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Healthy Grocery List
Healthy Grocery List
Grocery shopping will be an easier experience and you will likely bring home healthier foods if you start with a healthy grocery shopping list. With a grocery list in hand, you won't be as likely to wander the junk food aisles and make impulse purchases. You can copy or print out this healthy grocery list or you can make your own.
Here's What to Include on Your Healthy Grocery List
1. Fresh vegetables and fruits should make up the largest part of your healthy foods grocery list. Vegetables and fruits have vitamins, minerals, antioxidants and they are usually low in calories. We all need at least five or more servings of vegetables and fruits every day. Choose a variety of fruits and vegetables that everyone in your family will enjoy.
2. Most of your grain and cereal products should be made from whole grains, not from refined flours. This part of your list includes whole grain breads, whole grain pastas, and whole grain breakfast cereals. Whole grains are important for vitamins, minerals, and for fiber, which is often lacking in modern diets. Read labels to look for 100% whole-grain or 100% whole-wheat to be sure you are getting whole grain products.
3. Your protein and meat choices should consist mostly of fish, poultry and lean meats. Eggs, nuts, seeds and legumes are also good protein choices. Choose fresh and frozen unbreaded meats and fish. Avoid breaded, deep-fried convenience foods that you put in the oven. They are high in fats and sodium.
4. Beverages should be kept simple. Water, low-fat milk, juices and herbal teas are all good choices. If you opt for soft drinks, choose diet sodas and soft drinks to avoid extra sugar.
5. Dairy products should include low-fat milk, yogurt and cheese. If you do not want cows' milk, choose soy and rice beverages, calcium-fortified orange juice, or goats' milks and cheese.
6. Be careful with dressings, cooking oils and condiments. They are sneaky sources of refined sugar and poor quality oils. Read labels to choose dressings made with olive oil, canola oil or walnut oil. Choose low-fat mayonnaise for your sandwiches and choose canola oil and olive oil for cooking.
7. Frozen foods are a convenient way to keep vegetables on hand. There are also prepared meals that you can pop into the microwave or oven. These can be convenient and healthy if you choose low fat versions with good portion sizes. Read labels and chose frozen foods wisely. Avoid frozen pizzas, pocket-sandwiches, deepfried appetizers, and breaded foods.
8. Foods in cans and jars are also very convenient. Look for low-sodium soups, vegetables and sauces. Avoid high-fat gravies and high-calorie foods like canned spaghetti and ravioli products.
9. For sandwiches, choose peanut butter or other nut butters, low-fat turkey slices or sliced roast beef. Avoid processed lunch meats, sausages and hot dogs.
10. Don't load up on high calorie treats and desserts. Choose fresh fruits, healthy nuts, seeds and whole grain crackers for snacks.
Healthy Grocery List
Fresh
Vegetables
Lettuce
Other Greens
Cucumbers Carrots
Asparagus Zucchini
Radishes Tomatoes
Green Beans Onions
Green Onions Peppers
Cauliflower Broccoli
Peas
Celery
Potatoes
Corn
Sweet
Potatoes
Squash
Other
Vegetables:
____________ ____________
____________
Fresh Fruits
Bananas Apples
Oranges Pears
Peaches
Nectarines
Grapefruit Berries
Other Fruits:
____________ ____________
____________
205-633-3669
Frozen Foods
Green Beans Peas
Mixed
Vegetables
Carrots
Chicken Breasts Fish Fillets
Fruit Juice Bars
Blueberries Corn
Onions
Vegetarian Burgers
Shrimp
Other Frozen:
____________ ____________
____________
Canned Foods
Black Beans Salmon Other Canned Foods:
Tomatoes Pinto Beans
Marinara Sauce White Beans
Tuna Pineapples
____________ ____________
____________
Meats Lean Hamburger Shell Fish Other Meats:
Pork Chops
Steaks
Fish
Chicken
Turkey
Ham
____________ ____________
____________
Grains and
Cereals
Whole Grain
Bread
Whole Grain Pasta
Whole Grain Cereal
Oatmeal
Other Grains:
____________ ____________
____________
Beverages 100% Fruit Juice
Sparkling Water
Tomato Juice
Herb Tea
205-633-3669
Other Beverages:
____________ ____________
____________
Dairy and
Eggs
Low Fat Sour
Cream
Low Fat Milk
Cheddar Cheese
Butter
Low Fat Cream
Cheese
Colby Cheese
Mozzarella Cheese
Yogurt
Other Dairy:
____________ ____________
____________
Miscellaneous
Items
Herbs and
Spices
Sesame Oil
Low Fat Dressings
Mustard
Low Fat
Mayonnaise
Honey
Low Sodium Soy Sauce Walnuts
Pumpkin Seeds Mixed Nuts
Almonds
Pecans
Flax Seeds Olive Oil
Walnut Oil
Garlic
Other
Miscellaneous
Items:
____________ ____________
____________
____________ ____________
____________
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write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far.
To increase the legibility, consistency and quality of their handwriting [e.g by ensuring that the
Downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch].
To confidently use diagonal and horizontal joining strokes throughout their independent writing to increase fluency.
Transcription
Handwriting | <urn:uuid:eff58b81-2585-4bd4-bef0-dbb0f01369a1> | CC-MAIN-2024-22 | https://www.pyebank.sheffield.sch.uk/assets/Curriculum/English/Termly-Progression-Y3-and-Y4.pdf | 2024-05-26T06:08:16+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058868.12/warc/CC-MAIN-20240526043700-20240526073700-00897.warc.gz | 854,310,757 | 97 | eng_Latn | eng_Latn | 0.999148 | eng_Latn | 0.999148 | [
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Subject and curriculum (Standard 3 – Demonstrate good subject and curriculum knowledge)
Learn that…
Learn how to…
1. a school's curriculum enables it to set out its vision for the knowledge, skills and values that its pupils will learn, encompassing the national curriculum within a coherent wider vision for successful learning
Deliver a carefully sequenced and coherent curriculum, by:
2. secure subject knowledge helps teachers to motivate pupils and teach effectively
* identifying essential concepts, knowledge, skills and principles of the subject and providing opportunity for all pupils to learn and master these critical components
3. ensuring pupils master foundational concepts and knowledge before moving on is likely to build pupils' confidence and help them succeed
5. explicitly teaching pupils the knowledge and skills they need to succeed within particular subject areas is beneficial
4. anticipating common misconceptions within particular subjects is also an important aspect of curricular knowledge; working closely with colleagues to develop an understanding of likely misconceptions is valuable
6. in order for pupils to think critically, they must have a secure understanding of knowledge within the subject area they are being asked to think critically about
8. pupils are likely to struggle to transfer what has been learnt in one discipline to a new or unfamiliar context
7. in all subject areas, pupils learn new ideas by linking those ideas to existing knowledge, organising this knowledge into increasingly complex mental models (or "schemata"); carefully sequencing teaching to facilitate this process is important
9. to access the curriculum, early literacy provides fundamental knowledge; reading comprises two elements: word reading and language comprehension; systematic synthetic phonics is the most effective approach for teaching pupils to decode
10. every teacher can improve pupils' literacy, including by explicitly teaching reading, writing and oral language skills specific to individual disciplines.
* working with experienced colleagues to accumulate and refine a collection of powerful analogies, illustrations, examples, explanations and demonstrations
* ensuring pupils' thinking is focused on key ideas within the subject
* using resources and materials aligned with the school curriculum (e.g. textbooks or shared resources designed by experienced colleagues that carefully sequence content)
* being aware of common misconceptions and discussing with experienced colleagues how to help pupils master important concepts
Support pupils to build increasingly complex mental models, by:
* revisiting the big ideas of the subject over time and teaching key concepts through a range of examples
* discussing curriculum design with experienced colleagues and balancing exposition, repetition, practice of critical skills and knowledge
* drawing explicit links between new content and the core concepts and principles in the subject.
Develop fluency, by:
* using retrieval and spaced practice to build automatic recall of key knowledge.
* providing tasks that support pupils to learn key ideas securely (e.g. quizzing pupils so they develop fluency with times tables)
Help pupils apply knowledge and skills to other contexts, by:
* interleaving concrete and abstract examples, slowly withdrawing concrete examples and
* ensuring pupils have relevant domain-specific knowledge, especially when being asked to think critically within a subject
drawing attention to the underlying structure of problems.
Develop pupils' literacy, by:
* supporting younger pupils to become fluent readers and to write fluently and legibly.
* demonstrating a clear understanding of systematic synthetic phonics, particularly if teaching early reading and spelling
* teaching unfamiliar vocabulary explicitly and planning for pupils to be repeatedly exposed to high-utility and high-frequency vocabulary in what is taught
* promoting reading for pleasure (e.g. by using a range of whole class reading approaches and regularly reading high-quality texts to children)
* modelling reading comprehension by asking questions, making predictions, and summarising when reading
Notes
* modelling and requiring high-quality oral language, recognising that spoken language underpins the development of reading and writing.
Learn that…statements are informed by the best available educational research; references and further reading are provided below.
Learn how to…statements are drawn from a wider evidence base including both academic research and additional guidance from expert practitioners.
Source: Dfe ITT core content framework and Early Career Framework (2019) | <urn:uuid:35da7cfc-f6b1-417c-9181-0ed5d0bf378b> | CC-MAIN-2024-22 | https://geography.org.uk/wp-content/uploads/2023/05/ITE_Framework_standard_3.pdf | 2024-05-26T05:58:26+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058868.12/warc/CC-MAIN-20240526043700-20240526073700-00899.warc.gz | 236,620,349 | 813 | eng_Latn | eng_Latn | 0.995795 | eng_Latn | 0.996719 | [
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Introduction: Abuse
What is abuse?
Abuse of older adults is an action, or lack of action, that causes harm or distress to an older adult. Abuse can come in many forms:
- Financial abuse - stealing or misusing money or property
- Sexual abuse - sexual contact or communication without consent
- Physical abuse - causing physical pain or injury
- Emotional abuse – causing mental distress, fear of violence or isolation
- Violation of rights – ignoring basic rights and freedoms
- Neglect - not providing basic necessities
- Systemic abuse – rules or policies discriminating against older adults
Elder abuse can be hard to recognize because some signs of abuse can appear to be symptoms of a person's dementia or mental decline. It is important to be aware of the signs so that the right help can be sought when needed.
Where and why does abuse occur?
Abuse usually takes place where someone lives and is about an abuser wanting to use their power or control over someone. It can be impulsive, intentional or accidental and is never the fault of the victim.
What to do if you suspect someone is being abused?
If you suspect someone is being abused, talk to them and encourage them to seek help. If someone is in immediate danger, call 911.
There is an eLearning Course on this topic where the following is discussed in more detail:
- What is elder abuse?
- Who abuses older adults and why?
- What are the types of abuse?
- What are the signs of abuse?
- How is abuse reports?
References
Canadian Network for the Prevention of Elder Abuse (CNPEA). (2017). Forms of abuse. Retrieved from https://cnpea.ca/en/what-is-elder-abuse/forms-of-abuse
Community Legal Education Ontario. (2019). Why does elder abuse happen? Retrieved from https://www.cleo.on.ca/en/publications/elderab/why-does-elder-abuse-happen
World Health Organization. (2018). Elder abuse. Retrieved from https://www.who.int/newsroom/fact-sheets/detail/elder-abuse
Last Updated: Mar 24 2020 | <urn:uuid:b294eef6-e70d-4c82-8b66-3482464503c4> | CC-MAIN-2024-22 | https://sagelink.ca/wp-content/uploads/2020/05/eFIT-IC-Abuse-Introduction-SW.pdf | 2024-05-26T05:12:47+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058868.12/warc/CC-MAIN-20240526043700-20240526073700-00897.warc.gz | 440,102,183 | 438 | eng_Latn | eng_Latn | 0.996353 | eng_Latn | 0.996353 | [
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SUSTAINABLE SCHOOLS, SUSTAINABLE FUTURES
A resource for teachers and parents
David Hicks
Worldwide Fund for Nature
This book argues that one of the key roles of education, whether at home or school, is to prepare young people for a future that will be very different from today. It is a practical book which outlines the key elements of a more green and sustainable future and how these can be explored with young people. In particular it sets out ways of thinking more critically and creatively about the future and sets out eight visual scenarios which illustrate different aspects of a more sustainable future. It emphasises the need for engaged optimism with a range of practical activities for young people involving both envisioning and practical action for change.
'An empowering, inspiring and immensely valuable resource' Dr Melanie Norman, School of Education, University of Brighton
Part One – Learning for tomorrow
1. Unsustainable times
2. A global dimension
3. A futures perspective
4. Sustainable schools
5. A time of transition
Part Two – Stories from the future
6. Food and farming
7. Energy and water
8. Travel and transport
9. Consuming and wasting
10. Buildings and biodiversity
11. Inclusion and participation
12. Local well-being
13. Global connections
Part Three – A journey of hope
14. Towards a sustainable future
15. Teaching in a spirit of optimism
Available at – www.teaching4abetterworld.co.uk/docs/download18.pdf | <urn:uuid:96f8de59-bcdd-42ba-b936-603b61047fb7> | CC-MAIN-2024-22 | https://geography.org.uk/wp-content/uploads/2023/05/ITE_Sustainable_Schools_Sustainable_Futures.pdf | 2024-05-26T05:46:27+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058868.12/warc/CC-MAIN-20240526043700-20240526073700-00899.warc.gz | 236,795,524 | 330 | eng_Latn | eng_Latn | 0.993864 | eng_Latn | 0.993864 | [
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Upper Valley Farm to School Network Community Curriculum Pilot Project
March 2013 - Eggs
Overview: Students will learn about why eggs are healthy. They will discuss differences among eggs. They'll dissect hard-boiled eggs and draw and label a diagram of an egg. Then, students will make and sample deviled eggs.
Focusing Questions: How do eggs help our bodies & brains? Are all eggs the same? What are the parts of an egg?
Standards Addressed:
Common Core State Standard for Writing: Text Types and Purposes: 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization and analysis of content.
VT Standard 3.5: Healthy Choices: Students make informed, healthy choices that positively affect the health, safety and wellbeing of themselves and others. This is evident when students:
*The Food Pyramid Guide is no longer in use; we assume that this standard now refers to MyPlate, the current visual for the USDA dietary guidelines.
g. Can identify and classify foods according to the Food Pyramid Guide. *
VT Standard 7.13: The Living World: Organisms, Evolution, Interdependence: Students understand differences among living organisms, understand the role of evolution, and recognize the interdependence of all systems that support life. This is evident when students:
a. Identify characteristics of organisms (e.g., needs, environments that meet them; structures, especially senses; variation and behaviors, inherited and learned);
b. Categorize living organisms (e.g., plants; fruits, vegetables)
VT Standard 7.1 Scientific Method: Students use scientific methods to describe, investigate, explain phenomena, and raise questions in order to:
* Design inquiry that allows these explanations to be tested;
* Generate alternative explanations — hypotheses — based on observations and prior knowledge;
* Deduce the expected results;
* Gather and analyze data to compare the actual results to the expected outcomes; and
* Make and communicate conclusions, generating new questions raised by observations and readings.
a. As questions about objects, organisms and events in the world around them
This is evident when students:
b. Use reliable information obtained from scientific knowledge, observation and exploration;
i. Work individually and in teams to collect and share information and ideas.
f. Use either deductive or inductive reasoning to explain observations and phenomena, or to predict answers to questions;
If doing measurement activity extension, VT Standard 7.7: Students use geometric and measurement concepts. This is evident when students:
f. Measure as exactly as possible or round off, as appropriate, and justify the choice
b. Examine, compare, and analyze real objects and abstract figures by one-, two- and/or three-dimensional features
Materials:
* Egg true/false sheet (1 copy for instructor or a copy for each pair of students, depending on grade level)
* Teacher survey
* Raw eggs (1 per group of 2-4 students)
* Card stock for journal pages
* Hard-boiled eggs (1 per group of 2-4 students)
* Ingredients for deviled eggs:
o Relish or pickle juice (2 Tbsp per dozen eggs)
o Mayonnaise (1/3 c per dozen eggs)
o Dijon mustard (1 tsp per dozen eggs – not too spicy for kids!)
o Tomato, onion and/or parsley for additions/garnish - optional
o Salt, pepper and paprika to taste
* Cooking supplies:
o Measuring spoons
o Medium mixing bowl for making filling
o Mixing spoon
o Safe knives for each student (or for each adult, depending on age of students & teacher preferences) to cut hard boiled eggs in half
o Fork for mashing cooked egg yolks
* Napkin for each student
* For measurement extension:
* Compost or trash receptacle for uneaten deviled eggs
o Copies of measurement worksheet for each student
* For MyPlate/food groups extension
o One four-inch piece of string for each group of students
o Copies of MyPlate coloring sheet for each student
Preparation:
Be prepared to spend about 1 hour preparing - about 30 minutes to cook the hardboiled eggs (one per group of 2-4 students). Mark raw eggs with a pencil or marker. Gather other materials.
Procedure:
Before you start, give the teacher a copy of the survey, and ask if they can fill it out at the end of the lesson before you leave.
1. Hand out teacher survey.
2. Egg nutrition discussion & true-false (10 min):
* Eggs hardly have any vitamins in them at all (False)
"Eggs help our bodies and brains, do you know how?" Take some responses. "It sounds like you know some things already about how eggs help our bodies and brains. Let's test what you know & learn some new facts…" Present the pupils with the following statements and ask them to discuss with a partner whether they are true or false.
* Eggs contain proteins that help our bodies to repair themselves (True)
* Eggs contain vitamin D, which is great for healthy bones (True)
* Eggs have loads of vitamin C in them (False)
Then review (true!) basics of why eggs are healthy.
* Eggs have vitamins and minerals that…
* Eggs are high in protein, which is good for your muscles and gives you energy.
o Help your brain with thinking (B vitamins, choline)
[x] For 3 rd & 4 th graders, you can use the term "immune system" – the B vitamins and omega 3 fats in eggs are good for your immune system
o Keep you from getting sick and give you energy (B vitamins, omega 3 fats)
o Keep your skin and eyes healthy (Vitamin A)
Why do you think eggs have so many important nutrients in them? (Because they need to have enough food inside to grow a baby chicken!) How do those nutrients get there? (What chickens eat! So if chickens are eating healthy food, the eggs are healthier. The nutrients in an egg change based on the chicken's diet).
o Build strong bones (Vitamin D)
3. Are all eggs the same? (10 min):
* Egg shells come in different colors
Talk about the differences among eggs. Ask students for their ideas, and add others that they don't think of. Some ways eggs vary:
* Eggs shells can be thin and fragile or strong and thick (Farmers feed chickens oyster shells to make sure they have enough calcium to make thick shells that won't break).
* The inside of the egg changes based on the season and how old the egg is. The color of the yolk can be more or less orange depending on how fresh it is and what the chicken is eating.
* Eggs come in different sizes – not only are there medium, large and jumbo, there are also eggs even bigger than jumbo, and tiny eggs from young chickens (pullets) that are so small they don't have room for a yolk!
* Eggs are healthiest for us when they come from chickens with a healthy diet of grasses and grubs (bugs are good sources of protein for chickens).
If you have time, you can mention that eggs are more plentiful at different seasons based on the amount of light. You can also discuss the difference between small- & large-scale egg production. See background information for more on both of these topics.
4. Egg dissection & diagram (20 min): Students will peel & "dissect" their own hard-boiled eggs, and also examine a raw cracked egg.
* Symmetry: exact correspondence in size, form and arrangement of parts on opposite sides of a plane, line or point.
Model cracking a raw egg into a bowl, and peeling a hard-boiled egg and cutting it in half symmetrically. Discuss symmetry with older students (2-4).
Remind students to be careful with the knives even though they aren't sharp, and to use them appropriately (no sword fights). Also, tell students that they will later eat the hard-boiled eggs, and they should try not to touch it too much or get it dirty – observe with their eyes only after peeling it and cutting it open.
Ask students to wash their hands. While they are washing their hands, pass out a hard-boiled egg and a raw egg to each group of students as well as a paper bowl, a paper plate, and a butter knife. Give the students 10 minutes to dissect and draw their eggs in their groups. Their drawing will be a part of their journal entry for this lesson.
Discuss what it means to be a good observer/scientist. "Good scientists look carefully at, or observe, the things they are learning about. I want you all to be good scientists and to closely and carefully observe both your raw and hardboiled eggs." Instruct students to draw what they see, to make a scientific diagram – a careful, detailed drawing with labels of the parts they know.
After students have dissected & observed their eggs, go over the parts of an egg and what each part does for a chicken. You can draw your own diagram on a white/chalk board, or pull up the attached diagram on the Smartboard. Students will record a developmentally appropriate amount of information about egg parts on their diagram, adding labels for parts they didn't know and writing descriptions of what each part does.
Egg parts:
For Kindergarten & 1 st graders:
* White – the gooey clear part in the raw egg that turns white when cooked. This part contains the water for the baby chick, and the protein it needs to grow.
* Shell – the hard part that protects the insides of the egg & the growing chick
* Yolk – the yellow part. This contains most of the food, or nutrients, for the growing chick, including fat, vitamins and minerals.
For 2 nd -4 th graders:
* Albumen – also known as the white, the gooey clear part in the raw egg that turns white when cooked. This part contains the water for the baby chick, and the protein it needs to grow.
[x] Shell - the hard part that protects the insides of the egg & the growing chick
[x] Yolk - the yellow part. This contains most of the food, or nutrients, for the growing chick, including fat, vitamins and minerals.
[x] Membranes – there are 2 membranes between the shell and the albumen that regulate what goes in and out of the egg, protecting it from bacterial infection. See if students can find this thin layer on their egg shells. The 2 membranes (inner and outer) are both surprisingly strong and are made partly of keratin, the same protein in human hair.
[x] Chalazae (shah-LAY-zee) – white cords made of protein that hold the yolk and growing baby chick in the center of the egg where they're protected & have enough space. You can think of these as the seatbelt of the egg.
[x] Air cell – when an egg is laid, it is the same temperature as the chicken's body, which is very warm. It cools off once it leaves the hen's body, when it cools it gets smaller, because colder things are smaller than warm things. Then there is extra space between the contents of the egg and the shell, which is called an air cell. You can see the air cell in a hard-boiled egg – one end is flattened/dips in.
5. Deviled eggs demonstration & taste test (15 min):
Have a student or another adult collect the raw eggs in a trash/compost receptacle. Demonstrate how to make deviled eggs using the dissected hardboiled eggs. Collect the yolks, then make the filling, and distribute into each egg white. Cut egg halves into pieces so there are enough samples for everyone. Offer to sprinkle paprika on students' samples. Once students have tasted their samples, record students' reactions in a chart on the white/Smart board. To close, ask students, "Why are eggs healthy?". If there is time, have students record their answer in their journals.
Extensions:
Ask students whether they know about MyPlate. Show the MyPlate graphic, and tell students what food groups are on the plate. Ask, what food groups are eggs in? Once students have figured out which category eggs fit in, have them draw a meal on their MyPlate coloring sheet that includes eggs as the protein.
MyPlate Activity – Grades K-2 (15 min)
Measurement Activity – Grades 3-4 (20-30 min)
1. Ask students to compare their raw eggs to other groups' eggs. Do they look the same size? Are all eggs the same size? How can we answer that question? Take responses. Students should be able to come up with measuring, and/or an experiment.
2. Demonstrate how to use string to measure the egg. Ask students what shape an egg is. This is a tricky question! If it were flat, it would be an oval. Since it is three dimensional, it is an ovoid, which is actually just a fancy mathematical term for a sphere. How and where should we measure the egg to compare different eggs? We should measure it from top to bottom and around the middle. These measurements are called the vertical circumference and the horizontal circumference. Talk about what vertical, horizontal and circumference mean. In this case, we are going to consider vertical to be the long part of the oval, which would be standing up if the widest end of the egg were flat on the bottom.
* Horizontal: laying down, parallel to the horizon or ground, across, hamburger
* Vertical: standing up, perpendicular to the horizon or ground, lengthwise, up and down, hot dog
* Circumference: the distance around the outside of a closed curve or circle – this term describes the outside of ovals as well as circles
Put a ruler down on the table or desktop. Use a piece of string to go around the middle or horizontal area of an egg. Put a felt-tip mark on the end of string that matches up with the beginning of it. Then put the string along the edge of the ruler and see how long it is. Write down this measurement on the handout.
3. Show them how to measure the egg vertically, mark and measure. Record the measurement on the handout.
4. Have the children do the same thing with their eggs, keeping measurements on the handout. Have each child in every pair measure the egg to compare measurements/check accuracy. Discuss how scientists measure twice (or many times) to make sure their data is accurate.
* Data – information or facts gathered in a scientific way
* Accurate – correct, carefully calculated
5. Share measurements of eggs to see that eggs that appear the same size really aren't. Look how very different eggs can be size-wise!
6. Talk about the scientific process. Our question was, "are all eggs the same size?" Our experiment was to measure many eggs vertically and horizontally. We kept track of our measurements on a piece of paper. We all measured our eggs in the exact same way. What did we learn? Eggs do not come in the same size—even when they have been sorted for size!
7. Scientists do experiments like this all the time. To test our findings, someone else can take our eggs and measure them to see if they come up with the same findings. If you want to, and have the time, let children swap their handouts and eggs with one another to double check measurements and findings.
Eggs in different cultures (at least 15 min)
Discuss the importance of eggs in different cultures – different recipes, different traditions (religious and otherwise). Patricia Polacco's picture book Rechenka's Eggs is a wonderful fictional story that relates to this approach.
Acknowledgements:
* Chloe Powell and Aurora Coon developed this lesson, with help from Peter Allison, Shannon Cramer, Cat Buxton, and Karen Ganey.
* The Ottauquechee Health Foundation and the New Hampshire Charitable Foundation's Wellborn Ecology Fund generously fund UVFTS' Community Curriculum Project.
* The true/false activity was adapted from "The Eggs Factor: Kids in the Kitchen" curriculum, found at: http://www.crackingeggs.co.uk/
* The MyPlate extension uses materials from Serving Up MyPlate: A Yummy Curriculum, available at:
* The measurement activity extension was adapted from the University of Michigan, Reach Out program's Egg Fun lesson plan, found at: http://www.reachoutmichigan.org/funexperiments/agesubject/lessons/egg2 .htm
http://teamnutrition.usda.gov/Resources/servingupmyplate.htm
o Incredible Edible Egg website: http://www.incredibleegg.org/ o http://nutritiondata.self.com/foods
* Sources for background information include:
o About.com
o Foodtimeline.com
o Wikipedia
Appendices:
2. Egg diagram
1. Teacher survey
3. MyPlate coloring sheet
5. Eggs take-home
4. Measuring eggs worksheet
6. Background information | <urn:uuid:f8b430de-11a1-4714-b5cc-e6b50adf757f> | CC-MAIN-2024-22 | https://vitalcommunities.org/wp-content/uploads/2015/03/CCP1213Lesson_Eggs.pdf | 2024-05-26T06:40:34+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058868.12/warc/CC-MAIN-20240526043700-20240526073700-00898.warc.gz | 522,749,745 | 3,507 | eng_Latn | eng_Latn | 0.977369 | eng_Latn | 0.997112 | [
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Proportion - Ratio
1) and 5 30 3 42
2) and 64 12 48 9
3) and 7 2 49 14
4)
and 85
50
5) and 45 5 18 4
6) and 12 3 8 Gain complete access to the largest collection of worksheets in all subjects!
32
7) and 9 1 36 4
8)
and 8
10
15
25
9) and 3 2 27 18
10) and 11 7 88 63
15 PREVIEW
12
Write whether each pair of ratios forms a proportion.
www.mathworksheets4kids.com
Members, please worksheet. log in to download this
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Printable Math Worksheets @
www.mathworksheets4kids.com | <urn:uuid:2a0596bc-a293-46b0-ad82-6ae60bd9921b> | CC-MAIN-2024-22 | https://www.mathworksheets4kids.com/proportion/ratio-2.pdf | 2024-05-26T06:45:28+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058868.12/warc/CC-MAIN-20240526043700-20240526073700-00898.warc.gz | 770,409,673 | 194 | eng_Latn | eng_Latn | 0.757586 | eng_Latn | 0.757586 | [
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Extract from Henig, Robin Marantz. The People's Health. A Memoir of Public Health and its Evolution at Harvard. Washington, D.C.: Joseph Henry, 1997.
Public health experts love to tell the story of John Snow and the Broad Street pump. At the midway point of the nineteenth century, cholera was one of the deadliest diseases in Europe. It wiped out whole communities in a matter of weeks, and no one could determine how it was spread—or how it could be stopped.
He marked the locations of the homes of those who had died. From the marks on his map, Snow could see that the deaths had all occurred in the so-called Golden Square area. The most striking difference between this district and the rest of London was the source of its drinking water. The private water company supplying the Golden Square neighborhood—which, according to the tradition of the day, was different from the private water companies supplying other neighborhoods— was getting its water from a section of the Thames River that was known to be especially polluted.
John Snow applied logic to a problem that had previously caused panic and paralyzed health workers. Snow was a British physician of such renown that he had been called in as an anesthetist when Queen Victoria delivered her first child in 1853. Approaching the cholera question, he sat down one afternoon in 1854 with a map of London, where a recent outbreak had killed more than 500 people in one dreadful 10-day period.
So Snow went down to Broad Street, where he suspected that one particular pump was the source of the contaminated water. And, in a gesture that still reverberates among public health scholars today, he removed the handle of the Broad Street pump.
John Snow is a hero to public health experts because he was the first to conduct a careful epidemiological investigation and the first to take definitive action and get dramatic, clear-cut results. The basics of Snow's work are still required reading for many students of epidemiology today. His work was based on elements of scientific investigation that are central to public health today: measure the distribution of disease events in a population; define the problem, at the same time bringing together all the necessary experts; and design and implement an intervention. Snow's contributions go beyond the removal of the Broad Street pump; he devised the first large epidemiological study for understanding a disease problem in a population. This approach has led to some of the most dramatic public health "detective work" in the past half century—the conquest of smallpox, the treatment of river blindness, and growing understanding of AIDS.
Once the pump was out of commission, the epidemic abated. Snow did not know—nor did anyone else in that era—exactly how cholera [1/2] had been passed from one person to another. Indeed, no one was even to conceptualize the notion of germs as a cause of disease for nearly 30 years. But Snow had shown that the cholera poison, whatever it was, could be found in contaminated water and taken in by mouth. The precise nature of the poison, and its exact route of transmission, did not really matter to him. All he wanted to do was keep it from being ingested and passed on. | <urn:uuid:b55b1924-1041-4bea-adf1-0e04017e01af> | CC-MAIN-2020-16 | http://kora.matrix.msu.edu/files/21/120/15-78-97-22-johnsnow-a0a0r5-a_11479.pdf | 2020-04-02T03:59:12+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370506580.20/warc/CC-MAIN-20200402014600-20200402044600-00273.warc.gz | 66,030,229 | 654 | eng_Latn | eng_Latn | 0.999297 | eng_Latn | 0.999297 | [
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RECYCLING IS IN TROUBLE
We belong in your Trash!
We belong in your Recycling!
LET'S SAVE MOTHER EARTH TOGETHER
ONLY IF
WE CAN ACHIEVE A
CLEANER
ENVIRONMENT
WE WORK TOGETHER
All reyclable items should be rinsed and free of any food residue before placing in your bin.
Styrofoam, Diapers, Syringes, Lights Bulbs belong in your trash and are not recyclable.
Plastic Bags can be recycled at your local grocery store (#PlasticBagProblems).
Never put batteries in your trash can or recycling bin.
Education is Important
Contamination Ruins Recycling
In the past 5 years, the quality of Recycling has been reduced tremendously due to contamination.
- We may think we all recycle, but we might be doing it wrong. - Recycling carts, bins, and dumpsters get filled with non-recyclable items every day. This happens not only with our customers, but it's happening nationwide. When recycling gets contaminated, it can't be used to make new products.
All reyclable items should be rinsed and free of any food residue before placing in your bin.
Styrofoam, Diapers, Syringes, Lights Bulbs belong in your trash and are not recyclable.
Plastic Bags can be recycled at your local grocery store (#PlasticBagProblems).
Never put batteries in your trash can or recycling bin.
- We may think we all recycle, but we might be doing it wrong. - Recycling carts, bins, and dumpsters get filled with non-recyclable items every day. This happens not only with our customers, but it's happening nationwide. When recycling gets contaminated, it can't be used to make new products.
- and WE NEED YOUR HELP -
Recycling is a Commodity
For the past ten years, China has imported nearly half of America's plastic, cardboard, and mixed paper recyclables. NOT ANY MORE! Due to the excessive contamination issues, China is putting its foot down and has banned "dirty recycling" from entering their country. This ban is called - Operation National Sword It has resulted in millions of tons of recycling material being processed with nowhere to go.
Think Before You Throw
Now where will our recyclables go? - Good Question! Everyone is eager to recycle, cities are striving to become "ZERO WASTE", but what's going to happen to all of our recyclables every day? Unless Americans get better about what they put in the recycle bin, things will only get worse, and eventually a lot of what you recycle could end up in a landfill. #ThinkBeforeYouThrow
"OUR CHILDREN AND GRANDCHILDREN DESERVE A WORLD WITHOUT POLLUTION." | <urn:uuid:0df95930-61b8-40ea-98c6-915dcb896677> | CC-MAIN-2020-16 | https://americandisposal.com/wp-content/uploads/2018/09/RECYCLING-IS-IN-TROUBLE.pdf | 2020-04-02T04:15:05+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370506580.20/warc/CC-MAIN-20200402014600-20200402044600-00273.warc.gz | 260,568,893 | 570 | eng_Latn | eng_Latn | 0.997971 | eng_Latn | 0.997971 | [
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The Muscular System
I. Introduction
A. The three types of muscle in the body are _________________________ _____________________________________________________________.
B. This chapter focuses on _______________________________________.
II. Structure of a Skeletal Muscle
A. Each muscle is an organ, comprised of skeletal muscle tissue,_________ ____________________________________________________________.
B. Connective Tissue Coverings
1. Layers of ________________ connective tissue (_____________), surround and __________________________________________.
2. Fascia extends beyond the ends of the muscle and ______________ _________________ that are fused to the ____________________ of bones.
3. Sometimes tendons are broad sheets of connective tissue called
_________________________________.
4. The layer of connective tissue around each whole muscle is the
________________________________
a. the ___________________________ surrounds individual bundles (________________________) within each muscle.
b. each muscle cell (_______________) is covered by a connective tissue layer called ________________________.
Diagram and Label the Anatomy of Skeletal Muscle (pg, 186)
C. Skeletal Muscle Fibers
1. Each muscle fiber is a __________________, long, cylindrical
_____________________________________________________.
2. Beneath the sarcolemma (__________________________) lies sarcoplasm (__________________________) with many _____________________________________________________.
3. The sarcoplasm contains __________________________. a. ________________ filaments are made up of the protein ____________________. b. ________________ filaments are made up of the protein _____________________.
c. The organization of these filaments produces ____________. 4. A _________________________ extends from Z line to Z line.
a. I bands (_______________________) made up of
________________ filaments are anchored to Z lines.
b. A bands (_______________________) are made up of overlapping ______________________________ filaments.
c. In the center of A bands is an _____________________, consisting of _____________________________________.
Diagram and label the striations of Actin and Myosin in a Sarcomere (pg. 188b)
5. Beneath the sarcolemma lies the sarcoplasmic reticulum (________________________________)
6. Sarcoplasmic Reticulum is associated with transverse (T) tubules (____________________________________________________). Each T tubule lies between two ______________________
a. of the sarcoplasmic reticulum.
b. The sarcoplasmic reticulum and transverse tubules activate the _________________________________________ when the fiber is stimulated.
Diagram and Label the structures of a Muscle Fiber (pg. 188a)
D. Neuromuscular Junction
1. The site where the __________________ neuron and
__________________________________________.
a. The muscle fiber membrane forms a ____________________ in which the _________________________ is tightly folded and where _____________________________ are abundant.
b. The cytoplasm of the ________________________ contains numerous _______________________ and ______________________________ storing ____________________________________.
Diagram and Label the structures of a Neuromuscular Junction (pg. 191b & step1)
E. Motor Units
1. A __________________________ and the _____________________________________ it controls.
_____________________________________________________.
Diagram and Label the structures of a Motor Unit (pg. 197)
III. Skeletal Muscle Contraction
A. Involves several components that results in the shortening of ____________________________, and the pulling of the muscle against its _________________________________.
B. Role of Myosin and Actin
1. Myosin- two twisted strands with ___________________________ projected outward along the strands.
2. Actin
a. globular protein with _______________________________ b. __________________________________________ are two proteins associated with the surface of the actin filaments.
3. ____________________________________ of muscle contraction a. The myosin _________________________ attaches to the ______________________________ on the actin filament
and _____________________, pulling on the actin filament.
b. Myosin then _______________________ and attaches to the ___________________________ on the actin, pulling again.
4. Energy from the conversion of ______________ is provided to the cross-bridges from the enzyme ________________, causing them to be in a "_______________________" position.
Diagram and Label the process of Muscle Contraction (pg. 194)
C. Stimulus for Contraction
1. The _________________________ releases the neurotransmitter _________________________ from its synaptic vesicles into the __________________________________.
2. ________________________________ in the motor end plate detect the _____________________________________________.
3. A ________________________________ spreads over the surface of the sarcolemma and into the T tubules, where it reaches the
_____________________________________________.
4. Muscle impulse causes the sarcoplasmic reticulum to release its ___________________________ into the ____________________ of the muscle fiber.
5. The high concentration of calcium in the sarcoplasm interacts with the __________________________________________ molecules, which move aside, _____________________ the myosin binding sites on the _____________________________________.
6. _________________________________ now bind and pull on the actin filaments, causing the sarcomeres to ____________________.
7. After the nervous impulse has been received, __________________ rapidly decomposes the _________________________.
8. Then, ________________ is returned to the sarcoplasmic reticulum, and the linkages between myosin and actin are _______________.
D. Energy Sources for Contraction
1. Energy for contraction comes from molecules of _____________.
2. _______________________________, stores excess energy released by the mitochondria and is present to regenerate ATP from _____________________________.
3. Whenever the supply of ATP is sufficient,
____________________________________ promotes the
synthesis of creatine phosphate.
4. As ATP decomposes, ________________________________ from creatine phosphate can be transferred to ADP molecules, converting them back to ________________.
E. Oxygen Supply and Cellular Respiration
1. The early phase of cellular respiration (______________________) yields few molecules of ATP, so muscle has a high requirement for ______________________, which enables the complete breakdown of glucose in the ________________________________.
2. ___________________ in red blood cells carries oxygen to muscle.
3. The pigment __________________ stores oxygen in muscle tissue. F. Oxygen Debt
1. During rest or moderate activity, there is enough oxygen to support
_________________________________________.
2. Oxygen deficiency may develop during strenuous exercise, and ____________________________________ as an end product of _________________________________________.
3. Lactic acid diffuses out of muscle cells and is carried in the bloodstream to the _________________________.
4. Oxygen debt refers to
a. the amount of oxygen that ___________________ require to convert the accumulated lactic acid into _________________
b. the amount of oxygen that ______________________ need
to resynthesize ATP and ___________________________to their original concentrations.
5. Repaying oxygen debt may take ___________________________. G. Muscle Fatigue
1. When a muscle loses its __________________________________ during strenuous exercise.
2. Usually arises from the accumulation of _____________________ in the muscle.
3. A __________________________ as a result of accumulated lactic acid prevents the muscle from _____________________________.
4. A muscle cramp occurs due to a lack of _______________ required to return ___________________________ back to the sarcoplasmic reticulum so muscle fibers can ______________________.
H. Heat Production
1. From ______________________________ of skeletal muscle.
2. From the energy produced through the reactions
________________________________________.
IV. Muscular Responses
A. One method of studying muscle function is to remove a
__________________________________ and connect it to a device that records its responses to _______________________________________.
B. ______________________________- muscle remains unresponsive to
stimulation unless the stimulus is of a certain ______________________.
C.
All-or-None Response: A fiber contracts to its _____________________; it cannot contract ____________________________.
D. Recording a Muscular Contraction
1. A __________________________ is the recording of an electrically-stimulated muscle __________________________.
2. A single, short contraction involving only a ___________________ is referred to as a ________________________.
3. The ______________________ between when the stimulus is applied and when the muscle contracts is called the
________________________________ (less than 0.01 second).
4. The latent period is followed by a period of contraction and then a period of ____________________________.
E. Summation
1. When the force of individual ___________________ combine without complete ______________________________.
2. If the sustained contraction lacks any relaxation, it is called ____________________________________ (tetanus).
F. Recruitment of Motor Units- An increase in the ________________ of activated motor units within a muscle at higher ____________________ of stimulation.
G. Sustained Contractions
1. ________________________________ together can produce a sustained contraction of increasing strength.
2. ____________________________ is achieved by a continuous state of sustained contraction of motor units within a muscle.
V. Smooth Muscles
A. Smooth Muscle Fibers
1. Elongated with tapered ends, ________________________, and have a relatively undeveloped ____________________________.
2. Two types of smooth muscles.
a. __________________________________________
1) In the blood _________________________ of the eye
2) Fibers occur _________________rather than as sheets.
b. ________________________________________
1) Occurs in ___________________ and is found in the walls of _______________________________
2) These fibers can stimulate one another and display __________________________, are thus responsible for __________________ in hollow organs and tubes.
B. Smooth Muscle Contraction
1. The myosin-binding-to-actin mechanism is mostly _____________ for smooth muscles and skeletal muscles.
2. Both _______________________ and _______________________ stimulate and inhibit smooth muscle contraction, depending on the target muscle.
3. _____________________________ can also stimulate or inhibit contraction.
4. Smooth muscle is _________________________ to contract and relax than is skeletal muscle, but can contract _________________ using the same amount of _________________.
VI. Cardiac Muscle
A. Contraction is essentially __________________ as that for skeletal and
smooth muscle, but with some differences.
B. Cardiac muscle has __________________________ that supply
__________________________, and can thus contract for longer periods.
C. Complex membrane junctions, called _________________________, join cells and transmit the force of contraction from one cell to the next, and aid in the rapid ___________________ of impulses throughout the heart.
D. Cardiac muscle is ________________________________, and the whole structure contracts as a unit.
VII. Skeletal Muscle Actions
A. Origin and Insertion
1. The immovable end of a muscle is the ____________________.
2. The movable end is the _______________________.
3. Contraction pulls the insertion _____________________ the origin.
4. Some muscles have ______________________ insertion or origin.
B. Interaction of Skeletal Muscles
1. Of a group of muscles, the one doing the majority of the work is the
____________________________.
2. Helper muscles are called ____________________________
3. Opposing muscles are called __________________________.
VIII. Major Skeletal Muscles
A. Muscles are named according to any of the following criteria: Size, shape, location, action, number of attachments, or
_________________________________________.
B. Muscles of Facial Expression
1. Attach to underlying bones and overlying
________________________________ of skin.
2. Major muscles include (for action, origin, and insertion(AOI), refer to Table 7-4): __________________________, orbicularis oculi, orbicularis oris, __________________________, zygomatigus, and ___________________________.
C. Muscles of Mastication
1. Include ___________________ as well as side-to-side grinding motions of muscles attached to the skull and __________________.
2. Chewing muscles include (for AOI refer to Table 7-4):
_______________________ and ______________________.
D. Muscles that Move the Head
1. Paired muscles in the neck and back flex, extend, and
_____________________________.
2. Major muscles include (for AOI refer to Table 7-4,7-5):
____________________, splenius capitis, and semispinalis capitis.
E. Muscles that Move the Pectoral Girdle
1. The chest and shoulder muscles that move the ______________.
2. Major muscles include (for AOI refer to Table 7-8): trapezius, rhomboideus major, levator scapulae, serratus anterior, and
__________________________________.
F. Muscles that Move the Arm
1. Connect the arm to the pectoral girdle, ribs, and vertebral column, making the ________________________________.
2. _____________ include the coracobrachialis and pectoralis major.
3. __________________ include the teres major and latissimus dorsi.
4. ____________________ include the supraspinatus and the deltoid.
5. _________________ : subscapularis, infraspinatus, and teres minor.
6. For AOI refer to Table 7-9
G. Muscles that Move the Forearm
1. Arise from the _______________________________ and connect to the ulna and radius.
2. ___________ are the biceps brachii, brachialis, and brachioradialis.
3. An extensor is the triceps brachii muscle.
4. ____________________ include the supinator, pronator teres, and pronator quadratus.
5. For AOI refer to Table 7-10
H. Muscle that Move the Wrist, Hand, Fingers
1. Movements of the hand are caused by muscles originating from the distal humerus, and the _______________________________.
2. ________________ include the flexor carpi radialis, flexor carpi ulnaris, palmaris longus, and flexor digitorum profundus.
3. _____________ include the extensor carpi radialis longus, extensor carpi radialis brevis, extensor carpi ulnaris, and extensor digitorum.
4. For AOI refer to Table 7-10
I. Muscles of the Abdominal Wall
1.
Connect the rib cage and vertebral column to the _______________
2.
___________________________
a. A band of tough ______________________________.
b. Extends from the xiphoid process to the
_____________________________________.
c. Attachment for certain ___________________ wall muscles.
3. These four muscles include _______________________, internal oblique, transverse abdominis, and ______________________.
4. For AOI refer to Table 7-6
J. Muscles of the Pelvic Outlet
1. The superficial __________________________________
a. Fills the space within the __________________________.
b. Includes the superficial transversus perinei, bulbospongiosus, and ________________________________.
2. The pelvic diaphragm
a. Forms the floor of the _______________________.
b. Includes the ______________________________.
3. For AOI refer to Table 7-7
K. Muscles that Move the Thigh
1. Are attached to the femur and to the _______________________.
2. _______________________ includes the psoas major and iliacus.
3. __________________________ is made up of the gluteus
maximus, gluteus medius, gluteus minimus, and tensor fasciae latae.
4. Thigh _________________________include the adductor longus, adductor magnus, and gracilis.
5. For AOI refer to Table 7-11
L. Muscles that Move the Leg
1. Connects the tibia or fibula to the femur or ___________________.
2. ______________________ (hamstring group: biceps femoris, semitendinosus, semimembranosus, and sartorius.
3. ______________________ (quadriceps femoris group): rectus femoris, vastus lateralis, vastus medialis, and vastus intermedius.
4. For AOI refer to Table 7-12
M. Muscles that Move the Ankle, Foot, Toes
1. Are attached to the femur, fibula, or tibia, and move the foot upward, downward, or in a ________________________________.
2. ___________________________ include the tibialis anterior,
peroneus tertius, and extensor digitorum longus.
3. __________________________ are the gastrocnemius, soleus, and flexor digitorum longus.
4. An _______________________ is the tibialis posterior.
5. An _______________________ is the peroneus longus.
6. For AOI refer to Table 7-13 | <urn:uuid:a23fd89a-7be7-4821-85d4-31f905eb0240> | CC-MAIN-2020-16 | http://fmfranco.com/Text/anat_physio_h/muscular_system_notes_interactive_2009_students.pdf | 2020-04-02T04:05:12+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370506580.20/warc/CC-MAIN-20200402014600-20200402044600-00278.warc.gz | 49,993,392 | 3,441 | eng_Latn | eng_Latn | 0.960281 | eng_Latn | 0.983702 | [
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Public School 8, The Robert Fulton School
37 Hicks Street Brooklyn, NY 11201
Tel 718 834 6740 Fax 718 834 7690
Patricia Peterson, Principal | Caren Gandelman, Assistant Principal
5th Grade Newsletter
March 2020
Cell Phone Presentations
Humanities
Reading and Writing
This month we will be preparing for the New York State English Language Arts Test (March 25-26). In addition to our regular curriculum that supports students with the skills necessary for the test, we will be targeting specific skills to help students get ready. In reading, we will be focusing on a specific genre each week and they will be reminded of the skills they have already learned in those genres. Students will have mini-debates when there is a disagreement about what is the "right" answer, partner work and individual time to focus on skills. We will also focus on how to look at a question, examine what it is asking, and find the answer. You can help at home by making sure that they have a quiet place to read and that they keep reading every night.
In writing we will also be preparing for the written part of the ELA. The children will be focusing on how to write off of a prompt. They will need to use text evidence in their answers as well as their own inferences. Students can prepare by continuing to do their stop and jots at home.
Math
In the first half of unit 4, the students worked on increasing their flexibility with a range of strategies for multiplying whole numbers and decimals. We are currently in the second half of our unit. The students are learning about the partial products algorithm and the area model in order to make sense of, and develop fluency with, the standard algorithm for multiplication. We will end the unit with a focus on division. Students will learn strategies that utilize the relationship between multiplication and division and learn how multiplication strategies and models previously learned can be applied to division.
Science
We are wrapping up our final chapter in the Modeling Matter Unit. Students are investigating why some liquids will separate when mixed together. The kids see that oil and water separate, and through hands on experiments and online simulations, they try to figure out why. They learn about what is happening at the nanoscale between molecules to cause this separation. They also learn that with the addition of an emulsifier, like lecithin, molecules that usually separate from one another can be held together to create a stable mixture. Students are working throughout the unit to create models and scientific explanations that represent their thinking.
Upcoming Dates to Remember:
* March 24-25- NYS ELA Exams
* March 27: Report Cards Distributed | <urn:uuid:9712dbca-45ff-4ab6-9215-150ca7d8e0f2> | CC-MAIN-2020-16 | https://ps8brooklyn.org/wp-content/uploads/2020/03/GR-5-March-Newsletter-1.pdf | 2020-04-02T03:06:35+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370506580.20/warc/CC-MAIN-20200402014600-20200402044600-00275.warc.gz | 477,764,930 | 562 | eng_Latn | eng_Latn | 0.998409 | eng_Latn | 0.998781 | [
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Complete the sentences with a modal verb from the box below. Sometimes more than one answer is possible.
CAN - CAN'T – COULD – DON'T NEED - MAY - MIGHT – MIGHT NOT - MUST – MUST HAVE – MUSTN'T - NEEDN'T – NEEDN'T HAVE - SHOULD - WILL
1. We _____________________ be able to win, but I don't think we have a good chance.
2. That _____________________ be John. He said he was going to travel to Australia.
3. When I was younger, I _____________________ sing very well.
4. I think you _____________________ relax more. You have been working too much lately.
5. I _____________________ ask you to help me later.
6. She _____________________ left the house quietly. I didn't hear her.
7. You _____________________ to go shopping this weekend. We've got everything at home.
8. You _____________________ go in without a ticket. All seats are reserved.
9. All passengers ____________________ put on their seatbelts during take-off and landing.
10.At what age _____________________ you get a driving licence in your country?
11.You _____________________ watered the plants. Dad has already done it.
12.In the US, young men _____________________ join the army. It's voluntary.
13.I promise I _____________________ stop smoking.
14.Mom, _____________________ you pass me the sugar please?
15.If you want to be a teacher, you _____________________ attend a teacher's training college.
16.They _____________________ taken the wrong train. Otherwise, they would be here by now.
17.He's not picking up the phone. He _____________________ be home yet.
18.You _____________________ have taken my advice and gone to the doctor. Your cold is not going to get better if you wait.
19.You _____________________ park in a no-parking area. It's forbidden.
20.I _____________________ go to the cinema to watch a movie, but I'm not sure.
1. We might/may be able to win, but I don't think we have a good chance.
2. That can't be John. He said he was going to travel to Australia.
3. When I was younger, I could sing very well.
4. I think you should relax more. You have been working too much lately.
5. I may/might ask you to help me later.
6. She must have left the house quietly. I didn't hear her.
7. You don't need to go shopping this weekend. We've got everything at home.
8. You can't go in without a ticket. All seats are reserved.
9. All passengers must put on their seatbelts during take-off and landing.
10.At what age can you get a driving licence in your country?
11.You needn't have watered the plants. Dad has already done it.
12.In the US, young men needn't join the army. It's voluntary.
13.I promise I will stop smoking.
14.Mom, could/can you pass me the sugar please?
15.If you want to be a teacher, you must attend a teacher's training college.
16.They must have taken the wrong train. Otherwise, they would be here by now.
17.He's not picking up the phone. He might not be home yet.
18.You should have taken my advice and gone to the doctor. Your cold is not going to get better if you wait.
19.You mustn't/can't park in a no-parking area. It's forbidden.
20.I might/may go to the cinema to watch a movie, but I'm not sure. | <urn:uuid:8865c03b-8a30-40ae-b682-2cd4d54dbd49> | CC-MAIN-2020-16 | https://www.english-practice.at/b1/grammar/modal-verbs/mod005-modal-verbs.pdf | 2020-04-02T03:23:03+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370506580.20/warc/CC-MAIN-20200402014600-20200402044600-00276.warc.gz | 678,933,575 | 736 | eng_Latn | eng_Latn | 0.999758 | eng_Latn | 0.999928 | [
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Rashomon
(Japan, 1950, 88 minutes)
Director: Akira Kurosawa
Study Guide
Synopsis
Rashomon depicts the retelling of a rape and murder from several different points of view, each claiming a different version of who committed the murder. There is the woodcutter, who claims to have witnessed the crime, the bandit, the raped women and the dead man, speaking through a medium. The film is framed wit the telling of the tale by the woodcutter and a priest, both present at the inquest, to a stranger while they are all taking shelter in a torrential rainstorm at Rashomon gate. The popularity of the film and the short stories has led to the naming of the "Rashomon Effect or Rashomon Principle" used as a model in anthropology and journalism in measuring objectivity. Kurosawa's films have inspired numerous homage, rip-offs and remakes in cinema history. For the closest homage to Rashomon, see Pulp Fiction and Courage Under Fire.
Themes in the film
Japan recovering from devastation in the 12th century and after WWII
Objectivity and the search for the truth
Rashomon Principle: truth is relative
Human nature
The role of women, class and religion in Japanese society
Study Questions
* What is a fact? How do you define "truth," and what is objectivity?
* How are these issues of objectivity dealt with by journalists, anthropologists and historians?
* What was the mood of the Japanese after WWII?
Discussion Questions
* Whose story did you find most believable and why?
* How does each version reflect the biases of each person recounting the story?
* What details are common to all accounts of the crime?
* What is the role of women in Japan as reflected in the film?
* What are the metaphors used to show the decline of the Japanese empire? | <urn:uuid:b494a15a-57a6-49ee-9690-cdca5d0d871f> | CC-MAIN-2020-16 | https://4cljj02jkmo341op21yakkkn-wpengine.netdna-ssl.com/wp-content/uploads/2020/03/studyguide_rashomon.pdf | 2020-04-02T03:07:30+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370506580.20/warc/CC-MAIN-20200402014600-20200402044600-00277.warc.gz | 249,170,841 | 391 | eng_Latn | eng_Latn | 0.998745 | eng_Latn | 0.998745 | [
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Blank paper or student-made YOU MATTER Journals; Pens or pencils.
Prep time: 5 mins.
Use this WEEKLY REFLECTION as a way to allow students to really connect the week's theme and to reflect on the activities they did and the things they learned throughout the week.
WEEKLY REFLECTION
1) SHARE:
* Now that "RIGHT A WRONG" week is over, let's see how we did on our weekly goals
2) RE-SHARE THE WEEKLY GOALS:
* Discover what it means to own and admit mistakes in healthy ways, and put those skills into action
* Identify what forgiveness and respect are all about through interactive role-playing
* Visualize the effects that one person's actions, both positive and negative, can have on society
* Understand how "RIGHT A WRONG" is an important part of this month's theme, "MONDAY GETS UNDERSTANDING"
USE 1-3 OF THE FOLLOWING QUESTIONS TO LEAD A DISCUSSION IN PAIRS, SMALL GROUPS, AND/OR AS A LARGE GROUP, OR AS JOURNAL OR WRITING PROMPTS: 3)
*NOTE: Choose questions appropriate to your students' ages, grades, ability levels, and classroom goals.
* What did you learn about "RIGHTING A WRONG" this week?
* What strengths did you recognize in yourself as a result of this week's activities?
* How will you put into action all you've learned this week?
* What was it like to go to different stations and learn more about apologizing (the I MATTER activity)?
– Have you practiced apologizing to anyone this week based on what you learned in this activity? What was that like?
* What did it feel like to write your open letter (the YOU MATTER activity)?
– Did you ask for forgiveness from someone or forgive someone in the letter?
– Was this challenging or easy for you?
* Did you enjoy "acting on forgiveness," or acting out short stories based on forgiveness (the WE MATTER activity)?
COPYRIGHT 2019 EVERY MONDAY MATTERS
– What did you learn about forgiving other people and yourself?
* What idea or concept stood out to you the most this week and why?
* In what ways are you different now versus at the beginning of this week?
* Have you become aware of anything new in your life that still needs to be made "RIGHT"?
– How will you do it?
* Whose life can be bettered by you "RIGHTING A WRONG"?
* How can you spread the message of "UNDERSTANDING" and making positive changes with others?
* How do you think your school, community, and world would be different if everyone chose to "RIGHT" their "WRONGS"?
– How will you do your part to begin it?
* In what ways can you recognize others for their "UNDERSTANDING" and compassionate actions?
* What activity or discussion helped you to remember that YOU MATTER?
* How did you show others that they MATTER this week?
* What would the world be like if we all "GOT UNDERSTANDING" and "RIGHTED" our "WRONGS" more often?
– How would everyone know that WE MATTER?
THANK STUDENTS FOR TAKING STOCK OF THEIR OWN LIVES, RECOGNIZING WHERE CHANGES CAN BE MADE, AND WORKING TOWARD "RIGHTING" THEIR "WRONGS" THIS WEEK. 4)
CHALLENGE STUDENTS TO NOTICE WHEN THEY ARE BEGINNING TO HOLD A GRUDGE, GET UPSET, OR HURT SOMEONE'S FEELINGS, AND TO RESOLVE THE CONFLICT AS SOON AS THEY CAN. CHALLENGE THEM TO ACCEPT RESPONSIBILITY FOR ALL THEIR ACTIONS, AND REMIND THEM THAT THEY ARE MORE THAN THEIR MISTAKES. 5)
- HENRY FORD THE ONLY REAL MISTAKE IS THE ONE FROM WHICH WE LEARN NOTHING.
