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Marks (to be entered by Teacher) Punctuality __________ Neatness __________ Lesson No. 1 Daniel - Serving God Daniel 1: 1-7 2: 1-19 & 24-49 Daniel 2: 28 Suggested Further Reading Genesis 41 Jeremiah 25: 1-11 Bible Studies level 4 C1 Key Verse Answers __________ Sub-Total __________ GRAND TOTAL Bonus/Prize__________ Make sure your name and address are written here. Name_____________________________________________ Address___________________________________________ __________________________________________________ __________________________________________________ Age_______________Date of Birth____________________ Class Teacherʼs Name________________________________ Read In the Book of Daniel The story of Daniel begins with his homeland of Judah being invaded by a foreign power and Daniel being captured. The overthrow of Judah had been prophesied, and was a punishment sent by God because of the disobedience of His people. Look up Jeremiah 25: 1, 2 & 8-11, and answer the following: Who was the prophet on this occasion? For how long would the people of Judah serve Babylon? 1 Daniel, and three other young men, were among those taken to be trained to serve the foreign king. As well as being moved to a strange new land and being taught a new language, they were also given new names, so that they would completely lose their original identity. Put the letter of each new name in the boxes next to their original names. A - Abed-nego B - Shadrach C - Meshach D - Belteshazzar Mishael Daniel Azariah Hananiah 2 Look at the Bible Readings and complete the ‘FACT FILE’ concerning the capture of Judah. 2 King of Judah ____________________ In which year of his reign did the attack occur? __________ Fact File King of Babylon ____________________ Which city did he attack? _______________ Total Write out four of the qualities which the Babylonians were looking for in the young men who would be chosen for the special course of training. 2 1. 4. 2. 3. One night, Nebuchadnezzar could not sleep because of a dream he had. Answer TRUE or FALSE:- The king had told his wise men what the dream was. ________ The wise men were able to give the interpretation of the dream. ________ The king ordered that all the wise men be killed. (This would also include Daniel and his friends.) ________ Daniel and his friends sought God's help. ________ 2 Clues Down 1. One night the king had this. 2. They couldn't help the king. 4. The four friends prayed to the God of _______ . 5. The king had not been able to do this. Clues Across 3. Captain of the king's guard. 6. He was used to help the king. 7. God gave him this. 8. Daniel’s friends were put in charge of this province. 8 Daniel was able to know and interpret the king’s dream because of God’s help. (See the Key Verse.) Write beside each number what each part of the statue was made of. 3 Despite being taken away to a strange land, where false gods were worshipped, and being separated from their families, the four friends continued to ask for God’s help in their daily lives. We, too, need to trust God for His help. As we face difficulties we should pray that He would give us strength and courage to say “No” to sinful temptations and “Yes” to things which are pleasing to God. We can be sure that He will always be there to help us, as a Friend, in every time of need. 1________________ 2________________ 3________________ 4________________ 5________________ 6________________ 1 2 3 4 4 5 5 6 6 Lesson No. 2 Daniel - Standing for God Daniel 3: 1-30 Daniel 3: 17 Suggested Further Reading Exodus 20: 1-6 Acts 5: 27-32 Key Verse Read Please put your name here Answer the following questions, then fit your answers into the Grid provided. There is only ONE possible solution. (Hint: Start with the longest and shortest words.) The number in the brackets at the end of each question indicates the number of letters in each word. What was the nationality of each of those who refused to bow? (3) _________ What was the image made of? (4) _____________ What did the people do before the image? (10) _______________________ What was one of the instruments used? (4) _____________ Where would those who disobeyed be thrown? (7) _______________ What were the names of the three friends who would only bow down to the true God? (7), (8), (8) ________________ ________________ _______________ Having dreamed about an image, Nebuchadnezzar decided to make one. All the people were told that they had to bow down and worship it, when they heard the sound of music being played. This was something Daniel’s friends refused to do. 8 WORD GRID The king was furious when he heard that they had disobeyed his command. When they were brought before him and questioned, what did they say? Write out theKey Verseto answer this question. 1 Which verse tells us that they would not worship the golden image? 1 A Daniel's three friends were prepared to pay the price of being true to God. They would rather die than disobey God! They believed their God could deliver them and were not afraid to tell the king of their faith in God! It's the same for us. Being a Christian is never easy. Sometimes it may mean standing firm against the crowd. If we truly love the Lord Jesus as our Saviour, we will want to please Him, whatever the cost. Let us remember how much it cost Him when He gave His life on the cross for our sins! What were the two things they said they would not do? 1. 1 2. For teacher's remarks Total 20 Write in the boxes beside the flames the answers (all numbers), to the following questions. 2 1. How many opportunities did the king give them to bow down? 4. How many men did the king see in the fire? 3. How many men were cast into the furnace? 2. How many times more than usual was the furnace heated? Whose servants did Nebuchadnezzar say they were? 1 What three things were noticed by everyone when the three friends came out of the furnace? 1 1. 2. 3. Read verses 28-30 and complete the paragraph with suitable words, to discover what the king did next. King _______________ praised the _________ of Shadrach, Meshach and Abed-nego because they had been __________ . They had __________ in Him. The king ordered that no one should ever _________ against their God. He also ___________ the three men in the province of Babylon. 3 Summarize IN YOUR OWN WORDS some important lessons which we learn from this chapter of the book of Daniel. 2 Lesson No. 3 Daniel - Speaking for God Daniel 5: 23 Suggested Further Reading Job 33: 14-30 Isaiah 57: 15 2 Timothy 1: 8 Key Verse Please put your name here D aniel is now much older. The king is no longer Nebuchadnezzar, but his son Belshazzar. Sadly, King Belshazzar had not learned from Nebuchadnezzar’s mistakes, but was just as proud and arrogant. How many of his lords, or noblemen, did Belshazzar invite to the great feast he arranged? 1 Describe IN YOUR OWN WORDS what the king did at the great feast. 2 During the feast, the fingers of a man’s hand appeared and wrote on the plaster of the wall of the king’s palace. Write 'on the wall', what was written. 1 What verse tells us how frightened the king was when he saw this hand writing? Verse 1 Check the correct boxes to indicate what the king said he would give to the man who could interpret this message. White linen clothing His daughter in marriage A gold chain Bags of silver The position of third ruler in the kingdom 1 Who told the king about Daniel? 1 How was Daniel described by this person? 2 Answer TRUE or FALSE and give the verse number to prove your answer:- Belshazzar's wise men interpreted the writing. _________Verse_____ Daniel told the king he didn't want any reward. _________Verse_____ Nebuchadnezzar had received his kingdom from God. _________Verse_____ Because of his pride, he was removed from his throne. _________Verse_____ God sent the hand which wrote the inscription. _________Verse_____ 5 What had Belshazzar not done, even though he knew all that had happened to Nebuchadnezzar? 1 Write out the last part of the Key Verse. 2 Draw a line to link up the three words with their interpretation. MENE(Number) You have been weighed in the balances and found wanting. PERES (Division) God has numbered your kingdom and finished it. TEKEL (Weight) Your kingdom has been divided and given to the Medes and Persians. 1 Complete the ‘FACT FILE’ concerning the downfall of King Belshazzar. 