reading, the teacher can ask questions that cause the children to reflect on or connect to the story that they just heard. A teacher might ask, "Can you tell me something you remember?" Or the teacher can ask the children to connect the story to their own lives, "What are some things that you would like to build? Who would need to help you? Why?" By including a range of questions before, during, and after reading, the teacher can use each shared storybook to develop children's general comprehension.
Vocabulary Instruction
The vocabulary instruction section of the IC is presented in Figure 3. During shared storybook reading, teachers build children's vocabulary when they teach word meanings explicitly. Teachers can easily
The Reading Teacher Vol. 63, No. 1 September 2009
Figure 1 Oral Language Development IC Components
Component: Rich Language Modeled
Teacher intersperses descriptive language while reading and explaining story content.
Teacher uses rich language, but children do not discuss the story.
Teacher uses rich language, but it is not purposeful or related to the story.
Teacher reads the words in the story and does not add any language (i.e., reads only the words).
Component: Open-Ended Questions
Teacher models or poses questions that include use of why, how, or other open-ended questions through the majority of the reading.
Teacher poses questions that elicit a one- or two-word response.
Teacher poses questions that require children to fill in the blank.
Teacher poses closed questions during the entire story.
Teacher poses no questions during the reading of the story (i.e., reads only the words).
Component: Language Repetition and Expansion
Teacher repeats a child's response and expands upon that response with rich language.
Teacher repeats child's response but does not provide an expansion.
Teacher does not repeat child's response nor does the teacher expand upon that response.
Component: Language Follow-Up Prompts
After initial question, teacher prompts children to increase the sophistication of their description of the story.
After initial question, teacher poses a follow-up question, but it does not allow for full explanation of the story.
After initial question, teacher poses no follow-up questions or prompts to increase child's description of the story.
Component: Role of Listener
Teacher listens to children's comments and uses them to engage children in conversation surrounding the story.
Teacher listens to children's comments but does not use them to engage children in conversation.
Teacher does not use group comments to engage children in conversation.
Component: Praise and Encouragement
Teacher provides specific praise and encouragement for children's successes, participation, approximations, etc.
Teacher provides praise that is not specific to children's successes, participation, approximations, etc.
Teacher does not provide specific praise and encouragement for children's successes, participation, approximations, etc.
Ideal
Some progress made
Least effective
Building Preschool Children's Language and Literacy One Storybook at a Time
Figure 2 Comprehension Development IC Components
Component: Prediction Questions
Teacher models or poses questions that elicit children to predict what a story may be about, what might happen next, or how the story might end.
Teacher asks prediction questions during reading but does not use responses to engage children in the story.
Teacher neither models nor elicits prediction questions during the shared reading session.
Component: Open-Ended Questions
Teacher models or poses questions that include use of why, how, or other openended questions through the majority of the reading.
Teacher poses questions that elicit a one- or two-word response.
Teacher poses questions that require children to fill in the blank.
Teacher poses closed questions during the entire story.
Teacher poses no questions during the reading of the story (i.e., reads only the words).
Component: Text-to-Self Connection Questions
Teacher models or poses questions that elicit children to make text-to-self connections to characters, setting, or story events.
Teacher poses general text-to-self connection questions but does not have students explain personal connection.
Teacher neither models nor poses text-to-self connection questions during the shared reading.
Component: Text-to-Text Connection Questions
Teacher models or poses questions that elicit children to make connections to other texts that they have read.
Teacher acknowledges similarities to another story but does not have students explain.
Teacher neither models nor poses questions that elicit children to make connections to other texts that they have read.
Component: Reflection and Recall Questions
Teacher models or poses questions at the end of the story that elicited children to reflect, summarize, or connect to the story just read.
Teacher poses reflection questions that elicit a one- or two-word response.
Teacher provides a summary of the story but does not elicit children to explain, reflect, or retell.
Teacher ends reading by having students identify pictures on back cover as a means of ending the shared reading session.
Teacher neither models nor poses reflection questions after reading.
Ideal
Some progress made
Least effective
The Reading Teacher Vol. 63, No. 1 September 2009
Figure 3 Specific Word Vocabulary Instruction IC Components
Component: Specific Vocabulary Identification (during)
Teacher asks questions during reading that request children to label or point to pictures of specific words.
Teacher labels the pictures of specific words but does not have children label.
Teacher does not draw attention or request children to label specific words represented in illustrations.
Component: Specific Vocabulary Infused Into Story (during)
Teacher infuses specific word explanations as they occur during the story.
Teacher draws attention to specific words but does not define or provide a clear explanation.
Teacher responds to student interests but does not highlight any specific words. Specific words were not planned to be discussed.
Teacher does not draw attention to words during the shared reading.
Component: Specific Vocabulary Introduction (before/after)
Teacher introduces specific vocabulary using picture cards or props and poses questions about the word and encourages children to comment on the word.
Teacher introduces each specific word on a card and children name each word.
Teacher displays each specific word on a card and identifies each card.
Teacher does not draw attention to any specific words on cards or props.
Component: Specific Vocabulary Repeated (before/after)
Teacher asks children to repeat the specific words after the teacher has said them to establish a phonological representation.
Teacher asks children to repeat some of the specific words after the teacher has said them.
Teacher does not ask children to repeat the word after hearing the word.
Component: Specific Vocabulary in Child-Friendly Terms (before/after)
Teacher explains all specific word meanings in childfriendly terms.
Teacher explains some of the specific word meanings in child-friendly terms.
Teacher provides explanation but it is not child friendly.
Teacher provides no definitions of specific words.
Component: Specific Vocabulary Contextualized (before/after)
Teacher explains meaning of specific words as they were used in or related to the story.
Teacher explains the meaning of some of the specific words as they were used in or related to the story.
Teacher does not explain meaning of specific words as they were used in the story.
Ideal
Some progress made
Least effective
(continued)
Building Preschool Children's Language and Literacy One Storybook at a Time
Figure 3 (continued)
Specific Word Vocabulary Instruction IC Components
Ideal
Some progress made
Component: Specific Vocabulary in Other Contexts (before/after)
Teacher provides examples of each of the specific words outside of the story context.
Teacher provides examples of some of the specific words outside of the story context.
Component: Specific Vocabulary Extended (before/after)
Teacher encourages students to construct their own examples or make judgments about the specific words.
Teacher asks children questions about the specific words but does not have children explain word or experiences.
weave vocabulary instruction into shared reading. One way is to draw students' attention to target words by requesting that they either point to or label pictures (e.g., Wasik & Bond, 2001). A teacher may pause and ask, "Can you point to the magnifying glass?" Building upon the labeling or pointing, teachers can then provide a meaning of that specific word (e.g., Juel, Biancarosa, Coker, & Deffes, 2003) saying, "I see that he is using a magnifying glass to look at the insect. A magnifying glass makes small things bigger so that we can see them better."
Teachers can engage students in vocabulary instruction directly before or after the shared reading event. The teacher might introduce a specific word using picture cards or props and then prompt students to discuss their understandings (Wasik & Bond, 2001). After introducing the word, the teacher can guide the children to say the word to establish a phonological representation (Beck, McKeown, & Kucan, 2002). This procedure helps children to root that word in memory.
In the next step, the teacher can provide a childfriendly definition. A child-friendly definition uses language that children can easily understand (e.g., Beck & McKeown, 2007). A teacher might say, "Safety goggles are a special kind of glasses we wear to protect our eyes, to keep them safe when we are using tools." Lastly, the teacher can provide a definition of the word as it was used in the story and then real-
Teacher does not encourage children to construct examples or make judgments about the words.
world examples of how that word could be used outside of the story (e.g., Beck & McKeown, 2007). Teachers can provide their own examples and then prompt children to add additional examples. These procedures help children to see that words from inside the story can live outside it.
Phonological Awareness
The phonological awareness section of the IC is presented in Figure 4. Phonological awareness is the ability to attend to the sound structure of spoken language. Research indicates a sequence of phonological awareness skills from easiest (segmenting and blending the parts of compound words) to hardest (segmenting and blending the individual phonemes in words); however, research also stresses the importance of developing children's skills in these areas simultaneously (Lonigan, 2008). Preschoolers who are given training in phonological awareness have accelerated reading acquisition (Adams, 1990), but we target only the simplest tasks. These include work with rhyme, syllables, and initial sounds.
The preschool teacher can target children's phonological awareness during and after reading. During reading, the teacher may draw children's attention to rhyming words in the text, "What do you notice about the words lunch and munch?" or "Who can tell me two words that rhyme in the sentence I just
The Reading Teacher Vol. 63, No. 1 September 2009
Least effective
Teacher does not provide examples of specific words outside of story context.
Figure 4 Phonological Awareness IC Components
Component: Rhyme Identification
Rhyming
Teacher draws attention to the rhyming words and asks students what they notice about the words or has them identify a set of rhyming words just read.
Teacher provides the rhyming words and asks students what they are called.
Teacher reads a rhyming poem or story but draws no attention to any rhyming words.
Component: Rhyme Completion
Rhyming
Teacher leaves off the last word of a sentence that requires children to fill in a possible rhyming word and discusses the pair of rhyming words.
Teacher leaves off the last word of a sentence that requires children to fill in a possible rhyming word.
Teacher does not provide opportunity for children to complete a rhyme.
Component: Rhyme Production
Rhyming
Teacher models or elicits children to produce rhyming words and extends by writing them on a chart.
Teacher models or elicits children to produce rhyming words but does not write them on a chart.
Teacher does not provide opportunity for children to produce rhyming words.
Component: Counting Words
Word and Syllable Awareness
Teacher models or elicits children to clap, tap, or snap words in a sentence and asks how many words they heard.
Teacher models or elicits children to clap, tap, or snap words.
Teacher does not model nor elicit children to clap, tap, or snap words in a sentence.
Component: Segmenting Syllables
Word and Syllable Awareness
Teacher models or elicits children to segment the syllables in a word and count them.
Teacher models or elicits children to segment the syllables in a word.
Teacher does not model or elicit children to segment the syllables in a word.
Component: Blending Syllables
Word and Syllable Awareness
Teacher models or elicits children to blend the segmented syllables of a word.
Teacher does not model or elicit children to blend the segmented syllables of a word.
Component: Alliteration/Initial Sound Identification
Sound Awareness
Teacher focuses on beginning sounds by drawing attention to words that have the same beginning sounds.
Teacher says words with the same initial sound but does not draw attention to sounds.
Teacher does not attend to opportunities to focus attention on beginning sounds.
Ideal
Some progress made
Least effective
Building Preschool Children's Language and Literacy One Storybook at a Time
read?" While reading the teacher can leave off the last word of a sentence that requires children to fill in a possible rhyming word and then discuss the pair of rhyming words. The discussion may sound like this:
Teacher: "She wants to run outside and play on this bright and beautiful sunny ______."
Children: Day.
Teacher: Yes, you helped me complete the sentence with a rhyming word. Our rhyming words are play and day.
After reading a text that uses rhyme, a teacher may engage children in producing new rhymes: "I am thinking about words that rhyme with run. They would have the same ending sound. Let's see...run... fun...run...sun," and then encourage children to join in: "Can you think of any words that might rhyme with run?" Similarly, the teacher can work with words, syllables, and initial sounds during or after reading. For example, a teacher can work at the word level by asking children to clap the number of words in a sentence, "Let's clap the words in the sentence. Bertie Boar needs a door. How many words did we hear? How many times did we clap?" This type of embedded word play (rather than out-of-context phonological awareness exercises) can become a natural part of shared storybook reading.
Book and Print Conventions
The book conventions section of the IC is presented in Figure 5. During shared storybook reading, teachers develop book conventions when they teach the forms, features, and functions of print (Lonigan & Whitehurst, 1998). The storybook reading format complements instruction in concepts of print, providing a natural platform for modeling behaviors such as how to hold a book, turning pages from left to right, identifying a title, and differentiating between words and pictures (International Reading Association [IRA] & National Association for the Education of Young Children [NAEYC], 1998). Knowledge of book and print concepts may seem trivial; however, research indicates the importance of book and print awareness for later reading success (National Center for Family Literacy, 2007; Snow, Burns, & Griffin, 1998).
conventions each day. For example, the teacher could designate Mondays for being explicit about how to hold a book and identifying the front cover and title page, Tuesdays for discussing the role of author and illustrator, Wednesdays for counting the number of words in the title and locating where to begin reading, Thursdays for demonstrating return sweep, and Fridays for counting the words in a sentence and letters in words. Following this schedule, the teacher focuses on each convention in the course of a week, and across several weeks children benefit from repeated exposures to the same skills.
In addition, the teacher can begin the school year mostly modeling the behaviors he or she is teaching and as children begin to grasp the concepts the teacher can elicit children's participation. For example, a teacher at the beginning of the year may model, "When I read, I start here and then I move this way (sliding finger from left to right)," and then progress to eliciting children's participation, "Which way do I read?"
Concept of Letter and Word
The concept of letter/word section of the IC is presented in Figure 6. Concept of letter is not the same thing as knowing the alphabet. Rather, it is the more rudimentary understanding that the individual marks that are used in a book are called letters. Likewise, concept of word is not the ability to read a word. Rather, it is the understanding that letters are used to represent words and that words are units of meaning. These concepts are fairly simple to teach during shared storybook reading, and they are the bedrock to early understandings (Morris, Bloodgood, & Perney, 2003).
During shared storybook reading, teachers develop concept of letter and concept of word when they tell children that they are tracking print: "While I read, I am putting my finger under each of the words I am saying. I just read the word bear. Now I am going to touch each of the letters in that word. Count the letters with me." As with concepts of print, concepts of word and letter can evolve from teacher modeling to student participation as children become comfortable with the terms.
Alphabet Knowledge
To target children's development of book and print conventions, the preschool teacher could plan a repeating schedule for focusing on several
The alphabet knowledge section of the IC is presented in Figure 7. During shared storybook reading, teachers develop alphabet knowledge when they target
The Reading Teacher Vol. 63, No. 1 September 2009
Figure 5 Book and Print Awareness IC Components
Component: Front of Book
Teacher models or invites students to identify front of book and encourages entire group to name the part of the book.
Teacher models or invites students to identify the front of the book but does not encourage group to label the part of the book.
Teacher neither models nor invites students to identify the front of the book.
Component: Back of Book
Teacher models or invites students to identify back of book and encourages entire group to name the part of the book.
Teacher models or invites students to identify the back of the book but does not encourage group to label the part of the book.
Teacher neither models nor invites students to identify the back of a book.
Component: Title of Book
Teacher models or invites students to point to the title of book.
Teacher invites a student to find the title. The student points, but the teacher does not point to the title and read it for the class or encourage class to repeat the title.
Teacher reads and points to the title of the book but does not say that it is the title.
Teacher reads title but does not point to words in the title as it was read.
Component: Title Page
Teacher models or invites students to point to or name the title page.
Teacher discusses content on the title page (i.e. the pictures) but does not call it the title page.
Teacher does not draw attention to title page.
Component: Role of the Author
Teacher models or invites students to discuss the role of the author.
Teacher identifies a specific person as an author but does not discuss the role of an author.
Teacher does not draw attention to the role of the author or name the author of the book.
Component: Role of the Illustrator/Photographer
Teacher models or invites students to discuss the role of the illustrator.
Teacher identifies the illustrator's name but does not discuss the role of an illustrator.
Teacher does not model or invite students to discuss the role of the illustrator.
Component: Top-to-Bottom Progression
Teacher models and/or invites students to demonstrate top-to-bottom progression.
Teacher tracks print, but does not discuss the process.
Teacher does not track print during shared reading.
Ideal
Some progress made
Least effective
(continued)
Building Preschool Children's Language and Literacy One Storybook at a Time
Figure 5 (continued) Book and Print Awareness IC Components
Component: Left-to-Right Progression
Teacher models and/or invites students to demonstrate left-to-right progression.
Teacher tracks print but does not discuss the process.
Teacher does not track print during shared reading.
Component: Return Sweep
Teacher models and/or invites students to demonstrate return sweep.
Teacher performs return sweep during shared reading but does not discuss the process.
Teacher does not track print during shared reading.
Ideal
Some progress made
Least effective
Figure 6 Concept of Letter/Word IC Components
Component: Teacher Tracks Print
Teacher tracks print while reading shared storybook (i.e., teacher points to each word as he or she reads).
Teacher tracks print partially during shared reading (i.e., not during the entire reading).
Teacher does not track print during shared reading.
Component: Students Track Print
Teacher invites children to track print on a page while the teacher reads.
Teacher invites all children to chant memorized text segment while he or she points to the words.
Teacher does not invite children to track print on a page while reading.
Component: Count Words
Teacher models or invites students to count words on a title or page.
Teacher counts the words in the title or sentence or invites a child to count the words but does not encourage students to count along or repeat.
Teacher does not model or invite students to count words in title or page.
Component: Count Letters in a Word
Teacher models or invites students to count the letters in a word.
Teacher counts the letters in a word or invites a child to count the letters but does not encourage students to count along or repeat.
Teacher does not model or invite students to count the letters in a word.
Ideal
Some progress made
Least effective
The Reading Teacher Vol. 63, No. 1 September 2009
Figure 7
Alphabet Knowledge IC Components
Ideal
Component: Identify Any Letter
Teacher models or invites students to name any letter on a page or chart.
Teacher points to and names a letter (or letters) but does not have students name the letter or letters.
Component: Identify Specific Letter/Letters
Teacher models or invites students to name a specific letter/letters on a page or chart.
Teacher points to and names specific letter/letters, but does not have students name the letter or letters.
Component: Identify a Letter in Child's Own Name
Teacher models or invites students to name a letter on a page or chart that contains a letter in their own names.
Component: Sound–Symbol Correspondence
Teacher makes a direct connection to a letter and the sound that it makes by showing the letter, having the students name the letter and sound, and by providing words that begin with that sound.
Teacher provides letter example and asks students to name and make sound only.
specific letters of the alphabet before, during, or after shared storybook reading. Alphabet recognition is one of the major early literacy skills that are predictive of children's later reading development (IRA/NAEYC, 1998; National Center for Family Literacy, 2007).
Teacher provides examples of words that begin with sound but does not provide the letter representation.
Teacher did not draw attention to any letter–sound correspondences surrounding shared reading.
Putting It All Together
Using the IC to Plan a Shared
Storybook Reading
Teachers can model or invite children to identify any letter or letters on a page, a specific letter or letters on a page, or even a identify a letter in a child's name (IRA/NAEYC, 1998; Morris et al., 2003; National Center for Family Literacy, 2007). A teacher might pause on a page and say, "Can you find the letter B on this page?" or ask, "Can you name a letter on this page that is also a letter in your name?"
The shared reading IC serves as a focused planning tool. A teacher can use the IC as a method of planning a shared reading and aligning the IC components to a specific Big Book or storybook. After selecting a Big Book, for example, Tabby Tiger's Saw, a teacher can use the IC planning chart (see Figure 8) to select the components to target. For example, the teacher may choose to focus on comprehension development, concept of letter/word, and phonological awareness.
Building Preschool Children's Language and Literacy One Storybook at a Time
Some progress made
Least effective
Teacher does not model or invite students to name any letter on a page or chart.
Teacher does not model or invite students to name a specific letter/letters on a page or chart.
Teacher does not model or invite students to name a letter on a page or chart that contains a letter in their own names.
Figure 8 Shared Reading IC Planning
This shared storybook reading is ideal to develop:
Oral language development
Book and print conventions
Comprehension development
Concept of letter or word
Specific word instruction
Alphabet knowledge
Phonological awareness
The IC can then be scaffolded for planning a shared reading that is purposeful and focused.
Using the IC to Reflect on a Shared Storybook Reading
The shared reading IC also serves as a means of focused reflection. It provides a powerful context for a teacher to engage in reflective practice; this is an essential component of teacher change. After a teacher has used the IC to plan a shared reading, it can be used to reflect on that shared reading. In a sense, the IC is a strategy that teachers can use for reflection before, during, and after reading (see Table 2).
One way for a teacher to engage in self-reflection is to videotape a shared reading. The teacher can then watch the shared reading session and consider his or her position on its continuum of practice and plan for the very next session.
Preschool teachers are charged with the responsibility to introduce children to classrooms. We
Table 2 Using the IC Before, During, and After Reading
Before Reading: Plan!
n Use IC to plan shared reading
n Use IC planning chart to target components
During Reading: Target!
n Target the identified components while conducting shared reading
After Reading: Reflect!
acknowledge the responsibilities preschool teachers have. By sharing a practical tool that can be used in multiple ways to plan and reflect on shared storybook reading, it is our hope that preschool teachers feel supported in their efforts to provide high-quality oral language and literacy instruction.
References
Adams, M.J. (1990). Learning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
Beauchat, K. (2009). Making the most of shared reading in preschool. Dissertation Abstracts International–A, 69(09) (UMI No 3325480).
Beck, I.J., & McKeown, M.G. (2007). Increasing young lowincome children's oral vocabulary repertoires through rich and focused instruction. The Elementary School Journal, 107(3), 251–271. doi:10.1086/511706
Beck, I.J., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford.
Bus, A.G., van IJzendoorn, M.H., & Pelligrini, A.D. (1995). Joint book reading makes for success in learning to read: A metaanalysis on intergenerational transmission of literacy. Review of Educational Research, 65(1), 1–21.
Dickinson, D.K., & Caswell, L. (2007). Building support for language and early literacy in preschool classrooms through in-service professional development: Effects of the literacy environment enrichment program (LEEP). Early Childhood Research Quarterly, 22(2), 243–260. doi:10.1016/j.ecresq.2007 .03.001
Hall, G., George, A.A., & Rutherford, W.L. (1977). Stages of concern about the innovation: The concept, verification, and implications. Austin: The Research and Development Center for Teacher Education at the University of Texas at Austin, Southwest Educational Development Laboratory.
Hargrave, A.C., & Sénéchal, M. (2000). A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and dialogic reading. Early Childhood Research Quarterly, 15(1), 75–90. doi:10.1016/S08852006(99)00038-1
n Use the IC to reflect and plan for next session
Holdaway, D. (1979). The foundations of literacy. Sydney, NSW, Australia: Ashton Scholastic.
n Use the IC to chart current implementation
Hord, S. (1986). A manual for using innovation configurations to assess teacher development programs. Austin: The Research and
The Reading Teacher Vol. 63, No. 1 September 2009
Development Center for Teacher Education at the University of Texas at Austin, Southwest Educational Development Laboratory.
Hord, S., Rutherford, W., Huling-Austin, L., & Hall, G. (1987). Taking charge of change. Alexandria, VA: Association of Supervision and Curriculum Development.
International Reading Association & National Association for the Education of Young Children. (1998). Learning to read and write: Developmentally appropriate practices for young children. Young Children, 53(4), 30–46.
Juel, C., Biancarosa, G., Coker, D., & Deffes, R. (2003). Walking with Rosie: A cautionary tale of early reading instruction. Educational Leadership, 60(7), 12–18.
Landry, S.H., Swank, P.R., Smith, K.E., Assel, M.A., & Gunnewig, S.B. (2006). Enhancing early literacy skills for preschool children: Bringing a professional development model to scale. Journal of Learning Disabilities, 39(4), 306–324. doi:10.1177/ 00222194060390040501
Lonigan, C.J. (2008). (Almost) Everything you wanted to know about phonological awareness and were afraid to ask. Paper presented at the Early Reading First Grantee Meeting, New Orleans, LA.
Lonigan, C.J., & Whitehurst, G.J. (1998). Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds. Early Childhood Research Quarterly, 13(2), 263–290. doi:10.1016/ S0885-2006(99)80038-6
Morris, D., Bloodgood, J., & Perney, J. (2003). Kindergarten predictors of first- and second-grade reading achievement. The Elementary School Journal, 104(2), 93–109. doi:10.1086/499744
National Center for Family Literacy. (2007). Developing early literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy.
Neuman, S.B., Copple, C., & Bredekamp, S. (2000). Learning to read and write: Developmentally appropriate practices for young children. Washington, DC: National Association for the Education of Young Children.
Roy, P., & Hord, S.M. (2004). Innovation configurations: Chart a measured course toward change. Journal of Staff Development, 25(2), 54–58.
Ryan, S., & Ackerman, D.J. (2004). Getting qualified: A report on the efforts of preschool teachers in New Jersey's Abbott districts to improve their qualifications. New Brunswick, NJ: Rutgers, The State University of New Jersey, National Institute for Early Education Research.
Snow, C.E., Burns, M.S., & Griffin P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
Wasik, B.A., & Bond, M.A. (2001). Beyond the pages of a book: Interactive book reading and language development in preschool classrooms. Journal of Educational Psychology, 93(2), 243–250. doi:10.1037/0022-06126.96.36.199
Wasik, B.A., Bond, M.A., & Hindman, A. (2006). The effects of a language and literacy intervention on Head Start children and teachers. Journal of Educational Psychology, 98(1), 63–74. doi:10.1037/0022-06188.8.131.52
Wells, G. (1985). Language development in the pre-school years New York: Cambridge University Press.
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Whitehurst, G.J., Arnold, D.S., Epstein, J.N., Angell, A.L., Smith, M., & Fischel, J. (1994). A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology, 30(5), 679–689. doi:10.1037/001216184.108.40.2069
Building Preschool Children's Language and Literacy One Storybook at a Time
Whitehurst, G.J., Epstein, J.N., Angell, A.L., Payne, A.C., Crone, D.A., & Fischel, J.E. (1994). Outcomes of an emergent literacy intervention in Head Start. Journal of Educational Psychology, 86(4), 542–555. doi:10.1037/0022-06220.127.116.112
Whitehurst, G.J., Falco, F.L., Lonigan, C., Fischel, J.E., DeBaryshe, B.D., Valdez-Menchaca, M.C., et al. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24(4), 552–559. doi:10.1037/00121618.104.22.1682
Wright Group/McGraw-Hill. (2001). Doors to discovery: A new prekindergarten program. Bothell, WA: Author.
Beauchat teaches at York College, York, Pennsylvania, USA; e-mail firstname.lastname@example.org. Blamey is an early literacy coach at the Delaware Center for Teacher Education, University of Delaware, Newark, USA; e-mail email@example.com. Walpole teaches at the University of Delaware; e-mail firstname.lastname@example.org. | <urn:uuid:138178ea-cca4-4778-a8aa-6fa1fcf2c4ff> | CC-MAIN-2018-34 | http://ici-bostonready-pd-2009-2010.wikispaces.umb.edu/file/view/Building%20Preschool%20Children%27s%20Language%20%26%20Literacy%20One%20Storybook%20at%20a%20Time.pdf/147665215/Building%20Preschool%20Children%27s%20Language%20%26%20Literacy%20One%20Storybook%20at%20a%20Time.pdf | 2018-08-20T09:36:25Z | crawl-data/CC-MAIN-2018-34/segments/1534221216051.80/warc/CC-MAIN-20180820082010-20180820102010-00668.warc.gz | 202,933,400 | 9,692 | eng_Latn | eng_Latn | 0.977622 | eng_Latn | 0.997608 | [
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Kindergarten Newsletter
Week of November 27th, 2017
Weekly Newsletters are online .
Sounds We Are
2nd quarter assessments will be starting soon.
Learning
Group Four
AI ai
J j
We have our first "letter team" this week. A letter team is two letters that make one sound. Letter teams are also called "diagraphs".
Tricky Word of The Week
was
November Word Family
— og
Practice 2nd quarter skills with your child for the upcoming assessments.
- name capital and lower case letters
- produce letter sounds
- read tricky words
- blend sounds to read words
- name flat and solid shapes
- rote counting (counting by memory)
- number identification
Math - Topic 6
In this topic, we focus on an understanding of addition.
Students will represent addition using their fingers, objects, drawings, and verbal explanations. They understand addition as "putting together" two groups (joining) or as "adding to" a given group.
We hope everyone had a wonderful Thanksgiving with their families.
Thanks again to the parent volunteers who either helped with our Thanksgiving Feast and/ or donated items. We could not have done it without you! | <urn:uuid:50dd878d-b316-4d30-a001-0a7a871818b0> | CC-MAIN-2018-34 | http://gkschools.org/UserFiles/Servers/Server_20197468/File/3%20-%20Schools/11-27-17%20PDF.pdf | 2018-08-20T09:07:00Z | crawl-data/CC-MAIN-2018-34/segments/1534221216051.80/warc/CC-MAIN-20180820082010-20180820102010-00670.warc.gz | 183,341,599 | 255 | eng_Latn | eng_Latn | 0.998898 | eng_Latn | 0.998898 | [
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STUDENT ASSESSMENTS AND ASSOCIATED GROWTH MODELS FOR TEACHER AND PRINCIPAL EVALUATION
FORM C
PUBLICLY AVAILABLE SERVICES SUMMARY
This form will be posted on the New York State Education Department's Web site and distributed through other means for all applications that are approved in conjunction with this RFQ to allow districts and BOCES to understand proposed offerings in advance of directly contacting Assessment Providers regarding potential further procurements.
Please provide an overview of the assessment for districts and BOCES. Please include:
* A description of how the assessment is administered;
* A description of the assessment;
* A description of how scores are reported (include links to sample reports as appropriate);
* A description of how the Assessment Provider supports implementation of the assessment, including any technical assistance. (3 pages max)
Description of the Assessments
Educational Vistas, Inc. (EVI) has developed summative assessments in ELA and Math for grade levels 2 through 9. Both the ELA and Math assessments include multiple choice (MC) questions as well as short response (SR) and extended response (ER) questions. The questions in each assessment are aligned to New York's Common Core State Standards (CCSS) and vertically aligned so that one year of academic growth may be measured. The content is balanced as per the 60/40 ratio used in state assessments for literature and information based text. A Depth of Knowledge (DOK) level has been assigned to each question and the distribution of the DOK levels across the summative assessments assures that a distribution of student performance is possible. The Depth of Knowledge levels are based upon the taxonomy developed by Norman Webb (1997), which is used to differentiate the cognitive expectations inferred from the demands of the CCSS. Each level requires a different depth of knowledge in order to produce an acceptable response. Coverage of the CCSS focuses on the predominant standards and strands and is consistent with the standards and strands designated as high priority for use on the state assessments.
Each assessment has a corresponding test map for teachers and administrators that provides an in-depth profile of each assessment and its individual questions. The test map includes a complete index of the structure of the assessment, points assigned (SR and ER), correct answers (MC), CCSS code(s), and the nature of the item. The nature of the item is very specific and provides information on the focus of each question (i.e. draw an inference, identify key details, determine phrase meaning, analyze setting, evaluate character action, etc.)
Administration of the assessment
The summative assessments are designed to be administered during one class period and may be scheduled according to the district testing schedule. Each assessment consists of either one or two booklets that are formatted to optimize student performance. The font sizes differ according to grade level, the pages in the booklets provide optimal white space for student work, and the distribution of questions on each page ensures ease of readability. Multiple choice questions are spaced to ensure clarity. Districts are provided answer sheets for all students that are prefilled with student identification information. A test map for each assessment is provided so that educators have maximum information on the test construction and content. Local Administration - Educational Vistas, Inc. provides districts with several options for receiving and using the assessments. The assessment files may be sent electronically to districts for the booklets to be printed in-house, if the district so desires. Files would include all booklets, test maps, test administration directions, pre-filled student answer sheets, and scoring materials. Educational Vistas Inc. Support - Should districts wish to receive the assessments printed and sent directly to the district, Educational Vistas, Inc. has a fully operational printing department to meet district needs. All assessment materials such as the booklets, student pre-filled answer sheets, test maps, test administration directions, and scoring materials are provided. Electronic Administration - Each of Educational Vistas, Inc.'s assessments may be administered in an online platform. EVI has a customized process for incorporating ANY assessment into our proprietary online system. Administration in an online platform provides students and educators with many benefits such as:
Please provide an overview of the student-level growth model or target setting model for SLOs for districts and BOCES, along with how student-level growth scores are aggregated to the create teacher-level scores, and how those teacher-level scores are converted to New York State's 0-20 metric.
Target Setting
The summative assessments are vertically aligned with grade level CCSS. This provides an ability to use prior year summatives or student historical data to establish a one year growth target. Using data from the prior year student data, teachers should determine predicted scores for progress based on the student's depth of knowledge in content areas and skill in demonstrating proficiency and performance capabilities. Educators must first establish this baseline information for the instructional period for which the student will participate. The anticipated targets should be aligned to school or district goals and approved through districts negotiated processes.