COPYRIGHT 2019 EVERY MONDAY MATTERS | <urn:uuid:050dad22-8a5f-429b-84ec-b8ed346e3af9> | CC-MAIN-2020-16 | https://everymondaymatters.org/wp-content/uploads/2019/03/Mar18_Reflection_final.pdf | 2020-04-02T04:29:54+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370506580.20/warc/CC-MAIN-20200402014600-20200402044600-00280.warc.gz | 343,042,675 | 841 | eng_Latn | eng_Latn | 0.995349 | eng_Latn | 0.996538 | [
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Heatherton Christian College Student Code of Conduct
The purpose of the Student Code of Conduct is to encourage students to follow the Christian standards of behaviour by clearly indicating acceptable behaviour. Heatherton Christian College is committed to ensuring a respectful learning environment that is safe, positive and supportive for all students of the College.
It is the intention of Heatherton Christian College to provide clear guidelines to all students regarding the conduct expected of them whilst at school, engaging in school related activities or representing the College. Students are expected to uphold the College's core values at all times.
My relationship with God
* I will speak of God in respectful ways.
* I will respect myself because God created me in His image.
* I will respect Bible reading, prayer, sharing and other habits that build relationship with God.
My relationship with those in authority
* I will be respectful in my speech and conduct.
* I will not condone disrespect displayed by others to those in authority.
* I will be obedient to those in authority over me.
Conduct and Bearing of All Students
It is expected that every student will:
* behave in a manner that does not endanger the health, safety and wellbeing of themselves or others;
* uphold the College's core values at all times;
* abide by all health and safety rules and procedures operating within the College and other locations at which the students may visit;
* uphold the reputation of the College by observing an appropriate standard of behaviour in transit to and from the College and when wearing the College uniform;
* ensure that their actions do not bring the College into disrepute;
* respect the authority of members of staff and observe College rules as required;
* be respectful and supportive of the College's beliefs and values;
* strictly adhere to the College's policies and procedures as required;
* behave with courtesy and consideration for others. In particular, students must refrain from all forms of bullying and harassment. See also: Anti-bullying Policy – Students;
* refrain from activities, conduct or communication that would reasonably be seen to undermine the reputation of the College, employees or students of the College (including activities on social media);
* refrain from behaviour which would interrupt the work of any class or hinder the learning opportunities of other students;
* respect College property and the property of staff, contractors, visitors and other students;
* be punctual and attend all classes;
* remain in the College grounds during the school day unless otherwise approved by the applicable Coordinator;
* dress neatly and with due regard for health, hygiene and safety in accordance with the College's uniform requirements;
* complete work set by teachers promptly and to the best of their ability and to take full advantage of the educational opportunities offered at the College;
* not possess or smoke cigarettes, e-cigarettes, possess or use or be under the influence of alcohol or illicit drugs or other substances harmful to health, at school, on school excursions, in transit between the College and home or otherwise while wearing the College uniform.
Unacceptable Conduct
Unacceptable conduct includes, but is not limited to:
* any form of physical or verbal violence including fighting, assault or threats of violence;
* touching, handling, pushing or otherwise physically or sexually engaging with students or others in a manner which is not appropriate and may endanger the health, safety and wellbeing of that person;
* any form of cyber bullying or cyber abuse,
* gambling of any form (both online gambling and in person) during school time, whilst undertaking College activities or whilst wearing the College uniform;
* sending inappropriate, offensive or explicit text messages, photos or videos;
* language or conduct which is likely to offend, harass, bully or unfairly discriminate against any student, teacher, contractor or visitor;
* the use of inappropriate or profane words or gestures and images;
* theft, fraud or misuse of College resources;
* unacceptable class attendance levels;
* attending school, social, sporting or other functions as a representative of the College whilst under the influence of alcohol, illicit drugs or other substances harmful to health.
* smoking or consuming alcohol or illicit drugs at school, on school excursions, in transit between the College and home or otherwise while wearing the College uniform;
Reporting
It is expected that all students will report any cases to a teacher or senior staff member (in confidence) of unlawful behaviour or behaviour in breach of this conduct which may have been observed or reported to them.
Breach
Students who breach the Code of Conduct may be sanctioned by the observing teacher, Coordinator or Head of Primary and Head of Secondary as deemed appropriate given the nature of the breach and the age of the student.
Students who continue to breach the Code will be interviewed by the Head of Campus. Appropriate action, which may include behavioural contracts, detention, mediation or suspension, is at the discretion of the Head of School.
The Head of Campus may refer the matter to the Executive Principal, who has full discretion to take action including expulsion as deemed appropriate.
In accordance with applicable legislation and the College's Child Protection Policy, the Police and/or Department of Human and Health Services will be informed of any unlawful breaches of this Code. | <urn:uuid:e56753bf-2c9c-44e8-995b-2f5c2f5dd404> | CC-MAIN-2020-16 | https://hcc.vic.edu.au/wp-content/uploads/2020/03/Heatherton-Christian-College-Student-Code-of-Conduct-2020.pdf | 2020-04-02T03:23:01+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370506580.20/warc/CC-MAIN-20200402014600-20200402044600-00281.warc.gz | 380,785,910 | 1,022 | eng_Latn | eng_Latn | 0.996842 | eng_Latn | 0.996862 | [
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Teaching Kids Why Math Matters
Day in and day out, math teachers hear the same question: "Why do I need to learn this?" Math teacher Peter Caryotakis has two answers for his students. "Because someday your children will ask you for help with their homework," is his funny (but accurate) reply. He follows up with a more serious answer: "Because knowing math will keep as many doors as possible open in your future."
Math teachers all over the country have their favorite answers to this timeless question, reasons that demonstrate why math matters. In a nutshell, these reasons can be summed up by three words: Personal, Practical, and Patriotic.
Personal Reasons to Learn Math:
A person's success in life depends on how well she can solve problems. No matter what her career or life situation, she'll find satisfaction and reward by knowing how to tackle challenges head on. And while kids can't possibly practice every problem they'll ever have in life, there is a class in school that can help them learn how to think logically: math. Doing a math problem helps practice the problem-solving steps that apply to everyday situations: define the problem, think of ways to solve it, implement a solution, and evaluate the results.
Why do people go to the gym to ride the stationary bike? It's not so that they can compete in the stationary bike Olympics, it's to build up their endurance and strength to make the rest of their lives easier and more enjoyable. Math is like a gym for your brain. You may never need to use the quadratic equation in your adult life, but the process of learning it boosts your brainpower. By practicing how to solve mathematical problems, you optimize your ability to make complex decisions down the road.
In a speech entitled, "Teaching and Learning Algebra based on Neuroscience/Cognitive Science Research," Math Professor Ed Laughbaum cited neuroscientist Dr. Richard Restak: "…intelligence is plastic and modifiable. All of our experiences result in the formation of neuronal circuits. The richer, more varied, and more challenging the experiences, the more elaborate the neuronal circuits."[1] Studying abstract concepts like Algebra forces your brain to think in new ways, building the connections it will need to understand whatever problems the future might bring.
Practical Reasons to Learn Math:
Sometimes, not knowing basic math can cause a lot of trouble. Caryotakis offered this real-life example as a reason to learn basic math: "If your car has two gallons of gas, and thirty miles to travel, will you make it?" Not knowing the answer could lead to a long walk home.
Here are some other situations where making the wrong calculations could lead to embarrassing or even life-threatening consequences:
You're going to visit Canada, and the forecast is for 32 degrees Celsius. Should you pack snow boots or flip-flops?
Your child needs fever medication at 3:00 in the morning. The package says to give two
teaspoons to a sixty-pound child. If your child weighs forty pounds, how much should he have?
You and 8 friends went out to dinner, and they've asked you to divide the $177 bill. If you want to tip the waiter 20%, how much does each person owe?
You want to paint five bedrooms, each measuring 14 feet by 16 feet. How many gallons of paint will you need?
You want to get a thirty-year, fixed mortgage for $200,000. Is it better to get one at 5.6% with no points, or at 5.3% with two points?
Joe's Peanut Butter costs $3.50 per pound. The store brand costs 23 cents per ounce. Which is a better deal?
It's moments like those when adults wish they'd paid attention in math class.
Patriotic Reasons to Learn Math:
In her book Why Math Matters, Professor Jo Boaler argues that the future of our economy depends on our children getting a quality math education: "American students do not achieve well and they do not choose to study mathematics beyond basic courses, a situation that presents serious risks to the future medical, scientific, and technological advancement of society."
The twentieth-century economic success of the United States was fueled by advances in science and technology, from Ford's Model T to Apple's Macintosh. Designing, building, and selling these technologies provided the jobs that have given us the world's highest standard of living. And yet, the number of American students who choose math-related majors is falling, while the number is increasing in other countries.[2]
To explore the reasons for this disparity, I spoke with Babak Darafshi, an electrical engineer who was born in Iran but earned his degrees in the United States. "The attitude when I was growing up, and to some extent still, is biased towards the prestige of engineers and doctors in the society," he explained. "This is generally true in many places outside of the US (developing or developed countries like China, India, Brazil, Korea, Taiwan). Math and physics as well as sciences are mandatory, considered 'bread and butter' areas of education and emphasized more heavily through high school at a more advanced level than even freshman college year in the US." These other countries understand that rigorous math and science education is critical in creating the jobs that drive an economy, a perspective that our country is starting to lose.
In a recent speech about our troubled economy, President Obama remarked that "One of the changes that I would like to see…is once again seeing our best and our brightest commit themselves to making things. Engineers. Scientists. Innovators…building and making things that we can export to other countries." If students are to meet the President's goals, parents and educators must find ways to make mathematics appealing to children. In doing so, they will encourage them to pursue the careers that will once again secure America's position as an innovative and economic leader.
[1] Restak , R. M. (2003). The new brain: How the modern age is rewiring your mind. Rodale Books.
[2] Science and Engineering Indicators, National Science Board, 2004. | <urn:uuid:e9a230da-4bc3-4d0c-a1ee-67bbdca83b9b> | CC-MAIN-2020-16 | http://www.christinebachelor.com/uploads/4/5/2/4/45245219/why_learn_math.pdf | 2020-04-02T04:42:42+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370506580.20/warc/CC-MAIN-20200402014600-20200402044600-00280.warc.gz | 161,505,701 | 1,246 | eng_Latn | eng_Latn | 0.999139 | eng_Latn | 0.999191 | [
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Complete the sentences CAN, CAN'T , COULD, COULDN'T , MUST or MUSTN'T.
1. She is a small baby. She ______________ eat meat, but she ______________ drink milk.
2. He is so ill that he ______________ see the doctor.
3. It's raining heavily. You ______________ take your own umbrella.
4. We ______________
pick the flowers in the park. It's forbidden.
5. I ______________ sing now but I ______________ sing very well when I was a child.
6. Mike is only nine months old. He ______________ eat nuts yet.
7. He has a lot of weight so he ______________ run so fast.
8. I'm very tall, so I ______________ play basketball.
9. You ______________ park that car there. It's a no-parking zone.
10.Many students in Great Britain ______________ wear a uniform when they go to school.
11.George has travelled a lot. He ______________ speak 4 languages.
12.I ______________ come with you now because I'm studying for my test.
13.Footballers ______________ touch the ball with their hands.
14.______________ I use your phone ?
15.I'm sorry I ______________ come yesterday. I had to work late.
16.You ______________ speed through the city. It's dangerous!
17.You have been coughing a lot recently. You ______________ smoke so much.
18.I'm very tired today. I ______________ clean my room now, but I'll do it tomorrow.
19.I ______________ eat lasagne when I was a child, but I like it today.
20.We ______________ go to the bank today. We haven't got any money left.
21.You ______________ sleep in that room. It's full of boxes and other stuff.
22.I ______________ swim very far these days, but ten years ago, I ______________ swim over to the other side of the lake.
23.You have a bad headache, so you ______________ go to bed earlier.
24.I ______________ feed the baby now, so can you do it for me ?
25.Tourists ______________ take their passports with them when they go abroad.
1. She is a small baby. She can't/mustn't eat meat, but she can drink milk.
2. He is so ill that he must see the doctor.
3. It's raining heavily. You must take your own umbrella.
4. We can't/mustn't pick the flowers in the park. It's forbidden.
5. I can/can't sing now but I could/couldn't sing very well when I was a child.
6. Mike is only nine months old. He can't eat nuts yet.
7. He has a lot of weight so he can't run so fast.
8. I'm very tall, so I can/could play basketball.
9. You mustn't park that car there. It's a no-parking zone.
10.Many students in Great Britain must wear a uniform when they go to school.
11.George has travelled a lot. He can speak 4 languages.
12.I can't come with you now because I'm studying for my test.
13.Footballers mustn't touch the ball with their hands.
14.Can/Could I use your phone ?
15.
I'm sorry I
couldn't come yesterday. I had to work late.
16.You mustn't speed through the city. It's dangerous!
17.You have been coughing a lot recently. You mustn't smoke so much.
18.I'm very tired today. I can't clean my room now, but I'll do it tomorrow.
19.I couldn't eat lasagne when I was a child, but I like it today.
20.We must go to the bank today. We haven't got any money left.
21.You can't sleep in that room. It's full of boxes and other stuff.
22.I can't/can swim very far these days, but ten years ago, I could/couldn't swim over to the other side of the lake.
23.You have a bad headache, so you must go to bed earlier.
24.I can't feed the baby now, so can you do it for me ?
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Relationships, Sexual Health and Parenthood
EARLY LEVEL
This shows the topics, health and wellbeing Es and Os and Benchmarks which will be covered by the end of Early Level.
Learning at this Level is likely to be for children in the pre-school years and P1, or later for some.
Topics will be taught using the online resources from https://rshp.scot/early-level/
| | Experiences and Outcomes |
|---|---|
| Physical changes | I recognise that we have similarities and differences but are all unique. HWB 0-47a I am aware of my growing body and I am learning the correct names for its different parts and how they work. HWB 0-47b |
| Sexual health and sexuality | I am learning what I can do to look after my body and who can help me. HWB 0-48a I am learning about respect for my body and what behaviour is right and wrong. I know who I should talk to if I am worried about this. HWB 0- 49a I know that there are people in our lives who care for and look after us and I am aware that people may be cared for by parents, carers or other adults. HWB 0-45a I am learning about where living things come from and about how they grow, develop and are nurtured. HWB 0-50a |
| Positive Relationship s | I am aware of how friendships are formed and that likes, dislikes, special qualities and needs can influence relationships. HWB 044a I understand positive things about friendships and relationships but when something worries or upsets me I know who I should talk to. HWB 0-44b | | <urn:uuid:a2c90b9e-d226-43c7-877a-17b9163391a6> | CC-MAIN-2022-21 | https://manage.appscentral.co.uk/uploads/client/documents/3935/b056_RSHP%20Early%20Level%20Es,%20Os%20and%20Benchmarks.pdf | 2022-05-29T04:58:16+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663039492.94/warc/CC-MAIN-20220529041832-20220529071832-00243.warc.gz | 442,914,574 | 363 | eng_Latn | eng_Latn | 0.996949 | eng_Latn | 0.996949 | [
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ICT Policy
This policy should be read in conjunction with other policies including Anti-Bullying, Behaviour, ICT Acceptable Use Policy for Pupils, Safeguarding, Social Media Policy, Staff Acceptable Use of ICT Policy and PSHE.
Throughout the policy, 'Computing' is used to refer to the specific curriculum subject and 'ICT' to describe the broader use of technology.
Introduction
ICT equipment and resources within our school are provided to enhance pupils' learning and to aid staff in their delivery of the curriculum. These guidelines have been written to ensure that everyone in the school is aware of what is expected of them and can stay safe when using this hardware and software. This policy sets out a framework for how computing as a subject will be taught in school and how general use of ICT will be monitored. Further information on the different systems in school will be made available to staff.
Aims
We believe that it is important for children, staff and the wider school community to have the confidence and ability to use ICT tools to prepare them for an ever-changing and rapidly developing world. To enable all our staff and pupils to be confident, competent, independent and safe users and learners of Computing we aim:
* To use ICT where appropriate to ensure pupils are motivated and inspired in all areas of the curriculum
* To use ICT to help improve standards in all subjects across the curriculum
* To develop the ICT competence and skills of pupils through computing lessons and provide them with the opportunity to consolidate these in a cross-curricular context
* To ensure pupils are challenged in their use of ICT and are provided with exciting, creative ways in which to share their learning
* To use tools available to ensure children have the ability to work independently and collaboratively to suit the needs of the situation
* To provide all staff with the training and support to ensure that they can confidently use ICT to its full potential in all aspects of school life
* To use ICT as a form of communication with parents, pupils and the wider community
Curriculum
Computing will be taught across the curriculum and wherever possible, integrated into other subjects, applying skills that have been learnt in computing sessions in cross-curricular lessons. Our computing curriculum document shows the learning journey which the children are expected to take and this will be adapted as the new 2014 curriculum develops to ensure that it is relevant and up-to-date. The ICT Coordinator will ensure that the plans provide a broad and progressive development of skills using appropriate software.
Online Learning
As a school, we value the importance of providing opportunities for children to learn outside of school and we will provide these depending on the age of the child.
For children in Foundation Stage and Key Stage 1, we will:
* Provide links from the school website to websites suitable for the age group
* Provide a personal login to Purple Mash
For Key Stage 2 children, we will:
* Provide links from the school website to websites suitable for the age group
* Provide a personal login to Purple Mash, MyMaths and Times Tables Rock Stars
Assessment
Computing will be assessed in a number of ways using formative and summative assessment. Formative assessment will happen during computing lessons and will be used to inform future planning and this is conducted by the teacher on an informal basis. Children will store their work in their personal folder on the network which enables staff to view a child's complete portfolio and make summative judgements.
Equal Opportunities and Inclusion
We will ensure that all pupils are provided with opportunities to access the computing curriculum throughout the school. Where necessary, we will endeavour to make adaptations to the environment or provide software that will enable all learners to achieve. Children without internet access at home are able to use the school computers to do any online homework.
Roles and Responsibilities - The School
As a school we will endeavour to ensure that parents and pupils are fully aware of ways in which the internet and ICT can be used productively and safely. We will always ensure that we provide children with the opportunities to excel and achieve when using ICT and will ensure our curriculum is challenging and relevant. Before launching any system or initiative, we will make sure that the children's safety is at the forefront of our thoughts and we will keep parents informed as necessary through newsletters and parents events. E-safety websites are available via links on the school website.
Roles and Responsibilities - ICT Coordinator
The ICT Coordinator will oversee planning in all year groups throughout the school and be responsible for raising standards in ICT. They will also be responsible for informing staff of new developments and initiatives and providing training where appropriate. The ICT Coordinator is responsible for overseeing the assessment of ICT across the school and providing opportunities to moderate ICT ability. They are also responsible for software licensing, managing equipment, providing guidance for future purchasing and ensuring that procedures are sustainable.
Roles and Responsibilities - Teachers
Class teachers are responsible for planning, teaching and recording pupil progress in computing in accordance with guidance provided by the ICT Coordinator. Teachers are also responsible for using ICT on an everyday basis with their class, including the use of the interactive white board to provide visual stimulus for learning and using audio visual equipment such as cameras, Flip videos and MP3 microphones. Teachers should respond to and report any esafety or cyberbullying issues that they encounter within or out of school in accordance to e-safety procedures in the Acceptable Usage Policy. Staff should sign and adhere to the Staff AUP.
Roles and Responsibilities - Pupils
Pupils should follow the guidelines laid out in the ICT Acceptable Use Policy for Pupils. They should ensure that they use the computers and equipment appropriately at all times. It is expected that children will follow the school's Behaviour Policy when working online. They are also expected to adhere to the school's Anti-Bullying Policy. If the children fail to do so, then the procedures outlined in these policies will be applied.
Roles and Responsibilities - Parents
Parents are asked to sign the Internet Use Agreement and to discuss this with their child. Parents should stay vigilant to the websites and content that their children are accessing and try to talk to their child about e-safety and the use of the internet. If they have any questions or concerns then they should speak to their child's teacher, the ICT coordinator or the Headteacher.
Roles and Responsibilities - Governors and visitors
School governors should abide by the guidelines set out for staff and ensure that any use of computers and equipment within school is carried out in accordance with this. If either a visitor or governor wishes to have a temporary account to logon to the school network, they should speak to the ICT Coordinator
Equipment - Hardware and Software
ICT equipment should be used with care to preserve life and prevent wastage. To promote this, no food and drink is allowed in the ICT Suite or near equipment in the classroom. Communal resources such as cameras and microphones should be returned after use with files removed and wastage of batteries, printer ink and paper minimised. Hardware should not be installed without the permission of the ICT coordinator. If staff use memory sticks then these should be encrypted and scanned using the school's antivirus software and staff should be vigilant to reduce the risks of virus infection as stated in the AUP. The installation of software unauthorised by the school, whether licensed or not, is forbidden. If you are unsure, please speak to the ICT Coordinator for advice. The school reserves the right to examine or delete any files that are held on its system.
The ICT Coordinator will supply license keys for any software licensed for home use. These licenses are specific to Kings Worthy Primary School and staff must uninstall software immediately employment ends.
Sustainability and Environmental Impact
Hardware is disposed of safely and securely in accordance with WEEE.
Network
Accounts on the network are created and monitored by the ICT coordinator. Staff are issued with a username for the network and a temporary password which needs to be changed in accordance with the password procedure below. Children have individual logins based on their full name as given in SIMS except where variations are requested by class teachers prior to the creation of logins. There are no passwords for children.
When a new child joins, it is the responsibility of the class teacher to inform the ICT coordinator of the child's name and year group via the ICT log book in the ICT Suite. The ICT coordinator will then provide a network login and accounts for online tools. At the end of a child's time with us, they will be able to take their schoolwork with them if requested. Once they have left our school, the child's account and their content will be removed.
There are three groups of users on the system; Year R, KS1/2 and Staff. Each group has a different desktop with links to the school software.
The school has a wireless network. Staff may connect their own laptop to this network providing that the evidence of appropriate anti-virus protection software is available. On request, the IT Coordinator will enter the wi-fi password which will be retained by the laptop for future use.
Passwords
Agile ICT holds the passwords to different areas of the school network and has administrator access. The ICT Coordinator has an admin login to the server to manage user accounts and additional software. Users will be given access to systems at the appropriate level.
All staff have password protected access to the school network and the initial password must be changed at first login. Staff should make sure that any passwords they use are strong and contain a mixture of some of the following; upper- and lower-case letters, numbers and punctuation. These should be changed regularly, especially if the user suspects others may know the password. Staff should be aware of and apply the guidance given in the Staff AUP with regard to data security.
For online services used in school such as MyMaths, there is school password which allows staff to access the assessment manager area. It is important that these details are not accessible to pupils at any point.
For sites such as MyMaths, Purple Mash and Times Tables Rock Stars, children have personal passwords. These passwords are site-specific and as children progress through the school they will be taught about choosing sensible and secure passwords for online sites and apps.
Backups
The data stored on the school's network is backed up on site and remotely by Agile ICT. Staff need to notify the ICT Coordinator immediately if they realise something has been accidently deleted so that copies of files can be recovered.
Technical Support
A detailed description of any equipment failure or error should be recorded by staff in the ICT log book in the ICT Suite so that this can be sent to Agile where necessary. Minor issues will be dealt with by the ICT Coordinator as appropriate. Hardware and software technical support is provided remotely and on-site by Agile ICT when required. Additional office-based support (e.g. SIMs) is provided by the Hampshire IT Helpdesk and forms part of the annual Service Level Agreement that the school has in place.
School Website
The school website is uploaded by all staff. Photographs including images of children need to be checked for parental permission and meet the criteria shown below before submission.
Digital and Video Images
As a school we will ensure that if we publish any photographs or videos of children online, we will:
* try to ensure that their parents or guardians have given us written permission
* ensure if we do not have permission to use the image of a particular child, we will make them unrecognisable to ensure that they are not left out of situations unnecessarily
* not include both a child's image and their name
* use first names and an initial only
* ensure that children are in appropriate dress
* remove photos at the request of a parent, guardian or child. This request can be made verbally or in writing to the child's teacher or to the ICT Coordinator. We will endeavour to remove the photograph as soon as possible
* not re-use any photographs or recordings after a child leaves this school
* ask parents or guardians who are recording video or taking digital images at public events e.g. school play or sports day, that they do not publish these online.
Prevent Duty
Schools are expected to ensure children are safe from terrorist and extremist material when accessing the internet in school. This is achieved at Kings Worthy Primary School by using Hampshire County Council filter with any exceptions managed by Agile.
Internet and E-mail
The internet may be accessed by staff and by children throughout their hours in school and users are responsible for ensuring that they have logged off so that other users cannot access previously accessed sites. Staff need to be vigilant as to the sites children are accessing and children should not be using the internet unattended. The teaching of email, internet use and other aspects of e-safety will be covered within the computing curriculum planning, but staff should encourage regular dialogue that explores the benefits and potential dangers of using the internet. If users, especially children, see an inappropriate website or image, they should minimise the page immediately and report the site to their class teacher who will report this to the ICT coordinator. Hampshire IT will be contacted to attempt to get this site blocked in the HCC filter.
Children are not currently issued with an individual email address but learn to use email through off-line software. Staff are provided with a school Office 365 email address and need to follow the guidelines in the Staff AUP when using this.
Social Media
As a school we recognise that social media and networking are playing an increasing role within every-day life and that many staff are users of tools such as Facebook, Twitter and blogs for both personal and professional use. We will ensure that staff and children are kept fully aware of risks and issues that may arise and ways in which to minimise these risks. Staff should apply the guidance given in the Staff AUP and Social Media policies with regard to social networking.
Pupils should not be signed up to most social networking sites due to the over-13 age limit. However, we recognise that many are signed up either with or without parental knowledge. As a school, we reserve the right to contact sites such as Facebook and ask them to remove our children's accounts should any issues, such as cyberbullying, occur.
E-Safety
We take e-safety seriously and will ensure that computing and PSHE sessions teach how to minimise the risk when working on the internet, managing passwords and respecting copyright, as relevant to the children's age. All children will be taught about the Internet Acceptable Use Policy and will sign a copy. Useful ICT rules will also be displayed to ensure they are seen by children and visitors.
If a teacher suspects an E-safety issue within school they should make notes related to the incident in accordance with school Anti-bullying and Behaviour policies. This should then be reported to the ICT Coordinator and DSL and parents contacted as appropriate.
Cyberbullying
Cyberbullying can be defined as the use of Information and Communications Technology (ICT) deliberately to upset someone else and may involve email, virtual learning environments, chat rooms, social networking sites, mobile and landline telephones, digital camera images and game and virtual world sites.
Copyright
Copyright of materials should be respected. Staff should check permission rights before downloading material, particularly images from the internet, and/or copying from printed materials. Staff should not remove logos or trademarks unless the terms of the website allow it. Children will be taught that it is not acceptable to take images directly from the internet without permission for use and to start referencing the sites they have used.
Responding to unacceptable use by pupils
Pupils should be aware that all e-safety issues will be dealt with quickly and effectively. When dealing with unacceptable use, staff should follow the Behaviour and Anti-bullying policies as necessary.
Responding to unacceptable use by staff
Failure to comply with the guidelines and expectations in the Staff AUP could lead to sanctions and possible disciplinary action in accordance with the school's policies and the law.
Acceptable Use Policy - Governors and Visitors
Visitors may be provided with accounts to our network and/or online systems on a case-by-case basis, depending on the purpose of the account requested. Users will be expected to follow the guidelines as set out for staff and understand that accounts may be removed at any time.
Complaints
Incidents regarding the misuse of the Internet by students will be forwarded to the Headteacher and ICT Coordinator who will decide whether additional evidence should be gathered or recorded. A partnership approach with parents will be encouraged. Any complaint about staff misuse will be referred to the Headteacher. Complaints of a safeguarding must be dealt with in accordance with safeguarding procedures. | <urn:uuid:d33d77e5-1d1c-4ec6-b5ed-b6094cbbee90> | CC-MAIN-2022-21 | https://www.kingsworthy.hants.sch.uk/_site/data/files/users/55/files/380A0C6085F992FC1040B85D77355CB3.pdf | 2022-05-29T04:52:01+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663039492.94/warc/CC-MAIN-20220529041832-20220529071832-00245.warc.gz | 951,384,984 | 3,374 | eng_Latn | eng_Latn | 0.998804 | eng_Latn | 0.998993 | [
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Roche Year 4 Home Learning Timetable (For Weeks 5+6)
All the activities set are non-negotiable and MUST be completed. I will be checking that these learning activities are being completed. Please contact me if you have any questions via firstname.lastname@example.org
If your child is currently in school full time you do not need to worry about this timetable, but obviously you are more than welcome to complete any of it as well.
This week we have revised a few elements for Foundation Subjects. These are highlighted for you to see in blue.
If you need more exercise books or equipment for your learning you can access these in the foyer at school. Please sanitise your hands before taking any.
Maths
| Total time approx. 4 hours day. | Monday | | Tuesday | Wednesday | | Thursday | |
|---|---|---|---|---|---|---|---|
| Activity: | | | | | | | |
| Timestable Rockstars | | Garage x4 | Garage x4 Studio x 2 | | Garage x4 | Garage x4 Studio x 2 | Garage x4 |
| | | (Y4,5,6 – 1 x | | | (Y4,5,6 – 1 x | | (Y4,5,6 – 1 x |
| | | Sound Check) | | | Sound Check) | | Sound Check) |
| NumBots | Complete 4 games | | Complete 4 games | Complete 4 games | | Complete 4 games | |
| AR at Home | | Read every day please for a minimum of 25mins. | | | | | |
| | | Quiz on AR for all the school book(s) you have brought home before | | | | | |
| | | Christmas. Use this link as it is specific to our school: | | | | | |
| | | https://ukhosted73.renlearn.co.uk/1895113/public/rpm/login/Login.aspx | | | | | |
| | | ?srcID=t | | | | | |
| | | If you want to quiz on any of your own books you have read at home | | | | | |
| | | feel free! To check if your home books are on AR go to: | | | | | |
| | | https://www.arbookfind.co.uk/ | | | | | |
| Reading on MyOn | | | | | | | |
Continue to use Oak Academy for Maths for the year group we have stated. (You DO NOT need a login.) Please watch the recorded lesson and produce work alongside every day. Please use the link underneath for your year group.
You can work your way through the lesson at your own pace by pausing it when you are working. Make sure you mark your work if there are answers.
Reminder of how to complete a lesson:
Once you have clicked on our link and then accessed the correct days Maths lesson, work your way through this list on the right which also correlates with the dots underneath on the screen. (Sometimes it doesn't have an 'Intro Quiz'.)
When it is independent work time pause the video and go back to the dots to find the worksheet. You can also download them if you want to using the link under number 6.
Record your work in your Home Learning Book.
If they ask you to use the online dienes use this link: https://mathsbot.com/manipulatives/blocks Some of the learning in the videos will be new learning so feel free to go over them a couple of times.
| Year 3 Maths + English | |
|---|---|
| Year 4 Maths + English | |
| | Year 5 Maths + English |
| | Year 6 Maths |
| | Year 6 will be completing the |
| | Year 5 Maths due to missing |
| | content from previous |
| | Lockdowns last year. |
| Year 6 (English only) | Year 6 (English only) |
Handwriting/Spelling practise
Complete for 15mins a day in your Home Learning Book.
Your child should know what spelling group they were in last half term. Please revise our Autumn words whilst also focusing on handwriting practise.
Do not rush your handwriting. Focus on your formation, joins and presentation. (See separate guidance if you need support with joining: Handwriting Stage 3 guidance.)
www.SPAG.com
Mrs Harris' Group:
Completed Week 1
all ball
wall small
chalk stalk
also almost
already
Completed
Week 2
cell circus
cycle except
face icy
notice price
police altogether
fancy
Miss Tonkin's Group:
Completed Week 1
Completed
incorrect incomplete incapable independent disagree dishonest disappear disconnect unlock unhappy
Week 2 impossible immature imperfect impatient immortal impolite incapable incomplete incorrect invisible
Mrs Yelland's Group:
Completed Week 1
Completed Week 2
Completed Week 3
boggy foggy
muddy runny
sloppy spotty
funny dotty
sunny yummy
Completed Week 3
dangerous poisonous perilous mountainous fabulous nervous tremendous jealously famously generously
Completed Week 3
Completed Week 4
cheesy curvy
lazy shiny
spicy sunny
wavy spiky
greasy crazy
Completed Week 4
nicely rudely politely completely comically giggly horribly finally feebly gently
Completed
Week 4
Week 6 (red words) are ask busy children Christmas class fast door father friend
Week 6
(orange words) island answer February library length strength business important fruit actually
Week 6
Week 5
badly kindly
nearly quickly
sadly weakly
weekly softly
quietly normally
Week 5
picture sculpture departure creature fixture adventure temperature puncture fracture capture
Week 5
antifreeze interact intercity interlock intermediate internet international submarine subway supermarket
(orange
inhuman inactive misbehave mismatch misplace mistrust misunderstand ing unfair undo unkind adventure capture creature closure leisure measure mixture treasure puncture picture
autopilot automatic autocue automobile autograph autobiography angrily bossily finally happily frantically hastily breezily comically merrily sleepily
words) accident accidentally actually address answer appear arrive believe bicycle breath
There will be 3 mini SPAG quizzes set on SPAG.COM for you to login and complete in a week. These will be linked to previous learning in class.
English
PE
30mins a day minimum.
Username and passwords have been sent for all pupils to access Real PE on:
https://real.jas mineactive.co m/
NEW Foundation Lessons Week 5 (1 st Feb)
Continue to use Oak Academy for English for the year group we have stated. (You DO NOT need a login.) Please watch the recorded lesson and produce work alongside every day. Please use the link underneath for your year group.
You can work your way through the lesson at your own pace by pausing it when you are working. Make sure you mark your work if there are answers.
Reminder of how to complete a lesson:
Once you have clicked on our link and then accessed the correct day's English lesson, work your way through this list on the right which also correlates with the dots underneath on the screen.
Record your work in your Home Learning Book.
Log on to Jasmine and look for the icon below. Click on KS2. Choose an exercise to do and work through the different levels. How far can you go? They start at Yellow and finish with Black.
Log on to Jasmine and look for the icon below. Click on KS2. Choose a different exercise and work through the different levels. How far can you go? They start at Yellow and finish with Black.
Log on to Jasmine and look for the icon below. Click on KS2. Choose a different exercise to do and work through the different levels. They start at Yellow and finish with Black.
Traditional Sport
Choose a sport to play for 30minutes with your family e.g. football, basketball, table tennis, (On REAL PE/PLAY there are alternatives.)
Fitness Friday
Cardio based work e.g. Joe Wickes (YouTube Channel), Running, Circuit Training, BBC Super Movers, Aerobics to Music etc…
Please work through this Science Unit on BBC Bitesize following these links:
1. Introduction: https://www.bbc.co.uk/bitesize/articles/zb9dcmn (Do the quiz at the end of the unit.)
2. How is electricity made: https://www.bbc.co.uk/teach/classclips-video/primary-science-how-is-electricity-made/zfhfgwx
3. How to be safe around electricity: https://www.bbc.co.uk/bitesize/topics/zjrrd2p/articles/z96ckqt
4. How can you change a circuit? https://www.bbc.co.uk/bitesize/topics/zq99q6f/articles/zt8vg82
5. What are conductors and insulators? https://www.bbc.co.uk/bitesize/topics/z2882hv/articles/zxv482p
It is themed around Electricity which is what we should have been doing this half term in school.
NEW Foundation Lessons Week 6 (8 th Feb)
Please work your way through these Science lessons 1 to 6 on this link: https://classroom.thenational.academy/units/light-dark-250b
It is themed around Light and Dark. This Unit was missed when your child was in Year 3, due to the Lockdown last year.
Lesson 6 is optional but it would be amazing if you could do it to complete the unit. You will need these additional items for L6:
Topic BINGO Grid (See emailed attachment sent at the start of term.)
Most of you have completed lots of our topic grid already. You can continue to complete activities on here for the last 2 weeks of half term but this is now optional.
All your teachers are here for you if you have any questions or concerns.
Please keep sending us work to: email@example.com
Stay safe! | <urn:uuid:0e41960d-b08c-4a95-a00c-dffd0c832314> | CC-MAIN-2022-21 | https://roche.cornwall.sch.uk/wp-content/uploads/2021/02/Year-4-Week-56.pdf | 2022-05-29T05:28:50+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663039492.94/warc/CC-MAIN-20220529041832-20220529071832-00245.warc.gz | 554,275,811 | 2,237 | eng_Latn | eng_Latn | 0.996413 | eng_Latn | 0.996991 | [
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Object of the experiment
1. Demonstrating the action of cohesion and adhesion forces in a drop of water
Setup
Observation and measuring example
Apparatus
Carrying out the experiment
- Set the distance between the jaws of the micrometer to 1 mm.
- Use the dropper to let a drop of tap water trickle in between the jaws of the micrometer.
- Slowly stretch the drop by turning the jack screw.
- Observe the projected image of the drop.
- Read the distance between the micrometer jaws after the drop of water has broken.
- Repeat the experiment with water to which a detergent has been added.
The drop of water adheres to the two jaws of the micrometer. In the experiment example it can be stretched to a length of up to 4 mm.
Then the drop breaks.
If a detergent is added to the water, the drop breaks as soon as you start to increase the distance between the micrometer jaws.
Evaluation
Attractive forces act between the molecules of a single substance. These forces are called cohesion forces.
Between the molecules of different substances, attractive forces act, which are called adhesion forces.
If the drop of water is placed between the jaws of the micrometer screw, the action of both forces can be observed:
As adhesion forces are acting, the drop of water adheres to the micrometer jaws on both sides.
The cohesion forces hold the drop together while it is stretched.
If the sum of the external forces acting on the drop of water (forces that arise because the distance between the micrometer jaws is increased and the adhesion forces) exceeds the cohesion forces, the drop breaks.
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E-safety rules for children in key stage 1 red and green class
All pupils use computer facilities including the internet as an essential part of learning, as required by the National Curriculum. Please keep this for information.
| We only use the internet when an adult is with us. |
|---|
| We can click on the buttons or links when we know what they do. |
| We can search the internet with an adult. |
| We always ask if we get lost on the internet. |
| We tell an adult if we see something that we are not sure about. |
| We use programs and visit sites that adults have checked for us. |
| We communicate with people that we know. | | <urn:uuid:f5f12f7b-b4f8-4d64-b316-fce67359b9b0> | CC-MAIN-2022-21 | http://www.seghill.northumberland.sch.uk/storage/secure_download/OVFDaVQ4S1IvU0tmWG1YOWtyQitDUT09 | 2022-05-29T06:00:17+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663039492.94/warc/CC-MAIN-20220529041832-20220529071832-00246.warc.gz | 104,914,674 | 155 | eng_Latn | eng_Latn | 0.998291 | eng_Latn | 0.998291 | [
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The school supports a zero tolerance towards bullying. In developing this policy, the school has made reference to the Department for Education's advice 'Preventing and Tackling Bullying' (July 2017), 'Cyberbullying: Advice for Headteachers and school staff (2014) and advice taken from the most recent version of the Independent Schools Inspectorate Regulations. This document is available in written format upon request and a copy can also be located on the school's website.
CONTENTS
1. Aims and objectives
2. Definition of bullying
3. Types of bullying
4. Cyber-bullying – preventative measures
5. Protected Characteristics based Bullying – preventative measures
6. Signs of bullying
7. The impact of bullying
8. Preventative measures – Anti-Bullying
9. Staff training
10. Procedures for dealing with reported bullying
1 AIMS AND OBJECTIVES
The school community ethos is based upon respect, good manners and fair play. The school is committed to providing a safe and caring environment that is free from disruption, violence and any form of harassment so that every pupil can develop his/her full potential. The school expects its pupils to treat members of staff and fellow pupils with courtesy and co-operation so that everyone can learn in a relaxed yet orderly atmosphere. All pupils should care for and support each other.
The school prides itself on its respect and mutual tolerance. Parents/guardians have an important role to play in supporting the school to maintain high standards of behaviour. It is essential that school and home have consistent expectations of behaviour and that they cooperate closely together. Acceptance of this policy forms part of the school's standard terms and conditions.
Bullying, harassment, victimisation and discrimination will not be tolerated. The school takes any bullying, both physical and emotional (which may cause psychological damage) very seriously, including any bullying on the basis of protected characteristics. The school treats all pupils and their parents fairly and with consideration and we expect them to reciprocate towards each other, the staff and the school. Any kind of bullying is unacceptable.
2 DEFINITION OF BULLYING
Bullying is defined as the intentional hurting of another pupil or group, physically or emotionally, over a period of time. This can often be motivated by prejudice against particular groups, for example, on the grounds of race, religion or belief, age, culture, sexual orientation, sex, gender, gender reassignment, homophobia, special educational needs and disability, or because a child is adopted or is a carer. It may be motivated by actual differences between children or perceived differences. It may also occur through cyber-technology (social websites, mobile phones, text messages, photographs and email).
Bullying may involve actions or comments that are cultural, religious, racial, sexist or homophobic or which focus on disabilities or other physical attributes (such as hair colour or
body shape). Bullying can happen anywhere and at any time. It conflicts sharply with the school's social and moral principles.
3 TYPES OF BULLYING
Verbal
This can include name-calling, teasing, use of sarcasm and spreading rumours.
Physical
This can include pushing, kicking, hitting, punching, fighting and any violence.
Relational
This can include emotional bullying such as being unfriendly, deliberately excluding a child from a friendship group, tormenting, threatening, making racial taunts, gestures, initiating and other ceremonies.
Cyber-bullying
This is defined as: 'the use of information and communication technologies such as e-mail, mobile phone, pager, text messages, instant messaging, defamatory personal websites and defamatory online personal polling websites, to support deliberate, repeated and hostile behaviour by an individual or group, that is intended to harm others.' Cyber-bullying can involve social networking sites such as Facebook, Twitter, Spotify, Music.ly, Instagram, Snapchat, WhatsApp, emails and mobile phones, SMS messages and cameras.
Protected Characteristics based Bullying
The school takes this type of bullying, along with other biases, particularly seriously and can often motivated by prejudice against particular groups, for example on grounds of age, race, religion or belief, gender, gender reassignment, sexual orientation, pregnancy and maternity, marriage and civil partnership, special educational needs or disabilities, or because a child is adopted, in care or has caring responsibilities. It might be motivated by actual differences between children, or perceived differences.
4 CYBER-BULLYING – PREVENTATIVE MEASURES
With increasing availability to children of electronic devices that give unrestricted access to the Internet, the school supports pupils by making them aware of the potential dangers that may occur through these media. The preventative measures employed by the school include:
* Educating all pupils to adhere to the charter for the safe use of the Internet. Certain sites are blocked by the school's filtering system and the CTS Department monitors pupils' use.
* Use of sanctions for the misuse, or attempted misuse of the Internet.
* All pupils are issued with their own personal school email address from class 7 upwards. Access to sites such as 'Hotmail' and 'Facebook' are not allowed.
* The school refers to DfE guidance on cyber-bullying and promotes the following resources to pupils:
o www.digizen.org/cyberbullying
o www.thinkuknow.co.uk
o Childline run by the NSPCC.
o Child Exploitation and Online Protection Centre (CEOPs) www.ceop.police.uk
* For all children, aged 5 and upwards, the school holds an annual Internet safety week as well as reinforcement during CTS and PSHE lessons.
* Children are made aware of SMART rules (SMART posters placed around the school):
o Safe on the Internet.
o Meet – don't meet with strangers.
o Accepting – opening emails from people they don't know.
o Reliable – how to recognise a reliable source of information.
o Tell – a teacher, parent or other person they trust if they encounter something that worries them.
* The CTS room has a permanent display of Internet safety guidelines and the teacher draws children's attention to this regularly.
* Children have access to laptops but children are supervised by a teacher at all times when using them or any other IT equipment.
* The school also offers guidance on the safe use of social networking sites and cyberbullying in PSHE and CTS lessons, which covers how to stay safe online, blocking and removing contacts from 'buddy' lists and guidance on keeping names, addresses, passwords, mobile phone numbers and other personal details safe.
* An annual internet safety presentation for parents and staff.
* Children are taught about what is appropriate and inappropriate use of the Internet and are taught about how to identify potential risks that could be posed by adults or other children, who use the Internet to bully, groom or seek to harm or radicalise others.
* Pupils' mobile phones or other electronic devices are not permitted in school.
Please refer to separate documents: Policy for Online Safety and Acceptable Use Policy
5 PROTECTED CHARACTERISTICS BASED BULLYING – PREVENTATIVE MEASURES
The School has created an ethos of good behaviour where pupils treat one and another and staff with respect because they know this is the right way to behave. School will be proactively involved talking to pupils about issues of difference, perhaps in lessons, through dedicated events or projects, or through assemblies. Staff themselves will be able to determine what will work best for their pupils, depending on the particular issues they need to address, and therefore will:
* Openly discuss differences between people that could motivate bullying, such as religion or belief, age, ethnicity, disability, gender, gender reassignment, sexuality or appearance related difference, pregnancy and maternity, marriage and civil partnership. Also, children with different family situations, such as looked after children or those with caring responsibilities. School will also teach children that using any prejudice-based language is unacceptable.
* Will use specific organisations or resources for help with particular problems such as Barnardos (LGBTQ Hub) for guidance or Anne Frank Trust which teaches young people of the consequences of unchecked prejudice and discrimination, and cultural diversity.
* Will provide effective staff training to make sure staff understands legal responsibilities regarding bullying, how to resolve problems, and where to seek support including those with special educational needs and/or disability (SEND) and lesbian, gay, bisexual and transgender (LGBTQ) pupils.
The school is alert to any possible signs of bullying by monitoring any changes in behaviour that may indicate that a pupil is being bullied including:
* Unwillingness to attend school.
* Becoming withdrawn or unusually quiet.
* Displays of excessive anxiety.
* Failure to produce work, or producing unusually bad work, or work that appears to have been copied, interfered with or spoilt by others.
* Books, bags and other belongings suddenly go missing, or are damaged.
* Changes to established habits (for example, giving up music lessons, changes to accent or vocabulary).
* Diminished levels of self-confidence.
* Unexplained cuts and bruises.
* Frequent complaints of illnesses such as stomach pains and headaches.
* Frequent absence, erratic attendance, late arrival to class.
* Displaying repressed body language and poor eye contact.
* Choosing the company of adults.
* Difficulty in sleeping.
* A desire to move places in class.
* Experiencing nightmares.
* Talking of suicide or running away.
Although there may be other causes for some of the above symptoms, a repetition of, or a combination of these possible signs of bullying should be investigated by parents and teachers.
7 THE IMPACT OF BULLYING
Bullying can affect everyone, including those who are bullied, those who bully others and those who witness bullying. Bullying is linked to many negative outcomes including mental health issues, substance abuse, long-term psychological damage and suicide.
Children who are bullied can experience negative physical, school and mental health issues, experience anxiety, depression and changes to sleep patterns and loss of activities they used to enjoy, decreased academic achievement and problems of attendance and behaviour at school. These issues may persist into adulthood. Children who bully others can also engage in other risky and violent behaviours and these can persist into adulthood. Bystanders who witness bullying can also experience problems, such as mental health issues, depression, problems with attendance at school and anxiety.
8 PREVENTATIVE MEASURES – ANTI-BULLYING
The school takes the following preventative measures:
* The school uses appropriate assemblies to explain the school policy on bullying.
* The PSHE programme is structured to give pupils an awareness of their social and moral responsibilities as they progress through the school. The programme is structured to enforce the message about community involvement and taking care of each other.
* Other lessons, such as English, religious education and teambuilding highlight the issue of bullying and reinforce this message by teaching moral and spiritual values that show bullying to be unacceptable and by developing social skills.
* British Values are referenced on all lesson plans and included as fundamental in all teaching and learning.
* Children are taught that they can raise any bullying concerns that occur either inside or outside school or concerns about cyber-bullying, to any member of staff.
* There is a strong and experienced pastoral team of senior managers who support the Head and are trained in handling any incidents as an immediate priority and are alert to possible signs of bullying.
* The Head of Pastoral Care will give support and guidance to other staff on handling and reporting incidents and on the follow-up work with both victims and bullies.
* Staff are always on duty at times when pupils are not in class and patrol the school site. They are trained to be alert to inappropriate language or behaviour.
* In the Preparatory Department, there is advice on where pupils can seek help, including details of confidential help lines and websites connecting to external specialists such as Childline.
* All pupils have access to a phone helpline, enabling them to call for private support.
* The school reserves the right to investigate incidents that take place outside school hours, on school visits and trips and that occur in the vicinity of the school, involving our pupils.
* The school welcomes feedback from parents and guardians on the effectiveness of our preventative measures.
* A copy of this policy is available on the school's website as means to communicate to parents, the school's approach to anti-bullying. By understanding the preventative measures employed in the school, parents are encouraged to discuss and reinforce the principles of anti-bullying with their child and what to do if the child may be a bystander to bullying activities.
9 STAFF TRAINING
As part of our induction training, new staff are asked to familiarise themselves with our AntiBullying Policy and are asked to remain vigilant at all times in places such as toilets, playground, changing areas, mini-buses and other out-of-sight areas.
Staff are provided with training on recognising possible signs of bullying, their responsibilities and the procedures to follow where they identify that bullying may be occurring or where bullying is reported to them.
During visits to the school, the Chair of Governors is encouraged to discuss/raise awareness with staff, pupils and parents any aspect of anti-bullying.
10 PROCEDURES FOR DEALING WITH REPORTED BULLYING
All pupils are encouraged to tell any member of staff at once if they know that bullying is taking place either inside or outside school and this includes cyber-bullying.
If an incident of bullying is reported, the following procedures are followed:
* The member of staff to whom the bullying was reported or who first discovers the situation will inform the Head of Pastoral Care as soon as possible.
* All reported bullying incidents are recorded in the school's Anti-Bullying File. Where behaviour may be repeated over time the school will monitor reported incidents to identify any patterns of bullying that may be emerging. This will assist the school to ensure the single incident does not become the first of a series.
* As a matter of good practice, the school will distinguish in the records any incidents of bullying which are based on protected characteristics and any other prejudices. This will enable the school to monitor the success rate in meeting other standards such as instilling values of tolerance and respect and actively promoting the well-being of pupils.
* The 'victim' will be interviewed on his/her own, separately from the perpetrator and asked to write an account of events. The child will be offered support to develop a strategy to help him or herself.
* The alleged 'bully', together with all others who were involved, will be interviewed individually and asked to write an immediate account of events. They will be advised about why their behaviour was inappropriate and caused distress. They will be offered guidance on modifying their behaviour and appropriate disciplinary sanctions will be applied, according to the seriousness of the incident.
* All form tutors will be informed. In the case of notable incidents, the Head will be informed.
* The incident report should be recorded in the Anti-Bullying File.
* The parents/guardians of all parties will be informed and invited into school to discuss the matter. Their support will be sought for school actions taken to remedy the situation.
* The school recognises that suitable support is needed both for pupils who are being bullied and for pupils who bully others, as well as dealing with appropriate disciplinary measures.
* Please refer to the separate document: Behaviour, Sanctions and Rewards Policy.
* The school will record bullying events on the Anti-Bullying Log. The Anti-Bullying Log will be monitored and reviewed regularly to enable patterns to be identified and to evaluate the effectiveness of the school's approach.
* A serious bullying incident will be treated as a safeguarding concern when there is reasonable cause to believe that a child is suffering or is likely to suffer significant harm.
* In serious cases and only after the Head and main DSL have been involved, it may be necessary to make a report to the Police or to the social services. However, it is the school's policy to attempt to resolve such issues internally under the school's own disciplinary procedures, unless the matter is of such gravity that a criminal prosecution is likely.
* Persistent bullying may ultimately involve exclusion or expulsion.
The Anti-Bullying Policy has been reviewed in September 2021 and will be reviewed in or before August 2022. | <urn:uuid:976614bf-a343-47a3-ad9d-25eb65b1be72> | CC-MAIN-2022-21 | https://www.mkprep.co.uk/wp-content/uploads/MKPS-Anti-Bullying-Policy.pdf | 2022-05-29T04:28:48+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663039492.94/warc/CC-MAIN-20220529041832-20220529071832-00244.warc.gz | 1,019,533,764 | 3,340 | eng_Latn | eng_Latn | 0.997676 | eng_Latn | 0.998372 | [
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In WE PRAY , we learned about praying every day. Do you pray every day? You can try praying like this and keeping track using the sticker sheet.
Children who already have a prayer rule or prayer book should continue to use them for their daily prayers, but may still like to use the sticker sheet below.
Children without their own prayer rule may say a simple rule like the below in addition to other prayers with the family. Any prayer rule should be under the direction ofa parish priest or spiritual father or mother.
My Little Prayer Rule
START BYMAKING THE SIGN OF THE CROSS WITH YOUR FINGERS AND SAY :
In the name ofthe Father, and ofthe Son, and ofthe Holy Spirit, Amen.
Our Father, who art in heaven Hallowed be Thy name, Thy kingdom come, Thy will be done On earth as it is in heaven. Give us this day our daily bread, and forgive us our trespasses as we forgive those who trespass against us, and lead us not into temptation, but deliver us from the evil one.
FROM PSALM 121 (SMALL CHILDREN MAYWISH TO SAYJUST THE STARRED VERSES)
I will lift up my eyes to the hills—
From where comes my help?
*My help comes from the Lord, *Who made heaven and earth.
He will not allow your foot to be moved;
He who keeps you will not slumber.
Behold, He who keeps Israel
Shall neither slumber nor sleep.
*The Lord is your keeper;
The Lord is your shade at your right hand.
The sun shall not strike you by day,
Nor the moon by night.
*The Lord shall preserve you from all evil;
*He shall preserve your soul.
The Lord shall preserve your going out and your coming in
*From this time forth, and even forevermore.
Rejoice O Virgin Theotokos, Mary full ofGrace, the Lord is with thee. Blessed art thou among women and blessed is the fruit ofthy womb, for thou hast born the saviour ofour souls.
Save O Lord and have mercy upon (NOWYOU MAYSAYSOME OR ALL OF THE NAMES FROM YOUR PRAYER LIST) And forgive them all their sins.
Lord have mercy.
Lord have mercy.
Lord have mercy.
(NOWYOU MAYWANT TO SAYONE OF THE LITTLE PRAYERS FROM THE BACK OF WE PRAY).
FINALLYMAKE THE SIGN OF THE CROSS AGAIN AND SAY :
O Lord Jesus Christ, Son ofGod, for the sake ofthe prayers ofyour most pure mother, our holy and Godbearing fathers and all the saints, have mercy on us. Amen.
(NOW , IF YOU STILL HAVE TIME, YOU MAYSAYTHE "JESUS PRAYER" AS MANYTIMES AS YOU LIKE USING YOUR PRAYER ROPE. THE WORDS OF THE JESUS PRAYER ARE IN THE BACK OF WE PRAY).
My Prayer Rule Sticker Sheet
Each day that you say your prayer rule, put a mark (or a sticker ifyou have some) in the box. Put another sticker in the box ifyou have prayed for the people on your prayer list.
Monday Tuesday Wednesday Thursday Friday
Saturday
SUNDAY
Monday Tuesday Wednesday Thursday Friday
Saturday
Monday Tuesday Wednesday Thursday Friday
Saturday
SUNDAY
SUNDAY | <urn:uuid:680be899-bdd6-47c5-9952-64cdae3ef924> | CC-MAIN-2022-21 | https://store.ancientfaith.com/content/Activities_WePray_PrayerRule.pdf | 2022-05-29T05:10:32+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663039492.94/warc/CC-MAIN-20220529041832-20220529071832-00247.warc.gz | 605,818,844 | 679 | eng_Latn | eng_Latn | 0.997566 | eng_Latn | 0.998039 | [
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Bethany School
Topic Theme - Nations
Towards a Christian Curriculum
Context and Aims
This is the last of nine topics in the Bethany School Curriculum: Beginnings, Work, Water, Dry Land, Living Things - Plants and Animals, People, The Earth in Space, Communication and Nations.
In previous topics we have seen that God alone is eternal and that all things originate in Him. God's activities involve making, sustaining, redeeming and renewing creation and by acting in this way God reveals His character to the created realms. The whole of creation declares God's nature and attributes but people are especially the object of His desire to communicate with His creation. We have looked at God's work in creating and ordering the world, the effects of our obedience to or disregard for God laws and the extent to which Christians can bring a measure of the redemption, achieved through Christ's death, to this fallen world. In this topic we will investigate God's dealing with Abraham, His covenant with His chosen people and the pattern modelled for us by Abraham as the 'father of many nations'.
Context
Authority and Obedience
* All authority belongs to God.
* There is a legitimate order in family relationships which is part of God's merciful judgement after the Fall. Authority is given to husbands and scripture is full of guidance regarding the correct exercise of this God-given rule.
* God has given people legitimate authority over the creation and a mandate to tend, subdue and fill the earth.
* Parents have responsibilities to exercise authority as God's agents. This is good for children and good for society.
* God allowed authority and rule to include judges, prophets, priests and kings. By faithfulness to His covenant God empowered Israel to be a self controlled people living freely under the authority of God. In this they are an example to all nations.
* Society has developed with a patriarchal system (generally mirrored in the animal kingdom) and God promised to Abram that 'in you all the families of the earth shall be blessed.'
* Jesus is the ultimate example of the correct use of legitimate authority. He possesses all authority and yet He came as a servant. He is a Ruler who serves. He is also a Servant who rules. He exercises sovereign authority that is kind authority exercised on behalf of His subjects.
* Justice and service should characterise leadership. God's people should strive for this but also, willingly submit to legitimate authority. Righteousness exalts a nation.
* People are expected to respect authority and submit to the rule of law.
* Pride, greed and selfishness leads to an abuse of authority, tyranny and oppression.
* The end times - the gospel preached to every tongue, tribe and nation. Nation will rise against nation, kingdom against kingdom.
* In heaven: the 24 elders cast their crowns at the feet of Jesus; ...a great multitude which no one could number, of all nations, tribes, peoples and tongues ..... ; the tree of life, removed from Eden, is used for the healing of the nations.
Our aim is:
* to demonstrate that God, not man makes history and sets out the affairs of men.
* to observe where, through the transmission of culture, nations have developed, or departed from, Godly ways.
* to show that in the nation of Israel God has given us a model of His dealings with individuals and nations.
* to discover through an in-depth study of a chosen country how faith and beliefs influence national identity.