2 What happened to Belshazzar? ____________________ Who took his kingdom? ____________________ Fact File When did this happen? ____________________ How old was this new king? __________ God hates a proud heart, but He welcomes anyone who comes humbly to Him. Each of us needs to be humble before God, remembering who He is. We should aim to please Him in all we do. Sometimes it is not easy to speak to others about the Lord Jesus, especially when the message we share involves bad news as well as good. Yet we must be faithful in reminding people of God’s judgment upon sin. Total 20 Lesson No. 4 Daniel - Suffering for God Daniel 6: 1-28 Daniel 6: 23 Suggested Further Reading Compare Joseph in prison - Genesis 39 & 40 Key Verse Please put your name here Yet another invasion had led to Daniel serving under a new king. Whether he lived under the Babylonians or Medes and Persians, Daniel continued to be trustworthy and hardworking. Above all, he remained faithful to God, who never let him down. Write the answers to the following, AND also circle them in the Word Maze. The number of top men. (Verse 2) _______ The name of the king. ___________ The _______ of God. (Verse 5) A den of__________. The number of days during which no one could ask of anyone but the king. ________ What Daniel had opened. ____________ The number of times Daniel prayed each day. _________ The city he prayed towards. ___________ The law of the__________and the ____________. (Verse 12) 5 Now following the direction of the arrows, up and down from left to right on the Word Maze, write out the remaining letters to discover what Daniel continued to do despite the new law. 1 What was the king’s reaction when he learned that Daniel was accused of breaking this new law, and what did he do? 2 2 WORD MAZE What did the king say to Daniel before throwing him to the lions? Fit these words into the correct spaces. For student's comments or teacher's remarks Total 20 Return your lessons to: PBS Centre or to: den sealed stone morning palace king ring night A ________ was put across the mouth of the _______ and the ______ _______ it with his own signet ________ . He then went to his __________ and spent the _______ fasting. In the ____________ he got up very early and quickly went to see Daniel. 4 Whose servant did Darius say Daniel was? 1 What word tells ushow muchDaniel served God? 1 Read the Key Verse and write out from it why Daniel was unharmed. 1 By comparing Daniel chapter 3 (Daniel’s friends in the furnace) with Daniel chapter 6 (Daniel in the den of lions), write down TWO important facts that were true of both situations. 2 Look up Daniel 2: 48 & 49; 3: 30; 6: 28; and IN YOUR OWN WORDS, write out ONE thing which had happened because Daniel and his friends had always put God first in their lives. 1 In these stories, we see that God honours those who honour Him. Is God first in your life? Have you allowed the Lord Jesus to become your Lord and Saviour by placing your trust in Him? As a Christian, does He have first place in your life? When we give time to prayer, reading the Bible, and attending church services, then God will bless us. Remember also that God’s Word must be obeyed. 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Marks (to be entered by Teacher) Punctuality __________ Neatness __________ Total Answers __________ Sub-Total __________ GRAND Bonus/Prize__________ TOTAL Make sure your name and address are written here. Name_____________________________________________ Address___________________________________________ __________________________________________________ __________________________________________________ Age_______________Date of Birth____________________ Class Teacherʼs Name________________________________ level 2 B1 Answers __________ Sub-Total __________ GRAND Bonus/Prize__________ TOTAL Make sure your name and address are written here. Name_____________________________________________ Address___________________________________________ __________________________________________________ __________________________________________________ Age_______________Date of Birth____________________ Class Teacherʼs Name________________________________ In the Book of Luke Lesson No. 1 - Mary and Joseph in the Temple Luke 2: 22-38 You can read this story in your Bible Luke 2: 30 Ask somebody to help you find this verse Key Verse When we receive a present on our birthday it’s always right to say, “Thank you”. Joseph and Mary took Jesus to the Temple in Jerusalem, to say, “Thank You” to God for giving them this Baby, but there was a surprise waiting for them! Put the answers to the questions on the Word Grid. Down 1. Who went to Jerusalem? 2. Where did they take Jesus? Across 2. What did they say to God? 3. Who was the mother of Jesus? While they were in the Temple, saying, “Thank You” to God, a man called Simeon also came there. God had promised him that he would not die until he had seen the Messiah - Jesus Christ. When he saw Jesus, he took Him up in his arms, praised God and thanked Him for this very special Child. He was very happy because his eyes had seen God’s Salvation. 8 2 1 3 m o Colour the words. God's Salvation There was also an old lady called Anna in the Temple at that time. She was a prophetess from the tribe of Asher, and her father was called Phanuel. Day and night she served God by fasting and praying. When she saw Jesus, she also gave thanks to God for Him. Put the answers to the following questions about Anna in the WORD LADDER. 1. What tribe was she from? 2. Who was her father? 3. What did she give to God when she saw Jesus? 4. How did she serve God? By fasting and ________ . As well as giving thanks to God for Jesus, she spoke about Him to everyone she met. What else did Anna do? Fill in the missing letters. She s __ __ __ __ about J__ __ __ __to everyone she met. Many people said, "Thank You" to God when the Lord Jesus was born. He was born to be the Saviour of the world. Have you thanked Him for coming to be your Saviour? Lesson No. 2 - Growing up in Nazareth You can read this story in your Bible Luke 2: 40 Ask somebody to help you find this verse Please put your name here The Lord Jesus grew up with His mother Mary and Joseph. They lived in Galilee, in a town called Nazareth. There was a special time each year, called the Feast of the Passover, when they would leave Nazareth and visit Jerusalem, along with many other families. It was always an exciting time for the children and after the Feast everyone would return home together, having stayed in the big city for several days. What was the special time of year called? __ __ __ __ The F of theP__ __ __ __ __ __ __ On one visit when Jesus was twelve years old, a problem arose on the way home! They found Jesus was missing! Mary and Joseph thought He was with their relatives, and so they had continued their journey all day. However, at the end of the day when they couldn't find Him, they returned to Jerusalem very worried, wondering where He could be! After three days of looking, they found Him in the Temple sitting among the teachers, listening to them and asking them questions. How old was Jesus? Circle the correct answer. 5 8 years old 12 years old 4 How long were Mary and Joseph looking for Jesus? Draw a line from the pointing finger to the correct time. 3 weeks 3 hours 3 days Colour in the place where they found Jesus. in a boat in the Temple The teachers were amazed at how much He knew about God. When Mary and Joseph saw Him, they were also amazed. His mother said to Him, "Why have you done this to us? Your father and I have been very worried looking for you." Jesus replied, "Why did you look for Me? Didn't you know that I must be about My Father's work?" Write in the speech bubble what Jesus said to His mother. Mary and Joseph did not understand what Jesus said. His Father was God. He was in the Temple because He was doing His Father's work, even though He was so young! When He returned home He continued to obey Mary and Joseph in every way, pleasing them as well as God, His Father. Write 'Yes' by the right sentences. God was the father of Jesus. _______ Jesus obeyed Mary and Joseph. _______ 4 As we grow up, it is important that we try to please those who look after us by doing as we are told. This always pleases God! Lesson No. 3 - Baptized in the River Jordan You can read this story in your Bible Luke 3: 22 Ask somebody to help you find this verse Please put your name here 1. Who was the centre of attention? 2. What was the name of the river? Whatever was going on down by the River Jordan? Crowds of people gathered around to listen, and watch, and then went home to tell their friends and neighbours. At the centre of all the attention was a man called John. In the Bible story it says that "the Word of God came to John". This means that it was God who gave John the message he was telling others. Colour what it was that came to John. John told the people that they were sinners and they should be sorry for the wrong things they had done, and stop doing them. They were then baptized by being dipped in the River Jordan. This showed that they really wanted to change their ways. Have you ever said, "Sorry" to God for the wrong things you do? If not, then why not do it now? God is ready to forgive you and help you to do what is right. 4 One day the Lord Jesus came to be baptized. He did not need to repent, (that is to be sorry and turn away from wrong), because He was the only Person who never sinned. This made Him very special! For teacher's remarks Total 20 What had Jesus never done? S__ __ __ __ __ When John baptized Jesus, God spoke from Heaven, showing in a wonderful way that He was very pleased with His Son. Also, the Holy Spirit came down like a dove upon Him. Starting at the letter ‘v’ and going in the direction of the arrow, write down EVERY OTHER letter to find out how God felt about His Son. __ __ __ __ __ __ __ __ __ __ __ Circle the bird that the Holy Spirit was like:- From where did the voice come? Check () the right box. J Hell J Heaven J The River 3 3 4 An Owl An Ostrich A Raven A Dove 2 Lesson No. 4 - Tempted in the desert You can read this story in your Bible Luke 4: 8 Ask somebody to help you find this verse Please put your name here Maybe you have been alone for a moment at school and have seen something that doesn't belong to you, like a bag of chips, and thought about taking them. You were being tempted to do wrong. Saying "No" to things that are wrong is not always easy. Let's find out what the Lord Jesus did. Fill in the missing words. What is not always easy? S__ __ __ __ __"No" to things that are w__ __ __ __. Jesus spent forty days in the desert and during that time He ate no food. As a result He was very hungry. Then the devil tempted Jesus by asking Him to turn stones into bread. Colour the number of days Jesus was in the desert. 