Educational Vistas, Inc.'s summative assessments are vertically aligned and ensure that the predominate CCSSs, at each grade level are covered. A basic premise upon which the EVI assessments are based is that students are provided instruction on the predominant standards and strands. Educational Vistas, Inc. has selected ranges of student scores for proficiency. These bands are demonstrated in Table 1 below. A growth to proficiency target would be established by determining the amount of gain a student would need to exhibit to reach the target set for them.
Table 1
Alignment to the 0-20 conversion for APPR purposes is recommended as follows:
used with SLOs addresses each of the Next Generation Assessment Priorities below.
EVI assessments meet the AET non-negotiable criteria as cited in the RFQ in the following ways:
AET Criteria
- 90%-100% of each of the EVI assessments reflect the cognitive demand
- Grade 3-8 ELA assessments are constructed with 50/50 ratio of literacy and informational texts.
- 90% -100% of the assessment questions assess the specifics of the standards at each grade level and do not use generic answer choices.
- 90% of vocabulary in grades 3-8 ELA assess words or phrases that focus on primary concepts from the text.
Educator Involvement
Additionally, a key aspect of assessment development is the involvement of educators in the development process in order to assure that assessments are aligned to instructional priorities and goals. EVI assessments are frequently designed for specific districts. In such initiatives the process is highly collaborative. EVI works with districts who wish to develop assessments specific to their district and wish to develop the tests using in house staff. Educational Vistas, Inc. supports that process and provides additional resources for data management or placing assessments on our online platform. Districts may also request Educational Vistas, Inc. support to develop assessments based upon district test maps or description. EVI educators will develop those assessments, as well from a test item bank.
ELA Assessments
The grade 3 ELA assessments require students to complete one short and one extended opinion/inference response. The required responses include supporting details and statements of reasoning.
In addition to multiple choice items, each ELA assessment requires the following:
In grades 4 -8, students are required to respond to one short response and two comparative extended response The passages included are developmentally appropriate and are of a rigor that is consistent with the content demanded of the vertically aligned CCSS. The responses required by students must include an introduction, details with supporting documentation and a conclusion. The depth of knowledge spirals as grade levels ascend in
Characteristics of Good ELA and Math Assessments (only applicable to ELA and math assessments):
Assessments Woven Tightly Into the Curriculum:
Performance Assessment:
keeping with the demand of the CCSSs.
Math Assessments
For grades 3-8, tasks include questions that require reasoning to identify and describe patterns and relationships consistent with the CCSS. Questions provide the opportunity for students to demonstrate the ability to apply mathematical knowledge and skills using rigorous and relevant tasks. Supporting evidence and display of work is required to demonstrate applications.
In addition to the multiple choice items, the assessments provide performance opportunities to demonstrate competencies.
The math assessment reflect increased rigor through the grade levels as demanded by the CCSS, including an understanding of algebraic thinking and geometric concepts.
All EVI assessments are designed to integrate classroom instruction and to reinforce delivery of positive student outcomes.
Educational Vistas, Inc. has worked with districts for over 20 years on curriculum development. EVI has a comprehensive approach that includes, in depth district professional development, a web-based curriculum development tool for in district use, comprehensive data management system and full service assessment department. This comprehensive approach in working with districts has resulted in products and services that are tightly and deeply integrated with curricular and instructional goals. Assessments are framed around the predominant standards and strands, instructional intervals and priorities for those intervals. When working with districts, our approach is to work jointly with staff in grade level bands (i.e. grades 4,5, and 6) so that each grade level instruction is vertically aligned and that pacing and instruction is delivered accordingly.
All of Educational Vistas, Inc. assessments include a performance component. ELA assessments include short and extended responses based on passages that are engaging and require a cognitive level appropriate for the responses. The tasks for short response questions require students to provide an inference/claim based on the passage with text-supported details. For the extended responses, students are required to analyze one passage in grade 3 and to compare and contrast two passages in grades 4-8 based on text-specific prompts. | <urn:uuid:671e3c2b-c8b4-4d59-8505-6fc95664df6d> | CC-MAIN-2018-34 | http://usny.nysed.gov/rttt/teachers-leaders/assessments/docs/educational-vistas-forms-c-and-h.pdf | 2018-08-20T08:36:18Z | crawl-data/CC-MAIN-2018-34/segments/1534221216051.80/warc/CC-MAIN-20180820082010-20180820102010-00679.warc.gz | 435,512,483 | 1,967 | eng_Latn | eng_Latn | 0.991541 | eng_Latn | 0.995507 | [
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Needle Felting Group
Yoko Gifford is an Adler University Master of Counselling and Art Therapy student. She is joining the Family Hope Clinic from September 2018 to May 2019 to provide art therapy groups and counselling. Yoko is skilled at working with fibers and is offering a lovely 2 session Needle Felting group for homeschool students. These sessions meet 3 core competencies in the BC curriculum and offer a fun, strengths based social opportunity; as well as support the broad population of grades 7, 8 and 9's mental wellness.
Content: Textiles
* range of uses of textiles
* variety of textile materials
* hand construction techniques for producing and/or repairing textile items
* consumer concerns that influence textile choices, including availability, cost, function (e.g., waterproof), and textile care
Core Competency: Applied skills, designs & technology
Big Idea: Complex tasks require the sequencing of skills.
Big Idea: Complex tasks require different technologies and tools at different stages
Curricular Competencies
Defining, Ideating, prototyping, testing, making, sharing
Evaluate how the land, natural resources, and culture influence the development and use of tools and technologies
Choose, adapt, and if necessary learn about appropriate tools and technologies to use for tasks
Core Competency: Arts Education
Big idea: Through art making, one's sense of identity and community continually evolves.
Big Idea: Dance, drama, music, and visual arts are each unique language for creating and communicating.
Big Idea: Engaging in the arts develops people's ability to understand and express complex ideas.
Curricular Competencies:
Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play
Interpret and communicate ideas using symbols and elements to express meaning through the arts
Express, feelings, ideas, and experiences through the arts
Core Competency: Physical & Health Education
Big Idea: We experience many changes in our lives that influence how we see ourselves and others.
Big Idea:
Healthy choices influence our physical, emotional, and mental well-being.
Big Idea: Learning about similarities and differences in individuals and groups influences community health.
Curricular Competencies
Mental Well-being/ Social & Community Health
Describe and assess strategies for promoting mental well-being, for self and others Create and assess strategies for managing physical, emotional, and social changes during puberty and adolescence (anxiety, depression, anger/frustration, identity exploration, hormonal/physical changes & mood etc.)
Identify factors that influence healthy choices and explain their potential health effects Identify and apply strategies to pursue personal healthy-living goals Reflect on outcomes of personal healthy-living goals and assess strategies used
Students will receive discuss with their parents support of connection- a vital lifelong has been proven in research on a person's mental health.
information to take home and regarding the above topics in family communication & social support. Social support to be the #1 single influence
Yoko is available to see needed and this may provide students that do not qualify for students for counselling if a great opportunity for funded counselling
programs. She will be available on Fridays for counselling sessions. Sessions are $20 each to cover materials. Support will be provided by the Family Hope Clinic for families whose participation would not be possible due to financial hardship.
If you have any questions about this group or other counselling opportunities, please do not hesitate to contact me.
Blessings,
Angela Herd, MACP, RCC, CCC, RCAT, Dip.CSW
Director
The Family Hope Clinic
604-510-HOPE (4673)
778-888-4660
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LEARN NC
Vietnam waterways: Ecology and conservation
In this interdisciplinary lesson for grades 6-8, students will examine the relationship between the physical environment and cultural characteristics of the Mekong River valley in Vietnam. Students will evaluate the current conditions of the Mekong River and suggest longrange solutions for improving, restoring, or preserving the quality of the river.
A lesson plan for grades 6–8 Information Skills, Science, and Social Studies
BY EDIE MCDOWELL
This interdisciplinary lesson introduces students to river ecology and conservation in conjunction with their social studies examination of the history, culture, and geography of Vietnam. Students will examine the relationship between the physical environment and cultural characteristics of the Mekong River valley in Vietnam. Students will be (virtually) sent as a team of local experts in watershed quality to evaluate the current conditions of the Mekong River in Vietnam. Each team will research and write a "Mekong River Watershed Team Report" to be presented to Mekong River citizens, rice farmers, and government officials summarizing the environmental findings and suggesting what long-range solutions might be taken to improve, restore, or preserve the quality of the Mekong River.
Learning outcomes
Students will understand that rivers provide invaluable natural resources: water for drinking, agriculture, transportation, industry, manufacturing, energy, and recreation (for human civilization and survival), and habitats (for plants and animals). They will recognize the unique environmental interdependence in which river systems connect to land and that people connect to rivers, either directly or indirectly, through their watershed or drainage basin. Finally, students will assess the ongoing need for worldwide water conservation through various methodologies: sustainable use, preservation, and restoration. Students will research current watershed conservation projects in Vietnam as well as in their own local river system.
Teacher preparation
TIME REQUIRED FOR LESSON
Teachers should schedule eight to ten 55-minute class periods or five block periods to complete the activities in this lesson. Portions of the research may be assigned as independent homework.
MATERIALS NEEDED
Paper and pencils/pens
Art supplies (multi-media materials such as water color and acrylic paints, brushes, pastels, crayons, markers, colored pencils).
Pre-activities
Students should have a basic understanding of the water cycle and water systems. They should be able to explain why early human settlements were usually located along waterways. They should be able to cite examples of world civilizations that were originally established at ocean ports, lakes, or along rivers.
Before the lesson, introduce students to river ecology and review the water cycle. The lesson plan "Rivers: Lifelines of the Land" from the National Geographic website offers an excellent introduction. While the lesson focuses primarily on dams, the "suggested procedure" section provides a useful overview of how rivers have long been sources of transportation, food, and water. The National Geographic lesson plan also links to the page "Geography Action! Rivers 2001," which enables students to explore the parts of a river system via an animated example. To cover key words for the study of river systems and watersheds, use the printable pdf.
Activities
Learn more
RELATED PAGES
Salt trading in Asia: In this interdisciplinary lesson, students explore the mineral salt from a variety of perspectives — scientific, geographic, and cultural. The lesson incorporates images of salt production in Nepal and Vietnam. It may be used with grade 4 or grade 7.
The regions of North Carolina: In this lesson, students analyze the differences between North Carolina's geographical regions: the Mountains,
After an overview of the water cycle, the parts of a river system, and watersheds, ask students to use a map of Vietnam to locate main waterways. Map images are available at the following links: 1.
Shaded relief map from LEARN NC
Black and white political map from National Geographic Xpeditions
Political map in color from LEARN NC
Have students work in small groups to find at least three maps of Vietnam. Each group should find a variety of maps: topographical, political, historical, satellite imagery, environmental, territorial, etc. Allow students time to make observations, comparisons, and draw conclusions. Give students sketch paper, colored pencils, and rulers. Ask each student to carefully sketch a map of Vietnam including its borders, main cities, rivers, a compass rose, and any other information they found interesting. Share and discuss results. 2.
Read students the following passage, which comes from "Vietnam: Educator's Guide," by Steve Goldberg: 3.
Vietnam's geography is often referred to as a shoulder pole with a rice basket at each end, making the shape of an S. This analogy is particularly apt, because the heavily populated, rice-producing areas are in the north and the south of the country, while the middle of the country is thin like a pole. At its thinnest point, Vietnam is only about thirty miles wide.
Some of the major cities you may have heard of in Vietnam are located in the following regions:
North — Hanoi
Middle — Hue and Danang
South — Saigon (now officially called Ho Chi Minh City)
Vietnam has two major river deltas, the Mekong River in the south and the Red River is in the north. To its east, Vietnam borders the South China Sea. A well-known road that hugs the east coast of Vietnam is Route 1.
To illustrate the image of Vietnam as a shoulder pole, show students images of Vietnam residents carrying shoulder poles: 4.
Two women carry trays suspended from shoulder poles in street at Hoi An, from LEARN NC
Two photos from Clemson University professor Edwin E. Moise's collection of Vietnam photos, "Transportation in North Vietnam Tended to be Simple":
Photo #2: "Load of bamboo on bicycle. Woman in background carrying baskets on shoulder pole."
Photo #4: "Woman carrying large baskets on shoulder pole."
Optional Kinesthetic Activity: Have students practice using a shoulder pole to test the practicality of this tool for transporting baskets of rice, beans, or other dry objects from one place to the next. You will need bamboo poles at least 5 feet in length, baskets of approximately the same size, and something to carry (bean bags aren't messy if the baskets are spilled). Organize a challenge for small groups (a relay race against the clock or a competition between other teams if you have the materials for several shoulder poles). Students should gain an appreciation for traditional work in Vietnam. The activity also gives students a point of reference for further study of the Mekong River, rice farming, and transportation. 5.
Have students label the regions of Vietnam and their major cities on their maps. Review the meaning of the word delta (an area formed from the deposition of sediments at the mouth of a river that is usually triangular or fanshaped in appearance) and ask students to draw and label: 6.
the Mekong River, and its delta in the south
the Red River, and its delta in the north.
the South China Sea, bordering Vietnam in the east
Discuss the uses of rivers and watersheds. Have students brainstorm ways in which a river system is an essential natural resource. Students' answers should include some or all of the following information: 7.
River systems support human civilization and survival by providing water for drinking, agriculture, transportation, industry, manufacturing, energy, and recreation. River systems also provide habitats for plants and animals.
Ask students to review the following river system vocabulary: 8.
river source
river mouth
upstream
downstream
tributary
main river
meanders
wetlands
floodplain
delta
watershed
The definitions for these terms (PDF) and an interactive image are available from the National Geographic Society's Geography Action! website.
After reviewing key points about the geography of Vietnam, have students access the article "IBFM Puts Triple Bottom Line Assessment into Practice," on the website of the Mekong River Commission for Sustainable Development. This 2006 annual report summarizes the efforts of the Mekong River Commission to identify and combat ecological problems. The article demonstrates the need to consider various purposes and perspectives, both 9.
the Piedmont, and the Inner and Outer Coastal Plain.
Regions of Nepal: A virtual trek: This lesson for grade seven helps students understand the connections between geography and culture. Students experience a virtual trek through the different regions of Nepal, conduct research about the ethnic groups living in each region, and maintain travel logs documenting what they've learned.
RELATED TOPICS
Learn more about Asia, Mekong River, Vietnam, conservation, deltas, ecology, geography, maps, rivers, science, social studies, water quality, watersheds, and world cultures.
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physical and cultural, in making decisions that will affect all stakeholders. The article is not too technical or difficult, but less advanced readers may need assistance in interpreting some of the vocabulary.
Direct students to the main page of the Mekong River Commission. This site summarizes the mission, vision, and cooperative nature of the MRC, and links to many articles and projects helpful for this particular assignment. [Note: While the information is helpful, the site contains consistent typing and spelling errors, probably due to the fact that it has been translated into English. In a tangential grammar and mechanics lesson, students may also be asked to edit the typographical errors in the vision statement!] 10.
Have students access the Mekong River Commission's River Awareness Kit, which introduces students to "River Science," offering a streaming video overview of the river, its geography, the people who use it, etc. 11.
Ask students to use their understanding of the river system vocabulary above to apply each term to the Mekong River on the map of Vietnam and Southeast Asia. Ask students how far north they would have to travel from the Mekong Delta to locate the river source. Tell students that they will now take a virtual tour of the Mekong River in order to learn more. Students will need to take written notes of their visual and auditory observations. 12.
Using one of the two following options, take students on a virtual tour of Vietnam: 13.
Option 1: Take students on a virtual tour of Vietnam, the Mekong River, and its delta via the Travel Adventures website. This site allows visitors to tour Vietnam virtually using Google Earth software. The virtual tour includes personal travel impressions in stories and pictures from Mekong Delta, Mekong River, Vietnam.
Option 2: The Visual Geography website offers an interactive tour of Vietnam through which students can learn about climate, food, houses, jobs, nature, religion, shops, transportation, streets, geography, history, and statistical data. Images and text accompany maps, flags, and other invaluable information in a user-friendly format.
After touring at least one of the above collections, have students listen to the following audio recordings and read the accompanying text written by Kristin Post, who made the recordings: 14.
Nature and people in Vietnam:
This was recorded as part of a multi-day Mekong Delta tour that started in Saigon (Ho Chi Minh City, Vietnam) and finished in Phnom Penh, Cambodia. It is a unique experience to cross the border over water rather than overland. We were amongst the first groups to cross the Vietnam-Cambodia border by boat in 2001.
Though there are many birds close by, you can also hear townspeople, tourists, and honking horns from a nearby road.
Download recording (Right-click or option-click) | About the recording
Bird calls in the Mekong delta:
Many types of birds make their home among the rice paddies, homes and waterways of the Mekong Delta. To me, this birdcall does not sound like typical waterfowl in America. From my journal:
" 'Stork garden' on a small boat through narrow canal. Really 'herons' — very pretty. Ride on the boat."
Download recording (Right-click or option-click) | About the recording
Have students view the photograph "Aerial View of Mekong River Joining Tonle Sap Lake Near Siem Reap" and read the accompanying text. 15.
Following this tour, allow students time to organize their notes, discuss results in small groups, and draw conclusions regarding the Mekong River and its importance to the citizens of Vietnam. (Allow at least one class period for this activity.) 16.
17.
Challenge assignment: Mekong River Watershed Team Report
Give students the following assignment:
You have just completed your training at the Watershed Academy. You have been sent as a team of local experts in watershed quality to evaluate the current conditions of the Mekong River in Vietnam. Research and write a Mekong River Watershed Team Report addressing these questions:
Why is this river essential to Vietnam?
Is the river healthy?
How do people's actions within the Mekong River watershed affect the overall quality of the river? (Remember that anything that affects a watershed may eventually impact its tributaries and river as well as the water body at the mouth of the river.)
What kinds of human activities are causing damage to river systems?
What are some of the indications that a river system is being damaged?
What is being done to combat the negative effects of the human activities?
What long range solutions might be taken to improve, restore, or preserve the quality of the Mekong River?
With your team, research the library and the web to locate at least three resources with information to answer these questions.
Document your sources of information and evidence. Outline the introduction, main points, and conclusion of your team presentation. Synthesize information in a final product (written report, essay, multimedia presentation, or directive memo format) to share conclusions. In your final report, your team should present its findings to a group of citizens, rice farmers, and government officials within the Mekong Delta. Peers will serve as the target audience of citizens and government officials for each Mekong River Watershed Team Report. Each team should devise its own plan to share responsibilities for these tasks. Visual tools for each team presentation might include the maps of Vietnam created earlier in the lesson.
Allow at least five class periods for students to complete this assignment, and one period for presentations. Students may produce a standard written report, or they may use a directive memo format. If students opt to use this format, instruct them to consult the memo-writing page from the Online Writing Lab website of Purdue University. For this environmental report, the audience should be concerned Mekong Delta citizens, rice farmers, and government officials. The purpose of the memo should be to summarize findings of watershed study. The summary should include the answers to the questions posed in the assignment. Each question may be addressed in a segment of the summary report. Directives should set forth long-range solutions to improve, restore, or preserve the quality of the Mekong River. 18.
Assessment
Students will create a rubric for self-evaluation to reflect the following objectives:
Participation in information-gathering to evaluate the current conditions of the Mekong River in Vietnam 1.
Proper source documentation and data collection 2.
Final Mekong River Watershed Team Report (directive memo or other format) including watershed quality summary and conclusions 3.
Oral presentation of Mekong River Watershed Team Report which: 4.
creates a coherent organizing structure appropriate to purpose, audience, and context 1.
orients the reader/listener to the scene, the people, and the events 2.
engages the reader/listener by establishing a context and creating a point of view 3.
establishes the signficance of events 4.
uses conventions of grammar and mechanics 5.
Optional extensions
Visit the Water Science Activity Center on the US Geological Survey's Water Science for Schools website. This interactive site allows students to answer challenge questions, give opinions, and participate in questionnaires concerning water issues. Their answers will be entered into a database. After answering, students can access a table showing how those in other states and countries responded. Students can examine this data to see how others across the country (and world) have the same or different ideas, thoughts, and opinions about water. Your class can have a discussion about why someone 2,000 miles away responded differently.
You may also wish to extend the lesson by having students conduct a similar environmental investigation of a local river, stream, or watershed.
Supplemental information
Surf Your Watershed from the U.S. Environmental Protection Agency. This website allows students to find their watershed using geographical information (city, county, state, and stream name, or 8-digit USGS hydrologic catalog code number). Once you have found your watershed, you will be able to find citizen-based groups that are active in your watershed. The site also includes a link to "The Watershed Patch Project," a PDF document that lists watershed activities designed for schools, science clubs, and community organizations.
Water Science for School, from the US Geological Survey, includes pages for topics including water basics, the water cycle, and water use. This resource offers helpful definitions, images, and examples to define the water cycle, river system, and watershed, and links to other educational sites and activities.
LEARN NC resources about the Mekong River
Rice Farming and Rural Life in Vietnam, a LEARN NC slideshow
"The Mekong, Seen Over Handlebars," a New York Times article and slideshow about a journey through the Mekong Delta.
LEARN NC resources about coastal trade
Critical vocabulary
River system
River source
River mouth
Upstream
Downstream
Tributary
Main river
Meanders
Wetlands
Floodplain
Delta
Watershed
Conservation
Preservation
Restoration
Audience
Purpose
Memo
Directive
Summary
Websites
Maps of Vietnam:
Shaded relief map from LEARN NC
Black and white political map from National Geographic Xpeditions
Political map in color from LEARN NC
Image of shoulder poles:
Two women carry trays suspended from shoulder poles in street at Hoi An, from LEARN NC
National Geographic Society's Geography Action! website:
Interactive river image
Vocabulary terms and definitions (PDF)
Mekong River Commission website:
"IBFM Puts Triple Bottom Line Assessment into Practice"
Main page of the Mekong River Commission
River Awareness Kit
Virtual tours of Vietnam:
Travel Adventures
Visual Geography
Memo-writing page from the Online Writing Lab website of Purdue University
Water Science Activity Center from the US Geological Survey
North Carolina Essential Standards
INFORMATION AND TECHNOLOGY SKILLS (2010)
Grade 6
6.RP.1 Apply a research process for collaborative or individual research. 6.RP.1.1 Implement a research process collaboratively. 6.RP.1.2 Implement a research process independently.
Grade 7
7.RP.1 Apply a research process to complete given tasks. 7.RP.1.1 Implement a collaborative research process activity that is group selected. 7.RP.1.2 Implement an independent research process activity that is student selected.
Grade 8
8.RP.1 Apply a research process to complete project-based activities. 8.RP.1.1 Implement a project-based activity collaboratively. 8.RP.1.2 Implement a project-based activity independently.
SCIENCE (2010)
8.E.1 Understand the hydrosphere and the impact of humans on local systems and the effects of the hydrosphere on humans. 8.E.1.1 Explain the structure of the hydrosphere including: Water distribution on earth Local river basins and water availability 8.E.1.2...
SOCIAL STUDIES (2010)
Grade 7
7.G.2 Apply the tools of a geographer to understand modern societies and regions. 7.G.2.1 Construct maps, charts, and graphs to explain data about geographic phenomena (e.g. migration patterns and population and resource distribution patterns). 7.G.2.2 Use...
North Carolina curriculum alignment
INFORMATION SKILLS (2000)
Grade 7
Goal 3: The learner will RELATE ideas and information to life experiences.
Objective 3.02: Collect and compare information about diverse cultures, environments, and peoples.
Objective 3.04: Relate cultural similarities and differences to personal heritage and environments.
SCIENCE (2005)
Grade 7
Goal 1: The learner will design and conduct investigations to demonstrate an understanding of scientific inquiry.
Objective 1.05: Analyze evidence to:
Explain observations.
Make inferences and predictions.
Develop the relationship between evidence and explanation.
SOCIAL STUDIES (2003)
Grade 7
Goal 2: The learner will assess the relationship between physical environment and cultural characteristics of selected societies and regions of Africa, Asia, and Australia.
Objective 2.01: Identify key physical characteristics such as landforms, water forms, and climate and evaluate their influence on the development of cultures in selected African, Asian and Australian regions.
Funding for this lesson plan was provided by the UNC Center for Global Initiatives through a grant from the U.S. Department of Education's International Education Programs Service.
LEARN NC, a program of the University of North Carolina at Chapel Hill School of Education, finds the most innovative and successful practices in K–12 education and makes them available to the teachers and students of North Carolina — and the world.
For more great resources for K–12 teaching and learning, visit us on the web at www.learnnc.org. | <urn:uuid:a2d87909-0813-4d4c-ba59-01fdb52bb769> | CC-MAIN-2023-06 | https://carolinaasiacenter.unc.edu/wp-content/uploads/sites/8684/2018/10/Vietnam-waterways-Ecology-and-conservation.pdf | 2023-02-08T13:26:25+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500813.58/warc/CC-MAIN-20230208123621-20230208153621-00167.warc.gz | 165,794,722 | 4,449 | eng_Latn | eng_Latn | 0.975227 | eng_Latn | 0.994627 | [
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Self-Exploration Activities for Skills:
- Find out more about your personality and strengths by completing the Buzz quiz: https://icould.com/buzz-quiz/
- Now answer the questions below from the Buzz Quiz results:
A. What animal are you?
B. What are your main strengths?
C. What tips/advice have been suggested for you?
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Faucet snail
(Bithynia tentaculata)
What is it?
The faucet snail (Bithynia tentaculata) is a small invasive snail, native to Europe that is dark-brown to black in color, up to ½" in length, and features 4-6 whorls. It has a cover or 'operculum' on its shell opening with concentric circle markings in adults and spiral markings in juveniles.
Where is it?
The faucet snail can be found in shallow lakes, ponds, canals, or sloughs. It prefers shallow, near-shore habitats featuring submerged vegetation or other structure such as rocks, gravel, and other coarse substrates.
Near to the Lower Wisconsin River basin, it has been found in the Mississippi River from Lake Pepin to the Wisconsin/Illinois border, with particularly robust populations being found near La Crosse. The snail has also been found in Shawano Lake, in the Wolf River basin.
How does it spread?
The faucet snail can spread by attaching to aquatic plants, boats, anchors, and other recreational gear and equipment. It may also spread to new waterbodies via migrating waterfowl that have ingested infected snails, and potentially by the downstream movement of submerged vegetation to which they've attached in high flows. The gear and equipment of waterfowl hunters are also a potential vector of transport and spread, particularly between the Mississippi River and Lower Wisconsin River sloughs.
Why do we care?
The environmental impacts of the faucet snail are
High priority AIS not yet present in Lower Wisconsin River basin as of January, 2012
significant. The snail has been linked to the deaths of an estimated 75,000-100,000 waterfowl in the Upper Mississippi Wildlife Refuge since 2002. It can also outcompete native snails that are a critical food source for fish, birds, and other wildlife.
The snail can also cause negative economic impacts. The Lower Wisconsin and Upper Mississippi regions are hot spots for waterfowl hunting, and could be negatively impacted if the faucet snail continues to spread. In 2006, 66,000 Wisconsin waterfowl hunters spent an estimated $19 million on trip expenditures and equipment, and contributed to a total output of approximately $26 million associated with waterfowl hunting, including 444 jobs.
What can we do?
Recreational users, including waterfowl hunters, of waterbodies infected by the faucet snail must learn to identify the snail, and inspect and remove it from all of their gear upon leaving a waterbody. The snail can be killed by exposure to 125°F water for five minutes.
STOP AQUATIC HITCHHIKERS!
Wisconsin law requires you to:
* Inspect boats, trailers, and equipment.
* Remove all attached aquatic plants and animals.
* Drain all water from boats, vehicles and equipment.
* Never move plants or live fish away from a waterbody.
If you suspect that you have found an invasive species call 1-888-WDNR-INFO (1-888-936-7463) to report it.
Nationwide Bithynia tentaculata distribution (USGS, 2011)
River Alliance of Wisconsin • 306 E Wilson St., Ste. 2W • Madison, WI 53703 • (608) 257-2424 • www.wisconsinrivers.org | <urn:uuid:e48cb21f-4407-4e8f-82da-5b0251503b68> | CC-MAIN-2023-06 | https://wisconsinrivers.org/wp-content/uploads/2017/10/faucet_snail.pdf | 2023-02-08T14:03:17+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500813.58/warc/CC-MAIN-20230208123621-20230208153621-00167.warc.gz | 632,705,592 | 720 | eng_Latn | eng_Latn | 0.997046 | eng_Latn | 0.997046 | [
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English 2
Read the following with your child:
1. You have to read a passage and then answer some questions about it. You can look back at the passage to check your answers as many times as you want. There are also some spelling, punctuation and grammar exercises to do.
2. This is a multiple-choice paper in which you have to mark your answer to each question on the separate answer sheet.
3. Draw a firm line clearly through the rectangle next to your answer like this * —. If you make a mistake, rub it out as completely as you can and put in your new answer.
4. Be sure to keep your place on the answer sheet. Mark your answer in the box that has the same number as the question in the booklet.
5. You may find some of the questions difficult. If you cannot do a question, do not waste time on it but go on to the next. If you are not sure of an answer, choose the one you think is best.
6. Work as quickly and as carefully as you can.
Read this passage carefully, then answer the questions that follow.
The Secret Garden by Frances Hodgson Burnett
While walking in the garden Mary watched a robin and, after following it, discovered a key on the ground.
1. She looked at the key quite a long time. She turned it over and over, and thought about it. All she thought about the key was that if it was the key to the closed garden, and she could find out where the door was, she could perhaps open it and see what was inside the walls, and what had happened to the old rose-trees. It was because it had been shut
5. up so long that she wanted to see it. It seemed as if it must be different from other places and that something strange must have happened to it during ten years. Besides that, if she liked it she could go into it every day and shut the door behind her, and she could make up some play of her own and play it quite alone, because nobody would ever know where she was, but would think the door was still locked and the key buried in the earth. The 10. thought of that pleased her very much.
Living in a house with a hundred mysteriously closed rooms and having nothing whatever to do to amuse herself, had set her inactive brain to working and was actually awakening her imagination.
She put the key in her pocket and walked up and down her path. No one but herself 15. ever seemed to come there, so she could walk slowly and look at the wall, or, rather, at the ivy growing on it. The ivy was the baffling thing. Howsoever carefully she looked she could see nothing but thickly growing, glossy, dark green leaves. She was very much disappointed as she paced the path and looked over it at the tree-tops inside. It seemed so silly, she said to herself, to be near it and not be able to get in. She took the key in her 20. pocket when she went back to the house, and she made up her mind that she would always carry it with her when she went out, so that if she ever should find the hidden door she would be ready.
* * *
The skipping-rope was a wonderful thing. The sun was shining and a little wind was blowing – not a rough wind, but one which came in delightful little gusts and brought a 25. fresh scent of newly turned earth with it.
Mary skipped round all the gardens and round the orchard, resting every few minutes. At length she went to her own special path and made up her mind to try if she could skip the whole length of it. It was a good long skip and she began slowly, but before she had gone half-way down the path she was so hot and breathless that she was obliged to stop. She
30. did not mind much, because she had already counted up to thirty. She stopped with a little laugh of pleasure, and there, lo and behold, was the robin swaying on a long branch of ivy. He had followed her and he greeted her with a chirp. As Mary had skipped toward him she felt something heavy in her pocket strike against her at each jump, and when she saw the robin she laughed again.
35. "You showed me where the key was yesterday," she said. "You ought to show me the door today; but I don't believe you know!"
The robin flew from his swinging spray of ivy on to the top of the wall and he opened his beak and sang a loud, lovely trill, merely to show off. Nothing in the world is quite as adorably lovely as a robin when he shows off – and they are nearly always doing it.
40. One of the nice little gusts of wind rushed down the path, and it was a stronger one than the rest. It was strong enough to wave the branches of the trees, and it was more than strong enough to sway the trailing sprays of untrimmed ivy hanging from the wall. Mary had stepped close to the robin, and suddenly the gust of wind swung aside some loose ivy trails, and more suddenly still she jumped toward it and caught it in her hand. This she did 45. because she had seen something under it – a round knob which had been covered by the leaves hanging over it. It was the knob of a door.