* to look at the imbalances between nations and suggest biblically appropriate responses. | <urn:uuid:5cf34154-d09f-4566-bbe1-793f08fa730d> | CC-MAIN-2022-21 | https://www.bethanyschoolsheffield.org/_files/ugd/fd4d1c_e27b23d701394b25ad28f9fcce457c38.pdf | 2022-05-29T04:33:41+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663039492.94/warc/CC-MAIN-20220529041832-20220529071832-00247.warc.gz | 753,516,759 | 723 | eng_Latn | eng_Latn | 0.997377 | eng_Latn | 0.997533 | [
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Determining the density of a liquid - Measurement using an areometer
Object of the experiment
1. Measuring the density of a liquid by means of an areometer
Setup
Apparatus
Carrying out the experiment
Remark concerning density measurement with the set of 3 areometers:
If the density of the liquid is not known, the measurement should always start with the areometer that has the smallest measuring range.
If this areometer does not dip into the liquid up to the scale, the areometer with the subsequent measuring range can be used.
- Fill the self-supporting cylinder with cold water of approx. 20 °C and select the areometer that is appropriate for the measurement.
- Read the density at the scale of the areometer on the level of the water surface. When you read the scale, your direction of view should always be parallel to the liquid surface.
- Repeat the experiment with salt water and methylated spirit. Before changing the liquid, rinse the self-supporting cylinder with water.
Measuring example
| water | 0.700-1.000 g/cm³ |
|---|---|
| salt water | 1.000-1.500 g/cm³ |
| meth. spirit | 0.700-1.000 g/cm³ |
Evaluation
An areometer is a buoyant body that enables the density of a liquid to be measured directly.
As the buoyancy in a liquid depends on the density, an areometer is immersed to different levels in different liquids. | <urn:uuid:7db3bfd4-3382-4d51-b725-0542e164009f> | CC-MAIN-2022-21 | https://www.ld-italia.it/uploads/4/7/2/8/47287479/d1134b_e.pdf | 2022-05-29T05:52:12+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663039492.94/warc/CC-MAIN-20220529041832-20220529071832-00248.warc.gz | 982,724,425 | 319 | eng_Latn | eng_Latn | 0.994536 | eng_Latn | 0.994536 | [
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Give the changes that have taken place in the traditional African understanding of property
atikaschool.org/cre-questions-and-answers/give-the-changes-that-have-taken-place-in-the-traditional-africanunderstanding-of-property
1. Women and children may own property unlike in ATC where only men would
2. Many children and women are seen as liability rather than an asset as it was in ATC
3. Acquisition of wealth sometimes is done through unjust/unfair ways such as grabbing of land/swindling/theft
4. There is too much stress on individual ownership as opposed to communal ownership in ATC
5. Some men sell everything leaving the children with nothing to inherit
1/1 | <urn:uuid:ab180f2e-a150-472b-8a98-83c46f22783b> | CC-MAIN-2022-21 | https://www.atikaschool.org/uploads/6/0/4/0/60406393/atikaschool.org-give_the_changes_that_have_taken_place_in_the_traditional_african_understanding_of_property.pdf | 2022-05-29T05:10:08+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663039492.94/warc/CC-MAIN-20220529041832-20220529071832-00248.warc.gz | 724,820,004 | 148 | eng_Latn | eng_Latn | 0.996561 | eng_Latn | 0.996561 | [
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Name: __________________________________
Pre-intermediate Workout
.................................................................................................................................
Class: __________________________________
Unit 4 Exit Test
Grammar
1 Circle the correct form.
He’d like / He likes / He’s like to buy a new house.
1 I like / would like / am like your new swimming pool! How big is it?
2 What is your dream house look like / like / be like?
3 Would you like / Do you like / Do you look like to join this sports centre?
4 Where does / is / would Mike like living? In a small village or in a big city?
5 Would you love / like / rather pay in monthly rates?
2 Complete the sentences with the prepositions in front of, in, between, opposite, next to.
“Can I sit ______ you?” “Yes, certainly.” near
1 There is a nice boutique _______________ Jack’s house.
2 “Excuse me, where can I find a post office, please?” “There’s one _______________ the bank and the greengrocer’s.”
3 “Mum, where is my ice-cream?” “It’s _______________ the fridge, darling!”
4 There’s a tall man sitting _______________ me and I can’t see the actors!
5 Can you stay in the back with the children? I’d rather sit
_______________the driver.
Vocabulary
3 Choose the correct option in each sentence.
Please, go and answer the phone! I’m washing my hair in the ___ . D
A bedroom
B kitchen
C living room
D bathroom
1 She has got a_____in the kitchen, but she prefers doing the washing up every day.
A microwave oven
B cooker
C washing machine
D dishwasher
2 I’d like to buy a new _____ . There’s no more room for clothes in the old one.
A wardrobe
B armchair
C bedside table
D drawer
3 “Would you like to move to a _____ ?” “Oh, yes! I’d love to have all the rooms on one floor!”
A detached house
B bungalow
C mansion
D terraced house
4 "I need this week's TV magazine." "You can buy it at the_____on the corner."
A toy shop
B food shop
C newsagent's
D library
5 Oh, no! Not another_____! You know I hate paintings!
A games arcade
B art gallery
C leisure centre
D book shop
Functions
4 Complete the sentences with suitable words.
______ you rather live in a big city or in the countryside? Would
1 My brother lives in a small _______________ on the fourth floor.
2 _______________ you like to go to the new café in town? They say it’s great!
3 _______________ we borrow your motorbike, David?
4 I’d really love to _______________ more people to my party, but I can’t!
5 “What’s the neighbourhood _______________ ?” “Very nice! There are lots of shops and restaurants.”
___/ 5
Unit 4 Exit Test - Total ___ / 20
___/ 5
___/ 5
___/ 5
Photocopiable
Change Up! Pre-intermediate Workout © ELI | <urn:uuid:8c568ff5-9b19-4cd3-a1db-322b8e7db9a4> | CC-MAIN-2022-21 | https://sdpd.elionline.com/public/resources/changeup/workout_tests/Workout_Unit%204_ExitTest.pdf | 2022-05-29T05:03:08+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663039492.94/warc/CC-MAIN-20220529041832-20220529071832-00248.warc.gz | 568,788,137 | 675 | eng_Latn | eng_Latn | 0.99864 | eng_Latn | 0.99864 | [
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Name: __________________________________
Pre-intermediate Workout
.................................................................................................................................
Class: __________________________________
Unit 2 Exit Test
Grammar
1 Complete the sentences with the correct form of the Present simple or Present continuous.
I often______my mother with the cooking.
1 What _____________________ (Charles – watch) on TV now?
2 _____________________ (your brother – walk) to work every day?
3 We always _____________________ (play) volleyball on Saturday afternoon.
4 You _____________________ (not to listen) to me, are you?
5 Linda _____________________ (not to do) her homework after dinner.
2 Circle the correct form.
My relatives like spend / spending / to spending some time in the countryside.
1 How many knife / knifes / knives do we need?
2 These people / peoples / persons can’t understand Italian.
3 How often do you clean your teeth / tooth / tooths?
4 I hate talking to they / their / them.
5 Do you mind waiting for we / us / our here?
Vocabulary
3 Choose the correct option in each sentence.
Linda is Mike’s ___ . They have got two children. D
A aunt
B husband
C mother
D wife
1 Anne and Michelle are my_____.
A daughters
B uncles
C mothers
D grandfathers
2 Bob is his cousin and Greg is his uncle. They are his_____.
A brothers
B nephews
C parents
D relatives
3 I really like Barbara. She is always so _____ !
A mean
B helpful
C big-headed
D arrogant
4 I can't work with_____people. They are very annoying!
A sympathetic
B generous
C hard-working
D stubborn
5 Robert often_____. He loves them!
A goes fishing
B plays chess
C chats
D plays computer games
Functions
4 Complete the sentences with suitable words.
My grandfather doesn’t ______ going to the seaside. like
1 Jan’s family is made up of eight _______________ . It’s a big family!
2 “What are your sisters _______________ ?” “Oh, they are very nice to me!”
3 I am not very good at French! I don’t like _______________ foreign languages much…
4 “How often do your grandparents go on holiday?” “Only _______________ a year, usually for a week in June.”
5 “ _______________ Willy _______________ football now?” “No, he’s listening to music.”
___/ 5
___/ 5
___/ 5
___/ 5
help
Unit 2 Exit Test - Total ___ / 20
Photocopiable
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Finding factors - answers
| Number | Ways of making the number |
|---|---|
| 8 | 1 × 8 (and 8 × 1) 2 × 4 (and 4 × 2) |
| 9 | 1 × 9 (and 9 × 1) 3 × 3 |
| 10 | 1 × 10 (and 10 × 1) 2 × 5 (and 5 × 2) |
| 12 | 1 × 12 (and 12 × 1) 2 × 6 (and 6 × 2) 3 × 4 (and 4 × 3) |
| 20 | 1 × 20 (and 20 × 1) 2 × 10 (and 10 × 2) 4 × 5 (and 5 × 4) |
We can see that:
- 12 and 20 both have 6 factors
- 24 has 8 factors: 1, 2, 3, 4, 6, 8, 12, 24 | <urn:uuid:43089c09-dde8-466e-8690-e8cece5290f2> | CC-MAIN-2022-21 | http://teach.files.bbci.co.uk/skillswiseans/ma14fact-l1-w-finding-factors-ans.pdf | 2022-05-29T05:12:45+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663039492.94/warc/CC-MAIN-20220529041832-20220529071832-00252.warc.gz | 54,210,729 | 250 | eng_Latn | eng_Latn | 0.989613 | eng_Latn | 0.989613 | [
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Object of the experiment
1. Investigating the emission of heat from bodies with different surface characteristics
Setup
Apparatus
Carrying out the experiment
- Warm 1 l of water with the immersion heater up to approx. 100 °C.
- Put the cube on the laboratory stand, and fill it with the hot water.
- Place the thermopile in front of the black face of the cube at a distance of about 3 cm.
Safety note:
When the cube is filled with hot water, only touch it with a piece of cloth or heat protective gloves if you want to shift it.
Remark concerning the intensity measurement:
The thermopile consists of several series-connected thermocouples.
When heat is irradiated from a body, a thermovoltage U arises at the thermocouples, which is proportional to the intensity of the heat emitted by that body.
Do not touch the thermopile during the measurement and protect it from heat radiation coming, e.g., from the sun or heaters.
Preparation of the intensity measurement:
- Put the CASSY-Display into operation with the SensorCASSY being connected.
- Plug the µV box into Input A.
- Switch the display of Input B off with the key NEXT (CASSY) at the display.
- Connect the thermopile to the V box, and set it up at a
greater distance from the cube.
- If necessary, make the zero calibration with the key OFFSET (CALIBRATION).
- Remove the protection window of the thermopile.
- When a constant value is reached on the CASSY-Display, read the thermovoltage U.
- Turn the cube so that the white face is in front of the thermopile (keep the distance of 3 cm).
- Read the thermovoltage U again.
- Repeat the procedure with all faces of the cube.
Measuring example
Distance of the thermopile: s= 3 cm
| Face | U in mV |
|---|---|
| Black lacquer | 2.65 |
| White lacquer | 2.58 |
| Metallic-matt | 0.24 |
Evaluation
A hot body emits heat. The intensity of the heat emitted depends on the characteristics of the body's surface.
In the case of black and white bodies, the intensity of the heat emitted is much greater than in the case of metallic-matt or metallic-lustrous bodies.
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Sun-Proof Your Skin
Before summer heats up, protect yourself with skin-cancer prevention strategies—no matter what your age.
BY CELIA SHATZMAN
20s
APPLY SPF 30 SUNSCREEN EVERY DAY.
Women in their 20s are more likely than older women to get sunburned, according to one study.
Just five severe burns double your risk of melanoma
(the second most common
cancer in 20-somethings). Research also shows that women in their 20s
Q
are most likely to tan, either outdoors or in tanning beds.The latter are especially dangerous:They can emit UV rays 25 times as strong as
sunlight.To offset your risk, begin mole checks (see guidelines below).
SPOT CHECK
Begin monthly mole checks at age 20. Examine your entire body, including the soles of your feet (ask someone to check your back).Tell your dermatologist about any of these red flags, called the ABCDEs of melanoma:
30s
* Asymmetry
* Borders that are uneven
* Color that is irregular
* Diameter over 1 / 4 inch
* Evolution (any change) Even if you don't notice any of these warning signs, see a dermatologist once a year. Go twice a year if skin cancer runs in your family.
A recent review revealed that many U.S. adults are deficient in D (which may guard against cancer, osteoporosis, and heart disease).Adults up to age 50 need 200 IU daily. Sunlight is the top source, but it's best to also get D from supplements and diet (3 1 /2 ounces of canned salmon has 360 IU, while 8 ounces of milk or fortified orange juice has about 100 IU).
LOOK FOR SUSPICIOUS BUMPS OR PATCHES OF SKIN.
They could be signs of basal cell carcinoma (BCC)."It's the most common type of skin cancer. It used to affect people over 50, but now many of my BCC patients are in their 30s," says Arielle Kauvar, M.D., associate professor of dermatology at New York University School of Medicine.Why the change? BCC is caused by cumulative skin damage, and young people are spending more time in the sun without sunscreen.What to look for: BCC often appears as a translucent mole with a blood vessel running through it, an open sore that won't heal, or a small patch of red irritated skin. If you notice any of these signs, tell your dermatologist.
40+
ADD ANTIOXIDANTS TO YOUR SUNSCREEN RITUAL.
As you age, your skin becomes more susceptible to free radicals—unstable molecules that can damage skin cells, raising the risk of skin cancer. Research suggests that topical antioxidants, such as vitamins A, C, and E, can neutralize the molecules so they can't hurt your skin. For women 40 and older the best sun protection is to apply an antioxidant before sunscreen: Bare skin absorbs the antioxidants better, says Dr. Kauvar.
Weight Watchers Magazine MAY • JUNE 2008
85 | <urn:uuid:5975473f-1b01-46c6-bb5e-001090964e56> | CC-MAIN-2017-30 | http://celiashatzman.com/wp-content/uploads/At%20Every%20Age-skin%20cancer.pdf | 2017-07-22T08:56:31Z | crawl-data/CC-MAIN-2017-30/segments/1500549423927.54/warc/CC-MAIN-20170722082709-20170722102709-00600.warc.gz | 58,526,122 | 649 | eng_Latn | eng_Latn | 0.997719 | eng_Latn | 0.997719 | [
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Journey Exit
List 3 key constitutional amendments, rulings, or acts that made society MORE equal by addressing discrimination & explain why (yellow & blue data cards only):
1. _ __________________________________
2. _ __________________________________
3. ___________________________________
List 3 key constitutional amendments, rulings, or acts that made society LESS equal by creating ways to consolidate wealth and power & explain why (orange data cards only):
1.____________________________________
2._ __________________________________
3._ __________________________________
What are your “ah-ha” take-homes from the timeline lessons?
What do you want to learn more about?
Journey Exit
List 3 key constitutional amendments, rulings, or acts that made society MORE equal by addressing discrimination & explain why (yellow & blue data cards only):
1. _ __________________________________
2. _ __________________________________
3. ___________________________________
List 3 key constitutional amendments, rulings, or acts that made society LESS equal by creating ways to consolidate wealth and power & explain why (orange data cards only):
1.____________________________________
2._ __________________________________
3._ __________________________________
What are your “ah-ha” take-homes from the timeline lessons?
What do you want to learn more about? | <urn:uuid:b6babd0c-bc01-40e2-a112-2e773c1b8149> | CC-MAIN-2017-30 | http://ultimatecivics.org/wp-content/uploads/2017/06/uc-l4-ws-journey-exit.pdf | 2017-07-22T08:50:58Z | crawl-data/CC-MAIN-2017-30/segments/1500549423927.54/warc/CC-MAIN-20170722082709-20170722102709-00595.warc.gz | 340,616,038 | 241 | eng_Latn | eng_Latn | 0.986441 | eng_Latn | 0.986441 | [
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"Life-Saving" was Dangerous Work By Scott Fletcher Marin History Museum Volunteer
If you drive or bike out Sir Francis Drake Blvd towards the ocean you will pass an intriguing and somewhat ironic sign that reads, "Historic Life-Saving Station Cemetery." It is just past the intersection with Oyster Rd., a short distance up an unnamed lane on the right. A small footpath sign on the left will lead you up to a grove of trees on a nearby hill. There, laid to rest, are four Pt. Reyes Life Saving 'surfmen" who lost their lives in the line of duty over 100 years ago.
The Pt. Reyes Life-Saving Station was built in 1890 to house the newly formed United States Life Saving Service (USLSS). The station was manned by seven surfmen and one keeper; the leader of the group. Their duties were to help vessels foundering on the dangerous beaches and rocks of the Pt. Reyes Peninsula and provide life-saving aid to the crews and passengers. The station was located on what was then called '10-Mile Beach' between present-day Pt. Reyes Beach and Abbotts Lagoon. The Pt. Reyes peninsula thrusts ten miles out into the Pacific Ocean's southerly currents, and the shoreline is often shrouded in dense fog and whipped by howling winds that combine to wreak havoc for ships sailing along the coast. Many of the first surfmen to serve at Pt. Reyes quit within weeks as the forbidding conditions and strenuous training was too much to bear.
The first surfmen deaths were Fred Carstens and Andrew Anderson, both crushed under their rescue boat that was tossed by a rogue wave just yards offshore during a training exercise. A year later, another surfmen, John Korpala, died from exposure after receiving scant medical care, that included a "whisky punch" at the station. The keeper, Captain Loch, was known as a very harsh man and had the three men buried in a nearby sand dune in unmarked graves. A fourth surfmen, George Larson, died from injuries two years later on a similar training exercise. After his death, the surviving surfmen did not want the same fate to befall their comrade as those of Carstens, Anderson and Korpala. They exhumed the bodies and gave all four to Peter Henry Claussen, the tenant of nearby G Ranch, who provided them all a proper burial in the Claussen family cemetery.
The life-saving station continued to operate from its original location and in 1915 the USLSS and the U.S. Revenue Cutter Service were merged to form the newly created U.S. Coast Guard. Plans to move the station to a more protected spot were delayed by the First World War, but in 1927 it was relocated to Drakes Bay near Chimney Rock. It had a marine railway for launching the new motorized lifeboats, a long wharf, improved crew`s quarters and an Officer-in-Charge quarters nearby. The new station was active from 1927 to 1968 when the property was transferred to the Point Reyes National Seashore. After restoration, the Point Reyes' lifeboat station is the only one on the Pacific Coast with an intact marine railway.
[April 3, 2023]
Photo ID no. P1999.2350 | <urn:uuid:0cb0efc4-89e7-4ee5-93d4-7a645b0c6a52> | CC-MAIN-2023-23 | https://marinhistory.org/resources/Documents/History%20Watch/HW20230404_Pt.%20Reyes%20Life-Saving%20Station.pdf | 2023-06-04T04:57:20+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224649439.65/warc/CC-MAIN-20230604025306-20230604055306-00791.warc.gz | 432,542,202 | 680 | eng_Latn | eng_Latn | 0.999351 | eng_Latn | 0.999331 | [
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Valley Forge
White-tailed Deer Fawns
Introduction
White-tailed deer fawns, born between mid-May and July, are one of the park s most engaging and beautiful creatures. Visitors concerned about these youngsters often pick them up or pet them, which may ultimately reduce their ability to survive. The best course of action when you see a fawn is to leave it alone.
Fawn Behavior
Fawns are born relatively scentless and are brown with white spots. These characteristics provide camouflage which allows fawns to conceal themselves from predators their primary form of defense.
When approached by a human, the natural response of a fawn is to remain still and silent, lay its head down and try to hide. Even when physically touched, the fawn may not move.
Adult female deer do not remain close to their fawns in order to prevent drawing attention to them. However, they do keep watch over their fawns from a distance throughout the day.
Please DO NOT touch or otherwise disturb fawns.
National Park Service regulations prohibit the (36 CFR 2.2)
Adult female deer, in high density deer herds, may be very careful in identifying their own fawns. Touching or otherwise handling a fawn
EXPE RI E NC E Y O UR AM E RI C A
Fawns find their own places to hide usually in tall grass or the forest. The adult female deer will come to find them several times per day to nurse. Sometimes, during high visitor use periods, fawns will not be able to nurse as regularly because the adult female cannot approach safely.
Is the fawn abandoned
No. If a fawn it is simply doing what comes naturally trying to hid it. Leaving the area will make the fawn more comfortable and allow an opportunity for the adult female to approach when necessary.
alters its scent and may cause the adult female to abandon the fawn. Abandonment will result in starvation and death.
Additional Information
Valley Forge National Historical Park Natural Resource Management 1400 N. Outer Line Drive King of Prussia, PA 19406 610-783-1036
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JOINT ACTION AGAINST HOMOPHOBIC BULLYING Practical Guidelines for schools &
colleges in the South West
© The intercom Trust 1999. All rights reserved.
What is homophobic bullying?
✾ We're talking about bullying or victimisation which includes:
❏ verbal abuse using words such as "gay", "lezzie", "poof", "queer".
❏ physical abuse or any form of victimisation that involves defining the victim (or a friend or family member) as lesbian, gay, effeminate, butch etc.
The victims can be students, parents, teachers, or auxiliary staff. So can the bullies.
Why should this be different from other kinds of bullying?
✾ All bullying is unacceptable. But this is the kind that victims may be least able to speak about to their parents, teachers, or colleagues. The victims fear that if they speak up they will be socially stigmatised, and become even more isolated—and this fear gives the bullies all the more power.
Bullies are not clairvoyant, of course: some of their victims will not in fact be lesbian or gay. Some won't know for certain. But everyone knows the stigma.
How can we prevent it?
✾ Bullies feed on an atmosphere where prejudice is socially accepted. As a teacher or auxiliary staff member you can do a great deal to influence people away from anti-gay behaviour, or using anti-gay language as a term of abuse, just as you would challenge a racist attitude when you encounter it. Many bullies learn these prejudices very early —sometimes even before Reception.
Is that all?
✾ Help to create a climate of trust in the school. When a victim hears staff saying clearly that homophobic bullying will not be tolerated, it becomes more possible to consider speaking up and asking for help.
But when this kind of bullying is identified...
✾ Deal with it robustly, just as you'd deal with racist or sexist or sizeist bullying, using the school's established anti-bullying procedures. Respect the victim's confidence, bearing in mind that homophobic bullying can be especially scary and painful. Make it clear that as far as you and the school are con- cerned, it's the bullying that's the issue, not the victim's sexuality. And follow up afterwards to make sure the bullying has not simply gone underground, or been diverted.
But you can't just duck the issue of homosexuality!
✾ No, but in this context it has to take a back seat. To raise it as an issue here may well compound the bullying. Avoid pressing the victim to define their sexuality, and say clearly that what matters is stopping the bullying. Other victims may be watching, who always thought they were isolated and alone in the school. Handling this incident with a clear focus will send out the message to them that if they ask for help, it will not make things worse.
If you feel there really are other issues in the case that also need addressing, separate them. Deal with the bullying first. Come back to other issues afterwards, but remember a student may prefer to choose which member of staff s/he approaches on these matters.
What about telling the parents?
✾ Your school will have a policy on confidentiality, which will take account of the fact that schools do not have any statutory responsibility to disclose information to parents if in the school's opinion this would be likely to cause serious harm to the student's physical or mental health or emotional condition. Within the law and your school's policy, you must be guided by the victim's own wishes, by the extent and nature of the bullying, by your staff team's knowledge of the family, and so on. The victim's wellbeing must always be your first priority. Some of the points on the next page may be relevant.
If we leave things to sort themselves out?
✾ They don't. Victims who find no support resources in school, and cannot ask for help at home, are in serious danger. If you believe a student may be in physical or emotional danger then the school should seek guidance.
Bullying causes many different kinds of pain, and each victim responds in their own way. At one end of the spectrum, victims can be driven to the edge and contemplate harming themselves.
Some of them succeed.
FOR HELP AGAINST HOMOPHOBIC BULLYING, CONTACT...
The intercom Trust
FFLAG
lesbian gay & bisexual support in the South West
Helpline:
ChildLine 0800 1111
01392 20 10 18
Office: 01392 67 87 44
email@example.com www.intercomtrust.org.uk/goodschools
Kidscape
020 7730 3300
Families and Friends of
Lesbians and Gays
01392 279546(Jenny)
01884 253062(Roberta)
01454 852418(Central Helpline)
firstname.lastname@example.org
... and some issues arising
What is a school's legal position on bullying?
✾ Every school in the UK has a legal duty of care towards its students. This includes, amongst other things, (a) protection from harm, and (b) maintaining an environment in which the student can work without harassment. School governors are responsible for ensuring that the school is living up to these responsibilities. The head teacher also has a legal obligation to combat all forms of bullying without exception. If a school falls short in these matters, students and their families do have legal remedies against the school and/or the governors. This is clearly an opportunity to take a pro-active approach to this problem.
Bullying acts are also criminal offences. Even a bully who never has physical contact with her/his victim may be prosecuted for an offence (e.g. common assault or, in extreme cases of psychological damage, actual or grievous bodily harm.) Police Diversity Officers or Youth Affairs Officers can advise schools and parents in these situations.
What about the Age of Consent?
✾ The victim's age and sexual history, if any, are not in themselves relevant when a school is responding to a case of bullying. The school needs to centre on the bullying.
The age of consent is now the same for all young people (16), regardless of their sexual orientation.
It is not against UK law for anyone to be homosexual, whatever their age or gender. UK law has never had any concern for people's sexual orientation, only for some kinds of sexual behaviour .
If a student of any age tells you s/he is attracted to people of her/his own gender, this poses no legal problem of any kind either for you, or for them. You have no duty of disclosure to anyone. As far as the law is concerned you can answer any student's questions about homosexuality in a balanced and factual manner, appropriate to the maturity of the student concerned—unless...
Unless...?
✾ Unless that particular student's parent or carer has formally withdrawn her/him from sex-education classes under section 17A of the Education Reform Act 1988. In this case explain to the student that you have to respect her/his parent's wishes in matters of sex-education. If however in your profes- sional judgement this student's need for information or help may in fact involve the school's legal duty of care towards the student, there is a possible conflict, and you should privately raise the issue with your head teacher, paying appropriate regard to any assurances of confidentiality you may have given the student.
What about child abuse?
✾ Anyone who has any reason to suspect physical or sexual or any other form of abuse should act promptly under whatever protocols the school has put in place. But contrary to tabloid rumour there is absolutely no link between being homosexual and being abused or being an abuser. If parents ask for assurance about this, suggest they contact a national children's charity such as ChildLine (0171 239 1000) or Kidscape (0171 730 3300), or Child LinkLine in Torbay (01803 557027).
What about health matters?
✾ If a person is being bullied as a result of inaccurate or mythical ideas about infection and disease this is an issue on which the school will wish to intervene as a matter of urgency. Victims of bullying may have specific health needs, whether emotional, mental or physical, which the school should seek to address. All students need to be appropriately informed about personal health and sexual health.
What about sport and PE?
✾ Lesbian and gay students should not be dissuaded from any school activities. That would compound the existing bullying and incite further bullying, and it might well lead to legal challenge. (And after all, there will certainly be other lesbian and gay people already in school teams who choose not to be identified.)
You haven't even mentioned Clause 28
✾ Section 28 does not exist any longer. It was completely repealed by Parliament in 2003. The repeal came into effect on 17 November 2003.
Even when Section 28 existed, school staff always had a statutory responsibility under the Children Act for the emotional well-being of each individual student whatever her or his sexual orientation. This has not changed.
These Guidelines are part of the JAAHB Programme. For details of JAAHB workshops in your area, call 01392 678744. For more information about the JAAHB Programme please contact INTERCOM or any member of the partnership.
* APAUSE (Exeter Uni, Dept of Child Health)
* FFLAG (Families & Friends of Lesbians & Gays)
* ChildLine
* National Association of Governors and Managers
* Devon & Cornwall Constabulary
* Devon County Council
* Cornwall County Council
* Devon Youth Council
* Exeter University Guild of Students
* University of Plymouth Students' Union
* Gay & Lesbian Switchboard (South West)
* HOPE Project for young people, Exeter
* In Touch Youth Counselling Service. Exeter
* JACAT Joint Agencies' Child Abuse Team, Devon
* LGB Health Worker, North & East Devon
* National Union of Teachers
* Devon Youth Association
* PTA Devon
* Stonewall | <urn:uuid:eeedc66e-26c8-4bcd-bd88-12ac3e4877d3> | CC-MAIN-2017-30 | http://lgbyouthyork.org.uk/pdf/Bullying/JAAHBGuidelines.pdf | 2017-07-22T08:40:24Z | crawl-data/CC-MAIN-2017-30/segments/1500549423927.54/warc/CC-MAIN-20170722082709-20170722102709-00594.warc.gz | 193,595,546 | 2,100 | eng_Latn | eng_Latn | 0.998882 | eng_Latn | 0.998908 | [
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AQUACULTURE AS PART OF THE SOLUTION: FOOD AND ECOLOGICAL RESTORATION
Because of the way we behave with the environment in terms of energy expenditure, water usage, food production and conservation, we are headed to a planetary collapse with severe consequences for humanity. The solution so as to minimize such behavior can be achieved with a multilateral approach with serious thoughts and actions, involving governments, communities and industry, so as to pursue a future, hard to achieve, that would be environmentally better, with less of an ecological footprint for those to whom we are indebted: the future generations.
oceans seem to be, their resources are limited and their ecosystems are vulnerable. Independently of how technically sophisticated and modernized fisheries are, fish production has remained stalled for over 30 years, with an annual growth of only 1.1%. Also, what can we expect if governments do not seriously face the growing problem of over-exploitation of marine resources, when in 2007 FAO estimated the sum of over-exploited, fully exploited or exhausted fish stocks to be 76% of the evaluated resources, increasing to 87% in 2009 and currently reaching levels of 90%.
Although some analyses indicate that, at a worldwide scale, land, soil and particularly the existing water are sufficient and that there is enough potential to make yields grow so as to make possible the needed production in the future, the truth is that the production of healthy foods will not be enough if the population keeps growing as it has been, more so if it is menaced by its irrational behavior regarding the exploitation of natural resources, the contamination and the acceleration of climate change, all of which has implications in biodiversity, the focal point of the earth's maintenance.
When we put together data and projections about population increase, contamination, climate change and the exhaustion of marine resources with the aggravating loss of biodiversity, the future scenario of food supply and the ecological sustainability becomes worrisome. Aquaculture emerges as part of the solution.
Fisheries' exploitation frequently does not become an alarming issue and has even been overseen, in view of the impacts of deforestation, desertification and exploitation of energetic resources, and other catastrophic scenarios that reduce biodiversity. But it certainly merits the highest attention and constitutes great part of the base of the future of mankind and of the planet. Overfishing cannot continue! It already represents one of the great menaces to food supply and particularly to biodiversity. Governments ought to be more responsible, particularly with their diagnostics and the establishment of Marine Protected Areas, as was subscribed by 180 countries in UNDP agreements. But in front of 90% of the resources being fully exploited, over-exploited and exhausted, less than 1% of the world oceans and seas are in marine protected areas.
Following the industrial revolution, the biggest socioeconomical, technological and cultural transformations in the history of mankind took place, and with that, the raging growth of the human population reached the current levels of over 7,200 million people, expecting for 2025 some 2,000 million people more… mostly in underdeveloped countries… Where is the food to supply the demand? Where will it come from?
Agriculture and livestock have been fundamental for the evolution of mankind, and it is vital to make optimal use of the most modern technology in order that farmers produce more innocuous and healthy food in a sustainable manner. However, its development is not at par with the future food demands, beside the fact that much land is occupied and intervened. The sea, which covers 70% of the earth surface, would be part of the solution; but no matter how huge the
The pragmatic thing is that despite the efforts, clearly insufficient, of some organizations, a great part of the population suffers, particularly in emerging and developing countries, an alarming percentage of malnutrition (close to 30% of the world population suffers some form of malnutrition), turning imperative the production of nutritive and healthy food…as that which the sea offers us.
Nevertheless, aquaculture, as any human activity, causes an environmental impact that must be minimized, which depends basically upon the choice of species to cultivate, procuring the selection of those that are close to the base of the trophic chain to minimize the ecological footprint. Aquaculture should not be used only for the direct production of foodstuff or other products beneficial to mankind, whether by communities or industries, but also to compensate the ecological damage to the natural resources. The use of aquaculture for ecological restoration and resettlement of aquatic resources would give great benefits to mankind, and we should bet on it.
Aquaculture grows every year more rapidly (6.3-8% in recent years) than the sectors producing food of animal origin, and since the change of pace in its development in the 80's it is providing food supplies that fisheries cannot supply anymore. It is a highly productive and profitable activity, but in view of the threats it should not be seen merely as business, but as an immediate need, particularly in emerging countries, where it should be a fundamental objective for their development.
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Jnanapraavaha, Manjakudi - Retreat report
Swami Cetanandanda and a group of his Japanese students & parents with their children conducted a retreat and pilgrimage on Ramayana
As I began teaching Ramayana to the children of students who had studied Vedanta, I wanted this India retreat to be a retreat where children and adults could work together to accomplish this.
I have been teaching in Japan for about 16 years using PujyaSwamiji's "Bhagavad Gita Home Study". During 16 years, many Japanese students got married and had children, and naturally, the bringing up of children in proper manner has become the main topic of their lives.
PujyaSwamiji said that the growth of a person is "growth from being a consumer to a contributor". In order for adults to achieve this growth, we focussed on the care of children. We also studied "Spiritual Heritage of India", 52 TV-talks of Puja Swamiji. We are sure for us bringing up children following PujyaSwamiji's teaching would become karmayoga and bring about the right growth for both adults and children.
First, in a small group of adults, we studied the "Ramayana" of PurnaVidya, directed by Pujya Swamiji. Then we watched the Ramayana video with Japanese subtitles of a TV program broadcast in India about 20 years ago, and began the group discussion of famous scenes. If there are parts of the video program that are difficult to understand, we also look up the English translation of the original Valmiki "Ramayana". This small group of adults has taken the lead in initiating Ramayana storytelling sessions for the children, using the animations from the Ramayana.
Most of the members who came to India this time are members of this group.
After a year of this "Ramayana with Adults and Children" program, heroes such as Rama, Sita, and Hanuman have begun to grow up in the hearts of the children, and of adults. I think this is very important for a person's life. What should be the relationship with parents? What should be our relationship with our brothers and sisters? How should our friendships be? What are good thoughts? What are bad thoughts? Why do we need to pray to protect good thoughts?
Each time, the adults prepare the Ramayana talks in a way that even the children can understand. This process is nothing but taking care of the immature child inside of us as adults. We have come to realise that in order to communicate with children based on the Ramayana, we need to grow as adults.
Thus, this Manjakkudi retreat was a wrap-up of the past year's "Ramayana for us adults and children," and an opportunity for further exploration in the future.
And especially important to the success of this India retreat was the invitation of Swami Aishvaryanandaji from Indore. Swamiji spent the dates of the Rameshwara pilgrimage and Manjakkudi with us. Swamiji answered the children's questions in a detailed and easy -to-understand manner to the children's satisfaction during the daily satsangas.
And I want to say special thanks to Swami Ramesvaranandaji. He gave us an auspicious day with his chanting during the puja in the morning meditation hall. He also gave us a lot of guidance from the beginning to the end of the retreat.
We also received a lot of help and love from Sri Srinivasanji. And Prasenjitji, Balaramanji, Hemaji, Padmaji, and other Manjakkudi staff members prepared in the practical aspects of the retreat, such as preparing the school visit, temple vistit, Veda-pathashala visits, Aim for SevaChatralaya visit, Rameshwaram pilgrimage, homa, kiirtan, etc. I would like to thank them for their support.
Let me tell a little about how the people of Manjakuddi welcomed the Japanese adults and children who came to India for the first time after learning Ramayana in Japan.
The adults and children from Japan arrived in Manjakuddi in the middle of the night, and first thing the next morning there was a drama by surprise.
In the morning, they woke up and all the Japanese, adults and children, went to Jnanapravaha together. As they made their way down a pathway lined on both sides with tropical plants as tall as the adults, suddenly eight children dressed as Vanaras appeared. They jumped up and down shouting "Jaya Rama, Jaya Rama" to welcome the Japanese. Both adults and children who had just arrived from Japan were overjoyed. Then cameRama and Sita, then Hanuman and Lakshmana, and finally the saints Vashista, Bharata, Shatrughna, Ravana, Vibhishana, and many others.
Both Rama and Sita kindly welcomed the Japanese, and both adults and children were so moved that they began to cry. What a "surprise welcome party! I would like to thank everyone at the Dayananda School and College for organizing this welcome event. This Manjakkudi retreat will remain in the hearts of Japanese children as a good memory forever and ever!
I express my utmost respect to PujyaSwamiji, who has always, always guided us as Isvara towards our human goal.
- Swami CetananandaPhotos in the cover page #31 | <urn:uuid:26cd3679-e1c1-4b89-bef4-557729435a8c> | CC-MAIN-2023-23 | https://www.arshavidya.in/Newsletter/April23/4.pdf | 2023-06-04T03:48:56+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224649439.65/warc/CC-MAIN-20230604025306-20230604055306-00795.warc.gz | 698,816,527 | 1,153 | eng_Latn | eng_Latn | 0.998158 | eng_Latn | 0.998194 | [
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PLEASANT EVENTS CALENDAR
Be aware of a pleasant event at the time it is happening. Use the following questions to focus your awareness on the details of the experience as it is happening. Write it down later.
| What was the experience? | Were you aware of the pleasant feelings while the event was happening? | How did your body feel, in detail, during this experience? | What moods, feelings, and thoughts accompanied this event? |
|---|---|---|---|
| Example: Going out for a walk, and watching a sunrise/sunset | Yes | Warmth on my face, sighing, breathing getting slower | Feeling gratedul to be walking, not missing the moment |
| Day of Week: ____________ | | | |
| Day of Week: ____________ | | | |
| Day of Week: ____________ | | | |
| Day of Week: ____________ | | | |
| Day of Week: ____________ | | | |
| Day of Week: ____________ | | | |
| Day of Week: ____________ | | | | | <urn:uuid:12f39eca-352b-4a3c-aa36-4f948437e796> | CC-MAIN-2023-23 | https://www.drjvera.com/pdf/Pleasant%20Events%20Calendar.pdf | 2023-06-04T04:33:45+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224649439.65/warc/CC-MAIN-20230604025306-20230604055306-00795.warc.gz | 791,413,294 | 259 | eng_Latn | eng_Latn | 0.998687 | eng_Latn | 0.998687 | [
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CHAPTER EIGHT
Storage Molds
Everett M. Hansen
Various mold fungi commonly grow on seedlings that are stored between lifting and transplanting to the field or another nursery bed. All tree species are affected, and many different fungi have been implicated. Most fungi reported on moldy seedlings are saprophytes or weak parasites in nursery soils.
Symptoms
Mold usually begins on older, senescent or dead needles in the lower crown of seedlings. The appearance of the mold mycelium depends on the species of fungus, but is often off-white to gray, forming thin webs between needles (Figure 8-1). The mold may spread throughout the entire foliage mass and is
A
occasionally seen on roots and stems as well. The discovery of moldy seedlings is alarming, but often the fungi cause less damage than appearances would seem to indicate. Mold development does point to poor storage conditions, however, and these may induce physiological changes that reduce the growth capacity of seedlings.
Storage mold may be confused with: Mycorrhizae
Occasionally mold fungi colonize and kill healthy needles and even stems. A simple "fingernail test"—a scraping of the bark on the stem of a seedling—quickly reveals the extent of damage. Bark that is soft, watery, and discolored is probably dead. When needles are colonized but stems and buds remain healthy, seedlings will generally survive, although first-season growth may be affected. Mold observed on roots is most commonly from beneficial mycorrhizal fungi and is no cause for concern. However, root pathogens such as Pythium and Phytophthora can increase in storage and cause serious damage, especially if temperatures are above 3 degrees C (37 degrees F). Again, the fingernail test will quickly distinguish healthy from killed root tissue.
C
B
Management
Temperature and moisture are critical for the development of mold. Temperatures must be above freezing for fungi to grow, and growth increases dramatically as temperatures rise above 5 degrees C. Limited mold development may occur at lower temperatures, particularly after prolonged storage, but will seldom damage seedlings. Good temperature control, especially in densely packed lots of seedlings, is essential to maintaining the health of seedlings in storage. Mold fungi also need free water for spore germination and colonization of needles. Seedlings packed dry have less mold than wet seedlings, but it is difficult to dry seedlings and keep them dry without desiccating them during storage. It is best to pack seedlings moist to reduce water stress, and prevent mold development with strict control of temperature.
Sanitation and storage environment are the two most important variables in controlling the development of mold. Seedlings already diseased in the nursery beds should be separated from healthy ones before packing. Trees infected with Botrytis or Phytophthora may contaminate whole bags of seedlings in storage. Soil is a primary source of mold fungi. Seedlings that are carelessly lifted and packed, with excess wet soil still clinging to roots and scattered through the foliage, are more likely to mold than clean seedlings.
Freezer storage of seedlings eliminates the risk of mold development during the storage period, but seedlings are still at risk during the cooling-down and thawing processes. Continuous monitoring of seedling temperatures is important regardless of how seedlings are stored. Sensors should be placed in areas of least air circulation as well as in moreaccessible locations to assure that conditions are uniform.
Selected references
Hopkins, J.C. 1975. A review of moulding of forest nursery seedlings in cold storage. Canadian Forestry Service, Pacific Forest Research Centre. Report BC-X-128. 16 p.
Venn, K. 1980. Winter vigour in Picea abies (L) Karst. VII. Development of injury to seedlings during overwinter cold storage. A Literature Review. Meddr. Norsk Inst. Stogforsk. 35:483-530. | <urn:uuid:7d00e04b-b032-49b8-a3be-8cbb46a0ed9e> | CC-MAIN-2023-23 | https://rngr.net/publications/ghs/storage-molds/at_download/file | 2023-06-04T03:20:32+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224649439.65/warc/CC-MAIN-20230604025306-20230604055306-00795.warc.gz | 532,148,119 | 820 | eng_Latn | eng_Latn | 0.997127 | eng_Latn | 0.997349 | [
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Early detection of skin cancer
Most skin cancer can be successfully treated if it is found early. But without treatment, skin cancer can be deadly.
Get to know your skin and what looks normal for you to help you find changes earlier. Don't rely on an annual skin check to detect suspicious spots.
Check all of your skin − not just sunexposed areas.
If you notice any new spots or changes in the colour, size or shape of existing spots, see your general practitioner (GP) as soon as possible.
What is skin cancer?
Skin cancer is the uncontrolled growth of abnormal cells in the skin. These abnormal cells usually form as a result of ultraviolet (UV) radiation damage.
There are three main types of skin cancer:
Basal cell carcinoma (BCC)
This is the most common, least dangerous form of skin cancer. BCCs grow slowly, usually on the head, neck and upper torso. A BCC may:
* appear as a lump or dry, scaly area
* be red, pale or pearly in colour
* ulcerate as it grows, or appear as a sore that fails to heal completely or heals but then breaks down again.
Squamous cell carcinoma (SCC)
These are less common than BCCs but may spread to other parts of the body if untreated. SCCs grow over some months and appear on skin most often exposed to the sun. An SCC may:
* be a thickened, red, scaly spot
* bleed easily, crust and ulcerate.
Melanoma
Melanoma may be life-threatening in as little as six weeks and, if left untreated, it can spread to other parts of the body. Melanoma can also appear on skin not typically exposed to the sun, such as the inner thigh or underarm.
Use the ABCD rule as a guide while examining your skin:
* A = Asymmetry, look for spots that are asymmetrical (one half of the spot doesn't match the other).
* B = Border irregularity, look for spots with uneven borders. Melanoma is often flat with an uneven, smudgy outline.
* C = Colour, look for spots with an unusual or uneven colour. May be blotchy and more than one colour – brown, black, blue, grey or red.
* D = Diameter, look for spots that are larger than 7mm.
Nodular melanoma is a fast growing and aggressive melanoma that does not follow the ABCD criteria above. It is often red, pink, brown or black and feels firm to touch. Nodular melanoma grows very quickly and needs to be treated as soon as possible.
Self-examination
Most skin cancers are found by people checking their own skin or are noticed by a loved one. Cancer Council recommends that all adults, particularly those aged 40 and over, should:
* get to know their skin
* check all areas of their skin regularly, including skin not normally exposed to the sun
* look for changes in the shape, colour or size of a spot, or a new spot – if you notice anything unusual, see your doctor straight away
* ask others to check difficult-to-see areas, such as the back.
Photographs of any suspicious spots can be useful to record any changes over time. If you are worried about any skin changes, talk to your GP.
Who can diagnose and treat skin cancer?
Cancer Council recommends that you first visit a GP to assess your skin. Although suspicious spots should be treated appropriately, harmless spots should not be removed unnecessarily.
GPs can examine your skin and advise you of appropriate care. GPs are trained in diagnosing and treating skin cancers, which may include minor procedures.
If you are at higher risk of skin cancer, speak with your GP about developing a surveillance program, which may include regular skin checks.
Your GP can also refer you to a dermatologist.
Dermatologists are doctors who have completed additional training to specialise in diagnosing and treating skin diseases, including skin cancer.
To see a dermatologist you should get a referral from a GP. You can see a dermatologist without a GP referral but your Medicare rebate may be smaller.
Book your appointment as soon as you can. It may be some weeks before you can get an appointment. If your case is urgent, your GP should be able to arrange an early appointment. If you live in regional Victoria, there may not be a dermatologist in the area; however, many regional areas have visiting dermatologists. Your GP should be able to advise you.
Skin cancer clinics
There are many skin cancer clinics offering a variety of services and fee arrangements. General practitioners – not dermatologists – are more likely to operate skin cancer clinics. If you wish to see a dermatologist or get a second opinion, you may ask for a referral.
Cancer Council Victoria does not operate or endorse any skin check service providers or skin cancer clinics.
Questions to ask
Whoever you decide to see, here are some questions you should ask.
* What are the qualifications, skills and experience of the person examining my skin?
If you are told you have skin cancer, ask:
* What type of skin cancer do I have (is it a common BCC or SCC or is it a potentially serious melanoma)?
* How advanced is the skin cancer?
* Do I need treatment immediately?
* What are the treatment options and the benefits and risks of the treatment options?
* What sun protection is required? Ask about skin cancer prevention.
* What follow-up is required?
* What costs are involved? Ask how much each procedure will cost and how much you will get back through Medicare. If you are in a private health fund, check first if any of these procedures are covered by your plan.
More information and resources
Consumer Guide to Skin Clinics and other information is available from sunsmart.com.au.
Melanoma and Common Skin Cancers patient booklets are available from the Cancer Council on 13 11 20 or cancervic.org.au.
UV-protective clothing and accessories can be purchased at Cancer Council Victoria's shop or online at www.cancercouncilshop.org.au.
This information is based on available evidence at the time of review. It can be photocopied for distribution.
Updated: August 2017 | <urn:uuid:c1261a5e-e6dc-4c92-a219-07c3527b4856> | CC-MAIN-2023-23 | https://www.dpvhealth.org.au/app/uploads/2020/12/early-detection-skin-cancer-info-sheet.pdf | 2023-06-04T04:36:37+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224649439.65/warc/CC-MAIN-20230604025306-20230604055306-00795.warc.gz | 790,413,359 | 1,280 | eng_Latn | eng_Latn | 0.9993 | eng_Latn | 0.999324 | [
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Protecting Family Drinking Water in Rural Alaska
Introduction
Many remote small villages in Alaska don't have access to piped water and sewers. Families in these villages continue to use traditional (untreated) water sources including ice/snow melt, rivers, tundra ponds, and rainwater catchments. In some cases, honeybucket bags (containing human waste) are dropped off at temporary hoppers before transportation to open dump sites within close proximity to schools and homes.
Research Partner
Our partner community is located southwest of Bethel on the Kuskokwim River in western Alaska. The traditional Yup'ik Eskimo village (approximately 300 residents) has a five year history of working with the University of Alaska–Fairbanks (UAF) to develop a greater understanding of traditional water source use and storage. The current 3-year partnership with UAF Water and Environmental Research Center will focus on ways in which drinking water sanitation can be improved.
Research Outline
Four graduate studies are currently focusing on:
ii. In-home sanitation, including methods to optimize private water tank chlorination and alternate disinfection methods.
i. Pathogen survival and transmittance in the Arctic
Research Completed During 2004
(1) Pathogen Transmittance
A village school photographed from the adjacent honeybucket dump and burn area.
Site of partner community in western Alaska.
track E. coli from contaminated areas (including the local honeybucket dump) to Eek School and local homes. Source discrimination efforts appear to eliminate village dogs as a significant source, while additional work is needed to determine whether human sewage is responsible.
Broad sweep sampling and subsequent most probable number (MPN) E. coli counts de-emphasized natural background levels in lakes and ponds (likely resulting from waterfowl) while highlighting the most contaminated sites in and around the community. Test samples also confirmed that ATV tires and boots
Pacific Northwest Regional Water Quality Coordination Project Partners
Land Grant Universities
Cooperative Extension Service
Alaska
Contact Fred Sorensen:
http://www.uaf.edu/ces/water/
907-786-6311
University Publications:
http://www.alaska.edu/uaf/ces/publications/
Idaho
Cooperative Extension System
University of Idaho
Contact Bob Mahler: 208-885-7025
University Publications:
http://www.uidaho.edu/wq/wqhome.html http://info.ag.uidaho.edu/Catalog/catalog.htm
Oregon
Oregon State University
Extension Service
Contact Mike Gamroth: 541-737-3316
http://extension.oregonstate.edu/
University Publications:
http://extension.oregonstate.edu/catalog/
Washington
Washington State University WSU Extension Contact Bob Simmons: 360-427-9670 ext. 690 http://wawater.wsu.edu/ University Publications: http://pubs.wsu.edu/
Northwest Indian College Contact Charlotte Clausing: 360-392-4319 firstname.lastname@example.org or http://www.nwic.edu/
Water Resource Research Institutes
Center (Alaska)
Water and Environmental Research http://www.uaf.edu/water/
Idaho Water Resources http://www.boise.uidaho.edu/
Research Institute
Institute for Water and http://water.oregonstate.edu/
Watersheds (Oregon)
State of Washington
Water Research Center http://www.swwrc.wsu.edu/
Environmental Protection Agency
The Pacific Northwest
EPA, Region 10
http://www.epa.gov/r10earth/
Office of Research and Development, http://www.epa.gov/wed/
Corvallis Laboratory
For more information contact Jan Seago at 206-553-0038 or email@example.com
The Project
Land Grant Universities, Water Research Institutes, and EPA Region 10 have formed a partnership to provide research and education to communities about protecting or restoring the quality of water resources. This partnership is being supported in part by the USDA's National Institute of Food and Agriculture (NIFA).
Our Goal and Approach
The goal of this Project is to provide leadership for water resources research, education, and outreach to help people, industry, and governments to prevent and solve current and emerging water quality and quantity problems. The approach to achieving this goal is for the Partners to develop a coordinated water quality effort based on, and strengthening, indivudual state programs.
Our Strengths
The Project promotes regional collaboration by acknowledging existing programs and successful efforts; assisting program gaps; identifying potential issues for cross-agency and private sector collaboration; and developing a clearinghouse of expertise and programs. In addition, the Project establishes or enhances partnerships with federal, state, and local environmental and water resource management agencies, such as by placing a University Liaison within the offices of EPA Region 10.
(2) Pathogen Viability in the Arctic Dog fecal matter/soil samples were maintained at temperatures as low as – 28 ± 2°C in the laboratory and at ambient Fairbanks temperatures in the field. Results indicate that coliform bacteria (indicator species), and by extension, some pathogens may survive Arctic conditions with a potential to mobilize when conditions permit.
A Lower Kuskokwim School District School administrator, noted that it is not uncommon for students to miss over twenty days of school per year because of chronic illness. "At other times they come through the school doors, but don't feel good…their learning suffers."
To learn more about the "Protecting Family Drinking Water In Rural Alaska" project, contact the Principal Investigator Daniel White at firstname.lastname@example.org, 907-474-6222.
National Water Quality Program Areas
The four land grant universities in the Pacific Northwest have aligned our water resource Extension and research efforts with eight themes of the USDA's National Institute of Food and Agriculture.
1. Animal Waste Management
5. Pollution Assessment and Prevention
3. Environmental Restoration
7. Water Conservation and Management
2. Drinking Water and Human Health
6. Watershed Management
4. Nutrient and Pesticide Management
8. Water Policy and Economics
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National Swine
Nutrition Guide
Authors
Methods of Supplying Nutrients to Swine
Duane E. Reese, University of Nebraska Joel M. DeRouchey, Kansas State University David J. Meisinger, US Pork Center of Excellence
Reviewers
Palmer Holden, Iowa State University Jim Smith, Hubbard Feeds
Introduction
An essential part of designing a sound feeding strategy involves making decisions on how to best provide the energy and nutrients (amino acids, vitamins and minerals) that pigs need in their diet. Pork produc ers have many options to provide nutrients to their pigs, with varying levels of cost, labor and feasibility involved with each method.
Objectives
* Define four basic methods of supplying nutrients to pigs
* Provide guidelines on how to choose which method(s) to employ
Basic methods of supplying nutrients
There are four basic methods of supplying nutrients to pigs: 1) purchased complete feed; 2) grain com bined with a concentrate; 3) grain blended with an amino acid source(s) and a basemix; or 4) grain, an amino acid source(s), salt, calcium and phosphorus source(s) and a premix. A description of these options follows.
Complete feed. A complete feed is a ready to feed product containing ingredients that meet the total nutritional needs of the pig. The feed manufacturer assumes all responsibilities for ingredient quality and mixing issues. The producer is responsible for using the product correctly. This feed may be in meal form, pelleted, or fed as a liquid feed. The major advantage of this option is the producer does not need to own and operate any feed manufacturing equipment.
Concentrate. A concentrate is a mixture of ingredients formulated to complement nutrients present in grain. When it is correctly mixed with grain, the resulting diet will meet the total nutritional needs of pigs. Typical inclusion rates are 300 to 500 lb/ton for all classes of pigs except nursery pigs. The major ad vantage of this option is producers can utilize cereal grains that they produce; if those supplies are not sufficient to meet the year-round needs of the swine enterprise, grain can be purchased as-needed. A disadvantage is the producer must own and operate feed processing and manufacturing equipment. The producer assumes the responsibility for proper complete feed mixing and to mix the correct ratio of con centrate and grain. In addition, the producer must have equipment to transport the complete mixed diet to the feed bins for each barn.
Basemix. A basemix is a product generally containing ingredients rich in minerals and vitamins. Basemixes correctly mixed with grain and an amino acid source(s) will satisfy the total nutritional needs of pigs. The most common amino acid source in the US is soybean meal which when mixed with grain (and other ingredient alternatives if used) and the basemix makes up a balanced diet. Some basemixes also contain crystalline amino acids, phytase, and animal protein products. Typical inclusion rates are 35
to 100 lb/ton for mid to late nursery, growing, finishing and sow diets. Some basemixes for nursery diets are added at 200 to 400 lb/ton which generally contain some specialty ingredients and are a concentrate/ basemix hybrid.
The major advantage of basemixes is that the producer can utilize home-raised or purchased corn for added flexibility and reduced diet cost. Also, producers can purchase their own soybean meal and ingre dient alternatives (i.e. DDGS, wheat middlings, etc.). However, bin space for ingredient storage maybe a limitation on the number of ingredients producers can utilize. Basemixes can be custom purchased or for mulated to match the match the needs of the diet based on the other ingredients to be used. Also, produc ers can competitively bid a custom basemix or price basemixes of commercial manufacturers to reduce feed cost. Disadvantages of this option include the producer assumes the responsibility for variation in the quality of the protein source(s) and for correct blending of ingredients. Again, the producer must invest in on-farm feed manufacturing and feed delivery equipment, as well as incur additional labor expenses from these activites. The producer must also process or have access to nutritional knowledge to properly formulate and compare basemixes available.
Premix. A premix is a product containing sources of vitamins and (or) trace minerals. The total nutritional needs of pigs can be met by combining premixes with grain, salt, and sources of amino acids, calcium, and phosphorus. Typical inclusion rates are 1.5 to 7.5 lb/ton. Premixes are available with trace minerals and vitamins combined or packaged separately. The major advantage of this option is that producers can take advantage of competitively bidding either custom premix or utilizing a commercial premix from a feed manufacturer. However, the producer can purchase all other ingredients used in the diet. The producer also assumes more responsibility for correct diet formulation and preparation and variation in the qual ity of the amino acid, calcium, and phosphorus sources with this option as compared to any of the three other options. Also, the producer must have proper equipment and mixing systems to accurately utilize low inclusion ingredients.
Guidelines for decision making
One method does not necessarily promote better pig performance or a lower cost of gain than another. There are many factors for producers to consider in determining the best option including convenience, on-farm equipment availability/needs, labor availability, labor cost, nutritional knowledge, quality control expenses, and ingredient purchasing competitiveness. Determining which method for each individual producer is complex and no one method is best for every producer. Also, producers must evaluate poten tial advantages of increased bio-security by minimizing feed delivery from trucks that deliver feed to other swine farms.
The major factors to consider in choosing a method of supplying nutrients to pigs are shown in Table 1. Convenience refers to the level of involvement the producer has in making nutritional decisions and feed preparation. Risk is the odds of a diet not containing the intended concentration of nutrients and quality of ingredients. Risk rates the transfer of responsibility from the feed manufacturer to the producer as the pro ducer assumes more or less responsibility for proper quality control and inclusion of nutrient sources in swine diets. Service is the amount of technical advice, farm recordkeeping, and other perks offered. Cost includes costs of ingredients and services such as processing, blending, delivery, technical advice, etc.
a Includes costs of ingredients and service.
| Method | Convenience | Risk (Quality) | Service |
|---|---|---|---|
| Complete feed | High Low | Low High | High Low |
| Concentrate | | | |
| Basemix | | | |
| Premix | | | |
Producers who put a high priority on convenience, minimal risk of having feed quality problems, and ample service will want to purchase complete feeds. However, cost is generally higher to justify the manu facturer's assumption of these risks and services offered. On the other hand, there is less cost in a premix program, but it is a less convenient, higher risk, higher labor requirement and lower service oriented program. The risks associated with feed quality can be managed, but it takes a commitment of time and re sources. Producers are encouraged to select the method that provides the best balance of factors consid ered important to their business while maintaining a competitive feed cost per unit of gain.