40 30 20 Put a () or an () beside each sentence to show if it is RIGHT or WRONG. Jesus was beside the sea. He did not eat any food. He was tempted to turn stones into bread. _____ _____ _____ Next, the devil took Jesus up to a high mountain and showed Him all the kingdoms of the world. He said that if Jesus would worship him, all these would be His. Jesus told the devil that the Bible says that only the Lord is to be worshipped. What did the devil want Jesus to do? W__ __ __ __ __ __ h__ __ Write, on the solid lines, from the Key Verse (Luke 4: 8) the words that Jesus spoke to the devil. Colour the words which have been printed for you. _________________________________________________________ Finally, the devil took Jesus to Jerusalem, to the highest point of the Temple and told Him that if He was the Son of God, He could throw Himself down to the ground and not be hurt. He was tempting Jesus to make a display of His power. Again Jesus quoted God's Word to the devil. He wasn't to test God just for the sake of it! The Lord Jesus quoted verses from the Bible (the Old Testament) to show the devil that He was obeying God, His Father. The Lord Jesus, as we have already learned, never sinned. On the cross at Calvary, the Lord Jesus was punished for our sin. When we believe this and trust Him, He forgives us. He then helps us to say, "No" when we are tempted to do wrong. Remember, He is stronger than the devil. Return your lessons to: PBS Centre or to: For student's comments or teacher's remarks 6 Total 20	<urn:uuid:9b88a199-974a-4209-af11-4237224f0b7c>	CC-MAIN-2020-16	https://uuz3a3yj2vwh5rb446lyqf1d-wpengine.netdna-ssl.com/wp-content/uploads/lessons/Bibletime/2/b/PBS-B1-Level-2.pdf	2020-04-04T08:08:36+00:00	crawl-data/CC-MAIN-2020-16/segments/1585370521574.59/warc/CC-MAIN-20200404073139-20200404103139-00216.warc.gz	731,370,909	2,204	eng_Latn	eng_Latn	0.958294	eng_Latn	0.99954	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1956, 2845, 4075, 5183, 6227, 7046, 8038, 9390 ]	[ 4.09375 ]	2	0
7826 NE Sandy Blvd., Portland, OR 97213-6467 P. 971-361-2209 F. 971-361-4359 www.avianexoticvetcare.com Basics - Rabbits are social creatures and crave company and attention. o Consider getting your rabbit a companion of the opposite sex. - Rabbits communicate through marking: o They (most commonly intact males) spray urine on objects in their territory and also spray lower-ranking males and females whom they are courting. o They leave fecal balls around their homes to mark their territory. o They rub their chin on things in their homes to mark them as their own. - Digging and chewing are natural behaviors. Provide rabbits with appropriate digging and chewing outlets to prevent them from destroying valuable items. - Rabbits eat their own fecal balls to maximize the quantity of nutrients they absorb from their food. Do not interrupt this behavior. - Rabbits groom themselves every day and can get hairballs. - If you have rabbits outside, make sure they have protection from predators and from the elements. Also, allow them access to a large area in the yard, so they can graze and exercise. o Rabbits cannot tolerate temperatures outside of 40°F to 85°F. - Rabbits can be kept outdoors, indoors, or both outdoors and indoors. Wherever you keep them, make sure that all of their basic needs are met, and that you spend plenty of time with them. o They need a secure cage that has a litter box, a hide box, a food bowl, a hay box or rack, and a water bowl or bottle. o The cage needs to be as big as possible. It should allow your rabbits to perform at least four hops and should be tall enough for them to stand up. - Provide toys to chew and dig on. Acceptable toys include sisal, wooden toys, toilet paper and paper towel rolls, paper wads, paper sacks, cardboard or plastic tunnels, towels, small toys for tossing, and food dispensing toys. - Rabbits need four basic things in their diet: o Unlimited amounts of fresh, high-quality grass hay. Acceptable types include Timothy, Bermuda, Brome, oat, and orchard grasses. Alfalfa hay should be fed only occasionally and in small amounts to adult rabbits. o A complete and balanced pelleted diet that is Timothy hay based. Alfalfa-based pellets are provided for young or lactating rabbits only. Alfalfa contains too much protein and calcium for adult rabbits and leads to obesity and bladder stones. o At least three different types of fresh vegetables. Acceptable vegetables include bok choy, broccoli (stems and leaves), brussel sprouts, celery, carrot tops, cilantro, collard greens, dandelion flowers and greens (pesticide free), endive, green bell peppers, kale (limited), mustard greens, parsley, red and green leaf lettuce, romaine lettuce (iceberg and head lettuce should be avoided), and watercress (limited). An average rabbit eats 2 cups every day. o Unlimited amounts of fresh water Information cited from: Pets. Elsevier, Philadelphia, PA. 2013. ISBN: 9781‐4160‐3969‐3 - Treats should be limited to only one treat per day. Too many treats cause obesity and health problems. Carrots and fruits count as treats. - Human food should be avoided because it can be toxic. AUTHORS: Alexandra Moesta and Christina Chan Pets. Elsevier, Philadelphia, PA. 2013. ISBN: 9781‐4160‐3969‐3	<urn:uuid:73b1e277-e7dc-43a8-9665-c9b03cb0bb44>	CC-MAIN-2020-16	https://www.avianexoticvetcare.com/handouts/small-mammals/rabbits-basics.pdf	2020-04-04T08:22:29+00:00	crawl-data/CC-MAIN-2020-16/segments/1585370521574.59/warc/CC-MAIN-20200404073139-20200404103139-00215.warc.gz	801,319,685	744	eng_Latn	eng_Latn	0.992639	eng_Latn	0.993192	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2946, 3254 ]	[ 2.734375 ]	1	0
Resources for Middle School Physical Educators Click on the blue titles to access links Cardio Activities * Cardio Ideas * Bike Best Practices * 6 Minute Run Test Functional Fitness * Functional Fitness * Digital Fitness Books * Health and Nutrition Resources * Request SFUSD Health Resource Google Classroom Code MS PE wpr43iy SFUSD DOT Teacher Resources * Google Resources from CAHPERD EDUCATOR SHARE LINK Professional Development * 2019 -2020 PD Calendar * CAHPERD 2020 Resources * CAHPERD Travel Forms * OPEN Curriculum * Sub Directory * 2019-20 PE New Teacher Vendors BSN-Chris Gaggero firstname.lastname@example.org Gopher- Adam Herbst email@example.com Rogue Fitness White Boards School Outfitters firstname.lastname@example.org Cooperative * Cooperative Activities * Rainy Day Activities * Project Adventure Middle School Guidebook * Beginning School Year * Language Objectives in Physical Education * Content Standards * BBC/Lesson Plan * Grading Policy * Curriculum Programming * Adaptive PE Resources Physical Fitness Test Window March 4th t0 May 3rd, 2020 * Step by Step PFT Illuminate ○ Illuminate Video * SFUSD Physical Fitness VIdeo * SFUSD AAO PE * CDE PFT * PFT VO2 Calculator * Fitnessgram Test Teacher Perks * 2019 Certificated Benefits * HR information for all * 2019 Certificated Development Passport * K-8 Check Out Online Resources * CAHPERD * SHAPE America * Support Real Teachers.org * Physedgames * Darebee * PE Central * ThePhysicalEducator * TeachersPayTeachers * Exercise Dictionary Updated November 2019	<urn:uuid:612847cb-c93d-4663-8bdb-66838b4e9078>	CC-MAIN-2020-16	http://www.pesfusd.com/uploads/2/4/6/9/24695193/sfusd_ms_pe_resources_2019-2020.pdf	2020-04-04T08:08:46+00:00	crawl-data/CC-MAIN-2020-16/segments/1585370521574.59/warc/CC-MAIN-20200404073139-20200404103139-00214.warc.gz	263,051,238	419	eng_Latn	eng_Latn	0.501182	eng_Latn	0.501182	[ "eng_Latn" ]	false	docling	[ 1583 ]	[ 2.125 ]	1	0