She put her hands under the leaves and began to pull and push them aside. Thick as the ivy hung, it nearly all was a loose and swinging curtain, though some had crept over wood and iron. Mary's heart began to thump and her hands to shake a little in her delight and 50. excitement. The robin kept singing and twittering away and tilting his head on one side, as if he were as excited as she was. What was this under her hands which was square and made of iron and which her fingers found a hole in?
It was the lock of the door which had been closed ten years and she put her hand in her pocket, drew out the key and found it fitted the keyhole. She put the key in and turned it. 55. It took two hands to do it, but it did turn.
And then she took a long breath and looked behind her up the long path to see if anyone was coming. No one was coming. No one ever did come, it seemed, and she took another long breath, because she could not help it, and she held back the swinging curtain of ivy and pushed back the door which opened slowly – slowly.
60. Then she slipped through it, and shut it behind her, and stood with her back against it, looking about her and breathing quite fast with excitement, and wonder, and delight.
She was standing inside the secret garden.
Please answer these questions. (Look at the passage again if you need to.) You should choose the best answer and mark its letter on your answer sheet.
For how many years had the secret garden been locked? A seven 1
B eight
C nine
D ten
E eleven
Which of the following facts do we know about the secret garden from the passage? 2
A It receives a lot of sunlight.
B There is lots of space for playing.
C There is a pond.
D There are trees inside.
E There is a gardener.
What word best describes Mary as she 'turned it [the key] over and over'? 3
A regretful
B frustrated
C pensive
D frightened
E ecstatic
What made Mary especially keen to see the secret garden? 4
AIt had been inaccessible for so long.
B People had been saying how beautiful it was inside.
C She could see a bit of it through the wall and it looked very tempting.
D She was bored of playing in the rest of the garden.
E Her parents had encouraged her to play outside.
Mary was keen to keep the garden a secret even if she found the entrance. Why? 5
A Mary didn't like spending time with other people.
B People had warned her that she shouldn't go into the garden.
C Mary wanted to play by herself.
D Mary found it thrilling to keep secrets.
E Mary had promised a friend that she would keep it a secret.
What did Mary plan to do in the secret garden? A play with her skipping rope 6
B invite her friends over to play
C tend to the plants
D read her books
E play her own games
According to the first paragraph, where had the key been hidden? (line 9) 7
A on the wall
B next to a flower pot
C in the earth
D in a bird's nest
E on the window-sill
According to the passage, what accounted for Mary's particularly strong imagination? 8
A Mary had been brought up with no toys.
B Mary had always been a very creative child.
C Mary's school encouraged imaginative activities.
D Mary had nothing to entertain her at home.
E Mary's parents had instilled in Mary a love of imaginative games.
According to the passage, what impression do we get of the house in which Mary lived? 9
A It was an inviting place.
B The house contained many secrets.
C The house was an old, dilapidated building.
D The people who lived there were very posh.
E All the neighbours were in awe of the house.
Why was it particularly hard to see if there was a door to the garden? A The garden walls were covered in thick ivy. 10
B The garden was so large it was hard to get all the way around it.
C There were trees obscuring the garden walls.
D Mary only ever looked for the door after dark, when no one was around.
E The house towered over the garden so the walls were in shadow.
Why did Mary decide to keep the key on her at all times? A She didn't trust anyone else to keep it safe. 11
B She had nowhere to store it in her house.
C She wanted to be able to open the door whenever she found it.
D She often lost things, even if they were important.
E It might get lost amongst the other keys.
What best describes the wind that blew along the path? A gentle gust 12
B strong wind
C stiff breeze
D gale-force
E high wind
What else did Mary skip around other than the gardens?
A the old rose trees
B the summerhouse
C the stables
D the orchard
E the boating lake
What challenge did Mary set herself as she played in the gardens?
A Mary decided to run from one side to the other.
B Mary wanted to skip all the way down the path.
C Mary aimed to do more than thirty skips.
D Mary aimed to exercise for thirty minutes without getting out of breath.
E Mary wanted to run up and down the path to find her friend, the robin.
What happened just before Mary's discovery of the key AND the hidden door? 15
A Mary came across the robin.
B Mary played with her skipping rope.
C The winds increased.
D Mary felt breathless.
13
14
E Mary started laughing.
Which of the following quotations from the passage suggests that the gardens in which Mary played were neglected? 16
A "thickly growing, glossy, dark green leaves" (line 17)
B "fresh scent of newly turned earth" (line 25)
C "skipped round all the gardens and round the orchard" (line 26)
D "the robin swaying on a long branch of ivy" (line 31)
E "trailing sprays of untrimmed ivy" (line 42)
What was the significance of the wind in the story?
A The wind filled the silence.
B The wind stopped Mary doing what she wanted to do.
C The wind brushed aside the earth to uncover the key.
D The wind propelled the robin to Mary.
E The wind blew the ivy to reveal the doorknob.
What metaphor is used when describing the ivy?
A It is a curtain.
B It is thick.
C It is untrimmed hair.
D It is like a swing.
E It is glossy.
What suggests that the robin was as excited as Mary at finding the door to the garden? 19
A The robin was silent as Mary uncovered the door.
B The robin flew around frantically.
C The robin made lots of noise.
D The robin started pecking at the doorknob.
E The robin came and sat on Mary's shoulder.
Why is "no one" repeated in line 57? A The author couldn't think of anything else to write. 20
B Repetition can build suspense.
C Mary's actions were repetitive.
D Mary was feeling lonely at that moment.
E It reflects Mary's muddled thoughts.
17
18
Why is there an emphasis on Mary's breathing in the last seven lines of the passage? 21
A Mary had been skipping a lot and was out of breath.
B The key was very hard to turn so Mary had to breathe deeply to give her strength.
C Mary was being dramatic so she was exaggerating her breathing.
D Mary was breathless with excitement and anticipation.
E Mary was inhaling deeply before calling to her friends.
What type of words are the following? mysteriously (line 11) carefully (line 16) thickly (line 17) adorably (line 39) 22
A nouns
B verbs
C adjectives
adverbs
D
E prepositions
Which of these words is an adjective? A swaying (line 31) 23
B trailing (line 42)
C singing (line 50)
D tilting (line 50)
E standing (line 62)
Punctuation
In these sentences there are some punctuation mistakes. On each numbered line there is either one mistake or no mistake. Find the group of words with the mistake in it and mark its letter on your answer sheet. If there is no mistake, mark N.
A Ghostly Encounter
In these sentences there are some spelling mistakes. On each numbered line there is either one mistake or no mistake. Find the group of words with the mistake in it and mark its letter on your answer sheet. If there is no mistake, mark N.
There was something different about the school playground today: not the usual lull
before exams or antisipation before sports day. This was a one-off, whatever it A B C D 32
was. One thing you couldn't fail to notice on entering the school gates was a sea of
hats, as far as the eye could see: not the usual peeked caps but wide-brimmed A B C D 33
hats with feathers. There were also helmets (not the bicycle kind) and even some crowns. No-one was wearing modern clothes either; the usual sportswear
were knowhere in sight. The vast majority of children wore robes, some adorned A B C D 34
with jewels and others very plane. You could say it was an attempt by the school A B C D 35
to bring the past to life. In spite of their altered appearence, pupils lined up A B C D 36
as normal and Class 5B waited for Mr Holterson to take the register. The only
differance on this morning, however, was that pupils answered to the name of their chosen person from history. A B C D 37
'Cleopatra! Gandhi! Einstein!… Einstein?'
38
'That's because I am Albert Einstein.'
'Very good, Johnny!' the teacher laughed.
But Einstein did not laugh and, instead, started to cough: an old-man's cough that couldn't possibly come from a ten-year-old – could it?
the phantoms of the past, inside.
Caught Out?
In this passage you have to choose the best word, or group of words, to complete each numbered line so that it makes sense and is written in correct English. Choose the best answer and mark its letter on your answer sheet.
Ellie launched the ball into the air and watched it for
41
the an this a that split-second before racing to first base. It was
A
B
C
D
E
summer and that meant rounders: a game which not all pupils enjoyed,
always seemed to lose. Perhaps the other teams had velcro attached to their hands or super-human vision even in bright sunlight
off miraculous catches and thunderous strikes of the ball.
had finished their previous round of batting feeling disheartened, having only
E
managed to score three-and-a-half rounders compared to the yellow team's six.
What they needed now was a moment to at of with in
A
B
C
D
E
inspiration and maybe – just maybe – Ellie could provide that.
'Go, Ellie, go – YES – you can do it - all the way!'
45
The encouragement lifted Ellie's spirits as she sprinted from first to second base,
believe that she might get all the way round.
finally descend but, when it did, the green team's expressions of excitement turned to horror as they spotted the tallest boy in
48
it, watching, waiting. However, the tension soon gave way to laughter: not cruel, mocking laughter but genuine disbelief. As soon as Ellie reached fourth base, she turned and looked to see what was going on. And there it was: a bird with the ball in its beak.
'Rounder!' the umpire shouted.
When the yellow team protested, the umpire simply smiled and said, 'Well, the
49
Copyright © GL Assessment, 2017.
All rights reserved, including translation. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, recording or duplication in any information storage and retrieval system, without permission in writing from the publishers.
Published by GL Assessment, 1st Floor, Vantage London, Great West Road, Brentford TW8 9AG.
Printed in Great Britain.
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TEACHER NOTES – ASTRONOMY IN THE NEWS #48 JWST HIGHLIGHTS
The format of this week's bulletin is different to previous as it will contain 3 slides of science, all showing off some results from the JWST that we haven't discussed either in these bulletins or in the Lite postings.
Slide 2: Neptune
Neptune is the most outer planet within our Solar System, and is the smallest of the giants but is the third most massive at a relative mass of 17 times greater than that of Earth. Along with Uranus, it is an ice giant and made primarily of heavier elements. However, the atmosphere of the planet is hydrogen and helium.
Neptune was not discovered "by eye" but by predictions based on mathematical modelling, with confirmation via telescope occurring later. Later observations have found 14 moons orbiting the planet, with Triton by far the largest.
The scientific investigation of Neptune is limited due to its distance from Earth, and its small size. Therefore, space telescopes have increased our understanding of the planet, with Voyager visiting in 1989, followed by observations by the Hubble Space Telescope (HST) and James Webb Space Telescope (JWST).
Some observational features of Neptune are the blue colour, caused by methane in the upper atmosphere, with faint rings also detected. Neptune also has a very active weather system, with the strongest sustained winds in the Solar System at 600 m/s (1,300 mph).
The JWST observations look significantly different, as this methane absorbs at infrared wavelengths, but shows different bands of emission that could maybe different cloud properties, as well as similarities with other giant planets.
The result on this slide was discussed in the following articles:
https://www.bbc.co.uk/news/science-environment-62984658
https://www.theguardian.com/science/2022/sep/21/neptune-and-its-rings-shown-in-striking-new-light-by-webb-telescope
IMAGES:
1. (Left) JWST observations of Neptune with Triton appearing more star like. Neptune's other moons are visible, along with the rings.
2. (Right) Evolution of the observations of Neptune, from Voyager to HST to the new infrared observations from JWST.
Slide 3: Globular Clusters at high redshift
Globular clusters are collections of stars but beyond this, out knowledge of them is very low. Their formation mechanisms, and when this happened, is not known. The Milky Way has many globular clusters and the majority of them, along with those in nearby galaxies, are very old. Their ages, in fact, correspond to formation at a redshift of z=5, or 12.5 gigayears ago. The error bar on these measurements is quite large though and could span from z=3 to z=6.
Some of the first images released from the JWST were deep cosmological images, displaying evidence of gravitational lensing. Within this image, one such lensed galaxy appears multiple times, and in each mirror, there are globular clusters present as red point sources. The galaxy, at a redshift of z=1.378, is lensed by a foreground galaxy cluster at z=0.39. By modelling the spectra and colours of these globular clusters, it is aged to have formed at a redshift greater than z=9, which would be in the first 500 million years of the Universe, which is when reionisation of the Universe occurred, and the initial phases of galaxy assembly.
The result on this slide was discussed in the following article:
https://www.bbc.co.uk/news/science-environment-63090818
The research article that this is based on can be found here:
https://iopscience.iop.org/article/10.3847/2041-8213/ac90ca
IMAGES:
1. (Top) Wide image of the SMACS 0723 lensing image. One such lensed object is a galaxy that contains multiple globular clusters.
2. (Bottom) Zoomed-in image of the lensed galaxy with the apparent globular clusters visible in all versions.
Slide 4: Pillars of Creation
The Pillars of Creation were first observed by the HST and are located in the M16 nebula. This region hosts an open cluster of stars, along with star-forming gas and dust which is actively forming stars. It is this gas that is observed in these images. The darker regions are where new protostars are currently forming. The gas and dust, especially when viewed in the optical wavelengths with HST, block the light from the background stars, whilst in the infrared we can start to see through them.
In the optical, they are illuminated by the young massive stars that have formed to the side of them. The ultraviolet radiation given off from these young stars is the cause of these pillars as it is eroding the gas cloud, and may disrupt the star-forming process.
The result on this slide was discussed in the following articles:
https://www.bbc.co.uk/news/science-environment-63319814
https://www.bbc.co.uk/news/science-environment-63431578
IMAGES:
1. (Left) Optical image from HST.
3. (Right) JWST image from the mid-infrared regime. These wavelengths show the filamentary structures where stars are forming. The truly densest regions are highlighted, and are the darkest structures in the pillars. These densities are required to form stars.
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Talking to Children about Violence as Families of Faith
Dear Families,
Like you, I am reeling this morning. Once again, the unthinkable has happened. Once again, parents are 'weeping for their children, refusing to be comforted for they are no more.' We ask, with the prophets and the people of God everywhere, "How long, O Lord?" Once again, we are wondering how we frame the discussion of violent events for our children. Once again, I wanted to reach out and provide some support and proposed guidance as we struggle to speak to our children about what is happening and what our response should be.
First, as we consider our own families, we can remember that children do not engage with what they see and hear around them in the same ways as adults. Images and sounds are particularly impactful and frightening for them. Young children do not have the ability to distance themselves or contextualize what they see and their first and lasting response is fear. It's a good idea to limit children's exposure to images and sounds that will frighten children and limit exposure to material that is not helpful. It can be challenging when we are trying to remain informed, but try not to watch the news with young children who simply can't process what they're seeing in ways that are helpful.
This does not mean that we as parents should not talk to children about what is occurring or that we should change the subject when children have questions. Children sense and know when something big is happening. We need to have conversations with them and provide context for and a helpful way to process what is occurring and what they are feeling.
Some considerations for daily life…
* Remind children that you and others who love them will do all you/they can to keep them safe. Also, stick to routines as much as possible. Children find familiarity and regular routines very comforting, particularly in scary times.
* Take your cues from your children. They may want to discuss what has happened, and they may not be able or ready to put into language what they're feeling. When language fails, hugs and cuddles go a long way.
* Be mindful of your children's words, reactions, feelings. Do what you can to comfort them and discuss their fears in constructive ways. Help them to be and to feel safe. Answer children's questions simply, but don't feel compelled to point out scary things that are happening.
* Point out the helpers. Wonder about how you as a family and how your children in their own spheres can be helpers too. Even small gestures of
helpfulness can have large impacts and imprints. Do whatever you can to sow seeds of love and peace in the face of violence.
* Be mindful of how you react to the news. What words are you using? How are you describing people? How do you characterize people you agree with? You don't agree with?
I have found this resource very helpful as I consider how to approach discussions with children and ways to help them frame and process what is happening. Please also Join us at 12 pm TODAY online on Zoom to pray, lament, grieve, and bring all that we are experiencing, all the pain in the world, to our God who took on the world's suffering as a gift of love. May the God of love and peace hear our prayers and show us how to do God's work of peace and justice in our suffering world.
I pray many blessings on you and your families as we seek to love, guide, protect, and nurture the children in our care.
Warmly, Rosemarie
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http://learnenglish.britishcouncil.org/en/big-city-small-world/series-2-episode-8-happy-new-year
Series 2 Episode 8:
Happy New Year
Introduction
3. Trafalgar Square 4. chaotic
6. dawn
7. mate
8. husband
f. A formation of people moving forward slowly, e.g. in religious festival.
What are Johnny and his friends going to do for New Year's Eve? Is Carlos finally asking Sarah out on a date? Written by Chris Rose. This support pack accompanies: Big City Small World – Series 2 Episode 8 This support pack contains the following materials: Before you listen Comprehension Task Grammar Task Vocabulary Task Audio script Before you listen We suggest you do the vocabulary activity below before you listen. Then listen to the episode and do the first task to check your understanding. Finally, practise some vocabulary and grammar. Match the words and phrases in the boxes to the definitions. 1. strictly 2. procession 5. midnight Definitions: a. The moment of the day when the sun rises. b. Random. Without being organised. c. Twelve o'clock at night. d. Following the rules closely. e. The man in a marriage. www.britishcouncil.org/learnenglish
g. A public square and monument in the centre of London.
h. Colloquial term for friend.
Now, listen to episode 8.
http://learnenglish.britishcouncil.org/en/big-city-small-world/series-2-episode-8-happy-new-year
Comprehension Task
True or false
Decide whether these statements are true or false.
1. It is New Year's Day the following day.
2. Johnny wants to go to Trafalgar Square. 3. Sarah likes drinking beer. 4. Olivia knows what Auld Lang Syne means. 5. Tony is opening the café all night on New Year's Eve. 6. Harry wants to spend New Year's Eve with his girlfriend. 7. Olivia is babysitting on New Year's Eve. 8. Olivia invites everyone to her place. Comprehension Task 2 Match up Match the sentences with the speakers. Magda Olivia Harry Sarah Fadi www.britishcouncil.org/learnenglish
Carlos
Tony
http://learnenglish.britishcouncil.org/en/big-city-small-world/series-2-episode-8-happy-new-year
Grammar Task
Choose the correct sentence, a or b.
1. a. Sarah asked when New Year's Eve was.
b. Carlos said that he could cook again.
7. I have to look after my nephew Joe.
b. Sarah asked when was New Year's Eve. 2. a. Carlos said that he can cook again. 3. a. Johnny suggested going to Trafalgar Square. b. Johnny suggested to go to Trafalgar Square. 4. a. Sarah said she hadn't wanted to go to a pub. b. Sarah said that she didn't want to go to a pub. 5. a. Harry told to everyone he was going to see Bindyu. b. Harry told everyone he was going to see Bindyu. 6. a. Everybody wished themselves a Happy New Year. b. Everybody wished each other a Happy New Year. Vocabulary Task Match up Match the two parts of each dialogue. 1. Christmas goes on until January 6 th 2. Is there a special dinner for New Year in Britain? 3. Let's go and stand outside – in Trafalgar Square! 4. People sing a song at midnight. 5. I've got lots of girls! 6. I think we should have a procession. www.britishcouncil.org/learnenglish
8. You can all come to my house.
Audio Script
Johnny
: So, after our successful Christmas, what are we going to do for New Year's Eve?
Sarah: When is New Year's Eve?
Harry: Tomorrow!
Big City Small World – Series 2 Episode 8
http://learnenglish.britishcouncil.org/en/big-city-small-world/series-2-episode-8-happy-new-year
Sarah:
New Year already! Christmas has only just finished!
Magda:
Strictly speaking, Sarah, it still is Christmas – Christmas goes on until January 6th. New Year's Eve is part of Christmas.
Sarah
: Wow, it never ends... I can cook again! Is there a special dinner for New Year in Britain? : Not really. : In China there are lots of processions in the streets. Are there processions here? : Not really. In China New Year is a very important holiday. Is it very important in Britain? : Not really. : So what do people do for New Year? Depends... some people have parties, some people go to a pub or a club and drink a lot. Some people go and stand outside – quite a lot of people go to Trafalgar Square in the centre of London... : Let's do that! : No way! It's too cold! : And usually raining! : And too chaotic! : Do people drink a lot? : Some do. Harry: Some people know… Fadi: In Scotland, probably. Johnny: So what shall we do, then? Sarah: I don't want to go to a pub and get drunk. Fadi We could go to a club – I know some great places – we can go out dancing till dawn! Great music, lots of girls... Olivia: You and your girlfriends... Fadi: OK, OK... let's forget that idea then. Harry: No, it's not for me... I don't think Bindyu would like it... Fadi: Come on Harry, you can't let Bindyu organise your life! Harry: She doesn't organise my life! I like being with her, and I like doing the things she wants to do... Fadi: I've lost you, mate! Harry: I think you need a girlfriend too! Fadi: Hey! No way! I've got lots of girls! Johnny: Oh yeah? How come I've never met them? Fadi: Well, erm, hey, erm... you know how it is.... Johnny: I think we should have a procession... Olivia: Where? www.britishcouncil.org/learnenglish
Carlos:
Harry
Johnny
Olivia
Sarah:
Fadi
Johnny
Harry:
Olivia:
Johnny
Harry
Fadi
Olivia
Sarah
Harry
Sarah: I hate drinking beer.
Harry:
A lot of people stay at home and watch TV.
Olivia: Then sing a song at midnight.
Sarah: What's the song?
Olivia: It's a Scottish song really...
(sings a bit of Auld Lang Syne)
Sarah:
That's nice. What do the words mean?
Olivia: Erm, well, no one really knows...
:
Magda: Just around the café.
Tony:
What's that? A procession in my café? Forget it! Anyway, I close early on New Year's Eve, so you lot will need to find something else to do.
Big City Small World – Series 2 Episode 8
http://learnenglish.britishcouncil.org/en/big-city-small-world/series-2-episode-8-happy-new-year
Answers
I'm going to stay at home too. My sister's going to a party with her husband, so I have to look after my nephew Joe. Johnny: And hang on – what about me, too!? Olivia OK, everyone... I guess you can all come to my house, but only until midnight! Then you all have to go home! : Now you tell me! Hooray! Great idea! Happy New Year!!! www.britishcouncil.org/learnenglish | <urn:uuid:e468b0b9-742f-4a41-acd6-1dffb6bb9f3b> | CC-MAIN-2023-06 | https://learnenglish.britishcouncil.org/sites/podcasts/files/BCSW%20-%20S2E8%20support%20pack_0.pdf | 2023-02-08T14:43:34+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500813.58/warc/CC-MAIN-20230208123621-20230208153621-00171.warc.gz | 369,810,438 | 1,680 | eng_Latn | eng_Latn | 0.996077 | eng_Latn | 0.998618 | [
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Name:
School:
Grade Next Year:
* Featured books for grades
5
: Brown Pelicans
Grades 5
School:
Grade Next Year:
Use the 2021 featured books* you received to help fill in each box below. Attach your neatly handwritten or typed answers with this tracking sheet. Complete both sides and submit to your teacher by September 3, 2021.
3. I read a book that is also a movie.
1. My favorite book was
6. My favorite place to read this summer was
16. True or false? Humans have a Scientific Classification too!
2. I read a book by an author whose name is
9. True or False? Brown Pelicans only live in the Americas.
10. Name 2 parts of the Pelicans Bill
4. I visited the library times this summer.
7. How many species of pelican dive for fish?
11. True or false? Brown pelicans always turn to the right when they dive.
20. What is one reason pelicans turn left when they dive?
8. Look at the chart at the back of Brown Pelicans. What class do brown pelicans belong to?
14.True or false? Brown pelicans live in the Virgin Islands.
13.I read at the beach times this summer.
5. What is one reason why pelicans have a unique bill?
17. I read about the Animal Kingdom.
15. True or false? Pelicans can drink seawater.
12. Fill in the blanks: Mandible and lower
18. I have books at home.
19. List three ways to help protect brown pelicans and other seabirds.
www.readfive.org
Read at least five books this summer to complete the challenge.
Books I read:
Did you like it?
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
No
No
No
No
No
No
No
No
No
No
Write 2-3 paragraphs (500 words) summarizing one book from the list above.
Attach your typed or neatly handwritten work to this tracking sheet.
Please include the following:
* author of the book
* title of the book
* setting (where the story took place)
* interesting or important facts you would like to share
* climax (most important event) of the story | <urn:uuid:529a3240-2e8d-4e0c-8d8f-7951f6f49b27> | CC-MAIN-2023-06 | https://vide.vi/documents/public-relations/2723-2021-bingosheetgrades5/file.html | 2023-02-08T14:02:58+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500813.58/warc/CC-MAIN-20230208123621-20230208153621-00171.warc.gz | 597,543,834 | 485 | eng_Latn | eng_Latn | 0.99452 | eng_Latn | 0.998662 | [
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AN EXCERPT FROM THE "CIVIL WAR ADVENTURES OF BISHOP HENRY C. LAY"
[Editor's Note: Because of the tremendous influence which the Reverend Henry C. Lay had among the citizens of Huntsville during his eleven years as rector of the Church of the Nativity, his activities during the Civil War are of interest to those who are associated with the religious and cultural life of Huntsville today. The longer piece by the Reverend Gribbon covers a six-year period and Bishop Lay's travels through many states. This excerpt covers only the brief span of time of Huntsville's first occupation].
By The Reverend Emmett Gribbon
The holocausts of war have in every age uprooted and sent wandering noncombatant peoples. …This is the story of Henry Champlin Lay, the Episcopal Bishop of Arkansas who for the years 1862 to 1866 was a … Displaced Person, and whose odyssey carried him through [14] States …twice into Federal prisons, twice across the battle lines under a flag of truce [and] in the field as a Confederate Chaplain…. In Philadelphia in the fall of 1865, he was instrumental in reuniting the Episcopal Church in the South with the Church in the North.
This narrative has been quarried from a fascinating mass of manuscripts and printed material listed in the Southern Historical of North Carolina as the "Henry C. Lay Papers".
Henry C. Lay was born in Virginia in 1823 and was educated at the University of Virginia… graduated with an M.A. degree at the age of 18… At the Virginia Theological Seminary in Alexandria he took both the first and second year courses during his first year and entered the senior class his second year in residence… On the 10 th of July in 1846 he was ordained Deacon by Bishop Meade and began his
Complements of the Huntsville Madison County
Historical Society www.hmchs.org
ministry at Lynnhaven
Photo of letter written by Bishop Lay while in the Courthouse prison.
the Missionary Bishop of the Southwest, a missionary district which included the state of Arkansas and the indefinite limits of the Indian Territory to the West.
…By November 16, 1859, Bishop Lay was in Memphis headed west, but his wife, who was expecting a baby, and the three children were to stay in Huntsville until he could decide where he would settle in Arkansas and rent or buy a place to live. Arkansas had only a few Episcopal congregations and fewer clergy at this time.
parish, near Norfolk. The following May he married Elizabeth WithersAtkinson, who was also a native Virginian, and that summer accepted a call to be Rector of the Church of the Nativity in Huntsville, Alabama. Although the young couple's roots were deep in Virginia, they soon found Huntsville a real home and made many devoted friends there. Huntsville was to become a haven of refuge for Mrs. Lay and their children in time of need, and for many years, they thought of it as "home" even when they lived elsewhere. Shortly after their arrival in Huntsville, Bishop Cobbs of Alabama ordained the young Rector to the Priesthood, and for eleven years, he labored diligently in that vineyard.
In October 1859, the General Convention of the Episcopal Church met in Richmond, and Mr. Lay was one of the delegates from the Diocese of Alabama. …Henry Lay was elected by the House of Bishops to be
…Travel in Arkansas proved to be slow, uncomfortable, and uncertain from the moment he crossed the Mississippi. …We will not follow Bishop Lay's arduous journeys through his vast diocese except to note that he decided to establish his residence at Fort Smith on the western border of Arkansas. …The Bishop returned from his first trip in Arkansas and spent four
weeks in Huntsville, fortunately being there when his wife gave birth to a son…
In the summer of 1860 having packed their belongings for the arduous journey, …the Lays uprooted themselves from Huntsville and by rail, steamboat, and stage pushed through the wilderness of Zion to Fort Smith. Shortly before Christmas of that year they moved…to a house they bought in the village. Enough land went with the house so that they had room to keep pigs, chickens, and a cow and have a vegetable garden. Although unable to borrow the money needed to purchase this property because lenders were unwilling to lend amid the uncertainties of the times, a providential gift of $500 from his cousins in Virginia enabled the Bishop to buy and move. A few weeks later the Southern States began to secede, and Southern authorities began to seize
Federal forts and arsenals. Fort Smith was surrendered by its garrison without a fight on April 24 th (1861). This happened while the bishop was in the southern part of the state, and he hurried home to be sure his family was safe. Fort Smith was taken by Arkansas forces less than two weeks after Fort Sumter had fallen and the war had begun.
Two letters to his wife expressed the Bishop's sentiments of sorrow and foreboding. On April 19 th he wrote, "I am distressed as a man can be at the civil war now opening on us – have advised the clergy to disuse the prayer for the President. I am now Southern, Secession and all that. But I could weep day and night for the misery before us and the folly that has brought us to it." The next day he wrote, "But my heart is so sad for the country. Dark days remain for us and our children. There is little on earth to hope for now in our day. The issue is very clear
– I go with my own people – and am ready, if it would do good to lay my life down in resisting Abraham Lincoln".
When the war developed its full fury, the people of Arkansas, as did people everywhere in the South, found the old patterns of life broken up. The Bishop travelled incessantly visiting his congregations, counselling his clergy, and raising money to keep the missionary work alive. In Virginia his two brothers and numerous other relatives of his and those of Mrs. Lay's entered the Confederate Army.
He himself travelled back to Virginia in the fall of 1861 carrying with him his eldest son, Henry Champlin Lay, Jr., then eleven years old. Henry was left at a small boarding school at Mt. Laurel so that he might receive a proper education. Back in Arkansas the Bishop spent the winter of 1861 – 1862 in more travelling through his Diocese, but the work was discouraging. Many
congreations were having difficulty paying the clergymen's salaries. One clergyman was facing bitter antagonism because he happened to have been born a Yankee. Other clergy had left to be chaplains, or just left in discouragement. One of the Bishop's special projects had ended in failure. …
As the war drew closer to Fort Smith, the Lays were bereaved by the death of their son, Thomas Atkinson, named for Mrs. Lay's uncle, the Bishop of North Carolina. In his journal Bishop Lay records in mid-February 1862, "At 4-1/2 p.m. fell on sleep our saintly child, Thomas Atkinson." But to bereavement was suddenly added new worries and fears. On February 18 th the journal records, "Today were hear that the Federal Army is advancing. Gen. McCulloch declares that he will make his stand at Boston Mountain some 30 miles hence. Expecting to
remove my family I committed little Thomas to the earth in my garden— Present Mrs. Sandels, the grave-digger, my wife and two servants. I read the service".
They had difficulty getting away. The Bishop tried to rent a stage but failed. He preached twice in Fort Smith first on "The Disciples in a Storm," and then on February 28 th , the Fast Day appointed by President Davis, on the text "Thou dids't hid they face from me." On March 2 nd , he baptized the month-old child of his two slaves, John and Clarissa, and finally on the 5 th the whole family including the slaves left on the river steamer "Tahlequah." After a week on the Arkansas River, they reached Little Rock.
…The Bishop believed himself quite fortunate in selling his house back in Fort Smith for $4,500 in Confederate bonds. Having sold the house, and since he had decided to move permanently to Little Rock
eventually anyway, he sent for his furniture.
…On March 29 th they left Little Rock on the steamer "Notrebe" and reached Memphis three days later. After a week of visiting and church services there, they left by train. As the journal records, "We left Memphis at 6-1/2 p.m. passing Corinth on the night of the second day's battle, and with some detention reached Huntsville at midday".
…It was Bishop Lay's plan to leave his family in Huntsville while he himself went to New Orleans to administer Confirmation and otherwise assist the Church in Louisiana. …The uncertainties of the war situation in Mississippi and Louisiana changed Bishop Lay's plans, and he decided to wait in Huntsville for better prospects. He and his family stayed with their dearest friend, a lady of some wealth, Mrs. Mary Rice. The children called her "Grandma," and she became the cause two years
later of one of the Bishops' most unusual travelling adventures. Mrs. Rice was more than happy to fill her big empty house with the Lays. When her son John had died the previous fall, Mrs. Lay had written the Bishop, who was then in South Carolina, "I think with a sort of awe, of one poor human creatures' have [sic] such affliction. A husband and thirteen children & now to be alone in her house with not one left".