Before a producer can actually determine which method is best, it is necessary to establish what is desired in a feeding program. That is, know the energy and nutrient (amino acids, minerals, vitamins) levels de sired in diets as well as the major ingredients. Provide that information to feed company representatives who offer the method(s) being considered and ask for a complete nutrient, ingredient and cost profile. Be sure to carefully review the information provided to ensure the desired specifications are met before mak ing a final decision.
Current information about nutrient sources and dietary recommendations for various classes of swine is available from The National Swine Nutrition Guide. Consider using the Guide to help decide preferences in a feeding program.
Finally, remember vitamin potency in feed and manufactured products will decrease with exposure to light, high humidity, heat, rancid fat, and oxygen. In addition, vitamin potency is reduced when vitamins are in contact with minerals. For best results, store basemixes and trace mineral vitamin premixes in a cool, dry, and dark place and use them within 30 days of purchase. Premixes containing vitamins and min erals separately can be stored for about 3 to 4 months
Summary
Four basic methods of supplying the pig's nutrients for optimum growth and reproduction are available to pork producers. There are various factors to consider when determining which method is best for a particular situation. The method of choice should be considered carefully, because the right decision helps ensure the feeding program employed is economically viable.
Frequently asked questions
Should feed be made on or off the farm?
Producers can purchase individual ingredients and manufacture diets on the farm or purchase complete feeds in meal or pellet form. Compare the fixed and operating costs associated with manufacturing feed on the farm to custom rates at local feed mills to decide which is best for you. Also, don't forget to exam ine the cost savings that may result from pelleting feeds. Pelleting corn-soybean meal-based diets im proves feed efficiency and daily gain by about 6.5 and 4.5%, respectively. Pelleting is more easily justified when feed is expensive.
Generally, because of problems with stocking several ingredients and the difficulty in securing and main taining quality, fresh ingredients such as dried whey, blood products and fishmeal, it's recommended that most producers purchase complete pelleted feeds for nursery pigs weighing less than 20 to 25 lb. When feed for pigs weighing less than 20 to 25 lb is made on the farm, it's usually best mixed using a basemix or concentrate that contains many of the speciality ingredients that are necessary in these diets. | <urn:uuid:de2b266f-25a2-4c54-a3b0-fb5c57fe0576> | CC-MAIN-2023-23 | https://porkgateway.org/wp-content/uploads/2015/07/methods-of-supplying-nutrients-to-swine1.pdf | 2023-06-04T04:33:44+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224649439.65/warc/CC-MAIN-20230604025306-20230604055306-00794.warc.gz | 525,053,521 | 2,100 | eng_Latn | eng_Latn | 0.996356 | eng_Latn | 0.996891 | [
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Louis Joseph Rovella
Born:
June 5, 1923
Hometown:
Philadelphia, PA
Class:
1943
Service:
Merchant Marine
Position / Rank:
Engine Cadet
Date / Place of death:
October 7, 1942 / 34S, 17- 05E
Date / Place of burial:
October 7, 1942 / Lost at Sea -- 34S, 17-05E
Age:
19
Louis Rovella signed on as Engine Cadet aboard the MS Firethorn on September 6, 1942 at the Port of New York. He was joined by Cadet-Midshipman Robert Nauman who signed on as Deck Cadet. The ship was crewed with 40 foreign merchant mariners and 21 Armed Guard Sailors. Cadet-Midshipmen Louis Rovella and Robert Nauman were the only American merchant mariners in the ship's crew. When the ship sailed it was loaded with a cargo of general war supplies and a deck cargo of tanks.
The MS Firethorn was originally a Danish vessel, the Norden, that had been requisitioned by Presidential Executive Order on July 12, 1941. Now owned by the War Shipping Administration it was registered in Panama and bareboat chartered to United States Lines. On February 26, 1942 the ship began operation by U.S. Lines under a General Agency Agreement.
On October 7 th , the Firethorn was passing about 60 miles northwest of Cape Town, en route from New York to Suez, Egypt. Traveling at about 12 knots, she was zigzagging under overcast skies. At approximately 0830, two torpedoes launched by U-172 struck the vessel in quick succession. The first torpedo hit the ship on the port side at the Number 3 hatch, tearing open the hull and exploding on contact. The second struck the engine room on the port side, penetrating the hull before exploding. The ship sank in less than 90 seconds.
The crew had no time to launch the lifeboats, but the rafts floated free as the vessel went down, undoubtedly saving those crew members who had survived the initial explosions. Of the 61 men aboard the Firethorn the Captain, eight merchant seamen, two Armed Guard Sailors and Cadet-Midshipmen Rovella and Nauman were lost. Survivors collected on four rafts, and in one boat that had floated free of the sinking ship. The rafts were lashed together and remained in the vicinity of the sinking, while six men manned the boat and made for the coast of South Africa. The survivors on the boat were picked up by the HMS Rockrose (K 51) on October 8. The following day, the Rockrose picked up the survivors on the rafts. All were taken to Cape Town.
Sadly, many of the survivors of the Firethorn were later placed on the MS Zaandam for repatriation to the United States. This vessel was sunk on November 2, 1942 about 400 miles north of the coast of Brazil. Six Navy gunners and 2 of the merchant crew who had survived the sinking of the Firethorn were lost in the sinking of the Zaandam.
Cadet-Midshipman Louis J. Rovella was posthumously awarded the Mariners Medal, Combat bar with star, the Atlantic War Zone Bar, the Victory Medal, and the Presidential Testimonial Letter.
Louis J. Rovella was the only son and youngest child of Santo Rovella and Maria Curcio Rovella. His older sister was Mary. According to the 1940 U.S. Census, Santo Rovella was a mechanic for the Philadelphia Street Car (Traction) Company. Merchant Marine Academy Records show that Louis Rovella reported to Kings Point on the evening of April 23, 1942. However, Louis Rovella was no stranger to the sea as the Rovella family traveled from the United States to Naples, Italy and back in 1930 aboard the SS Vulcania. | <urn:uuid:2f06b35e-48ff-4c07-88dc-e4f615ded5ba> | CC-MAIN-2023-23 | https://img1.wsimg.com/blobby/go/1b1a5d7a-b5df-4d9c-a035-9a3b8205312f/downloads/Rovella%2C%20Louis.pdf?ver=1644851017683 | 2023-06-04T05:18:24+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224649439.65/warc/CC-MAIN-20230604025306-20230604055306-00795.warc.gz | 350,617,263 | 866 | eng_Latn | eng_Latn | 0.989988 | eng_Latn | 0.996411 | [
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Jack Fish Lake FIN Summary, 2021
Background
A healthy fish population and fish community means we can all enjoy the benefits of sustainable fisheries and healthy ecosystems. A common question biologists receive is "how are the fish in my lake doing?" This is an important question to answer in order to set appropriate fishing regulations, understand and correct any problems with fish habitat, and guard against invasive species.
The management goal for most Alberta fisheries is long-term sustainability, shown by the red lines on the graphs below. In support of achieving this goal netting data is collected to determine the FSI, which helps determine the most appropriate regulations for a lake. This landscape-level assessment allows for consistent, broad temporal comparisons of fish sustainability and status. For more information, please see Alberta's Fall Index Netting website and Fish Sustainability Index website.
Fall Index Netting (FIN)
Alberta Environment and Parks (AEP) uses an accepted standard of index netting for assessing walleye and Northern pike in lake fisheries (Morgan, 2002). This method provides the necessary data on fish abundance, biological data, and species diversity to assess the sustainability of these fish and fisheries. It also allows for comparisons at a lake over time and to other lakes.
Fall index netting occurs during late summer and fall when water temperatures are 10-15 °C. Standardized multi-mesh gill nets are set at random locations between 2 and 15 metres deep, set for 21-27 hours (i.e., a net-night), and then reset in new random locations.
Information from yellow perch, lake whitefish, burbot, minnow, and sucker species are also collected. The information collected from each fish includes length, weight, age, gender, and maturity. After sampling, if fish are appropriate for human consumption, AEP provides the fish to local Indigenous peoples or to persons on approved subsistence lists. Typically, a very small proportion of the lake's fish population (less than 1 or 2%) are killed in this sampling.
How is this information used?
Catch rates (i.e., number of fish captured per net-night) of walleye and Northern pike are an index of the populations' abundance, with higher catch rates meaning there are more fish in the lake. The abundance of adult fish is compared to the standardized thresholds for 5 broad categories of risk to the long-term sustainability of the fish population, with higher densities of fish having lower risk (Table 1). The sizes and age of fish also tell us if problems with overharvest (e.g. too few large and old fish) or habitat (e.g., poor spawning success results in too few small and young fish) are a concern. Biologists use this information, as well as a variety of data on water quality, access, development, and habitat threats as part of Alberta's Fish Sustainability Index (FSI).
©2021 Government of Alberta | Published: December 2021
Classification: Public
TABLE 1 - Alberta's Fish Sustainability Index risk thresholds for walleye and Northern pike using the standardized Fall Index Net (FIN) method. Note: Thresholds align with species management frameworks.
Results
Jack Fish Lake (281 ha) is located approximately 45 km west of the city of Edmonton. From September 20 to 22, 2021, 10 gill nets captured 232 walleyes, 94 Northern pike, and 48 yellow perch, from Jack Fish Lake.
Walleye
The mean catch rate of walleyes was 23.2/net-night. The catch rates of mature (Figure 1) and immature walleyes were 20.5/net-night and 2.7/net-night, respectively. The corresponding FSI score for the current mature density of walleyes was assessed at low risk.
The length distribution shows strong recruitment, high abundances of 250 to 450 mm walleye, and very high abundances of fish larger than 450 mm (Figure 2).
The 2021 FIN sample represented approximately 6.6% of the estimated mature walleye population size.
Northern Pike
The mean catch rate of mature Northern pike was 8.7/netnight (Figure 3), which corresponds to a FSI score of high risk.
The pike length distribution exhibits strong but somewhat sporadic recruitment from 250 to 450 mm, low abundances of 470 to 600 mm, and moderate abundances of fish larger than 700 mm fish (Figure 4).
The 2021 FIN sample represented approximately 1.4% of the estimated Northern pike population size.
Summary
This is the first FIN assessment of Jack Fish Lake. The abundance of mature walleyes was relatively high and has a corresponding FSI status of low risk. The length distribution indicated strong recruitment and a wide range of sizes of fish.
Classification: Public
Though the walleye population was at low risk, the lake is very small, is near to a large human population, and its popularity make it extremely vulnerable to overfishing. Therefore, strict conservation-based management remains necessary to conserve this walleye population and fishery.
The Northern pike, have modest adult abundances yet sporadic recruitment, may be showing signs of limited shoreline habitat. The corresponding FSI status is high risk and with the same stressors as walleye, conservation-based management is necessary.
Literature
Morgan, G.E. 2002. Manual of Instructions-Fall Walleye Index Netting. Percid Community Synthesis, Diagnostics and Sampling Standards Working Group. Laurentian University, Sudbury Ontario.
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Water for Landscapes and Gardens during Drought
Conserving water makes sense and cents as water rates increase to meet increased demands and wells go dry more often. Recent changes in weather patterns and land use have decreased the available water throughout the PNW. The population has increased and water is needed for many other uses: fish habitat, food processing, agriculture, pools and hot tubs, firefighting, cleaning, recreation, as well as extensive lawns. Stormwater is running off site rather than seeping down to recharge groundwater. The result is reduced availability of water even when supplies are normal. Already public service messages warn of drought, water shortages, and urge us not to plant lawns, vegetable gardens, or landscape plants.
However, food gardens and landscapes are also valuable. They are a substantial investment and contribute to property value, provide environmental, wildlife, psychological, economic, and social benefits for long term sustainability. If we use available water wisely and harvest wasted water we can still plant higher value food crops, and smaller, more focused lawns; convert some of the turf and bare ground to diverse, multi-layered landscapes that intercept rainwater, provide bird habitat, reduce stormwater runoff, and increase groundwater recharge. Landscapes and lawns also produce oxygen, remove greenhouse gases, and sooth the stressed mind. The green industry provides jobs and is a major part of the economic community.
Sharpen your watering and landscape skills
Check soil moisture before and after watering. Soils vary in texture and water holding capacity. Check again in several (3–7) days. Apply water directly to the root zone with soaker hoses, drip irrigation, or hand watering. Check your results so you don't over- or under-water.
S WSU Drought Alert Website: http://www.drought.wsu.edu/pubs.html#Home_Garden
S Lawns and Other Turf: http://www.drought.wsu.edu/pubs.html#Home_Garden
S Watering Home Gardens and Landscape Plants: http://www.drought.wsu.edu/pubs.html#Home_Garden
S WSU Drought Advisory; Water Conservation in Gardens and Landscapes: http://www.drought.wsu.edu/pubs.html#Home_Garden
S (Myth) Leaf Wilt Is the Best Indicator of Insufficient Soil Moisture:
http://www.puyallup.wsu.edu/%7ELinda%20Chalker-Scott/Horticultural%20Myths_files/Myths/Leaf%20wilt.pdf
S (Myth) Use of Drought-tolerant Plants Reduces Residential Water Consumption: http://www.puyallup.wsu.edu/%7ELinda%20Chalker-Scott/Horticultural%20Myths_files/Myths/Xeriscaping.pdf
S Links to Four Presentations on Trees and Drought (Utah State University Forestry Extension): http://extension.usu.edu/forestry/HomeTown/General_GreenConf2005.htm
S Water Efficient Landscape Plants: http://extension.oregonstate.edu/catalog/pdf/ec/ec1546.pdf
S Conserving Water in the Garden; Landscape and Lawn Care: http://wellwater.oregonstate.edu/lawnsgardens.php
S Water Efficient Landscaping; EPA 832-F-02-002: call 1-800-424-4372
Harvesting "wasted" water
Capture roof water at all downspouts with rain barrels or garbage cans, fitted with a fine mesh screen (to exclude mosquitoes). Catch rainwater in wheelbarrows, buckets, garbage cans and upturned lids, or other containers. Place containers in the shower or sink to catch the cold water while you wait for it to get hot.
S Home Water-Saving Methods: http://cru.cahe.wsu.edu/CEPublications/eb0732/eb0732.pdf
S Harvesting Rainwater for Landscape Use: http://ag.arizona.edu/pubs/water/az1052/harvest.html
S Home Use of Graywater, Rainwater Conserves Water: http://cals.arizona.edu/AZWATER/arroyo/071rain.html
Pacific Northwest Regional Water Quality Coordination Project Partners
Land Grant Universities
Cooperative Extension Service
Contact Fred Sorensen:
907-786-6311
http://www.uaf.edu/ces/water/
University Publications:
http://www.alaska.edu/uaf/ces/publications/
Alaska
Idaho
Cooperative Extension System
University of Idaho
Contact Bob Mahler: 208-885-7025
University Publications:
http://www.uidaho.edu/wq/wqhome.html http://info.ag.uidaho.edu/Catalog/catalog.htm
Oregon
Oregon State University
Extension Service
Contact Mike Gamroth: 541-737-3316
http://extension.oregonstate.edu/
University Publications:
http://extension.oregonstate.edu/catalog/
Washington
WSU Extension
Washington State University
Contact Bob Simmons:
http://wawater.wsu.edu/
360-427-9670 ext. 690
University Publications:
http://pubs.wsu.edu/
Northwest Indian College
360-392-4319
Contact Charlotte Clausing:
firstname.lastname@example.org or http://www.nwic.edu/
Water Resource Research Institutes
Center (Alaska)
Water and Environmental Research http://www.uaf.edu/water/
Idaho Water Resources http://www.boise.uidaho.edu/
Research Institute
Institute for Water and http://water.oregonstate.edu/
Watersheds (Oregon)
State of Washington http://www.swwrc.wsu.edu/
Water Research Center
Environmental Protection Agency
The Pacific Northwest
EPA, Region 10
http://www.epa.gov/r10earth/
Office of Research and Development, http://www.epa.gov/wed/
Corvallis Laboratory
For more information contact email@example.com
Jan Seago at 206-553-0038 or
S Rain Gardens in EPA's Water Talk Newsletter: http://yosemite.epa.gov/R10/ WATER.NSF/0/45d05f427eb6a0fb8825687900594fce/$FILE/20030428_ WaterTalk-print.pdf
New plantings
Select the right plant for the right place, not just any spot available. Learn how to plant and water correctly. Plant during moist cool weather when possible or in the late afternoon or evening. Shade plants with temporary wetted cloth such as lightweight white sheets, especially if you must plant/transplant in summer heat.
S Horticultural Techniques for Successful Plant Establishment: http://www.puyallup. wsu.edu/%7ELinda%20Chalker-Scott/Fact%20Sheets/Planting%20fact%20sheet.pdf
S Wood Chip Mulch Improves Plant Establishment and Survival: http:// www.puyallup.wsu.edu/%7ELinda%20Chalker-Scott/Fact%20Sheets/ Mulch%20fact%20sheet.pdf
S (Myth) Antitranspirants Prevent Drought Stress, Especially In Newly Installed Trees and Shrubs: http://www.puyallup.wsu.edu/%7ELinda%20Chalker-Scott/ Horticultural%20Myths_files/Myths/Antitranspirants.pdf
S Conserving Water in the Garden; Designing and Installing a New Landscape: http://extension.oregonstate.edu/catalog/html/ec/ec1530-e/
S Watering New Trees: http://news.ag.uidaho.edu:591/News/Homewisedb/FMPro?-db=homewise.fp5&-format=story2.htm&-lay=generic&sortfield=title&level3=Tree%20and%20shrub%20irrigation&-recid=87&-find=
Food production gardens (vegetables, small fruits, and fruit trees)
Home gardens and orchards are an increasingly important component of landscapes. In an uncertain economy they can take the edge off grocery bills and provide nutritious, fresh fruit and vegetables, provide exercise, and stress reduction.
SConserving Water in the Garden; Growing a Vegetable Garden:
http://extension.oregonstate.edu/catalog/html/em/em8375-e/
S Tree Fruits: http://www.drought.wsu.edu/pdf/Tree_Fruit_EM4820.pdf
Landscape modification
S Plant water loving plants near downspouts
S Redesign and cluster plants in zones to meet minimum water and sun/shade needs
S Convert slopes to terraces; level ground retains water better
S Locate lawns in focus areas; replace remaining lawn areas with trees, shrubs, and groundcovers
S Replace thin lawns in shady areas with groundcovers and shrubs
Turf
Smaller lawn areas can be quite satisfying. They do not need daily or excessive watering. Lawn functions include producing oxygen, absorbing CO 2 , and protecting soil from UV radiation, compaction, and erosion.
S Maintaining a Healthy Lawn in Western Oregon:
http://extension.oregonstate.edu/catalog/html/ec/ec1521/
S Home Lawns Bulletin EB0482: http://cru84.cahe.wsu.edu/cgi-bin/pubs/EB0482.html
S Thatch and Its Control: http://cru.cahe.wsu.edu/CEPublications/eb0482/eb0482.pdf
S Lawn Renovation: http://cru.cahe.wsu.edu/CEPublications/eb0924/eb0924.html
SLawns and Watering: http://news.ag.uidaho.edu:591/News/
htm&subcategory=Lawns&-sortfield=title&-find
Homewise-db/FMPro?-db=homewise&-lay=generic&-format=titles2.
S Lawn Establishment: http://www.uaf.edu/ces/publications/freepubs/HGA-00036.pdf
S Establishing a Lawn in Southeast Alaska: http://www.uaf.edu/ces/publications/freepubs/HGA-00238.pdf
Conclusion
We are a creative and resourceful society. We can stop wasteful practices and come up with innovative solutions for harvesting and conserving water so that we, and future generations, can enjoy functional landscapes that benefit the soul and the environment. | <urn:uuid:622f3795-f5a0-4097-8466-0601e4ae088a> | CC-MAIN-2023-23 | https://werawater.org/wp-content/uploads/2015/05/WQFlyers_PNW059.pdf | 2023-06-04T03:51:53+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224649439.65/warc/CC-MAIN-20230604025306-20230604055306-00796.warc.gz | 669,978,553 | 2,132 | eng_Latn | eng_Latn | 0.929374 | eng_Latn | 0.948889 | [
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YEAR 4 READING
1 Word reading
- Read age-appropriate books with increasing confidence and fluency
2 Comprehension – Clarify
- Ask questions to improve their understanding of a text
- Check that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
- Use a dictionary to check the meaning of words they have read
3 Comprehension – Monitor and Summarise
- Identify main ideas drawn from more than one paragraph and summarise these
4 Comprehension – Select and Retrieve
- Use text features to locate information (e.g. contents, indices, subheadings)
- Locate information using skimming and scanning
- Retrieve and record information from non-fiction
5 Comprehension – Respond and Explain
- Discuss words and phrases that capture the reader's interest and imagination
- Participate in discussions about both books that are read to them and those they can read for themselves, taking turns and listening to what others say
6 Inference
- Draw inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence
- Predict what might happen from details stated and implied
7 Language for Effect
- Show understanding through intonation, tone, volume and actions when performing poems and play scripts
- Identify how language contributes to meaning
- Identify specific techniques, e.g. simile, alliteration and repetition, explaining the effect on them as a reader
8 Themes and Conventions
- Identify themes (e.g. the triumph of good over evil or the use of magic in fairy stories and folk tales) and conventions (e.g. greetings in letters, first person for diaries or numbers and headings in instructions) in a wide range of books
- Recognise some different forms of poetry (e.g. free verse, narrative poetry)
- Identify how structure and presentation contribute to meaning | <urn:uuid:4b05d726-36b8-4d7b-b048-2627e2c327e0> | CC-MAIN-2023-23 | https://www.bosmere.hants.sch.uk/attachments/download.asp?file=169&type=pdf | 2023-06-04T03:39:05+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224649439.65/warc/CC-MAIN-20230604025306-20230604055306-00799.warc.gz | 761,296,462 | 389 | eng_Latn | eng_Latn | 0.989806 | eng_Latn | 0.989806 | [
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The Power of Watershed Education Networks
In the communities of the Pacific Northwest there are numerous organizations providing environmental education to meet their own specific objectives. To prevent duplication of efforts and more effectively educate the region's residents, who are the key to protecting and improving water quality, environmental education networks have been established in some areas. In a 2006 survey of environmental educators conducted by the Puget Sound Action Team, it was found that increased coordination and collaboration between organizations is strongly desired in areas where networks do not currently exist. Washington State University has been a key player in the establishment and support of some of these networks and have found that these networks are successfully increasing the effectiveness of environmental education efforts.
These formalized networks have participation from non-profit organizations, government agencies, school teachers, and businesses. Networks have provided collaboration, coordination, and synergy amongst the diverse groups providing outreach. Goals of these network groups typically include:
S Providing consistent messages to the public
S Preventing duplication
S Fostering collaborative efforts
S Educating network participants on specific issues or education strategies
S Ensuring that key audiences are reached
S Providing meaningful evaluation of programs
S Increasing responsiveness to emerging issues
Specific examples of projects that networks have established include: localized guides for teachers about the range of local environmental education programs available for their classes; online calendars of programs and activities for the public; teacher training programs and student summits; a weekly newspaper column; a regional newsletter; and a peer reviewed slide show on the water quality issues and homeowner solutions in Hood Canal. In Hood Canal, two exotic species of tunicates were recently discovered and the "Hood Canal Watershed Education Network" took quick action. They organized a training for divers, as well as themselves, to learn how to identify the exotic species of tunicates and what actions should be done to report them. The best educational materials and brochures were ascertained, which were subsequently used be many of the educators to educate people at events they were involved with.
Some of the networks have established an annual planning meeting where participants discuss their organization's planned and potential activities for the coming year. These annual meetings have greatly increased the amount of collaboration and reduced duplication of programs. They have also inspired efforts that
Pacific Northwest Regional Water Quality Coordination Project Partners
Land Grant Universities
Cooperative Extension Service
Contact Fred Sorensen:
907-786-6311
http://www.uaf.edu/ces/water/
University Publications:
http://www.alaska.edu/uaf/ces/publications/
Alaska
Idaho
Cooperative Extension System
University of Idaho
Contact Bob Mahler: 208-885-7025
University Publications:
http://www.uidaho.edu/wq/wqhome.html http://info.ag.uidaho.edu/Catalog/catalog.htm
Oregon
Oregon State University
Extension Service
Contact Mike Gamroth: 541-737-3316
http://extension.oregonstate.edu/
University Publications:
http://extension.oregonstate.edu/catalog/
Washington
WSU Extension
Washington State University
Contact Bob Simmons:
http://wawater.wsu.edu/
360-427-9670 ext. 690
University Publications:
http://pubs.wsu.edu/
Northwest Indian College
360-392-4319
Contact Charlotte Clausing:
firstname.lastname@example.org or http://www.nwic.edu/
Water Resource Research Institutes
Center (Alaska)
Water and Environmental Research http://www.uaf.edu/water/
Idaho Water Resources http://www.boise.uidaho.edu/
Research Institute
Institute for Water and http://water.oregonstate.edu/
Watersheds (Oregon)
State of Washington http://www.swwrc.wsu.edu/
Water Research Center
Environmental Protection Agency
The Pacific Northwest
EPA, Region 10
http://www.epa.gov/r10earth/
Office of Research and Development, http://www.epa.gov/wed/
Corvallis Laboratory
For more information contact email@example.com
Jan Seago at 206-553-0038 or would not have been possible for one organization to take on, however through partnerships the necessary resources could be garnered. In addition, the networks serve as good venues to discuss grant and funding opportunities to build specialized programs.
Network participants become much better resources for the people they are assisting, since they know what the other organizations can offer to also assist the public. These networks build working relationships, more efficiently use the expertise and resources available in the community, and provide opportunities for peer review of materials that are being developed, such as publications and videos. In addition, they prove to be good venues for providing joint training on specific topics such as emerging issues, effective new ways to educate people, and program evaluation methods. Networks also serve to assist with logistical aspects of programs, such as identifying key speakers and experts on topics, locations to hold events, educational materials to provide for programs, and marketing approaches.
From these efforts the public receives higher quality programs, they get more consistent information about ways they can better protect the environment, tax dollars are more effectively used, and hopefully the environment sees greater improvement.
In summary, networks provide a mutually supportive atmosphere for colleagues from different organizations to work together, improve professionally, and share resources, successes, and lessons learned. Further development of such networks is considered crucial in efforts to best protect and manage our waters.
National Water Quality Program Areas
The four land grant universities in the Pacific Northwest have aligned our water resource Extension and research efforts with eight themes of the USDA's National Institute of Food and Agriculture.
1. Animal Waste Management
5. Pollution Assessment and Prevention
3. Environmental Restoration
2. Drinking Water and Human Health
6. Watershed Management
4. Nutrient and Pesticide Management
8. Water Policy and Economics
7. Water Conservation and Management | <urn:uuid:a8136716-2d9e-4f4f-829d-f303aad5f104> | CC-MAIN-2023-23 | https://werawater.org/wp-content/uploads/2015/05/WQFlyers_PNW103.pdf | 2023-06-04T03:36:27+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224649439.65/warc/CC-MAIN-20230604025306-20230604055306-00796.warc.gz | 670,144,412 | 1,195 | eng_Latn | eng_Latn | 0.977676 | eng_Latn | 0.987534 | [
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Gifted and Talented Policy (AG14)
Introduction
Gifted and Talented children may stand out among their peers for positive, but also negative reasons. Generally, they may be quick, efficient learners with a high capacity to assimilate new knowledge and have exceptional powers of analysis and interpretation. On the other hand, they may be perfectionists, easily frustrated with wild variations between oral and written ability or between achievements in different academic areas. Some Gifted and Talented children are delightful socially, others are more withdrawn or isolated.
The school provides a broad and balanced curriculum appropriate to the needs and abilities of all children. Teaching and learning is planned and adapted to enable each child to reach for the highest level of personal achievement. It is policy to ensure that the needs of those children who have been identified as 'gifted' and 'talented' according to national guidelines are supported.
Definition
A pupil is recognised as gifted or talented if they:
* are highly successful across a wide range of subjects;
* have outstanding ability in only one area of the curriculum.
* fall into the top 2% of the nation in standardised tests;
The following areas should be considered in addition to academic excellence:
* Physical Talent
* Outstanding leadership
* Visual / Performing Talent
* Mechanical Ingenuity
Aims
The school aims to:
* Identify pupils with learning difficulties at both ends of the spectrum and ensure that their needs are met;
* Enable all children to have full access to all elements of the school curriculum;
* Ensure that all learners make the best possible progress;
* Ensure that all parents are informed of their child's needs and provision and that there is effective communication between parents and the school;
* Promote an effective partnership and involve outside agencies when appropriate;
* Enable children to develop to their full potential;
* Offer children opportunities to generate their own learning;
* Ensure that we challenge and extend children through the work that we set them;
* Encourage children to think and work independently.
* Social Awareness
* Creativity
All work is matched to the needs of the individual, taking into account both teaching and learning styles. Results from all internal and external assessments, including Cognitive Ability tests are used to monitor the progress being made by all children and to guide future teaching.
Irrespective of differences in ability, all pupils must be able to access all areas of learning, and develop the knowledge, skills, understanding and attitudes that are necessary for their self-fulfilment and eventual development into active and responsible adults.
Identification of more able and very able children
A range of strategies will be used to identify more able and very able pupils. The identification process is ongoing and begins as soon as the child joins the school. Records from previous schools are stored and information obtained from parents may also be added to these records.
As children progress through the school children are tested regularly in different subject areas to ensure that they are making appropriate progress. They are identified as more able or very able when they achieve high levels of attainment across the curriculum, or in particular skills or aspects of subjects.
Each teacher regularly reviews the children's progress either as a subject teacher or as a tutor. Teachers discuss the children's progress with parents at parents' evenings, and report formally through the school reporting system.
Children are monitored closely in departments and through Heads of Department meetings and staff meetings when individuals are often raised for discussion.
In English, more able or very able pupils can be identified when they:
* demonstrate high levels of fluency and originality in their conversation;
* use research skills effectively to synthesise information;
* enjoy reading and respond to a range of texts at an advanced level;
* use a wide vocabulary and enjoy working with words;
* see issues from a range of perspectives;
* Possess a creative and productive mind and use advanced skills when engaged in discussion.
In Mathematics, more able and very able pupils are identified when they:
* explore a range of strategies for solving a problem;
* are naturally curious when working with numbers and investigating problems;
* see solutions quickly without needing to try a range of options;
*
look beyond the question in order to hypothesise and explain;
* work flexibly and establish their own strategies;
* enjoy manipulating numbers in a variety of ways.
Gifted and Talented children tend to have a combination of some of the following qualities:
* they are interested in a broad range of things;
* they are flexible intellectually;
* they are highly imaginative;
* they possess an off beat sense of humour;
* they take an unconventional approach and can think laterally;
* they can be beyond their peer group socially and intellectually ;
* they can possess a single-mindedness or lopsidedness, sometimes to the point of causing worry in the classroom (so we may find gifted and talented children in lower sets);
* they show an excitement about ideas and abstract concepts;
* they often do not fear failure (this shows they understand the educational value of making mistakes).
| Location: | Policies\Academic Guidelines AG 14 ISI A3 WS | | | | Page: |
|---|---|---|---|---|---|
| Last Reviewed: | September 2022 | Next Review: | September 23 | Author/Lead: | |
Teaching and learning styles
Teachers plan carefully to meet the learning needs of all children giving them the opportunity to show what they know, understand and can do, and this achieved by providing:
* a common activity that allows the children to respond at their own level;
* enrichment activities that broaden a child's learning in a particular skill or knowledge area;
* individual activity within a common theme that reflects a greater depth of understanding and higher level of attainment;
* opportunities for pupils to progress through their work at their own rate of learning;
* Adaptation of task within the classroom, very able, older pupils children may often be taught to GCSE standard and beyond in a limited number of aspects;
* the setting of open ended tasks in the classroom;
* the teaching of study skills and thinking skills;
* the opportunity to represent the school in a variety of sports at county, national and sometimes, national, level;
* entry to competitions in a variety of subject areas;
* publication of children's work in the school newsletters, Lookout magazine and on the school website;
* Music affords several outlets, with the School choir participating in many public events, and a programme of regular informal concerts at which children of all levels of ability can perform. Individual tuition enables Gifted and Talented children to aim high;
* Prefect and monitor systems and house system allowing children to excel socially and display leadership strengths;
* pupil responsibility during open mornings;
* public speaking activities and competitions;
* one-to-one Learning Support lessons. Given the often unorthodox nature of their talents, it is not paradoxical that some Gifted and Talented children may require extra help.
A range of extra curricular activities are provided for children. These offer more able and very able children the opportunity to further extend their learning in range of activities. Opportunities may include academic, sporting, musical, drama and creative art clubs.
Learning is also enriched through regular prep (homework) activities linked to the work being undertaken in classes. This offers teachers a further opportunity to set work at the level of individual children.
| Location: | Policies\Academic Guidelines AG 14 ISI A3 WS | | | | Page: |
|---|---|---|---|---|---|
| Last Reviewed: | September 2022 | Next Review: | September 23 | Author/Lead: | |
The children also have opportunities to experience a wide range of educational visits and experiences that further enrich and add depth to learning.
Roles and Responsibilities
The Special Educational Needs Coordinator co-ordinates the provision and practice within the school for more able and very able children. They should work closely with the Deputy Head (Academic) and Head of Pre-Prep. This role includes:
* liaising with colleagues (including pre-prep) and parents when appropriate.
* monitoring teachers' planning and pupils' work to ensure that suitable tasks and activities are
being undertaken by more able and very able pupils across all curriculum areas;
* regularly reviewing the teaching arrangements for more able and very able children;
* supporting staff in the identification of and provision for Gifted and Talented children;
* providing advice and support for staff in the development of teaching and learning strategies for more able and very able children;
Teaching staff have a responsibility to help identify Gifted and Talented children in their classes and to ensure that they are being adequately challenged by extension tasks or opportunities for performance.
Pastoral staff have an essential role in the support and care of Gifted and Talented children, helping them to cope socially and academically.
Heads of Department are responsible for ensuring that Gifted and Talented children are given opportunities for extension and enrichment in their own subject areas, inside and outside of the classroom. | <urn:uuid:8d9e149d-3d00-4b66-ab60-da508b4131f5> | CC-MAIN-2023-23 | https://www.westhillpark.com/sites/default/files/media-files/2022-10/AG%2014%20Gifted%20and%20Talented%20092022-2023%20WS.pdf | 2023-06-04T04:25:22+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224649439.65/warc/CC-MAIN-20230604025306-20230604055306-00799.warc.gz | 1,185,163,916 | 1,836 | eng_Latn | eng_Latn | 0.998083 | eng_Latn | 0.998166 | [
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Name _________________________________________
Class _________________________________________
Date __________________________________________
Code of Ethics Scenarios
Two fictitious scenarios are presented below, each followed by two headlines and two paragraphs. For each scenario, determine the headline and paragraph that appear accurate and "ethical." Which headline/paragraph is incorrect and what code of ethics principle does it violate?
Bear in mind that you generally need to read an entire article, or at least several paragraphs, to determine if it is accurate and/or ethical. For the purposes of this exercise, however, base your evaluation on the headline or paragraph only.
Scenario A
You are at a checkpoint outside the Palestinian-controlled town of Jenin. An Arab woman complains to you about being stopped and searched by Israeli soldiers at the checkpoint. She says she cannot get to her job on time and her family needs her income to buy food. An Israeli lieutenant nearby explains the checkpoints are necessary because Palestinians have been known to smuggle bombs into Israel and blow up Israelis. If Palestinians stop their terrorism, he says, Israel can then dismantle the checkpoints.
Headline 1: Checkpoint Woes: One Woman's Story
Headline 2: Checkpoint Brings Security for Israel, Misery for Palestinians
Paragraph 1
Um Jabali is a simple woman. The mother of five has managed to steer clear of politics for most of her 47 years, tending to her small flock of goats and date trees almost as tenderly as she has to her children. But now she is angry. A checkpoint outside the Palestinian-controlled town of Jenin is keeping her from going to her job at a health clinic in the nearby town of Burqin. "These Israelis are just looking for ways to humiliate us," she complained, "How am I going to feed my children?"
Paragraph 2
An ugly concrete barrier stands outside the city of Jenin. Um Jabali, 47, a worker at the health clinic in the nearby town of Burqin waits to pass through this Israeli-manned checkpoint. "These Israelis are just looking for ways to humiliate us," she complains, "How am I going to feed my children?" Uri Palti, a 22-year-old soldier nods his head sympathetically. "It isn't easy for them," he says, "but we need to check that terrorists are not coming into our cities to kill our children. You know, women can be suicide bombers too."
Which headline/paragraph is accurate and “ethical”? Which headline/paragraph is incorrect and what principle does it violate?
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
Scenario B
You are covering a clash between Israeli and Palestinian forces in the town of Tulkarm, when the violence escalates suddenly with gunfire and firebombs flying. Amid the smoke and shooting, a Palestinian Arab rushes by you, carrying the bloodied body of a little girl. “What happened?” you ask. “The Israelis shot her,” he replies and runs off.
Headline 1: Israeli Soldiers Kill Palestinian Girl in Tulkarm
Headline 2: Israelis and Palestinians Battle in Tulkarm; Palestinian Girl Shot
Paragraph 1
Amid fierce fighting between Israeli soldiers and Palestinian forces in the West Bank city of Tulkarm, a Palestinian girl was shot dead by Israelis.
Paragraph 2
Amid fierce fighting between Israeli soldiers and Palestinian forces in the West Bank city of Tulkarm, a Palestinian girl was shot.
Which headline/paragraph is accurate and “ethical”? Which headline/paragraph is incorrect and what principle does it violate?
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Teaching & Learning & Observation Policy
Our approach to Teaching & Learning, Observing & Scaffolding young children's learning
Within Mossley Nursery School, our planning techniques and recording are based on a mix of seasonal events, loose overarching themes and also incorporating 'Planning in the Moment' also known as 'In the moment planning'.
'In the moment planning' in our setting allows child-led rather than all adult-led learning. As a staff, we value the previous knowledge, interests and experiences that the children are bringing with them into the setting from their home and family. We also value their curiosity and questions and through this approach, it allows children to explore freely, relax into their play and ensure high engagement and display high levels of well being . Children who are highly engaged and are settled are able to learn.
Our classroom environment is organised to ensure children can self-select from a range of resources available and be independent. This promotes an enabling environment and allows the children to have choices and investigate through their play. Some of the areas of play and resources are continuous provision and they remain available on a daily basis. Some play experiences are provided by the staff as a provocation to spark interest and to follow on from themes of learning. Some are planned from observations of the children and other play experiences are chosen by the children. Some lines of learning are also taken from working closely with the children and following their line of interest as we are working with them.
We also invite our parents and carers to contribute to our learning and observation cycle which allows a more in-depth insight into their child's personality and life at home.
This policy provides more information about the approach and the reasoning behind it. Please feel free to ask questions at any time.
Planning for Learning
Traditionally, planning in education is usually carried out ahead of the teaching. Following the teaching, the adults would evaluate whether the children had learnt the desired skill or gained the knowledge. Activities traditionally would have been planned, led and based on the adult leading the learning. With very young children, when the activities are led in this way, the direction often changes due to the age and interests of the children. With adults leading the activities, it means that the interest and pitch of the activity are often on an adult level and young children can lose interest or
engagement when it is not their chosen topic or idea. The adults can often plan for the learning they think may take place and often, whilst working alongside children, they can change the outcome.
Children learn most when they are highly engaged and when they are highly interested in something and also when they can have a choice and take the learning in their chosen direction.
During the 'Planning in the Moment' approach, the environment and the resources available are planned for but the learning has more potential. The resources provided are often based on the children's requests or interests and sometimes spontaneous provocations from the adults or the environment can add to this. The learning comes from the children's interest and engagement with the resources and the flexibility to adapt and change with their ideas. The possibilities are endless as all children have different ideas, imagination and experiences. The direct teaching happens when the adults engage with the children and enhance the learning through their involvement, conversations and input. The learning is then recorded following the interaction or learning opportunity. This cycle is play, interact, teach and then record learning that actually took place. It is highly effective for the child.
The parents/carer's role
You, as parents and carers, are your child's first educator. We value the learning that they have been engaged in at home and we wish you to be involved in their nursery experience. The knowledge and understanding you have of your child is a key to unlocking your child's personality. We will make contact first and second term to invite you to complete a home school questionnaire prior to the focus week. We would really appreciate it if you would be involved and share with us anything significant happening in your child's life at that moment at that time and tell us about who the special people are in their lives and anything that you feel will help us to get to know your child's world outside school. We can then build on this information and plan learning experiences to meet your child's needs and interests. This will contribute greatly to their future learning and development. It is also really helpful to spark conversations with your child and we also ask for you to share some recent photos sent from home to add to this process. Following your child's focus week, the class teacher will feedback the significant information and learning observed during the week. In term 1 this will be a feedback meeting, either face to face or by telephone, whichever suits you. In term 2 feedback will be feedback via seesaw and a few photos of your child engaging in learning during their focus week. In term 3, staff will be compiling a transition report to share with you at the end of the year. This report is compiled to record your child's interests, progress and learning. This is done in readiness for your child moving onto the next stage of their educational journey.
We work in this way because …
Young children are experiencing and learning in the here and now, not able to save up their questions until tomorrow or next week. It is in that immediate moment of curiosity, puzzlement, effort, or interest – the 'teachable moment' – where the skilful adult can make a difference. By using this cycle on a moment-by-moment basis, the adult will be always alert to individual children (observation),
always thinking about what it tells us about the child's thinking or doing (assessment), and always ready to respond by using appropriate strategies at the right moment to support children's well-being and learning (planning for the next moment).
* We have focus children NOT focus activities.
* The adult works with the child and not the child working for the adult.
* We work this way because high-level involvement occurs in child-initiated activity
* We work in this way because it focuses on promoting a high level of well being
* Children learn when they are highly relaxed & highly engaged
Progress and Development
When children show high levels of involvement, that is when there is progress and development occurring – when the brain is at its most active. High level involvement occurs most often when children can pursue their own interests in an enabling environment supported by skilled staff. Flexibility to change forward plans made and to 'Plan in the moment' helps to make this possible.
Enabling Environment & Play Areas
The classroom is organised into learning areas where a range of materials and resources are available for each play area. They are planned to provide a balance following our curriculum in the '6 areas of Learning' as outlined in the 'Curricular Guidance for PreSchool Education' (CCEA). Adults do not set up the play, instead, the adults plan for the resources available in each area. The children have access to the range of resources, they choose their play and create their own play scenarios. The children select what they want to do in each area. They are also responsible for their learning environment and all contribute to tidying and organising their classroom environment after the play session. The children are allocated a tidy up job and work as a team to be responsible for their learning environment both indoors and outdoors.
The resources are accessible to the children and they are varied, open-ended and high quality. This gives children ownership over their choices and more scope for their imagination and creativity.
The Role of The Adult
The adults are there to facilitate learning. They do this through observations and interactions. The adults get to know the children very well and have a sound understanding of child development. This ensures that the adults enhance and extend the learning at the appropriate level for individual children.
Teaching in this approach involves communicating and modelling language, showing, explaining, demonstrating, exploring ideas, encouraging, questioning, recalling, and providing a narrative for what they are doing, facilitating and setting challenges. It takes account of the equipment they provide and the attention to the physical environment as well as the structure and routines of the day that establish expectations and teach self help skills. Integral to teaching is how practitioners assess what
children know, what they understand and what they can do as well as take account of their interests. The adults then use this information to plan children's next steps in learning and monitor their progress.
Planning in the moment
We use the observation cycle on a moment by moment basis. Each week there are allocated 'focus children'. The focus children have more focus time from the adults for this week, but all the children are engaged along with these children and with adults and their friends. All are busy and learning all the time.
The learning journeys record the learning for each child and are a record of their play interests and learning experiences that have occurred during their focus week. The adults record what the children were engaged in(the play), what the adult's involvement was (the teaching) and what the outcome was (the learning). The adults then record any learning that has taken place and any next steps or follow up learning experiences or resources to introduce or continue for the next week.
Planning for Class & Group Learning
Some forward planning is compiled by staff based on the learning that has taken place previously and a loose 'theme' for the month, ensuring that learning is varied and a breadth and balance of learning is taking place. Where children have impacted on any resources or learning focus, these are recorded in our forward planning and evaluated the following week. We also have a long term planner, month by month, that maps planning for progression through areas such as following rules & routines, self help & independence skills and communication and social skills.
The group learning is recorded each week, recording the group interests, play experiences that have emerged, any visits or visitors that the class have been involved in and the development of that play and learning that has taken place. All learning is measured based on the Curricular Guidance for Preschool education (CCEA). Where appropriate and possible, photos are added to these journals of learning. At no point should recording or taking photos get in the way of the adults role with the children in their learning.
In addition, "Wow" moments are recorded for children as and when they occur and are added to their journals.
Many of these play experiences, learning and wow moments are shared with families as they occur during the feedback for the focus week, either verbally or through Seesaw.
With a system of 3-4 focus children each week, the learning environment and records that are kept on spontaneous planning sheets and learning journeys, it shows that the children are learning effectively all the time!!
4
Example of parent home/school questionnaire sent via google form.
Staff ask parents to send photos via Seesaw or email.
All learning in nursery education takes place through play.
Learning through play is one of the key principles of Early Years education, which is supported by a wealth of research. Play and playfulness are shared across all cultural groups, but with some variations according to the beliefs and customs that influence child-rearing practices. Family and adults working with children typically play with them and they devote a great deal of time to helping children to learn by teaching them:
* How to play, through structured games such as peek-a-boo, and open-ended activities such as sand and water play;
* How to pretend, by being imaginative, acting different roles and characters, using resources and objects to represent real life or the child's imagination
* how to be playful, by demonstrating playful ways of interacting with others through humour, jokes, riddles and rhymes, singing and chanting, clapping games, and using materials and resources in imaginative ways.
Play engages children's bodies, minds and emotions. In playing children can learn to interact with others and be part of a community, to experience and manage feelings, and to be in control and confident about themselves and their abilities.
Play can help children to develop these positive dispositions for learning:
* displaying interests and curiosity
* a willingness to explore, experiment and try things out
* to know how and where to seek help
* being creative and inventive – encountering problems and finding solutions
* being flexible – testing and refining solutions being engaged and involved – concentrating, sustaining interest, persevering with a task, even when it is challenging
* making choices and decisions
*
making plans and knowing how to carry them out
* playing and working collaboratively with peers and adults
* managing self, managing others
* developing 'can-do' orientations to learning
* being resilient – finding alternative strategies if things don't always go as planned
* understanding the perspectives and emotions of other people
* taking measured risks and not being afraid to ask for help
* showing care and consideration for others and developing empathy
In addition to our records of learning, learning journals and group learning records, we follow our Progression in Learning Planner, continuous provision overviews (for resources) and Curricular Guidance for Preschool Education CCEA 2019 | <urn:uuid:00915253-2e6c-4134-8acf-1bf3a6e0660e> | CC-MAIN-2025-05 | https://storage.googleapis.com/siteassetsswd/61/docletter/20241202041604_29__Mossley_teaching_learning_policy_2023_.docx_2_.pdf | 2025-01-19T18:59:50+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362530.80/warc/CC-MAIN-20250119182920-20250119212920-00786.warc.gz | 569,931,150 | 2,630 | eng_Latn | eng_Latn | 0.997394 | eng_Latn | 0.998638 | [
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Chair Golden, Vice-Chair Girod, members of the Committee, for the record my name is Marina Richie. I am a freelance science/environmental writer and author. I live just south of Bend on an acre of ponderosa pine and pollinator garden almost adjacent to the Deschutes National Forest.
I am in strong support of SB 530 –Natural Climate Solutions. The bill is a win-win. It's incentivebased, voluntary, and leverages historic levels of federal funding to directly support forest landowners, farmers, ranchers, and communities, while benefiting Oregon and the planet. We have little time to capture and store carbon and protect biodiversity—and nature is our lowhanging fruit.
The Inflation Reduction Act has $30 billion in incentives for climate-smart agriculture, conservation, and sustainable forestry. The time is now—for funding, for climate, and for Oregon to lead the way nationally.
Natural climate solutions are ingenious, because nature is gifting us every day with free solutions—if we allow and encourage natural systems to do that job. In a time of great alarm over our future and sometimes a feeling of helplessness in a fast-warming world with not enough action, this bill is SO positive.
Natural climate solutions are critical for capturing and storing carbon as we also strive for net zero emissions. For example, rather than building expensive carbon capture devices, our trees are doing that for us—and storing the carbon too. The bigger and older the trees grow, the more carbon they store . The more forests that grow for longer rotations, the better they can cool the air, store water, hold soils, protect watersheds for drinking water, and be more resilient to wildfire too. I see so much potential in SB 530 for retaining larger trees on the landscape and letting more trees grow either in perpetuity or for longer rotations. Even in those rotations, keeping some big trees there to grow is critical for a healthier carbon-storing forest.
Intact forests support biodiversity and are better able to resist disease, drought, and wildfire as well. I'd like to expand a bit on a subject I write about frequently—native birds. Sadly, there are 2.9 billion fewer birds flying our skies of North America than in 1970—with losses in every ecosystem. I have interviewed scientists nationally and here at Oregon State University both on birds and on the ecosystem values of big trees and older forests . (Example:
https://columbiainsight.org/the-secret-power-of-old-growth)
Recent studies at the H.J Andrews Experimental Forest provide evidence that climate-sensitive migratory songbirds like the Hermit Warbler are benefiting from cooler microclimates unique to older forests and the insect diversity associated with multi-species, multi-aged forests. As climate warms, migratory songbirds are facing a mismatch in timing that can be deadly for raising broods of chicks that must be fed thousands of insects. Earlier and warmer springs mean earlier tree budding, leafing, and then hatching of insects, which peak in growth before songbird eggs hatch. But when there's high insect diversity, there will be longer periods of insect hatch and more choice. These forests are a buffer for people and wildlife alike. (See: https://today.oregonstate.edu/news/characteristics-older-forests-can-buffer-effects-climatechange-some-bird-species.)
That bird example illustrates the intricacy and ecological complexity, which is largely overlooked with simplified views of our forests, especially when treating them like a farm crop. I personally know forest landowners who want to do the right thing for wildlife and for climate storage. They are protecting standing dead trees that are so critical to woodpeckers and other wildlife, plus storing carbon. They are keeping big and older trees, and only logging selectively in ways that take into account diversity. But they need funding, guidance, and help. SB 530 will do that.
I'd also like to address the few comments I heard in the hearing about older and bigger trees and logging.
First, older and bigger trees to not take more water out of the land---it's the exact opposite. As Dr. David Mildrexler (systems ecologist with a PHD in Forest Ecosystems and Society at Oregon State University ) explains so clearly in his Opinion Piece for the La Grande Observer (see: https://www.lagrandeobserver.com/opinion/columns/protecting-large-trees-key-to-healthyforests-slowing-climate-change/article_81f99574-9fec-11ec-bde3-334a5c4cabc4.html):
"Large trees are crucial in ecosystem water and energy cycles. Large deeply rooted trees tap groundwater resources not available to shallow-rooted plants. During drier months roots lift deep soil water up to shallow, drier portions of soil and release it, sharing water to the ecosystem, including neighboring plants of different species. A study in old growth ponderosa pine found that during July and August this process accounted for approximately 35% of total daily water usage from the upper soil, adding weeks of water during drought. This allows the ecosystem to continue photosynthesis, storing more carbon, and cooling the forest canopy as water evaporates from foliage. Forest canopies can register summer surface temperatures more than 30°F cooler than adjacent non-forest cover types, and large trees are the engine of this work. The water released to the atmosphere contributes to downwind moisture content and rainfall. Intact forests with large trees are positively associated with cool summer temperatures, increased late-summer streamflow and clean surface water."
Second, for a forest to be healthy and biodiverse, there must be standing dead trees for wildlife and carbon storage, and downed logs for holding carbon, cycling nutrients, and nurturing saplings. Intact forests stow away more than half their carbon as organic soil or in the standing and fallen trees that will become part of the rich humus. We need to look beyond short-sighted views that dead trees and burned trees are worthless. Keeping as many trees as possible on the land after a wildfire is critical for holding the soil, keeping the underground mycorrhizal network functioning, for carbon storage, and for the new trees to be healthy and thriving.
Third, the more we do to protect and facilitate growth of forests with high carbon-storing abilities, the better. A five-year study published in 2019
(https://terraweb.forestry.oregonstate.edu/sites/terraweb/files/Hudiburg%20et%20al%202019
.pdf) shows preserving western forests with high carbon-storing abilities would be the equivalent of halting six to eight years of burning fossil fuels in the region. If protected, those forests will keep on retrieving and storing carbon into the future.
In contrast, the number one source of carbon emissions from western forests is timber harvest at 66%, with fire only at 15%. Logging slash disrupts intact soils that then release carbon, as does transport, processing, and manufacturing. Those emissions counter any stored carbon benefit in wood products that also ended the once-living trees' potential.
Returning to Natural Climate Solutions, there's so much in SB 530 to love. The bill is thoughtful, well researched, based on science, sets us up perfectly for leveraging federal funding, and reflects more than a thousand Oregonians weighing in. Natural Climate Solutions will keep the Oregon I know and love green, climate-resilient, and beautiful—across farms, forests, marshes, and communities. Thank you. | <urn:uuid:200f4634-8a57-4ca2-acba-b6c6d043a22f> | CC-MAIN-2023-23 | https://olis.oregonlegislature.gov/liz/2023R1/Downloads/PublicTestimonyDocument/50397 | 2023-06-04T06:50:56+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224649518.12/warc/CC-MAIN-20230604061300-20230604091300-00003.warc.gz | 455,180,941 | 1,542 | eng_Latn | eng_Latn | 0.996928 | eng_Latn | 0.99744 | [
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name _ ___________________________________________________________________________________ date___________________________
Investigating DNA Replication
The positions of the bands of DNA in the figure at left depend on how much 15 N is present in the DNA. If the DNA is isolated from bacteria grown in 15 N for many generations it will appear in the position shown by the lower band (heavy DNA). If DNA is isolated from bacteria grown only in 14 N it will appear in the position shown by the upper band (light DNA). The thickness of the band indicates how much of that weight DNA is present. For example, if the band of light DNA is twice as thick as the band of heavy DNA it indicates that there is twice as much light DNA present in the sample.
Procedure
1. In the chart below, fill in the "Predicted result" columns for the first and second generations for each hypothesis. In the blank test tube, sketch where you think the DNA band(s) will appear after the DNA is spun in the centrifuge. Make the band thicker or thinner to indicate quantity of DNA.
First generation
Second generation
Predicted result
Actual result
Predicted result
Actual result
Conservative replication
hypothesis
Semiconservative
replication hypothesis
Dispersive replication
hypothesis
(continued on next page)
name _ ___________________________________________________________________________________ date___________________________
Investigating DNA Replication (continued)
2. As you view the animation of each hypothesis and the results that would be seen if the hypothesis were correct, complete the "Actual result" columns.
3. Once you have watched the animations for all three hypotheses, record here which hypothesis you think is most likely correct and why.
4. Watch the rest of the animation. Were you correct?
5. How does the actual method of replication ensure that the copied DNA is identical to the original DNA? | <urn:uuid:d4f43da8-c2e6-4178-b387-713b6ef2b4f1> | CC-MAIN-2025-05 | https://sepup.lawrencehallofscience.org/wp-content/uploads/sites/8/2022/09/sgi_genetics_ss_12_1.pdf | 2025-01-19T19:15:18+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362530.80/warc/CC-MAIN-20250119182920-20250119212920-00792.warc.gz | 538,200,019 | 377 | eng_Latn | eng_Latn | 0.998778 | eng_Latn | 0.999064 | [
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NEW TOOL PUTS POWER OF FOREST MONITORING IN PRODUCERS' HANDS 2021 Feb
Juan Gabriel Rojas | Research Associate, GIS & Information Technology
Carolina Sarria Hermosa is a manager with Colombia-based association COMICACAO, which works to expand market access and protect the rights of local cacao producers in the region of San Vicente del Caguan. As part of Comicacao's work, members help monitor deforestation activities around their farms in this vital Amazon region while supporting the establishment of cocoa agroforestry systems that benefit conservation and protect biodiversity. EII, in partnership with Global Forest Watch and Biocomercio Sostenible, has launched a pilot program seeking to help area cacao and rubber farmers more effectively track and report deforestation using their cell phones to be able to certify their production as deforestation-free. Sarria Hermosa says the project will empower local residents and will help foster a deeper culture of conservation in the region. She spoke to EII's Juan Gabriel Rojas. (This interview has been edited for length and clarity.)
Carolina Sarria Hermosa is a manager with Colombia-based association Comicacao, which works to expand market access and protect the rights of local cacao producers in the region of San Vicente del Caguan
How have you typically monitored deforestation in the past?
We were part of an earlier and still ongoing pilot supported by IDEAM [part of Colombia's environment ministry]. That effort, which is now in its last phase, focused on visual monitoring of deforestation as well as forest conservation commitments by local producers. The pilot extended across 63 villages in the municipality and has so far helped us define several tools for early reporting of deforestation activities. Now with Global Forest Watch we can integrate this new tool and take advantage of that earlier progress and eventually this will help our producers to more easily meet sustainability standards.
Have you seen deforestation increase in recent years?
Yes, but there are multiple factors that drive deforestation in our municipality. When we look at the levels over the last three to four years, we see that in some areas it remains constant, which suggests that while deforestation is still occurring, there is also a growing awareness about the importance of conservation among producers who say, "No, this area is designated for conservation and so we'll maintain the forest here." But in other more remote and forested areas, we do see an increase, and that is concerning, because these areas are often out of reach for us and, because of some of the actors involved, it can be difficult for us to have an impact in. But generally the rate of forest loss varies across the municipality.
How it works: Under this pilot program, 25 youth have been designated as forest monitors, with one monitor per village. When an alert is detected through the Global Forest Watch (GFW) platform, the monitor travels to the site of the alert and uploads data, including photos and information about potential causes. That information is then aggregated by COMICACAO, which is currently drafting regulations for forest management among its members. EII and its partners are working with 50 families in the cacao and rubber sectors under this program.