Doodle for Charities Catholic Charities of Orange County is pleased to announce its 1 st "Doodle for Charities" Art Contest! How it Works Using the symbolic chapel & cross image featured in the Catholic Charities logo and the word "Charities," use your imagination to represent what charity means to you. A template will be provided to you. How to Enter Diocesan Catholic High School students may use any art materials: pastels, color pencils, watercolor, sharpie pens, you name it! Just keep in mind that all Doodles need to be submitted using the official entry form. The contest is open for entries until Monday, February 10 th at 11:59 pm Pacific Time (PT). To be accepted, submissions need to be entered as a picture file (.png or .jpg). You may use one of the following methods to submit your entry: 1. Take a picture of the artwork or scan it for better resolution. Visit: https://ccoc.org/mardi-gras-gala/ . Once on our site, scroll down and look for the section "DOODLE FOR CHARITIES" and the "SUBMIT HERE" Tab. Follow the prompts. You are all done! 2. Send it as an attachment to firstname.lastname@example.org by the stated date and time. After you submit your entry online, drop off your original artwork to your school Principal's Office. They will contact us at email@example.com on Tuesday, February 11 th and we will make the arrangements to collect the physical copy of your artwork from the school at a later time. 1. Download or print the OFFICIAL ENTRY FORM here or visit: https://ccoc.org/wp-content/uploads/OFFICIAL-ENTRY-FORM.pdf 2. Doodle: Using your imagination, create your Doodle using the official entry form provided. You may use any art supply, from color pencils to watercolor, or any other art material that sparks your imagination. 3. Write: A. Artist's Statement - Tell us about what you have drawn and how it represents "Charity" to you. B. Fill out the rest of the required information and have your parent or legal guardian (one signature required) to sign the entry form. C. You are in! 4. Submit: D. If the Doodle is created directly on our entry form, you may scan it and upload it to our website: https://ccoc.org/mardi-gras-gala/ once on our site, scroll down and look for the section "DOODLE FOR CHARITIES" and the "SUBMIT HERE" Tab. Please follow the prompts. You may also send your entry as an attachment (.jpg or .png formats) to firstname.lastname@example.org. E. If your Doodle artwork includes material that cannot be scanned, please take a high-resolution digital photo and upload the file using one of the two methods for submission provided above (see D). F. Please don't forget to take the original to your school Principal's Office. Judging Criteria Doodles will be judged following these parameters: 1. Artistic Skill & Uniqueness 2. Creativity: Representation of the contest theme, use of the word "Charity" in the entry form. 3. Theme: How well the contest theme is expressed in both the artwork and the written statement. Finalists A panel of Catholic Charities of Orange County executives will choose three finalists. The winner will be featured in our Mardi Gras 2020 Gala promotional/ marketing materials. All the entries will be: - Added to the official Marketing & Communications portfolio of Catholic Charities of Orange County. - Be featured in the Agency's media outlets and corporate branding materials as assigned by Catholic Charities of Orange County. Prizes 1 st place: 2 Disneyland tickets and 3 Mardi Gras Gala tickets (winner + 2 adults) to be held on Saturday, February 22 nd at the Balboa Bay Resort in Newport Beach starting at 5:30 pm. Balboa Bay Resort address: 1221 West Coast Hwy, Newport Beach, CA 92663. 2 nd place: 2 tickets to the Catholic Night at the Honda Center on Friday, February 21 st featuring the Anaheim Ducks and the Colorado Avalanche. Game Time: 7:00 pm. 3 rd place: $50 Starbucks gift card. Disqualifications - Doodles that are not original works, contain logos, or copyright imagery will be disqualified. - Only one application per student. Only the first Doodle entered for each student will be considered, and any additional Doodles will be disqualified.	<urn:uuid:d01f167d-c2b9-4367-be3a-27a4fa11211c>	CC-MAIN-2020-16	https://ccoc.org/wp-content/uploads/Doodle-for-Charities-Art-Contest_CCOC.pdf	2020-04-04T08:56:47+00:00	crawl-data/CC-MAIN-2020-16/segments/1585370521574.59/warc/CC-MAIN-20200404073139-20200404103139-00218.warc.gz	390,274,569	963	eng_Latn	eng_Latn	0.99564	eng_Latn	0.996587	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1562, 2895, 4181 ]	[ 2.09375 ]	1	0
Classical TRCA will follow the classical model of education that is built upon the three stages of the Trivium: Grammar, Logic, and Rhetoric. These three stages follow the natural development of children's minds and help students become lifelong learners. A classical education incorporates the best of great literature, western civilization, and language study. The Trivium 1. Grammar (approximately K-5 th ). The grammar stage focuses on what children learn, and it gives children the parts, or "grammar," of any subject. Children learn facts about geography, history, math, science, and more using songs, chants, and fun memory devices. At a young age, children naturally love word games and rhymes, so the grammar stage captures this momentum and replaces "eenymeeny-miny-moe" with states and capitals, parts of speech, and more. 2. Logic (approximately 6 th -8 th ). The logic stage—sometimes called dialectic—focuses on every growing child's favorite question: Why? The logic stage builds upon a child's desire to understand the relationships and reasons behind things. Students begin a study in formal and informal logic and apply that to their growing knowledge from the grammar stage. 3. Rhetoric (9 th -12 th ). In the rhetoric stage, students focus on how to clearly and persuasively articulate their beliefs. They apply the rules learned in the Logic stage to the foundational information learned in Grammar stage, expressing their conclusions in clear, elegant, persuasive language. This prepares students to write college-level theses, utilizing their grasp of proper grammar as well their ability to think logically and critically. Students in the Rhetoric stage at TRCA will be challenged toward leadership in every area of life as they learn to express themselves clearly and convincingly. Classical education is ultimately about learning how to learn and learning to love the truth. Classical education equips students for mastery rather than simply passing a test. Learn More about Classical Education The actual "curriculum" of TRCA is still a future conversation and will be developed and communicated by our future faculty. In the meantime, we recommend you keep learning about Classical Education. Here are three short articles to get you started: * "The Lost Tools of Learning" by Dorothy Sayers (http://www.gbt.org/text/sayers.html) * "What is Classical Education?" by Susan Wise Bauer (https://welltrainedmind.com/a/classical-education/) * "An Introduction to Classical Education" by Dr. Christopher Perrin (http://classicalsubjects.com/resources/ICE.pdf) Two Rivers Classical Academy admits students of any race, color, and national or ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at our school and does not discriminate on the basis of race, color, and national or ethnic origin in administration of our educational policies, admissions policies, scholarship and loan programs, and athletic or other school-administered programs.	<urn:uuid:cb9abe87-c923-4179-973a-5beac56de86b>	CC-MAIN-2020-16	http://tworiversclassical.org/wp-content/uploads/2018/12/TRCA-Classical-Model.pdf	2020-04-04T08:56:50+00:00	crawl-data/CC-MAIN-2020-16/segments/1585370521574.59/warc/CC-MAIN-20200404073139-20200404103139-00217.warc.gz	185,491,453	610	eng_Latn	eng_Latn	0.99708	eng_Latn	0.99708	[ "eng_Latn" ]	false	docling	[ 3043 ]	[ 3.5 ]	1	1
Application Guide: Acts 12 1. Warm-up (5-10 min) o Choose one: a. Have you ever been targeted by a bully at school? How did it feel to have to watch your back all the time, wondering what the bully would try next? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ b. How do you think it would feel to be a soldier at war? Do you think you could ever rest knowing that there are people sneaking around trying to kill you, even while trying to sleep at night? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 2. Engaging the Chapter (15-20 min) o Background: In this chapter the persecution of Christians is going from the Jewish religious leaders, who had limited ability to put people to death, to the local government that could execute people at will. So, Christians are now being “officially” targeted for extermination because Herod had found that by killing James he made the religious leaders happy—so he thought he’d try killing a few more to make even more friends. Do you think it would be easier or harder to be a Christian if you knew it could mean you would be arrested and killed for your faith? ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ Throughout history, the Christian church has always grown during times it has been targeted for persecution. Why do you think people take their faith more seriously when they are being persecuted? __________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ Do you know of anyone who is being persecuted for his or her faith today? ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ When persecution came, Peter still stood for his faith. Do you think he was scared when he was in jail, chained up between two soldiers? ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ Why do you suppose he thought it was a dream when the angel came to rescue him? ___________________________________________________________________________________ __________________________________________________________________________________ ___________________________________________________________________________________ How do you think you would feel in Peter’s place? What do you think it would be like to be woken up from your sleep on a cold stone floor, with chains on your wrists, to mysteriously watch the chains fall off as you then seemingly float past your captors, who appear to be in a Holy Spirit-induced sleep? Do you think there is anything the Holy Spirit cannot do? ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ 3. Applying the Chapter to Your Life (5-10 min) o Choose one or both: a. Think of a miracle that you need in your life right now. Not for material wants or for someone of the opposite sex to like you, but for real "needs" in your life. Do you think the Holy Spirit has the power to handle your situation? Think through everything we have studied so far in the book of Acts. How can you engage the Holy Spirit and successfully make your requests known to God? b. The Apostles knew what to ask for in prayer because they knew what God wanted them to have before they asked. They knew what God wanted for them because they knew what was in harmony with the teachings of the Bible. How can you bring your life more in harmony with the things God tells us He wants for us in the Bible? 4. Prayer Time (3-5 min) o a. Think of a specific situation in your life that needs God's help. Then ask God for two miracles: First, ask for the miracle of peace in your heart, knowing that He will handle the situation for you. Then, ask God to intercede and deal with the situation the way He sees fit. Pray this prayer faithfully at least three times per day until you feel God has answered your prayer. b. 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Training Syllabus The Deputy Heart Attack Program & Early Heart Attack Care (EHAC) Education The Deputy Heart Attack program disseminates Early Heart Attack Care (EHAC) education. The Deputy Heart Attack program garners its name from earlier days when the sheriﬀ would deputize every citizen in order to protect the town from imminent danger. By participating in this program, participants become "deputies" who learn the early heart attack symptoms and provide immediate medical care in order to prevent a death or serious heart damage. The History: The Deputy Heart Attack Program and Early Heart Attack Care education was created by cardiologist Dr. Raymond Bahr. Although he was not a cardiologist at the time, Dr. Bahr's life was forever changed when he did not recognize the signs in a friend who later died from a heart attack. From that point on, Dr. Bahr made it his mission to prevent unnecessary deaths by becoming a cardiologist and dedicating his life to educating people on the early symptoms. The Deputy Heart Attack Symbols: Deputy Heart Attack uses two badges that are given to deputies. The ﬁ rst badge, " Heart Attacks Have Beginnings ," is worn after a new deputy takes the course and the pledge. The second badge is known as the “ Good Samaritan" or " Buddy Badge ." The image depicts one person helping another into a chest pain center. Each badge starts a conversation. Share the early signs and symptoms of a heart attack and always remember to get someone to medical care as soon as possible. The Message: Our message is simple - like other diseases and illnesses (cancer, diabetes, etc), there are early symptoms of a heart attack that are apparent long before a massive event occurs. Early detection is vital to prevent death or severe heart damage. Use Early Heart Attack Care (EHAC) education to help drastically reduce the mortality rate. Will you help us spread the message? Deputy Heart Attack Program & Early Heart Attack Care (EHAC) Training Syllabus Purpose of this Document: This document is designed to help you educate your community with the elements of the Early Heart Attack Care (EHAC) education. Our goal is to reduce the heart attack death rate by increasing awareness of early signs and symptoms in order to provide timely care. This document includes: 1. Deﬁ ne your community and your outreach 2. Information on the EHAC Course a. Online Training b. Training Your Community (includes the brochure, the symptoms and administering the EHAC pledge) 3. The EHAC Ambassador Program 4. Reference links to the live support materials, including: a. The EHAC brochure b. Ordering EHAC badges c. Ordering customized EHAC brochures with a speciﬁ c logo d. EHAC Attendee Registration Sheet e. Form: Sharing your EHAC stories Deﬁ ne Your Community: Thank you for sharing EHAC! Although you might have discovered Deputy Heart Attack and EHAC while working at your hospital, you can also utilize this training outside of your facility. As you prepare your outreach programs, please keep in mind that many people outside of a hospital do not understand medical terms. Examples of communities include: 1. New employee orientation 2. Life Support classes 3. Community health fairs, screenings and other events 4. Volunteer orientation 5. Schools or school events 6. Emergency Medical Services Dispatch personnel 7. Group events such as churches, book clubs, team sports 8. Physicians oﬃ ces 9. Community colleges 10. Hospital events in the community Don't limit your deﬁ nition of community in order to save a life! Deputy Heart Attack Program & Early Heart Attack Care (EHAC) Training Syllabus Information on the EHAC Course: Online Training: The EHAC course is available online at www.dha.acc.org. There is a "Standard" and a "Short" course. Each course takes less than 10 minutes to complete. At the end of the course there is a short assessment test that the user must complete in order to take the pledge and receive the EHAC certiﬁ cate. Each person that takes the online course is counted toward the EHAC deputy count. Training your community: If you are combining your CPR training with EHAC, download the EHAC course document from the "Educational Materials" section on the Deputy Heart Attack website. This document contains the course and the quiz information in order to deputize your attendees. To register your attendees, download the registration form and submit your completed information to email@example.com. If you are training at an event and you don't have a lot of time with your attendees, we encourage you to follow the information in the Early Heart Attack Care (EHAC) Quick Training document. 1. Download the document from the www.dha.acc.org website. 2. Learn the early symptoms & signs. Share the main message that people can save a life and prevent damage to the heart IF they detect the symptoms in the early stages. 4. Administer the EHAC pledge to the audience. 5. Hand out the "Heart Attacks Have Beginnings" badge to the new deputies. Deputy Heart Attack Program & Early Heart Attack Care (EHAC) Training Syllabus The EHAC Ambassador Program: Share the message & save a life: An EHAC Ambassador is the person who shares EHAC information within their community and submits the information on new EHAC deputies. Anyone can register to become an EHAC Ambassador. 1. Download the EHAC Registration Sheet prior to the community training. 2. After you give the class and the pledge, submit the completed list of new deputies so we can add them to the EHAC count. 3. In addition, EHAC Ambassadors are encouraged to submit stories regarding their EHAC training. We post these stories online as an inspiration to others. Educational Links: Website: dha.acc.org Most of the links discussed in this document can be found on the home page of the website. 1. Online Training: Click "The EHAC Course." This link leads you to both the "Standard" and the "Short" Course. 2. Training Materials: Click the "Training Your Community" link to download the referenced materials in this syllabus. 3. Purchase badges: Click the "Spread the Word" link. In this section you can download the brochure, customize the brochure with your logo and purchase Deputy Heart Attack badges 4. Share your EHAC Stories: This area has EHAC stories and news as well as a form where you can submit your EHAC stories. We will contact you if we would like to publish your story. 5. EHAC Articles: Dr. Raymond Bahr, the founder of Deputy Heart Attack and Early Heart Attack education has created a library ﬁ lled with innovative ways you can share EHAC, his EHAC journey and more. For More Information If you have questions about the Deputy Heart Attack Program or Early Heart Attack Care (EHAC) education, please contact us via e-mail: firstname.lastname@example.org. We welcome your feedback! Deputy Heart Attack Program & Early Heart Attack Care (EHAC) Training Your Community - Health Fairs, School Groups, etc. Early Heart Attack Care (EHAC) Quick Training: Training your community: If you are training your community, you might not have a lot of time with your audience. Here is a quick training guide for health fairs, school groups, etc. 1. Communicate the three main educational points: a. Heart attacks have beginnings. Symptoms can begin about two weeks prior to a major event. This is the window of opportunity to prevent death and minimize heart damage. b. Every year, approximately 735,000 Americans have a heart attack. c. If you suspect someone is having a heart attack, get them to medical care as soon as possible. 2. Share the early signs and symptoms in the graphic. 3. Administer the EHAC pledge to the audience. "I understand that heart attacks have beginnings that may include chest discomfort, shortness of breath and/ or arm pain, and weakness. These may occur hours or weeks before the acutal heart attack. I solemnly swear that if it happens to me or anyone I know, I will call 9-1-1 and activate our Emergency Medical Services." 4. Hand out the "Heart Attacks Have Beginnings" badge to the new deputies. 5. Congratulate them on saving a life! 6. If you registered your deputies at your event, complete the EHAC Registration Form and submit it to us at email@example.com so we can add it to the EHAC count! Feeling of fullness Pain that travels down one or both arms Jaw pain Excessive fatigue Anxiety Chest pressure, squeezing, aching,or burning Back pain Shortness of breath E H A C Excessive fatigue or weakness Nausea or vomiting	<urn:uuid:c491de3f-3bdc-470c-8904-7721e02b0158>	CC-MAIN-2020-16	https://deputyheartattack.acc.org/assets/pdf/EHAC-Syllabus.pdf	2020-04-04T09:40:45+00:00	crawl-data/CC-MAIN-2020-16/segments/1585370521574.59/warc/CC-MAIN-20200404073139-20200404103139-00219.warc.gz	441,432,411	1,873	eng_Latn	eng_Latn	0.994648	eng_Latn	0.995454	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1921, 3571, 5032, 6850, 8522 ]	[ 2.265625 ]	5	0