On the morning of April 11 th Federal forces under the command of General Mitchell swooped into Huntsville and seized the Railroad. During the rest of the month no services were held in the churches as all citizens were restrained within the picket lines. On May 2 nd twelve prominent men in Huntsville were arrested and "put into confinement under guard." One of these hostages was Bishop Lay who was locked up in the Probate Judge's office. Then followed two
weeks of conferences, exchanged notes, consultations with each other, and interviews with the General. General Mitchell was determined to get his distinguished hostages to sign a statement which he drew up and which read in part, "We disapprove and abhor all unauthorized and illegal war; and we believe that citizens who fire upon railway trains, attack the guards of bridges, destroy the telegraph lines and fire from concealment upon pickets deserve and should receive the punishment of death".
The hostages were just as determined that since they themselves were innocent of such hostile acts, and since the General laid no charges at all against them, they would not sign but wrote in reply, "We respectfully disclaim the responsibility of condemning to the punishment of death any of our countrymen for acts, the method, motives and
circumstances of which are utterly unknown to us." This statement was signed by the eleven other hostages and below their signature was added, "I subscribe to the above with the explanation that I am a citizen of Arkansas, accidentally in Huntsville. Henry C. Lay".
Having reached this impasse, General Mitchell let his prisoners have visitors, and food was sent to them by their families, but the harassment of enforced restraint continued. In one of eleven notes to his wife, which Mrs. Lay kept, the Bishop
wrote, "We have no chance of getting away tonight, except Dr. Fearn who is released. It is all an attempt to mortify and humiliate us. Let us possess our souls with patience." In another, "We agree to keep our counsel for the present. Your chief anxiety must be that we may behave ourselves like men and Christians. There will be a trial of moral power. We must trust in God & keep good cheer." After an interview, which the twelve had with General Mitchell, Bishop Lay wrote, "He had no charges against us, he said, but arrested us to show that he would arrest anybody. He sent for us to make us use our influence to promote amicable relations between his army and our people. He proposed conditions of release to us in writing. These were considered by the whole 12, and we declined subscription. We must take the consequences. I know not what they will be. I am very
quiet & easy in mind. The way of duty is very plain— and to do nothing is easy".
For a while visitors were allowed the hostages, but in two notes the Bishop wrote, "I do not think it would be well for you to come here, much as I would like to see you." And, "I don't like to see ladies come. Lucy [his seven-year-old daughter] might be alarmed at the bayonets around us." The General decided to be more stringent with his uncooperative captives, and so Mrs. Lay received one day a scrap of torn yellow paper on which in familiar handwriting she read, "I am in solitary confinement. Alone yet not alone. Open notes from you may pass. In the morning send clean clothes, looking glass, shaving things, brush, etc. Some writing paper. God bless & keep & comfort you all. The room is clean & airy".
The prisoners were allowed renewed opportunities for conference with each other,
and they finally decided they were willing to condemn illegal acts of war in general terms. They had made their protest, but continued imprisonment would do no one any good. The General accepted their watered-down statement, and after thirteen days of confinement released them.
Three weeks later Mrs. Lay had a "confinement" of her own, but a different and a happier kind. On June 3 rd , she gave birth to her seventh child, a boy weighing eleven pounds who was given the name of Beirne, the family name of Huntsville friends. The happiness of Beirne's safe arrival was soon overcast with sorrow when on July 5 th the journal records, "our little daughter Lucy died," and next day "was buried at 6 p.m. Mr. Banister officiating".
[Editor's Notes: In October, Henry Lay travelled to Virginia on personal and church business. The other eleven citizens confined to the
Courthouse were: Willliam McDowell, William Acklen, A. j. Withers, George P. Beirne, William H. Moore, Samuel Cruse, J. G. Wilson, Thomas S. McCalley, Gus L. Mastin, Stephen W. Harris, and Dr. Thomas Fearn. From time to time, other prominent citizens were held in jail, the most prominent of whom was former Governor Clement Comer Clay]. | <urn:uuid:c1c201bf-8575-42d5-a034-d35548643bfb> | CC-MAIN-2023-06 | https://tvcwrt.org/wp-content/uploads/2019/04/66-An-Excerpt-from-the-22Civil-War-Adventures-of-Bishop-Henry-C.-Lay22-by-The-Reverend-Emmett-Gribbon.pdf | 2023-02-08T13:04:52+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500813.58/warc/CC-MAIN-20230208123621-20230208153621-00173.warc.gz | 583,591,746 | 3,094 | eng_Latn | eng_Latn | 0.991048 | eng_Latn | 0.999359 | [
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District Health Department #4
100 Woods Circle, Suite 200 Alpena, MI 49707 (989) 356-4507 or 1-800-221-0294 www.dhd4.org
For Media Contact Only:
Cathy Goike email@example.com (989) 358-7970
For Immediate Release September 7, 2018
Are You Prepared for an Emergency?
September is National Preparedness Month. Individuals and families are encouraged to prepare now, and throughout the year, for any future emergencies and disasters. This year's theme is Disasters Happen. Prepare Now. Learn How. Each week in September will focus on a different way to prepare for emergencies.
Week 1: September 1-8: Make and Practice Your Plan.
Families and households should:
1. Make an Emergency Plan
2. Sign up for alerts and warnings in your area
3. Have an Evacuation Plan
4. Practice your plans and routes
Discuss specific needs, such as medical needs, pets, and the ages of the members of your family or household. Family Emergency Plans can be found here: www.ready.gov/make-a-plan.
Week 2: September 9-15: Learn Life Saving Skills
Families and households should learn basic maintenance skills to stay safe. Take measures to protect homes from flood damage; check and install smoke detectors and carbon monoxide detectors, and prepare an emergency supply kit. Suggested emergency supply kit items and tips can be found here: www.ready.gov/build-a-kit.
Week 3: September 16-22: Check Your Insurance Coverage
Take time to understand insurance coverage against flood damage and more, and consider buying insurance if possible. Information about insurance can be found at www.fema.gov under "Be Smart. Take Part. Document and Insure Your Property."
Montmorency County
Presque Isle County
P.O Box 183
12519 State St.
Atlanta, MI 49709
(989) 785-4428
Fax (989)785-2217
106 E. Huron St.
Suite A
Rogers City, MI 49779
Week 4: September 23-29: Save for an Emergency
Recovering from an emergency may be expensive. Plan ahead by saving money in case of disaster. Collect important personal, household, medical, and financial information. Consider opening an emergency savings account. More tips can be found here: www.ready.gov/financial- preparedness.
It is important for individuals, families, organizations, and businesses to always be prepared for an emergency. District Health Department No. 4 suggests that all of these groups have an emergency plan in place. For more information, visit www.ready.gov
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• Ideal conditions for the last mow of the season
• Too short-what happens?
• Too long-what happens?
• Bi-weekly mows
When is the Last Time to Mow Before Winter?
When fall starts approaching, people start getting excited about doing less yard work. The truth is though, there's still work to be done in order to prepare for winter.
One question on a lot of people's minds is, when is the last time to mow before winter?
You should switch to bi-weekly mowing around mid October and plan to do your last mow of the season at the end of November. The last mow should happen before the first frost.
Ideal conditions for the last mow of the season
Start off by researching the first predicted frost date. The first frost date could happen anytime from October 16th-December 31st, depending on where you live.
In North Texas, the first freeze usually happens around the end of November. Once you know the first freeze date, you can schedule a few times to mow prior to that date.
On each of these fall mows, gradually lower the blade height each time. Remember to never cut more than ⅓ of the grass blades height at one time.
When you notice daytime temperatures are starting to dip below 50 degrees Fahrenheit, this is your clue that the first frost is steadily approaching.
It is recommended to leave your grass blades at a height of 2-2.5 inches tall for winter. This may vary a little for different grass types. Contact Evergreen Lawn and Landscape to see what we recommend for your specific grass type.
Too short-what happens?
Grass that is cut too short will most likely go into shock when the freezing weather arrives. Blades that are too short will have a harder time getting the nutrients they need to survive the winter.
When grass blades are too short, it makes it harder for the turf to absorb sunlight. Not receiving adequate sunlight will quickly cause damage to the crown of the grass blades.
Too long-what happens?
If you leave your grass blades too long over winter, you're inviting mold and funguses to develop.
When precipitation such as rain, sleet, or snow builds up on lawns, the long grass blades will become matted. Matted grass blades will fall down on top of each other, trapping the moisture in and allowing diseases to grow and spread.
It is also worth mentioning that you should not mow immediately after a frost because the frozen grass blades will crack and break under the pressure of the heavy lawn mower.
Bi-weekly mows
Even though grass is beginning to enter its dormant stage during fall, your lawn is still growing, very slowly. Which means, it still needs to be properly maintained and cared for. | <urn:uuid:95ee5e4f-8ee8-4e68-8064-97a8d78e8b77> | CC-MAIN-2023-06 | https://www.evergreenlls.com/wp-content/uploads/2022/10/When-is-the-Last-Time-to-Mow-Before-Winter.pdf | 2023-02-08T12:48:21+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500813.58/warc/CC-MAIN-20230208123621-20230208153621-00177.warc.gz | 757,908,845 | 569 | eng_Latn | eng_Latn | 0.987402 | eng_Latn | 0.997188 | [
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NAME
_______________________________________________________________
DATE
________________________
MEASUREMENTS OF DIFFERENT OBJECTS
Solve using tape diagrams. Use a symbol for the unknown.
1) Janine Knitted 12 inches of a scarf on friday and 36 inches on saturday. She wants the scarf to be 72 inches long. How many more inches does she need to knit?
Solution:
Janine knitted a scarf on Friday = ___ inches.
Janine knitted a scarf on Saturday = ___ inches.
Scarf knitted on both days = ___ + ___ = ___.
She wants to scarf to be ___ inches long.
She needs more inches to be knit
= =
___
-
___
=
By using tape diagram:
___
.
By using number bond:
72
-
50
+ 2
2) The total length of all three sides of a triangle is 120 feet. Two sides of the triangle are the same length. One of the equal sides measures 50 feet. What is the length of the side that is not equal?
Solution:
Two sides of the triangle are the same length.
One of the equal sides measures ___ feet.
By using tape diagram:
100
Length of the side that is not equal=
+___+___=____.
+___+___=___.
+ ____ = 120.
+ 10
50
120
Length of the side that is not equal = ___ ft.
edubuzzkids.com c 2015. All Rights Reserved. | <urn:uuid:d6f3581b-48d8-4ac3-95b0-884fc12cc328> | CC-MAIN-2023-06 | http://edubuzzkids.com/content/grade-2/worksheets/math/Measurements/Measurement%20of%20Different%20Objects/30_Measurement-of-different-objects.pdf | 2023-02-08T13:06:03+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500813.58/warc/CC-MAIN-20230208123621-20230208153621-00178.warc.gz | 14,527,970 | 307 | eng_Latn | eng_Latn | 0.99763 | eng_Latn | 0.99763 | [
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Colegio Inmaculada Concepción English 6th grade
Teacher Michael Cuica
Aprendizajes esperados:
- Reconocer vocabulario relacionado con comidas alimentos
- Identificar vocabulario relacionado con salud
- Expresar preguntar y sugerir alimentos en restaurantes
Name________________________________6th grade:______
Date: _____________
Worksheet # 3 unit I
O.A: Reconocer oraciones usando vocabulario relaconado con comida y expresiones usadas en restaurantes
Content:
When you offer something
Ex: Whould you like to have a drink?
Ordering a meal
Ex: Can I have a Pizza, please?
When you want to know about the Price Ex: How much is it?
Vocabulary:
Slice of Pizza: Rebanada de pizza
How much is it? ¿Cuando cuesta?
Pork: Cerdo
Beef: Carne de res
Mrs: Señora
1- Read 3 short dialogue and identify each sentence's function
Person1: What do you want?
Person 2: A hot dog please
Person 1: Can I have the salad please?
Person 2: Here you are
Person 1: How much is it?
Person 2: 10$
When you offer something
______________________
Ordering a meal
______________________
When you want to know about the Price ______________________
2- Read and complete the conversation using the words inside the box.
Mrs Jensen: Hello, Susan how are you today?
Susan: Hi Mrs Jensen. I am very hungry
Mrs Jensen: Well__________________________ Take a look.
Susan: _______________________ the cheese sándwich, ________?
Mrs Jensen: OK ____________________
Susan:_____________________________?
Mrs Jensen: five dollars
Susan: Thank you, very much.
Here is the menú Here you are
Can i have
Please
How much is it
3- Listen and Practice the conversation with a partner
4- read the following words and listen to the video to understand the different sounds in /ch/ and /sh/
Dictation practice review/ dictado (practica realizada en la clase en vivo)
- People eat a variety of food at different moments of the day.
- Each country has its own main meal
- Breakfast is usually the most important meal in many countries
God bless you!! | <urn:uuid:b0845081-1254-468c-9aa9-a603a1433e11> | CC-MAIN-2023-06 | https://www.cinmaculadacolina.cl/wp-content/uploads/2020/05/guia-3-ingles-6to.pdf | 2023-02-08T12:49:47+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500813.58/warc/CC-MAIN-20230208123621-20230208153621-00176.warc.gz | 708,105,149 | 493 | eng_Latn | eng_Latn | 0.798747 | eng_Latn | 0.989165 | [
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May 12, 2015 at 11:00 AM
Not only are our roads designed for cars, our traffic laws are written for cars, and bikes are more like a fleeting afterthought.
Cyclists have the same rights and responsibilities as drivers, but this principle ignores some big differences that are not reflected in traditional road design, nor in the B.C. Motor Vehicle Act.
It is not that clear, for example, in which situations cyclists are allowed to pass cars on the right. When in a bike lane, you can, but "only with caution."
I guess that means that as a cyclist you can still be found at fault if something unexpected happens.
It's my understanding that, when you're biking on the shoulder, you're not allowed to pass on the right. That's because a shoulder is not considered a travel lane, although it's commonly used in the same way as a bike lane. That is terribly confusing.
It's also not always clear if passing is allowed on a wide curb lane. Certainly, passing a car on the right can be dangerous, for example when crossing an intersection, or when a car is turning right in front of a cyclist going straight. There are many situations though where cyclists find themselves passing cars when it absolutely makes sense to do so, but legally, it's not clear whether they're allowed to.
Many arguments can be made to permit cyclists to practice rolling stops, as they're allowed to in Idaho, where a stop sign can be treated as a yield sign by cyclists. Many people on bikes already do that anyway. Keeping your momentum as well as your balance is important for cyclists, who arguably can be more at risk when crossing an intersection after coming to a full stop at a stop sign.
Some bike routes in Maple Ridge have quite a few stop signs, and it just doesn't make sense to get your feet on the ground at every single one of them, when it is actually often safer just to slow down and proceed when the coast is clear. I'm all for introducing a 'stop is yield' law for cyclists in B.C., or perhaps at least some stop signs can be changed to yield signs.
In a cyclist-car collision, the onus is on the cyclist to prove that the driver was at fault. This really doesn't make sense. As a cyclist, you're much more likely to end up unconscious on the pavement, oblivious to what just happened. It's obvious that that responsibility should befall on the driver, as the operator of a fast-moving vehicle that easily weighs 100 times more than a bicycle and has tremendous destructive capacity.
Another argument for putting the onus on the driver, is that in at least half of all car/cyclist collisions, the driver is found to be at fault.
Then there is the issue of whether and when cyclists are legally allowed to take the lane, or ride in the middle of it. Cyclists are taught that they are allowed to take the lane in certain situations, for example when preparing to make a left turn, or when there are parked cars along the curb, to avoid getting 'doored'.
According to ICBC's Learn to Drive Smart manual, 'if the lane is narrow, a cyclist also has the right to move out toward the middle for safety'.
Cyclists are also being taught this practice by the Canadian Cycling Association through its CANBIKE courses, as well as in BikeSense, a cycling instruction manual that is based on B.C. law.
I took the lane a few months ago when riding my bike on a narrow curb lane on Lougheed Highway in front of Valleyfair Mall. The driver of a tow truck obviously felt I had no right to be there when he scared the daylight out of me by cutting me off aggressively and honking angrily. When I filed my first complaint ever with the RCMP against the driver, there was not a smidgen of doubt in my mind that I was right, and he was wrong.
I was left speechless when I was told by an RCMP officer that the Motor Vehicle Act actually does not specifically say that taking the lane by cyclists is allowed. The officer felt that when turning left or when passing parked cars it was allowed, but not when the lane is narrow. I guess he interpreted the law differently than ICBC.
When the officer told me that he could charge me with obstructing traffic and taking the lane if I decided to pursue my complaint, I decided not to, for various reasons which I won't get into here. I did end up having a great chat with the officer's friendly superior, Insp. Dan Splinter, who is a cyclist himself and was sympathetic to my position. He did point out to me, however, that the Ridge Meadows RCMP detachment cannot take a position on this, because ultimately it would be up to the courts to decide how exactly the Motor Vehicle Act should be interpreted.
Of course, this is totally absurd. On the one hand, we have ICBC teaching both drivers and cyclists the latter have the right to take the lane when it is narrow, and on the other hand law enforcers say that's wrong.
If you decide to practice what you've been taught, you may end up paying a fine, or having to hire a lawyer to defend yourself in court.
The B.C. Motor Vehicle Act is supposed to provide clarity to all road users as to how they are supposed to behave on the roadway. With more bikes on the road, and all the innovative road designs we're now just starting to see, it's all the more important that our traffic laws catch up with the times, and recognize that people on bikes have different needs than drivers.
Jackie Chow is a member of the Maple Ridge-Pitt Meadows chapter of HUB Cycling. | <urn:uuid:e103d2ac-04e3-4c75-b5f9-e034a0817dd1> | CC-MAIN-2023-06 | https://wiki.bikehub.ca/images/4/4c/MRPM_2015May.pdf | 2023-02-08T13:49:50+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500813.58/warc/CC-MAIN-20230208123621-20230208153621-00177.warc.gz | 625,951,902 | 1,167 | eng_Latn | eng_Latn | 0.999574 | eng_Latn | 0.999633 | [
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From Zuni Art to the Sky Is the Limit!
Daryl Shack, Sr.
Kesshi. Hello, my name is Daryl Shack, and I am a proud member of the Zuni Pueblo tribe from western New Mexico. I am honored to share the story of the Zuni Youth Enrich ment Project (ZYEP) and Ho'n A:wan (for everyone) Park.
As part of our history, the Zuni people settled here in what we call the Middle Place. We were more isolated than other Pueblos, which helped us to practice our customs and traditions. Zuni culture and religion often influence Zuni artists like me. I have been a fetish carver for over 17 years.
Even though art is a driver of the Zuni economy (80 percent of households have at least one artist), artists have rarely been a part of the conversations to shape the future of our community. So, when ZYEP first came to us a few years ago about forming an artists' committee for the creation of a park, we bet that it was because a grant said they needed to include us. However, Dr. Joseph Claunch, of ZYEP, really made time to listen to us and made it clear that this was about doing something positive for the kids. I'm a father, and we all care a lot about our kids. Many of our kids don't have mentors because so many adults struggle with social issues, like alcoholism, domestic abuse, and suicide. We kept this at the top of our minds while we were planning the park, asking, "How do we curb these weaknesses?"
Social problems can be curbed when a person is dedicated to making art. Before I begin working with mother earth, carving, my mind needs to be clear to see what animals will come and plan out where this creation is going. This is what we are trying to teach our children and families—clear intentions, commitment, and follow-through for themselves, the youth, and our culture.
One goal we had as the artists' committee was to help give the community a sense of ownership of the park. The Zuni religious community had concerns before we even started because the park area is very close to our sacred Zuni riverbed. The space was also a favorite hangout spot for drinking and vandalism. Neighbors were afraid the park would encourage more loitering and negative activity. The artists' committee met with the community to try to understand and address their concerns. Since some of the artists (including myself) are also religious leaders, we helped build trust to reassure the community that we wouldn't let anything culturally inappropriate happen. We reflected upon our own upbringing when we had the Zuni River to play in and around, in contrast with many kids today, who are mostly inside playing on their iPads and not learning cultural traditions. In our efforts to engage everyone, we involved 700 elementary school children in one of our art projects to make symbolic pieces honoring their clan. We also worked with the Department of Corrections, high school kids, and other community members in building parts of the park to increase ownership and reduce chances of vandalism.
Furthermore, the artists' committee worked very closely with the architecture firm, ZYEP, and other artists to design many parts of the park. Dr. Claunch and Dr. Tom Faber really encouraged us to try out our ideas. ZYEP let me activate the varied experiences I had gath ered from my past, share my knowledge with the group, and take leadership. Instead of what the architects usually did—plain walls and chain-link fences—we helped design and build traditional vegas (wooden posts), coyote fencing, and native plants as a perimeter for the park. Through the creation of our request for proposals (RFPs), artists made some amazing murals telling the Zuni origin story at the park to help keep the youth connected to their history. Our committee took on many roles, including personally letting artists know about opportunities and visiting them to check in once they were selected.
All of this work has paid off. The grand opening was such a blessing because the park is so different from everything else we have in Zuni. The kids are used to playing on uneven ground with dirt and litter everywhere and no outdoor art. Our community now has a beautifully designed building, full-sized soccer field, basketball courts, multipurpose room, commercial kitchen, two classrooms, and an amphitheater. Best of all, the park itself is art. I've seen kids staring up at the murals and sharing what they know about these stories and where they come from. The local police have commented that the area has become much safer.
ZYEP has helped bring recognition to Zuni artists. We had tried to organize to better sell our art in the past, but ZYEP has helped catalyze us to meet and talk about our ideas. We now have the potential to provide trainings for other artists and the community. Dr. Claunch is the soul behind the park. He has helped build artists' confidence, even recommending me to a panel for the Zuni Governor Candidate Forum.
And now? The sky is the limit. Last winter, my son was part of a play to tell old Zuni stories at the park. They were trying to do this quickly because winter time is for Belap'na:kweah, when the community gathers around the fire to tell stories from generation to generation to teach the moral values and lessons of Zuni. It was very important for us to make this a multi generational space to be able to pass on our principles. The children have a place where they can learn from mentors, which they don't always have at home. I'm thinking about teaching social dance here, too. This park has given the children a place to call home.
Elahwka. Thank you so much to ZYEP, ArtPlace, and everyone who contributed to helping us make Zuni dreams come true.
Daryl Shack, Sr. is a proud member of the Zuni Pueblo Nation from the western part of New Mexico. He belongs to the Corn Clan and was born for the Raven Clan. Aside from being an artist, he is a cul tural interpreter who has various religious leadership roles in his community, which has a population of about 10,000. Daryl's background includes public service work and human service work for the Zuni Senior Center; he has also served as an activity director for Little Sister of the Poor and a program direc tor for the Zuni tribe's Senior Companions and Foster Grandparent Program. Daryl has been making traditional Zuni fetishes for over 17 years. Most recently, he was elected as the first-ever president of the Zuni Pueblo ArtWalk (zunipuebloart.org). He brings a vision of forward progress and an even larger recognition for the undoubtedly fine art that comes from the hands of his people. | <urn:uuid:83a657ba-9ba5-421e-a04c-025756b812ea> | CC-MAIN-2023-06 | https://www.frbsf.org/community-development/wp-content/uploads/sites/3/from-zuni-art_shack.pdf | 2023-02-08T13:47:11+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500813.58/warc/CC-MAIN-20230208123621-20230208153621-00177.warc.gz | 771,610,575 | 1,412 | eng_Latn | eng_Latn | 0.99901 | eng_Latn | 0.999053 | [
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#1
#2
Where Oh Where
Choreographed by:
Jo Thompson Szymanski (USA) - February 2021
Music:
Where Did My Baby Go? by Kenny Wayne
Type:
4 wall, 32 counts
Level:
Improver
NOTES Alternative song: Cowboy Up by Vince Gill
[1 – 8] SYNCOPATED WEAVE, SAILOR-STEP, KICK-BALL-CHANGE
1 – 2
Step right to right side allowing left toe to drag, step left behind right.
&3 – 4
Step ball of right to right/slightly back, cross left over right, step right to right side.
5 & 6
Step left behind right, step right to right side, step left to left side allowing body to face 10:30. [10:30] Kick right forward, rock ball of right back, step left slightly forward.
7 & 8
[9 – 16] CROSS, SIDE, ¼ RIGHT TURN SAILOR-STEP, WALKS IN A ¾ CIRCLE
1 – 2
Step right forward, square up to 12 o'clock stepping left to left side. [12:00]
3 & 4
Step right behind left, turn ¼ right stepping left beside right, step right forward. [3:00]
5 – 8
Walk left, right, left, right around to right in a clockwise direction to end facing 12 o'clock. [12:00]
Styling
You may do the walks with Boogie Walk/Shorty George styling by bending the knees and allowing the knees and hips to move L, R, L, R.
For fun, as a variation on some walls, you may do a ¾ volta (&5&6&7&8) ball, step, ball, step, ball, step, ball, step (L, R, L, R, L, R, L, R)
[17 – 24] SIDE ROCK-STEP, &, SIDE ROCK-STEP, KICK & KICK &, ¼ PIVOT TURN LEFT
1 – 2
Rock left to left side, recover onto right.
&3 – 4
Step left beside right, rock right to right side, recover onto left.
5&
Low kick right forward/slightly across left, step right beside left.
6&
Low kick left forward/slightly across right, step left beside right.
7 – 8
Step right forward, turn ¼ left shifting weight to left. [9:00]
[25 – 32] SYNCOPATED WEAVE, JAZZ-BOX
1 – 2
Cross right over left, hold.
&3 – 4
Step left to left side, step right behind left, hold.
&
Step left to left side.
5 – 8
Cross right over left, step back on left, step right to to right side, cross left over right.
Styling
You may shimmy on the jazz box!
Jazz-box
You may do a 4-count variation instead of the jazz box on counts 29-32.
Choose from the variations below or do variations of your own! Have fun and let the music inspire your variations!
Cross right tightly over left (5); Unwind ⅓ left bouncing heels down (6); Unwind ⅓ left bouncing heels down (7); Unwind ⅓ left shifting weight forward to left (8).
Tap right beside left (5); Step right to right (&); Tap left beside right (6); Step left to left (&);
Tap right beside left (7); Step ball of right to right/slightly back (&); Cross left over right (8) | <urn:uuid:44f3e32d-0f21-4332-a242-3bbd64d3a12a> | CC-MAIN-2023-06 | http://kangasalanrivitanssi.net/lakanat/W/Where_Oh_Where.pdf | 2023-02-08T14:50:38+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500813.58/warc/CC-MAIN-20230208123621-20230208153621-00178.warc.gz | 23,946,644 | 771 | eng_Latn | eng_Latn | 0.993027 | eng_Latn | 0.993027 | [
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FLAMABLE
COROSIVE
What are Household Hazardous Wastes?
Potentially hazardous household products display one or more of the following warning symbols:
These are wastes that burn easily like painting wastes, degreasers, and other solvents
REACTIVE/EXPLOSIVE
These are wastes that react violently when mixed with other chemicals or that react under pressure or heat, such as aerosols.
These wastes will eat away surfaces and skin. Familiar examples are waste acids, rust removers, alkaline cleaning fluids, and old battery acid.
These are substances that can poison or cause damage to living organisms. Materials containing heavy metals like mercury, lead or cadmium are toxic.
The Kananaskis Improvement District Provides A Free Recycle Program For Household Hazardous Wastes
In 2013 we recycled:
~1,200 – 1LB PROPANE TANKS ~500L OF VARIOUS HAZARDOUS LIQUIDS (INCL. OILS) ~0.472 TONNE OF ELECTRONICS RECYCLING ~46 CAR BATTERIES
Electronics
In 2013, more than 757,000 televisions & computer components were recycled
In Alberta these items are taken to the local recycle facility, separated, hard drives destroyed and then components are shipped to companies that use them to manufacture new products.
FACT: Electronics contain hazardous materials can cause significant environmental and health risks if they end up in landfills. These harmful elements are removed from Alberta's waste stream.
Recycled components remain in Alberta and are not sent to third-world countries.
Propane Tanks and Canisters
The Kananaskis Improvement District accepts propane tanks old and new along with smaller camping style cylinders.
Tip: Look for the new canisters with the "green key" attached. This helps release the propane inside the canister and makes it safer to recycle.
FACT:
All tanks and canisters are safely emptied and sent to a metal recycler to be processed into new products.
Spray Paint
360,000 spray cans were collected last year.
Only 8% of purchased spray cans were recycled In 2013. That leave 92% of purchased spray cans unaccounted for. Spray cans that reach the recycle facilities are emptied, crushed and sent for metal recycling to be processed into products such as rebar.
FACT:
Latex and oil based paint is processed for reuse and can be purchased by the public at large recycle centres.
Paint Cans
Over 2 Million litres paint were collected in 2013
It is estimated that about 30 million litres of paint is sold in Alberta each year. On average, 5 to 10 percent of this ends up as waste, which can pose environmental and health risks if disposed of improperly. Leftover paints are liquid waste and are difficult for consumers to dispose of properly.
CAUTION:
Oil-based paints contain combustible materials and, in some cases, hazardous components. Older paint may contain lead, mercury, and other heavy metals.
Batteries
Over 5 million pounds of batteries have been recycled so far in 2014
Batteries contain toxic elements such as nickel cadmium, lithium ion, lead acid, nickel metal hydride and nickel zinc. These are extremely hazardous to our landfills.
FACT:
Batteries are sent to responsible processors whom extract Useable chemicals and metals to use in new products.
Fluorescent Spirals, Tubes & Lightbulbs
Close to six million fluorescent tubes, spirals (CFL) and high intensity discharge (HID) lamps, containing mercury, are disposed of in Alberta every year. With each lamp containing from 4 - 15 milligrams of mercury there is a reservoir of mercury in the province's waste stream of close to 87.5 kilograms.
CAUTION:
If you break a CFL in your home open the windows and leave the room for 5 – 10 minutes, using gloves seal the fragments in a jar or plastic bag for disposal. As the mercury has already dissipated you may place this in the regular garbage.
Recycling
Mixed Paper: Includes clean, dry newsprint, magazines, cardboard and paper.
Glass: Includes jars, bottles and other glass products.
Metal Food Cans and Foil: Includes food cans, pie plates, aluminum foil and metal food trays.
Plastics: Includes rinsed containers such as plastic bottles, food containers and empty cleaning products.
Refundable Drink Containers: Includes beer and soda cans, juice boxes, glass and plastic drinking bottles and milk jugs. These can be taken to a recycle depot for refund of your deposit. There are locations in Canmore, Cochrane and Calgary.
Medications: Includes old, expired, unused prescription medications such as pills and ointments. These can be taken to your own or any pharmacy or hospital for safe disposal.
Plastic Grocery Bags can be taken to any grocery store such as Sobeys, Safeway, SaveOn Foods where specific bag bins are located.
Areas in the KID
You can bring your Household Hazardous Wastes to:
Kananaskis Emergency Services Centre for free disposal between the hours of 9:00 am and 4:00 pm.