What do you think is the most impactful tool or strategy to reduce deforestation?
The challenge exists on two levels: the first is the lack of opportunities for producers to shift toward more sustainable practices. Society demands that we change, but they don't tell us how, and they don't provide the tools to help us make that change. The second challenge is the lack of awareness, the lack of a culture of conservation. We are not aware of the damage done to us when a tree is lost. I think this tool from Global Forest Watch can help us in that regard by building on the momentum coming from a variety of institutions, from action boards, from community meetings. The message is constant: let's conserve, let's mitigate deforestation. That sensibility is developing, in children, in young people, in adults. Tools like this allow us to teach people how to do the monitoring, why it's so critical, and, most importantly, it allows them to do the monitoring themselves. So, I think this is already a first step.
How does forest monitoring help build a culture of conservation?
These monitoring pilots open people's minds just a little to the idea of conservation, and they provide a strategy. When people come to show us photos of specific sectors, and they point to where the changes (in forest cover) are, the realization dawns on them that they can be part of the solution. So I have to reiterate here the importance of education and of having a model that lays out clear steps to follow. From there we can start to unify different actors across the community and begin to scale up our impact.
https://youtu.be/2UUzI3315ak Watch as COMICACAO forest monitors identify a recently cleared tract of forest.
How does COMICACAO specifically plan to use this pilot?
Our goal at COMICACAO is to provide products that are organic and free of deforestation. This will open up new markets and create new opportunities for local producers. But if we're going to promote a strategy built on conservation, we need the tools and mechanisms to demonstrate that we are in fact doing what we say. And so in a sense this project fits us like a glove.
The technology allows producers who have committed to conserving their forests verify that they have done so. Once their farms are added to the database, we can monitor and confirm their forests are still intact. Then, when buyers pay for this conservation effort, this becomes an added value for our producers. So this fits neatly into our efforts to protect forests and support greater market access for our producers.
More broadly, it would be important to integrate this tool into the other initiatives that we are involved in, all of which have the same goal of reducing deforestation. That would help us use this pilot to orient an entire municipality or city toward a conservation agenda. | <urn:uuid:069258be-829c-41fc-a384-2043b7e8eafa> | CC-MAIN-2025-05 | https://earthinnovation.org/Blogpdf/21971 | 2025-01-19T19:04:26+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362530.80/warc/CC-MAIN-20250119182920-20250119212920-00791.warc.gz | 219,208,871 | 1,226 | eng_Latn | eng_Latn | 0.997104 | eng_Latn | 0.998909 | [
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Chapter-17 India-Her Past and Future
Summary
Nehru was proud of India's mature and tolerant culture, which used to be a powerful and energetic race. Petty caste and religious distinctions arose in mediaeval India. India could adapt to changing situations and new influences, but it never forgot its ideals and traditions. Europeans brought innovative ideas, information, and the Industrial Revolution to India, but they exploited Indian resources. Nehru wished to select the ideal structure for the country's prosperity and advancement. He wanted to figure out the best approach to go forward while preserving our rich cultural heritage.
Important points from the text:
* India has a brave and dynamic history, with a questioning spirit and a desire for freedom. It was known for having a civilisation that was mature and tolerant, as well as a strong and energetic race. People in mediaeval India were filled with curiosity and a desire to learn. Medieval India became a location for youth and freshness, but it also became a breeding ground for ill temper. According to Nehru, in medieval India, rigid caste distinctions and customs took priority over broad-minded vision.
* India was powerfully influenced by the coming of Islam,Muslim British invasions bringing a new type of domination . It changed for the worse and Europeans took advantage of Indians and their resources and we got influenced by fresh European ideals and knowledge.
* Nehru mentions that the future of our country should be built on the foundations laid in the past and in the present with truth and peaceful means.
* In the speech Nehru praises Gandhiji!s revolutionary work towards freedom of the country. One should not be concerned with petty caste and religious differences, but rather adopt the finest framework for the country's prosperity and advancement.
* Science and technology contribute to economic and industrial growth and can meet the fundamental requirements of everyone on the planet. India now is a highly mixed image of hope and pain, with significant progress, rising togetherness, and several unsettling tendencies.
* The spirit of India should inspire people to act and bring about change. Nehru expects that India's material progress would increase living conditions for its huge population. He wants citizens to reduce religious or caste-related problems and to create a classless and casteless society in which every individual is given equal chance to thrive, based on his or her merit and skill.
Important words from the text:
* Virile: masculine/ somebody who has immense strength and energy
* Vigorous: strong and energetic
* Tolerant: understanding and open-minded
* Ceremonials: related to formal religious and public events.
* Rapidity: speediness/ swiftness
* Privileges: a special right, advantage or immunity
* Socialism: a political and economic theory of social organization which advocates that the means of production, distribution, and exchange should be owned or regulated by the community as a whole.
* Resolute: determined/ firm/ fixed
Evaluate yourself:
1. What aspects of ancient India fill Nehru with pride and wonder?
2. What are the harmful consequences of Western invasion on our country? Did it also have a good impact? If so, what is it?
3. There is confusion and worry in Nehru!s mind about the best way forward. Explain this line in your own words.
4. Describe Nehru!s vision of future India.
Do you know?
In 1947 Jawaharlal Nehru became the first prime minister of India and for more than 20 years he worked with Mahatma Gandhi to free India from British rule. The Indian people called him Pandit, which means "a wise man." Nehru was born on November 14, 1889, in Allahabad, India.Nehru said that "Children are like buds in a garden and should be carefully and lovingly nurtured, as they are the future of the nation and the citizens of tomorrow. Only through right education can a better order of society be built up".He advocated children to have a fulfilled childhood and receive high education.
Extend your horizon.
What Is a Summary?
A summary is a condensed, or shortened, retelling of a longer work (this can be a movie, book, play, long poem, and so forth). Summaries are meant to be short and the purpose is to communicate the basic idea of the piece and relevant details.It gives a person who has not read the story or book a good idea of what the book or story is about.
How to Write a Summary
When you sit down to write to a summary, the first thing you have to do is read or watch the original. Make sure to pay attention the Six Ws:
The who, what, when, where, why and howhave to be answered in your summary.A good summary has to also include the central idea and theme of the story. | <urn:uuid:966cb0b3-ddd2-4d1a-8d4c-aafb8bcbe2cc> | CC-MAIN-2025-05 | https://nios.ac.in/media/documents/srsec302new/LG/302_LG_eng_CH_17.pdf | 2025-01-19T20:45:51+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362530.80/warc/CC-MAIN-20250119182920-20250119212920-00792.warc.gz | 441,260,554 | 985 | eng_Latn | eng_Latn | 0.998578 | eng_Latn | 0.998788 | [
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Year 9 Mid-Year Revision Topics 2024
Except for Maths all content is the same for all classes.
Assessments in Week 9 - Tests are 2 periods 90 mins unless specified
SpacedMixedActiveRetrievalThinking –S. M. A. R. T.
Math ANI, IFN, VNH
ALX, LBN, ROS, SAU
| Theo PEP | | Facts (Tablet- 80 marks) 12 paragraph questions (60 marks) Essay (3 choices) (20 marks) 1. B1:L3 – The Fall 2. B1:L20 – The Call of Moses 3. B1:L22 – The Passover 4. B1:L24 – Manna in the Desert | 5. B2:L7 – King David and Jerusalem 6. B2:L9 – David and Bathsheba 7. B2:L11 – Solomon and the Temple 8. B2:L12 – The Sins of Solomon 9. B2:L13 – The Prophet Elijah 10. B2:L14 – Naboth’s Vineyard 11. B2:L16 – Assyria defeats Israel (North) 12. B2:L18 – The Fall of Jerusalem |
|---|---|---|---|
| Hum SMI | | 1. Sustainability – inc Kaitiakitanga 2. Endangered Birds – inquiry kea, fairy tern, sea gull. | 3. Predator Free New Zealand / Pest Control 4. Overfishing |
| | Eng | 1. Novel study - essay on an idea or character (1hr 60%) | 2. Unfamiliar text (30min 40%) identify 4 language features, quote, explain effect |
| | HUM | | |
| Sci BRN | Sci | 1. Bio - Photosynthesis and Growth 2. Bio - Use of a microscope 3. Bio - Reproduction and flowering 4. Bio – Ecology 5. Che - Elements + Periodic Table 6. Che - Reactivity and rates 7. Che - Chemicals + thermal energy | 8. Phy - Electrostatics and Electric Currents 9. Phy - Interpret and draw simple parallel circuits 10. Phy - Measure current using ammeters and voltage using voltmeters 11. Phy - Moments, Pressure and Density 12. Phy - The Energy Crisis and Human Influences |
| | BRN | | |
Start: Input Fixed Activities, study around these Next: 3 x 70mins filled in per week = 9 revision slots minimum. Use the number next to the content to help you programme quickly and easily. Think about how many study sessions you need for each subject. Sometimes you will need more, or less, than 1 Session for some Topics.
Art No Test
Ensure all practical work is up to date and to
| Chi ZHN | | Test - 1 Period 1. T1 Greeting 2. T1 Big numbers 3. T1 Sports 4. T1 Food and drinks | 5. T2 Family & introducing your family 6. T2 Jobs 7. T2 Weather 8. T2 Time |
|---|---|---|---|
| | Cod | Test - 1 Period in W7 / W8 | 1. Learn to Code 1 and 2 |
| | LIM | | |
| DVC VAO | DVC | Drawing Test – 1 Period 1. Crating 2. Object Sketching 3. Rendering | Classwork Projects, ensure all practical work up to date and best quality |
| | VAO | | |
| | Hard | No Test T2 Paddle boat unit Design + Make | Practical and theory hand in, ensure all practical work up to date + best quality |
| | BAY | | |
| HPE MCL | HPE | Test – 1 Period 1. Anatomy - Bones, Muscles Joints 2. Anatomy - Joint Movements 3. Anatomy - the Heart | 1. Physiology - Short-Term and Long-Term Responses to Exercise, 2. Physiology - Methods and Principles of Training |
| | MCL | | |
| SPN GUT | | Test – 1 Period 1. T1: Greetings 2. T1: Classroom language 3. T1: Numbers 4. T1: Animals 5. T1: Colours | 6. T1: Family 7. T2: Weather 8. T2: Classroom items 9. T2: Dates 10. T2: Daily routines |
| Mau HAE | | Test – 2 Periods 1. T1: Greetings 2. T1: Karakia 3. T1: Feelings 4. T1: Colours 5. T1: Numbers 6. T1: Shapes 7. T1: Family | 1. T1: Weather 2. T1: Māori place names 3. T2: Time 4. T2: Days of the week 5. T2: Food 6. T2: Likes/dislikes food/sport 7. T2: Transport 8. T2: Marae | | <urn:uuid:f8f02a62-5c85-4ff3-b87a-2ee585ed0c33> | CC-MAIN-2025-05 | https://www.st-peters.school.nz/wp-content/uploads/2024/05/SMART-Study-Term-2-Y9-Revision-Topics.pdf | 2025-01-19T19:37:49+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362530.80/warc/CC-MAIN-20250119182920-20250119212920-00790.warc.gz | 1,068,883,357 | 1,158 | eng_Latn | eng_Latn | 0.986784 | eng_Latn | 0.986784 | [
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Nappy Changing and Toilet Training Policy
Nappy changing time requires sensitivity and matters enormously to children's emotional development. We therefore take great care to ensure that children feel safe and cared for at this intimate time.
Our aim is that either the child's keyperson or their co keyperson will change nappies as it is important that the person know the child well. Staff will ensure they are gentle when changing; they allow time for communicating with the child, talking, singing and smiling. They allow time for play and 'rituals' that the child enjoys, such as gently tickling tummies or toes this helps to make a child feel secure and comfortable. Nappy changing is always done in an appropriate/designated area. Members are staff will never be left unattended with children when changing nappies.
We have a 'duty of care' towards children's personal needs. If children are left in wet or soiled nappies/pull ups in the setting this may constitute neglect and will be a disciplinary matter.
All members of staff are familiar with the hygiene procedures and carry these out when changing nappies. Staff will record when they have changed a child and whether the child has a wet/dry nappy or passed a stool. They will also record if there was anything unusual about their stool e.g. hard, soft, runny or unusual colour. If a child has very soft watery stool this is often a sign of diarrhoea therefore, strict hygiene needs to be carried out in cleaning the changing area to prevent spreading the infection. The parent should be called to inform them, and that if any further symptoms occur they will be required to collect their child.
Sometimes children may have a sore bottom. This may have happened at home as a result of poor care; or the child may have eaten something that, when passed, created some soreness. The child also may be allergic to a product being used. This must be noted and discussed with the parent and a plan devised and agreed to help heal the soreness. This may include use of nappy cream or leaving the child without a nappy in some circumstances.
Each child has their own individual boxes to hand with their nappies/pull ups and changing wipes. We encourage parents to provide enough change of clothes for accidents when children are potty training.
Guidance for staff:
* Gather everything that you need first (nappy, clothes, apron, masks etc)
* Wash your hands
* Put the latex gloves on and wipe down the changing surface with sanitisers spray
* Lay out a sheet of changing roll
* Support the child on to the changing equipment
* Never leave a child unattended whilst on a raised changing unit
* Take off the old nappy and clean the child using wipes and cream if needed
* Be aware of the particular needs of each gender in terms of toileting hygiene
* Put on a new nappy and make sure it is comfortable
* Support the child down from the changing equipment
* Help the child to wash their hands and talk to them about why they are doing it
* Put the nappy in the airtight nappy bin
* Wipe the changing equipment down again with sanitiser
* Put the gloves and the apron in the airtight nappy bin
* Remember to wash your hands
* Record on the appropriate chart
We see toilet training as a self-care skill that children have the opportunity to learn with the full support and non-judgemental concern of adults.
Young children from two years may be put into 'pull ups' as soon as they are comfortable with this and if their parents agree. We discuss with parents their toilet training procedure and if children prefer to use a potty we will make sure one is available. Older children access the toilet when they have the need to and are encouraged to be independent. | <urn:uuid:c6d68d81-234e-455f-a780-bb96334ea128> | CC-MAIN-2025-05 | https://kingsquarenursery.co.uk/wp-content/uploads/2024/11/Nappy-Changing.pdf | 2025-01-19T19:59:25+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362530.80/warc/CC-MAIN-20250119182920-20250119212920-00790.warc.gz | 353,403,300 | 791 | eng_Latn | eng_Latn | 0.994742 | eng_Latn | 0.998266 | [
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EVERY WORD HAS A STORY: RESOURCE
WORD SPOKE CHART
Select a prefix, base or suffix to record in the middle of your word spoke chart. Include a brief definition.
Think of other words that share your selected prefix, base or suffix to record in the spokes of your word chart. Include a brief definition of each word.
Use illustrations to support the word definitions. | <urn:uuid:2c4f51a9-52a6-4f33-9237-b2109a0590cf> | CC-MAIN-2025-05 | https://www.datocms-assets.com/19924/1656991215-e7_s3_word_spoke_chart.pdf | 2025-01-19T19:13:32+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362530.80/warc/CC-MAIN-20250119182920-20250119212920-00792.warc.gz | 761,885,932 | 79 | eng_Latn | eng_Latn | 0.999757 | eng_Latn | 0.999757 | [
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Music development plan summary: The Burgess Hill Academy
The Burgess Hill Academy is a secondary school in Burgess Hill, West Sussex, with 1081 students. 165 students are eligible for free school meals. 15.3% are eligible for Pupil Premium.
Dear reader,
The document below outlines the Music development plan for The Burgess Hill Academy for the academic year 2024-2025. This is a summary of how our school delivers music education to all our pupils across curricular and extra-curricular music. This information is to help students and parents and carers understand what our school offers and who we work with to support our students' music education.
I hope you enjoy reading this music development plan, and should you have any further questions, please feel free to email me at firstname.lastname@example.org.
I am proud to have worked at TBHA for the past twenty-four years. Our Music Department aims to guide all of our students through our curriculum to build a life-longlove of music, whatever that might look like in the future.
Yours Musically,
Mrs Hannah Frean
Head of Music and Performing Arts
Overview
| | Detail | Information |
|---|---|---|
| Academic year that this summary covers | | |
| Date this summary was published | | |
| Date this summary will be reviewed | | |
| Name of the school music lead | | |
| Name of school leadership team member with responsibility for music (if different) | | |
| Name of local music hub | | |
| Name of other music education organisation(s) (if partnership in place) | | |
This is a summary of how our school delivers music education to all our pupils across three areas – curriculum music, co-curricular provision and musical experiences – and what changes we are planning in future years. This information is to help pupils and parents or carers understand what our school offers and who we work with to support our pupils' music education.
Part A: Curriculum music
This is about what we teach in lesson time, how much time is spent teaching music and any music qualifications or awards that pupils can achieve.
Every student in KS3 at the Burgess Hill Academy receives a weekly, one-hour, timetabled music lesson, delivered by a subject specialist. This is taught in mixed-ability classes, allowing the teacher to cater for, and challenge, all. The teaching staff are experienced and have deep expertise in a number of areas, plus many years of teaching and performance experience. The teaching staff comprise: Mrs Hannah Frean (Head of Department) & Mr Kieren Gallagher (0.6 fte), plus eight visiting instrumental teachers.
The Music Department has two well-equipped rooms, nine rehearsal rooms, a recording studio and two store cupboards. Each music class room is equipped with fifteen keyboards, fifteen pc's, and two teaching pianos. There are approximately twenty acoustic guitars, ten electric guitars, five bass guitars, thirty ukuleles and a full Samba kit, including a variety of tuned and untuned percussion. Each of the rehearsal rooms is fitted out with an acoustic or electronic drumkit, a keyboard or piano and a variety of amplifiers. There is an audio system linked up to each of the teaching classrooms so that work can be monitored and two-way conversations can take place. Each of the teaching classrooms has a bespoke audio monitoring system, which is used when students are completing keyboard schemes of work.
It is acknowledged that with students arriving at TBHA from over 15 feeder schools, prior experience, knowledge and skills in music will vary. However, the KS3 curriculum is informed by the Model Music Curriculum (2021) and aims to give students as broad as possible experience without sacrificing the need for deep knowledge and understanding. One area of focus this year is developing confident readers across the school. This is linked to our TBHA Improvement Plan (priority 6) and all lessons feature explicit reading. Students are provided with Knowledge Organisers for each and every unit of work, to enhance and develop the correct use of subject-specific vocabulary. Students have the opportunity to learn instruments in a whole-class setting, including a ukulele scheme of work in Year 7, Samba percussion and performance in Year 8 and Band Skills in Year 9.
Our KS3 curriculum has been designed to engage, inspire and motivate students focusing on composing, performing, listening and appraising. By being creative, experimental and inventive, our students are encouraged to work individually, in pairs, or within a group ensemble to equip themselves with knowledge, understanding and skills within various genres. Students also begin to understand and recognise how music shapes their daily emotions, whether being through diverse cultures, history or daily life.
Students make use of the latest technology to compose music in varying styles from: Drill/Underground Trap, Video Game Music, composing a leitmotif for Film Music. In KS3 students use Bandlab for Education. In KS4 students use Soundtrap.
Lessons at KS3:
Students are issued with a topic booklet that our lessons are built around. Subject knowledge focuses on keywords, characteristics, performance and/or compositional tasks with detailed grading criteria for each unit. Students are given exemplary work to aid their assessment preparation. Each lesson starts with a 'Do Now' task. This may be a listening task, developed in a similar style to the GCSE appraising paper, or a retrieval task. All lessons are created using the Learning Loop template. Learning walks show that practice across the department is very consistent, linked to priority 1 on our Academy Improvement Plan.
Starter activities enable teachers to check for students understanding and assists to consolidate future learning. Further strategies for students to remember what they have learnt includes thorough, effective questioning and explanations. Teachers use a variety of questioning strategies to ensure all students participate actively during lesson time. Modelling of tasks is also key when introducing, supporting and reinforcing students learning as they improve their work using the success criteria that is set and the lesson challenge.
The department has developed a comprehensive set of guidelines for assessment. At the end of each scheme of learning (approximately 6-7 lessons) students receive a feedback sheet, which is stored in their booklet.
Lessons at KS4:
Our KS4 Music curriculum follows the Eduqas specification which includes 3 components: performing, composing and appraising skills. Our aim is to actively engage students in the creative process of performing and composing to GCSE level and to develop effectively into true musicians. The curriculum provides an opportunity for students to take a personal interest in the areas of study relating to the listening examination and to be inspired and engaged as students are introduced to different cultures and musical styles. Whether this is through performing, composing or listening, students will develop creative, imaginative and intuitive capabilities to become confident musicians.
We are proud to have received Music Mark status.
Please see our Learning Journey for further information on our curriculum. For more, see the school information guidance on curriculum and on SEND for maintained schools and for academies and free schools.
Part B: Co-curricular music
This is about opportunities for pupils to sing and play music outside of lesson time, including choirs, ensembles and bands, and how pupils can make progress in music beyond the core curriculum.
Beyond our class teaching, students are given the opportunity to expand their musical experience by attending extra-curricular lessons within school and West Sussex Music Service.
We have a thriving extra-curricular timetable and we currently offer the following activities free of charge:
* Academy Singers
* Music Production Club
* Singspiration!
* Guitar & Ukulele Club
* GCSE Support in composition and revision
* Concert Band
* Musical Theatre Club
* Steel Pan (*small charge applies)
* Rehearsal room bookings during lunchtime and after school
* Concert Band tours to local feeder schools
* Performing at local community events
* Hosting the West Sussex Rotary Young Musician competition
Instrumental Provision:
We are proud that we give access to peripatetic lessons with private teachers delivering flute, clarinet, saxophone, cello, piano and drum lessons, and county teachers delivering; violin, trumpet and tenor horn lessons. When appropriate, students are given the opportunity to work towards either Associated Board of the Royal Schools of Music (ABRSM), Trinity or Rockschool (RSL) examinations. Students can also hire an instrument at a very subsidised rate. A recent purchase of five electronic drum kits and four flutes has been made available to PP students.
The Head of Department has arranged a bursary scheme, with the kind and generous funding of the Humphrey Richardson Taylor Trust, to substantially reduce the cost of music lessons.
Any Pupil Premium student wishing to access instrumental lessons can do so free of charge. Priority 5 of our Academy Improvement Plan is to ensure that more PP/SEN students achieve end of phase expected attainment levels. This year the number of PP students attending music lessons has increased by 67%.
Part C: Musical experiences
This is about all the other musical events and opportunities that we organise, such as singing in assembly, concerts and shows, and trips to professional concerts.
Students have the opportunity to take part in two large-scale concerts each year; Christmas Sounds and Summer Sounds. Previously bi-annually, we now aim to put on a large-scale Musical Production every year. Previous shows have included 'School of Rock' (2024), 'Sister Act' (2022), 'Annie' (2019), 'Cats' (2017). This is accompanied by a live professional orchestra or band. Approximately 50-80 students take part each year.
Each year we run at least one trip to London to enable students to experience live Musical Theatre. In the past we have seen 'Wicked', 'Hamilton', 'Hairspray', 'Legally Blonde'. There are free spaces available for PP students.
Annually, we host the Rotary Young Musician of the Year Competition, with five students representing the academy. They are joined by students from St Pauls Catholic College and Burgess Hill School for Girls.
Students are also asked to perform at school events including: Open Evening, local Business networking morning, Presentation Evening and during assemblies.
In the future
This is about what TBHA is planning for subsequent years.
* We would like to re-introduce a termly lunchtime concert series, to allow students to gain valuable performance experience.
* In addition to the Young Musician Competition we would like to create our own in-house competition for KS3 and 4.
* We would like to introduce a residential performing arts trip in the summer term.
* The creation of a SEND instrumental scheme similar to Young Sounds Connect (currently being piloted in the north of England).
Further information (optional)
Raising Standards Plan – Music 2024-5
* Creation of individual feedback sheets for KS4 = ✓
* Creation and implementation of appraising booklet for KS4 = ✓
* Embedding ABRSM theory content into one lesson per week for KS4 = ✓
* Creating a bank of exemplary work for KS3 students.
* Focus on use and understanding of key words in KS3.
TBHA Improvement Plan 2024-5
Priority 1: Broaden and deepen teaching expertise
In the department all lessons are delivered using the Learning Loop template. This can be seen in all learning walks.
Priority 2: Increase the quality and range of alternative provisions
N/A
Priority 3: Grow SEND capacity and delivery
Continue to develop our KS3 curriculum to ensure we have an adaptive curriculum for students with behavioural and sensory needs.
Priority 4: Increase student numbers across the Academy
To continue to forge existing relationships with our local feeder primary schools – including the creation of a Concert Band tour (currently in existence with London Meed).
Priority 5: Ensure more pupils, particularly disadvantaged pupils (PP/SEND) achieve end of phase expected attainment levels and the gaps to other pupils diminish further. (OFSTED 2019)
Continue to promote free instrumental lesson to PP students.
Priority 6: Ensure that the curriculum is fit for purpose and meets DfE requirements. All subjects to focus on reading, academic literacy and extended writing opportunities. (OFSTED 2019)
Learning walks to continue to show explicit reading in all lessons.
Priority 7: To ensure more pupils attend school regularly and persistent absence reduces to be in line or better than national figures.
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OVERVIEW OF RESPONSIBILITIES ON MENSTRUAL HYGIENE
NATIONAL
INTERNATIONAL
Ÿ Developing local legislation, policies and strategies supporting good menstrual hygiene practices in the workplace, public places, schools, the home and the community.
Ÿ Supporting education and awareness-raising. Training teachers, other professionals and community leaders in good menstrual hygiene practices.
Ÿ Ensure a national bureau of standards monitors the quality of sanitary protection products.
Ÿ Allocating resources for programmes related to improving menstrual hygiene practices and facilities.
Ÿ Supporting increased availability of affordable sanitary products.
Ÿ Ensuring social protection activities exist to support those living in the most vulnerable or marginalised situations.
Ÿ Breaking the silence; confronting dangerous myths, taboos, and practices; and challenging negative perceptions.
OV E R V I E W O F R E S P O N S I B I L I T I E S O N M E N S T R UA L H Y G I E N E
Ÿ Undertaking advocacy on menstrual hygiene and dissemination of good practice.
Ÿ Developing policies that mainstream good menstrual hygiene practices.
Ÿ Funding programmes to increase knowledge of good menstrual hygiene management practices (water, sanitation and hygiene programmes, health and hygiene promotion, small businesses manufacturing low-cost sanitary products etc).
Ÿ Breaking the silence; confronting dangerous myths, taboos, and practices; and challenging negative perceptions.
OV E R V I E W O F R E S P O N S I B I L I T I E S O N M E N S T R UA L H Y G I E N E
HOUSEHOLD
MEN AND BOYS
Men and boys have roles to play in supporting their wives, female relatives, friends and colleagues in their menstrual hygiene:
Ÿ Sharing information on good menstrual hygiene practices.
Ÿ Challenging negative attitudes and perceptions.
Ÿ Participating in local production of menstrual products.
Ÿ Addressing barriers to water and sanitation for the hygienic management of menstruation with privacy and dignity.
Ÿ Ensuring women and girls can afford sanitary materials.
OV E R V I E W O F R E S P O N S I B I L I T I E S O N M E N S T R UA L H Y G I E N E
COMMUNITY
Ÿ Breaking the silence; confronting dangerous myths, taboos, and practices; and challenging negative perceptions.
Ÿ Ensuring equitable and sustainable access to community water and sanitation facilities.
Ÿ Sharing information on good menstrual hygiene practices.
Ÿ Involving women and girls in decision-making about water and sanitation facilities.
Ÿ Ensuring schools support girls and female teachers to manage menstruation hygienically, with private and secure latrines and methods or facilities for the safe disposal of sanitary products.
Ÿ Encouraging all households to have a private and secure latrine and methods or facilities for the safe disposal of sanitary products.
Ÿ Ensuring girls and women in vulnerable situations are able to manage menstruation hygienically and with privacy and dignity.
Ÿ Encouraging the establishment of local small businesses that make sanitary products, or ensuring shop keepers sell affordable and accessible alternatives.
Ÿ Ensuring public places provide private and secure facilities for managing menstruation.
OV E R V I E W O F R E S P O N S I B I L I T I E S O N M E N S T R UA L H Y G I E N E
COMMUNITY
LOCAL AND STATE GOVERNMENT
Ÿ Developing local legislation, policies and strategies supporting good menstrual hygiene practices in the workplace, public places, schools, the home and the community.
Ÿ Allocating resources for programmes related to improving menstrual hygiene practices and facilities.
Ÿ Supporting education and awareness-raising. Training teachers, other professionals and community leaders in good menstrual hygiene practices.
Ÿ Ensuring social protection activities exist to support those living in the most vulnerable or marginalised situations.
Ÿ Breaking the silence; confronting dangerous myths, taboos, and practices; and challenging negative perceptions.
Ÿ Including monitoring and performance indicators on menstrual hygiene.
OV E R V I E W O F R E S P O N S I B I L I T I E S O N M E N S T R UA L H Y G I E N E
HOUSEHOLD
WOMEN AND GIRLS
Ÿ Managing their own menstruation hygienically, to maintain their health and that of others – includes making, washing, drying and disposing of sanitary materials safely.
Ÿ Addressing barriers to water and sanitation for the hygienic management of menstruation with privacy and dignity.
Ÿ Supporting other women and girls with information on good menstrual hygiene practices – especially important for preparing younger pre-adolescent girls for menstruation.
Ÿ Challenging negative attitudes and perceptions.
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Topic 1.5: The Spanish Colonial System
OVERVIEW
CORTÉS AND THE AZTECS
Shortly after Columbus' voyages, the Spanish crown sent conquistadors (conquerors) to conquer lands in the New World in the name of the Spanish Empire. Over the following decades, Native Americans in Latin America were conquered, declared to be subjects of Spain, and required to provide labor for their conquerors.
WHY IS IT IMPORTANT?
The Spanish were the first Europeans to begin colonizing the New World. Spanish colonists presumed that they were entitled to the resources of the lands that they conquered, and that Native Americans should give up their indigenous religious practices and convert to the Christian religion. These presumptions would later be shared—to some degree or another—by other European colonizers.
KEY TERMS
Encomienda
The encomienda was a system of forced labor that was set up by the Spanish in their conquered territories. The Spanish crown gave grants of land in the New World to Spanish citizens, who required Native Americans to live in the area and work in the plantations or mines.
Plantation
A plantation is a large farm that relies on the work of a poorly-paid or enslaved labor force to produce cash crops for profit. In the Spanish colonies, Native Americans initally provided the labor force, but they were gradually replaced by African slaves.
Caste System
The Spanish developed a classification system, in which a colonial subject's casta was determined by the races of their parents. Historians debate the degree to which the caste system in the Spanish colonies constituted a formal racial hierarchy.
CAUSE AND EFFECT
What caused the demise of the encomienda?
Bartolomé de las Casas' lengthy and passionate account of the encomienda system's abuses, combined with Native American revolts against Spanish rule, motivated the Spanish government to abolish the encomienda.
What effect did the demise of the encomienda system have on the Spanish colonies?
The Spanish colonies increasingly depended on slave labor, since African slaves were not considered subjects of the Spanish crown, and were not protected by the laws that regulated the treatment of Native Americans.
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Shortly after Columbus' voyages of discovery, the Spanish crown commissioned conquistadors (conquerors) to extend Spain's empire into the New World. One of the most noteworthy conquistadors was Hernán Cortés, who conquered the Aztecs. In the century prior to European contact, the Aztecs had built a large empire in present-day Mexico. Their capital city, Tenochtitlan, supported a population that was on par with some of the largest European cities at that time. Aztec advancements included a written language, an accurate calendar, and aqueducts that brought water to their populous capital. However, the Aztecs lacked important weapons technologies, such as firearms, steel, and warhorses. With the latest advancements in weaponry (and the help of Native American allies with a shared interest in toppling the Aztec Empire), the Spanish conquered the Aztecs and became the new rulers of Mesoamerica.
The Spanish divided their conquests into large land grants, or encomienda, which were issued to Spanish colonists along with the presumed right to require Native Americans to do agricultural labor on plantations or to work in gold and silver mines. Spanish colonists sent large quantities of gold and silver back to Spain, making the Spanish monarchy the wealthiest European monarchy in the sixteenth century. However, the expense of maintaining a large empire later led the Spanish Empire into decline.
BARTOLOMÉ DE LAS CASAS
The encomienda system conflicted with the goals of Spanish priests, who journeyed to the new world to Christianize the Native American population. Bartolomé de las Casas, a Spanish priest, wrote a scathing critique of the encomienda, in which he chronicled abuses committed by Spanish colonists against Native Americans. After de las Casas' work was published, the Spanish crown issued the New Laws, which reformed the colonial labor system in order to prevent mistreatment of Native Americans.
Although well-intended, the New Laws had only a limited effect, as Spanish colonists in remote areas
tended to ignore the laws. In addition, Spanish colonists began relying more on the importation of African slaves, who had a natural resistance to European diseases and were not protected by the New Laws (unlike Native Americans, Africans were not considered to be subjects of the Spanish crown).
THE CASTE SYSTEM IN THE SPANISH COLONIES
An eighteenth-century painting depicts a Spanish father and his mestiza wife with their child.
The Spanish colonies were home to a diverse population that included Africans, Europeans, and Native Americans. Intermarriage among these groups was common in the Spanish colonies (partly because a high proportion of Spanish colonists were single men). This resulted in an intricate casta (lineage) system, in which at least sixteen distinct classifications existed based on the lineages of a child's parents. Historians generally refer to those of mixed European and Native American lineage as mestizo—a word that can also be used to refer to the blending of Spanish and indigenous cultures that occurred in Latin America as a result of generations of intermarriage. | <urn:uuid:40b57cb9-47cd-4e4b-9b89-a42da69fd726> | CC-MAIN-2025-05 | https://marcolearning.com/wp-content/uploads/2023/04/APUSH-Study-Guide-Topic-1.5-The-Spanish-Colonial-System.pdf | 2025-01-19T20:04:55+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362530.80/warc/CC-MAIN-20250119182920-20250119212920-00798.warc.gz | 395,891,724 | 1,112 | eng_Latn | eng_Latn | 0.99713 | eng_Latn | 0.99713 | [
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Year 1 Curriculum Overview
Autumn 2022 Year 6 Curriculum Overview – Autumn Term
Where possible, our focus texts and wri琀椀ng opportuni琀椀es will be linked to cross-curricular topics.
Fic琀 on
椀
Pupils will write a Science Fiction story focusing on using cohesive devices.
Pupils will write a suspense story using features that build tension.
Non-Fic琀 on
椀
Recount – Pupils will write a newspaper report about the moon landing.
Persuasive writing - Pupils will explore how persuasive writing can be adapted for different
audiences and purposes. They will write a persuasive letter using emotive language.
Informative writing – Pupils will create a space themed non-chronological report.
Poetry
Performance poetry – Jabberwocky. Reverse poems – environmental theme linked to our Geography topic.
Spellings
Words with 'silent' letters. Homophones and other words that are often confused. Words with the /i:/ sound spelt ei after c. Words containing the letterstring ough. Y5/6 Word list. See spelling homework booklet for weekly spellings.
Grammar and Punctuation
* Revision of Y3/4 GPS objectives
* Using commas to separate elements of a sentence
* Using commas to clarify meaning and avoid ambiguity
* Linking ideas across paragraphs using linking adverbials to show time, place, number
* Using Standard English forms of adverbs [e.g. – ly adverbs]
* Using possessive pronouns and apostrophes to show possession
* Using adverbs to comment on a whole sentence
* Identifying conjunctions/prepositions, pronouns/determiners by how they are used
* Introducing relative clauses that refer to a whole clause rather than a noun.
* Writing conditional sentences; using modal verbs in conditional sentences
Maths lessons this term will cover the following objectives:
Number - number and place value
*Read, write, order and compare numbers up to 10,000,000 and determine the value of each digit
*Use nega琀椀ve numbers in context, and calculate intervals across 0
*Round any whole number to a required degree of accuracy
*Solve number and prac琀椀cal problems that involve all of the above
Number - addi琀 on, subtrac琀 on, mul琀 plica琀 on & division
椀
椀
*Divide numbers up to 4 digits by a two-digit whole number using the formal wri琀琀en method of long division, and interpret remainders as whole number remainders, frac琀椀ons, or by rounding, as appropriate.
*Solve addi琀椀on and subtrac琀椀on mul琀椀-step problems in contexts,
*Use their knowledge of the order of opera琀椀ons to carry out calcula琀椀ons involving the 4 opera琀椀ons
deciding which opera琀椀ons and methods to use and why
*Use es琀椀ma琀椀on to check answers to calcula琀椀ons & determine, in the context of a problem, an appro degree of accuracy
*Solve problems involving addi琀椀on, subtrac琀椀on, mul琀椀plica琀椀on and division
Number – Frac琀 ons and Decimals
椀
*Mul琀椀ply simple pairs of proper frac琀椀ons, wri琀椀ng the answer in its simplest form
*Mul琀椀ply one-digit numbers with up to 2 decimal places by whole numbers
*Divide proper frac琀椀ons by whole numbers
*Use wri琀琀en division methods in cases where the answer has up to 2 decimal places
*Recall and use equivalences between simple frac琀椀ons, decimals and percentages, including in di昀昀erent contexts
*Solve problems which require answers to be rounded to speci昀椀ed degrees of accuracy
Measure
*Calculate the area of parallelograms and triangles
Geometry
*Calculate, es琀椀mate and compare volume of cubes and cuboids using standard units, including cubic cen琀椀metres (cm³) and cubic metres (m³), and extending to other units [for example, mm³ and km³]
*Illustrate and name parts of circles, including radius, diameter and
*Recognise angles where they meet at a point, are on a straight circumference and know that the diameter is twice the radius
line, or are ver琀椀cally opposite, and 昀椀nd missing angles
*Draw and translate simple shapes on the coordinate plane, and re昀氀ect them in the axes
*Describe posi琀椀ons on the full coordinate grid (all 4 quadrants)
Sta琀 s琀 cs
椀
*Interpret and construct pie charts and line graphs and use these to solve problems
Ra琀 o & Propor琀 on
*Calculate and interpret the mean as an average
*Solve problems involving the rela琀椀ve sizes of 2 quan琀椀琀椀es where missing values can be found by using integer mul琀椀plica琀椀on and division facts
椀
*Solve problems involving the calcula琀椀on of percentages [for example, of measures and such as 15% of 360] and the use of percentages for comparison
*Solve problems involving similar shapes where the scale factor is known or can be found
*Solve problems involving unequal sharing and grouping using knowledge of fractions and multiples
Local Church – Community
The Bible, the special book for the Church Pupils will know and understand:
* A wide variety of books and the purpose for which they were written
* The Bible as the story of God's love, told by the People of God
Eucharist – Relating
Eucharist enables people to live in communion Pupils will know and understand:
* What nourishes and spoils friendship and unity
* The Eucharist challenges and enables the Christian family to live and grow in communion every day
Lent / Easter – Giving: Death and New Life
Celebrating Jesus' death and resurrection
Pupils will know and understand:
* Loss and death bring about change for people
* The Church's season of Lent, Holy Week and Easter; the suffering, death and resurrection of Jesus led to new life
Other Faith – Islam
Biomes
- Pupils will learn the term 'Biome' and why different
areas on earth have different climates and features. - They will understand the terms longitude and latitude and be able to describe the climates in different areas using geographical language.
- Maps and graphs will be used to compare/contrast tropical rainforests with temperate deciduous forests.
- Pupils will learn about the flora and fauna found within 2 contrasting biomes and be able to explain how and why these have adapted. - They will be able to categorise and explain the importance of goods and services taken from the rainforest and understand what is meant by deforestation and its impact on the rainforest both from a physical and human point of view. - They will also learn how we can use the rainforest sustainably.
Syncopation
Pupils will explore the concept of syncopation during this unit exploring this through the following key themes: Pulse, rhythm, melody, listening and appraising, performing, singing and composition. These lessons will be led by Tardis Education.
Pupils will also take part in singing lessons with Mr Richardson.
Invasion games - Hockey
Pupils will learn to consistently apply effective attacking skills, applying decision making in order to keep possession and score. Pupils will in turn apply pressure when defending to regain possession effectively.
Dance: Carnival
Pupils will experience dances from different cultural traditions. Pupils will develop group movements selecting and applying choreography into a performance. Pupils will continue to use their bodies to perform technical movements with control and rhythm.
Invasion Games – Football
Pupils will learn to consistently apply effective attacking skills, applying decision making in order to keep possession and score. Pupils will in turn apply pressure when defending to regain possession effectively.
Invasion Games – Tag Rugby
Pupils will consolidate their understanding of attacking and defending. Pupils will create tactics for both attack and defence and apply them into game situations, adapting them when necessary.
Topic 1: Crime and Punishment covered in Autumn Term
Topic 2: Conflict Through Time to be covered in Summer Term
Pupils will learn what variables are, and relate them to real-world examples of values that can be set and changed. Pupils will then use variables to create a simulation of a scoreboard. In Lessons 2, 3, and 5, which follow the Use-Modify-Create model, pupils will experiment with variables in an existing project, then modify them, then they will create their own project. In Lesson 4, pupils will focus on design. Finally, in Lesson 6, pupils will apply their knowledge of variables and design to improve their game in Scratch.
Data and Information - Spreadsheets
Electricity
Pupils will be able to:
- Recognise circuit symbols in a simple circuit- identify the simple circuit used in a hand torch
- Recognise electric current is measured in amperes, current is a flow of charge
- Associate the brightness of a lamp or volume of a buzzer with the potential difference in a circuit Investigate the brightness of a bulb if the PD is increased or the number of bulbs increased in a series circuit
- Investigate how the length of wire affects the brightness of a bulb.
- Potential difference is measured in volts
- Resistance, measured in ohms, as the ratio of potential difference (p.d.) to current
- Differences in resistance between conducting and insulating components (quantitative)
- Separation of positive or negative charges when objects are rubbed together: transfer of electrons, forces between charged objects
- The idea of electric field, forces acting across the space between objects not in contact.
Evolu琀 on & Inheritance
椀
Pupils will be able to:
- Recognise that living things have changed over time and that fossils provide information about living
- Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents
- Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution
- State what is meant by the term evolution
- Identify work done by Charles Darwin, Alfred Wallace, Mary Anning and John Edmonstone.
Module 1 - Unit 3: Emotional Wellbeing
Pupils will focus on body image, peculiar feelings, emotional changes and discuss the difference between harmful and non-harmful videos online.
Module 1 - Unit 4: Life Cycles
Pupils will focus on the development of a baby inside the mother's womb, menstruation, death and eternal life and coping with change.
This unit introduces the learners to spreadsheets. They will be supported in organising data into columns and rows to create their own data set. Learners will be taught the importance of formatting data to support calculations, while also being introduced to formulas and will begin to understand how they can be used to produce calculated data. Learners will be taught how to apply formulas that include a range of cells, and apply formulas to multiple cells by duplicating them. Learners will use spreadsheets to plan an event and answer questions. Finally, learners will create graphs and charts, and evaluate their results in comparison to questions asked.
Design Technology: Kitchen – Vegetable Curry
Pupils will build on their knowledge of cultural in昀氀uences on the Great Bri琀椀sh Menu and ea琀椀ng seasonally. Adap琀椀ng recipes to change the appearance, taste, texture and aroma. Using their previous knowledge of numeracy for measurement and irreversible change linked to science, ea琀椀ng well and staying healthy in PSHE.
Unit 2 – Home Town
Pupils will focus on and describe their home town (and use compass points), places in their town, wri琀椀ng a tourist guide for their home town and write about their ideal town.
School Photographer (Individual Photographs) – Thursday 11 th January Mass in Church – Thursday 25 th January Children's Mental Health Week - W.C 5 th February HALF TERM - W.C 12 th – 16 th February Test Week - W.C 26 th February Parents' Mee琀椀ngs – Tues 19 th & Wed 20 th March Mass in Church – Tuesday 26 th March Break up for Easter Holidays - Thursday 28 th March
Ideally the children will read at least 1 book each week this term and complete the accompanying quiz. To ensure our class library has a good selec琀椀on for the children to choose from, please ensure books are returned to school a昀琀er they have been read. Please encourage children to learn and revise spellings, 琀椀mes tables and mental arithme琀椀c for their weekly tests. Please check the children have everything they need for school i.e. PE kit, water bo琀琀les, and that they complete their homework on 琀椀me.
Mental maths and spelling tests are every Friday and homework will be given out on a Friday to be completed by the following Friday please.
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Program Descriptions
Learn to Swim
Parent & Tot 1 - Ratio 1:10
Age: 4 months - 1 year
Class Length: 30 minutes
Designed for the 4 to 12 months old to learn to enjoy the water with the parent. Through structured in-water interaction between parent and child, this program stresses the importance of developing water-positive attitudes and skills. With the assistance of their parent, tots prac tice entries and exits, floats, wearing Per sonal Flotation Devices and kicking.
Prerequisite: Age
Parent & Tot 1/2 - Ratio 1:10
Age: 4 months - 2 years
Class Length: 30 minutes
A multi-level teaching concept allowing instructors to teach participants at vari ous skill levels within the same group. Please see program descriptions for Par ent & Tot 1 and 2 for swim components.
Prerequisite: Age
Parent & Tot 2 - Ratio 1:10
Age: 1 - 2 years
Class Length: 30 minutes
Designed for the 12 to 24 month old to learn to enjoy the water with the parent. The activities in this level build on the skills and routines learned in Parent & Tot 1. Progressions are based on the develop mental milestones of each child. With the assistance of their parent, tots practice floats with an aid, recovering objects be low the surface and kicking on their front and back.
Prerequisite: Age
Parent & Tot 2/3 - Ratio 1:10
Age: 1 - 3 years
Class Length: 30 minutes
A multi-level teaching concept allowing instructors to teach participants at vari ous skill levels within the same group. Please see program descriptions for Par ent & Tot 2 and 3 for swim components.
Prerequisite: Age
Parent & Tot 3 - Ratio 1:10
Age: 2 - 3 years
Class Length: 30 minutes
Designed for the 2 to 3 year old to learn to enjoy the water with the parent. This level continues to build on the skills learned in the previous levels. Tots de velop confidence, independence and comfort in the water, performing jump entries, front and back floats, recovering objects from the bottom of the pool, and kicking on their front and back.
Age
Prerequisite:
Parent & Tot 1/2/3 - Ratio 1:10
Age: 4 months - 3 years
Class Length: 30 minutes
A multi-level teaching concept allowing instructors to teach participants at vari ous skill levels within the same group. Please see program descriptions for Par ent & Tot 1, 2 and 3 for swim components.
Prerequisite: Age
Preschool 1 - Ratio 1:4
Age: 3 - 5 years
Class Length: 30 minutes
These preschoolers will have fun learning to get in and out of the water. We'll help them jump into chest deep water. They'll try floats on their front and back, and glides on their back while wearing a Per sonal Flotation Device. They'll learn to get their face wet and blow bubbles un derwater.
Prerequisite: Age
Swim lessons for ages 4 months+ …because you're never too young to learn a lifesaving skill.
Drowning is the second leading cause of accidental death among children. Reduce the risk. Register your child in swim lessons today.
vaughan.perfectmind.com
Preschool 2 - Ratio 1:5
Age: 3 - 5 years
Class Length: 30 minutes
These preschoolers learn to jump into chest deep water by themselves, and get in and get out wearing a Personal Flota tion Device. They'll submerge and exhale underwater. They'll glide on their front and back while wearing a Personal Flota tion Device.
Preschool 1
Prerequisite:
Preschool 3 - Ratio 1:5
Age: 3 - 5 years
Class Length: 30 minutes
These youngsters will try both jumping and a side roll into deep water while wearing a Personal Flotation Device. They'll recover objects from the bottom in waist-deep water. They'll work on kick ing and gliding through the water on their front and back.
Prerequisite: Preschool 2
Preschool 4 - Ratio 1:5
Age: 3 - 5 years
Class Length: 30 minutes
Advanced preschoolers will learn to do solo jumps into deeper water and get out by themselves. They'll do side roll entries and open their eyes underwater. They'll master a short (3-5m) swim on their front and gliding and kicking on their side.
Prerequisite: Preschool 3
Preschool 4/5
Age: 3 - 5 years
Class Length: 30 minutes
A multi-level teaching concept allowing instructors to teach participants at vari ous skill levels within the same group. Please see program descriptions for Pre school 4 & 5 for swim components. Per fect for families with children in either level!
Prerequisite: Preschool 3 or 4
Preschool 5
Age: 3 - 5 years
Class Length: 30 minutes
These youngsters get more adventure some with a forward roll entry wearing a Personal Flotation Device and holding their breath underwater for up to 10 sec onds. They'll work on longer front and back crawl swims, interval training and get a giggle out of whip kick.
Prerequisite: Preschool 4
vaughan.ca/swim
Swimmer 1-10: Boys Only
Age: 6 - 13 years
Class Length: Varies
A multi-level teaching concept allowing instructors to teach participants with various skill levels within the same group. Your son can learn to swim in a controlled environment with a male instructor. Please see program descriptions for swim components.
Prerequisite: Age & previous level
Swimmer 1-10: Girls Only
Age: 6 - 13 years
Class Length: Varies
A multi-level teaching concept allowing instructors to teach participants with vari ous skill levels within the same group. Your daughter can learn to swim in a con trolled environment with a female instruc tor. Blinds will be drawn and only the fe male parent/guardian may watch this lesson in progress. Please see program descriptions for swim components.
Prerequisite: Age & previous level
Swimmer 1 - Ratio 1:6
Age: 6 - 13 years
Class Length: 45 minutes
These beginners will become comfort able jumping into water with and without a Personal Flotation Device. They'll learn to open their eyes, exhale and hold their breath underwater. They'll work on floats, glides and kicking through the water on their front and back.
Prerequisite: Age
Swimmer 2 - Ratio 1:6
Age: 6 - 13 years
Class Length: 45 minutes
These advanced beginners will jump into deeper water, and learn to be comfort able falling sideways into the water wear ing a Personal Flotation Device. They'll be able to support themselves at the sur face without an aid, learn whip kick, swim 10-15m on their front and back, and be introduced to flutter kick interval training (4 x 9-12m).
Swimmer 1
Prerequisite:
Swimmer 3 - Ratio 1:6
Age: 6 - 13 years
Class Length: 45 minutes
These intermediate swimmers will dive and do in-water front somersaults. Their new bag of tricks includes handstands and completion of the Canadian Swim to Survive® Standard. They'll work on 10-15m of front crawl, back crawl and whip kick. Flutter kick interval training increases to 4 x 25m. A 50m swim is required to com plete the swim to survive standard.
Swimmer 2
Prerequisite:
Swim Strong: Swimmer 3/4 Ratio 1:6
Age: 6 - 13 years
Class Length: 45 minutes
Does your child need to repeat Swimmer 3 or 4? Register for skill-specific training. This multi-level teaching concept focuses on stroke development, technique and endurance to fulfill 'failed' requirements. Once all program requirements are met, a badge will be issued for the appropriate level. Perfect for families with children in each level.
Prerequisite: Repeating Swimmer 3 or 4
Help prevent pool fouling in 4 simple steps
1. Please do not feed children 1 hour prior to their swimming lesson.
2. Please be sure to take your children to the bathroom just prior to their swimming lesson.
3. Please ensure that all children who are not toilet-trained are in appropriate attire (i.e. Little Swimmers).
4. Please take into consideration how your child is feeling coming to their lesson.
Pool fouling can result in delays in programming or pool shut down. We appreciate your support in keeping Vaughan pools clean and safe.
vaughan.ca/swim
Program Descriptions
Swimmer 4 - Ratio 1:6
Age: 6 - 13 years
Class Length: 45 minutes
These advanced intermediate swimmers will swim 5m underwater and lengths of front, back crawl, whip kick, and breast stroke arms with breathing. They'll cap it all off with front crawl sprints over 25m and 4 x 25m front or back crawl interval training.
Prerequisite: Swimmer 3
Swimmer 5 - Ratio 1:8
Age: 6 - 13 years
Class Length: 45 minutes
These advanced swimmers will master shallow dives, cannonball entries, egg beater kicks, and in-water backward somersaults. Surface dives will take them down to underwater swims. They'll refine their front and back crawl over 50m swims of each, and breaststroke over 1525m. Then they'll pick up the pace in 25m sprints and two interval training bouts: 4 x 50m front or back crawl; and 4 x 10-15m breaststroke.
Prerequisite: Swimmer 4
Swim Strong: Swimmer 5/6 Ratio 1:8
Age: 6 - 13 years
Class Length: 45 minutes
Does your child need to repeat Swimmer 5 or 6? Register for skill-specific training. This multi-level teaching concept focuses on stroke development, technique and endurance to fulfill 'failed' requirements. Once all program requirements are met, a badge will be issued for the appropri ate level. Perfect for families with chil dren in each level.
Repeating Swimmer 5 or 6
Prerequisite:
Swimmer 6 - Ratio 1:8
Age: 6 - 13 years
Class Length: 45 minutes
These advanced swimmers will rise to the challenge of sophisticated aquatic skills including stride entries, compact jumps and lifesaving kicks like eggbeater and scissor kick. They'll develop strength and power in head-up breaststroke sprints over 25m. They'll easily swim lengths of front crawl, back crawl and breaststroke, and they'll complain about the 300m workout.
Prerequisite: Swimmer 5
Program Descriptions
Swimmer 7: Rookie Patrol Ratio 1:10
Age: 6 - 13 years
Class Length: 1 hour
Swimmers continue stroke development with 50m swims of front crawl, back crawl and breaststroke. Lifesaving sport skills include a 25m obstacle swim and 15m object carry. First aid focuses on as sessment of conscious victims, contact ing EMS, and treatment for bleeding. Fitness improves in 350m workouts and 100m timed swims.
Prerequisite: Swimmer 6
Swimmer 8: Ranger Patrol Ratio 1:10
Age: 6 - 13 years
Class Length: 1 hour
Swimmers develop better strokes over 75m swims of each stroke. They tackle lifesaving sport skills in a lifesaving med ley, timed object support and rescue with a buoyant aid. First aid focuses on as sessment of unconscious victims, treat ment of victims in shock and obstructed airway procedures. Skill drills develop a strong lifesaving foundation.
Prerequisite: Swimmer 7: Rookie Patrol
Swimmer 9: Star Patrol Ratio 1:10
Age: 6 - 13 years
Class Length: 1 hour
Swimmers are challenged with 600m workouts, 300m timed swims and a 25m object carry. Strokes are refined over 100m swims. First aid focuses on treat ment of bone or joint injuries and respira tory emergencies including asthma and allergic reactions. Lifesaving skills include defence methods, victim removals and rolling over and supporting a victim face up in shallow water.
Prerequisite: Swimmer 8: Ranger Patrol
Swimmer 7: Rookie Patrol/ Swimmer 8: Ranger Patrol/ Swimmer 9: Star Patrol Ratio 1:10
Age: 6 - 13 years
Class Length: 1 hour
A multi-level teaching concept allowing instructors to teach participants at vari ous skill levels within the same group. Please see program descriptions for Rookie, Ranger and/or Star Patrol for swim components. Perfect for families with children in either level!
Prerequisite: Swimmer 6 or Swimmer 7: Rookie Patrol or Swimmer 8: Ranger Patrol
Swimmer 10: Bronze Star Ratio 1:12
Age: 8 - 14 years
Class Length: 1 hour
Build problem solving and decision mak ing skills, individually and in partners; learn CPR. Participants develop watersmart confidence and lifesaving skills. Timed 400m swim; support and carry a 4.5 kg object; and 100m individual med ley. Bronze Star is the pre-Bronze Medal lion training standard and excellent prep aration for this leadership program.
Note: Youth 14 years+ should enroll in Bronze Medallion. Contact Aquatic Coor dinator for more information.
1-on-1 • 1-on-2 • 1-on-3
Preschool/Swimmer/Adult Ratio 1:1/1:2/1:3
Age: 3 years+
Class Length: 30 minutes
This program accommodates Preschool 1-5, Swimmer 1-6 and Adult 1-3 levels of swimming ability. These classes are avail able on a limited basis and not at all loca tions. They are intended as a support for participants who have repeated this level several times. This is an opportunity to focus on completing specific skills in or der to progress to the next level. To change a 1-on-1 to a 1-on-2, register one participant in a 1-on-1 swim time that works for you, then contact the Aquatic Coordinator at your local pool to coordi nate registration of second participant.
Special Interest
Diving: Springboard Level 1 Ratio 1:10
Age: 6 - 14 years
Class Length: 45 minutes
Dive Ontario's Learn-to-Dive program is nationally recognized. Classes are taught by Canadian Amateur Diving Association qualified instructors. This program teach es progressive diving skills, poise, confi dence and safety.
Prerequisite: Participants must be com fortable in the deep end and be able to tread for 1 minute.
Diving: Springboard Level 2 & 3 - Ratio 1:10
Age: 6 - 14 years
Class Length: 45 minutes
Dive Ontario's Learn-to-Dive program is nationally recognized. Classes are taught by Canadian Amateur Diving Association qualified instructors. With multiple levels to complete, each with increasingly chal lenging skills to perfect, participants may want to take this class again and again!
Prerequisite: Diving: Springboard Level 1
Fitness Swimmer - Ratio 1:10 Age: 8 - 13 years
Class Length: 45 minutes
No matter what your age, Fitness Swim mer helps improve your overall physical fitness. Fitness Swimmer is a structured approach based on accepted training principles and practices including inter val training, sprints and distance swims. The candidates will participate in setting their own goals, design workouts and learn to use pace clocks and timers to reach their target zone.
Prerequisite: Swimmer 5
vaughan.ca/swim
Fitness Swimmer: Advanced Ratio 1:10
Age: 8 - 13 years
Class Length: 45 minutes
This advanced level builds on the com petitive swimming skills learned in Fit ness Swimmer. Participants learn proper stroke technique in front crawl, back crawl, breaststroke and/or butterfly, and racing skills including flip turns, dives from starting blocks and using the pace clock to reach their target zone. Swim mers improve their efficiency and endur ance in the water, as well as their overall physical fitness with this full body work out. This program provides a foundation for youth interested in joining an agegroup competitive swim club.