Maths Menu (Y1) Each day select one of the following activities to focus on to support your understanding of Year 1 Maths concepts: Addition facts Read and write numbers from 1-20 in numbers and in words Choose 5 addition facts from the grid on the next page to practise each day. Start by practising the green and blue facts first. Alternatively, use 2 dice or a deck of playing cards, have students roll the two dice to add or pick up two playing cards to add. One more and one less Get some raisins, grapes, cereal pieces. Place some on a plate. If the grown up with you says 'one more', add one more and say what number you have now. If they say 'one less', eat one and count how many you have left. Ask a grown up to give you some toys. Count how many you have. Can you put out another group of toys so you have one more and then one less? Build a tower with bricks. Can you build another tower with one more brick? Can you build another with one less brick? 2D shapes and 3D shapes How many 2D and 3D shapes can you name? Go round your house/garden and make a list of all the circles, squares, rectangles and triangle shapes you can see. Can you find any other 2D shapes? Then go round looking for 3D shapes (cubes, cuboids, cylinders and spheres). Can you find any others? Represent different numbers Make your own tens frames or print some off the internet and use counters, or anything you can find to use instead of counters (raisins, grapes, cereal pieces etc…..) Start by using one tens frame to make numbers up to 10, then use a second tens frame to show numbers up to 20. You can also draw them out. Link to video on using tens frames and counters to make numbers (see 2 nd activity) https://www.youtube.com/watch?v=Hur7sKFpKPQ&list=PLWIJ2KbiNEypnO- un0c9IthOv_RGjtEvG&index Capacity Find a container in your house you could use to measure with. e.g. egg cup, small container, spoon, bowl, etc…. Choose two larger containers. Estimate how many "spoons" of water etc… it will take to fill it and then use the container to fill the larger two to measure them. Can you find two different items in your house that have the same capacity (the amount it can hold). Make 1-20 number cards and one to twenty word cards out of paper. Have a go at matching up the numbers and words. Play the memory game, by turning all your cards over and taking it in turns to pick 2 cards. If the number and word matches, you get to keep both cards. The winner is the person with the most pairs at the end. Addition Make your own tens frames or print some off the internet and use counters, or anything you can find to use instead of counters (raisins, grapes, cereal pieces etc…..). Choose 2 numbers 1-digit numbers to add together , e.g. 7 + 5. On your tens frame set out 7 on one thing, e.g. raisins and then add another 5 of something else e.g. cereal pieces. Have you filled a tens frame? How many are in the next tens frame? What is your answer? Try this adding different numbers. You can also draw them out. Link to video on using tens frames to add (2 nd activity on video) https://www.youtube.com/watch?v=-v46SllY4ho&list=PLWIJ2KbiNEypnO- un0c9IthOv_RGjtEvG&index Subtraction Use your tens frames and counters from the addition activity to practise subtracting. Make the first number using the tens frame and subtract the number of counters/ pieces to work out how many you now have. Try it with different numbers. Watch the 3 rd activity on the video: https://www.youtube.com/watch?v=-v46SllY4ho&list=PLWIJ2KbiNEypnO- un0c9IthOv_RGjtEvG&index Count in multiples of 2, 5 and 10 Use raisins, grapes, cereal pieces etc… to help you practise counting in multiples of 2, 5 and 10. Group into 2s to practise counting in 2s, group into 5 to practise counting in 5s and into 10 to practise counting in 10s. Once you've done it with the objects, draw out circles to help you practise counting in 2s, 5s and 10s. Length Find something in your house you could use to measure with. They all need to be the same size e.g. counters, lego bricks, paper clips etc…. Choose different objects, such as a pen or book. Estimate how many counters etc… long it will be and then use them to measure what it actually is. Can you find different things round your house which are longer/shorter.	<urn:uuid:e05b092d-7df7-496b-a4f5-5e885018feb9>	CC-MAIN-2020-16	https://rangevilless.eq.edu.au/Curriculum/Pages/Year%201%20Maths%20Menu1.pdf	2020-04-04T09:47:44+00:00	crawl-data/CC-MAIN-2020-16/segments/1585370521574.59/warc/CC-MAIN-20200404073139-20200404103139-00219.warc.gz	659,997,685	1,092	eng_Latn	eng_Latn	0.997422	eng_Latn	0.997422	[ "eng_Latn" ]	false	docling	[ 4303 ]	[ 4.46875 ]	1	0
South Bersted CE Primary School Food Policy The Governors recognise the important connection between a healthy diet and a pupil's ability to learn effectively, and also the role the school can play as part of the larger community to promote family health, and sustainable food and farming practices. By teaching pupils the principles of healthy living, it is hoped they will maintain life-long healthy and environmentally sustainable eating habits. This will be accomplished through food education and skills such as growing food and cooking, as well as academic content in the classroom. AIMS * To improve the health of pupils, staff and their families by helping to influence their eating habits through increasing their knowledge and awareness of food issues including what constitutes a healthy and environmentally sustainable diet and hygienic food preparation and storage methods. * To increase pupils' knowledge of food production, manufacturing, distribution and marketing practices and their impact on health and the environment * To ensure suitable arrangements are made for the pupils to eat their lunch so that it is a safe and enjoyable experience, and that water is available to them throughout the school day * To ensure that food provision in the school reflects the ethical and medical requirements of staff and pupils – religious, ethnic, vegetarian, medical and allergenic needs * To introduce and promote practices within the school to reinforce these aims and to remove or discourage practices that negate them. OBJECTIVES * To work towards ensuring that this policy is accepted and embraced by all members of the school community, any food providers and the school's wider community * To integrate these aims into all aspects of school life, in particular: o food provision within the school o the curriculum o pastoral and social activities METHODS * Establish an effective structure within the school to oversee the development, implementation and monitoring of this policy, ensuring everyone is actively involved * Develop an understanding and ethos within the school of safe, tasty, nutritious, environmentally sustainable food through both education and example (Appendix 1) * Create an environment conducive to the enjoyment of safe, tasty, nutritious, environmentally sustainable food * Promote and raise awareness of environmentally sustainable food production methods and socially responsible food marketing practices Appendix 1: Packed Lunch Guidelines What are the Packed Lunch Guidelines for?: To help schools encourage parents to supply healthy packed lunches that are equally as nutritious and beneficial as hot school meals. Packed lunches should be nutritionally balanced and in line with the national 'School Food Standards', which hot school meals are required to comply to. What does this mean for parents?: As the government have set nutritional standards for hot school lunches, we wish for children who eat packed lunches to have the same varied, balanced diet at school. Below is a quick checklist to help parents, children and school staff to see if lunches are healthy. \| Food Type \| \| Example \| \|---\|---\|---\| \| Fruit and vegetables \| \| Apple, berries, carrot, cucumber, raisins, banana, tomato, pear, sugar snap peas, orange, kiwi \| \| \| Meat, fish, eggs, \| Chicken, pork, beef, tuna, lentils, kidney beans, chickpeas, houmous, falafel \| \| \| non-dairy protein \| \| \| \| Oily fish \| Salmon, sardines, anchovies, mackerel \| \| Starchy food (inc. wholemeal bread) \| Starchy food (inc. \| Pitta, rolls, wraps, sliced bread, pasta, rice, couscous, potatoes (not crisps), noodles, rice cakes (non- yoghurt or chocolate coated) \| \| \| wholemeal bread) \| \| \| Dairy \| \| Semi-skimmed/ skimmed milk, cheese, low sugar yoghurt, fromage frais, low sugar custard pot \| \| Drink (Schools provide free water) \| \| Water, fruit juice, smoothie (maximum 150ml), semi-skimmed/ skimmed milk, low sugar yoghurt drink \| \| \| Meat products \| Sausage roll, individual pies, corned meat, sausages \| \| Cakes and biscuits* \| Cakes and \| Angel slice, jammy dodgers, bakewell tart, oreos, flapjacks (Look for snack sized and reduced sugar/fat versions. Does not include chocolate) \| \| \| biscuits* \| \| \| \| Salty snacks \| Crisps, nuts \| \| Confectionary \| Confectionary \| Chocolate, chocolate coated biscuits, cereal bars, processed fruit bars, sweets \| \| Sugary soft drinks \| \| Squash, fizzy drink (even if no added sugar or reduced sugar), fruit shoot, capri sun \| I struggle to meet the 'Rate-my-lunch Challenge' guide/ my child has dietary requirements, can I order hot school meals?: Let us know if your child has allergies or intolerances so we can work with you. Faith or vegetarian meal requests will also be respected. Our caterer Chartwells, cater for dietary requirements where possible. To ask about a special diet please email email@example.com. What if I don't follow the Packed Lunch Guidelines?: The school advise parents to follow the guidelines, so that all children can eat healthily at school. School staff will continue to monitor packed lunches, along with the hot school meals service. Be advised that our hot school meals meet the Governments School Food Standards and is independently checked and endorsed. Name: ………….