Kananaskis Emergency Services Centre is located at
1 Boundary Road, Kananaskis, Alberta, T0L 2H0.
References: Kananaskisid.ca AlbertaRecycling.ca Call2recycle.org ESRD
If you have any questions please give us a call at at (403) 591-7775 | <urn:uuid:68b2317a-7d2a-4bfd-97d3-8fad74a86307> | CC-MAIN-2017-17 | http://kananaskisid.ca/wp-content/uploads/2014/05/KID-Hazardous-Waste-Recycle-Brochure.pdf | 2017-04-27T18:42:22Z | crawl-data/CC-MAIN-2017-17/segments/1492917122619.71/warc/CC-MAIN-20170423031202-00410-ip-10-145-167-34.ec2.internal.warc.gz | 212,927,455 | 1,157 | eng_Latn | eng_Latn | 0.882841 | eng_Latn | 0.996382 | [
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Checklist for identifying exemplary technology
and interactive media uses for early learning
Michael Robb, Rita Catalano, Tanya Smith – Fred Rogers Center for Early Learning and Children's Media at Saint Vincent College
Sue Polojac, Michelle Figlar – Pittsburgh Association for the Education of Young Children Barbara Minzenberg - Office of Child Development and Early Learning Roberta Schomburg – Carlow University
The influx of new technologies and digital media has raised questions about how early childhood educators can best integrate new tools into their practice in ways that support developmentally appropriate practice. In 2012, the National Association for the Education of Young Children (NAEYC) and the Fred Rogers Center for Early Learning and Children's Media at Saint Vincent College (FRC) released a joint position statement to provide guidance to early childhood programs, with recommendations on how to select, use, integrate, and evaluate technology. In addition, many other authors and organizations have tried to provide guidance in this rapidly changing environment. The checklist below is meant to synthesize the recommendations of many sources in the technology and education fields, so that teachers may engage in best practices when using technology and interactive media. We borrow the definition of technology tools from the NAEYC-FRC position statement to include a broad range of digital devices such as computers, tablets, multitouch screens, interactive whiteboards, mobile devices, cameras, DVD and music players, audio recorders, electronic toys, games, e-book readers, and older analog devices still being used such as tape recorders, VCRs, VHS tapes, record and cassette players, light tables, projectors, and microscopes.
NOTE: Educators should use this checklist to guide their thinking when integrating technology and interactive media into their programs and classrooms. Many of the statements below will be more applicable to specific instances of technology and interactive media use in early childhood education than others. Therefore, it is not essential to check "yes" in every box.
1. Florida Center for Instructional Technology. The Technology Integration Matrix. (University of South Florida). at <http://fcit.usf.edu/matrix/matrix.php>
2. Fred Rogers Center for Early Learning and Children's Media. A Framework for Quality in Digital Media for Young Children. (Saint Vincent College, 2012). at <http://www.fredrogerscenter.org/media/ resources/Framework_Statement_2-April_2012-Full_Doc+Exec_Summary.pdf>
3. International Society for Technology in Education. ISTE.NETS.T. (International Society for Technology in Education). at <http://www.iste.org/standards/nets-for-teachers>
4. Keengwe, J. & Onchwari, G. Technology and Early Childhood Education: A Technology Integration Professional Development Model for Practicing Teachers. Early Childhood Educ J 37, 209–218 (2009).
5. McManis, L. D. & Parks, J. Evaluating Technology for Early Learners. (HATCH Early Childhood, 2011). at <http://info.novadesk.com/Portals/84375/docs/evaluatingtechnology_ebook_toolkit.pdf>
6. Simon, F. & Nemeth, K. Digital Decisions: Choosing the Right Technology Tools for Early Childhood Education. (Gryphon House, 2012).
7. Thinkfinity. Verizon Thinkfinity Integration Framework for Educators. (Verizon Foundation, 2012). at <http://www.thinkfinity.org/servlet/JiveServlet/previewBody/2021-102-9-15559/ Integration_Framework_for_Educators.pdf>
8. NAEYC & Fred Rogers Center for Early Learning and Children's Media. Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8. (NAEYC, 2012). | <urn:uuid:5de74c53-b570-447f-9595-cc3d2bedd761> | CC-MAIN-2017-17 | http://paeyc.org/files/pages/attachments/Tech%20Integration%20Checklist%20copy%20copy.pdf | 2017-04-27T18:53:59Z | crawl-data/CC-MAIN-2017-17/segments/1492917122619.71/warc/CC-MAIN-20170423031202-00418-ip-10-145-167-34.ec2.internal.warc.gz | 303,625,518 | 812 | eng_Latn | eng_Latn | 0.816414 | eng_Latn | 0.962029 | [
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DO YOU KNOW THE CODE?
ir pollution can harm your health, even if you cannot see it or smell it. Air pollution can irritate your respiratory system and can impair your ability to breathe. Older adults and children are especially sensitive to the effects of air pollution. A
Learn about the air quality forecast (code) and steps you can take to protect your health.
Call 1-888-RU4NCAIR (784-6224)
KNOW THE CODE!
Get the daily code at 1-888-RU4NCAIR (784-6224) or www.ncair.org
Tips for protecting your health:
Meaning
Air Quality Code
* Check the daily air quality forecast (code) when you will be going outside
* Use caution on code orange and red days
* Plan outdoor activities, such as exercise and trips to the park or zoo, for the morning and early evening hours
Good
Moderate
Unhealthy for Sensitive Groups
Unhealthy
Very Unhealthy
Air quality is considered satisfactory, and air pollution poses little or no concern. Go outside and enjoy the day!
There may be a moderate health concern for people who are unusually sensitive to air pollution. Consider limiting prolonged or heavy exertion outdoors.
Older adults, children, active people, and those with heart or lung disease may experience health effects. Limit prolonged or heavy exertion outdoors.
Older adults, children, active people, those with heart or lung disease may experience more serious health effects. Everyone may experience health effects. Limit prolonged or heavy exertion outdoors.
Everyone is likely to be affected. Avoid all outdoor exertion. | <urn:uuid:26ec4ffd-eda8-4b8b-9d08-91ad04427091> | CC-MAIN-2023-50 | https://www.deq.nc.gov/airaware/knowthecode/know-code-information-card/download | 2023-12-01T23:06:21+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100308.37/warc/CC-MAIN-20231201215122-20231202005122-00046.warc.gz | 828,688,831 | 335 | eng_Latn | eng_Latn | 0.993287 | eng_Latn | 0.993296 | [
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SPELLBROOK CHURCH OF ENGLAND PRIMARY SCHOOL
Two Year Curriculum Plan Ruby Class Nursery and Reception
Ruby Class 2 Year Overview (For Yr 1 Autumn) Each Topic will have all areas based on all of the early learning goals recorded in maps suited for the cohort based on areas of need and continually updated.
Year A
destroyed Wolf clues and
Write stories and plays that
Topic focussed areas of learning
Science
RE
Understanding
Christianity(UC)
PE
Understand where food
PSHE-Including everyone's comes from.
Design and technology- Toy making - Santa's Toy shop.
ideas and working together animals with their features,
Music ways. An introduction to
time to the music Perform as jumping
equipment on balance a ball on a racket.
Develop skills that involve
Music Vocab -
Pitch - melody, tune high, (getting) higher, going up low, (getting) lower, going down steps – jumps – slides Tempo - fast, (getting) faster slow, (getting) slower Texture solo duet ensemble few – many Duration - pulse, beat start, stop long, longer, sustained short, shorter Dynamics - loud, (getting) louder quiet, (getting) quieter Structure beginning – middle – end phrase verse – chorus Techniques breathing posture singing, whispering, talking, humming blowing striking, hitting shaking plucking, strumming
Computing
PSHE -SCARF Reception Nursery
Literacy Writing, Understanding of the world (Technology) Using technology for difference purposes. Using laptops to create stories and type a simple sentence.
Coming soon on Scarf
Baby, kittens,
Year B
Topic focussed areas of learning
Mystery in class, shared writing and magical
Mountain, Hill, River, Lake,
Art and design- We will be using different materials to
resources and will consider the best way of assembling
Trips
Working towards…
Science
RE
Understanding
Christianity(UC)
PE
inspiration for artwork.
Use Christmas experiences use a wide range of ingredients.
Cooking
PSHE-Include everyone's
Explore a variety of inspiration for artwork.
and nutrition use the basic principles of ideas and working together
ideas shared and beginning
Trip: Audley End Miniature animals with their features,
Vocab: warm-up, stop, direction.
in different ways.
position of their ball. Move a ball on the
Sports day activities and
Music
Computing
songs and speaking chants
Make and combine sounds
Reflect, rewind and replay
Texture -
Structure
Understanding of the world difference purposes. Using
and type a simple sentence.
PSHE -SCARF
Reception
Nursery
Coming soon on Scarf
Baby, kittens, | <urn:uuid:db7c4e1f-eb00-4494-a83a-2640cb517313> | CC-MAIN-2023-50 | https://www.spellbrook.herts.sch.uk/_site/data/files/documents/DE9B9E24DB3D6A6D8A6CC6AEC5BA2726.pdf | 2023-12-01T23:07:08+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100308.37/warc/CC-MAIN-20231201215122-20231202005122-00045.warc.gz | 1,131,432,530 | 560 | eng_Latn | eng_Latn | 0.926212 | eng_Latn | 0.990579 | [
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14
Assessment 2
Where Am I Going?
* Document the sources and amounts of income that allowed you to make purchases while tracking your consumption.
* Record your expenses below. You can use general spending categories like "eating out" or "entertainment" if needed.
* Look for ways to increase income and/or decrease expenses so that you begin to save or increase your savings. Keep in mind your financial goals. Is there something you have been buying that you could live without?
* Remember, keep your budget realistic and include everything. Make plans that you can live with week after week. | <urn:uuid:507ebe51-b59f-4e61-96ba-ad36c26d2ea4> | CC-MAIN-2023-50 | https://www.dallasfed.org/-/media/Documents/educate/lessons/Lesson2/bw02a2.pdf | 2023-12-01T23:05:48+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100308.37/warc/CC-MAIN-20231201215122-20231202005122-00045.warc.gz | 831,128,787 | 120 | eng_Latn | eng_Latn | 0.999623 | eng_Latn | 0.999623 | [
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GENERAL INFORMATION
We are having a wonderful time welcoming the children into SMSP and getting to know them. The children are busy learning lots of new routines, meeting lots of new people and exploring their new classes! As the children begin settling into school and, in order to make this transition as smooth as possible, we will be focussing on helping children develop their independence. This ranges from getting their own coats, jumpers, cardigans, socks/shoes on and off, to using cutlery when eating. The children are practising building up their stamina when it comes to listening to instructions and waiting for their turn. We will be helping the children get to know one another and learn important social skills.
READING AND PHONICS BOOKS
Reading - From 23 rd September your child will be bringing home a weekly reading book. You will find a plastic zip lock reading folder in your child's book bag containing their reading book and reading diary. We ask you to read this book with your child 4 times over the week and make note of when you have read with them in the diary. Please ensure the reading folder is kept in your child's book bag every day. Class teachers will look at these diaries weekly and staff will write in them when they read with your child. There will be more information about reading with your child in the October phonics talk.
Phonics – From 23 rd September your child will be bringing home their phonics book, containing the sounds they have learnt each week. Please refer to instructions inside the front cover when you receive this. We will send the new sounds out each Friday and collect the books in on Wednesdays.
We thank you for your support and look forward to a happy and successful year! Please do not hesitate to ask any questions you may have.
Kind Regards,
MATHS
Children will be focussing on and gaining a deep understanding of numbers 0 to 12. They will learn about the numbers in all circumstances and representations, i.e. weight, height, time, quantity, money etc.
There will be a maths talk for parents on Wednesday 8 th November at 9am.
PHONICS
Children will be learning all single sounds, starting to learn digraphs and also reading tricky words. They will be learning how to sound out and blend words in order to read and also to segment words in order to write.
There will be a phonics talk for parents in the main hall on Wednesday 4th October at 9 am. The presentation for this will also be available on the school website after the talk.
PSHE
In our PSHE lessons, we will be following the Jigsaw scheme of work. This term our topics are 'Being Me in My World' and 'Celebrating Differences'. The children will be meeting Jigsaw Jerry, our Reception mascot. The children will also frequently take part in 'Circle Time' which helps to develop their social and emotional skills.
RE
This term we will be learning about Christian values.
We will focus on: Who made the wonderful world and why? Who cares for this special world? Why is Christmas special for Christians?
TOPICS
Here are the topics we will be covering this term. At the start of each topic, you will receive a bulletin containing more information.
All About Me and Settling into School
- Our new friends and teachers
- School rules of 'Ready, Respectful and Safe'
- Our new school
We will be enjoying exploring the book 'Here We Are' by Oliver Jeffers
Autumn
- Changing seasons
- Hibernation
Diwali & Bonfire Night
-The Hindu festival of Diwali
- Bonfire night traditions and fireworks
- Light and dark
- Nocturnal animals
Space
- Our solar system
- Astronauts
- Space travel
Christmas
-The Birth of Jesus
- Christmas traditions
- Polar Animals
We look forward to welcoming you to our Nativity on December 14 th at 9.15am | <urn:uuid:014ddfd2-64d4-4fe2-9fc9-7af8e026721d> | CC-MAIN-2023-50 | https://www.smsponline.co.uk/wp-content/uploads/2023/09/Autumn-Term-in-Reception.pdf | 2023-12-01T22:38:13+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100308.37/warc/CC-MAIN-20231201215122-20231202005122-00046.warc.gz | 1,132,152,297 | 820 | eng_Latn | eng_Latn | 0.996765 | eng_Latn | 0.998197 | [
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In this issue: Back to Basics—A Focus on Recycling
NEWSLETTER
Back to Basics Recycling:
ecycling is basic. Perhaps it wasn't a priority when the first municipal dump was established in Athens in 400 BC, but over the past century, municipalities began to dabble with recycling programs, particularly when driven by economics. This was especially true during World War II, when a scarcity of materials prompted recycling drives collecting scrap metals, newspaper, cardboard and other recyclable materials. R
By 1970, the environment had also become an important factor in recycling, dramatically illustrated by the inaugural Earth Day. Two years later, the first recycling centers opened in Washington State, accepting bottles, aluminum cans and newspapers.
Over thirty years later, is recycling still important? YES! And should businesses continue to start and expand their recycling programs? Most definitely, YES!
Recycling is basic to business. In King County, 30 percent of all non-residential waste is comprised of office paper and other paper products. Include metals, plastics, glass and wood, then add yard waste and other compostable materials and we see that the majority of "waste" produced by businesses can be recycled or composted.
This issue of the Green Works newsletter highlights the basics: "why?"—the benefits of recycling; "what?"—the materials businesses can recycle; and "how?"—tips on how to set up a good recycling program and keep it going strong.
Reduce Disposal Costs
Step 1. Examine Your Waste
Recycling reduces the amount of garbage that your business must throw out. Although you might have to pay for recycling collection, in most cases businesses realize a net savings when they reduce garbage collection frequency or container size.
Remember that the majority of so-called "waste" that businesses dispose of can actually be recycled or composted. (Just check out the list on page 2.)
see "WHY" inside
Check your garbage bill. Your bill is a direct reflection of the quantity of waste your business produces, the size of your outdoor collection container and how frequently it's picked up.
Next, take a look inside your indoor trash containers or outdoor garbage dumpsters to see what kinds of materials you discard. (Compare what you see to the list on page 2 of this newsletter.) Are you paying for disposal of materials that could easily be recycled?
see "HOW" inside
Back to Basics
"WHY" continued
"HOW" continued
Conserve Energy
Processing virgin materials often takes more energy than processing recycled materials. For example, aluminum cans made from recycled aluminum require 95 percent less energy to produce than aluminum cans made from virgin bauxite ore.
Conserve Resources by Reducing
the Need for Virgin Materials This is especially critical with nonrenewable resources like metals, but also applies to precious "renewable" resources such as trees. It takes 24 trees to make each ton (400 reams) of virgin copier paper.
Products Made from Recycled Materials Reduce Pollution
For every ton of paper products made from recycled newspaper rather than virgin timber, 16 fewer pounds of pollutants are released into the air.
Reduce Production of Greenhouse Gases
Recycling one ton of office paper prevents 1.43 tons of greenhouse gases from contributing to global climate change.
Reduce Need for Landfill Space Every yard or ton of material that is recycled is one less yard or ton that needs to be disposed of in a landfill.
Clearly, recycling is a win-win situation. It protects both the environment and our pocketbooks by preventing pollution, preserving natural resources and conserving landfill space. And what's more, individual businesses can save money by recycling.
Step 2. Find a Recycling Service Call King County Green Works for a list of recycling haulers, or visit our website at www.metrokc.gov/greenworks (select "reuse and recycle database"). See the article on page 5 for questions to ask haulers.
ask each employee to take responsibility for their own recyclables. Next, indoor storage containers will need to be emptied into an outdoor recycling container.
Remember that even if you have to pay for recycling collection service, you may save money by reducing garbage container size and/or frequency of garbage collection.
Step 3. Set Up a Simple Program Materials: Decide what materials you will recycle. (See the list of recyclable materials below.)
Recycling containers: Many recycling collection companies provide both indoor and outdoor collection containers. If your service provider does not, call King County Green Works for information. Place recycling containers near garbage containers in each office or cubicle, lunch or break rooms and near copy machines and printers.
Recycling how to's: Post simple, clear instructions on or near recycling containers to let employees know what, how and where to recycle. (See article on page 3 for tips on promoting participation.)
Consolidate materials to be collected: Assign specific employees or janitorial staff to transfer recyclables from individual workstations to a large indoor storage container. If this is not possible,
Step 4: Track Your Success — and Let People Know!
Re-examine your waste and make adjustments: Every few months, check your garbage bill to see how much waste you are producing and how often it's collected. Adjust garbage container size and frequency of collection as needed. Check for opportunities to recycle additional types of materials, increase the size of recycling containers or frequency of collection.
Calculate your recycling rate: Increasing your recycling rate is the key to success. Use the Recycling Rate Calculator on page 4 to figure out your recycling rate before your program begins, again after three months, then quarterly or twice per year thereafter.
Share your success! Post decreased garbage volumes and increased recycling rates. Use newsletters, signs, and email to motivate employees to continue recycling.
How? King County Green Works can assist your business to start a recycling program, and keep it going. Please let us help you! Call 206-296-8800 to request information and assistance.
Most business have not mined the full potential of their recyclables. The following list includes categories of many recyclable materials. For full descriptions of each category, please see http://dnr.metrokc.gov/swd/bizprog/rec_assist/tips& definitions.htm#definitions .
* Appliances
* Pallets
* Automotive parts, tires, oil, etc.
* Barrels/drums
* Batteries
* Carpet
* Construction, demolition and landclearing materials
* Electronics
* Fluorescent lights
* Food waste
* Glass
* Metal
* Paper
* Plastics:
Containers (bottles)
Non-container plastics (i.e., scrap, film, molding, sheeting, etc.)
* Textiles
* Toner cartridges
* Video/Film
* Yard waste
* Wood
How to put together
a Green Team
inter is in the air, and bowl games are just around the corner. All around Puget Sound, fans are pulling out their purple and gold sweatshirts and crimson and gray parkas and rooting for their favorite team. W
But there's another team that's working hard to make a difference. So fans, let's give a cheer for your (drum roll please)...Green Team!
So just what is a Green Team and when is their next game? A Green Team is a group of employees that promotes recycling and waste reduction in their work place. In some cases, one individual is designated to oversee the company's recycling efforts. In other businesses, a volunteer group, or "Green Team," designs and initiates the recycling program. And while a Green Team doesn't punt a football or run for touchdowns, they can still have a big impact on our quality of life here in King County.
One important role of Green Team members is to educate and excite other employees about the program. Here are some suggestions to generate enthusiasm around a recycling and waste reduction program:
* Introduce the program. Write a memo to all employees introducing the program or include an article explaining the program in your company newsletter.
* Create a name or slogan for the program. This consistency will keep the program on employees' minds.
* Ask King County Green Works staff to assist with a training session. Slide presentations and staff talks are available.
* Set recycling goals. Establish an environmental policy or mission statement committing your company to recycling and preventing waste.
* Post a "Tip of the Week"—to remind employees of the program while illustrating ideas on how to recycle and reduce waste.
* Create and display promotional posters in high-traffic areas. Regularly post recycling levels for all to see.
* Create contests or incentives, such as a recycling challenge to see which department has the highest recycling rate.
* Hold a meeting or throw a party to kick-off the program.
* Post lists of recyclable items and how to recycle them.
* Include program information in employee orientation — get new employees involved right away.
* Include recycling on staff meeting agendas from time to time — to remind employees about the program, answer questions and solve problems.
If you're ready to quarterback your own Green Team, contact the King County Green Works Program to help you get started. Call 206-296-8800 and together, we can all win. Go Green Team!
alculating your recycling rate is the best way to establish a baseline to evaluate a recycling program. As you recycle more materials, you can compare your increased recycling rates to decreases in your garbage quantities and garbage bills. C
Set a recycling goal of at least 40 percent. Many businesses can recycle and compost up to 70 percent or more of their solid wastes.
Simple Two-Step Recycling Rate Calculation
Step 1: Figure out your company's total amount of monthly solid waste.
How? Add the quantity of Monthly Garbage (A) to your amount of Monthly Recycling (B) to calculate your amount of Monthly Solid Waste (C).
Ask your garbage and recycling haulers to provide you with monthly garbage and recycling quantities. These should be noted on your bills for garbage and recycling collection service. If your outdoor garbage and recycling containers are full when collected, you can determine the monthly quantities by multiplying the size of the container by the number of pick-ups per month
Be sure you are using the same unit of measurement—gallons, yards, pounds, or tons—for both garbage and recyclable materials.
Step 2: Divide your amount of Monthly Recycling (B) by the amount of Monthly Solid Waste (C) you generate.
Example
Your Worksheet
Step 1:
Monthly Garbage Monthly Recycling Monthly Solid Waste
Step 2:
Monthly Recycling Monthly Solid Waste Recycling Rate
(A)
(B) +
(C) =
(B)
(C)
÷
(D) =
How it figures:
The garbage quantity is 20 cubic yards per month and the recycling quantity is 6 cubic yards per month, so this organization generates 26 cubic yards of solid waste per month.
It's recycling rate is 23 percent, which is 6 divided by 26. So, what's yours?
Need help figuring out your monthly garbage and recycling quantities? Call King County Green Works at 206-2968800 for assistance.
Step 1:
Monthly Garbage
(A) _____
Monthly Recycling
(B) + _____
Monthly Solid Waste (C) = _____
Step 2:
Monthly Recycling
(B) _____
Monthly Solid Waste (C) ÷ _____
Recycling Rate
(D) = _____ %
Recycling Help, Links & Information Recycling Help, Links & Information
King County Green Works
www.metrokc.gov/greenworks
206-296-8800
King County Recycling and Reuse Database www.metrokc.gov/greenworks (click on "Reuse and Recycle Database") Includes list of recycling haulers and centers
King County Appliance
Recycling Guide http://dnr.metrokc.gov/swd/resrecy/recycling/ appliances.shtml
Computer Recovery Project
http://dnr.metrokc.gov/swd/crp.htm
King County Construction Recycling Directory http://dnr.metrokc.gov/swd/bizprog/ sus_build/contrgde.pdf
King County Fluorescent Lamp Recycling Website www.metrokc.gov/hazwaste/fluor/
King County Recycling Information
Line (and for hard copies of King County Solid Waste Division Recycling Publications)
206-296-4466
King County Solid Waste
Acceptance Policies http://dnr.metrokc.gov/swd/swdinfo/ acceptpolicy.htm
Local Hazardous Waste Management Program www.metrokc.gov/hazwaste 206-263-3050
Washington State Department of Ecology www.ecy.wa.gov
1-800-RECYCLE
Small Business can do it too Small Business can do it too
So you run a small business. You have all the right intentions, but don't recycle because you believe it's simply not practical.
You may have this list of perceived obstacles: Not enough storage…not enough volume…not enough program start-up capital…no recycler willing to make pick-ups…just not enough time.
Well, you don't necessarily need a lot of storage space or recycling volumes to initiate a recycling program and it doesn't need to cost you an arm and a leg. And if your time is limited, King County Green Works can help. Call us at 206-296-8800.
Here are a few options:
❏ Contact a small recycling company or your garbage hauler. Some can provide recycling services to small businesses for a nominal fee.
❏ Sell or drop off your recyclables. Many recycling centers pay for certain separated materials when you bring them in. This revenue could go to the employee responsible, or perhaps into an employee "entertainment fund."
❏ Partner with neighboring businesses to increase your volume of recyclables. This will provide leverage with potential haulers.
❏ Recycling collection events are offered by some cities in King County for the businesses in those cities. Call King County Green Works for information.
❏ Bring selected materials to King County Transfer Stations. Recycling bins are at all locations except Algona Transfer Station. Materials accepted free of charge: mixed paper, cardboard, newspaper, aluminum cans, clean foil, tin cans with labels removed, glass bottles and jars, and plastic bottles (#1 PET and #2 HDPE).
Please note: Recycling space is limited at many transfer stations, so it may not be practical to use these stations to recycle large loads of certain materials (e.g., cardboard).
o you've decided to start a recycling program. You've identified and listed the materials you would like to recycle. Now it's time to find a hauler to collect the materials. S
There are a variety of companies offering commercial recycling collection service. Before making a decision, call several and ask them the questions listed below. You want to establish a long-term relationship that will serve you both practically and financially.
For a list of haulers, refer to King County's Reuse and Recycling Database (see Recycling Help, Links and Information sidebar on page 4).
Your business location and your volumes of recyclable materials may make the difference between a hauler's profit and loss on your account. Some haulers specialize in collecting certain materials; others collect a wide range. Depending on your business, you may need to establish a relationship with one or more haulers.
A note about the cost of recycling collection: depending upon how much you recycle, you may be able to decrease garbage costs by reducing the size of your garbage dumpster or the frequency of your garbage collection. The savings can be used to pay for the cost of recycling collection.
If the volume of materials your business generates is too small to be considered for collection, don't be discouraged. See the sidebar on this page for small business recycling options.
EDED
ers with import/ port business searching for new business partner with strong language skills to expand business in exotic locales.
BEEN FIRM tops in the w no one will till do good us a chance.
S IDEAS
ENTREPRENEUR SEEKS BLUE COLLAR HAULER
come up ir own. but no make a some soon. Finding a Recycling Hauler Finding a Recycling Hauler
TICLES
DESPERATELY IN NEED OF BROKEN WINDOW You: cracked, broken, lonely, need glass in your frames. Me:
D
Single business with attractive location seeks eager-to-please hauler, w/eclectic tastes in recyclables. Independent collectors okay. Looking for possible long-term relationship.
professional, strong glazer. Us: beautiful windows t Questions to ask prospective haulers
About the Basics:
❏ Which materials do you collect? Must they be separated or can they be mixed together (commingled)?
❏ What are the minimum volumes or weight for collection?
❏ How frequently do you collect?
❏ Do you offer free collection for any materials?
❏ What do you charge to collect recyclables?
About Dumpsters:
❏ Do you provide dumpsters or other outside collection containers? What size dumpster would you recommend? Is there an extra fee?
❏ Do you provide indoor desk-side recycling containers? If so, are they labeled with a list of materials accepted in the program?
❏ Do you provide signs and materials to educate our staff on contaminants, what can and cannot be included in the recycling bins, etc.?
❏ What kinds of contaminants should be avoided?
About Customer Service:
❏ Can you provide references?
❏ Would you provide us with data on how much material we recycle? If so, how frequently would you provide us with this information?
If the hauler also collects garbage for your business, ask them if they'll provide data on garbage volumes. With this information, you can easily monitor decreased garbage volume and calculate your recycling rate.
King County Green Works is a waste prevention and recycling assistance program for businesses. It is sponsored by the King County Solid Waste Division along with partnering suburban cities. If your business needs help reducing waste, locating recycled-content products or finding recycling vendors for office waste, contact our business assistance team. We can also provide information and referrals on energy and water conservation.
King County Green Works Newsletter is a quarterly publication written and produced by the King County Solid Waste Division. Inclusion of a business, product or service in this newsletter does not constitute an official endorsement or sponsorship by the Solid Waste Division or King County. Please send us your questions, story ideas or other suggestions and comments.
Receive King County Green Works Newsletter by email
Cut down on waste and receive the newsletter via email. We'll send it to you in Portable Document Format (PDF) that's read with Adobe's Acrobat Reader, a free software download available on the Internet. Just send your email address, name, and company name to our email address below.
This material will be provided in alternate formats upon request.
To contact us:
Phone: 206-296-8800
Email address: greenworks.swd @ metrokc.gov
Website: www.metrokc.gov/greenworks
Fax: 206-296-4475 • TTY Relay: 711
Set Goals...Get a Clipboard!
Join other King County businesses that have set waste reduction and recycling goals. Create company goals and receive an attractive King County Green Works clipboard as our thank you. Of course, it's 100% post consumer plastic. You'll find our goal form at http://dnr.metrokc.gov/ swd/bizprog/rec_assist/goalform1.htm .
Send us a copy of your goals and we'll help you reach them! Then use your clipboard to proudly post your Certificate of Recognition. In the meantime, you can also post copies of this newsletter and other valuable recycling information for your employees.
Schedule a Visit…Get Recycled Office Supplies!
King County Green Works encourages businesses to use environmentally friendly, recycled-content office products. We've put together a recycled-content office kit, free to interested businesses. This sampler kit was made possible through generous donations of recycled paper from Olympic Office Supply, Spicers Paper and assorted recycled content office products from Keeney's Office Plus.
Want a sampler? Please call King County Green Works and schedule a site visit. Green Works staff will come to you, offering helpful recommendations and tips on improving your waste prevention and recycling program.
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Proceedings of the 4th International Conference on Art Studies: Science, Experience, Education (ICASSEE 2020)
"Evaluating Painters All Over the Country" Guo Xi and His Landscape Painting
Min Ma 1,*
1Academy of Arts & Design, Tsinghua University, Beijing, China *Corresponding author. Email: firstname.lastname@example.org
ABSTRACT
Styled Chunfu, Guo Xi was a native of Wenxian County. In the beginning, he learned from the methods of Li Cheng, yet he was rather good at expressing his own feelings, thus becoming adept at surpassing his master and creating a main school of the royal court landscape painting in the Northern Song Dynasty whose influence had lasted to later ages. Linquan Gaozhi Ji, Guo Xi's well-known theory on landscape painting, was a book emerged after the art of landscape painting in the became highly mature in the Northern Song Dynasty, which was an unprecedented peak in landscape painting and a rich treasure house in the history of landscape painting.
Keywords:
Guo Xi, Linquan Gaozhi, landscape painting
I. INTRODUCTION
Great progress had been made in the creation of panoramic landscape paintings in China during the Northern Song Dynasty, after the innovations of Jing Hao, Guan Tong, Dong Yuan and Ju Ran, when a number of influential landscape painters and exquisite landscape paintings emerged. Guo Xi had a high reputation in painting, and the landscape painting in the painting academy of the Northern Song Dynasty took a completely new look after Guo Xi entered it. Guo Xi's painting style gradually became the mainstream in the painting academy at that time. On the one hand, it was because Emperor Shenzong highly appreciated his paintings; on the other hand, it was because of Guo Xi's brilliant talents and ability. Later, the royal family entrusted him with the duty of "evaluating painters all over China", which further boosted his influence and social status. For that reason, his painting style was followed by a large number of painters at that time. At the same time, the landscape painting of Guo Xi was the transition stage of "realistic" painting in the history of royal court painting, which had served as a link between the past and the coming period. It supported the "realistic" spirit from Emperor Huizong and the painting academy in the Northern Song Dynasty to the royal court painting with mature techniques, thus becoming an extremely important historical stage in the evolution of the Chinese painting.
Secondly, in Guo Xi's life, he summarized the artistic practice of his predecessors and himself and wrote down important painting theories. Therefore, he had also made a great contribution in painting theories.
Linquan Gaozhi Ji wrote by Guo Xi and his son Guo Si in 1080 was a classic book on landscape painting as the art of landscape painting became highly mature in the Northern Song Dynasty. The book was written in the late Northern Song Dynasty, when the art of landscape painting in China had already entered a relatively mature stage. At that time, artists had accumulated a lot of experience. "Especially Guo Xi, as a brilliant painter, had reached a rather high level in landscape painting. At that time, he was praised as 'unique in this age". 1 It's this combination of his own practice of creation and the artistic experience of his predecessors that had allowed Linquan Gaozhi Ji to have its own characteristics. His painting theories did not fall into the set pattern of his predecessors. In his painting theories, he did not focus on the appreciation, comment and literature record of the landscape painting works of predecessors, like in many painting theories before, nor did he express his personal impression of viewing paintings or the painting theories of his predecessors. Instead, it's a book written on the basis of his meticulous experience of philosophy and art, attitude towards life, methods of creation, painting techniques and expression of artistic conception. Therefore, the book was more personal with more profound, specific and operable views. His classic theories of landscape painting, such as "painters must have the heart of forests and springs", "they should be all-embracing instead of being limited to their own theories" and "the combination of looking far and looking close in observation" have had far-reaching
1
Wang Huangsheng, Hu Guanghua. Special History of
Chinese Painting: Landscape Painting [M]. Jiangxi Fine Arts
Publishing House. 2008(12):219.