Swimmer 5 &
Prerequisite:
Fitness Swimmer
Special Needs Swim 1-on-1
Age: 3 years+
Class Length: 30 minutes
This program is for individuals with an identified special need who wish to par ticipate in the Swim for Life program with appropriate modifications. All partici pants are required to provide a doctor's certificate that the child has a disability and one-on-one swimming is recom mended (prior to the first lesson) as well as complete a Special Needs Information Form. Forms are available at your local community centre or at vaughan.ca/rec reation.
Synchro: Beginner - Ratio 1:10
Age: 6 - 13 years
Class Length: 45 minutes
A dynamic water sport combining grace and beauty with strength, endurance, and power. Skills include sculling, layout positions, somersaults, and various trav elling techniques.
Prerequisite: Level 5
Vaughan Lifesaving Club Ratio 1:10
Age: 8 years+
Class Length: 1 hour, twice per week
Learn to save lives while getting physi cally fit with lifesaving - a competitive sport recently established by the Cana dian Lifesaving Society. Throughout the year, Lifesaving Society (LSS) coaches train swimmers in 5 individual lifesaving events including an obstacle swim, tow with fins, lifesaving medley, throwing ac curacy, and object support; and 2 team events, the obstacle relay and medley re lay. Emphasis is placed on improving the overall fitness of young athletes, includ ing strength, power, endurance, and pro moting teamwork, sportsmanship, achieving personal bests and having fun. Athletes participate in the National Ju nior Telegames and end the competition season at the Provincial Championships in June. Note: Swimmers may join the Club throughout the season at a pro-rat ed fee.
Swimmer 5 or
Prerequisite:
Teen/Adult 2 Swim
Vaughan Sports: Lifesaving Ratio 1:10
Age: 7 - 15 years
Class Length: 1 hour
Vaughan Sports Lifesaving is an ongoing development program, comprised of 5 fundamental levels: an obstacle swim, tow with fins, lifesaving medley, throwing accuracy, and object support. There are also 2 team events: the obstacle relay and medley relay. The program teaches team building, fair play, ethics and focus es on improving overall fitness, including strength, power and endurance. A friend ly swim meet is held each session, and participants compete in the National Ju nior Telegames competition as well as provincial championships in June. Partic ipants are encouraged to register for the entire year to appreciate the team build ing synergy needed for success at the provincial and national competitions.
Prerequisite: Teen/Adult Swim or
Swimmer 5
Program Descriptions
Water Polo - Ratio 1:12
Age: 8 - 13 years
Class Length: 1 hour
Swimmers learn the theory and skills be hind this competitive water sport in a fun, positive atmosphere. Through drills in ball handling, kicking, and stroke tech nique, participants improve their efficien cy and endurance in the water, and prac tice their new skills in exciting and challenging water polo games. This group program develops teamwork, sportsmanship and decision making skills, while improving overall fitness lev els and swimming strokes.
Swimmer 5
Prerequisite:
Teen & Adult Programs
Adult 1 Swim - Ratio 1:8
Age: 13 years+
Class Length: 45 minutes
You'll work towards a 10-15m swim on your front and back. You'll do jump en tries from the side and recover an object from the bottom in chest-deep water. Im prove your fitness and your flutter kick with 4 x 9-12m interval training.
Prerequisite: Age
Adult 1 Swim: Ladies Only Ratio 1:8
Age: 13 years+
Class Length: 45 minutes
Learn to swim in a controlled environment with a female instructor. See program de scription Adult 1 for swim components.
Prerequisite: Age
Adult 2 Swim - Ratio 1:8
Age: 13 years+
Class Length: 45 minutes
Kick it up a notch working on two interval training workouts of 4 x 25m kicking and front or back crawl. You'll be able to per form dive entries and demonstrate breaststroke arms and breathing over 1015m. You'll be supporting yourself at the surface for 1-2 minutes, and showing off your handstands in shallow water.
Prerequisite: Adult 1 Swim
Stress-free swim lessons for nervous adults!
Overcome your fear of swimming in 2-on-1 lessons with a friend.
In this semi-private option, an instructor will teach both you and your for more details on how to register.
vaughan.perfectmind.com friend at the same time. See program description or
Swimming: Lessons
Adult 2 Swim: Ladies Only Ratio 1:8
Age: 13 years+
Class Length: 45 minutes
Learn to swim in a controlled environment with a female instructor. Please see pro gram description Adult 2 for swim com ponents.
Prerequisite: Adult 1 Swim
Adult 3 Swim - Ratio 1:8
Age: 13 years+
Class Length: 45 minutes
No sweat - or at least none anyone can see! You'll learn eggbeater, new entries and compact jumps. You'll be doing a 300m workout and sprinting 25-50m. You'll master your front crawl, back crawl and breaststroke. Whew!
Prerequisite: Adult 2 Swim
Adult 3 Swim: Ladies Only Ratio 1:8
Age: 13 years+
Class Length: 45 minutes
Learn to swim in a controlled environment with a female instructor. Please see pro gram description Adult 3 for swim com ponents.
Prerequisite: Adult 2 Swim
Fitness Swimmer: Teen/Adult - Ratio 1:10
Age: 13 years+
Class Length: 45 minutes
No matter what your age, Fitness Swim mer helps improve your overall physical fitness. Fitness Swimmer is a structured approach based on accepted training principles and practices including inter val training, sprints and distance swims. The candidates will participate in setting their own goals, design workouts and learn to use pace clocks and timers to reach their target zone.
Adult 3 Swim
Swimmer 5 or
Prerequisite:
Fitness Swimmer Advanced: Teen/Adult - Ratio 1:10
Age: 13 years+
Class Length: 45 minutes
This advanced level builds on the competi tive swimming skills learned in Fitness Swimmer. Participants learn proper stroke technique in front crawl, back crawl, breaststroke and/or butterfly, and racing skills including flip turns, dives from start ing blocks and using the pace clock to reach their target zone. Swimmers improve their efficiency and endurance in the water, as well as their overall physical fitness with this full body workout.
Prerequisite: Swimmer 6 or Adult 3 Swim
and Fitness Swimmer
Elite Swimmer: Beginner Ratio 1:2
Age: 6 - 12 years
Class Length: 45 minutes
A low-ratio combination of Swimmer 1 and 2, with an emphasis on independent swimming ability in shallow and deep water. Levels are evaluated by skill pro gression, not pass/fail. Lessons are week ly; includes a 10 visit swim pass for inde pendent practice.
Elite Swimmer: Advanced Ratio 1:16
Age: 6 - 12 years
Class Length: 1 Hour
A high-ratio combination of Swimmer 3, 4 and 5 in a coaching environment that focuses on strength training and endur ance. Learn to swim lessons combined with independent practice, progressing from personalized instruction to endur ance coaching to mechanical skill refine ment. Levels are evaluated by skill pro gression, not pass/fail. Lessons are twice per week; includes a 10 visit swim pass for extra independent practice.
Elite Swimmer - Ratio 1:4 Age: 6 - 12 years
Class Length: 45 minutes
A low- ratio version of Swimmer 6 with advanced training concepts of motor movement, stroke efficiency and physical literacy. Learn to swim lessons combined with independent practice, progressing from personalized instruction to endur ance coaching to mechanical skill refine ment. Levels are evaluated by skill pro gression, not pass/fail. Lessons are twice per week; includes a 10 visit swim pass for extra independent practice.
Teen 1 Swim - Ratio 1:8
Age: 12 - 17 years
Class Length: 45 minutes
As a beginner swimmer, you'll become comfortable jumping into water with and without a Personal Flotation Device (PFD), and learn to fall sideways into the water wearing a PFD. You'll learn to open your eyes, exhale and hold your breath underwater; and work on floats, glides and kicking through the water on your front and back. You'll be able to support yourselves at the surface without an aid, learn whip kick, swim 10-15m on your front and back, and be introduced to flut ter kick interval training of 4 x 9-12m.
Prerequisite: Age
Teen 2 Swim - Ratio 1:8 Age: 12 - 17 years
Class Length: 45 minutes
As an intermediate swimmer, you'll dive and do in-water front somersaults and handstands to complete the Canadian Swim to Survive® Standard. You'll swim 5m underwater, then 10-15m of front crawl, back crawl and whip kick, plus breaststroke arms with breathing. Flutter kick interval training increases to 4 x 25m; front or back crawl interval training to 4 x 25m; and front crawl sprints over 25m.
Prerequisite: Teen 1 Swim
Teen 3 Swim - Ratio 1:8 Age: 12 - 17 years
Class Length: 45 minutes
As an advanced swimmer, you'll master shallow and surface dives, cannonball en tries, stride and compact jumps, lifesaving eggbeater and scissor kicks, plus in-water backward somersaults. You'll refine your front and back crawl over 50m swims of each, and breaststroke over 25m. You'll complain about the 300m workout – then pick up the pace in 25m sprints and two interval training bouts: 4 x 50m front or back crawl, and 4 x 25m breaststroke.
Prerequisite:
Teen 2 Swim vaughan.ca/
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Wellness Plan
Why Wellness Matters: Caring For My Emotions:
Caring For My Brain:
My Strengths:
PURPOSE fuels passion, which generates energy. With energy, we can support ourselves and others. Showing up doesn't always mean doing more; it can mean intentionally doing less. Purpose empowers us to live by our core values, connect to something larger, and maintain a positive mindset.
GRATITUDE doesn't always come naturally; humans are wired for survival and threat detection. We can nurture resilience by training our brains to recog nize strengths and appreciate the positives. Practicing gratitude yields remarkable effects, including physical and psychological health benefits, enhanced empathy, reduced aggression, improved sleep, and boosted self-esteem.
CONNECTION with others are as vital to physical and mental health as exercise and healthy eating. Research indicates that social connections' psychological and physica l health benefits can outweigh the adverse effects of other risk factors. According to the CDC, Connections have even been shown to increase life expectancy.
CONNECTION with others are as vital to physical and mental health as exercise and healthy eating. Research indicates that social connections' psychological and physical health benefits can outweigh the adverse effects of other risk factors. According to the CDC, Connections have even been shown to increase life expectancy.
Self-compassion is self-care. | <urn:uuid:3b81dec7-f877-4b1c-b1f8-9a30d4dd7790> | CC-MAIN-2025-05 | https://traumaresilient.org/wp-content/uploads/2024/10/Wellness-Plan.pdf | 2025-01-19T19:45:47+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362530.80/warc/CC-MAIN-20250119182920-20250119212920-00799.warc.gz | 610,124,988 | 266 | eng_Latn | eng_Latn | 0.971075 | eng_Latn | 0.996437 | [
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NEWS BREAK
Article:
Parks are going to the dogs, Seattle residents complain
Section: MAIN, A1
Sunday's News Break selects an article from Sunday, January 5, 2025 of The Seattle Times print replica for an in-depth reading of the news. Read the selected article and answer the attached study questions.
You are encouraged to modify this lesson to fit the needs of your students. For example, some teachers might use this as a take-home assignment and others might read and answer the questions in a small group or larger, class discussion.
*Please be sure to preview all NIE content before using it in your classroom to ensure it is appropriate for your students.
Standards:
CCSS.ELA-Literacy.RI.4.1
* Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-Literacy.RI.4.2
* Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Objectives:
Students will learn about the current tensions brewing among Seattle Park users and the issue of off-leash dogs in spaces where they are supposed to always be on a leash.
Pre-Reading Discussion:
* What do you think the article will be about, using these pictures?
* Are there any clues? What can you infer?
Vocabulary Building:
Read this sentence, what do you think the highlighted words mean using context clues? A context clue is a word or words that are hints and refers to the sources of information outside of words that readers may use to predict the identities and meanings of unknown words.
"While dog owners contend they just want a share of parks for their furry family members, others say unleashed dogs make it impossible for them to use the space at all."
Contend Guess:
Contend Definition:
Comprehension Questions:
1. Many residents believe the number of dogs ____-_______ in areas they’re not supposed to be, has spiked since the pandemic, turning Seattle’s parks and beaches into unsanctioned dog parks.
2. Upset park-goers are submitting _____________ to the city in record numbers. They’re also yelling at dog owners, sometimes face-to-face.
3. It’s a conflict that’s been brewing for decades as Seattle’s growing population, increasingly packed into small apartments, competes for what?
4. And a sharp drop in _______________ recently may have thrown fuel on the fire.
5. More than 50 respondents to The Seattle Times survey agreed about that, pinpointing the _____________ as an inflection point. It could be partly because that’s when dog owners became less likely to get in trouble.
6. ___-_____________ increased across the country during the pandemic as many people began working from home for the first time and were told to isolate themselves from other people.
7. Under that theory, the increase should have been more pronounced in Seattle, the _______-___________capital of the nation, possessing an antisocial reputation.
8. What’s also likely to have changed is the number of dogs that don’t have a _____________.
9. In King County, ____% of millennials are renters, and the apartments they’re renting are getting smaller.
10. Last year, a report from listing service RentCafe showed Seattle had the smallest new apartment size in the nation, an average of _____ square feet.
11. Seattle has a higher percentage than any other major U.S. metro area of adults younger than 50 who are married with a dog or cat but no _____.
12. Complaints to Seattle’s Animal Services about dogs at parks reached an all-time high — ________ reports — in 2024. They began to tick up in 2022, then skyrocketed this year after the city began allowing people to report unleashed dogs through its Find It, Fix It app in April.
Class Discussion Questions:
* What surprised (or stood out to) you in the article?
* At first, I thought ______________, but now I think ___________?
* What things did you already know from prior experience?
* What are your feelings about dog parks? Have you been to one? What are your feelings about those dog owners that follow the rules and others that let their dogs roam free in parks, when they are supposed to be on a leash? Do you see where tensions could rise?
Rule of Law & Civic Responsibility:
* How does this conflict highlight the tension between individual rights and the collective good?
* What are the responsibilities of citizens to follow the rules and respect the rights of others in shared public spaces?
* How does the lack of enforcement of leash laws impact the rule of law and the perception of fairness within the community?
Social & Economic Factors:
* How do factors like urbanization, housing affordability, and changing demographics contribute to this issue?
* How does the rise of pet ownership as a substitute for child-rearing impact the use of public spaces?
* How do socioeconomic disparities influence access to green spaces and the ability to comply with regulations?
Civic Engagement & Conflict Resolution:
* What are the different ways citizens can engage in the democratic process to address this issue? (e.g., petitioning, lobbying, attending public meetings)
* What are the most effective strategies for resolving conflicts between different groups within a community?
* How can citizens work together to find solutions that balance the needs of all park users?
Role of Government & Regulation:
* What is the role of the government in managing public spaces and ensuring the safety and well-being of all citizens?
* Are current regulations regarding leash laws and off-leash areas effective? What improvements could be made?
* How can the government balance the needs of different groups while maintaining public order?
Ethical Considerations:
* What ethical obligations do dog owners have to other park users and the environment?
* How can we promote a sense of shared responsibility and respect for all members of the community?
* What are the ethical implications of different approaches to managing this issue (e.g., increased enforcement vs. expanding off-leash areas)?
Long-Term Sustainability:
* How can we ensure that city parks remain accessible and enjoyable for all residents in the long term?
* What are the long-term consequences of failing to address this issue effectively?
News Break is posted to the Web on Tuesday. Please share this NIE News Break program with other teachers. To sign-up for the print replica for your class, please register online or call 206/652-6290 or toll-free 1-888/775-2655. Copyright © 2025 The Seattle Times Company | <urn:uuid:08b0d6ab-8740-4378-a59c-515da8c684b0> | CC-MAIN-2025-05 | https://nie.seattletimes.com/wp-content/uploads/sites/12/2025/01/Newsbreak_1-5-25_Lesson.pdf | 2025-01-19T18:58:49+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362530.80/warc/CC-MAIN-20250119182920-20250119212920-00799.warc.gz | 432,456,050 | 1,348 | eng_Latn | eng_Latn | 0.99883 | eng_Latn | 0.999333 | [
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BANGLADESH INTERNATIONAL SCHOOL,(ES), RIYADH
Notes and worksheet on English Literature
Goodbye to the Moon
Name:_____________________________ Grade7_______ Date_______________
Answer the questions in brief.
1. Who is Ann? Why is she crying?
Ans. Ann is a girl about Kepler's age and they are friends. She is crying when it's time for Kepler to leave the Moon for Earth as she will miss him for about six months.
2. How are Kepler and his father different physically?
Ans. Kepler and his father are different from each other in some ways. His father is a big muscular man but Kepler is thin and weedy.
3. How will you describe the Governor's feelings about his ties to Earth and to the Moon?
Ans. The Governor feels that he has strong cultural ties with the Earth. But, like all immigrants who went to the Moon and shaped into a nation, he would like to say that his present and future lie in the Moon.
4. What does 'blasé' mean? Is Kepler really a blasé traveler?
Ans. I think 'blasé' means uninterested or bored. No, he is not really blasé but as he traveled a long way from the Moon to Earth, he just feels very tired.
5. What can be the issues, the Governor has come to resolve you think?
Ans. I think the Governor has come to Earth to research the expenses and cost of water. We know that Kepler's father as well as the all the immigrants to the Moon have the experience of scarcity of water in the Moon.
Answer the questions in detail.
1. How is Kepler's view of Earth similar to your view of the moon?
Ans. Kepler's view of the Earth was as a shining silver disk that waxed and waned. The view of the moon from the Earth is very similar; it is a silver or white disk in our night sky, and it also has phases in which it seems to grow larger and smaller. So Kepler's view of the Earth is very similar to my view of the moon from the Earth.
2. "Good-bye to the Moon" is full of compare and contrast. Mention at least two similarities and two differences between life on the Moon and life on the earth. Ans.
Similarities
1. Kepler's view of the Earth from the Moon is very similar to the view of the Moon from the Earth.
2. The words of the nursery rhyme of Earth "star-light, star-light" are only replaced by "Earthshine, Earth-bright".
Differences
1. Water is precious on the moon but plentiful on Earth.
2. Kepler is overwhelmed by the loud voices of the Earth. He is comparing the sounds of the voices of the Earth people to a loud storm.
3. What does Kepler mean when he says, "Look out, Earth. Here comes Kepler Masterman – on a banana skin!"?
Ans. This line occurs in the story 'Goodbye to the moon'. When the stewardess addressed Kepler as 'Sonny', he was rather embarrassed and surprised, thinking that he was already grown up. Kepler is alluding to the stock comic situation in which a person slips and falls on a banana peel. He is comparing that to his own embarrassment at resting on his couch with two black eyes from a reaction to the pressure of Earth's atmosphere.
4. What are the advantages and disadvantages of being the son of Lunar Governor according to Kepler?
Ans. The advantage is that Kepler could slip his letters into the diplomatic bag and they would go rocketing to Moon straight. Nobody will raise any questions regarding the contents of the bag as it is a diplomatic bag. On the other hand the disadvantage of being a governor's son is that he is going to miss his friend Ann for six months. As it is an official visit to the Earth with his father, he won't have any freedom to go back to Moon before the duration of the visit is over.
Learn the meanings of the words below and make sentences with them.
1. wane - to become gradually weaker or less important Her enthusiasm for the whole idea was waning rapidly.
2. traverse - to cross an area of land or water The region is more difficult to traverse than the Alps or the Himalayas.
3.wearisome - that makes you feel very bored and tired
I was beginning to find her endless chatter very wearisome.
4. glide - to move smoothly and quietly, especially as though it takes no effort The skaters were gliding over the ice.
5. oblique - not expressed or done in a direct way He made an oblique reference to the politician while canvassing for the Presidential election.
6. blurt - to say sth suddenly and without thinking carefully enough She blurted it out before I could stop her.
7. squirm – wriggle; twist; turn The children were squirming restlessly in their seats.
8. cripple – to damage sb's body so that they are no longer able to walk or move As a child she contracted polio and was crippled for life.
9. diplomatic – connected with managing relations between countries Attempts are being made to settle the dispute by diplomatic means.
10. exotic – from or in another country She travels to all kinds of exotic locations all over the world.
11. magnificent - extremely attractive and impressive; deserving praise She looked magnificent in her wedding dress.
12. snuggle – to get into or put sb/sth into, a warm comfortable position She snuggled into her sleeping bag and closed her eyes.
13. groggy – weak and unable to think or move well because of sickness or tiredness The sleeping pills left her feeling very groggy.
Match the columns below.
| S.N | Column A | | Column B |
|---|---|---|---|
| 1 | The ferry shivered delicately and | 2 | was seven tenths water! |
| 2 | A world that | 5 | by electrostatic filters in the labs. |
| 3 | The hydroponic gardens | 8 | island-sprangled blueness of the Indian Ocean. |
| 4 | Every ounce of it was worth | 9 | they had charged us for every single cup. |
| 5 | Dirt was removed | 10 | Father’s voice was sympathetic. |
| 6 | There was no free | 7 | North Africa and Arabia. |
| 7 | We orbited across | 6 | water on the moon. |
| 8 | From my port I could see the | 4 | its weight in Moon minerals. |
| 9 | Half a world made of water, and yet | 1 | then moved slowly out of it holding dock. |
Fill in the blanks with the appropriate words from the text.
1. They are starting their braking orbit.
2. It will get worse before it gets better.
3. Their apparent weight increase to double and momentarily three times their normal weight.
4. It was like a barrier separating me from all these other people.
5. There was a bustle of unstrapping harnesses, collecting belongings.
6. That was really starting out on the right foot.
7. She glided back with the ice pack.
8. She looked no heavier than a grain of moon dust.
9. He swung himself up from his couch and stretched.
10. My head throbbed a bit but it wasn't too bad.
True or false
Answer the following questions in a phrase.
1. How long did it take for the old beat-up Moon ferry to reach the space station?
THREE DAYS
2. What fantastic things did Kepler read about in his book?
THE SPHYNX, THE TAJ MAHAL AND SKYSCRAPERS
3. What was the speed of the train in the moon?
500 MILES AN HOUR
4. What was one of the items on Kepler's father's agenda?
TO NEGOTIATE AN ACKNOWLEDGMENT
5. What is the relationship between Kepler and Ann??
FRIENDS
6. How long will it take to resolve their differences?
SIX MONTHS
7. How did Kepler describe the sky when he was walking on the landing pad?
A DELICATE, BLUE WITH FLUFFY CUMULUS CLOUDS
8. What did Kepler recognize as he craned his neck eagerly and looked through the port?
THE NARROW SPINDLE OF CENTRAL AMERICA
9. What did Kepler wish to reach out and touch from the Moon ferry?
FLUFFY CUMULUS CLOUDS
10. For what purpose will Kepler use the diplomatic bag?
TO SEND LETTERS TO ANN | <urn:uuid:2ae31e11-abe7-4f75-a4a9-f4165e85b65b> | CC-MAIN-2022-49 | https://bisesriyadh.com/wp-content/uploads/2020/10/Answer-Key-to-Goodbye-to-the-Moon-GR-7-EL.pdf | 2022-11-28T14:31:47+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710533.96/warc/CC-MAIN-20221128135348-20221128165348-00207.warc.gz | 162,214,198 | 1,801 | eng_Latn | eng_Latn | 0.999275 | eng_Latn | 0.999527 | [
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INSTRUCTIONS
This is measurement of 1) consistency between your behaviour with valued directions and 2) persistency of valuing (choosing valued directions) even in the face of difficulty.
A) Consistency
1) Define valued direction: Choose three areas of life that you would like to develop, because they are not a part of your life today or you are not as active in as you would like.
2) Placing the dart: Place the dart (place an X) on the dartboard that best represents the consistency between your behaviour in the past two weeks and the valued direction. The bull's eye represents perfect consistency and the consecutive four rings around bull's eye represent varying distance from this consistency.
B) Persistency of valuing
The second part of the Bull's eye instrument is a general measure of persistency, measuring your persistency in "valuing" or behaving consistently in valued directions in the face of difficulties. In this dartboard, the bull's eye represents perfect persistency in behaving in valued directions despite any difficulties.
The middle of the dartboard is the Bull's-eye and represents exactly the life you want in the area/value you chose. Place an X on the dartboard where you consider yourself to be right now with regard to how you would like to be living. If you are "far from" having it as you want in the domain you chose then put your X in the far from circle in the dartboard.
Rate how often you persist in doing things you want to do in the face of difficulties or emotional resistance. Think about the three dartboards you have done before and how often you do the things you want in the face of those barriers. Put the X on the dartboard were it best represent your life right now. Bulls-eye means that you always take steps in your valued life direction even in the face of difficulties. "Far from", means you don't take steps in the direction you want in the face of the barriers you wrote down. | <urn:uuid:3393979b-eda7-46c3-9472-4cbc1e7c9255> | CC-MAIN-2022-49 | https://ubwp.buffalo.edu/maketodaymeaningful/wp-content/uploads/sites/139/2020/04/Brief-Bulls-Eye-Activity-for-MTM-website.pdf | 2022-11-28T16:03:03+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710533.96/warc/CC-MAIN-20221128135348-20221128165348-00210.warc.gz | 613,519,019 | 402 | eng_Latn | eng_Latn | 0.998482 | eng_Latn | 0.998823 | [
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Kingswood Preschool Summer Term Newsletter,
What an exciting first half of the summer term - Farm animals, Caterpillars, Butterflies, Froglets, Snakes and Insects galore! The children have immersed themselves in our 5 ways to wow curriculum, developing their skills to Converse to Care, to be Curious, to be Creative and to be Confident.
Farm Day!
5 Ways to Wow Curriculum – We are learning to be Curious and take delight in experiencing new phenomena.
Frogs, Frogs, Jumping Frogs!
5 Ways to Wow Curriculum – We are learning to take Care of living things.
Caterpillar, Chrysalis, Butterfly!
5 Ways to Wow Curriculum – We are learning to Converse through introducing new vocabulary.
Slippery, Slithering, Snake!
5 Ways to Wow – We are learning to be Confident and embrace new experiences.
Introduction of Bath, Book and Bedtime!
5 Ways to Wow Curriculum – We are learning to be Creative. Providing as many opportunities for children to read in big groups, small groups, individually, both indoors and outdoors. Continuing to develop and embed our love of reading both at Preschool and home.
Stay and Play Sessions
A big thank you to those who were able to attend our stay and play sessions. We hope you had wonderful time playing and learning together with your child. The children loved sharing their environment with you.
The Queens Platinum Jubilee
Children celebrated the Queens Platinum Jubilee with a delightful tea party! Cucumber sandwiches, Scones, Strawberry Jam and Singing. What a wonderful way to end the first half of the summer term. | <urn:uuid:b777eca2-26cd-42dd-b67d-fcd590257070> | CC-MAIN-2022-49 | https://kingswood.herts.sch.uk/download/pre-school-summer-newsletter-may-2022/ | 2022-11-28T15:35:44+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710533.96/warc/CC-MAIN-20221128135348-20221128165348-00215.warc.gz | 369,927,301 | 338 | eng_Latn | eng_Latn | 0.996395 | eng_Latn | 0.99635 | [
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Parent Support Courses
Parents Interested In Nurturing Effectively (PINE)
A Six session curriculum promotes positive strategies to strengthen the family bond: Identifying Parenting Styles, Child & Adolescent Development, Effective Communication and much more. A fee applies for this class.
Assisting Children Through Transition (ACT)
A One session curriculum designed to guide parents who are separating or divorcing about the impact of the breakup on their children. A fee applies for this class.
Guiding Good Choices A Five session curriculum for parents with children 9-14 years of age. This is a prevention-based program that aims to lower the risk of children using drugs and alcohol by increasing interaction and involvement between parents and children.
Staying Connected with Your Teen
A Five session curriculum for parents of teenagers aged 12-18. This workshop empowers parents to increase the chances that their children will grow up healthy and avoid the risk behaviors for drug & alcohol abuse, violence, and teen pregnancy.
Incredible Years Series: Birth– 8 years of age. The Infant, Toddler, and Basic curriculums' Five sessions focus on strengthening parent-child interactions and nurturing relationships, reduce undesirable behaviors and fostering parents' ability to promote children's social, emotional, and language development.
Supporting School Success
A Five session curriculum for parents who want to assist their children to get the best start in their first four years of school, grades K-3. Participants will learn how to support their child's academic achievement, improve communication at home, and reduce misbehavior.
Parenting Enhancement Skills in the Jail
This program provides parent education, life skills, and support to inmates at the Wayne County Jail. It also offers family practice time which allows inmates to share one on one time with their children.
Respite
Provides voluntary short-term out-of-home care for Youth, ages 8-18 years old who experience emotional, mental, and behavioral challenges that may be at risk of out-of-home placement. Respite is used to preserve, strengthen, stabilize, and support individuals and their family.
*This requires a referral from Wayne Behavioral Health Network.
NYS Adult Behavioral Health (CORE)
available for people 21 and over who are enrolled in a Medicaid Managed Care Health and Recovery Plan (HARP)
Adult Empowerment Peer Support Services
Peer Support Specialists are dedicated to delivering a service with acceptance, understanding and validation. Peer Support Specialists compliment behavioral and mental health professionals. Support is demonstrated on a one-to-one basis which includes:
Encompasses a range of activities and interactions between peer who have shared similar experiences of being diagnosed with substance abuse/mental health conditions.
Emotional
Informational (referrals, community resources)
Affiliation Support (community, family, workplace, activities etc…)
Instrumental (link to housing and employment)
Wayne County Action Program, Inc.
Helping People. Changing Lives.
Advocacy for Community Empowerment Program
Director: Emmalea Burnell
Visit us @www.waynecap.org
01/2022
NYS CHILDREN'S MEDICAID
Support for parent(s) with child(ren) up to age 21 who experience social, emotional, behavioral, mental health or developmental challenges. Family peer support assists families in navigating wrap around service systems. Services include an emotional connection that shows living proof of resilience and awareness.
Children and Family Treatment and Support Services Family Peer Support
* Information and referral
* Individualized support to help parents understand their children's needs.
* Meeting groups to build natural supports and to bring families together.
Psychosocial Rehabilitation (PSR) - Skill Building
PSR service provides support to youth under the age of 21 in learning communication skills, social skills, independent living skills and/or self-care skills
Youth Peer Support
YPS is a peer-based program that empowers youth ages 12 to 21, helping young people navigate successfully throughout life. Weekly groups are offered in various locations in Wayne County, NY. We express ourselves through interactive games, art/ creative writing, and more!
Topics include:
Mentoring
Peer Support
Communication
Social Skills
Healthy Choices
Coping Skills
Personal Transitional Development
Community Connections
Come together for a unique opportunity to share similar challenges and experiences and learn from one another, and find HOPE.
ACE staff work in conjunction with other agencies throughout Wayne County to provide a personcentered approach that will engage,
Services are designed to optimally support mental/behavioral health and emphasize healthy living with the purpose of increasing the individual's overall well-being.
empower, and inspire individuals with choice options of care.
NYS CHILDREN'S MEDICAID Home and Community Based Services
Caregiver/Family Support and Services
Caregivers and families can get training and education to make informed and empowered choices for children with developmental, medical, mental health, and/or substance use needs. In addition, maintain and strengthen children and youth's independence in the community
Planned Respite
Are delivered at home, in the community, or in another allowable location. Planned respite services provide short term relief for families/caregivers and support the child's mental health, substance use and/or health care goals
Pre-vocational Services
This service is structured around teaching concepts such as compliance, attendance, task completion, and problem solving. In addition, it will assist with facilitating appropriate work habits, acceptable job behaviors, and learning job production requirements. This service is available to youth ages 14 to 21.
Community Self Advocacy Training Support
Children, youth, and their families can get help to understand developmental, medical, mental health, and/or substance use needs. Providers will assist with addressing difficulties when taking part in community activities. Children and youth, or caregivers and other advocates, can get their own self-advocacy training | <urn:uuid:7865c2cc-be95-40ac-be45-279bc7df3fb4> | CC-MAIN-2022-49 | https://www.fingerlakescommunityaction.org/_files/ugd/04c57e_d9601be128f34b81b8a54902b12208f4.pdf | 2022-11-28T14:44:26+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710533.96/warc/CC-MAIN-20221128135348-20221128165348-00213.warc.gz | 802,523,226 | 1,206 | eng_Latn | eng_Latn | 0.993398 | eng_Latn | 0.993702 | [
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Dinosaurumpus!
Snow Ghost came whispering out of the air, "Oh, for a home to be happy – but where?" Flying through the swirling, snow-filled skies, Snow Ghost searches for a place to call home, swooping gracefully over the whirling traffic of town, winding her way through the dense, tangled wood and to the top of the blustery hill. Then on the quiet calm of the moors, she sees a girl and a boy playing. She breathes magic and sparkle into their play until it's time for them to stumble back home to bed. And while shimmers of moonlight cast their glittering light, Snow Ghost curls herself round the roof of the farmhouse. She has found her happy home at last. A timeless story of hope and belonging, perfect for sharing with loved ones this winter. This audioenabled edition comes with a gorgeous reading by Sarah Ovens, along with music and sound effects.
At the start of the Jungle Run, the other animals tell Cub she is too small to race against them, but she proves that her size can be an advantage long before they reach the finish line.
Nipper doesn't like his huge, clumsy claws. They are no use at all and they just get in the way. Nipper would much rather have tickly arms like Octopus, or tentacles like Sea Jelly, or flippety flippers and fins like Turtle and the fish. But one day, when he is playing with his friends, Nipper finds that his claws are very useful after all!
Dylan's on his way - are you ready to play? DYLAN THE DOCTOR is the first picture book in a series featuring an exuberant stripy dog, who just loves to play. Created by bestselling illustrator Guy Parker-Rees, Dylan is a joyous new character who uses playing and fun to help toddlers explore and understand their world. Today Dylan is playing at being a doctor. He dashes about looking after all of his friends: Purple Puss, Jolly Otter and Titchy Chick. But who will look after poor, tired Doctor Dylan? All his friends, of course! Look out for Dylan's friend, Dotty Bug, on every page, as she encourages readers to join in with the story.
Emotion Detective
Night Animals
Saturday Night at the Dinosaur Stomp
Dinosaur Farm!
Bumpus Jumpus Dinosaurumpus!
Honk and quack with these unlikely feathered friends as they explore the highs and lows of friendship! Coming soon as an animated series, available to stream on Apple TV+! Meet Duck and Goose, two young birds who mistake a polka-dot ball for an egg and have to master the art of cooperation—and sharing—to take care of it. But friendship is not always easy, as proved in this funny, accessible story. Young readers will instantly recognize themselves in these adorable and eternally optimistic characters. And this beautiful keepsake edition features extra content from the author on how to draw Duck & Goose. "Charming, funny, simple, and surprising. . . . Hills is master of the light comic touch."—The Boston Globe
They've built, they've zoomed, they've rescued, they've flown into space, and they've even fought off pirates, and now our dynamic team of dinosaurs is working hard on the farm! Join them as they plow the stony soil, feed the sheep, harvest the wheat, and much more! But what are they preparing all their animals and crops for? And where are they traveling to in their tractor? Why, it's a
farm show! But will they win the grand prize?
Introducing StoryPlay (TM) books--the smart way to read and play together!
A read-aloud, rhyming picture book. Perfect for dinosaur fans! Shake, shake, shudder near the sludgy old swamp. The dinosaurs are coming. Get ready to romp! Come and join in the fun with Triceratops, Stegosaurus and friends as the dinosaurs stir up a dinosaurumpus. But oh dear, T-Rex is about to gatecrash the party! The question is: Does he want to eat them? Or does he just want to dance? A sure-fire winner for Dinosaur fans everywhere. With a bouncy, rhyming story and fun-filled illustrations from Guy Parker Rees - the artist behind the bestselling Giraffes Can't Dance.
When Dinosaurs Came with Everything
Scaredy-Cat, Splat!
Cool Cars
Roar!
If You Happen to Have a Dinosaur
Have fun listening to amazing airplanes on the go!
A rhyming tale of Triceratops, Brontosaurus, and even Tyrannosaurus gathering at the swamp to dance.
Introducing StoryPlay Books--the smart way to read and play together! StoryPlay Books offer fun ways to engage with little ones during story time and playtime with prompts and activities that everyone will love! Each quality story will delight readers while building early literacy skills for ages 3-5 by helping them develop: problem-solving abilities, reading comprehension, social development, pre-reading skills, memory strengthand more! Each book includes storyrelated games and crafts to extend the reading experience. Teachers agree that StoryPlay Books are perfect for parents looking to stimulate and engage their kids at home while having fun together! Each book also shines a spotlight on important topics for this age. I Love You Because You're You -- a sweet, rhyming story about the love between a little fox and his mother -- focuses on emotions. Are you ready to start reading the StoryPlay way? Ready.
Set. Smart!
Bumpus Jumpus DinosaurumpusHachette UK
Terrific Trains
Dylan the Doctor
Come to Tea on Planet Zum-Zee
Snuggle Bunny (A StoryPlay Book)
The Three Little Pigs and the Somewhat Bad Wolf
When Jolly Olly Octopus gets the giggles, it isn't long before the waves of bubbly laughter have spread to all his friends and the whole sea bed is awash with sea creatures chuckling away. But, oh no! Here comes Shark! Suddenly things aren't quite so funny any more. The incredibly successful Tony Mitton and Guy Parkrer-Rees pair up again to bring you this bright and delightful rhyming romp.
Down by the woods, oh, come and see, here in the stump of a fallen tree, there's something strange that's made us stop ...Goodness me! It's a minibeast bop! Everyone's welcome at the minibeast bop! But will poor slow Snail arrive in time?--Website.
A boy is excluded from joining his friends' pet club because of his unusual pet.
Find out what you can do with your pet dinosaur.
Kevin the Unicorn: It's Not All Rainbows
Goodnight Me, Goodnight You
Duck & Goose
High-flying Helicopters
Amazing Airplanes Sound Book
When it is rock 'n' roll time during the prehistoric era, many different kinds of dinosaurs gather to twist, twirl, and tromp at a Saturday night party.
Mama Hen has lost her egg, but readers can flip the split pages to find out where the egg is hiding
A unicorn's bad day turns into a laugh-out-loud look at the pressure to be perfect and the importance of expressing your feelings Everyone knows that unicorns are perfect. They are glamorous and glittery, and their smiles make rainbows appear! But Kevin is having a less-thanperfect day. First, he wakes up on the wrong side of the bed ...on the floor. Then he discovers that his mane is so wild that even his SuperPerfect-Hair-Day-Spray can't tame it. And the day just gets worse from there. Kevin does his best to keep his outlook sunny, but it's hard to keep smiling when everything goes horribly wrong!
Frog and the other animals have a dancing good time both in and out of the water in the cool of the pool.
Bumpus Jumpus Dinosaurumpus
Farmer Joe and the Music Show
Jolly Olly Octopus
Maybe a Bear Ate It! (StoryPlay)
Down by the Cool of the Pool
Terrific Trains follows the animal crew as they travel the railroads. Climb on board and whiz down the track to discover different types of trains and how rail travel works. Every page of this chunky board book is full of details machine-mad toddlers love: diesel, steam, and electric engines, the signals, and so much more! From airplanes to fire engines, the internationally bestselling Amazing Machines series is the perfect way for children to learn about all sorts of vehicles! Each book introduces a new vehicle and the jobs it can do. Bright, engaging artwork and simple, rhyming text combine to make these fantastic books for young children. Kids will love getting to know the friendly, animal characters who feature throughout the series and reading about their fastpaced adventures!
Splat the cat accidently succeeds in being the scariest cat in the class for Halloween.
At bedtime, a brave child makes a monster disappear by tickling its various parts, such as its teeth so it cannot bite, and the parts transform into new objects that create a non-threatening scene.
StoryPlay Books is the smart way to read and play together! StoryPlay Books offer fun ways to engage with little ones during story time and playtime with prompts and activities everyone will love! Each quality story will delight readers while building early literacy skills for ages 3-5 by helping them develop: problem-solving abilities, reading comprehension, social development, pre-reading skills, memory strengthand more! Each book includes story-related games and crafts to extend the reading experience. Teachers agree that StoryPlay Books are perfect for parents looking to stimulate and engage their kids at home while having fun together! Each book also shines a spotlight on important topics for this age. The Three Little Pigs and the Somewhat Bad Wolf -- a funny twist on the classic tale -- focuses on character building. Are you ready to start reading the StoryPlay way? Ready. Set. Smart!
Where's My Egg?
We're Going on a Spooky Ghost Hunt (A StoryPlay Book)
The Most Heartwarming Picture Book of the Year
Clumsy Crab
Goodnight moon and glimmering stars. Goodnight swish of passing cars. Goodnight aeroplane in the sky, Red light, green light, winking high. A soothing and reassuring bedtime book from an award-winning poet - for sharing with very young children at bedtime or at other quiet times.
With the help of his instrument-playing friends, Farmer Joe has his hens clucking, his pigs dancing, and his cows mooing to a country music show.
When Isaac and Elena read a book about lions, all they want to do is "ROAR!" But being the king of the jungle on the school nature walk might not be such a great idea. Beloved author Munsch delivers another irreverent snapshot into the world of children and their imaginations.
Introducing StoryPlay Books--the smart way to read and play together! StoryPlay Books offer fun ways to engage with little ones during story time and playtime with prompts and activities that everyone will love! Each quality story will delight readers while building early literacy skills for ages 3-5 by helping them develop: problem-solving abilities, reading comprehension, social development, pre-reading skills, memory strengthand more! Each book includes story-related games and crafts to extend the reading experience. Teachers agree that StoryPlay Books are perfect for parents looking to stimulate and engage their kids at home while having fun together! Each book also shines a spotlight on important topics for this age. Shoe-la-la! -- a fun, rhyming story about four girlfriends searching for the perfect party shoes -- focuses on self-expression.Are you ready to start reading the StoryPlay way? Ready. Set. Smart! Twist and Hop, Minibeast Bop!
A Very Noisy Book Snow Ghost
All Afloat on Noah's Boat
I Love You Because You're You (A StoryPlay Book)
Possum is hiding from the sounds in the night, and his fear sets off a chain reaction in the other night animals.
StoryPlay (TM) Books -- the best new way to engage with your little one during story time -- continues with four new stories! StoryPlay Books is the smart way to read and play together! StoryPlay Books offer fun ways to engage with little ones during story time and playtime with prompts and activities that everyone will love! Each quality story will delight readers while building early literacy skills for ages 3-5 by helping them develop: problem-solving abilities, reading comprehension, social development, prereading skills, memory strength and more! Each book includes story-related games and crafts to extend the reading experience. Teachers agree that StoryPlay Books are perfect for parents looking to stimulate and engage their kids at home while having fun together! Each book also shines a spotlight on important topics for this age. Maybe a Bear Ate It! -- a clever story about a missing book -- focuses on problem solving.Are you ready to start reading the StoryPlay way? Ready. Set. Smart! You could hardly blame Dexter, ordinarily a well-behaved young dragon, for showing off when he suddenly found that he could
With a lively rhyming text and vibrant paper collage illustrations, author-artist Bob Barner shakes the dust off the dinosaur bones found in museums and reminds us that they once belonged to living, breathing creatures. Filled with fun dinosaur facts (a T. Rex skull can weigh up to 750 pounds!) and an informational "Dinometer," Dinosaur Bones is sure to make young dinosaur enthusiasts roar with delight.
make clouds of smoke. The temptation is irresistible, but Dexter quickly becomes insufferable. First he watches his own reflection in the river in order to admire the smoke. Then he puffs it in the faces of his friends: the zebra, the giraffe, and the elephant. He even blows smoke rings around his own tail to prove how clever he is. Soon Dexter has no friends left. He is a very lonely dragon indeed, until quite by accident he discovers a way his talent can be used to win back his playmates. This wonderful story -- first published in 1953 -- will delight both young readers and their parents, and so will Lisa McCue's appealing new pictures of this lovable show-off.
A Little SPOT of Feelings
The Jungle Run
Strictly No Elephants
Dinosaurumpus!
Shoe-la-la! (A StoryPlay Book)
Rhyming text and illustrations describe different kinds of cars, including fast cars, police cars, taxis, and convertibles.
There's a quake and a quiver and a rumbling around. It makes you shiver. It's a thundery sound. Shake, shake, shudder . . . near the old swamp. The dinosaurs are coming. Get ready to romp. Join in with Triceratops, Steogsaurus and friends as the dinosaurs stir up a Dinosaurumpus! A bomping, clattering, thwacking, rattling dinosaur stomp by Smarties Silver Award Winner, Tony Mitton. With wonderfully bright and entertaining illustrations by Guy Parker-Rees. Perfect for all dedicated dinosaur fans!
Imagine if instead of getting the usual lollipop or sticker everywhere you go, there was something bigger on offer… something much, much bigger! This is exactly what happens when a little boy accompanies his mum on a busy shopping trip. Just when the little boy thinks he's going to die of boredom, something very unusual happens… shops everywhere are giving away a very special treat with every purchase ~ a free dinosaur! It's a dream come true… except, what exactly do you do with these Jurassic treats? And how do you convince mum to let you keep them? This picture book makes learning about helicopters fun.
The Popcorn Dragon
Tickle Monster
Dinosaur Bones
StoryPlay Books is the smart way to read and play together! StoryPlay Books offer fun ways to engage with little ones during story time and playtime with prompts and activities that everyone
Copyright : africanamericanstudies.coas.howard.edu will love! Each quality story will delight readers while building early literacy skills for ages 3-5 by helping them develop: problem-solving abilities, reading comprehension, social development, pre-reading skills, memory strengthand more! Each book includes story-related games and crafts to extend the reading experience. Teachers agree that StoryPlay Books are perfect for parents looking to stimulate and engage their kids at home while having fun together! Each book also shines a spotlight on important topics for this age. We're Going on a Spooky Ghost Hunt -an original, new holiday twist on the classic song -- focuses on sequencing.Are you ready to start reading the StoryPlay way? Ready. Set. Smart! Everyone is invited to tea on planet Zum-Zee, where all types of aliens will share musical biscuits, wiggly cake, hovering pizza, and questionable blue dollops. Animals of all shapes and sizes abound in this latest edition of much-loved, funny and very different take on the story of Noah's Ark. A brilliant book that children will soon know off by heart. Noah's amazing Rainbow Ark is busy and noisy, and it's not long before the animals begin to get cabin-fever. Clever old Noah hatches a plan for an incredible creature cabaret to get the Ark swinging again. But what amazing act will appear for the finale? A sure-fire winner from the popular duo, Tony Mitton and Guy Parker-Rees, illustrator of the bestselling Giraffes Can't Dance - for pure clap-along, dance-along fun. Come and join in the fun of reading with excellent rhyme and rhythm and bright bold illustrations! A book you will keep coming back to. Rhymes and illustrations feature a Triceratops, Brontosaurus, and even a Tyrannosaurus as they run, boom, shake, and shudder their way to the "sludgy old swamp" and rock the night away to the dinosaurumpus beat. | <urn:uuid:6e0cb197-9d7b-4f23-b2b3-d31feed50e05> | CC-MAIN-2022-49 | https://africanamericanstudies.coas.howard.edu/pharmative/opini/sql.php?keyword=Dinosaurumpus!&isbn=b8b3e926ec24545ed5ea1d491a820c1c | 2022-11-28T16:16:43+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710533.96/warc/CC-MAIN-20221128135348-20221128165348-00213.warc.gz | 114,176,588 | 3,729 | eng_Latn | eng_Latn | 0.998656 | eng_Latn | 0.998843 | [
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CS204
Spring 2018, Homework #10
Problem 1.
7 × 1 pts
In this problem, all graphs are simple and undirected.
If G is a graph, define the complement of G, called G, to have the same vertex set as G, and u, v are adjacent in G if and only if they are not adjacent in G.
For each subproblem, you are given a specific set of conditions. Your task is to construct a graph satisfying those conditions. You do not have to prove that your graph is correct, but there is also no partial credit.
a) Graph with 4 vertices that not bipartite, but deleting any edge makes it bipartite.
b) Graph with 4 vertices that is isomorphic to its complement.
c) Graph with 5 vertices and 6 edges, and there exist a pair of vertices with distance exactly 3.
d) Graph with 5 vertices and 6 edges, and it doesn't have three vertices all adjacent to each other.
e) Graph with 6 vertices and 5 edges, and its complement is not connected.
f) Graph with 6 vertices that is connected and Eulerian, and its complement is Hamiltonian.
g) Graph with 7 vertices, and every pair of vertices have exactly one common neighbor.
Problem 2.
1 + 1 + 1 + 2 + bonus 2 + 2 pts
In this problem, all graphs are simple and undirected.
A k-coloring of G is a function c : V (G) →{1, 2, . . . , k} such that c(u) ̸= c(v) whenever u, v are adjacent. Intuitively, we color the vertices of G with k colors so no two adjacent vertices are colored the same color. The chromatic number χ(G) of G is the smallest positive integer k such that G has a k-coloring. The chromatic number of a graph is known as something difficult to compute exactly.
a) Look up a 10-vertex graph called the Petersen graph P , and draw it.
b) Find a 3-coloring of P . Label each vertex in your drawing with the corresponding color. (You don't need actual colors; labels of 1, 2, 3 are enough.)
c) Recall that Cn is the cycle graph on n vertices. Prove that if n ≥ 3 is odd then χ(Cn) = 3.
d) Prove that if G is a graph and H is a subgraph of G, then χ(H) ≤ χ(G).
*e) Prove that P doesn't have a 2-coloring. Conclude that χ(P ) = 3. (Hint: Use parts c and d.)
*f) Suppose ∆(G) is the maximum degree among the vertices of G. Prove that χ(G) ≤ ∆(G) + 1. (Hint: Induct on the number of vertices.)
Problem 3.
2 + 1 + 2 + bonus 2 + 2 pts
Recall that a walk in a directed graph G is a sequence (v0, v1, v2, . . . , vk) of vertices in G such that vi−1 → vi is an edge for all i = 1, 2, . . . , k; we say k is the length of the walk. It is a path, if additionally, all v0, v1, v2, . . . , vk are distinct. A Hamiltonian path is a path that uses all vertices. A vertex v is reachable from another vertex u if there is a path from u to v.
A tournament is a directed graph such that there exists exactly one edge between every pair of vertices. (The edge can be directed in one way or another, but not both.) It is called a tournament because we can imagine the vertices are players participating in a round-robin tournament, where each pair of players play against each other; an edge points from the winner to the loser.
a) Draw two non-isomorphic tournaments on 4 vertices and prove that they are not isomorphic.
b) Draw a Hamiltonian path on each tournament you drew in part a.
c) Prove that every tournament has a Hamiltonian path. (Hint: Induct on the number of vertices.)
*d) Prove that every tournament has a vertex u that can reach all other vertices. (Hint: Take a vertex that can reach the most number of vertices, and prove this works.)
*e) Improve part d. Prove that every tournament has a vertex u that can reach all other vertices with a path of length at most 2. | <urn:uuid:19ba896b-cbeb-4168-b81c-219f1e9f747a> | CC-MAIN-2022-49 | https://kaist.theoryofcomputation.asia/_media/lectures/2018/hw10.pdf | 2022-11-28T15:52:20+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710533.96/warc/CC-MAIN-20221128135348-20221128165348-00212.warc.gz | 367,185,331 | 980 | eng_Latn | eng_Latn | 0.995884 | eng_Latn | 0.995884 | [
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Special Edition - EASTER + Zion Lutheran Church+
Our sadness about Jesus' death on Good Friday ends as we celebrate His resurrection on Easter. While we couldn't gather in person on Easter Day, the message of His resurrection did not change. When we are permitted to gather again, we will express our great joy in Jesus and our new life in Him. For now we sing "Alleluia" in our homes! "Jesus has risen! He has risen indeed! Alleluia!"
Now it's time to take a closer look at Easter hymns in Lutheran Book of Worship and With One Voice. I hope you have your investigative skills ready! To help you work through the questions this time, I've placed a box by the first questions so you can "check off" when you have found the answer! We will begin with three "counting" questions!
□ 1. How many hymns are found in the Easter section of Lutheran Book of Worship? _______________
□ 2. How many hymns are found in the Easter section of With One Voice? ______________
□ 3. In the Easter hymns located in Lutheran Book of Worship , how many times is “Alleluia or Hallelujah” sung? ___________________
□ 4. Stanza 1 of hymn #132 in Lutheran Book of Worship refers to a special Old Testament event. Is it: a) the story of creation, b) the story of Moses as a baby; c) the story of the crossing of the Red Sea.
Write the letter of your answer here: ______________
□ 5. One Easter hymn appears both in Lutheran Book of Worship and With One Voice. What is the title? ____________________________
□ 6. Which of the following hymns is usually the processional hymn on Easter morning?: a) #140; b) #149; c) #151; d) #138. (circle your answer)
Complete the titles of these hymns; add the hymn number; circle in which hymnal it is found.
□
7. Awake, My Heart, with ________________: # _____: (LBW-WOV)
□ 8. Alleluia! ______________________ is Risen: # _____: ( LBW - WOV )
□
9. ___________________ Has Arisen, Alleluia: # _____: (LBW-WOV)
□ 10. The Strife Is O’er, the _____________ Done: # _____: ( LBW - WOV )
□
11. He is _________________! Glorious Word!: # _____: (LBW-WOV)
□ 12. Good Christian Friends, Rejoice and _____________: # _____:
( LBW - WOV )
□ 13. Now All the Vault of __________________ Resounds: # _____:
(LBW-WOV)
A special family activity: Hymn vocabulary - Hymns often contain unfamiliar words. In this section, match the word in the left column with a definition in the right column. I’ve done one for you! Enjoy! (The lists continue on the next page.)
14. _____ Alleluia
a. begin
15. _____ replete
b. entrance
16. _____ victim
c. Praise the Lord
17. _____ shorn
d. someone who is harmed
18. _____ portal
e. fill with fear
19. _____ immortal
f. unsuccessful
20. _____ jubilation
g. won
21. _____ subduing
h. cleansed
22. _____ purged
i. joy
23. _____ triumphed
j. clothing
24. _____ rapture
k. conquering
25. _____ raiment
l. rejoicing
26. _____ appall
m. stripped of
27. _____ commence
n. not subject to death
28. _____ reconciled
o. abundantly supplied
29. _____ procured
p. to obtain by special means
30. _____ vain
q. become friendly again
BONUS QUESTION: Which end punctuation mark is used often in the titles of Easter hymns—a) a period; b) an exclamation point; c) a question mark?
Write your answer here: _______________
SUPER BONUS QUESTION: Why do you think it is used so often?
__________________________________________________________________
Your name: _____________________________________
May the message of the Resurrection fill your life and the lives of your family with the peace, joy, love, and hope that only comes through Jesus, Our Risen Savior!
Joy in Jesus,
Kantor Beethe | <urn:uuid:17e99a82-ada8-4763-b349-6e8eb5065b1d> | CC-MAIN-2022-49 | https://zionlutheranwausau.com/wp-content/uploads/2020/04/Easter-2020-special-edition-Kantor-Quest-list-of-clues.pdf | 2022-11-28T14:56:46+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710533.96/warc/CC-MAIN-20221128135348-20221128165348-00211.warc.gz | 1,168,413,636 | 964 | eng_Latn | eng_Latn | 0.99025 | eng_Latn | 0.996923 | [
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GRADE -3
CH -1
Computer Fundamentals and Devices
Q/A
1.What are the two types of computer memories?
Ans: The two types of computer memories are RAM and ROM.
2.Name the parts of CPU.
Ans: The parts of CPU are- ALU,CU and MU.
3.Define computer.
Ans: Computer is an electronic machine that is used to generate information from data.
4.Name some software programs.
Ans: MS-Paint, LOGO, MS Word, Notepad .
5.What is the function of ALU?
Ans: ALU performs all the arithmetic calculations and logical operations .
6.What is the use of Caps Lock key?
Ans: Caps Lock key is used for typing capital letters.
7.What is a cursor?
Ans: A cursor is an 'I' shaped mark which always blinks on the computer screen, when we are typing.
8.Define monitor. What are the two types of monitor?
Ans: A monitor looks like a TV screen. It is an output device. Monitor is also known as VDU. The two types of monitor are CRT and LCD.
9.What is the use of microphone?
Ans: Microphone is used to record voice and music in to the computer.
10.What is software?
Ans: Software is a set of instructions that runs on the computer.
11.Name some hardware devices.
Ans: Joystick , speaker ,light pen, plotter etc. | <urn:uuid:79d0e184-aac3-4bd2-864c-ec96ef8d40d0> | CC-MAIN-2022-49 | https://bisesriyadh.com/wp-content/uploads/2020/10/GRADE-3-ch-1-notes-2.pdf | 2022-11-28T14:55:31+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710533.96/warc/CC-MAIN-20221128135348-20221128165348-00219.warc.gz | 164,874,525 | 292 | eng_Latn | eng_Latn | 0.998561 | eng_Latn | 0.998561 | [
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Heinrich Heine University Düsseldorf
Social Sciences Institute
Master Programme European Studies
General Notes on Format, References and Bibliography
The purpose of this document is to provide students with information on how to format their essays correctly, how to use references and how to write a bibliography.
1. Spacing, layout and title: Use a 12- p o i n t font and 1.5 or double spacing and leave margins of at least 25 mm on the left and right edges of the page and at the top and bottom. A dense page of text prevents the teacher or examiner from commenting and correcting. Please also write on only one side of the page; and number each page of writing. Put your name, date, matriculation number and course-title on the first sheet.
2. Page limit: If a page limit is set, please observe it and do not overshoot or under- shoot by more than 10%. The pages count includes your text and your bibliography but does not include the cover sheet and the table of contents pages. The purpose of page or word limits is to accustom you to writing concisely and to the point to an agreed format, and to ensure parity across a course. One page is equivalent to 300 words.
3. Avoid plagiarism: Every time you quote someone else's words or you borrow someone else's idea, you must provide a reference to the original words. If you do not do this, you could be accused of plagiarism, i.e. passing off someone else's work as your own, which the university regards as a very serious offence against academic ethics.
4. Referencing means to acknowledge whatever literal quotation or paraphrase you take from a source (books or articles you have read to prepare your essay).
* The standard referencing style in social science (the so-called 'American style') is to give references in brackets at the end of the literal quotation or paraphrase, or at the end of the sentence in which it occurs, in other words not to give references in footnotes or endnotes. In the American style, you mention author's name, year of publication (of the edition you have actually used, which will be in your bibliography at the end) and the page number from which the quotation is taken: (Moravcsik 2001: 28).
* It is important that you add page numbers when you give references; without it, the reader will probably not be able to find where your quotation came from.