Copyright © 2020 The Authors. Published by Atlantis Press SARL.
This is an open access article distributed under the CC BY-NC 4.0 license -http://creativecommons.org/licenses/by-nc/4.0/.
influence and extraordinary significance in the landscape painting creation both in the Northern Song Dynasty and in the contemporary age.
By analyzing the characteristics of Guo Xi's landscape painting, it can be seen that Guo Xi was very meticulous in painting, and that he often thought about theoretical issues of landscape painting. In the appreciation of landscape paintings, the songs of apes and birds could vaguely be heard, and the views of the mountains and waters were lifelike. In this way, landscape paintings became the substitution of real landscape, which could arouse the viewers' aesthetic association and aesthetic enjoyment. In addition, landscape paintings could make people feel that they could walk, view, travel and dwell in the paintings.
II. GUO XI'S LIFE AND HIS ARTISTIC CREATION
A. The time of birth and death of Guo Xi
In terms of the time of birth and death of Guo Xi, modern literati, historians, art historians and connoisseurs have made great achievements with their tireless efforts and rich academic experience and through careful studies. However, in the issue of the time of birth and death of Guo Xi, there are different opinions. The following possibilities have been put forward: the first theory is that Guo Xi lived between 1000 and 1090, which was put forward by Mr. Xu Fuguan in The Spirit of Chinese Art published by Guangxi Normal University Press, and echoed by Mr. Chen Chuanxi in The History of Chinese Landscape Painting; the second theory is that Guo Xi lived between 1000 and 1087, which was put forward by Wang Chaowen in The History of Chinese Art; the third theory is that "Guo Xi lived between 1023 and 1085, which was mentioned by Mr. Wang Bomin in The Comprehensive History of Chinese Painting published by SDX Joint Publishing Company, which he said was put forward by Pang Yuanji and he also agreed on." 2
According to records about what Yuan Haowen said, Guo Xi was already 80 in the first year of Yuanyou, meaning that he was 89 in the ninth year of Yuanyou, namely the first year of Shaosheng (1094). According to relevant literature, Yuan Haowen described Guo Xi in Two Poems about Guo Xi's Xishan Wanqiu as "a celestial man having his fun in his 90s", which is consistent with the deduction of the author. According to the above sentence written by Yuan Haowen, Guo Xi should be exactly 90. However, we should not understand it literally. Su Shi, his brother and their disciples referred to Guo Xi in their poems as Grey-head and Elder, and the fact that Yuan Haowen
2 Wang Bomin. Comprehensive History of Chinese Painting [M]. Beijing: SDX Joint Publishing Company. 2018(11):374.
mentioned twice in his poems that Guo Xi was more than 80 years old, it is quite understandable that they might refer to him as a "celestial man" close to 90. Therefore, combining the records in literature, convincing information in poems and the calculation and analysis of the author, we can conclude that Guo Xi died in the last year of Yuanyou (1094), when Guo Xi was 89 year old, which is consistent with the historical record that Guo Xi was one of the few painters in the Northern Song Dynasty who live a long life. Thus, the year of Guo Xi's birth was then around 1005. which was basically consistent with the records in all kinds of literature and art history that Guo Xi lived a long life, "which was also basically consistent with scholars' deduction that Guo Xi was born in around 1000-1010 and died in around 1090." 3
B. Guo Xi's art creation
1) Early stages of Guo Xi's art creation: When he was still young, Guo Xi already had a reputation in painting. According to the records in the Prologue of Linquan Gaozhi Ji, Guo Xi learned Taoism when he was young, which enabled him to renew himself and drove him to travel around. None of his ancestors was engaged in painting, and it was his natural gift. Thus he explored in art and became famous in this field". The scroll of Landscape was painted by Guo Xi when he was young. When observed carefully, this painting was different from his works during the Xining period in terms of techniques, yet from his expression of mountains, trees and river mouths, it can be seen that it was painted in the Northern Song Dynasty. The existing Scroll of Landscape is with a postscript by Ren Xun from the Jin Dynasty,saying that Guo Xi painted this painting when he was young. This is his earliest painting according to historical records. In 1054, there was another record that Guo Xi copied Li Cheng's Painting of the Sudden Rain, which is seen in the Postscript of Guo Xi's Bowled Landscape by Huang Shangu. From Landscape and Painting of the Sudden Rain that Guo Xi painted in his early years, we can see that Guo Xi had made great progress in his techniques.
2) The peak of Guo Xi's art creation: In 1068, the first year of Xining, Guo Xi enter the capital city with superb skills of painting. Once he got to the capital, Guo Xi began a series of intensive creation. First, he painted on a wall for Wu Zhongfu, the Chancellor of Treasury; later, he painted six screens of wind, rain, water and stones for Shao Kang, the Governor of the Kaifeng Prefecture; he painted screens of snow storms for Wu Zhengxian, Deputy Chancellor of Salt and Iron,
3 Xu Gufuan. The Spirits of Chinese Art [M]. Guangxi Normal University Press. Edition 1. 2007(1), printed for the second time in 2008(2):254.
six screens of pines and stones for a Yan, an old friend of Zhang Jianfu, a judge in Dushui as well as six screens of wind, rain, water and stones for the House of Suggestions. In addition to the offices of various officials, "Guo Xi's paintings were also used to decorate royal buildings. He painted the Painting of the Brook Valley for Xiangguo Temple, and painted the screens of the Zichen Hall together with Ai Xuan, Cui Bai and Ge Shouchang;" 4 and he painted the screens of the Small Hall together with Li Zongcheng adn Fu Daoyin (he painted the central screens while Li and Fu painted the ones on both sides). These frequent artistic activities must had deepened Emperor Shenzong's impression of Guo Xi, and the Emperor ordered Guo Xi to the Imperial Academy and paint the screens in front of the emperor. After Guo Xi painted on countless screens of different sizes, Emperor Shenzong checked them and was greatly pleased. Naturally, Guo Xi was rewarded by Emperor Shenzong, who conferred him the title of Artist of the Imperial Academy, marking the beginning of the peak of his career. May he was tired of the frequent social activities, or perhaps he was trying to show an attitude, Guo Xi "begged to return with the excuse of serving the parents", which was rejected by the emperor. Then he "begged to hear the orders of the Emperor", requiring to directly follow the orders of the emperor himself, so as to avoid a lot of unnecessary things, which was approved by the emperor. Since then, Guo Xi became the favorite painter among many imperial painters, the screens he painted were used in such places in the palace as the Huacheng Hall, Qinming Hall, Ruisi Hall, Yaojin Pavilion and Da'annian, all the screen walls of various halls in the Department of State Affairs, the Central Secretariat and the Scholars' Academy were his works. Among these works, the Landscape of Spring Mountains looked tranquil and pleasing, which was praised by Su Dongpo with a poem: "The spring day in a jade hall was such a leisure, with painting of spring mountains by Guo Xi. The young swallows look like they have just waken, and the white waters and green mountains look as if they are not earthly landscapes". Emperor Shenzong loved Guo Xi's paintings and didn't treat him as an ordinary craftsman. Besides being used to decorate the imperial palace, Guo Xi's paintings were all used as royal gifts, "the Painting of Spring Snow in the Mountains was given to Qiwang, and Autumn Views and Mists were given to Korea as state gifts." 5 Emperor
4 Xu Jianrong. Appreciation of Famous Paintings in the Song Dynasty. Shanghai Bookstore Publishing House. 1999:p.168, p.220.
5 Guo Si. Records of Painting, in which it was recorded that Guo Xi was ordered by the emperor to finish two paintings, respectively about autumn rain and winter snow, which were given to
Shenzong ascended the throne in the first year of Xining (1068) and died in the eighth year of Yuanfeng (1085), which was also the peak of art creation in Gao Xi's career. The years of painting were marked on the Painting of Early Spring, the Painting of Spring Snow in the Mountains and the Painting of Nest and Stones, the existing paintings of Guo Xi, showing that the first two paintings were painted in the fifth year of Xining (1072), and the third was painted in the first year of Yuanfeng (1078), all painted in the peak period of his art career.
3) The end of Gao Xi's art creation: In his nearly twenty years of practice during the reign of Emperor Shenzong, Guo Xi's painting style was popular among the imperial court and the commonalty. However, Emperor Zhezong who ascend the throne later was not very interested in his paintings, and ordered to put all his paintings in the palace back to the storage, and replace them with ancient paintings. Throughout the history of landscape painting in China, it's easy to see that although Guo Xi received totally different treatments in the imperial court, he did not disappear after he lost the support of the emperor, as many imperial painters did. On the contrary, he continued to have a very high reputation in the society. In his late years, Guo Xi was greatly praised by a lot of literati: Huang Tingjian said that "Guo Xi is the only painter who can still paint landscapes as a Grey-head" and "Guo Xi can still express the feeling of landscapes, and his sight remains sharp although he is already an old man"; Su Zhe wrote the following sentence in his poem: "all said that ancient people are no longer seen, yet they haven't seen the white-headed man waiting for imperial order in the north gate". The appraisals of the scholarofficials became more and more influential, and the choice of the court could no longer affect people attitude towards his works.
III. A STUDY ON GUO XI'S LANDSCAPE PAINTING CREATION FROM THE PERSPECTIVE OF LINQUAN GAOZHI
According to the Abstract of the Contents of Complete Library in the Four Branches of Literature, the first four essays in Linquan Gaozhi, namely Words about Landscapes, Spirit of Painting, Secrets of Painting and Discussions about Painting were written by Guo Xi and compiled by Guo Si, his son; while the prologue and the last two essays, namely
Qiwang... another two paintings about mists, which were given to Korean... the inscription on the Painting of Snow in Spring Mountains was: Painting of snow in spring mountains painted according to the order of the emperor. Therefore, this painting was probably painted for Qiwang.
Complementary Discussion about the Rules of Painting and Record of Painting were written by Guo Si, followed by the postscript by Xu Guangning. This book is a very important reference for us to know the creation and thoughts of Guo Xi.
First, Guo Xi insisted that painters must have the heart of forests and springs.
In Guo Xi's opinion, whoever paint landscape painting must go deep into the nature to observe and experience it deeply, that they should visit attractions of different places so that they could have landscapes in this mind, thus achieving the state of "painting smoothly out of rich storage of landscapes in the mind". Guo Xi attached particular importance to the observation of natural landscapes, requiring that painters must have "the heart of forests and springs" so that they could gain. In his opinion, in painters' observation of landscapes, two issues were involved: the issue of method and the issue of attitude. He once said: "There are rules in observing landscapes: the value is high if painters copy with the heart of forests and springs, while the value is low if they copy from the perspective of pride." 6 , which fully demonstrated the necessity of mastery through comprehensive studies, experiencing through the heart and remaining sincere and modest, and it also demonstrated his attitude of abandoning utility, treating things with a tranquil heart, cultivation of morality and staying natural.
Secondly, Guo Xi held that painters should be allembracing instead of being limited to their own theories.
In Linquan Gaozhi, Guo Xi clearly put forward that painters should be "all-embracing" instead of being limited to their own theories, which was coherent to his theories of "breadth of mind" and "state". In Words about Landscapes in Linquan Gaozhi Ji, Guo Xi comprehensively expressed his thoughts and experience in the creation of landscape paintings. He held that when studying from tradition, one should not be "limited to one theory", but should absorb theories from different aspects, thus "developing our own theories", which reflected what he gained from his own experience.
Guo Xi emphasized the method of combining looking far and looking close in observation.
In terms of landscape painting creation, Guo Xi developed the theory of "being brilliant in manners and quality" put forward by Jing Hao from the Five Dynasties in his Records of Brush Techniques. Guo Xi expressed that "in painting of realistic mountains and
6 Guo Xi. Linquan Gaozhi, Compilation of Ancient Painting Theories in China (1) [M]. Beijing: People's Fine Arts Publishing House, 2000:640-632.
waters, painters should look far to get the manners, and look close to get the quality." In other words, to realize the state of "brilliance in manners and quality", painters needed to combine the method of looking far and the method of looking close.
When summarizing the methods of observing mountains, Guo Xi said that "people must observe the mountains from a distance, so that they can get the overall manners of them." from the perspective of a landscape painter, Guo Xi summarized the different effects people could gain by "looking far", and came up with the theory of "three distant effects of mountains" which had a far-reaching influence:
"Three effects can be gained by observing mountains from a distance: the effect gained through looking up is called vertical distance; the effect gained through looking from the mountains in the front to those behind is called deep distance; the effect gained through looking from mountains close to distant mountains is called horizontal distance. The colors of vertical distance are clear, the colors of deep distance are vague, and the colors of horizontal distance are a combination of clarity and vagueness. In vertical distance, the mountains tower, in deep distance, the mountains are in layers, and in horizontal distance, the mountains are mixed and dimly discernible. When people are placed in these three distances, they look bright in the vertical distance, small in the deep distance and vague in the horizontal distance. The bright ones are not short, the small ones are not long and the vague ones are not big. This is called the 'three distances'". 7
Not only did the theory of "three distances" make higher requirements for the creation of landscape painting, it's also combined with the theory of multipoint perspective in Chinese painting put forward before, thus pushing the aesthetic boundaries of landscape painting.
IV. THE REFLECTION OF THE CHARACTERISTICS OF GUO XI IN HIS LANDSCAPE PAINTINGS
Completely preserved works of Guo Xi include Early Spring in Museum of Taiwan, Painting of Serene Valley and Painting of Mountain Villages in Shanghai Museum and Painting of Nest and Stones in the Palace Museum.
7 Guo Xi, Guo Si (Song Dynasty): Linquan Gaozhi: Words about Landscape Painting.
Take a look at Early Spring ("Fig. 1"). This is a large vertical-scroll painting. In the Northern Song Dynasty, the technology was not advanced enough to produce silk pieces that large, so this painting was painted on two pieces of silk bonded together. In this painting, Guo Xi elaborately arranged layers of mountains, brooks, decorated with aged and young trees, people and houses. The mountains were surrounded by flowing mists in the waist, which looks clear and vague, full of changes. It's obvious that Guo Xi was willing to show his outstanding painting techniques and skills of organization. As we can see, each stone and each tree in this painting looked realistic, with vivid details. Not only dis Early Spring adopt a complicated structure, it's also with a lot of layers. In the field of large landscape paintings, the pattern of Fan Kuan was the example, which emphasized "being thick in all four sides". Different from that, Early Spring set a new fashion of elegance and flexibility. There were pedestrians, fishermen, towers, pavilions and bridges, yet they didn't make people feel the tiredness of travels, but rather made people have the feeling that they could walk, view, dwell and travel inside, thus making people forget earthly concerns and reaching the state of cleanness with a heart of forests and springs. This feeling constructed in the painting was what Guo Xi pursued hard. Through carefully appreciating Early Spring, we can see that not only was the composition of mountains, stones, water, people, boats and houses unique, the specific locations of the towers and pavilions were also well-conceived. A towering mountain stands in the front, surrounded by serene waterfalls, and the suddenly entering fishing boat naturally creates a feeling of movement, and the proudly standing pine looks as if it's telling the viewers how strong and solemn it is. Some of the pavilions were painted with exquisite brushwork, which is enriched by the contrast with the layered mountains. His use of ink was also skillful, in this painting, the ink looked light yet didn't lack the feeling of thickness; it was used freely and vividly. Even when we appreciate the painting today, we can still taste the richness inside.
Wang Gai in Qing Dynasty described Guo Xi in the following way: "In early years, he painted elegantly; as he got old, his use of brush became stronger and stronger, the mountain tops in his paintings often had the shape of clouds, which created a magnificent feeling". In other words, when painting mountains, Guo Xi would use methods similar to how clouds were painted, reflecting the metaphor of "peculiar peaks are often seen in summer clouds", which is why this method was referred to by later generations as "cloud stroke" (also known as rolling-cloud stroke). In fact, this method of painting mountains was a realistic expression of igneous rock mountains that often look round and towering. This characteristic method can be seen in Early Spring and Painting of Nest and Stones. In these paintings, his use of the brush looks powerful, without much use of sharp brush; instead, the medium part of the brush was more used, thus obtaining the magnificent manner in each wielding of the brush; at the same time, few strokes were used on the internal side of the stones, thus vividly showing the special shape of mountains with igneous rocks. When commenting on Li Cheng's painting method, Zhang Geng said that "he didn't use many strokes yet created rich layers, side strokes were not much used yet the landscapes naturally looked strong", which was also the characteristics of strokes of Guo Xi. In the Painting of Serene Valley, he expressed the freezing atmosphere of the snow at the mountaintop. His vivid expression was on the basis of the observation of laminated rocks. The rocks were painted through layered strokes, showing that his use of techniques followed the changes of the real structure of rocks.
In his landscape paintings, Guo Xi absorbed the typical characteristic of "capturing the flowing of mists and the layers of mountains" in Li Cheng's paintings. Generally speaking, Guo Xi absorbed the northern composition of lofty mountains and floating clouds and waters in his expression of widely stretching mountains. When we appreciate carefully, Guo Xi's works seem to have reached the acme of perfection, yet they were never soft. On the contrary, Guo Xi was capable of expressing powerful mountains and stones with sharp and thin brushwork. Therefore, through the analysis of Guo Xi's landscape paintings, it can be seen that he had absorbed both the southern and the northern styles in their spirits and artistic conceptions.
V. THE INFLUENCE OF GUO XI'S LANDSCAPE PAINTINGS
During the reign of Emperor Shenzong, Guo Xi's painting style gradually became the mainstream in the painting academy. On the one hand, it's because of the preference and support of the emperor; on the other hand, it's because Guo Xi's painting skills were indeed outstanding. Later on, the emperor even entrusted him to "evaluate painters all over the country", which further promoted the social influence and status of Guo Xi's style. For that reason, most painters in that age learned his styles. In the Northern Song Dynasty, the creation of landscape paintings was greatly influenced by Guo Xi, and the rapid progress and comprehensive development of landscape paintings could not have been achieved without the achievements made by Guo Xi. In the history of Chinese landscape painting, Guo Xi, Li Cheng and Fan Kuan represented the highest achievements made in the Northern Song Dynasty. Among the early successors of Li Cheng, Xu Daoning was the most outstanding, who kept the essential part of Li Cheng's painting. However, throughout the history of landscape painting, the achievements made by Xu Daoning could not be compared with those made by Li Cheng. The appearance of Guo Xi, had finally led to a brilliant development of landscape painting in the Northern Song Dynasty.
Guo Xi observed the changes of the nature in different seasons in a highly detailed way. When observing the nature, Guo Xi held that observe from different directions, angles, distances and times, thus observing the changes in spring, summer, autumn and winter, that the painters should put themselves in time and space to feel the splendid views, thus enabling people to fully express the nature and get close to the nature. Guo Xi "learned the theories of the Taoism when he was young" and "travelled to remote places". He liked travelling, which was one of the fundamental requirements of painters. Guo Xi viewed the nature from the essence of "human feelings", "limitations of earthly things are always against human feelings", while "unearthly mists are what human feelings have always longed for yet could not see". Human feelings refer to human nature, and in the nature, all humans hate earthly lives and long for tranquil and pleasant places. Therefore, the behavior of "virtuous people" to escape the official career and lively quietly in remote places was a behavior of abandoning the earthly shackles, "the ambition of forests and springs, and the companionship of the mists are what we have seen in dreams". In Linquan Gaozhi, he described the images of natural landscapes in the following way: "mountains looks delightful like smiles in spring, verdant like a drop in summer, clear as if with make-ups in autumn, and gloomy as if sleeping in winter". Such a wonderful summary makes us deeply feel how much Guo Xi loved the nature. He required painters to involve themselves in the nature, thus expressing their feelings through nature. Guo Xi showed us in a vivid way that "art comes from life yet goes beyond life". Each of Guo Xi's paintings has been an expression of such experience, which would naturally be transformed into a "fusion of feelings and natural settings". These theories that he developed in the process of painting are still of great significance of guidance in the 21 st century.
VI. CONCLUSION
In a word, Guo Xi expressed the "fusion of feelings and natural settings" through his powerful brushwork, and such techniques as withered trees, crab-claw branches, rolling-cloud strokes and towering cliffs have influenced generation after generation of landscape painters. In addition, he had made a great contribution to the expression of early spring landscapes and cold forests, two typical themes in Chinese landscape painting.
References
[1] Wang Bomin. Comprehensive History of Chinese Painting [M]. Beijing: SDX Joint Publishing Company. 2018(11).
[2] Peng Lai. Ancient Painting Theories [M]. Shanghai Bookstore Publishing House. 2009(1).
[3] Jia Tao. Outline of Chinese Painting Theories. Culture and Art Publishing House. 2005(4)
[4] Wang Huangsheng, Hu Guanghua. Special History of Chinese Painting : Landscape Painting [M]. Jiangxi Fine Arts Publishing House. 2008(12).
[5] Xu Gufuan. The Spirits of Chinese Art [M]. Guangxi Normal University Press. Edition 1. 2007(1), printed for the second time in 2008(2).
[6] Guo Xi (Song Dynasty). Proofread and annotated by Zhou Yuanbin. Linquan Gaozhi [M]. Shandong Pictorial Publishing House. 2010(8).
[7] Ji Yun et al. (Qing Dynasty). Complete Library in the Four Branches of Literature [M]. Shanghai: Shanghai Classics Publishing House, 1987.
[8] Xu Shucheng. History of Painting in the Song Dynasty [M]. Beijing: People's Fine Arts Publishing House. 2000:49-54.
[9] Wang Kewen. Words about Landscape Painting [M]. Shanghai People's Fine Arts Publishing House. Edition 1. 1st printing. 1993(8).
[10] Wu Fei. Comprehensive Works in Chinese Landscape Painting: Linquan Gaozhi [M]. Shanghai Calligraphy & Painting Publishing House. 2006, Edition 1.
[11] Yang Danian. Selection of Painting Theories in All Dynasties in China [M]. Jiangsu Education Publishing House. Edition 1. 2005(1). | <urn:uuid:bffc492b-ecbd-4063-8a0c-cc48a8f30fb8> | CC-MAIN-2023-50 | https://www.atlantis-press.com/article/125944321.pdf | 2023-12-01T23:46:08+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100308.37/warc/CC-MAIN-20231201215122-20231202005122-00049.warc.gz | 756,531,466 | 6,511 | eng_Latn | eng_Latn | 0.997692 | eng_Latn | 0.99819 | [
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Writing Intent
Our aim at Burlington Junior School is to encourage children to be independent writers who write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences. Pupils will be taught to apply their writing skills across all curriculum subjects and themes which have been carefully developed around quality, challenging texts. We intend to provide a high quality education in English and teach children to speak and write fluently so that they can communicate their ideas and emotions to others. Children are taught to use discussion and to elaborate their understanding and ideas using varied and rich language. They are provided with opportunities to develop speaking and listening skills.
Our Writing curriculum has been designed to cover all of the skills, knowledge and understanding as set out in the National Curriculum. The National Curriculum states that 'all the skills of language are essential to participating fully as a member of society; pupils who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.' To supplement and enhance the National Curriculum objectives 'Talk for Writing' strategies are implemented throughout the school.
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A Writing overview is carefully organised for each year group through a long term plan. Content knowledge, vocabulary and skills will then be planned for at a greater level of detail by each year group in a short term plan. Narrative writing is modelled on challenging class texts which are studied in guided reading sessions, strengthening the link between reading and writing. Pupils are given a language rich curriculum and are encouraged and shown how to effectively use interesting and adventurous language in their writing. Meaningful links with other subjects are made to strengthen connections and understanding for pupils.
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All learning will start with revisiting prior knowledge and making meaningful connections. Staff will model explicitly the subject-specific vocabulary, knowledge and skills relevant to the learning to allow them to integrate new knowledge into larger concepts. Talk for writing strategies are used to scaffold and support learning. Detailed model texts are used with the children in the imitation and innovation
Writing Intent
phases to scaffold learning for all children. Modelled and shared writing support all children to succeed in writing and demonstrate the key skills and knowledge required for each genre covered.
Spelling rules are explicitly taught in the classrooms on a daily basis and are applied throughout modelled and shared writing.
Consistent 'washing lines' displaying previous writing knowledge and skills in every classroom provide constant scaffolding for children. Subject specific vocabulary is displayed on these lines along with key facts, toolkits, an always list and model exemplars of the work being taught.
Writing assessment is ongoing throughout every lesson and at the beginning and end of a phase through 'hot and cold writes' which help the teachers with their planning, lesson activities, targeted pupil support and enables appropriate challenge to be planned for all children. Pupils are given detailed feedback and next steps to respond to in order to personalise learning and provide the children with opportunities to edit and improve their own writing. An objective tracker based on National Curriculum objectives is used to inform teachers and leaders of the skills and knowledge the pupils have achieved or need to improve further. School improvement leaders closely monitor all pupil's books and hold individual termly meetings with all teachers to assess every individual child's learning needs and progress.
Our writers will be given a variety of experiences, both in and out of the classroom, where they are able to create memorable learning opportunities to further support and develop their understanding and vocabulary.
What is the impact?
At Burlington Junior School the end of Key Stage Two National testing outcomes demonstrates the improved and high quality of children's writing.
'Pupil voice' shows that pupils are confident and able to talk about what they have learnt in writing using subject specific vocabulary. Pupil voice also demonstrates that pupils enjoy writing and are able to recall their learning over time. Pupils' work demonstrates that writing is taught at an age appropriate standard across each year group, with sufficient challenge and opportunities for pupils working at greater depth. Work is of a good quality and demonstrates pupils are acquiring knowledge, skills and vocabulary in an appropriate sequence. | <urn:uuid:47225425-bcef-4453-9ba0-cb40d0d073da> | CC-MAIN-2023-50 | https://burlingtonjuniorschool.org/wp-content/uploads/2019/12/Writing-Intent.pdf | 2023-12-01T22:38:19+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100308.37/warc/CC-MAIN-20231201215122-20231202005122-00051.warc.gz | 186,443,230 | 991 | eng_Latn | eng_Latn | 0.999059 | eng_Latn | 0.999056 | [
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Science for families
Local safari
At least 20 minutes
Paper, pens, markers, gloves (gardening gloves or disposable gloves)
Preparation
Print/ copy the task sheet OR create a copy on A4 paper or in a scrapbook.
Identify an area of your home (backyard, balcony, window) or local park that would be suitable for small animal observation.
Medium level of supervison
Biological sciences
F Yr 2
Outdoors
Internet and camera access are optional
Purpose
Observe and identify small animals in their habitats using your senses (sight, smell, touch, hearing).
Description
Students predict the small animals that they think they will see in a selected local area (see 'Preparation'). 1.
Students explore a local area. They draw and write their observations of small animals they find, including where they were found. 2.
Optional:
Take photographs of the animals.
Note: Students are not collecting the animals, they are observing them. Children should be supervised while observing small animals especially snails. If students handle snails, slugs or their slime, ensure they keep their hands away from their mouths and wash their hands with soap afterwards.
EXAMPLE:
A sample 'Code for caring'.
Science for families
Local safari
Before the task
Find out which animals students predict they will see in their backyard, local park, or looking from their balcony or through a particular window.
Support students to list these (writing and/or drawing) as 'predictions'.
Discuss a 'code for caring', agreeing on the ways students will care for the small animals they find (see below).
Biological sciences
F Yr 2
After the task
Discuss what was found. You might ask guiding questions such as:
- How many different kinds of small animals did you find?
- Which animals did you see lots of?
- What were the animals doing as you watched them?
- Were any animals difficult to see?
- Did you find dead animals or parts of an animal?
- What was the most surprising animal you found? Why is that surprising to you?
- Did you find different animals in the same habitat? Compare those animals. How are they similar? How are they different?
Students represent their observations on the task sheet. Students may wish to share a photo or drawing of the animals they find with others (classmates, teacher, family members).
Explore some more
Play a guessing game where students role-play one of the animals they found, acting out how it moves by focussing on body parts, how they think the animal eats, how they think the animal protects itself etc. Family members guess which animal is being acted out.
Create a map of the area explored to show where the animals were found, and what the animal habitats included (light and shade, trees and shrubs, long grass, asphalt, logs, wet and dry areas, flowers, weeds). Create a key to represent the different habitats on your map.
To help identify what was found, refer to 'A guide to Australian insect families' (http://anic.ento.csiro.au/insectfamilies/)
Consider getting involved in this Junior Landcare campaign (https://juniorlandcare.org.au/campaigns/whatsinyourbackyard/)
Read more about insects on this CSIRO blog (https://blog.csiro.au/miniature-lives-identifying-insects-home-garden/) To help you identify what was found, search for 'backyard biodiversity bug guide csiro'. Download the PDF.
Watch Minibeast Heroes on ABC iView (https://iview.abc.net.au/show/minibeast-heroes)
Encourage students to wear gloves to protect their hands when picking up rocks and moving leaves and logs so they can observe the small animals underneath. Remind them not to touch animals, as they may bite or sting them. Be aware of allergies that students might have, for example, plant allergies. Students might also suffer from allergies to different substances and detergents as well as the latex used in disposable gloves.
Introducing 'Local Safari'
To find out about the small animals that might be found in and around their home and garden, students will explore small animals and the habitats in which they live.
Task
Students will draw, write about, and explore the animals they find. Students are encouraged to take photographs if possible.
Code for caring
This could include:
Establish a 'Code for caring' to help students search carefully without disturbing the search area.
* Replace stones and logs after searching under them.
* Leave all dangerous small animals alone.
* Leave all plants and gardens undisturbed.
* Wear gloves to avoid bites and stings.
* When observing animals, keep them in a labelled container that has air holes and after a short time return the animal to where it was found.
* Use spoons and damp brushes to avoid crushing small animals.
Note: Students are not collecting the animals, they are observing them. Children should be supervised while observing snails. If students handle snails, slugs or their slime, ensure they keep their hands away from their mouths and wash their hands with soap afterwards.
For further information see the CSIRO website, www.csiro.au, and search for 'Backyard bugs' to find a guide of some of the more common small animals.
Observations: Local safari search
Name:
Date:
Search around a local area for small animals such as:
Slugs, snails, earthworms, ants, slaters, millipedes, centipedes, aphids, spiders, earwigs, cockroaches, grasshoppers, beetles, cicadas, flies, bees, ladybirds, dragonflies, butterflies, moths, wasps, mosquitoes, silverfish, crickets, lizards or birds.
Name of animal:
Description of the place I found it:
Drawing of the animal:
Name of animal:
Description of the place I found it:
Drawing of the animal:
Name of animal:
Description of the place I found it:
Drawing of the animal:
Name of animal:
Description of the place I found it:
Drawing of the animal:
Name of animal:
Description of the place I found it:
Drawing of the animal:
Name of animal:
Description of the place I found it:
Drawing of the animal: | <urn:uuid:3bd8f1e3-8b92-448a-ac48-c25c89a73528> | CC-MAIN-2023-50 | https://primaryconnections.org.au/sites/default/files/science-for-families-file-downloads/Science-for-families-Local-safari.pdf | 2023-12-01T23:36:31+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100308.37/warc/CC-MAIN-20231201215122-20231202005122-00050.warc.gz | 546,084,701 | 1,324 | eng_Latn | eng_Latn | 0.981219 | eng_Latn | 0.997098 | [
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Technology & Internet Safety Policy
The use of technology and computer resources at the School is a revocable privilege. Users who fail to abide by this policy may be ineligible to use the School's computer facilities and may be subject to additional disciplinary action.
The School reserves the right to monitor and log technology use, to monitor file server space utilization by users, and examine specific network usage.
Students are expected to use the technology available at the School in a manner appropriate to the School's academic and moral goals. Technology includes, but is not limited to, cellular telephones, beepers, pagers, radios, CD/MP3/DVD players, video recorders, video games, personal data devices, computers, other hardware, electronic devices, software, Internet, e-mail and all other similar networks and devices. Obscene, pornographic, threatening, or other inappropriate use of Technology, including, but not limited to, e-mail, instant messaging, web pages, and the use of hardware and/or software which disrupts or interferes with the safety and welfare of the School community, is prohibited, even if such uses take place after or off School property.
It is the policy of the School to: (a) prevent user access over its computer network to, or transmission of, inappropriate material via Internet, electronic mail, or other forms of direct electronic communications. Inappropriate material includes visual depictions that are obscene, child pornography, or harmful to minors. ; (b) prevent unauthorized access and other unlawful online activity and damage to school resources; (c) prevent unauthorized online disclosure, use, or dissemination of personal identification information of minors; and (d) comply with the Children's Internet Protection Act (CIPA).
Unacceptable uses of Technology/Internet include but are not limited to:
1. Violating the conditions of federal and Ohio law dealing with students and employees' rights to privacy. Trespassing in others' folders, work, or files; copying other people's work or attempting to intrude onto other people's files; using other users' e-mail addresses and passwords.
2. Using profanity, obscenity or other language which may be offensive to another user; sending messages with derogatory or inflammatory remarks about an individual's race, sex, age, disability, religion, national origin or physical attributes via the Internet or Technology; bullying, insulting, intimidating, or attacking others; transmitting any material in violation of federal or state law. This behavior is punishable both on and off campus.
3. Obtaining, viewing, downloading, transmitting, disseminating or otherwise gaining access to profanity, obscenity, abusive, pornographic, and/ or impolite language or materials, accessing materials in violation of the Student Code of Conduct. A good rule to follow is to never view, send or access materials that you would not want your instructors and parents to see. Should a student encounter any inappropriate materials by accident, he/she should report it to their instructors immediately.
4. Violating copyright laws by illegally downloading or installing music, any commercial software, shareware, or freeware. You are required to strictly comply with all licensing agreements relating to any software. All copyright laws must be respected.
5. Plagiarizing works through the Internet or other Technology. Plagiarism is taking ideas of others and presenting them as if they were original to the user.
6. Damaging Technology devices, computers, computer systems or computer networks (for example, by the creation, introduction or spreading of computer viruses, physically abusing hardware, altering source codes or software settings, etc.).
7. Using the Technology or the Internet for commercial purposes or activities, which is defined as offering or providing goods or services or purchasing goods of services for personal use, and includes, but is not limited to, the following:
a. any activity that requires an exchange of money and/or credit card numbers;
b. any activity that requires entry into an area of service for which the School will be charged a fee;
c. any purchase or sale of any kind; and
d. any use for product advertisement or political lobbying.
8. Intentionally seeking information on, obtaining copies of, or modifying files, other data, or passwords belong to other users.
9. Malicious uses of technology through hate mail, harassment, profanity, vulgar statements, or discriminating remarks.
10. Neither the Internet nor any other Technology may be used for any purpose which is illegal or against the School's policies or contrary to the School's mission or best interests.
Eagle Community Schools of Ohio
Date Approved: July 22, 2021
All users are expected to be responsible, courteous and thoughtful when using Technology and the Internet. Common sense should prevail. The use of the School computer network system should be in support of education and research, consistent with the educational mission or objectives of the School and in accordance with federal law, Ohio law and the Student Code of Conduct.
Students have no expectation of privacy with respect to the use of Technology, the Internet, intranet, e-mail or other technology-based communication methods. Maintenance and monitoring of the School network system may lead to the discovery that a student has or is violating School policy or the law. Violations of School policy, the Student Code of Conduct or the law may result in severe penalties, up to and including expulsion.
The School makes no warranties of any kind; either expressed or implied, that the functions or the services provided by or through the School technology system will be error-free or without defect. The School will not be responsible for any damage users may suffer, including but not limited to, loss of data, interruptions of service, or computer viruses. The School is not responsible for the accuracy or quality of the information obtained through or stored on the School system. The School will not be responsible for financial obligations arising through the authorized use of the system.
User Acknowledgment
The user also acknowledges and agrees that he/she is solely responsible for the use of his/her accounts, passwords, and/or access privileges, and that misuse of such may result in appropriate disciplinary actions (including but not limited to suspension or expulsion), loss of access privileges, and /or appropriate legal action.
The user must also know and further agrees that:
1. Should the user transfer a file, shareware, or software that infects the technology resources with a virus and causes damage, the user will be liable for any and all repair costs.
2. The user will be liable to pay the cost or fee of any file, shareware, or software transferred or downloaded, whether intentional or accidental.
3. Should the user intentionally destroy information of equipment that causes damage to technology resources, the user(s) will be liable for any and all costs.
Technology & Internet Safety Policy Page 3 of 4 In accordance with the Children's Internet Protection Act ("CIPA"), the School has placed a filter on its Internet access as one step to help protect its users from intentionally or unintentionally viewing inappropriate material. The School blocks the categories that are
Date Approved: July 22, 2021
determined to be potentially inappropriate, including visual depictions that are obscene, child pornography, and harmful to minors. However, families must be aware that some material accessible via the Internet contains illegal, defamatory, inaccurate, or potentially offensive language and/or images. While the goal of the School is to use Internet resources to achieve educational goals, there is always a risk of students accessing other materials. Parents should be aware of these risks.
By signing the Parent/Student Contract Page at the end of the Parent/Student Handbook, the parent and student agree:
- To abide by all School policies relating to the use of technology.
- To release all School employees from any and all claims of any nature arising from the use or inability to use the technology.
- That the use of technology is a privilege.
- That the use of the technology will be monitored and there is no expectation of privacy in any use of the technology. | <urn:uuid:ee993f9a-6b8e-4da8-a969-09a7721f6cc6> | CC-MAIN-2023-50 | http://eagleschoolsoh.org/wp-content/uploads/2023/10/222-Technology-Internet-Policy.pdf | 2023-12-01T22:30:03+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100308.37/warc/CC-MAIN-20231201215122-20231202005122-00051.warc.gz | 17,555,067 | 1,640 | eng_Latn | eng_Latn | 0.995429 | eng_Latn | 0.995423 | [
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Curriculum Plan - PE
EYFS
The table below outlines the most relevant statements taken from the Early Learning Goals in the EYFS statutory framework and the Development Matters age ranges for Three and Four-Year-Olds and Reception to match the programme of study for PE
Three and four year olds
Reception
ELG
Personal, Social and Emotional Development
Select and use activities and resources, with help when needed. This helps them to achieve a goal they have chosen or one which is suggested to them
* Increasingly follow rules, understanding why they are important.
* Remember rules without needing an adult to remind them.
Physical Development
* Continue to develop their movement, balancing, riding (scooters, trikes and bikes) and ball skills.
* Go up steps and stairs, or climb up apparatus, using alternate feet.
* Skip, hop, stand on one leg and hold a pose for a game like musical statues.
* Use large-muscle movements to wave flags and streamers, paint and make marks.
* Start taking part in some group activities which they make up for themselves, or in teams.
* Increasingly able to use and remember sequences and patterns of music that are related to music and rhythm.
* Match their developing physical skills to tasks and activities in the setting. For example, they decide whether to crawl, walk or run across a plank, depending on its length and width.
Personal, Social and Emotional Development Manage their own needs.
- personal hygiene
* Know and talk about the different factors that support overall health and wellbeing:
Physical Development
Revise and refine the fundamental movement skills they have already acquired: - rolling running - crawling - hopping - walking - skipping jumping – climbing
* Progress towards a more fluent style of moving, with developing control and grace.
* Develop overall body-strength, balance, coordination and agility needed to engage successfully with future physical education sessions and other physical disciplines, including dance, gymnastics, sport and swimming.
* Use their core muscle strength to achieve a good posture when sitting at a table or sitting on the floor.
* Combine different movements with ease and fluency.
* Confidently and safely use a range of large and small apparatus indoors and outdoors, alone and in a group.
* Develop overall body strength, balance, coordination and agility.
Personal, Social and Emotional Development Managing Help
Be confident to try new activities and show independence, resilience and perseverance in the face of a challenge.
Explain the reasons for rules, know right from wrong and try to behave accordingly.
* Manage their own basic hygiene and personal needs, including dressing.
Work and play cooperatively and take turns with others.
Physical Development
Negotiate space and obstacles safely, with consideration for themselves and others.
* Demonstrate strength, balance and coordination when playing.
* Move energetically, such as running, jumping, dancing, hopping, skipping and climbing.
Expressive Arts and Design Being Imaginative and Expressive
* Perform songs, rhymes, poems and stories with others, and (when appropriate) try to move in time with music.
* Choose the right resources to carry out their own plan. For example, choosing a spade to enlarge a small hole they dug with a trowel.
* Collaborate with others to manage large items, such as moving a long plank safely, carrying large hollow blocks.
* Show a preference for a dominant hand
* Be increasingly independent as they get dressed and undressed. For example, putting coats on and doing up zips.
Progression of skills -play competitive games, modified where appropriate -develop flexibility, strength, technique, control and balance -practise skills in isolation and combination -work well as a team in competitive games -apply basic principles of attacking and defending -develop an understanding of fair play Skills from NC -use running, jumping, throwing and catching in isolation and in combination -play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending
Progression of skills -co-operate and hare roles within a group -listen to each others idea when planning a task
Striking and fieldingCricket
Take responsibility for a role within the group Recognise that some outdoor adventurous activities can be dangerous -follow rules to keep self and others safe. Skills from NC -take part in outdoor and adventurous activity challenges both individually and within a team
Progression of skills -play competitive games, modified where appropriate -develop flexibility, strength, technique, control and balance -practise skills in isolation and combination -work well as a team in competitive games -apply basic principles of attacking and defending -develop an understanding of fair play Skills from NC -use running, jumping, throwing and catching in isolation and in combination -play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending
Progression of skills -create dances to communicate an idea -Change; actions, space, relationships, dynamics -Choreographic devices motif, and repetition -structure a dance phrase, connecting different ideas -link phrases to music Skills from NC - perform dances using a range of movement patterns -compare their performances with previous ones and demonstrate improvement to achieve their personal best.
Progression of skills -perform a gymnastic sequence with clear changes of speed, 3 different balances with 3 different ways of travelling -work with a partner to create a sequence. -from starting shape move together, travelling, rolling, jumping. Then move apart to finish Skills from NC -develop flexibility, strength, technique, control and balance
Progression of skills -perform combinations of jumps -choose different styles of jumping -watch and describe specific aspects of jumping -set realistic targets when jumping -carry out stretching and warm up safely -explore different types of throwing -throw with greater control -consistently hit a target with a range of implements Skills from NC -develop flexibility, strength, technique, control and balance | <urn:uuid:804845a9-8662-4616-a089-1fa6411b51f1> | CC-MAIN-2023-50 | https://www.westpelton.durham.sch.uk/wp-content/uploads/sites/240/2023/10/PE-curriculum-plan.pdf | 2023-12-01T22:35:55+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100308.37/warc/CC-MAIN-20231201215122-20231202005122-00050.warc.gz | 1,195,684,451 | 1,195 | eng_Latn | eng_Latn | 0.995356 | eng_Latn | 0.995518 | [
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Horizontal and Vertical Lines Student Activity
Open the TI-Nspire document Horizontal and Vertical Lines.tns.
This activity investigates slope and its relationship to two very special kinds of lines: horizontal and vertical.
Move to page 1.2.
Name
Class
Press
/ ¢
and
/ ¡
to navigate through the lesson.
1. a. Following the arrows from point A to point B, what is the value of the vertical change?
b. Horizontal change?
Slope is the number that describes the ratio of vertical change to horizontal change for two distinct points on a line.
c. What number represents the slope of the line through points A and B on page 1.2?
2. Move one or both points until the value for the vertical change is zero, and the value for the horizontal change is not zero.
a. Describe the line passing through points A and B.
b. What is the slope of the line through the points A and B?
3. Move the points until the value for the horizontal change is zero, and the value for the vertical change is not zero.
a. Describe the line passing through points A and B.
b. What is the slope of the line passing through points A and B?
4. a. Why is the slope undefined when the horizontal change is zero?
b. How is this different from a zero slope?
Horizontal and Vertical Lines
Student Activity
Name
Class
5. Set point A to (-4, 2). Where must you move point B for the vertical change to be zero and the horizontal change not be zero?
6. Set point A to (-4, 2). Where must you locate point B for the horizontal change to be zero and the vertical change not be zero?
7. Suppose you have two points with the same x-coordinates. What do you know about the line through those points and about the slope ratio? Explain your reasoning.
8. Suppose you have the same y-coordinates instead of the same x-coordinates. Would your answer from question 7 change? Why or why not?
9. a. Suppose you have a horizontal line through (5,-3). What can you say about the coordinates of the points on this line?
b. Suppose you have a vertical line through the same point (5, -3). What can you say about the coordinates of the points on this line?
10. What relationship exists between the coordinates of points A and B when the slope of the line passing through them is zero? Undefined?
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Economic Impacts of The Quill Lakes Flood…
to The Agriculture Crop Sector
Agriculture in Saskatchewan is the only industry that has a multiplier affect of 4 to 1.
Products produced add value to the economy as they are passed on through the system to trade or consumption.
In the Quill Lakes region (5b) an average acre in 2015 produced $324 worth of crop 1 .
In 2016 there were approximately 33,579 acres of private farm land under water. 2
33,579 x $324 = $10,879,596 (actual crop not grown) x 4 (multiplier) =
In 2016 in crops alone $43,518,384 was lost to the economy of Saskatchewan.
* This does not include
o losses to the livestock and recreation sector
o losses throughout crop lands in the watershed due to high water events
o losses to business, municipal and provincial infrastructure, and private property.
Big Quill has risen over 6 meters (600 cm) in 12 years. There is 75 cm until the "natural overflow begins, and 110 cm until the water can leave the lake as fast as it comes in, through its natural outlet.
If not prevented… At full overflow,
approximately 87,000 acres of land around the lakes will be flooded.
87,000 x $324 = $28,188,000 worth of crops x 4 (multiplier) =
$112,752,000 in losses will occur "annually" at natural peak overflow.
($1.12 Billion per decade until land recovery, estimated at 50 -60 years) 3
The potential annual savings for the provincial economy…
with a stabilization of the lake levels at today's elevation of 520.72 m.
Would be up to $112,752,000 - $43,518,384 = $69,233,616… each year
The sooner the action the greater the savings!
1 Calculated from Sask ag and Food/Statistics Canada 2015 crop production by region report, and 2016 Crop Insurance base rates for crop values. The 5 top acreage crops, Canola, HR Spring Wheat, Barley, Oats, and Peas were calculated as average acres, as a percentage of total.
2 Calculated from Lake Levels/Acreage under water figures provided by Minister Herb Cox at the time of the Kutawagan proposal during the summer of 2015.
3 Note: recovery time for saline flooding takes considerably longer than fresh water recovery, based on previous receding periods in lake history. With considerably lower rates of Total Dissolved Solids, recovery time will be quicker, but no estimates have been found as of yet.
There is an average of 387.096 acres lost around the Quill Lakes with every centimeter rise in water levels. There was a rise in 2016 of 27 centimeters from spring to fall, a total 17 centimeter rise from 2015 to 2016. 4
387cm x $324/acre = $125,388 per centimeter/yr x 4 (multiplier) =
$501,552 per centimeter rise x 17 cm (actual rise) =
In 2016… There was an $8,526,384 "rise" increase in annual losses.
There will be an additional $501,552 per centimeter annual rise in losses
Note… Storing water on productive farmland still averages $324 per acre regardless of where you store it!
The argument can be made that the costs of holding back water, needs to be weighed, in comparison to finding a release of excess water.
Crop losses annually due to flooding at the Quill Lakes level are rising. The landscape is currently saturated from many years of excess rain, and late fall weather conditions. The creeks were running heading into freeze-up. There is very little absorption room left, so all accumulated snow fall, and spring rain events will run off in Spring 2017.
The Quill Lakes Watershed region is predominantly located in zone 5b. 5b has some of the highest avg. yields, and highest total volume of production of crops in the province. It has the second highest volume of oats in the province, and the highest avg. yield of peas.
We are experiencing the highest continuous wet cycle in the history of European settlement in Western Canada. It is a climate shift, or cycle that geological records suggest have happened before our time here. Predictions of the length of the severity have been cited as possibly lasting until the year 2030. This is an estimate, but we do not know how long the cycle will last. We don't know if this is
the "new normal".
We don't know if there are significant influences created from human activity to cause this cycle to act differently, last longer, or be more severe. We don't know if we have experienced the worst storm, or the worst runoff event.
What we do know is we have the technology and the engineering to manage excess water to the benefit of our economy. The longer we wait, the more it will cost, and the longer our recovery time.
4 Calculation from centimeters remaining until overflow, and total acres lost, are averaged out to a per centimeter measurement. Actual numbers may vary based on the flat distance differences, due to slope of the landscape covered in each cm rise. | <urn:uuid:64dd4c49-a556-4f62-a7a7-25819dfb06bb> | CC-MAIN-2023-50 | https://quilllakeswatershed.com/wp-content/uploads/2017/12/Economic-Impacts-of-crops.pdf | 2023-12-01T22:11:00+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100308.37/warc/CC-MAIN-20231201215122-20231202005122-00051.warc.gz | 554,846,341 | 1,118 | eng_Latn | eng_Latn | 0.996524 | eng_Latn | 0.997733 | [
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MINNESOTA'S PRIME WILD RICE LAKES THREATENED
MANOOMIN –CENTER OF "WEB OF LIFE"
MINNESOTA'S WILD RICE SULFATE STANDARD
* Anishinaabe seasonally harvest tens of thousands of acres of wild rice in Northeastern Minnesota's undisturbed watersheds. Manoomin is sacred to their way of life.
* Minnesota's wild rice sulfate standard limits sulfate to 10 parts per million (ppm or mgL) in wild rice waters.
* Aitkin County lakes are considered prime wild rice lakes including Big Sandy Lake, Lake Minnewawa, Big Round Lake and Horseshoe.
[x] Pristine water quality must be maintained for wild rice to germinate, grow, and survive.
o Many lakes and streams around the Great Lakes have already lost their wild rice.
o Sulfates bound in glacial/bedrock geology are released when the water is disturbed due to mining, endangering wild rice fields.
o Wild rice is hard to restore once it is gone.
o Hundreds of thousands of ducks and birds visit Rice Lake National Wildlife Refuge every year.
* Losing rice beds impacts wildlife who eat wild rice.
o This shallow lake is a vital flyway for birds.
o One of Minnesota's most important wild rice lakes as it attracts the most waterfowl.
TALON MINE THREATENS TRIBAL RESOURCES
* These include prime wild rice lakes, wetlands, and fisheries used by the Mille Lacs Ojibwe, the Sandy Lake Ojibwe, and the Fond du Lac Band of Lake Superior Chippewa.
* The proposed Tamarack Talon Metals mine could impact 1854 and 1837 Treaty resources.
* Under the Clean Water Act of 1973 the Wild Rice Sulfate Standard has been adopted by the MPCA and the EPA.
* The Fond Du Lac Band and the Grand Portage Band also limit sulfate to 10 parts per million to protect wild rice waters.
Research done by Dr. John Moyle in the 1940s through the 1970s indicates that increased sulfates in the surface waters impairs and eventually kills wild rice.
SULFATE POLLUTION IMPACTS
[x] Methylmercury accumulates in the food chain and contaminates fish. When people eat mercury-tainted fish it affects the developing brains of fetuses, babies, and children resulting in lowered IQ.
[x] Sulfate pollution increases the release of inorganic mercury from sediments called Methylmercury.
[x] Adding sulfate to a wetland also increases algae blooms in once clear Minnesota
Nickel Sulfate mining produces acid mine waste which releases heavy metals into the environment, many of which are known neurotoxins and a risk to human health. Toxic exposure to heavy metals are a significant factor in a list of neurodevelopmental disorders affecting the brain and central nervous system such as autism, learning disorders, language disorders, and intellectual disabilities.
Sources Consulted
Sue Mizner, "Enbridge Line 3 Is Putting Wild Rice at Risk and Indigenous Water Protectors Are Taking a Stand" Civil Eats, May 18, 2021 https://civileats.com/2021/05/18/enbridges-line-3is-putting-wild-rice-at-risk-and-indigenous-water-protectorsare-taking-a-stand/
"Wild Rice and Sulfate Pollution", WaterLegacy.org https://waterlegacy.org/wild-rice-and-sulfate-pollution/
https://waterlegacy.org/wild-rice-and-sulfate-science/l | <urn:uuid:6a43f768-7eb2-4e39-a3df-664e95337d99> | CC-MAIN-2023-50 | https://www.tamarackwateralliance.org/docs/WildRice.pdf | 2023-12-01T23:37:41+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100308.37/warc/CC-MAIN-20231201215122-20231202005122-00053.warc.gz | 1,126,825,762 | 749 | eng_Latn | eng_Latn | 0.988044 | eng_Latn | 0.988044 | [
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Hartington C of E Primary School Cultural Capital Policy
What is Cultural Capital?
Cultural capital is the accumulation of knowledge, behaviours, and skills that a child can draw upon and which demonstrates their cultural awareness, knowledge and competence; it is one of the key ingredients a child will draw upon to be successful in society, their career and the world of work.
Cultural capital promotes social mobility and success.
Cultural capital gives a child power. It helps them achieve goals, become successful, and rise up the social ladder without necessarily having wealth or financial capital.
Cultural capital is having assets that give children the desire to aspire and achieve social mobility whatever their starting point.
Policy Rationale
At Hartington, we recognise that for children to aspire and be successful academically and in the wider areas of their lives, they need to be given rich and sustained opportunities to develop their cultural capital.
The school recognises that there are six key areas of development that are interrelated and cumulatively contribute to the sum of a child's cultural capital:
1. Personal Development
2. Social Development, including political and current affairs awareness
3. Physical Development
4. Spiritual Development
5. Moral Development
6. Cultural development
Summary of the key areas of coverage for each area of Cultural Capital Development:
Personal development
1. Citizenship, Personal, Social and Health Education provision.
2. The school's wider pastoral framework.
3. resilience development strategies.
4. Transition support.
5. Work to develop confidence e.g. role play, supporting peers.
6. Activities focused on building self-esteem.
7. Mental Health & well-being provision.
Social Development
1. Personal, Social and Health Education provision.
2. Volunteering and charitable work – e.g. raising funds for NSPCC, toilet twinning
3. Pupil Voice –School Council, Digital Ambassadors.
4. Child and Family Support Worker support.
5. Working towards mental health awards.
6. Pastoral support from all staff
Physical Development
1. The Physical Education curriculum.
2. Healthy Eating policies and catering provision.
3. Anti-bullying and safeguarding policies and strategies, including the child-friendly policy
4. The Health Education dimension of the PSHE programme, including strands on drugs, smoking and alcohol.
5. The extra-curricular clubs related to sports and well-being.
6. The celebration of sporting achievement including personal fitness and competitive sport.
7. Activity-based residential visits.
8. Design and Technology units related to food preparation and nutrition.
Spiritual Development
1. The Religious Education Curriculum.
2. Our collective acts of worship and reflection.
3. Support for the expression of individual faiths
4. Inter-faith and faith-specific activities and speakers.
5. Visits to religious buildings and centres.
Moral Development
1. The Religious Education Curriculum.
2. The school's Behaviour policy.
3. Contributions to local, national and international charitable projects.
Cultural Development
1. Citizenship education through PSHE.
2. Arts education including Music and Drama.
3. Access to the languages and cultures of other countries through the Geography and MFL curriculum.
4. Promotion of racial equality and community cohesion through the school's ethos, informing all policy and practice.
Each curriculum area makes its own contribution to children's cultural capital development and supports SMSC across the school. | <urn:uuid:7c42759d-ccf6-471f-80e1-aed62b57cd90> | CC-MAIN-2024-38 | https://hartington.derbyshire.sch.uk/wp-content/uploads/2023/12/Cultural-Capital-Policy-2023.pdf | 2024-09-19T01:00:00+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651944.55/warc/CC-MAIN-20240918233405-20240919023405-00389.warc.gz | 260,696,550 | 681 | eng_Latn | eng_Latn | 0.992986 | eng_Latn | 0.994015 | [
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Subject: Art and Design Year 2
What are the aims and intentions:
That all the children:
* Have the opportunity to explore their own creativity and develop some artistic skills.
* Know the names of some artists and craftspeople.
* Begin to express preferences about works of art.
Links to previous learning:
* Understand what an artist is
* Looking at different examples of art. | <urn:uuid:ed70d2f1-e000-49e0-a0c4-5f317514ff44> | CC-MAIN-2024-38 | https://sthelenauckland.durham.sch.uk/wp-content/uploads/2022/03/Year-2-MTP-ART-.pdf | 2024-09-19T01:05:14+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651944.55/warc/CC-MAIN-20240918233405-20240919023405-00387.warc.gz | 497,353,902 | 79 | eng_Latn | eng_Latn | 0.998566 | eng_Latn | 0.998566 | [
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A Cavity That You Want
University at Buffalo
Engineers are developing an optical "nanocavity" to boost light absorption in semiconductors; it could improve solar cells, cameras and more
Buffalo, NY – Associated with unhappy visits to the dentist, "cavity" means something else in the branch of physics known as optics.
Put simply, an optical cavity is an arrangement of mirrors that allows beams of light to circulate in closed paths. These cavities help us build things like lasers and optical fibers used for communications.
Now, an international research team pushed the concept further by developing an optical "nanocavity" that boosts the amount of light that ultrathin semiconductors absorb. The advancement could lead to, among other things, more powerful photovoltaic cells and faster video cameras; it also could be useful for splitting water using energy from light, which could aid in the development of hydrogen fuel.
The team, comprised of faculty and students from the University at Buffalo and two Chinese universities, presented its findings Feb. 24 in the journal Advanced Materials.
"We're just scratching the surface, but the preliminary work that we've done is very promising," said Qiaoqiang Gan, PhD, lead author and UB assistant professor of electrical engineering. "This advancement could lead to major breakthroughs in energy-harvesting and conversion, security and other areas that will benefit humankind."
Semiconductors form the basis of modern electronics. They work by manipulating the flow of energy in electronic devices. The most common semiconductor material, silicon, is used to make microchips for cellular phones, computers and other electronic devices.
Page 1 of 3
A Cavity That You Want
Published on Wireless Design & Development (http://www.wirelessdesignmag.com)
Industry has kept pace with the demand for smaller, thinner and more powerful optoelectronic devices, in part, by shrinking the size of the semiconductors used in these devices.
The problem, however, is that these ultrathin semiconductors do not absorb light as well as conventional bulk semiconductors. Therefore, there is an intrinsic tradeoff between the ultrathin semiconductors' optical absorption capacity and their ability to generate electricity.
As a result, researchers worldwide are trying to find ways to boost the amount of light that ultrathin semiconductors can absorb. Harvard University researchers recently had varying degrees of success by combining thin films of germanium, another common semiconductor, on a gold surface.
"While the results are impressive, gold is among the most expensive metals," said Suhua Jiang, associate professor of materials science at Fudan University in China. "We illustrated a nanocavity, made with aluminum or other whitish metals and alloys that are far less expensive, can be used to increase the amount of light that semiconducting materials absorb."
The nanocavity consists of, from bottom to top: aluminum, aluminum oxide and germanium. In the experiment, light passed through the germanium, which is 1.5 to 3 nanometers thick, and circulated in a closed path through the aluminum oxide and aluminum.
The absorption rate peaked at 90 percent, with germanium absorbing roughly 80 percent of the blue-green light and aluminum absorbing the rest. This is ideal, said Haomin Song, PhD candidate in electrical engineering at UB and the paper's first author, because the bulk of the light stays within the semiconducting material.
"The nanocavity has many potential applications. For example, it could help boost the amount of light that solar cells are able to harvest; it could be implanted on camera sensors, such as those used for security purposes that require a high-speed response. It also has properties that could be useful for photocatalytic water splitting, which could help make hydrogen fuel a reality," Song said.
Before any of that happens, however, more research must be done, especially as it relates to how the semiconductor would turn the light into power as opposed to heat.
Gan's research group is collaborating with Alexander Cartwright, PhD, UB professor of electrical engineering and vice president for research and economic development, and Mark Swihart, PhD, UB professor of chemical and biological engineering, to develop ultrathin energy-harvesting devices.
Gan is also working with Hao Zeng, PhD, UB associate professor of physics, to study its effect on photocatalysis.
Page 2 of 3
A Cavity That You Want
Published on Wireless Design & Development (http://www.wirelessdesignmag.com)
For more information, visit www.buffalo.edu [1]
Source URL (retrieved on 03/02/2015 - 1:22am):
http://www.wirelessdesignmag.com/news/2014/02/cavity-you-want
Links:
[1] http://www.buffalo.edu
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Copyright © 2006 Association of Orthodontists, Singapore.
Info
FREQUENTLY ASKED QUESTIONS ABOUT BRACES
Does my child need Orthodontic Treatment (braces)?
These warning signs indicate that your child needs to have Orthodontic Treatment:
* Crooked or overlapping teeth
* Protruding teeth
* Mouthbreathing
* Delayed eruption of permanent teeth
* Thumbsucking habit
* Open bite, cross bite, deep bite
* Difficulty in closing the lips
* Disharmony in jaw growth
When is the best time to start Orthodontics?
Your child is an individual with a special pattern of growth and dental development. There is usually a "best time" for a child to begin treatment for straightening teeth. Early diagnosis by the Orthodontist will determine the best time to begin.
When do I start to bring my child to an Orthodontist?
An early examination, at age 7, enables the orthodontist to determine the timing and type of treatment you child needs. In some children, the best results are achieved in the growing years. In other children, the initial examination by the orthodontist may not be followed immediately by treatment. The orthodontist may want to monitor your child with periodic examinations to check on the eruption of permanent teeth, before recommending braces.
Is it necessary for my child to have straight teeth?
It is important for a child to have a good set of healthy teeth to eat with. Malocclusion (crooked teeth and incorrect bites) can affect your child's general health, speech and gums. A good and healthy-looking smile can enhance your child's self-confidence and self-esteem.
What kind of braces will my child wear?
The orthodontist will select the most appropriate type of braces to treat your child's particular problem. Braces may be fixed to the teeth or may be removable. Sometimes, your child will require both types of braces. Some permanent teeth may need to be removed in order to make space for lining up the teeth.
How long will my child need to wear braces?
In general, active treatment time range from one and a half to three years. The actual time will depend on the severity of the problem and growth of your child's face and mouth. Good oral hygiene, regular appointments and co-operation will help treatment to progress smoothly.
How important is co-operation?
Successful orthodontic treatment requires co-operative effort between your child and the orthodontist. The orthodontist provides the expertise and braces to straighten teeth but your child must follow instructions carefully, so that the teeth can move properly an on time. Good result from treatment is achieved through a partnership of effort between those involved.
Is it too late for me to start orthodontic treatment?
Orthodontic treatment can be successful at any age. Adults can also undergo treatment to correct malocclusion. However, certain types of problems cannot be treated with braces alone. Some may require a combination therapy of jaw surgery and braces.
-
-
TYPES OF BRACES
Custom-made appliances, or braces, are prescribed and designed according to the problem being treated. They may be removable or fixed (cemented and/or bonded). They may be made of metal, ceramic or plastic. All corrective appliances have one aim - i.e. to use gentle pressure to move teeth into their proper and desired positions. Because of this pressure, The body builds new tissue to support the improved position of the teeth.
Removal Appliances
Unlike conventional braces, which create pressure by being attached directly to the teeth, removable appliances are used in different ways. Some are intended to influence growth of the jaws in order to effect changes in facial structure eg. Functional appliances like "activator", "bionator", "herbst". Some are used to retain teeth in their corrected positions (retainer). Also, they are used in conjunction with fixed appliances or habit breaking eg. "bite planes" and "thumb guards".
Still, removable appliances are not right for all orthodontic problems. It takes skill and experience to recognise conditions that will respond favorably to removable appliances. Timing of such therapy is also very important. An orthodontic specialist is trained to make such treatment decisions.
Fixed Appliances
1. Metal brace
These are most commonly used; designed for patient comfort and clinical efficiency. They are inexpensive and well accepted by patients.
2. Tooth coloured / Aesthetic braces(ceramic, plastic)
These aesthetically appealing braces are available in translucent material, to blend with teeth, or in a clear, transparent material that allows the natural colour of the teeth to show through. But they are not for everyone. The ceramic material is very hard-harder
than teeth - and cannot be used in all circumstances. They are usually more costly. The plastic braces are not as durable as metal or ceramic and require addition care. However, the orthodontist will recommend the proper type of braces for you.