* Avoid phrases such as op.cit. (Latin 'opere citato', meaning 'the work just cited') or
ibid. (Latin 'ibidem', meaning 'in the same place') for references. Always give full information on author, year and pages.
* When the citation is part of a sentence, use author name with year in parentheses, e.g., 'Smith (2013) claimed that...'
5. Literal quotations: Whenever you use a quotation in your essay, ask yourself whether you really need it. Can you say it just as well in your own words? Or does it say something in a particularly useful way? Ask yourself whether you understand the critic or scholar you are quoting, and whether you think s/he is right or not. If after all this you decide you do need the quotation, then use it, but consider this:
* Comment on it and analyse it, do not assume that it speaks for itself but evaluate what the quotation adds to what you want to say in the essay.
* Make sure that you give enough context for a quotation, by introducing it with a short sentence or phrase and by mentioning the author's name.
* Make clear which part of your text is quotation by using quotation marks at the beginning and end of your quotation, 'like this'.
* Quotations of more than 40 words should be 'blocked off'', i.e. indented from both the left-hand and right-hand margins and typed in single spacing.
6. Paraphrasing: If you are not quoting directly, but you are borrowing an idea from a secondary source or you are paraphrasing in some detail from a primary one, this should also be acknowledged. For example, you paraphrase if you say: 'some authors have stated that Moravcsik basically uses a principal-agent model of European integration (Lee 2001: 23; Duke 2005:311).' Do not exaggerate it, how- ever; you do not have to acknowledge 'seminar notes' nor do you have to refer to everything you have read in the course of preparing your essay. But ask yourself continually when you are writing your essay: did I read this somewhere? If the answer is 'yes', consult your notes and find the appropriate reference; if on the other hand you feel that what you say is or has become your idea, or it is a commonplace information, then you do not have to worry about acknowledgement.
7. Bibliography: The bibliography should come at the end of your essay, preferably on a separate sheet. It should be arranged in alphabetical order of the author's family name.
* Usually, you prepare only one comprehensive bibliography for all kinds of sources used.
* Every work cited in the text should be listed in the References section, and vice-versa. Please ensure that dates, spelling and titles used in the text are consistent with those listed in the bibliography.
8. Author name:
* Family names are followed by first names. But use all parts of family names such as 'Van', 'De' etc. for the alphabetical order: 'Da Conceição-Heldt, Eugénia'; 'Van der Brug, Wouter'; 'De la Fuente, Angel'. For authors from China, Korea and Vietnam (who do not have Western first names, like, for example, some with a Hong Kong background), keep the East Asian name order unchanged and do not insert a comma, for example: 'Zhou Weifeng'; 'Lee Moosung'; but: 'Chan, Kenneth KaLok', 'Lim, Paul Joseph'
* Add 'a', 'b', 'c' etc. to the year if you have more than one publication by the same author
of the same year (for example 'Miller 2010a, Miller 2010b').
* As a general rule, use upper case only for first letter of names. First names can be initials or spelled out.
* If you use documents without an identifiable author, take the document title followed by the year (for example: 'European Security Strategy 2003').
* If a text has three or more authors, you normally just mention the first author followed by "et al." (for example 'Deutsch et al. 1957')
9. Bibliographical style: There are many bibliographical styles used by different journals, different publishers and different institutions. However, the main principles for compiling a bibliography always are clarity, conciseness and consistency. Whichever bibliographical style you use, stick to it consistently throughout your essay—do not mix them up. Use the bibliographical style in a consistent way in all details, including the (non)use of comma, colon, period, quotation marks, 'in', 'volume', 'number', 'pp.' etc.. A very good way of learning-by-doing is to choose the bibliography of a scholarly text (such as one of the assigned texts from a course) and use this as a model. The style used in the following examples is just one of the many possible styles.
9.1 Books: Both place of publication and publisher are required for books cited.
o Rosamond, Ben 2006: After the constitutional treaty: rethinking Britain and Europe. Oxford: Blackwell.
9.2 Journal articles: Do not add information such as 'doi' or 'web address', if a journal article is published both in print and online. DOI numbers are only necessary for journal articles published online as preprint and not yet assigned to a specific issue of the journal. Always mention start and end pages.
o Sandholtz, Wayne 1993: Choosing Union: Monetary Politics and Maastricht, in: International Organization 47(1)1, 1-39.
o Rynning, Sten 2003: The European Union: Towards a Strategic Culture?, in: Security Dialogue 34(4), 479-496 .
9.3 Articles from edited books: Usually you do not list edited books as such, but you specify the article taken from that edited book, including start and end pages. Again, use your bibliographical style in a consistent way for all details:
o Burley, Anne-Marie/Mattli, Walter 2006: Europe before the Court: A Political Theory of Legal Integration, in: Eilstrup-Sangiovanni, Mette (eds): Debates on European integration: a reader. New York: Palgrave Macmillan, 226-252.
9.4 Web sources, including sources from the European Union, the European Parliament or the European Commission: format along the lines of book or journal article references but add URL details1 and date accessed. For official documents, add official document number. Sometimes document titles get really long, but do not abbreviate them.
o De Witte, Bruno, et al., 2010: Legislating after Lisbon: new opportunities for the European Parliament. Florence: EUI, available at http://www.eui.eu/ Projects/EUDO/Documents/EUDO-LegislatingafterLisbon%28SD%29.pdf. (accessed 11
1 Many 'delimiter characters' used in URLs, such as the forward slash and the backslash, do not trigger a line-break in word processing software, although often one would want a line- break. The solution to this problem is to input the non-printing 'zero-width space' as a potential line-break into long URL addresses. A zero-width space can be generated in Windows by typing 'Alt-8203', in Linux by typing 'Ctrl-Shift-U 8203'. On a Mac, you get it from 'Character Viewer'.
March 2011).
o Council of Ministers 2009: Report by the Presidency to Coreper on the implementation of Articles 290 and 291 TFEU (Delegated acts and implementing measures), Council Document No.16998/09, 2 December. Brussels: Council of the European Union, available at http://www.ksh.hu/docs/eu2011/ doc/council_290_291_en.pdf (accessed 1 June 2013).
o European Commission (2009): Report from the Commission on the working of committees during 2008, COM(2009) 335 Final, 3 July. Brussels: Commission of the European Communities, available at http://eur-lex.europa.eu/ LexUriServ/LexUriServ.do?uri=COM:2009:0335:FIN:EN:PDF (accessed 1 July 2013).
o European Parliament (2010): 'Report on the proposal for a regulation of the European Parliament and of the Council amending Regulation (EC) No 261/2004 establishing common rules on compensation and assistance to passengers in the event of denied boarding and of cancellation or long delay of flights and Regulation (EC) No 2027/97 on air carrier liability in respect of the carriage of passengers and their baggage by air (COM(2013)0130 – C7- 0066/2013 – 2013/0072(COD)), EP-Document PE 510.868v0400, Committee on Transport and Tourism, (Rapporteur Georges Bach), 22 January 2014, available at http://www.europarl.europa.eu/sides/getDoc.do?pubRef=-//EP// TEXT+REPORT+A7-2014-0020+0+DOC+XML+V0//EN (accessed 2 July 2014).
9.5 Reports or Working papers can be formatted like books or journal articles. Generally, the title of the report should be given in lower-case letters (apart from proper nouns/titles):
o Kurpas, Sebastian et al. (2008): 'The European Commission after enlargement: does more add up to less?' CEPS Special Report, Brussels: Centre for European Policy Studies.
o Olsen, J., P. / Maassen, P. 2006: European debates on the knowledge institutions. The modernization of the university at the European level, in: ARENA Working Paper 17.
9.6 Newspaper articles: Identify the author, if possible; otherwise, list under the newspaper title. Page numbers or URL should be provided if possible.
o Farah, Douglas 2001: Al Qaeda Cash Tied to Diamond Trade: Sale of Gems from Sierra Leone Rebels Raised Millions, Sources Say, in: Washington Post, 2 November, available at http://www.washingtonpost.com/ac2/wp-dyn?page
o Calleya, Stephen C. 2000: Should Malta join the EU's Rapid Reaction Force?, in: The Malta Independent, 1 October, 144.
name=article&node=&contentId=A27281-2001Nov1 (accessed 3 January 2014)
o Financial Times (1993b) 'Comment on: The towering bureaucracy', 21 June.
o Financial Times (1993a) 'The towering bureaucracy', 21 June.
9.7 Unpublished thesis: It is not recommended to use an unpublished thesis.
o Zito, Anthony R. 1994: Epistemic communities in European policy-making, unpublished Ph.D. dissertation, Department of Political Science, University of Pittsburgh, unpublished
9.8 Conference Papers: It is not recommended to use conference papers. Confer- ence papers are often unedited draft versions of papers published later in journals or books. Use an edited text whenever possible.
o Wöhl, Stefanie 2008: The Open Method of Coordination and Gender Main- streaming: Implications for Governing Gender Equality in Germany, Paper presented at Annual Conference of the International Studies Association, San Francisco, CA.
10. Good writing: Nothing helps as much in learning to write well as looking at writers whom you admire. In a very concrete sense then, good writing depends on good reading. But here
are some tips:
* Use full sentences, which means: sentences including an active verb in the main part. 'Thus proving he is right' is not a full sentence, because 'Thus proving' belongs to a statement made in the preceding sentence. 'In doing this, he proves he is right' is a proper sentence, because the main statement here is active: 'he proves'.
* It is not forbidden to use 'I' in an academic essay, but neither is it good form to do so constantly. The 'I' should be used when you are stating your intention, giving an opinion, or when you want to pose a question (preferably not a rhetorical one). Whenever you are conveying knowledge (whether common or specialist) avoid 'I', and write objectively.
* Try and avoid the passive voice ('It can thus be seen that ...') and use active verbs instead— it makes your writing livelier: 'We can see that...' is more di- rect. But perhaps you do not need phrases such as these at all.
* Other things to avoid are: generalisations of most kinds (be strict with your- self about whether you are conveying information or merely warming up, and whether you really know what you are talking about; vagueness (like 'of most kinds', or 'in various ways', which carries no informational content at all, it just suggests that it does) ; moral judgments (it is not our job, as scholars, to judge but to understand); and existential statements ('We all know that life presents us with challenges, and that they are there to be overcome'—but pronouncing on the meaning of life is not what academic essays are for).
* Be as precise and specific as you can; work from what you know or find useful in other people's work, and do not feel that somehow everything you say has to be couched in very complicated language. Part of what you learn at university is how to use a professional vocabulary, but do not overdo it: clarity, always, is key.
* Use gender-neutral language, whatever material you are dealing with. When you mean 'men' say 'men', when you mean 'men and women' use 'people'; when you mean 'humankind' use that, not 'man' or 'mankind'. Other forms you can use are s/he (instead of 'he' as a universal pronoun), but most people like to avoid this awkwardness altogether and use the plural form: 'they'.
11. Common mistakes in writing essays: Essay writing is hard work, and you only get better at it by doing it and by learning from your mistakes.
* When writing about literature, the most important rule is to write about it in the present tense, because literature has no past, no history. To us, as readers, it is always present.
* Punctuation exists to clarify your writing and to give it a rhythm for ease of reading. It is generally better to aim for relatively short sentences, by being more straightforward and keeping it simple. There are good books on essay writing in the library.
* Structure your essay in a logical way. You can do this with the conventional order of introduction-argument-conclusion/summary of argument. The introduction is of crucial importance, since this is where you state what the central problem/question of your essay is and how you are going to go about answering or exploring it. Ultimately this is what your essay will be judged by: whether you succeed in doing what you say you are going to do.
* Always make sure your paragraphs bear a clear relation to each other, by linking them explicitly. You can do this in several ways: 'having explored the reasons why .....we can now turn our attention to...' or 'Two aspects need to be discussed in this context. The first is.... Secondly...' and so on. This is called 'signposting', because phrases such as these guide the reader through your argument.
Here are some more common mistakes:
* The use of the 's (apostrophe s) and s (possessive or genitive s): 'its'=of it ('the institution fulfilled its purpose') 'it's'=it is ('it's easy'). When in doubt ask yourself whether you are shortening from 'it is' or not. In any case, the shortened form is not good practice in written language ('He should not have said that', would be better than 'He shouldn't have said that'; 'It is a difficult task' better than 'It's a difficult task').
* The plural s can also be a problem: 'NGOs'= more than one NGO ('many NGOs participated in the UN conference' - to write 'NGO's' here would be a clear mistake), but 'NGOs' '= of the NGOs ('NGOs' image tends to be filtered through the media') or "NGO's"= of one particular NGO ('A German NGO's representative was there').
* The abbreviation for editors in references '(eds)' should be written without a full point as it is a contraction, but you must write 'ed.'(with full point) for single editor. The shortened format of the 'edition' of a publication is 'edn' (without a full point).
* Use square parentheses when nesting within parentheses.
* Use lower case letter following a colon unless the text is in title case (e.g. in a book title in the references list). Use lower case letter on second word of a compound (on the word following the hyphen) unless the word is a proper noun.
* US or British spelling is acceptable, but spelling must be consistent within the essay. Oxford English Dictionary spelling and punctuation are preferred.
12. Proofreading: Edit your work before you submit it. A fresh eye (your own after a few days' break or someone else's) can do wonders for your writing, because while you are writing your essay, or straight after, you often cannot see your own mistakes or confusions. This requires a bit of planning, but once you get used to including the editing stage in your essay writing schedule, you will see that your work will really benefit from it.
13. Submission: You can keep the submission deadline by sending your essay in pdf format from your university email account to the teacher's/examiner's email ac- count. However, you are required to subsequently hand in a printed copy of this essay to the teacher/examiner. This copy must include a signed statement that you wrote the essay yourself and indicated all references properly.
Updated February 2016.
These guidelines are based on Sussex University's 'Notes on Essay Writing' at <http://www.sussex.ac.uk/hahp/internal/documents/notes-on-essay-writing> and the 'Style and references guide for authors' of the Journal of European Public Policy, Updated February 2016 at <http://www.tandf.co.uk/journals/authors/style/layout/ style_rjpp.pdf>. | <urn:uuid:e9cac4ec-3bf4-44a6-bba3-90442a409790> | CC-MAIN-2024-10 | https://www.european-studies.hhu.de/fileadmin/redaktion/Fakultaeten/Philosophische_Fakultaet/Sozialwissenschaften/European_Studies/Dateien/Format_References_and_Bibliography.pdf | 2024-02-27T04:08:01+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474670.19/warc/CC-MAIN-20240227021813-20240227051813-00661.warc.gz | 751,653,275 | 4,365 | eng_Latn | eng_Latn | 0.978675 | eng_Latn | 0.99689 | [
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Chiquinha Gonzaga
Chiquinha Gonzaga (1847 – 1935) was born and lived in Rio de Janeiro, which is one of the biggest cities in the South American country of Brazil. Her full name was really Francisca Edwiges Neves Gonzaga, but people throughout Brazil call her by the affectionate nickname "Chiquinha." She was an important and beloved composer, pianist, and conductor in that country. Gonzaga received a very good education, including in music, and she wrote her first piece of music at age 11.
Gonzaga married a businessman chosen by her family when she was sixteen. But their marriage was not happy, and her husband did not want Gonzaga to have a musical career. She left her husband and asked for a divorce. This was a great scandal at the time, and so her family rejected her. She married a second time, but again divorced, and so she had to make money and support herself and her children. Gonzaga was able to work as a piano teacher and a performer to make money, and eventually became successful as a composer. She wrote over 2,000 pieces throughout her lifetime, including the music for 77 musical plays. In 1885, she also became the first woman in Brazil to conduct an orchestra.
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Year 1 Weekly Homework Week 5
Rights Respecting Article 28 - Every child has the right to an education.
Global Goal 4: Quality Education
MATHS
Counting in 2s, 5s and 10s - https://www.youtube.com/watch?v=Ftati8iGQcs&list=PLM95cb_Szq3am4n6jJw127QbBlDivZgIc
https://www.youtube.com/watch?v=EemjeA2Djjw https://www.youtube.com/watch?v=GvTcpfSnOMQ
Practise number bonds - ways of making 5, 10 and 20
Maths Daily Lessons (Mon 30th - Fri 3rd February)
Money https://classroom.thenati o nal.academy/units/money-88ba
Lessons 1-5 (one per day)
LITERACY
Spellings:
day, oh, their, about, first, next, then, after, finally
Make sure you check the meaning of all new words in a dictionary.
Literacy Daily Lessons(Mon 30th - Fri 3rd February)
Features of a Diary
Write a week long diary from the perspective of the wolf from Little Red Riding Hood.
Reading - select a book of your choice https://www.purplemash.com/sch/osmani
https://stories.audible.com/discovery
SCIENCE
Identifying and Classifying Animals by their food.
https://classroom.thenational.academy/lessons/what-types-of-food-do-living-things-eat-c4wkje.
CREATIVE ARTS/ DT
Choose a different animal and create an animal sculpture using playdough.
Geography
Draw a map of your route from home to school. What landmarks do you pass on your journey? Which roads do you walk along?
Draw symbols for the landmarks you pass on your route.
RE
What do Jewish people celebrate at the festival of Passover? (Pesach) Watch the video of the story of Moses.
https://www.youtube.com/watch?v=UFU5NrPgutA
Then watch this video about how Jewish people celebrate the festival of passover. https://www.youtube.com/watch?v=QF84Wx0dGTg
Look at the powerpoint on the google classroom about how the festival is celebrated. Draw a diagram of the Seder plate, and label what each part represents.
PSHE
Identify and draw/ write the steps taken in Pauli's journey in order to achieve his goal. Even though Pauli's journey was difficult, he kept going and didn't give up. Think about something that you found challenging and how you managed to keep going and persevering until your goal was achieved.
Work through the powerpoint slides for the story of Pauli's journey. https://docs.google.com/presentation/d/1dl0bl2_qnbJnVVkU3uPGPjuOgHB4VNfD/edit#slide=id. p1
PE- Daily workouts
5 Minute Work Out | <urn:uuid:da7030aa-603b-4407-b8bd-7ca7e8079adf> | CC-MAIN-2024-10 | https://osmani.towerhamlets.sch.uk/files/Curriculum/2022-2023/Weekly%20Home%20Learning/Spring/Y1/Spring%201%20Week%205.pdf | 2024-02-27T04:51:37+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474670.19/warc/CC-MAIN-20240227021813-20240227051813-00660.warc.gz | 430,875,456 | 641 | eng_Latn | eng_Latn | 0.970787 | eng_Latn | 0.978028 | [
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TARGET AUDIENCE
K
1
2
Overview
Teacher Background
Supporting Content
3
4
5
6
7
8
9
10
11
12
This Object is based on the Church tradition that the Eucharist was instituted by Jesus at the Last Supper. It advances the notion that the memorial of the Last Supper is a central ritual for Christians, as it has been throughout history since the event of Jesus celebrating his last meal.
The multimedia element 'matches' the actions of the Priest and the Assembly today with the actions of Jesus and his disciples at the Last Supper.
Teachers are encouraged to review the 'Exploring the Mass' section of the DVD Rom Become One Body One Spirit in Christ to deepen their understanding of the scriptural, historical and theological foundations of the Eucharist.
In particular, the following aspects of Become One Body One Spirit in Christ provide entry points and context for this Learning Object:
* Within the pathway 'Scriptural Foundations' click on the tab 'The Last Supper'. It would be pertinent to read the other scripture passages in this pathway under the tabs 'Passion & Death', 'Resurrection', 'Emmaus', and 'Ascension'.
Where appropriate, use this material with the students.
This text supports the focus of the multimedia element.
Jesus and his disciples ate a Passover meal together before Jesus' Passion and Death. Jesus' final Passover meal with his friends is known as the Last Supper and is recounted in all four Synoptic Gospels. In Luke's Gospel, we hear Jesus' words: 'Do this in memory of me'. In the Gospel of John, we see Jesus washing the feet of the disciples. Jesus says: 'So, if I your Lord and teacher have washed your feet, you also ought to wash one another's feet.' (John 13:14).
Church Tradition teaches how the Eucharist began at the Last Supper and how the early community obeyed Jesus' command to 'break bread' in his name (Acts 2:42). This memorial of the Last Supper became a central ritual for Christians when they gathered together. In the earliest times, the Eucharist
Supporting Content
was celebrated along with a shared meal in the homes of local Christians. In his First Letter to the Corinthians, Paul describes a Eucharist celebrated in connection with a common supper shared in the homes of the early Christians. This supper included the blessing of the bread and wine, the breaking of the bread, and communion. As the numbers of Christians grew, the Eucharist as a sacred meal separated from the common meal.
Believers today still remember and celebrate the Last Supper on Holy Thursday. For Jews, this time is the beginning of the Jewish Passover Festival. The bread and wine are symbols of nourishment and food for the Christian journey. Believers take part in the Eucharist to give thanks to God, and share this meal as a community. In community believers gain strength from everyone who has gathered.
Last Supper Accounts
Mark 14:12-26
The Passover with the Disciples
12On the first day of Unleavened Bread, when the Passover lamb is sacrificed, his disciples said to him, 'Where do you want us to go and make the preparations for you to eat the Passover?' 13 So he sent two of his disciples, saying to them, 'Go into the city, and a man carrying a jar of water will meet you; follow him, 14 and wherever he enters, say to the owner of the house, "The Teacher asks, Where is my guest room where I may eat the Passover with my disciples?" 15 He will show you a large room upstairs, furnished and ready. Make preparations for us there.' 16 So the disciples set out and went to the city, and found everything as he had told them; and they prepared the Passover meal.
17When it was evening, he came with the twelve. 18And when they had taken their places and were eating, Jesus said, 'Truly I tell you, one of you will betray me, one who is eating with me.' 19 They began to be distressed and to say to him one after another, 'Surely, not I?' 20 He said to them, 'It is one of the twelve, one who is dipping bread into the bowl with me. 21 For the Son of Man goes as it is written of him, but woe to that one by whom the Son of Man is betrayed! It would have been better for that one not to have been born.'
The Institution of the Last Supper
22While they were eating, he took a loaf of bread, and after blessing it he broke it, gave it to them, and said, 'Take; this is my body.' 23 Then he took a cup, and after giving thanks he gave it to them, and all of them drank from it. 24He said to them, 'This is my blood of the covenant, which is poured out for
Supporting Content
many. 25 Truly I tell you, I will never again drink of the fruit of the vine until that day when I drink it new in the kingdom of God.'
Luke 22:7-23
The Preparation of the Passover
7Then came the day of Unleavened Bread, on which the Passover lamb had to be sacrificed. 8 So Jesus sent Peter and John, saying, 'Go and prepare the Passover meal for us that we may eat it.' 9 They asked him, 'Where do you want us to make preparations for it?' 10 'Listen,' he said to them, 'when you have entered the city, a man carrying a jar of water will meet you; follow him into the house he enters 11 and say to the owner of the house, "The teacher asks you, 'Where is the guest room, where I may eat the Passover with my disciples?' " 12 He will show you a large room upstairs, already furnished. Make preparations for us there.' 13 So they went and found everything as he had told them; and they prepared the Passover meal.
The Institution of the Lord's Supper
14When the hour came, he took his place at the table, and the apostles with him. 15 He said to them, 'I have eagerly desired to eat this Passover with you before I suffer; 16 for I tell you, I will not eat it until it is fulfilled in the kingdom of God'. 17 Then he took a cup, and after giving thanks he said, 'Take this and divide it among yourselves; 18 for I tell you that from now on I will not drink of the fruit of the vine until the kingdom of God comes'. 19 Then he took a loaf of bread, and when he had given thanks, he broke it and gave it to them, saying, 'This is my body, which is given for you. Do this in remembrance of me'. 20 And he did the same with the cup after supper, saying, 'This cup that is poured out for you is the new covenant in my blood. 21 But see, the one who betrays me is with me, and his hand is on the table. 22 For the Son of Man is going as it has been determined, but woe to that one by whom he is betrayed!' 23 Then they began to ask one another which one of them it could be who would do this.
Matthew 26:17-30
The Passover with the Disciples
17On the first day of Unleavened Bread the disciples came to Jesus, saying, 'Where do you want us to make the preparations for you to eat the Passover?' 18He said, 'Go into the city to a certain man, and say to him, "The Teacher says, My time is near; I will keep the Passover at your house with my disciples." ' 19So the disciples did as Jesus had directed them, and they prepared the Passover meal.
20When it was evening, he took his place with the twelve; 21and while they were eating, he said, 'Truly I tell you, one of you will betray me.' 22 And they
Supporting Content
became greatly distressed and began to say to him one after another, 'Surely not I, Lord?' 23 He answered, 'The one who has dipped his hand into the bowl with me will betray me. 24 The Son of Man goes as it is written of him, but woe to that one by whom the Son of Man is betrayed! It would have been better for that one not to have been born.' 25 Judas, who betrayed him, said, 'Surely not I, Rabbi?' He replied, 'You have said so.'
The Institution of the Lord's Supper
26While they were eating, Jesus took a loaf of bread, and after blessing it he broke it, gave it to the disciples, and said, 'Take, eat; this is my body.' 27 Then he took a cup, and after giving thanks he gave it to them, saying, 'Drink from it, all of you; 28 for this is my blood of the covenant, which is poured out for many for the forgiveness of sins. 29 I tell you, I will never again drink of this fruit of the vine until that day when I drink it new with you in my Father's kingdom.'
30When they had sung the hymn, they went out to the Mount of Olives.
John 13:1-20
Jesus Washes the Disciples' Feet
1Now before the festival of the Passover, Jesus knew that his hour had come to depart from this world and go to the Father. Having loved his own who were in the world, he loved them to the end. 2 The devil had already put it into the heart of Judas son of Simon Iscariot to betray him. And during supper 3Jesus, knowing that the Father had given all things into his hands, and that he had come from God and was going to God, 4 got up from the table, took off his outer robe, and tied a towel around himself. 5 Then he poured water into a basin and began to wash the disciples' feet and to wipe them with the towel that was tied around him. 6 He came to Simon Peter, who said to him, 'Lord, are you going to wash my feet?' 7 Jesus answered, 'You do not know now what I am doing, but later you will understand.' 8 Peter said to him, 'You will never wash my feet.' Jesus answered, 'Unless I wash you, you have no share with me.' 9 Simon Peter said to him, 'Lord, not my feet only but also my hands and my head!' 10 Jesus said to him, 'One who has bathed does not need to wash, except for the feet, but is entirely clean. And you are clean, though not all of you.' 11 For he knew who was to betray him; for this reason he said, 'Not all of you are clean.'
12After he had washed their feet, had put on his robe, and had returned to the table, he said to them, 'Do you know what I have done to you? 13 You call me Teacher and Lord—and you are right, for that is what I am. 14 So if I, your Lord and Teacher, have washed your feet, you also ought to wash one
Supporting Content
another's feet. 15 For I have set you an example that you also should do as I have done to you. 16 Very truly, I tell you, servants are not greater than their master, nor are messengers greater than the one who sent them. 17 If you know these things, you are blessed if you do them. 18 I am not speaking of all of you; I know whom I have chosen. But it is to fulfill the scripture, "The one who ate my bread has lifted his heel against me." 19 I tell you this now, before it occurs, so that when it does occur, you may believe that I am he. 20 Very truly, I tell you, whoever receives one whom I send receives me; and whoever receives me receives him who sent me.'
For Reflection and
Discussion: Ideas for Use
Teacher Professional Development Resources
Select one or more of the following activities for students to complete.
1 The Last Supper and the Mass is one of three Objects on the Last Supper: The Last Supper and Images of The Last Supper. Screen for the students the multimedia elements of these other two Objects. Invite the students to name three insights they have gained into the foundations of the Eucharist as a result of viewing all three.
2 Screen the multimedia element to enable students to complete this task. It may also be helpful to the students to screen the Object Liturgy of the Eucharist in the 'Receive' section.
Students record the words of Jesus in the Last Supper that are similar to the words said by the Priest during the Liturgy of the Eucharist.
3 Invite students to undertake the following task:
Why does the Mass matter to you? Ask two or three people you know well e.g. your parent or carer, brother or sister, and a Catholic neighbour, why the Mass matters to them.
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Images of the Last Supper
Given for you… poured out for you (Lk 22:19,20)
TARGET AUDIENCE
K
1
2
3
4
5
6
7
8
9
10
11
12
Overview
This Object provides a unique perspective for studying the Last Supper. The portrayal of the Last Supper has been central to Christian art since the 2 nd century; the art varies in different periods from symbolic to literal depictions.
The multimedia element is a slideshow of art works on the theme of the Last Supper from earliest Christian times into the present day. It contains the work of famous artists as well as school students.
Teachers are encouraged to review the 'Exploring the Mass' section of the DVD Rom Become One Body One Spirit in Christ to deepen their understanding of the scriptural, historical and theological foundations of the Eucharist.
In particular, the following aspects of Become One Body One Spirit in Christ provide entry points and context for this Learning Object:
* Within the pathway 'Scriptural Foundations' click on the tab 'The Last Supper'. It would be pertinent to read the other scripture passages in this pathway under the tabs 'Passion & Death', 'Resurrection', 'Emmaus', and 'Ascension'.
Where appropriate, use this material with the students.
This text by Rosemary Crumlin RSM supports the focus of the multimedia element.
Artists have always seen the Last Supper as a story of great love and great betrayal. Jesus is about to give his life for those he loves. He gathers his 12 chosen friends for a last celebratory meal. They do not know that he is about to be betrayed and that one of them will be the betrayer. Jesus knows, and at a critical moment in the feast he replies to Judas the traitor, who protests 'Surely not I, Rabbi?' with 'You have said so'. Only Judas leaves the room. Later Jesus reminds the other guests of his unconditional love for them as well as of their own human weakness. 'You will all become deserters because of me'.
The portrayal of this sacred meal has been central in Christian art from the 2nd
Teacher Background
Supporting Content
Images of the Last Supper
Given for you… poured out for you (Lk 22:19,20)
Supporting Content
century. We have no portrait of Jesus so we do not know exactly how he looked. But we have thousands of images of him created by artists. In different ages he is portrayed differently, usually like a person of the artist's time, and hardly ever as a Jew. Yet he was Jewish.
Among the earliest representations is this 3rd century image from the early Christian catacomb of San Callisto in Rome. You can visit it when you go to Rome. It is not the story as told by Matthew or Luke or Mark. What you see is an agape, a feast. Seven (a sacred number) are seated around a table on which are 7 baskets, each with 12 loaves. Like a lot of modern art, here is a symbolic telling of what is at the heart of belief for Christians but is deliberately hidden from those who would not value it.
The recent painting by a Melbourne secondary school student does something like that too. The artist has taken the things around them and given the items special meaning – the fish, the wine, the bread, the city, and the dove.
Many Medieval and Renaissance artists were more explicit. The early 6th century mosaic in the Basilica of Sant'Apollinare in Ravenna has Jesus seated like an honoured Roman on the left of the table. He raises his right hand for he is speaking. Only two look at him – the others turn their heads to Judas at the far end.
Jacobo Tintoretto's feast is a much more rollicking affair. The Venetians are crowded into a huge room – there are angels, servants, and women. Mary, Jesus' mother, is on the left. Tintoretto has used light itself as a symbol. Jesus here is the light.
Hans Holbein's Last Supper is a solemn German occasion. His characters are closely observed for he knew anatomy and was a famous composer of images. And he is a master storyteller. Look at Judas closely and you will see Holbein's prejudices and those of his age.
Great art takes time and reflection. It can reveal us to ourselves even though we live in a very different time and place. Great Christian art speaks of God and his love for each one, and also of the understandings of those who create it at a particular time.
The meaning of the Last Supper is at the heart of what it is to be a Christian. 'Do this in memory of me' was Jesus' command and invitation.
Images of the Last Supper
Given for you… poured out for you (Lk 22:19,20)
For Reflection and
Discussion: Ideas for Use
Select one or more of the following activities for students to complete.
1 Images of the Last Supper is one of three Objects on the Last Supper: The Last Supper and The Last Supper and the Mass. Screen for the students the multimedia elements of these other two Objects. Invite the students to name three insights they have gained into the foundations of the Eucharist as a result of viewing all three.
2 Invite students to undertake an internet search and assist them in completing the worksheet.
Undertake an internet search for artistic depictions of The Last Supper. Source from six to eight images and use this worksheet to provide the following information: title; artist; explain how Jesus is depicted; name who is present; describe what is happening; and consider how well the image portrays Jesus instituting the Eucharistic sacrifice of his Body and Blood.
3 Invite students to reflect on the following question and share their thoughts with the class:
What do you think the artist was trying to emphasise in his/her picture?
4 Invite students to choose another event or theme from the life or ministry of Jesus and to undertake an internet search. Assist them in completing the worksheet.
Choose another event or theme from the life or ministry of Jesus, e.g. the washing of the feet or the parable of the Good Samaritan. Again using the worksheet provided, repeat the above activity.
5 Invite students to draw or paint their own version of the Last Supper.
Draw or paint your version of the Last Supper. Provide the details for your own painting as outlined in activity two. Present your work to the class and include these details.
Dr Coloe, Mary, 'Leonardo Da Vinci was a painter not a theologian', CathNews 2011
Pope John Paul II, 'Angelus Address 2000', encouraging engagement with art
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Action Research Project Topic for 2023–2024 Standard VI
Fashion and Environment
Introduction
Does this habit of keeping up with the trend, really make us happy? Or are we actually stressed by it? Does it affect our carbon footprint? It is about time we gave this a serious thought…
What is Fashion?
Imagine the clothes we buy all year round. From the ones we need every day to the ones we only wear occasionally. Think about all the accessories we buy to go with these clothes. How often do we use them? Do we have cupboards and drawers full of things we haven't used for a long time? Also, what about the beauty products we use? What are they made from? What happens to the clothes, belts, and earrings we discard? How are they made, and do they harm the environment?
The fashion industry involves the design, making, distribution, marketing, selling, advertising, and promotion of all types of clothes, accessories and cosmetics.
According to the definition, fashion is the style in clothes, beauty products, accessories, and so on, especially the most recent or most admired. The word 'fashion' is used by professionals and researchers to generally refer to an industry which includes many areas: textiles, clothing, leather, knitwear, accessories, sunglasses, beauty products, jewellery, and more. The word 'fashion' comes from a Latin word 'Facere' which means 'To Make'.
Fashion includes expensive and customised designer items made from highquality materials and ready-to-wear items available in large quantities and standard sizes. These are reasonably priced. Fast fashion is a newer idea in the industry that refers to quickly making lots of cheap, stylish clothes that match celebrity styles.
Why this Topic?
Today, the fashion industry is responsible for more than 8% of all the greenhouse gas emissions around the world. That's 1.7
Octogenarians or nonagenarians, seniors belonging to a much older generation, who wore (or still do) dhotis or nine yard sarees, were never known to wear a special attire while on vacation or to ride a horse. Neither did they have the need to purchase new clothes for every occasion nor did they desire special footwear for specific occasions. Yet we notice that they seemed most comfortable and confident about the way they carried their apparel. What could be the reason for this confidence? Is it because they did not get carried away by what we call 'fashion'? We, on the other hand, are 'image conscious' and feel a strong urge to keep abreast with the changing times and be trendy. Though we may hesitate at times, we often pause and contemplate if we should follow the latest trends. Are we blindly 'sale crazy' or out to chase 'affordable fashion'?
billion tonnes of CO 2 emissions globally. If we keep this up, the number is expected to grow by 50% by 2030. The fashion industry also makes a lot of waste that ends up in landfills or gets burned. It also creates 20% of all the wastewater in the world.
Chemicals used for making materials wrinkle-free, stain-resistant, shiny, especially for school uniforms and formal clothes, also harm the environment. Dyes used for clothes and chemicals used in tanneries are serious pollutants.
When we wash our clothes, tiny fibers come off them. These fibers can range from 124 to 208 mg for every kilogram of fabric, depending on what kind of clothing it is. These tiny fibers, or microplastics, end up in large bodies of water, which is harmful for both animals and people. These microplastics come from the making, washing, or breaking down of cheaper synthetic materials like polyester. These synthetic materials can also cause skin rashes and allergies.
In ads, we see grandmother doing yoga in sarees, but we wear special clothes for gym! We have two types of uniforms and a few types of shoes to wear at school according to the rules! Is this necessary? We must think about these things.
The leather industry, which makes
And it's not just your clothes... Have you thought about what you're putting in your jewellery box? Though jewellery made of precious metals can last for generations, mining for precious metals harms the environment. But gold- or silver-plated jewellery and cheaper plastic or metal jewellery is even more harmful for the environment. Plastic gemstones, bangles, earrings etc. end up in landfills for a long time and chemicals from cheap jewellery ruin the quality of soil and water. The glues used are also harmful.
things like shoes and handbags, is known for chemical pollution. But we should also know that it causes eutrophication. Besides real leather, a lot of artificial materials are used in making shoes, purses, and schoolbags. Not just throwing away these things, but also the whole process of making them causes pollution.
The beauty and makeup industry also harms the environment in its own way. While most of the waste from this industry comes from fancy packaging, it also leads to chemical pollution of water through pollutants like BHT, BHA, benzophenone etc. Microbeads made of plastic used in scrubs and exfoliants cause microplastic pollution. Perfumes, deodorants, and hair sprays may contain harmful chemicals that pollute the air. Animals are also often used for testing cosmetics, which causes them distress.
Human Factor
Fast fashion affects us, the buyers, too. It encourages a throw-away culture because trends change quickly, and the quality of the products is usually poor. It makes us feel like we need to shop more and more to keep up with the latest styles, which creates a never-ending feeling of wanting more and never being fully happy.
Fast fashion which essentially involves mass production of high fashion trends at a low price, impacts garment industry workers who often work in hazardous environments for low wages, and are even denied their fundamental human rights. Farmers who grow the raw material, invariably work with toxic chemicals that can have a devastating impact on their health.
Does that mean we shouldn't buy fancy clothes? What about special clothes for theme/ birthday parties, traditional outfits for festivals, trendy accessories and dealing with the peer pressure to fit in with our friends?
We don't have to give up little moments of joy, but we should be creative and mindful. We should try to reduce, reuse, recycle, share, and care!
As consumers, we should educate ourselves, as well as our friends and family, about fast fashion and consumerism. We should only buy clothes if we really need them and are sure we'll wear them a lot. We should be okay with wearing the same outfit more than once and support brands that treat their workers fairly. We can also upcycle, donate, and thrift clothes. And we can rent clothes if we know we won't wear them more than once. Simple, right?
Before we buy something, we should think about whether it is necessary or not. We should try to convince others to do the same.
What can be the Categories of Fashion for Our Study?
Clothes:
Let's try to list which parts of the fashion industry we can study.
This includes the materials and types of clothes.
B. Materials: Cotton, different types of silk, mixed blends, synthetic materials like polyester, dacron, acrylic, nylon, rayon, wool, linen etc. Also, decorative items used in dress making like, laces, sequins, embroidery threads, tassels, buttons etc.
A. Types of Clothes: Sportswear, uniforms, evening wear, traditional wear, formal wear, casual wear, seasonal wear, shawls/scarves/dupattas etc.
Accessories:
A. Eyewear: Glasses, contact lenses,
An accessory is anything that is used with an outfit to complete the look. There are many sub-categories to this:
sunglasses etc.
C. Bags, belts etc.: Made of various materials for different purposes. Can be decorated or not. We can also include phone covers in this.
B. Head gear: Hats, caps etc.
D. Jewellery: Can be made of precious or semi-precious gemstones, precious metals, plastic, or coated metals etc. This includes rings, pins, bangles, broach, earrings, bracelets, anklets, necklaces, chains etc.
F. Footwear and related accessories: Socks, shoelaces, silicone heel socks, insole etc. footwear can be formal, sports, floaters, sandals, canvas, traditional like Kolhapuri chappal, mojris etc.
E. Watches: Analogue, digital, smart watches, etc.
G. Hair Accessories: Clips, hairbands, combs, hairpins, ribbons, traditional ones like parandi etc.
I. Other Accessories: Gloves, suspenders, neckties etc.
H. Forehead Accessories: Bindis/tiklies, kumkum, liquid kumkum etc.
Cosmetics: These are things we use on our body to clean, beautify, or change our appearance without affecting the body's structure or functions. Perfumes, moisturizers, nail polish, nail art material, makeup, hair products etc. fall under this category.
What Students have to Do?
l Both are compulsory.
l There are two parts of the project.
Part 1) Fashion and Me:
l Analyze the trends of fashion-related activities at your home. This includes the quantity, use, waste, and disposal of items.
l Think about ways to minimize your 'fashion footprint'. This refers to the environmental impact of your personal fashion habits.
l Record your observations.
l Try to implement your ideas and monitor the effects.
Part 2) Sustainable Fashion:
l In this part you will select any one aspect of fashion.
l Title of your project report should be based on Part 2.
l For this selection, you may observe and discuss at home/neighbour hood/ school etc.
l You may either,
l Study the selected aspect carefully understanding how the associated product is manufactured, marketed, consumed, and discarded. Explore the potential for pollution at every stage of this process.
A. Suggest an eco-friendly alternative to the same. OR
l Write a report.
B. Suggest creative way of recycling the same.
Please Note:
l The title of your project report should be based on Part 2 of the project.
l Both parts of the project are compulsory.
l You can select ANY ONE option from Part 2.
l Remember, even 'green' solutions have
l If you suggest an eco-friendly option, ensure that it is economically viable and made from readily available materials. You may want to consider traditional alternatives, particularly if you have chosen cosmetics.
an environmental cost. For example, while cotton is an eco-friendly material, it requires a significant amount of water to grow and process. A Cotton T-shirt requires approximately 2,700 litres of water to produce - enough drinking water for one person for two and a half years. Therefore, even when using eco-friendly materials, we must do so responsibly.
Specimen Study:
Study of 'Manuskichi Bhint', an initiative that facilitates the reuse of clothes/shoes etc. by those in need
Hypothesis:
In this project, you can explore the creation of fashion-related waste, its volume, disposal methods, and the importance of redirecting such waste towards constructive initiatives like 'Manuskichi Bhint'. If such an initiative does not exist in your area, you could consider starting one and documenting your experiences.
Initiatives like 'Manuskichi Bhint' can promote the reuse of surplus and unused items, thereby reducing the burden on landfills.
Other possible topics include: Old socks, used and waste bindi (tikli), waste jewellery etc., or even studying the turnover and materials used for footwear from a low-cost roadside shoe shop to speculate the amount and fate of such materials in the environment and create relevant awareness.
The examples provided here are merely suggestions. Students are free to choose any topic that aligns with the overarching theme of the action research for the year 2023-2024.
References
l https://www.google.com | <urn:uuid:9d5b2ba2-57cc-4646-b12d-b46496af13aa> | CC-MAIN-2024-10 | https://msta.in/wp-content/uploads/2023/12/6-English_2023-24_Action-Research-Project.pdf | 2024-02-27T02:30:45+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474670.19/warc/CC-MAIN-20240227021813-20240227051813-00667.warc.gz | 405,322,946 | 2,541 | eng_Latn | eng_Latn | 0.99786 | eng_Latn | 0.998432 | [
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Year 5 Weekly Homework Week 2
If your child wishes to share their work with the class, they will be given the opportunity to do so at some point.
Rights Respecting Articles: Article 3 -The best interests of the child must be a top priority in all decisions and actions that affect children.
MATHS
Times Tables 1-12 DC
https://www.timestables.co.uk/l
https://www.topmarks.co.uk/maths-games/hit-the-button
Maths Daily Lessons (Mon 25th April - Fri 29th April)
Multiplication and Division, Lessons 9-13
https://classroom.thenational.academy/units/multiplication-and-division-6f51
LITERACY
Spelling - Plurals changing y
valleys employs
conveys jellies
worries dishes
industries theories
skies relies
Topic words innovation technology longitude latitude
Make sure you check the meaning of all new words in a dictionary.
SMALL GROUP spellings are on the right.
(Pattern: Words with more than one meaning)
Literacy Daily Lessons (Mon 25th April - Fri 29th April)
Narrative Writing, Lessons 6-10
https://classroom.thenational.academy/units/the-man-on-the-moon-narrative-writing-e7d1
Reading - select a book of your choice
https://www.purplemash.com/sch/osmani https://www.booktrust.org.uk/books-and-reading/have-some-fun/storybooks-and-games/
SCIENCE
Space, Lesson 2
https://classroom.thenational.academy/units/space-5857
Geography
Hemispheres and Tropics, Lesson 1 https://classroom.thenational.academy/units/building-locational-knowledgehemispheres-and-tropics-8c53
History
USA and USSR, The Cold War, Lesson 1
https://classroom.thenational.academy/units/20th-century-conflict-the-cold-war-5290
RE
Islam, Lesson 2
https://classroom.thenational.academy/units/islam-f461
PSHE
Community Care
In today's lesson, you will understand what a community is, explore the different types of communities (place, interest, action and practice) and consider the benefits of being a part of one.
https://classroom.thenational.academy/lessons/community-care-cctp8c
PE- Daily workouts
Yoga | <urn:uuid:3fcad7de-ec33-4123-860e-419b48e4548d> | CC-MAIN-2024-10 | https://osmani.towerhamlets.sch.uk/files/Curriculum/2022-2023/Weekly%20Home%20Learning/Summer/Y5/Summer%201%20Week%202.pdf | 2024-02-27T03:07:30+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474670.19/warc/CC-MAIN-20240227021813-20240227051813-00665.warc.gz | 429,296,562 | 536 | eng_Latn | eng_Latn | 0.948409 | eng_Latn | 0.96356 | [
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Week beginning: 05.06.23
Every Tuesday, you will see the weekly overview that sets out our learning for the week on the learning section of our school website and on Google Classroom. This is the work that children will be doing in school. If there are any questions, please email your child's class teacher
English
Reading
Writing
Speaking and
Listening
Focus
| Monday | Tuesday | Wednesday | Thursday |
|---|---|---|---|
| Internal PIXL Testing | Internal PIXL Testing | Internal PIXL Testing | LI: We are making predictions based on a new class text and comparing it to a similar text. |
| Individual Learning | Individual Learning | Individual Learning | Collaborative learning. Think, pair, share and class discussion. Children will take turns in speaking and listen attentively. |
Year Group: 3 Week beginning: 05.06.23
Every Tuesday, you will see the weekly overview that sets out our learning for the week on the learning section of our school website and on Google Classroom. This is the work that children will be doing in school. If there are any questions, please email your child's class teacher
Key vocabular y and Key Blooms higher order thinking questions.
Key Vocabulary:
Analyse
Predict
Infer
Compare
Moreover
Because
In addition
Illustrations
Blurb
Front Cover
Key Questions:
What do you think this story is going to be about?
Where do you think the story might be set?
Who might the characters be?
How can you describe the character
on the front cover?
Why do you think the author has used
this illustration?
How do you think the characters are
feeling?
How is this text similar to a previous
book we have read?
How does the previous book support
your predictions?
Key Vocabulary:
Infer
Compare
Reference
Comprehend
Explain
Describe
Retrieve
Key Questions:
1) What does refugee mean?
2) Why is the boy and his family leaving their hometown
3) “ and run and walk and walk and wait and wait and wait and get up again and walk”
How is time passing shown in this
sentence?
4) If you were a refugee, what games would you play to occupy your time? 5) pg 11-12 Describe what is happening to the people on this page?
6) Can you identify what new and interesting things the boy could be referring to? Explain your answer.
7) Explain what emotions the boy could be experiencing on pg 15-16?
How do you know?
8) “We’ll hear words we don’t understand. And taste new foods” Why would they hear new words and taste new foods? Explain your answer.
9) What are the similarities and differences between Wisp and my name is not refugee?
Year Group: 3 Week beginning: 05.06.23
Every Tuesday, you will see the weekly overview that sets out our learning for the week on the learning section of our school website and on Google Classroom. This is the work that children will be doing
in school. If there are any questions, please email your child's class teacher
Activities
Class Text – Reading Aloud 10-15 mins each day
Topaz
Turquoise
Lapis
TEXT – The boy who grew
dragons
Author – Andy Shepard
Text – The Unimaginary Friend Author - Guy Bass
Text – Aladdin
Author - Elizabeth Rudnick
Sapphire
Text - James and the Giant Peach
Author – Roald Dahl
Year Group: 3 Week beginning: 05.06.23
Every Tuesday, you will see the weekly overview that sets out our learning for the week on the learning section of our school website and on Google Classroom. This is the work that children will be doing in school. If there are any questions, please email your child's class teacher
Maths
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Key vocabulary and key
questions
| Internal PIXL Testing | Internal PIXL Testing | Internal PIXL Testing | LI: We are learning to practice making quarter, half, three-quarter and whole turns in both clockwise and anticlockwise directions |
|---|---|---|---|
| | | | Key Vocabulary: Anti-clockwise Clockwise turn Left Right Start point End point Fraction ½ ¼ Compass Key Questions: Which direction are you facing to start? Which direction is clockwise/anticlockwise? What fraction of a turn do you need to do to face ? Which direction do you need to turn? Is there more than one possible way? Where can you see angles in the classroom? |
Year Group: 3 Week beginning: 05.06.23
Every Tuesday, you will see the weekly overview that sets out our learning for the week on the learning section of our school website and on Google Classroom. This is the work that children will be doing in school. If there are any questions, please email your child's class teacher
Activities
In this small step, children are introduced to the term "right angle" to describe a quarter turn and learn the symbol for a right angle. As in the previous step, children make the link between quarter turns and half turns by recognising that two right angles are equal to one half turn, three right angles are equal to three-quarters of a turn and four right angles are equal to a full turn. It is important for them to see examples of right angles in different orientations so that they understand that a right angle is not just made from vertical and horizontal lines. Children go on to recognise right angles in a range of contexts, including in the world around them and within known 2-D shapes. They use the right-angle symbol to show right angles in shapes.
Recap of arithmetic style
Recap of reasoning style
Reasoning paper carried over
In today's lesson, children are introduced to the concept of angles for the first time. In Year 2, they described turns as quarter, half, three-quarter and full turns. They will now recognise angles as describing the size of a turn and understand greater angles as having made a greater turn. Children practise making quarter, half, three-quarter and whole turns in both clockwise and anticlockwise directions and in familiar contexts such as on a clock face or the points of a compass. Model the correct mathematical language with instructions such as "make a quarter turn anticlockwise". They can then use this mathematical language to give instructions to others. Help children to visualise the starting and finishing points of the turn as two straight lines that meet at a point and that an angle is created at the point where these lines meet.
Week beginning: 05.06.23
Every Tuesday, you will see the weekly overview that sets out our learning for the week on the learning section of our school website and on Google Classroom. This is the work that children will be doing in school. If there are any questions, please email your child's class teacher
Please continue logging into Doodle Maths and Times-table Rockstars regularly
Year Group: 3 Week beginning: 05.06.23
Every Tuesday, you will see the weekly overview that sets out our learning for the week on the learning section of our school website and on Google Classroom. This is the work that children will be doing in school. If there are any questions, please email your child's class teacher
Multi Faith
Chilled out clap rap
Changing Me
LI: We are exploring what we already know about Hinduism.
This term we will be delving further into Hinduism, understanding key factors about the faith and the importance of the religions' history. Children will be mind mapping their prior knowledge of this religion.
Science - Wellington Curriculum
This unit is built around a laid-back rap with accompanying clapping patterns and plenty of dynamic contrast. It offers opportunities for physical and creative activities that will help pupils develop their understanding of beat and rhythm.
LI: We are exploring hand-clapping to create rhythm and music. Children will:
* Explore hand clapping music.
* Learn Chilled-out clap rap and perform dynamic changes.
* Listen to examples of rap and identify how to chant effectively.
Geography
LI: We are learning to understand that animals and humans undergo lots of changes and grow up from babies.
This week in PSHCE we are beginning our final topic of 'changing me'. The children will begin this topic by delving into the different life stages of humans and animals. They will explore where different animals come from and how different animals grow, these animals will be compared to the life stages of humans.
Computing – Barefoot and Teach Computing
Year Group: 3 Week beginning: 05.06.23
Every Tuesday, you will see the weekly overview that sets out our learning for the week on the learning section of our school website and on Google Classroom. This is the work that children will be doing in school. If there are any questions, please email your child's class teacher
Unit: Forces and Magnets
Topic - Eurozone
Unit - Programming B - Events and actions in programs
LI: We are learning about forces and the effect of pushes and pulls on objects.
This week in science we are carrying on with our topic forces and magnets. This week will focus on forces and delving into pushes and pulls. Children will be able to name different types of forces, children will also say when there is a push or a pull acting on an object. Firsty, pupils will complete a mind map about the learning they have covered over the weeks and answer questions such as what makes things speed up or slow down. Children will then have different sets of pictures where they have to describe the force - push or pull. They will also write whether the force has stopped or started an action.
LI: We are learning to establish what I already know about countries and cities in Europe and what I want to find out.
Children will be introduced to a new geographical topic, Europe. We will assess children's prior knowledge and complete a thinking frame stating what we already know about Europe and what we would like to learn in this topic, key words such as continents, landmarks, Euro and Europe will be explored.
LI: To explain how a sprite moves in an existing project
Success Criteria:
* I can explain the relationship between an event and an action
* I can choose which keys to use for actions and explain my choices
* I can identify a way to improve a program
Week beginning: 05.06.23
Every Tuesday, you will see the weekly overview that sets out our learning for the week on the learning section of our school website and on Google Classroom. This is the work that children will be doing in school. If there are any questions, please email your child's class teacher
This week's homework is going to be set online using Mymaths, Doodle English and Doodle Maths. Where applicable, it should be returned by the following Monday.
Reading/Spelling and Grammar
Maths
REMINDERS – trips/events/items to bring in
Please read for at least 20 minutes every day and complete tasks in your reading record or purple task book.
Your teacher will check and sign your work once a week.
Over the week, aim to read different text genres such as: a biography, classic novel, adventure story, poems, newspaper or cultural story.
Try and login to Bug Club and Reading Eggs.
Spelling and dictation – Remember to try and use these words in sentences to show that you understand their meanings.
KS2 -
In year 3 the children have individualised spellings which are tested upon each week on an allocated day.
Doodle English and Doodle Spell – log in to your account at least 3 times this week.
Doodle Maths – Log on to your account at least three times this week.
We will be checking to see who has accessed their account the most!!
Work to reach your target – are you in the green zone yet?
Times Tables Rockstars:
Take part in the weekly Year 3 Battle of the Bands! It will help you to practise your multiplication facts as well as compete with the other classes!
Please make sure your child has a glue stick and green pen for their pencil case at school - thank you.
Guided Reading
Please make sure your child has their purple task and reading book in school every day. Your child will be reading with their teacher each week.
Important dates:
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The Middle Ages
The Christianisation of most of Europe
TARGET AUDIENCE
K
1
2
Overview
Teacher Background
Supporting Content
3
4
5
6
7
8
9
10
11
12
This Object is the fourth in a chronologically ordered set of six covering the evolution of the Eucharist from its origins through to the liturgical reforms of the Second Vatican Council.
The multimedia element is comprised of eleven images with key texts selected from the Supporting Content.
Teachers are encouraged to review the 'Exploring the Mass' section of the DVD Rom Become One Body One Spirit in Christ to deepen their understanding of the scriptural, historical and theological foundations of the Eucharist.
In particular, the following aspects of Become One Body One Spirit in Christ provide entry points and context for this Learning Object:
* Within the pathway 'Evolution of the Mass' watch the video 'Developments in the Theology of the Eucharist'.
* Also within this pathway is the timeline 'Mass Through the Ages'. Click on the button to view the timeline. Scroll along it using the arrows.
Where appropriate, use this material with the students.
This text supports the focus of the multimedia element.
The Middle Ages saw the Christianisation of most of Europe. People were born into faith as they were born into society. And, as in any society, there was a range of behaviour and commitment reflected in the celebration of the Eucharist. On the one hand, Mass was celebrated in great cathedrals and abbeys with liturgies of great power and beauty. On the other hand, some Priests and people had little education or instruction to help them to understand their faith and its liturgy. In general, the Middle Ages saw a great flowering of monasticism which influenced the way the Eucharist was celebrated. During this period the clergy and monastics gradually assumed liturgical roles previously fulfilled by the people. At Masses that were not sung, the Priest said all the prayers and readings himself and was responded
The Middle Ages
The Christianisation of most of Europe
Supporting Content
to by minor clerics and eventually altar servers.
Typically, much of the Mass was recited quietly and the gestures and actions of the Priest were followed and understood in an allegorical way. Each gesture was understood to represent some aspect of the mystery of the Death and Resurrection of Jesus. For example, the five times the Priest turned towards the people were understood to represent the five post-Resurrection appearances of Jesus. During the Middle Ages, stained glass and wall paintings became important to help people pray and reflect on the mysteries that the Priest was celebrating at the altar.
From the 9 th century people began to receive Holy Communion on the tongue rather than in their hands because of the possibility of misuse. Later, in the 12 th century, communion from the chalice was withdrawn in the West for the same reason. Receiving Holy Communion at all became rare. Even from the time of late antiquity people had developed such a sense of awe about the Eucharist that they avoided receiving it. During the Middle Ages they preferred to commune by gazing at the consecrated host as it was held up after the words of consecration. Later in the period this desire to see and adore the Blessed Sacrament led to the practice of Exposition and Benediction.
Moreover, the focus on the Mass as a sacrifice offered to God by the Priest on behalf of the people made it seem less necessary for the people to receive communion or even to be present. This led to the celebration of private Masses. People would pay Priests to say Masses for various intentions especially for the dead. Naturally this led in time to various abuses. The problem of lack of proper preparation and education of Priests in some places, the proliferation of local customs and extra texts added to or deleted from the Mass added to the confusion.
Despite all this, the Mass did remain the mainstay of Catholic life, and the Middle Ages saw the emergence of one of the great theologians of the Eucharist, St Thomas Aquinas. He made brilliant use of the new learning of his era to develop a theology which steered the Church away from some of the crude physical explanations, then widespread, while affirming the true presence of Christ in the Sacrament of the Eucharist.
For Reflection and Discussion: Ideas for Use
Select one or more of the following activities for students to complete.
1 Use the timeline in the DVD Rom Become One Body and Spirit in
The Middle Ages
The Christianisation of most of Europe
For Reflection and
Discussion: Ideas for Use
Christ to familiarise students with an overview of the thirty five key events from the Last Supper (CE 34) to the Mass Today (CE 2010). With that as context, students can find out what other important events happened during a chosen period they are researching: Origins of Eucharist, The Early Church, Religion of the Empire, The Middle Ages, Council of Trent, and the Second Vatican Council.