INTERCEPTIVE TREATMENT
Interceptive Guidance
Space management is important in orthodontic treatment. There are malocclusions that require the preservation of space during the developmental years while others require the extraction of teeth to provide space. A through diagnosis should be carried out prior to the placement of a space maintainer, or the initiation of serial extraction, to determine if the patient's malocclusion is to be treated with or without the extraction of permanent teeth.
Functional Appliances
Patients with protruding upper incisors may benefit from treatment with functional appliances. These are appliances intended to influence growth of the jaws in order to effect changes in facial structure (Fig 1). These appliances reposition the jaws and control the tongue, lips and cheeks to keep them from interfering with tooth position.
Habit Appliances
Habits such as thumb sucking, tongue thrushing, lip posture and mouth breathing, and functional problems, such as mandibular displacement, which is often associated with anterior or posterior crossbites, are usually treated as early as possible. Habit appliances are designed in many different ways and are used until the harmful habit has stopped.
Orthodontic Headgears
Orthodontic headgear is a very important part of the treatment for patients. Headgear creates special forces that guide the growth of the face and jaws. It also is used to move teeth into better positions or to prevent teeth from moving when they are not supposed to. Regular use of your headgear achieves the best results.
SOME FACTS ABOUT ADULT ORTHODONTICS
Most adults consider seeing an orthodontist for two reasons:
(1) Their dentist has told them that their teeth are crowded, a problem which will eventually affect their oral health (Fig 1) and/or
(2) They are unhappy with the appearance of their teeth because there are large spaces between their teeth or their teeth (Fig 2) are croocked or their front teeth are protruding.
The qualified orthodontist corrects such problems.
Am I too old for Orthodontics?
There is no age limit for orthodontics. Teeth and tissue are essentially the same in both adults and children. Orthodontists can successfully realign teeth regardless of your age.
How long will it take?
Most orthodontists agree that the adult treatment will usually take from 10 to 20 percent longer due to the difference in the physiologic responses of the tissues in the mouth of an adult as compared with a ten or twelve year old child. Simply put, an adult's bone structure is denser and firmly set, so a slightly longer response time to tooth movement can be expected.
Will I look funny?
Not necessarily so. Minor corrections can be accomplished with braces placed on the back of the teeth ("invisible" braces). More complex treatment may require braces placed on the front of the teeth to successfully move them to the desired positions. They vary from the conventional steel bands cemented around the teeth to less obvious brackets bonded on the outer surfaces of the teeth. The brackets bonded can be made of stainless steel, plastic or ceramic material (Fig 3). Ceramic material is very hard - harder than teeth - and cannot be used in all circumstances. In some instances, additional cost may be involved. The plastic braces are not as durable as metal or ceramic and require additional care. Your orthodontists will recommend the proper type of braces for you.
Will it hurt?
Discomfort has to result when we loosen a tooth for movement. This usually last about 43 to 72 hours and then the teeth are comfortable again. Each succeeding adjustment will mean some minor discomfort, although our adult patients report a reduction in pain as the treatment progress. | <urn:uuid:fc6ed0b4-c959-4673-968b-2a93cb06d0e4> | CC-MAIN-2024-38 | https://gigi.my/file/EN/FrequentlyAskedQuestionsAboutBracesUDentalJB.pdf | 2024-09-19T02:07:23+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651944.55/warc/CC-MAIN-20240918233405-20240919023405-00390.warc.gz | 238,158,001 | 1,745 | eng_Latn | eng_Latn | 0.998548 | eng_Latn | 0.998792 | [
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Written Submission for the Pre-Budget Consultations in Advance of the 2025 Budget
Submitted by the Coalition for Healthy School Food
The Coalition for Healthy School Food recommends that the Government of Canada:
Recommendation 1: Fast-track negotiations and signing agreements with the provinces, territories, and Indigenous leaders based on the National School Food Policy so that Budget 2024's allocation of $79 million as the first-year investment of the National School Food Program can support students in the 2024-25 fiscal and school year.
Recommendation 2: Follow up on the government's commitment in Budget 2024 to spend $201 million in 2025-26, $218 million in 2026-27, $241 million in 2027-28 and $261 million in 2028-29.
Recommendation 3: Continue to hold discussions with Indigenous leaders to negotiate agreements for the creation and/or enhancement of independent distinctions-based First Nation, Métis, and Inuit school meal programs, with long-term and sustainable funding.
Following up on the launch of the National School Food Program in Budget 2024
Dear Mr. Fonseca and Committee Members:
The Coalition for Healthy School Food, Canada's largest school food network, welcomed with great enthusiasm the announcement by the Government of Canada of $1 billion over 5 years for a National School Food Program in the April 2024 Budget. This investment will make a significant positive difference in the lives of children and families throughout the country for generations to come.
"Budget 2024 announced the creation of a National School Food Program, which will provide $1 billion over five years… starting in 2024-25, to work with provinces, territories, and Indigenous partners to expand access to school food programs." 1
The government's commitment is critically important. Canadian families are struggling. Food inflation pressures and affordability are top of mind as grocery costs continue to strain household budgets. Access to nutritious food is out of reach for more and more families. Concerns about the diets of children and youth across socio-economic backgrounds continue to grow as evidence mounts that our children and youth are not receiving adequate nutrition. Only one-third of children aged 4-8 eat five or more servings of fruit and vegetables, while just one-fifth of youth aged 12-17 meet the recommended daily fruit and vegetable intake. 2 There is significant concern about the long-term health impacts of poor nutrition on children, including increased rates of diet-related illnesses such as type 2 diabetes, heart disease, and cancer.
The Coalition also welcomed the National School Food Policy, released on June 20, 2024. Canada's National School Food Policy provides an excellent framework for agreements between the provinces, territories, and Indigenous leaders and the long-term expansion of the National School Food Program
The Coalition is pleased to see the emphasis on all children and youth as well as the focus on non-stigmatizing, health-promoting practices, and support for local food systems, the environment, and culture in line with our guiding principles and statements.
The Coalition for Healthy School Food recommends that the Government of Canada:
* Investment:
- Fast-track negotiations and signing agreements with the provinces, territories, and Indigenous leaders based on the National School Food Policy so that Budget 2024's
1 Government of Canada, Budget 2024
2 Polsky & Garriguet, 2020 (Table 5); Statistics Canada, 2023
allocation of $79 million as the first-year investment of the National School Food Program can support students in the 2024-25 fiscal and school year.
- Follow up on the government's commitment in Budget 2024 to spend $201 million in 2025-26, $218 million in 2026-27, $241 million in 2027-28 and $261 million in 2028-29.
* Indigenous-led programs: Continue to hold discussions with Indigenous leaders to negotiate agreements for the creation and/or enhancement of independent distinctions-based First Nation, Métis, and Inuit school meal programs, with long-term and sustainable funding.
The Coalition, a non-partisan network of over 450 organizational members and endorsers Canada-wide, advocates for public investment in a universal cost-shared nutritious school meal program with consistent standards. Our vision is that the approximately five and a half million children aged 3-18 enrolled in elementary and secondary schools across Canada will eventually have daily access to a healthy meal at school.
The Coalition has consulted widely with its members, supporters, and stakeholders across Canada to develop these recommendations and supporting rationale in this submission. We present them with our strong support of the Government's creation of the National School Food Program in Budget 2024 and the National School Food Policy in June 2024.
We urge you to continue the important momentum you have started.
Yours sincerely,
Debbie Field, Coordinator Coalition for Healthy School Food
Wade Thorhaug, Co-Executive Director Food Secure Canada
4
National School Food announcement in Budget 2024 investment:
The investment of $1 billion over five years in Budget 2024 will support the delivery of important elements and objectives:
1. Delivery of healthy school meals: support to provinces, territories, and Indigenous communities to augment their investments in school meal programs, delivered through appropriate local partnerships in line with the National School Food Policy's vision.
2. Addressing the cost of living crisis: Research shows that universal free school meals (breakfasts and lunches) can provide immediate relief to household budgets and save families between $130 to $190 per child per month on groceries, or between $2,600 to $3,800 annually for two children. 3
3. Improving educational outcomes: When children have access to nutritious food at school, research shows they have improved ability to pay attention, be alert, perform well on math, reading, and other standardized tests 4 as well as take initiative, participate in class, resolve conflicts, and problem solve.
4. Strengthening of food literacy and lifelong dietary habits: influence of children's food awareness, knowledge, and habits through a combination of leading-by-example in the sourcing, preparation, and delivery of school meals, and support for development and sharing of knowledge, information, and skills in initiatives aligned with the school meal Program.
5. Supporting economic growth, job creation, and local food systems: Building on examples in BC, PEI, and countries worldwide, the National School Food Program will support local food procurement. Doing so will create predictable markets for food producers, generate employment opportunities for farmers, food service and distribution workers, and strengthen local food systems and the agri-food sector.
6. Promotion of responsible and supportive school food policies and practices: advocacy and action to promote school-based access to healthy foods and prevent marketing of unhealthy foods to students.
7. Development of local, environmentally sustainable, and culturally appropriate food sourcing and production: production and sourcing of appropriate foods for school meal programs and that support the establishment and viability of local, sustainable producers, suppliers and food preparers, including traditional and country foods.
3 The Economic Rationale for Investing in School Meal Programs for Canada
4 Anderson et al, 2017; Centre for Disease Control and Prevention, 2015
8. Addressing gender equity: A study from Sweden showed that access to free lunch programs increased mothers' labour market participation by 5%, while parents and working women in particular benefit from reduced stress and time spent on packing school meals.
9. Improved health outcomes: Children consume one-third of their daily food at school, making school food programs an ideal way to support nutritious eating for all kids. School food programs will help reduce the $13 billion in annual costs of nutrition-related diseases in Canada by supporting children's physical and mental health, and by fostering healthy eating behaviours that can last a lifetime.
10. Alignment with other government objectives: The National School Food Program joins universal child care and the Canada Child Benefit as crucial family supports. It will have a lasting impact on Canadian society just as universal healthcare and publicly-funded K-12 education have transformed Canadian lives over the past several decades.
Investing in school food is an excellent economic policy that will help advance multiple federal priorities. Overall, school food programs provide a return on investment between 2.5 to 7x for every dollar put in in terms of the economic and health benefits they provide.
National School Food Policy Principles
* Accessible: Children and youth can participate in school food programs without stigma or barriers.
* Health-promoting: Food served is consistent with healthy eating recommendations in Canada's Food Guide, and children and youth are supported in developing healthful food-related behaviours and attitudes, as well as food and nutrition knowledge and skills.
* Inclusive: Children and youth have access to culturally appropriate, relevant, and inclusive school food programs that engage students and the broader community.
* Flexible: Food is locally sourced where possible and reflective of local and regional circumstances.
* Sustainable: Programs are designed to be environmentally sustainable, and adequately resourced
* Accountable: Consistent and transparent monitoring and evaluation to ensure that programs are achieving policy objectives.
The Coalition was very pleased to see these principles, which are very much in line with the Coalition's 8 Guiding Principles.
We also welcome the National School Food Policy Objectives:
Work progressively towards the long-term goal of universal access
This Objective speaks of working to continuously build on and expand programs to communities, particularly where they are underserved or where communities and populations face barriers to accessing nutritious food, as well as offering meals "in an environment designed to minimize or eliminate stigma".
Expand investment in school food so that programs can operate sustainably
This Objective speaks of enhancing and expanding funding and exploring how different funding models could be implemented, the need to support investments in infrastructure and staffing, and "taking action to encourage sustainable practices".
Help children meet their nutritional and health needs, develop healthful food-related behaviours and attitudes, as well as food and nutrition knowledge and skills
This Objective speaks about " aligning meals, snacks, experiences, and education with Canada's Food Guide and provincial or territorial nutrition guidelines", supporting age-appropriate and hands-on learning opportunities "related to food, nutrition, and/or food systems" and the development of food skills, and "safeguarding against marketing food and beverage brands and highly processed foods and beverages to children and increasing awareness of the impacts of food marketing on food choice".
Promote programming that is culturally appropriate, relevant, and inclusive
This Objective speaks about supporting programming that enables children to learn about other cultures, ensuring that programs are culturally appropriate, involving students in menu planning and food preparation where possible, and involving students, parents and the community.
Create opportunities for local economies and reflect on local and regional circumstances
This Objective speaks to "Maximizing opportunities to source food locally and foster connections with local food producers, hunters and harvesters, processors, and suppliers", supporting local economies, ensuring supportive partnerships, and supporting "the participation of under-represented groups in the Canadian agriculture and food sector".
With regards to next steps, the Policy states that it will continue to collaborate with partners from across Canada, including close collaboration with provinces and territories as well as First Nations, Inuit, and Métis partners, to advance the Policy's vision. In closing the Policy states that "The Government of Canada will work with other orders of government, partners, and stakeholders to explore ways to improve access to information on school food programming, report on progress, and share best practices."
We look forward to working in every province and territory to help ensure that agreements with the provinces and territories are negotiated and signed as quickly as possible so that programs across the country can immediately get to the work of helping more children and youth access nutritious food during their school day.
The Coalition is proud to have been part of the movement for school food in Canada that has informed this Policy, and we are pleased to be able to work with the Government of Canada, provinces and territories, and Indigenous leadership in the months and years ahead to advance the Policy.
About the Coalition for Healthy School Food
The Coalition for Healthy School Food's 330+ non-profit member organizations and 140+ endorsers include non-profit organizations, government agencies, and thousands of supporters from across Canada, advocate for the creation of a universal cost-shared school food program that would see all K-12 students having daily access to healthy food at school. Building on existing programs across the country, the Coalition envisions that all schools will eventually serve a healthy meal or snack at little or no cost to students. These programs will include food education and serve culturally appropriate, local, sustainable food to the fullest extent possible. | <urn:uuid:b0f4f10e-1116-4501-b32f-fbf7368417a4> | CC-MAIN-2024-38 | https://www.healthyschoolfood.ca/_files/ugd/e7a651_9bd6c1ad88ca47a8973333259bf91b22.pdf | 2024-09-19T02:06:00+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651944.55/warc/CC-MAIN-20240918233405-20240919023405-00401.warc.gz | 733,057,913 | 2,562 | eng_Latn | eng_Latn | 0.985115 | eng_Latn | 0.997368 | [
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Inspection of Talmud Torah Chaim Meirim Wiznitz School
26 Lampard Grove, London N16 6XB
Inspection dates:
12–14 November 2019
What is it like to attend this school?
The quality of education at the school in secular subjects is poor. Pupils do not learn to read or communicate in the English language well enough. Pupils do not gain a deep enough understanding of public institutions. They do not learn about other cultures, faiths or beliefs. The curriculum is not ambitious enough. Pupils do not learn about history or geography other than that related to the school's own faith ethos.
Pupils behave well. The school is a calm and orderly environment. Pupils show respect to each other and adults. They enjoy coming to school. Pupils like opportunities in the wider curriculum. For example, they take part in Jewish faith celebrations and in singing competitions.
Bullying is rare at the school. When it does occur, leaders deal with this swiftly. Pupils feel safe in the school. They trust adults to deal with any concerns.
Parents and carers are supportive of the school. They value pupils' opportunities to learn about the Jewish faith. Parents said that staff's regular communication with them was a key strength.
What does the school do well and what does it need to do better?
Pupils' ability to read English fluently is very limited. Although pupils make a positive start learning initial sounds, teachers do not build on pupils' phonics knowledge to help them to blend the sounds to read words. Pupils are not able to read simple sentences fluently. Pupils do not remember unfamiliar words they have learned before. They struggle to read simple books. Pupils have poor pronunciation and recognition of what they are reading. In Years 6 and 7, pupils make many mistakes in their reading of words and sentences.
Leaders have not created a language-rich environment. Pupils struggle to communicate using the English language. They cannot express themselves well enough. This includes using everyday words in their learning. This is a failure of the school's English teaching.
History and geography subject plans are too narrow. The curriculum plans lack ambition. They fall well short of the aims of the national curriculum in England. Pupils only learn Jewish history in depth. They do not have an understanding of British history or that of other countries. Pupils' geography learning links to themes in the Talmud. Pupils' understanding of geographical features and different continents is very limited. Leaders have begun to think about how to broaden the history planning. However, this is at a very early stage of development.
Leaders' plans to help pupils to appreciate and learn about other cultures, faiths and beliefs are sporadic. Pupils do not have an understanding of cultures other than their own. When they have visitors to the school, almost all are from a similar faith to
them. This severely limits pupils' understanding of the wider society in which they live.
The personal, social, health and economic (PSHE) education plans do not take into account all of the protected characteristics. Leaders have clear plans of what pupils should learn in each year. For example, pupils in Year 1 learn about the importance of being kind to guests. Pupils learn about the importance of 'respecting everyone'. Pupils have some experience of learning about democracy and government. For example, they debated different points of views about Brexit. However, pupils' understanding of the British government is poor.
Mathematics and science subject plans have been in place for over a year. These are well structured. Pupils learn to calculate and use decimals. However, pupils have very few opportunities to use their mathematical knowledge to solve problems or to reason mathematically. In science, pupils spoke about doing experiments linked to their learning about electricity and oxygen. However, pupils' use of scientific vocabulary is not strong.
Pupils' past experiences in physical education (PE) were not well structured. Leaders have made positive improvements in PE plans this year. This is intended to give pupils a broader experience of games and competitive sport.
The curriculum leaders' vision for an ambitious curriculum is hampered by the lack of teachers' subject knowledge. Staff have not received subject-specific training. As a result, they do not have the skills required to deepen pupils' learning in topics they teach.
Leaders have not ensured that the school meets the requirements of all the independent school standards. The proprietorial body continues to breach its registration agreement. The school admits pupils over the maximum limit that its registration allows.
Leaders' compliance with health and safety policies and procedures is strong. They know about their responsibilities for site safety.
Leaders have improved some areas of the school since the last inspection. For example, safeguarding is effective. Leaders have an accessibility plan and comply with schedule 10 of the Equality Act. The proprietorial body has a basic understanding of leaders' actions. The use of an external adviser to support the proprietorial body in understanding the school's safeguarding duties has been positive.
Provision for pupils with special educational needs and/or disabilities has improved. Leaders use external agencies to meet pupils' needs. Regular social groups help pupils with their speech and language development. However, the school's weak English curriculum does not support these pupils to communicate as well as they should.
Pupils enjoy the opportunities they receive in the wider curriculum. They learn to sew and make things out of wood. They take part in music lessons and everyone joins in. Pupils take part in music competitions with external judges. Some sing in the choir. Pupils take part in many celebrations as part of the school's ethos. Pupils learn about different jobs, including the roles of the emergency services. They enjoyed listening to a pilot talk about his job. Pupils like their trips, including when they go on hikes. However, the pupils' experiences of life outside their immediate community are very limited.
Pupils' behaviour has improved a lot since the last inspection. They have a strong sense of individual responsibility. Teachers encourage pupils to care for each other and others. For example, older pupils act as mentors to younger ones when they are ready to start reading the Torah. Pupils move around the school sensibly. They interact well with adults.
Safeguarding
The arrangements for safeguarding are effective.
Leaders have a good understanding of updates to statutory requirements. They update policies and train staff regularly. As a result, staff know how to raise concerns, including using external agencies if they need to.
Leaders teach pupils about keeping safe, for example on public transport. Pupils know about personal safety. Although pupils do not use the internet in school, pupils know the potential risks of social media.
What does the school need to do to improve?
(Information for the school and proprietor)
Pupils do not learn to use their knowledge of phonics to read words well enough. Pupils are not fluent when reading. Leaders should ensure that pupils have regular opportunities to read books. These books should match their phonics skills. Pupils in key stages 2 and 3 should read widely. Leaders must ensure that these pupils are able to read books that match their reading ability.
Pupils' communication skills in English are poor. Pupils are not able to understand or speak in everyday English. Leaders should address this to ensure that pupils have rich opportunities to develop their speaking and listening skills across the school day. The school should ensure that pupils are able to understand subjectspecific vocabulary, particularly in science.
Leaders have supported staff through some external training. However, this training is generic. As a result, staff do not have the subject knowledge to be able to teach subjects in depth. Leaders should ensure that staff receive subjectfocused training to deepen their understanding.
Pupils have opportunities to become fluent with their mathematical calculations.
However, teachers do not regularly expect pupils to use their knowledge to solve problem-solving questions. This limits pupils' achievement in mathematics. Leaders should ensure that teachers are trained in how to teach an ambitious mathematical curriculum which has high expectations for all pupils.
History and geography are taught through links to topics that match pupils' learning in Kodesh. These subjects do not have ambitious aims. This limits pupils' knowledge of British and other history. Leaders should ensure that the planning of geography and history meets the ambition of the national curriculum. The school should provide pupils with rich experiences to learn about different historical interpretations in depth. Leaders should identify the key knowledge they expect pupils to learn in each year group in history and geography.
Pupils do not learn about cultures different to their own in depth. As a result, they do not appreciate differences in faiths or beliefs in modern Britain. Leaders should ensure that they have well-planned opportunities for pupils to learn about the diverse cultural heritage in their local area and beyond.
Leaders have thought about what they want pupils to learn in PSHE education. However, these plans do not take account of pupils learning about diversity in modern Britain. Leaders should ensure that the PSHE education scheme takes into account pupils learning about the protected characteristics set out in the Equality Act 2010.
How can I feed back my views?
You can use Ofsted Parent View to give Ofsted your opinion on your child's school, or to find out what other parents and carers think. We use Ofsted Parent View information when deciding which schools to inspect, when to inspect them and as part of their inspection.
The Department for Education has further guidance on how to complain about a school.
If you're not happy with the inspection or the report, you can complain to Ofsted.
School details
Unique reference number
100296
DfE registration number
204/6377
Local authority
Hackney
Inspection number
10092433
Type of school
Other independent school
School category
Independent school
Age range of pupils
4 to 13
Gender of pupils
Boys
Number of pupils on the school roll 263
Proprietor
Chaim Meirim Association Community Nursery (CMA Community Nursery LTD)
Headteacher
S Hoffman
Annual fees (day pupils)
£7,500
Telephone number
020 8806 0898
Website
The school does not have a website
Email address
firstname.lastname@example.org
Date of previous inspection
9–12 January 2018
Information about this school
The school's previous full standard inspection took place in January 2018, when it was judged to be inadequate.
The school is registered for up to 237 pupils between the ages of four and thirteen. The school continues to breach the school's registration agreement by having 263 pupils on roll.
Pupils study Jewish religious studies for the majority of time. The secular curriculum is taught in English.
The principal was not available for the inspection. The deputy headteachers were in charge. The school has separate senior leaders for Jewish religious studies, for secular subjects and for compliance.
An interpreter was used by the inspectors to understand lessons taught in Yiddish
and to speak with pupils.
The school no longer admits pupils in the early years. The school starts with pupils in Year 1.
Information about this inspection
We carried out this inspection under section 109(1) and (2) of the Education and Skills Act 2008. The purpose of the inspection is to advise the Secretary of State for Education about the school's suitability for continued registration as an independent school.
The school has failed to meet the independent school standards. These are the requirements of the schedule to the Education (Independent School Standards) Regulations 2014.
The school has applied to the Department for Education (DfE) to make a material change to its registration. This involved increasing the school's maximum number of pupils from 237 to 450. At the DfE's request, we checked whether the school is likely to meet the relevant independent school standards if the DfE decides to approve the change. This part of the inspection was carried out under section 162(4) of the Education Act 2002.
The outcome of this part of the inspection is: The school is unlikely to meet the relevant independent school standards if the material change relating to the school provision is implemented. This is because the premises have not been renovated to enable more pupils to attend. If leaders make the planned renovations, there would be sufficient capacity for 400 pupils to attend the school.
We looked in particular at the quality of the curriculum in reading, history, mathematics and PSHE education. We also considered other subjects as part of looking at the quality of education.
We met with senior leaders and staff. We met with the chair of the proprietorial body. An inspector had a telephone conversation with an external adviser.
We scrutinised a wide range of documentary information. We used these to check on the statutory requirements of the independent school standards. This included checking logs of safeguarding training, attendance registers, bullying and behaviour logs, risk assessments, and health and safety audits.
We met with pupils across the school to discuss their work and to gather information about their learning and their views on behaviour.
Inspection team
Noeman Anwar, lead inspector
David Davies
Her Majesty's Inspector
Ofsted Inspector
Annex. Compliance with regulatory requirements
The school failed to meet the following independent school standards
Part 1. Quality of education provided
2(1) The standard in this paragraph is met if-
– 2(2)(b) that pupils acquire speaking, listening, literacy and numeracy skills;
– 2(2)(d)(ii) encourages respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act;
– 2(2)(h) that all pupils have the opportunity to learn and make progress;
– 2(2)(i) effective preparation of pupils for the opportunities, responsibilities and experiences of life in British society;
– 3(a) enables pupils to acquire new knowledge and make good progress according to their ability so that they increase their understanding and develop their skills in the subjects taught;
– 3(c) involves well-planned lessons and effective teaching methods, activities and management of class time;
– 3(d) shows a good understanding of the aptitudes, needs and prior attainments of the pupils, and ensures that these are taken into account in the planning of lessons;
– 3(e) demonstrates good knowledge and understanding of the subject matter being taught.
Part 2. Spiritual, moral, social and cultural development of pupils
5 The standard about the spiritual, moral, social and cultural development of pupils at the school is met if the proprietor-
– 5(b) ensures that principles are actively promoted which-
– 5(b)(iii) encourage pupils to accept responsibility for their behaviour, show initiative and understand how they can contribute positively to the lives of those living and working in the locality in which the school is situated and to society more widely;
– 5(b)(iv) enable pupils to acquire a broad general knowledge of and respect for public institutions and services in England;
– 5(b)(v) further tolerance and harmony between different cultural traditions by
enabling pupils to acquire an appreciation of and respect for their own and other cultures;
– 5(b)(vi) encourage respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act.
Part 8. Quality of leadership in and management of schools
34(1) The standard about the quality of leadership and management is met if the proprietor ensures that persons with leadership and management responsibilities at the school-
– 34(1)(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently;
– 34(1)(b) fulfil their responsibilities effectively so that the independent school standards are met consistently.
The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for children looked after, safeguarding and child protection.
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DIGGING DEEPER - LEVEL ONE
What was YOUR Top Story from today?
Did you learn any new vocabulary words?
What's something you already knew in today's show?
Was there anything confusing your teacher could help explain?
What's a story on the show that you could pray about?
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Kathy Kurzhals:
Helena, Montana to St. Charles, Mo: 2004- 54 Days.
Kruger Sea Wind Solo Expedition canoe.
Kathy paddled with her husband Bruce, who was also paddling a Kruger Canoe. Kathy and Bruce recently retired from operating a family dairy farm for 35-years. They live in St. Johns, Michigan.
#1: What was the inspiration or what sparked this journey, and how did you begin planning for it? I was in the Lansing paddle club with Verlen and other prominent paddlers so the idea of a long trip didn't seem out of the ordinary. I was always fascinated with the idea of long distance paddling and traveling on just the items I was able to carry.
I figured a long trip would always be just a pipe dream until I heard that the Lewis and Clark bicentennial would be in 2004. That would give a date to be committed to and perhaps employers and family would understand the reason for the journey.
Kathy and I already had some tripping miles under our belts so we knew the joys and discomforts of spending days at a time in the boat.
We took longer trips in preparation for the event and experimented with different foods and tried to whittle down the list of items we thought necessary.
#2 What do you feel was the most important thing that you planned for on your trip that you actually benefited from?
I think our strategically spaced food drops at post offices along the route were important. It encouraged us to make miles each day to make it to the town and savor the food we sent ahead and the goodies our families sent us.
#3: What was the most difficult part about your paddle trip and how did you overcome (if you did) the situation?
Maybe it was the time of year or just bad timing but the winds were incredible from Montana to South Dakota. Even at night they would be 20 mph and sometimes twice that during the day. The catamaran system for the 2 Sea Winds really made the difference. Although it slowed our speed by half a mile per hour we would have been wind bound many days. On some days we did get up and start paddling just as it became light and made some big crossings or at least got in some miles early.
That region had been in a drought for 5 years prior to 2004 and the levels of Peck, Sak, and Oahe were down 30 to 40 feet and this created an ankle deep mire of silty sticky mud to trudge through to reach an adequate campsite above the old water line. We used Tingly pull over boots and removed them when we reentered the boats and then strapped the boots on our decks.
#4 What were the 5-most important pieces of gear you carried on the trip? Explain why.
Not necessarily in any order:
Graphite paddles-reduced fatigue over a long day
Catamaran system-although slower, it made the trip much safer and we made miles even in waves up to 6 feet! I bet we did 1000 miles with the cat system. Spirit sail system-not even sure if it is still available but we mounted one on each deck. The V shaped sail only weighs a pound or two and rolls up to the size of an umbrella.
Tent-get an expedition one to shed the wind.
Tingly boots-being able to strip those dirty boots off and paddle in clean dry sneakers for 10 -12 hours really was good for moral.
#5 Prior to your trip, what was your weakest asset or least skilled or qualified trait for the trip and how do you overcome this?
Kathy was not a hard core paddler and this trip was my scheme so I worried about a mutiny. She did, however, love to travel and write about her journeys and was the most detailed planner and organizer I ever met. After paddling in the rain for 11 hours early in the trip with minimal complaints, I knew we could make it. Getting a few hundred miles under our belts and past Fort Peck was encouraging. I think the thought of paddling toward home with each stroke kept us motivated on bad days too.
#6 What was the least important item(s) that you brought and discovered there was never a need for?
I threw in an extra small Coleman burner figuring it would at least store some fuel for use in the other stove. I made the mistake of putting some freeze dried food packets in the same bag as it. Do you know what it is like to burp up white gas??
#7: What was the biggest surprise of the journey? Something you did not anticipate.
People wanted to help us and showed an interest in the trip.
#8: What kind of boat did you paddle and what were its good qualities and also the things you did not like about it?
Kruger Sea Wind This boat can store a lot of gear and with the catamaran system you can keep moving in bad weather or if one person needs a rest.
Although it never happened, those rudder cables do break and you should carry spare ones and know how to install in the field.
The spray covers for the boats really keep the rain, sun,spray and wind out of your boat.
#9: How did you plan your meals/food? Did this system work good for you and what would you change regarding this?
We figured 2 lbs. of food per person per day and we would supplement with "town food" along the way whenever it worked out.
A typical breakfast might be my mile maker granola plus pop tarts. Lunch might be crackers or home made corn biscuits with cheese and PB. At dinner we would break out the stove for coffee plus mac n cheese with pepperoni and dried veggies.
#10 What was your system for obtaining drinking water and what were the benefits as well as the disadvantages you had dealing with water? There were enough parks and campgrounds along the way to fill the 5 gallons of containers we carried between us. We had a pump filter too but i don't think we used it.
#11: If you were going to give advice for someone planning the same journey, what do you feel would be best advice and things to consider that you now know about this journey?
expect weather delays drop food supplies at post offices along the way
take wheels to portage around the dams skip the sail unless catamaraned-just something else to fuss with
unless it's an official campground, stealth camp away from towns and partiers you'll be moving right along after the last dam
consult with someone who paddled the route as questions arise during planning starting your trip early may mean unsettled weather but it may be better than the summer heat on the prairie
#12 Worst weather day? What happened and how did you cope or spend the day?
We were paddling through the UL bend of Fort Peck and were somewhat protected until we hit the lake proper. The wind was blowing at least 40 mph as we hit the main East -West section of the lake and the waves suddenly became tremendous. We headed for the right shore when we were pleasantly surprised by Bone Trail campground. We spent 2 days there with our tent tied to the outhouse as the wind was a constant 30 to 50 mph. Although 70
miles to the nearest town it was fun watching the wildlife and the great expanse of the lake in front of us. A couple of big bulls kept us amused on the other side of the cattle guard gate.
#13: Biggest source of inspiration in life?
Thankful to be married to someone who wanted to take this journey and life's journey with me.
#14: Something nobody really knows about you? (Hobby, skill, previous job, talent?)
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