2 Students could be formed into six small groups to each prepare a presentation to the class on one of the six Objects in the Timeline of the Eucharist series. Using the Supporting Content and utilising the multimedia element as the focus of their presentation they should draw on the named further resources, to aid them in preparing their presentation.
3 Individually or in pairs/threes, students choose one of the slides in the multimedia element and accompanying Supporting Content and use this as the basis for further research on this aspect of the Object.
4 Screen the video clip 'Developments in the Theology of the Eucharist' in the 'Evolution of the Mass' section of the 'Exploring the Mass' pathway of Become One Body One Spirit in Christ to assist students to reflect on this question. This clip provides a brief explanation of two important understandings of the Eucharist, that of sacrifice and that of real presence.
Brainstorm all the connotations of the word 'sacrifice'. How do they help you understand what we celebrate at the Eucharist?
Discuss the following statement with the class.
During the Middle Ages, people had a stronger sense of the consecrated bread and wine as the Body of Christ than they did of themselves as the Body of Christ. What might have caused this sense and what were the results of it?
To assist students in understanding the meaning of transubstantiation, screen the clip 'Transubstantiation' in the 'Theological Reflections' section of the 'Exploring the Mass' pathway of Become One Body One Spirit in Christ.
'Transubstantiation' is a word derived from the Greek philosophical tradition to explain the 'how' of the real presence of Christ in the Eucharist. St Thomas Aquinas, drawing on the learning of his period, used this word to respond to the questions of his age. What questions do 21 st century Catholics have about the Eucharist?
Play some samples of Gregorian chant for the class and look at
The Middle Ages
The Christianisation of most of Europe
For Reflection and
Discussion: Ideas for Use
some examples of the art and architecture of the period. The website, Cathédral de Notre Dame de Paris, is a good resource for this activity.
To get a sense of the beauty and richness of the Eucharist in the Middle Ages, listen to some Gregorian chant or look at some of the art and architecture of the period.
Invite the students to complete the following research project:
Choose one of the great mediaeval cathedrals of the world and explore the following: the purpose of the architecture; examples of stained glass windows; other artistic features.
Give reasons for the splendour of the buildings.
This research could be presented to the class in a variety of ways e.g. as a PowerPoint; posters; display book; webpage.
Teacher Professional Development Resources
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Exercise Questions Page number-124-126
1. What is the term used for chemical secretions of endocrine glands responsible for changes taking place in the body?
Soln:
The chemical substance secreted by the endocrine glands is called Hormones. Hormones are responsible for the changes taking place in the body.
2. Define adolescence.
Soln:
The time period which comes between the beginning of adulthood and puberty is called Adolescence. In this time period, the body undergoes different changes alongside reproductive maturity. It starts somewhat at the age of 11 and ends at the age of 18 or19. This period of adolescence may differ from person to person.
3. What is menstruation? Explain
Soln:
The process of shedding of the uterine lining on a regular monthly basis is called menstruation. It starts at puberty and in the reproductive cycle of the female body. The uterus prepares itself to receive a fertilized egg on every month. Due to this the inner lining of the uterus become thick and is supplied with blood to nourish the embryo. If the egg is not fertilized, then the lining of the uterus breaks down and get released in the form of blood through the vagina. The time period for this is about 2 to 8 days every month. This monthly cycle is known as the menstrual cycle.
4. List changes in the body that take place at puberty
Soln:
The changes that take place at the time of puberty are as follows:
a) The height and weight of the body will suddenly increase
b) The hair seems to appear in the area such as legs, hands, face and underarms
c) In female, the enlargement of the ovary takes place and starts producing matured eggs and on the other hand in males, the testis grows and starts producing sperms
d) In males, the shoulder broadens and chest becomes widen, whereas in females the region below the waist becomes wider.
e) The acne seems to appear because of the excessive secretion of the oil from the skin.
f) In boys, the larynx becomes prominent under the influence of hormones, the vocal cord becomes longer and thicker resulting in hoarse voice.
NCERT Solution for class 8 Science Chapter 10 Reaching the Age of Adolescence
5. Prepare a Table having two columns depicting names of endocrine glands and hormones secreted by them.
Soln:
| Endocrine Glands | Hormones |
|---|---|
| Testis | Testosterones |
| Ovary | Oestrogen |
| Pituitary | Growth hormone |
| Adrenal | Adrenalin |
| Thyroid | Thyroxin |
| Pancreas | Insulin |
6. What are sex hormones? Why are they named so? State their function
Soln:
The chemical substances produced by the sex organs are called sex hormones. For example, in females, the sex hormones produced by the ovary is called oestrogen and in males, the sex hormones produced by the testis is called testosterone.
Some of the functions performed by the sex hormones:
Oestrogen: This hormone is responsible for the development of secondary sexual characters in females like enlargement of breasts, development of female reproductive organs etc.
Testosterone: this hormone brings the secondary sex character in boys such as the growth of beard, the voice becomes hoarse, development of the reproductive organs etc.
NCERT Solution for class 8 Science Chapter 10 Reaching the Age of Adolescence
7. Choose the correct option.
(a) Adolescents should be careful about what they eat, because
(i) proper diet develops their brains.
(ii) proper diet is needed for the rapid growth taking place in their body.
(iii) adolescents feel hungry all the time.
(iv) taste buds are well developed in teenagers.
(b) Reproductive age in women starts when their
(i) menstruation starts.
(ii) breasts start developing.
(iii) body weight increases.
(iv) height increases.
(c) The right meal for adolescents consists of
(i) chips, noodles, coke.
(ii) chapati, dal, vegetables.
(iii) rice, noodles and burger.
(iv) vegetable cutlets, chips and lemon drink.
Soln:
a) (iv) taste buds are well developed in teenagers.
b) (iii) body weight increases.
c) (ii) chapati, dal, vegetables.
8. Write notes on—
(a) Adam's apple.
(b) Secondary sexual characters.
(c) Sex determination in the unborn baby.
Soln:
a) Adam's apple: In human males, the larynx grows larger at the time of puberty and can be seen as a protruding part of the throat. This protrusion is known as Adam's apple. In boys under the influence of sex hormones, the larynx becomes prominent. Due to this, the vocal cord becomes thicker and longer which causes the voice hoarse. On the other hand in females, the larynx is of small size and is hardly visible. Therefore, girls have a high pitched voice while the boys has deep voice.
9. Word game :
Use the clues to work out the words.
Across
3. Protruding voice box in boys
4. Glands without ducts
7. Endocrine gland attached to brain
8. Secretion of endocrine glands
9. Pancreatic hormone
10. Female hormone
Down
1. Male hormone
2. Secretes thyroxine
3. Another term for teenage
5. Hormone reaches here through blood stream
6. Voice box
7. Term for changes at adolescence
Soln:
Across
3. Adam's apple
4. Endocrine
5. Pituitary
6. Hormone
7. Insulin
8. Estrogen
Down
1. Testosterone
2. Thyroid
3. Adolescence
4. Target site
5. Larynx
6. Puberty | <urn:uuid:107a03e8-ad67-4716-a3c0-471667d06771> | CC-MAIN-2024-10 | https://byjusexamprep.com/liveData/f/2022/4/ncert_solutions_for_class_8_science_chapter_10_37.pdf | 2024-02-27T04:07:19+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474670.19/warc/CC-MAIN-20240227021813-20240227051813-00664.warc.gz | 152,600,413 | 1,226 | eng_Latn | eng_Latn | 0.919642 | eng_Latn | 0.996493 | [
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Title: Here Miss!
Author: Ali Mobbs
Date: September 2016
Summary: In 1870 an Act of Parliament, The Forster Education Act, was passed recommending that all children should receive a basic education, regardless of class or gender. School Boards were set up to provide school places for all children within a prescribed area and Attendance Officers were employed to monitor the attendance of the children. This essay refers to original school attendance records, log books, to answer the question, and how would these children living in rural locations within the High Woods area of the South Downs fare? Would their location and parental employment impact upon their ability to attend the local school?
This report is the work and views of the author from research undertaken in the Record Offices by volunteers of the Secrets of the High Woods project. South Downs National Park Authority is very grateful to the volunteers for their work but these are not necessarily the views of the Authority.
Here Miss!
These days all children up to the age of 16 are required to be educated, either in a recognised school or academy or by other means as regulated by the legislation. Parents can face prosecution if they fail to send their child to school, or remove them from school during term time.
Back in the 19 th century schooling was much less common, particularly among the working classes where children were often needed as additional wage earners for the family purse.
In 1870 an Act of Parliament, The Forster Education Act, was passed. It is recognised as the first piece of legislation to deal specifically with the provision of education in Britain. Included within the Act was the recommendation that all children should receive a basic education, regardless of class or gender. School Boards were set up to provide school places for all children within a prescribed area, and Attendance Officers were employed to monitor the attendance of the children.
A subsequent Act (1880) made attending school compulsory and parents could be liable for a fine of £2.00 for failing to send their child to school. This at a time when average weekly wages for ordinary labourers in agriculture were less than 15/constitutes a considerable amount of money.
Within the High Woods area of the South Downs were a number of village schools, serving a rural population. How would these children fare? Would their location and parental employment impact upon their ability to attend the local school?
Children could be expected to travel up to 2 miles to get to a school and entries in the log book of West Dean and Binderton village school reveal that many children lived further away than that. Local maps of the time reveal that the children would be using tracks and pathways rather than roads to get to school.
The school log book contains many references to the attendance levels at the school. There are numerous comments that attendance was low due to adverse weather conditions.
- January 1881 "The roads having become impassable from the very deep snow, the school was unavoidably closed for the remainder of the week"
- June 8 th 1885 "Low attendance. Rain"
- January 23 rd 1890 "Heavy storms of wind, rain and hail – the attendance low in consequence"
The legislation makes allowances for absence due to illness and for children living further than the 2 mile limit, however many children were still missing school because of employment, etc. The 1881 census for West Dean reveals a population heavily employed in rural and agricultural pursuits. The school record notes that the children of the parish have been absent due to haymaking, potato picking, blackberrying, hopping (Hop Picking), gathering wood and getting mushrooms. August 4 th 1882 saw the school closed for "The Harvest Holiday"- (this is the precursor to the long summer holidays schools currently adopt although few children nowadays are required to help out with the harvest!) The school also closed for Goodwood week!
For comparison, log books for the Chichester Central Boys and Chichester Central Girls school were examined. Did the children living in town have better attendance?
Surprisingly the weather impacted on the attendance levels in the city schools as well.
- 1885 Nov 27 Wet weather affected attendance
- 1887 April 6 th Bad weather and Market Day, attendance low.
- 1889 Feb 14 th Severe snow, attendance low.
The city schools were closed for municipal elections and the Sloe Fair, and there are several references to children being absent for Hop picking and May Poling.
Although parents risked heavy fines if their children didn't attend school one mother wrote:
"She would send him when she liked but not while he could earn 6d"
Schools received funding from government based on their attendance figures, so registers were carefully completed and checked. Parents faced hefty fines if they failed to send their children to school…..However it was noted that:
'The police do not collect the fines so parents do not fear being summoned.'
Nothing changes, does it?
References
Record Office Archives
E65/12/1
School Log Book for West Dean and Binderton C of E School 1873-1890
E65/12/2
School Log Book for West Dean and Binderton C of E School
1890-1899
E35/A/1/2
Minute Book Chichester Central Boys School
E/8A/19/2
Notes on Elementary Education Act 1876
E35A1/12/2
Log book for Chichester Central Boys school 1863-1887
E35A1/12/1
Log book for Chichester Central Boys school 1887-1897
E35A/12/3
Log Book For Chichester Central Girls school
E65/13/1/1
School Register for West Dean and Binderton C of E School 1880
Ancestry.com:
1881 Census West Dean Parish
1891 Census West Dean Parish
Web pages:
Victorian web.org wages parliament.uk/about/living heritage
History of Wages.blogspot.co.uk :
British Labour Statistics: historical abstract 1886-1968 (Department of Employment and Productivity 1971)
Maps
Sheet 48 3 2 nd edition 1897
Sheet 35 15 2
nd
Sheet 35 10 2 nd edition 1897
edition 1897
OS sheet XLVIII 1880 1 st edition 6 inch
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Year 6 Weekly Homework Week 5
Rights Respecting Articles: Article 3 -The best interests of the child must be a top priority in all decisions and actions that affect children
Global Goal 4- Good Health & Wellbeing
MATHS
Times Tables 1-12 DC
https://www.timestables.co.uk/l
Maths Games https://mrnussbaum.com/speed-math-online-game
Maths
Measure
Monday https://classroom.thenational.academy/lessons/units-of-measure-6tgk2c
Tuesday https://classroom.thenational.academy/lessons/converting-lengths-part-1-cgr3jd
Wednesday:
https://classroom.thenational.academy/lessons/converting-lengths-part-2-64ukar
Thursday:
https://classroom.thenational.academy/lessons/converting-measurements-cdj62t
Friday:
https://classroom.thenational.academy/lessons/ordering-measurements-crt3cr
Amena's set Maths
LI: to multiply
https://classroom.thenational.academy/units/multiplication-and-division-70b8
LITERACY
Spelling observance tolerance substance assistance resistance significance reluctance importance appearance annoyance
Literacy
Monday:
https://classroom.thenational.academy/lessons/to-understand-the-features-of-a-persuasive-letter74tk4d
Tuesday:
https://classroom.thenational.academy/lessons/to-further-investigate-suffixes-ant-and-ent-c5jk4e Wednesday:
https://classroom.thenational.academy/lessons/to-explore-pronouns-75h38c
Thursday:
https://classroom.thenational.academy/lessons/to-generate-points-to-use-in-our-persuasive-letter6muk2d
Friday:
https://classroom.thenational.academy/lessons/to-develop-a-rich-understanding-of-words- associated-with-feeling-surprised-65jp2t
SPaG
Monday:
https://classroom.thenational.academy/lessons/to-explore-simple-and-compound-sentences-74tp8t
Tuesday:
https://classroom.thenational.academy/lessons/to-explore-complex-sentences-65j30c
Wednesday:
https://classroom.thenational.academy/lessons/to-explore-relative-clauses-65k30c
Thursday:
https://classroom.thenational.academy/lessons/to-explore-fronted-adverbials-71h64t
Friday:
https://classroom.thenational.academy/lessons/to-explore-non-finite-subordinate-clauses-crtkgr
Amena's Set LITERACY
LI: to write a narrative story https://class r oom.thenational.academy/units/the-eagle-who-thought-he-was-a-chickenrecycled-story-characters-and-problems-d7
Reading
https://classroom.thenational.academy/units/reading-for-pleasure-82f2
Amena's set:
https://classroom.thenational.academy/units/reading-for-pleasure-2dfe
Science
How is oxygen transported around the body?
https://classroom.thenational.academy/lessons/how-is-oxygen-transported-around-our-bodies-60vk6r
Amenas set
https://www.youtube.com/watch?v=pjOxpLEynIE
Watch the video and then draw a diagram that explains the flow of the oxygen around the body
History
What was the Golden Age of Greece?
https://classroom.thenational.academy/lessons/what-was-the-golden-age-of-greece-68vpad
DT/Art
Create an Ancient Greek vase https://www.youtube.com/watch?v=C2HVxNENSSE
Please make sure you have an adult to help you.
Music
https://towerhamlets.box.com/s/0g0w7v3n1xmx7uulbcutckif6ghxolzi
RE
LI: to explore what we can learn from a values game
Sort these 21 valuable things into the table below, in the order that they are important to you.
include: Life / Safety / Sport / Music / Cleverness / Friends /
Family / God / Love / Truthfulness / Respect / Playstation / Kindness / Money / Pets / Good food / Water / Home / Freedom / Holidays Forgiveness / celebration / church
T/TT- Select 4 that be the most important to Humanists and 4 that would be important to Christians? Then write a paragraph explaining why you have selected these.
TTT- Select 8 that be the most important to Humanists and 8 that would be important to Christians? Then write 3paragraph explaining:
1. Why you have selected these values as being the most important.
2. Identify if there are any similarities between the values you deemed to be important to both religious groups.
3. What do these tell you about the values that are important to all groups of people regardless of their religious beliefs?
PSHE
LI: to learn what medicines and drugs are
Using the following website: https://www.bbc.co.uk/bitesize/topics/zrffr82/articles/zg982nb Take notes and then create an information poster using the information you have found out.
PE 10 minute shake up
BADU BOOTCAMP CHALLENGE
https://www.eventbrite.co.uk/x/badu-bootcamp-tickets-
137274191803?aff=odeimcmailchimp&mc_eid=d3066a3217&mc_cid=c4d745a022
https://app.bedrocklearning.org/
Tracey's Group | <urn:uuid:f0d55b9a-7124-4915-9a42-2500614033d9> | CC-MAIN-2024-10 | https://osmani.towerhamlets.sch.uk/files/Curriculum/2022-2023/Weekly%20Home%20Learning/Spring/Y6/Spring%202%20Week%205.pdf | 2024-02-27T03:54:11+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474670.19/warc/CC-MAIN-20240227021813-20240227051813-00672.warc.gz | 449,940,821 | 1,211 | eng_Latn | eng_Latn | 0.769006 | eng_Latn | 0.967988 | [
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CROSSWINDS DENTAL
JULY 2018
TEST YOUR INDEPENDENCE DAY TRIVIA!!!!
1. How many stripes are on the American Flag?
2. Which of these states was not part of the 13 original colonies? Delaware, Vermont, Georgia, Maryland
3. Whose signature is the largest on the Declaration of Independence?
4. Who wrote the Star-Spangled Banner?
5. What is Dr. White's favorite holiday?
6. What is the meaning of the colors on the flag? Red? White? Blue?
7. What is the name of the woman that sewed the first American flag?
8. What is the nickname of the American flag?
9. Complete this saying.. "Life, Liberty and the ____________"
10. Who wrote the pledge of allegiance?
Did you know that you should be using a soft bristled toothbrush?
Did you know you should get a new toothbrush after being sick?
Did you know that Giraffes have the same number of teeth as humans?
Did you know that the tooth is the only part of the body that can't heal itself?
1 Cup White Sobe Pina Colada flavored drink, 1 Cup Red CranApple juice, 1 Cup
Blue G2 Gatorade, and Ice
Directions: 1.Fill your glass 1/3 of the way full with CranApple juice.
Fill to the top with ice. Slowly pour the remaining drinks directly on top of a piece of ice.
Notes: You MUST pour SLOWLY, DIRECTLY over ice
Jodi has been in dentistry for a little over 15 years. Some would say she is a bit of a dental nerd. Jodi started her career as a dental assistant and has slowly branched out into the other aspects of dentistry. Jodi has a real passion for what she does. Her favorite thing about her job is getting to know all of the patients. When not working, Jodi loves spending time with her husband, Noah and their 2 daughters, Madaline and Evie. She enjoys doing things outside including going to the zoo and visiting other interesting places. Jodi also enjoys going to flea markets and festivals, as well as, watching an old sitcom | <urn:uuid:8f313713-c048-45d6-a912-d850d978426b> | CC-MAIN-2024-10 | http://138bb0e34c73e35c2272-3baa7d31a49f9abe7980f0d650fa6a8b.r23.cf2.rackcdn.com/files-July-2018.pdf | 2024-02-27T04:36:50+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474670.19/warc/CC-MAIN-20240227021813-20240227051813-00670.warc.gz | 125,828 | 463 | eng_Latn | eng_Latn | 0.999239 | eng_Latn | 0.999239 | [
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Common Core Writing Grade 4
Writing for range of tasks, purposes, and audience in a clear, concise, and organized manner. Students will write opinion, informational, and narrative pieces.
Text Types
❏ Writes routinely for a range of tasks, purposes, and audiences (narrative, informational, opinion).
❏ Introduces a topic and organizes writing (paragraphs, headings, illustrations) and provides closure.
❏ Develops the topic or opinion with facts, definitions, and reasons.
❏ Incorporates transitional words and phrases, as well as includes content-based vocabulary, for informational pieces and uses dialogue to develop experiences and events in narrative pieces.
Production and Distribution of Writing
❏ Produces clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience
❏ Plans, revises, edits, and uses technology to publish writing with support from peers and adults
❏ Types a minimum of one page in a single sitting.
Research:
❏ Conducts short research projects
❏ Draws evidence from literary or informational texts to support analysis, reflection, and research.
❏ Recalls or gathers relevant information and takes notes from print and digital tools, and provides a list of sources. | <urn:uuid:7470cf2c-e2a6-469e-bc91-c85aff341291> | CC-MAIN-2024-10 | https://vt01819219.schoolwires.net/cms/lib/VT01819219/Centricity/Domain/36/Common%20Core%20Writing%20Grade%204.pdf | 2024-02-27T03:46:10+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474670.19/warc/CC-MAIN-20240227021813-20240227051813-00670.warc.gz | 619,320,636 | 252 | eng_Latn | eng_Latn | 0.993009 | eng_Latn | 0.993009 | [
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Activities of Czech Military Units Abroad
During World War I (1914-1918), Czechoslovak politicians in exile pursued the creation of an independent Czechoslovak state. One of the main tasks was to build an autonomous national army, one whose soldiers – Czech and Slovak volunteers (the term 'legionnaires' came into use only after the war) - would join battle alongside the Allies. The Czechoslovak legions paid a high price for their country's freedom.
Since its founding, the Czech Republic has taken part in ensuring international security through the participation of its armed forces in international peacekeeping operations. Our important contributions to NATO and EU missions have included special forces, a provincial reconstruction team, transport helicopters, field hospitals, military police and chemical units. The activities of observers on UN missions can also be considered important. Our soldiers have earned credit and acknowledgement in the fulfillment of difficult combat and humanitarian tasks. Unfortunately, while building the good name of the Czech Republic, some have paid the highest price.
More than two decades later, members of the Czechoslovak army fought again for Czechoslovakia's restoration. During World War II, thousands of soldiers abroad laid down their lives for freedom on the battlefields of Western Europe, North Africa, the Middle East, the former Soviet Union and a number of other places.
Martin Barták Deputy Prime Minister and Minister of Defence | <urn:uuid:0ed6dab4-a66a-4c22-b633-2f4d46cb186c> | CC-MAIN-2024-10 | https://vlada.gov.cz/assets/udalosti/vystavy/uvodni_slovo_Bartak_kor_en.pdf | 2024-02-27T02:30:08+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474670.19/warc/CC-MAIN-20240227021813-20240227051813-00673.warc.gz | 587,842,144 | 277 | eng_Latn | eng_Latn | 0.995722 | eng_Latn | 0.995722 | [
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Week Two: The Five-Sentence Story and Basic Story Structure
Reading
1. What STORY does each of the readings tell us? What do we know about the message (Dickinson)? the plot (Hemingway)? the characters (Scripture)?
In-class exercise: Create a five-sentence story.
Five-Sentence Story
1. The balance: the normal world. What is normal? Who is our hero? What does he normally do? Suzy walks down the street with her dog.
2. The unbalance: something happens that upsets the normal world. It must be an event—something has to happen to the central character that you set up in the balance. The dog breaks the leash and runs into the park.
3. The quest: the central character does something to restore the balance; he attempts to make the world go back to normal. It must be an action done by the central character and directly related to restoring balance. Suzy runs into the park yelling, "Fifi! Come back!"
4. The crisis: something happens that prevents the quest from working. It must be an action and it must be directly related to the quest (something new can't happen). A policeman grabs Suzy and says, "You can't run on the grass."
5. The new balance: a new balance of some sort is put into place. It must resolve the crisis and it must be new. It cannot end with the original balance; we have gone on a journey and must end in a new place. Suzy and the policeman gaze into each others' eyes, fall in love, get married, and buy a dog. (But wait! What about Fifi? Fifi's story does not need to be resolved, because it's not Fifi's story: it's Suzy's story.)
Story Structure
The Balance: The Beginning
- establish central character
- world of the story, the rules
- style
- set-up, balance, stasis: a series of events that establish the normal world
The Unbalance: The Inciting Incident
- the catalyst or inciting incident moves you from the normal into the unknown. But your character is not on the journey yet. Don't rush the quest.
- the big event that sets the character on his quest
The Quest: The Middle
- events (plot, action, turning points, transition points)
- something happens that causes or permits something else to happen
- a whole series of events: the hero tries something, it fails or succeeds; he tries something else, it fails or succeeds, etc.
The Crisis: The Climax
- the worst has happened, all is lost
- crisis comes from the Greek krisis meaning "judgment" or "moment of distinguishing"
- a point so bad that you cannot come back from it
- this goes hand-in-hand with a moment where the protagonist feels the weight of the crisis. This reveals the true value of the crisis. It's so real that moving on becomes a bigger deal. You give the character and the reader a moment to feel the emotional impact, to feel the weight of what you have just gone through. Then the main character makes a decision: am I going to get up again or not?
Climax
- the final showdown
- drives the resolution
New Balance: Resolution
- reconciliation, solution, answer, new balance
- complete the pattern, fulfill your promise. Whatever you "promise" or set up in the beginning, fulfill it. It doesn't have to be tidy or happy. Show what the world looks like now.
- new balance has to be new. We've gone on a journey. There's a realization—the character knows something about himself he didn't know before.
- knowing your ending guarantees you won't get lost along the way
Homework
Taking into account my comments on your first assignment (and your own preference), pick the story idea you will develop over the semester. Using the 5sentence story outline as a guideline (refer to the attached lesson for details), break your idea into a 5-sentence story. Come back to this several times. Are your word choices strong and vivid? Are your characters clear? Does your character go from point A in sentence one to point B in sentence five? Attempt to include all the major plot points of your story. | <urn:uuid:30817495-1cb9-4a29-ae37-726ce34708d9> | CC-MAIN-2024-10 | https://wisdomhomeschooling.com/images/courses/content/creativewriting/CW_Week_2_lesson.pdf | 2024-02-27T04:47:08+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474670.19/warc/CC-MAIN-20240227021813-20240227051813-00669.warc.gz | 629,544,205 | 886 | eng_Latn | eng_Latn | 0.999422 | eng_Latn | 0.999416 | [
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Community Child & Adolescent Mental Health Service Project
Dept. of Child & Adolescent Psychiatry, NIMHANS and Dept. of Women & Child Development, Govt. of Karnataka
Assessment for Children in Institutions/Childcare Agencies
1. Basic Information
Name:
Name of Institution/Agency:
Age:
Sex: Class: Date:
2. Presenting Problems/Complaints
3. Institutional History(where all the child has been /lived, for what periods of time, experiences and difficulties, circumstances of coming to this agency)
4. Family Issues Identified (Child’s living arrangements/parental relationships/child’s emotional relationship & attachment to parents/illness/alcoholism/violence/single-parent other difficult issues within the family).
1
1
5. Child's Temperament and Personality (Caregiver's description of child's temperament and personality – aggressiveness, sociability, attentiveness, motivation, emotionality…)
6. Schooling History (School performance/specific learning disabilities/school attendance)
7. Work Experiences
(Child labour experiences: why child had to work/ how child found place of work (trafficking?)/where the child was working, hours of work, amount of remuneration received/whether this was regular, any form of abuse encountered at the place of work/ how the owner and others treated child.)
8. Physical, Sexual & Emotional Abuse Experiences *(Ask Child)
Sometimes people behave in ways that are hurtful to children. Tell me about anyone/ people who have behaved in ways that have:
8.1. Physically hurt you and caused you injury?
8.2. Said things to make you feel hurt/sad/ angry/humiliated?
8.3. Touched you in ways that made you feel uncomfortable?( Sexual history- Note child’s abuse and other sexual/relationship history )
2
9: Substance Abuse *(Ask Child)
9.1. Have you ever used any substances such as cigarette/ beedi / gutka/ hans (panparag) /ganja/ solution/ alcohol? (any other—specify)
9.2. Which of the above drugs did you use most?
9.3. How frequently were you using the drug and since when? (No. of times/ day/week)
9.4. Tell me about how this drug use started…including what situations/places you use it.
9.5. Did you notice the need to take more and more of the drug as time went on (compared to when you started?)
9.6. Whenever you cut down or stopped using the drug, did your body feel bad or uncomfortable—such as sick/ achy/shaking/weak/sweaty…?
9.8. Did you spend less time on other things because of your use of the drug (such as school/friends/other daily activities)?
9.9. Have the use of drugs ever put you in a difficult situation such as: (Causing health problems (specify) or making you do risky or dangerous things (describe) or Causing legal problems (provide details)
X: Feelings and Emotions
1. Anxiety
i) Look at the feelings thermometer and tell me, for most of the time, how worried do you feel? (Mark it).
ii) At which times do you feel really very worried? Describe when/in what situations.
2. Depression and Self-Harm Risks
i) Look at the feelings thermometer and tell me, for most of the time, how sad/bad do you feel? (Mark it).
0 1 2 3 4 5 6 7 8 9 10
0 1 2 3 4 5 6 7 8 9 10
3
ii) At which times do you feel really very sad? Describe when/in what situations.
iii) Have you ever felt like life is not worth living/ you don’t want this life…? When? Tell me what you do at such times.
3. Anger.
i) Look at the ‘feelings’ thermometer and tell me, for most of the time, how angry (or irritable) do you feel? (Mark it).
ii) At which times do you feel really very angry? Describe when/ in what situations/ what do people do to make you angry.
iii) What do you do when you feel very angry?
XI: Any Other Observations of the Child
Time-place orientation/ cognitive/ thought processes/ cooperativeness, rapport, social responsiveness/ Attentiveness & Activity level/ Speech and language skills:
XII Summary of Child's Problems
A. Summary (Based on the above assessment, summarize the main problems and concerns of the child, including protection and psychosocial issues. Mention key survival challenges and coping strategies).
Disability (Physical/ Intellectual):
Psychiatric Diagnosis:
Medical Problem:
Context:
0 1 2 3 4 5 6 7 8 9 10
4
5
B. Care Plan ((List actions taken or planned by the assessment agency/ case worker to assist the child, such as emergency actions/ measures to address immediate concerns, referrals made to other agencies/depth work). | <urn:uuid:cf2ae9d6-b6b4-4018-9d90-10b4b0400d13> | CC-MAIN-2020-24 | https://www.nimhanschildproject.in/wp-content/uploads/2018/05/Assessment-Care-Protection-age-6_ver2019.pdf | 2020-05-31T09:21:19+00:00 | crawl-data/CC-MAIN-2020-24/segments/1590347413097.49/warc/CC-MAIN-20200531085047-20200531115047-00040.warc.gz | 837,016,664 | 1,076 | eng_Latn | eng_Latn | 0.947153 | eng_Latn | 0.982631 | [
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Fill in the blanks with if or unless.
1. …………………… you do that again I will tell your mom.
If
Unless
2. ……………………… she started at 6, she should be here by noon.
If
Unless
3. ………………………. you stop smoking, your health will not improve.
Unless
If
4. ……………………….. they offered me the job, I would take it.
If
Unless
5. ……………………… she arrived now, we would be in trouble.
If
Unless
6. I cannot continue ……………………… there is someone to help me.
if
unless
7. Children cannot go out at night ………………………. they are accompanied by an adult.
if
unless
8. You can’t share my apartment …………………….. you pay the rent.
unless
if
9. ……………………. you find a job, your problems will only deepen.
If
Unless
10. ……………………… it does not stop raining, we will have to cancel the trip.
If
Unless
11. …………………….. you do not meet the deadline, you will be sacked.
If
Unless
12. ……………………….. you buy the tickets, I will bring the drinks.
If
Unless
Answers
1. If you do that again I will tell your mom.
2. If she started at 6, she should be here by noon.
3. Unless you stop smoking, your health will not improve.
4. If they offered me the job, I would take it.
5. If she arrived now, we would be in trouble.
6. I cannot continue unless there is someone to help me.
7. Children cannot go out at night unless they are accompanied by an adult.
8. You can't share my apartment unless you pay the rent.
9. Unless you find a job, your problems will only deepen.
10. If it does not stop raining, we will have to cancel the trip.
11. If you do not meet the deadline, you will be sacked.
12. If you buy the tickets, I will bring the drinks. | <urn:uuid:c3629b48-50e1-47ce-96f7-3f02c197889f> | CC-MAIN-2020-24 | https://www.englishgrammar.org/if-vs-unless/?pdf=12911 | 2020-05-31T11:08:00+00:00 | crawl-data/CC-MAIN-2020-24/segments/1590347413097.49/warc/CC-MAIN-20200531085047-20200531115047-00032.warc.gz | 723,403,926 | 439 | eng_Latn | eng_Latn | 0.998355 | eng_Latn | 0.999223 | [
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FACTS ABOUT CHILDHOOD POISONING
Children are at significantly greater risk than adults for accidental poisoning, because they are smaller, have faster metabolic rates and are less able physically to handle toxic chemicals. In addition, natural curiosity and their desire to put everything in their mouths increase their poisoning risk.
- In 2002, 100 children ages 14 and under died as a result of accidental poisoning. Children ages 4 and under accounted for more than 57 percent of these deaths. The poisoning death rate among children ages 14 and under declined 19 percent from 1987 to 2002.
- In 2003, more than 89,330 children ages 14 and under were treated in hospital emergency rooms for accidental poisoning. Nearly 80 percent of these injuries were to children ages 4 and under.
- Nearly 90 percent of all poison exposures occur in homes.
- Children ages 5 and under are at greatest risk for nonfatal poisoning, accounting for the majority of all poisoning exposures.
- African-American children ages 14 and under have a poisoning death rate nearly twice that of white children.
Among children ages 5 and under, 60 percent of poisoning exposures are by nonpharmaceutical products such as cosmetics, cleaning substances, plants, foreign bodies and toys, pesticides, art supplies and alcohol; 40 percent are by pharmaceuticals.
- Of the oral prescription drugs ingested by children ages 4 and under, 23 percent belong to someone who does not live with the child; 17 percent belong to a grandparent or greatgrandparent.
- Child-resistant packaging of prescription medications is effective in reducing the poisoning mortality rate among children ages 4 and under. Child resistant packaging contributed to a 45 percent reduction in child poisoning deaths among children ages 4 from 1974 through 1992.
Each year, an estimated 28 children ages 14 and under are fatally poisoned by exposure to carbon monoxide (CO), a colorless, odorless gas, in non-fire-related incidents.
- The majority of CO exposures occur in the northern and midwestern states during the winter months, and the most common source of residential, non-fire CO-related poisoning is unvented supplemental heaters.
- Half of CO poison deaths could be prevented by a CO detector.
- Alaska, New Jersey, New York, Rhode Island, Vermont, West Virginia and some local jurisdictions have passed legislation requiring the use of CO detectors in some homes. Texas enacted legislation that requires the installation of CO detectors in certain childcare facilities.
Ingesting dust from deteriorating lead-based paint is the most common cause of lead poisoning among children.
- It is estimated that 890,000 children ages 1 to 5 have blood lead levels high enough to affect intelligence, growth and development.
- Children ages 1 to 2 are at the greatest risk from lead poisoning.
- Children are more likely to suffer elevated blood lead levels if they are low-income, receiving Medicaid, living in large metropolitan areas or living in older housing.
- In the 15 years following intensive efforts to reduce lead in consumer products such as gasoline and paint, a nearly 80 percent decline in elevated blood lead levels among children ages 1 to 5 was observed.
Each $1 spent on poison control center services saves $7 in medical spending.
- In 2003, more than 1.2 million accidental poisonings among children ages 5 and under were reported to U.S. poison control centers.
- Calls to poison control centers peak between 4 p.m. and 10 p.m. and during warmer months.
- Poison control centers are cost-effective and economical because 76 percent of their cases are resolved over the telephone, avoiding unnecessary emergency room visits, ambulance use, hospital admissions and treatment delays.
- When used under medical advice, activated charcoal can reduce the likelihood of severe poisoning, decrease the costs of a poisoning incident and prevent the need for a hospital emergency room visit.
- The Poison Control Center Enhancement and Awareness Act of 2000 provided funding to establish a national toll-free phone number for poison control center services (1-800-222 1222), implement a national educational campaign and financially stabilize regional poison control centers. | <urn:uuid:013e652c-0564-4094-9424-4125d76facca> | CC-MAIN-2020-24 | https://safekidssonomacounty.org/pdf/fact_sheets/poison_facts.pdf | 2020-05-31T11:11:28+00:00 | crawl-data/CC-MAIN-2020-24/segments/1590347413097.49/warc/CC-MAIN-20200531085047-20200531115047-00077.warc.gz | 506,405,040 | 848 | eng_Latn | eng_Latn | 0.998166 | eng_Latn | 0.998361 | [
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Reading a Skull: Predator and Prey Differences
The skull of an animal is a useful tool in understanding how predator and prey animals interact with their surroundings. When it comes to looking at skulls, two important features that we can notice are the location of the eyes and the type of teeth.
Reading the eyes
Differences in Predator-Prey Eye Locations
The location of eyes on an animal is an adaptation that can give us a clue about whether the animal is a predator or prey animal. The skull of an animal shows us how the eyes are positioned based on the location of the eye sockets, or the holes in the skull where the eyes rest. The location of the eyes on a skull determines how much an animal can see around them.
Predators often have eyes located in the front of their skull. Eyes facing front give predators the ability to focus on and target their prey. A coyote is an example of a predator. The picture below shows the frontfacing eyes of the coyote. When we look at the coyote skull head-on, we can see that the eye sockets face front.
Prey often have eyes located on the sides of their skull. Eyes on the side of the head give prey a larger field of vision. Prey can see more around them, helping prey to notice predators that may be sneaking up or approaching them. A chipmunk is an example of a prey. The picture below shows the side-facing eyes of the chipmunk. When we look at the chipmunk skull, we can see that the eye sockets are positioned on either side of the skull.
Pictured: A chipmunk is a prey animal. Looking at a chipmunk (left) we can see that its eyes are on the sides of its skull. When we look at the skull of a chipmunk (right), we see that the eye sockets are also located on the sides of the skull. (Photo Credit: "Uintah Chipmunk" by joel, CC BYNC-SA 2.0)
A useful rhyme to help us remember eye adaptations in predators and prey is the following:
"Eyes in front, I hunt. Eyes on side, I hide."
Activity: Testing Your Vision
In this activity, we will briefly explore our own eyes. You can do this activity on your own or with a partner.
Based on what you learned about eye location in predators and prey, are human eyes more like predators or prey? Why?
Humans have eyes that face front. It is hard for us to understand what it is like to have eyes on the side of our skulls, but we can loosely understand it through investigating our peripheral vision. Peripheral vision is what we see to the left and right when we are looking straight forward. See the picture below.
Your Turn!
To investigate your peripheral vision, do the following:
1. Hold out your arms straight in front of you.
2. Put both thumbs up in a "Thumbs-up, good job!" position. Look straight forward at your thumbs.
3. Slowly begin to move your arms apart, moving your hands away from each other. Keep looking straight forward, where your thumbs used to be.
4. As you slowly move your arms to the side approaching a T-shaped pose, notice when you cannot see your thumbs in your side vision.
5. When you can no longer see your fingers, you have found the edge of your peripheral vision.
Reading the Teeth
Tooth Touch
Before starting this activity, be sure to wash your hands thoroughly.
Take some time to investigate your own teeth with your tongue. Use your tongue to feel the different kinds of teeth. How many types of teeth do you notice? When you eat, what actions do the different teeth perform? What moves when you chew? How does your tongue move when you bite, chew, and swallow?
Try eating different types of food, like apples, celery, etc., and write down your observations for how your teeth are moving.
| Food item | Observations |
|---|---|
Types of Teeth
Just like how we use different parts of our teeth to eat different foods, different animals use types of teeth helps them eat different types of material.
https://www.smileinla.com/wp-content/uploads/four-major-types-of-teeth-dentist-los-angeles-dr. -
There are three main types of teeth that are found in most animals: incisors, canines, and molars. Incisors are at the front of the mouth, and used for cutting. Canines are the dagger-like sharp teeth that are used for tearing and shredding meat. Molars are at the back of the mouth and used for grinding food materials.
Remember that for predator animals, they eat mostly meat in their diet. Animals that only eat meat are called carnivores, and some types of carnivores in New Hampshire are coyotes, bobcats, and lynx.
Most prey animals eat a lot of plants for their food. Animals that eat only plants are called herbivores, and types of New Hampshire herbivores are deer, moose, and mice.
For animals like humans, who eat a mixture of plants and animals, they are called omnivores. Some types of omnivores in New Hampshire are raccoons, skunks, and bears.
Below, there are photos of different types of skulls that have different types of teeth. Keep in mind what they diet of each animal is, and how the teeth they have would help them eat. Closely look at the differences and write out what you notice for each!
| | Dog Family | | Deer Family |
|---|---|---|---|
| Observations: | | Observations: | |
Carnivores have all three types of teeth. They do not use their incisors often, and rely on them for nipping and biting. They use their sharp canines for grabbing their prey. They also have distinct and sharp molars that are used for cutting and tearing food.
Herbivores do not have canine teeth, since they do not meat. Because of their plant-based diet, herbivores use the incisors to bite off leaves or plants, and their molars to grind up the materials. Omnivores have all three sets of teeth, but the differences in the skulls changes a lot for different types of animals. Humans and squirrels are both omnivores, but the skulls look very different!
Complete a Jaw!
As we have seen, different animals have different types of teeth to help them eat. For each of the questions below, draw out what type of teeth may be necessary for the animal to survive! Think about the different types of food that carnivores and herbivores eat, and how that changes the type of teeth they need.
1. Create a jaw for a large animal that eats meat.
2. Create a jaw for a small animal that eats nuts. | <urn:uuid:884e1aa9-9958-4449-88e2-8b6786d89d12> | CC-MAIN-2020-24 | https://www.nhstateparks.org/getmedia/e9e30fbf-fa20-4666-bd8b-83b7537641b9/Reading_a_skull_worksheet | 2020-05-31T10:46:05+00:00 | crawl-data/CC-MAIN-2020-24/segments/1590347413097.49/warc/CC-MAIN-20200531085047-20200531115047-00079.warc.gz | 821,385,009 | 1,427 | eng_Latn | eng_Latn | 0.998948 | eng_Latn | 0.99925 | [
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Name: ___________________________________________
Date: ___________________
Structure of the heart
Across
Down
2. Found on both sides of the heart
10. Carries high O2 blood towards the heart
11. Right side lower chamber that receives blood from Right Atrium
12. Main artery of the body
13. Function is to make sure blood is flowing how it should
14. The valve between the Left Atrium ad Left Ventricle
15. Between Left Ventricle and Aorta
1. Carries blood from lower body
3. Carries blood from upper body
4. Right side valve between Right Atrium and the Right Ventricle
5. The Semilunar Valve seperating the Aorta from the Left Ventricle that prevents bloodflow backwards
6. Left lower chamber of heart that receives blood from the left atrium
7. Pumps Low O2 blood out of the heart
8. Acts as a holding chamber for blood returning from lungs and acts as pump to transport blood
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Name: Jasmine
Location: Maroubra Junction, Sydney
Age: 10
Lionel Bowen Library Code Club, located in Maroubra Junction in Sydney, Australia, was the first Code Club to be established in a public library in New South Wales. The club has been running since May 2015 and hosts between 10 and 15 children once a week after school.
Code Club member Jasmine first started her coding journey at a Scratch beginners' Code Club in the Sydney metropolitan area, before moving on to the Code Club at Lionel Bowen Library. She has attended the club for two and a half years and is now a Peer Leader, assisting her fellow club members and running sessions.
During her time at Code Club, Jasmine has learned to use a range of coding languages, from block coding in Scratch, to making music with Sonic Pi and creating web templates in HTML and CSS. She has also developed her skills in digital making, coding with micro:bit and Makey Makey, and robotics.
Jasmine feels that she has gained a number of skills since joining her club, such as prioritisation and leadership, and she feels that she has become more self-assured: "I feel more confident speaking in front of people now that I have had the experience of teaching and I also feel more confident in my coding from this experience."
Club leader Chau Au has also seen a change in Jasmine, and has noticed her positive influence on other members of their club: "The impact of our Code Club for Jasmine was in the level of curiosity, interest, and social confidence she had to learn how to code. I have seen a lot of growth from her in terms of being socially active with her peers, willing to assist, and able to showcase in front of a group or audience. Furthermore, as a young girl who is approachable and proactive, she inspires her peers, especially girls, to be like her." | <urn:uuid:ba590765-8d04-4ff0-8b33-aecaba1b532d> | CC-MAIN-2020-24 | https://static.raspberrypi.org/files/donate/jasmine-case-study.pdf | 2020-05-31T11:09:32+00:00 | crawl-data/CC-MAIN-2020-24/segments/1590347413097.49/warc/CC-MAIN-20200531085047-20200531115047-00080.warc.gz | 553,899,912 | 386 | eng_Latn | eng_Latn | 0.999269 | eng_Latn | 0.999269 | [
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Community Child & Adolescent Mental Health Service Project
Dept. of Child & Adolescent Psychiatry, NIMHANS and Dept. of Women & Child Development, Govt. of Karnataka Screening Tool for Emotional & Behaviour Problems (Age 7 to 17)
Name: Address:
Age:
Sex:
Class: School Name/Area:
Presenting Problems/ Complaints:
Schooling History:
(School performance/ specific learning disabilities/ school attendance)
Family Issues Identified:
(Child’s living arrangements/parental relationships/ child’s emotional relationship & attachment to parents/illness/ alcoholism/violence/single-parent other difficult issues within the family)
Observation of the Child:
(Child’s version of problem/ cooperativeness/ thought processes/ alertness/ attention & concentration/ general intelligence/ mood/ 3 wish)
Child's Report on Emotional & Behavioural Check-List
| Item | | Child’s Answers | | |
|---|---|---|---|---|
| | I. Conduct Issues | | | |
| 1. I find it difficult to control my anger. | | Not True | Somewhat true | Very True |
| 2. I destroy things belonging to others. | | Not True | Somewhat true | Very True |
| 3. I disobey my parents or people at school | | Not True | Somewhat true | Very True |
| 4. I threaten to hurt people. | | Not True | Somewhat true | Very True |
| | II. Attention and Over-activity | | | |
| 5. I find it hard to pay attention/ concentrate in class. | | Not True | Somewhat true | Very True |
| 6. I am always restless and fidgety. | | Not True | Somewhat true | Very True |
| 7. I find it difficult to sit in one place. | | Not True | Somewhat true | Very True |
| 8. I often get into fights with other children. | | Not True | Somewhat true | Very True |
| | III. Anxiety | | | |
| 9. I worry a lot. | | Not True | Somewhat true | Very True |
| 10. I am afraid to go to school. | | Not True | Somewhat true | Very True |
| 11. I often get stomach ache/ headache/ fainting fits | | Not True | Somewhat true | Very True |
| 12. I worry that something bad will happen to me/ my family. | | Not True | Somewhat true | Very True |
| | IV. Depression | | | |
| 13. I am unhappy, sad, or cry easily. | | Not True | Somewhat true | Very True |
| 14. I feel like I am too tired to do things (like playing). | | Not True | Somewhat true | Very True |
| 15. I feel I am not as good as other children/ worthless. | | Not True | Somewhat true | Very True |
| 16. I get easily angry and irritable | | Not True | Somewhat true | Very True |
Summary of Child's Problems: (Primary problem/ Other issues)
Management Plan (Suggestions for Child/ Referral to PHC or NIMHANS if required/ Follow-Up by Teacher): | <urn:uuid:6964e708-b4b3-48ad-bd77-3c95d695e488> | CC-MAIN-2020-24 | https://www.nimhanschildproject.in/wp-content/uploads/2018/05/Emotional-Behaviour-Problem-Screening-age-7-plus-yrs.pdf | 2020-05-31T10:32:16+00:00 | crawl-data/CC-MAIN-2020-24/segments/1590347413097.49/warc/CC-MAIN-20200531085047-20200531115047-00064.warc.gz | 862,405,289 | 730 | eng_Latn | eng_Latn | 0.769433 | eng_Latn | 0.713862 | [
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Make Your Own Rock! – With Adult Supervision
Materials Needed:
- Aluminum foil
- 2 crayons
- Book/heavy object
- Bowl
- Pencil sharpener/scissors/dull knife
- Boiling water
*Any step with a star in front (*) must be done with an adult*
Steps:
1. Gather materials and pick 2 crayons - 1 light and 1 dark. Try: pink & blue, yellow & blue, white & black, or red & yellow.
2. Cut out 2 squares of aluminum foil, about the size of a deck of cards.
3. *Shave your crayons! This is best done with an old pencil sharpener or scissors, or can be done with a butter or plastic knife. There should be about 1 spoonful per color. These are your sediments!
4. Take one color of shavings and place them in the middle of one sheet of foil.
5. Add the second color of shavings on top of the first pile.
6. Cover shavings pile with the second piece of foil.
7. *Flatten the shavings using a book or other heavy object. This is the compaction step.
8. Take the top layer of foil off to uncover your shavings. Wow! You made a sedimentary rock! Notice how easily it falls apart, and you can still see your two colors.
9. Keeping all the shavings in the middle, fold up the edges of the foil.
10.*Boil some water and pour into a bowl. Put your foil on top of the water for about 5 seconds or until your shavings just start to melt. Then remove it from the water
11.*Re-cover the shavings with the second piece of foil, and flatten the shavings with a book or heavy object.
12. Uncover the rock. Wow! You made a metamorphic rock! Notice how the colors have not completely mixed, and the rock is more solid than the sedimentary.
13. *Re-fold the edges of the foil and place on top of the water (you may need to add more hot water if it has cooled down). Remove the foil once the two colors turn into one, about 20 seconds later.
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View from My Tent
Each picture below shows a different view from our tent. Pick your favorite site and describe the camping experience you would have if you were there.
For example:
- What kind of wildlife (plants and animals) would you see?
- What is the weather like?
- What did you do before pitching your tent?
- What will you do now that your tent is set up?
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Year 5/6 Curriculum Progression Cycle A Please note, violins form part of the music curriculum so all units may not be covered.
| Unit | The Fresh Prince of Bel-Air | Christmas | Classroom Jazz 1 | Stop! | Dancing in the street |
|---|---|---|---|---|---|
| Style | Old school hip hop | Variety | Bossa nova and swing | Grime | Motown |
| Theme | Old school hip hop | Learn a variety of Christmas songs | Jazz and Improvisation | Writing lyrics linked to a theme | Motown |
| Instrumental Key Note Easy Medium Melody | A D + A G + A C, D, E, F, G + A | | Bossa nova – B, A + G Swing D, E, G, A + B | | F F G F + G F, G, A + D |
| Warm up | D D + E D, E + F | | | No notes C sometimes D C + D | F F + G F,G + A |
| Improvisation | 1 Sing / play and copy back 2 Play and improvise. 3. Improvise | | Bossa nova B, A + G Swing D, E, G, A + B | | |
| Composing 1 note 3 notes 5 notes | D D, E + F D, E, F, G + A | | | | C C, D + E C, D, E, F + G | | <urn:uuid:90f5d27d-bee6-4b0a-b527-5792c105cf4e> | CC-MAIN-2024-22 | https://crosbyprimary.co.uk/wp-content/uploads/2023/02/5-6-music-progression-A-1.pdf | 2024-05-24T03:51:07+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058677.90/warc/CC-MAIN-20240524025815-20240524055815-00321.warc.gz | 158,175,072 | 336 | eng_Latn | eng_Latn | 0.997869 | eng_Latn | 0.997869 | [
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Creswick Primary School
Parent Planner Term 1 – Prep S
Welcome to Creswick Primary School! I am so excited to have your child in my class this year. Each term you will receive a Parent Planner which will outline some key details for that term, including important dates, and what we will be learning about in class. Thank you for all your organisation with your child's schoolbooks and stationery. The school and family partnership is very important and supports your child's learning. If you ever have any concerns or questions, please see me, or email me through Compass. If you need to discuss something in greater detail, we can make an appointment at a time that suits us both. I look forward to sharing this special year of learning with you and your child.
First Two Weeks
Students participate in our Start-Up Program which focuses on building relationships between student and teacher and each other, setting up classroom routines and expectations, learning about our school values, school wide positive behaviours and building excitement for learning.
Integrated Studies
We will continue to explore the four school values and our school behaviour expectations – what these 'look like', 'sound like' and 'feel like'. Students will take part in the Resilience, Rights and Respectful Relationships program. This term our focus will be on emotional literacy and personal strengths.
Mathematics
Number and Algebra
The focus this term will be to develop students number sense with numbers to 10. This includes making, naming, recording, counting, subisiting, comparing, and ordering numbers to 10. Students will also be learning how to recognise, copy, continue and create repeating patterns.
Measurement
Students will be learning about the concept of time by sequencing days of the week and times of the day, including morning, lunchtime, afternoon and night-time, and connect them to familiar events and actions in their own lives.
School Values
Respect
Safety
Personal Best
Resilience
English
Language Arts
The Language Arts allows students to learn the tools they need to communicate with others effectively through listening, speaking, reading, and writing by bringing all the grammatical elements of language together to create meaning. This term, the Core Knowledge unit we will be undertaking is 'Nursery Rhymes and Fables'.
Reading and Writing
Students will participate in a daily phonics program (Sounds-Write) where they will be explicitly and systematically taught the relationship between speech sounds and their letter symbol, and use these letter-sound relationships to read (decode) and spell (encode) words.
Students will learn about concepts of print such as direction of print and return sweep, that there are spaces between words and pointing to each word when reading the word (1:1 correspondence). We will also explore and learn about front/back covers, titles, authors, and some layouts of books. Through the shared reading of rich texts/literature, students will be taught new vocabulary to expand their word knowledge, learn how to retell the important events of a story, make personal connections about events or characters in a book and create texts innovations for familiar stories.
Students participate in daily writing practise within the Sounds-Write phonics program. They will also participate in daily handwriting practise using the Peggy-Lego method that focuses on students mastering seven pencil movements (lines/shapes), and letter formation using consistent verbal and visual cues. You may recall this information in the 'Get Set for Prep' transition pack that I provided last year. The focus letters for handwriting each week follow the teaching sequence of the Sounds-Write phonics program.
In term 1, students will also be learning about the concept of a sentence, identifying, and describing nouns and verbs, and generating a simple sentence from a picture. Students will learn to expand a simple sentence by including the 'where?', 'when' and 'who' in the sentence. Most of the work about simple sentences is initially undertaken orally, to build the background knowledge about the grammatical structure of a simple sentence before writing.
Speaking and Listening
This term each student will participate in 'Show and Tell' where they will present on the topic 'All about Me'. When it is your child's turn to share, he/she will bring home a small box with a note explaining the activity. We will also have a 'class pet' (Sid the Sloth) that students will have a turn to take home and then bring him back to share their adventures with the rest of the class throughout semester one. This will result in making a class book that we can continue to share and read in our class throughout the year – it is usually the favourite book in our Reading Corner!
Home reading
Regular routines should be developed at home:
- Practise alphabet sounds, Sounds-Write unit words and/or high frequency words
- Nightly reading for at least 10 minutes is expected on school nights with Reading Diaries signed. New books will be given out on a Monday. It is expected that students bring their diary to school daily in their Reader Bag.
- Readers and diaries will be sent home in week 4.
Specialist lessons
Students participate in specialist lessons each week on the following days:
Visual Arts
This year the Visual Arts program will be taught by classroom teachers (previously a specialist lesson) in the Art Room. In the Junior Unit this term, we will be learning about two-dimensional art with a focus on sketching and drawing. We will learn about a range of lines used in art such as straight and twisted, and lines with variations. Student will have the opportunity to explore, respond to and interpret a range of artworks, as well as create their own 'line' artwork.
I am hoping to start a parent/carer volunteer roster to help with our weekly Visual Arts lesson. If you are available to volunteer from time to time on a Friday morning, from 9:00-10:10am, that would be greatly appreciated. Please note that to volunteer you need a current Working with Children Check (Victoria), that the school office needs to sight and take a copy of it. You will also be required to undertake a school volunteer induction (approximately 15 minutes) facilitated by Helen Romeril. I plan to commence the roster on Friday 1 st March 2024. If you are interested, please send me an email via Compass, with the date/s you are available.
General reminders
Belongings
Please ensure that all of your child's belongings are clearly named. School hats stay at school, but please feel free to take your child's hat home if you wish to wash it and pop it back in their school bag.
Sunscreen
If possible, can sunscreen please be applied at home before you child comes to school. We have sunscreen in the classroom that they can reapply before lunch play. Thank you for your assistance with this. If your child requires their own type of sunscreen, you are more than welcome to bring it to school to use instead of our supply.
Change of clothes
If possible, can a change of clothes be placed in your child's bag just in case. We have limited clothing at school to supply if accidents happen. Thank you!
Toys
If possible, please discourage your child from bringing toys to school from home, unless it is something to support their wellbeing as they settle into school. Toys from home can be a distraction or cause upset if they are lost at school. Thank you for your understanding about this.
Absences
If you child is absent, could you please use the Compass app to notify the school as soon as possible. Through the app, you will be able to advise the school of the reason your child is absent.
Before school drop off
Students should not arrive at school before 8:45am, unless they are attending Breakfast Club on Tuesday and Friday mornings. Prep students meet at the 'rainbow seat' which is our class line up location, and sit and wait for me to collect them when the bell goes at 8:50am. You are more than welcome to come with your child into the classroom when the first bell goes.
If possible, when arriving with your child at school, please do not walk through the office reception (unless you need to see the office school staff), rather use the path down the Raglan Street side of the school or through the oval gates.
After school pick up
School finishes at 3:30pm, please do not enter the school grounds before this time unless you have an appointment or have made arrangements to do so, in which you will need to sign in at the office. This is to ensure that the school is following its Child Safety obligations. I will walk students out of the classroom/gallery to meet you just outside (courtyard) these areas when the bell goes. Please do not enter the Gallery Learning Space, where the Junior Unit classrooms, are located before 3:30pm.
School Nursing Program
In the next few weeks, students will bring information about how to participate in the school nurse visit. I will provide further details about this as soon as it becomes available.
Key Dates in Term 1
Prep Rest Days (no school, only bring your child for assessment session/parent meeting) Wednesday 7 th , 14 th & 21 st February
11 th March – Labour Day Public Holiday
28 th March – Last Day of Term 1
29 th March – Good Friday Public Holiday
15 th April – Term 2 commences
25 th April – ANZAC Day Public Holiday
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