…………………………………………………………………………………………… Date: ……………………………………………… Class: ……….………………………………….. You may like to use this activity to see how healthy your lunches are: Rate-my-lunch Challenge! Take a look at your lunch and see what boxes you can tick! Look at the food group or the picture, and put a tick in the box next to it if it is in your lunch across the week. You should be able to tick the green boxes every day, the amber boxes 2-3 days out of 5, and the red boxes should stay empty! How well did your lunches do? Take a look at the Change4life website for tips and sugar swaps: https://www.nhs.uk/change4life/food-facts/sugar Green= Everyday Well done if you are ticking green! Blue= Once every 3 weeks (as a minimum). Amber= 2-3 days a week is fine for a treat. Red = None at school please. Food Type Examples Is it in your lunch today? Fruit and veggies Example Mon Tue Wed Thu Fri Meat, fish, eggs, non-dairy protein Starchy food (normally light brown) Dairy (milky food) Drink Oily fish Meat products Cakes and biscuits Salty snacks Confectionary Sugary soft drinks \| \| Examples \| \| \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\| \| \| \| Example \| Mon \| Tue \| Wed \| Thu \| \| Meat, fish, \| \| \| \| \| \| \| \| eggs, non-dairy \| \| \| \| \| \| \| \| protein \| \| \| \| \| \| \|	<urn:uuid:87f83c5b-4892-461d-b2ad-f65e0cf40a0e>	CC-MAIN-2020-16	http://www.southbersted.w-sussex.sch.uk/wp-content/uploads/2019/12/Food-Policy-2019.pdf	2020-04-04T08:39:22+00:00	crawl-data/CC-MAIN-2020-16/segments/1585370521574.59/warc/CC-MAIN-20200404073139-20200404103139-00222.warc.gz	301,618,427	1,542	eng_Latn	eng_Latn	0.995468	eng_Latn	0.998167	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1870, 2457, 5303, 6602 ]	[ 3.609375 ]	2	0
Archaeology Down To Earth 5th Edition This book discusses the application of geological methods and theory to archaeology. Written as a survey text covering appropriate methods and techniques taken from geology, geophysics, geochemistry, and geochronology, it shows the student the practicality and importance of each technique's use in solving archaeological problems. Specific techniques are illustrated by practical results obtained from the authors' use on archaeological digs. With an international geographical scope, the book draws on sites from both hemispheres, including the Franchthi Cave in Greece, St. Catherines Island in the U.S., the Roman site of Drand in France, and Monte Verde, Chile. The authors also address applications in less traditional areas such as underwater, historical, industrial, and conservation archaeology. Air transport industry finance, with its complexity and special needs such as route rights, airport slots, aircraft leasing options and frequent flyer programmes, requires specific knowledge. While there are numerous financial management and corporate finance texts available, few of these provide explanations for the singularities of the airline industry with worked examples drawn directly from the industry itself. Revised and updated in its third edition, this internationally renowned and respected book provides the essentials to understanding all areas of airline finance. Designed to address each of the distinct areas of financial management in an air transport industry context, it also shows how these fit together, while each chapter and topic provides a Today many school students are shielded from one of the most important concepts in modern science: evolution. In engaging and conversational style, Teaching About Evolution and the Nature of Science provides a well-structured framework for understanding and teaching evolution. Written for teachers, parents, and community officials as well as scientists and educators, this book describes how evolution reveals both the great diversity and similarity among the Earth's organisms; it explores how scientists approach the question of evolution; and it illustrates the nature of science as a way of knowing about the natural world. In addition, the book provides answers to frequently asked questions to help readers understand many of the issues and misconceptions about evolution. The book includes sample activities for teaching about evolution and the nature of science. For example, the book includes activities that investigate fossil footprints and population growth that teachers of science can use to introduce principles of evolution. Background information, materials, and step-by-step presentations are provided for each activity. In addition, this volume: Presents the evidence for evolution, including how evolution can be observed today. Explains the nature of science through a variety of examples. Describes how science differs from other human endeavors and why evolution is one of the best avenues for helping students understand this distinction. Answers frequently asked questions about evolution. Teaching About Evolution and the Nature of Science builds on the 1996 National Science Education Standards released by the National Research Council--and offers detailed guidance on how to evaluate and choose instructional materials that support the standards. Comprehensive and practical, this book brings one of today's educational challenges into focus in a balanced and reasoned discussion. It will be of special interest to teachers of science, school administrators, and interested members of the community. detailed resource which can be also consulted separately. Supported at each stage by practical airline examples, it examines the financial trends and prospects for the airline industry as a whole, contrasting the developments for the major regions and airlines. Important techniques in financial analysis are applied to the airline industry, together with critical discussion of key issues. Thoroughly amended and updated throughout, the third edition reflects the many developments that have affected the industry since 2001. It features several important new topics, including Low Cost Carriers (LCCs), fuel hedging and US Chapter 11 provisions. The sections on financial statements and privatisation have been expanded, and a new chapter has been added on equity finance and IPOs. New case studies have been added, as well as the latest available financial data. The range and perspective is even greater than before, with significant expansion of material specific to the US and Asia. The book is a key resource for students of airline management, and a sophisticated and authoritative guide for analysts in financial institutions and consultancies, executives in airlines and related industries, and civil aviation departments. This new brief edition pairs two of archaeology's most recognized names-- David Hurst Thomas of the American Museum of Natural History and Robert L. Kelly of the University of Wyoming-to bring a passionate, down-to-earth introduction to archaeological method and theory to the classroom. Designed both for students who intend on pursuing a career in archaeology, as well as those who do not, the authors give students a more immediate, concrete impression of what the practice of archaeology is all about. They include well-chosen examples that show how archaeologists have worked through actual problems in the field and in the lab. After using this text, students will be better able to ask questions, solve problems, and discern truth from fiction. Students will not only learn about the nature of archaeological data and how archaeologists do such things as archaeological survey and excavation, they will also develop their sense of scientific logic and gain a better understanding of what career opportunities are available for archaeologists. This edition is enhanced with new pedagogical features, many more photos and a completely new design to help students prioritize and learn the material presented. A rich array of supplemental resources includes a new companion website, as well as the option to use a new CDROM, DOING FIELDWORK: ARCHAEOLOGICAL DEMONSTRATIONS also developed by the authors. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version. Understand major developments of human prehistory People of the Earth: An Introduction to World Prehistory 14/e, provides an exciting journey though the 7-millionyear-old panorama of humankind's past. This internationally renowned text provides the only truly global account of human prehistory from the earliest times through the earliest civilizations. Written in an accessible way for beginning students, People of the Earth "This work has long been recognized as a classic. Both for its passionate statement concerning the purpose of archaeology and the lucid and methodical exposition of the techniques of excavation, this volume still remains unmatched. Although there has been an explosion of forensic techniques in the recovery and analysis of various kinds of archaeological data since then, there cannot be a better introduction to the actual task of excavation than what the author wrote on the basis of his British and Indian experience." shows how today's diverse humanity developed biologically and culturally over millions of years against a background of constant climatic change. This new brief edition pairs two of archaeology's most recognized names -- David Hurst Thomas of the American Museum of Natural History and Robert L. Kelly of the University of Wyoming. Their well-chosen examples show how archaeologists have worked through actual problems in the field and in the lab. After using this book, readers will be better able to ask questions, solve problems, and discern truth from fiction. They will learn about the nature of archaeological data and how archaeologists do such things as archaeological survey and excavation. They also will develop their sense of scientific logic and gain a better understanding of career opportunities available to archaeologists. This edition's enhanced full-color design improves the visual presentation and enables users to more clearly see the key points of an image. A rich array of supplemental resources includes a new companion website, as well as the option to use the Doing Fieldwork: Archaeological Demonstrations CD-ROM, Version 2.0, also developed by the authors. Available with InfoTrac Student Collections http://gocengage.com/infotrac. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version. At their excavations high in the Taurus Mountains, archaeologists James and Arla are poised to discover the secret of what caused the Late Bronze Age Collapse and the destruction of the Hittite Empire in 1200 BC. Little do they know that in so doing they have placed themselves and their team in mortal danger. Their search for answers uncovers a horrifying past, a sinister secret society and an ancient evil they cannot fight! Two Hittite children, Ani and Purdu, leave their farm to watch a parade of returning soldiers in their local town, only to find it overrun by an evil beyond all nightmares. Returning home, they find their farm destroyed by the same horror. Their flight to safety leads them to an unlikely friend and guardian, and on a terrifying journey north to the great capital of Hattusha. Michael, a pharmacist in a Central Washington hospital, is the only survivor of a bizarre and brutal attack by a sick patient that leaves several doctors dead. Fleeing the scene in terror, he soon finds himself accused of the murders. Desperate to prove his innocence, Michael turns to his IT genius friend Nathan for help. Michael and Nathan uncover much more than they bargained for - a deadly disease sweeping through the city, and a secret society determined to When one defines "order" as a sorting of priorities, it becomes beautifully clear as to what Foucault is doing here. With virtuoso showmanship, he weaves an intensely complex history of thought. He dips into literature, art, economics and even biology in The Order of Things, possibly one of the most significant, yet most overlooked, works of the twentieth century. Eclipsed by his later work on power and discourse, nonetheless it was The Order of Things that established Foucault's reputation as an intellectual giant. Pirouetting around the outer edge of language, Foucault unsettles the surface of literary writing. In describing the limitations of our usual taxonomies, he opens the door onto a whole new system of thought, one ripe with what he calls "exotic charm". Intellectual pyrotechnics from the master of critical thinking, this book is crucial reading for those who wish to gain insight into that odd beast called Postmodernism, and a must for any fan of Foucault. silence them and any that stand in their way. education, whatever their experience, who are seeking to improve their teaching skills. Developed around detailed, practical guidance on the core elements of effective teaching in HE, it is packed full of accessible advice and helpful tips. This fully updated edition covers key topics including: learning styles assessment lecturing personal management skills formative feedback large and small group teaching blended learning resource based and online learning peer observation of teaching. The Lecturer's Toolkit is essential for anyone working towards a profesisonal qualification in teaching in higher education as well as for those who want to reflect on and develop existing skills. The Lecturer's Toolkit is the primary resource for all teachers in higher The earliest of the four Gospels, the book portrays Jesus as an enigmatic figure, struggling with enemies, his inner and external demons, and with his devoted but disconcerted disciples. Unlike other gospels, his parables are obscure, to be explained secretly to his followers. With an introduction by Nick Cave While his widowed mother continues to search for him, eleven-year-old Tom, presumed dead after drifting away down a river, finds himself trapped in a series of underground caves with another survivor and a dog, and pursued by murderous treasure-hunters. The seventh edition of ARCHAEOLOGY reflects the most recent research and changes in the field, while making core concepts easy to understand through an engaging writing style, personalized examples, and high-interest topics. This text pairs two of archaeology's most recognized names, Robert L. Kelly and David Hurst Thomas, who together have over 75 years of experience leading excavations. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version. In "A Book of Five Rings," Miyamoto Musashi takes the reader into a world filled to the brim with devotion, self-respect, discipline, honesty and purity of thought. Written originally for warriors and samurai in a completely different time and culture, Musashi's book provides a remarkable source of inspiration for selfdevelopment today. His teachings are concise and to the point. He uses phrases like "you must understand this" and "you must practice diligently" and explains Page 4/10 Theory and Methods in Archaeology and Prehistory Written for complete beginners in a narrative style, Ancient Lives is aimed at introductory courses in archaeology and prehistory that cover archaeological methods and theory, as well as world prehistory. The first half of Ancient Lives covers the basic principles, methods, and theoretical approaches of archaeology. The second half is devoted to a summary of the major developments of human prehistory: the origins of humankind and the archaic world, the origins and spread of modern humans, the emergence of food production, and the beginnings of civilization. Learning Goals Upon completing this book, readers should be able to: Understand the basic principles of archaeology Summarize the major developments of human prehistory only general, but unquestionable and fundamental, concepts of the Way of the Warrior. While some of his guidelines are are not directly applicable in our time and age, those about striving to achieve improvement on the inside as well as the outside couldn't be more on target. Taken literally this book is about how to become an efficient, albeit enlightened, killer. It's value comes from reading between the lines--lines which speak volumes. This guidance provides practical advice on the recording, analysis and understanding of earthworks and other historic landscape features using non-intrusive archaeological field survey and investigation techniques. It describes and illustrates approaches to archaeological field survey, drawing conventions and Levels of Survey for record creators and users. The guidance also draws from the experience of Historic England field teams, exploring different aspects of landscape investigation and analysis through a series of case studies. This revised version of the 2007 edition is one of several pieces of Historic England guidance available from the Historic England website. This guidance builds on those documents and stands alongside Understanding Historic Buildings: a guide to good recording practice. The ultimate hands-on resource for new and amateur archaeologists, with 300 step-by-step photographs, maps and illustrations from excavations around the world. Bonded-leather with over 70 breathtaking images and gift box 50% discount. Provides a fascinating, alternative version of prehistory. New discoveries have radically reshaped the long-established picture and we know now that the Americas were first peopled more than 130,000 years ago - many tens of thousands of years before human settlements became established elsewhere -- Robert W. Harms, Yale University Workshop Processes, Practices and Materials is an ideal introduction to workshop processes, practices and materials for entry-level engineers and workshop technicians. With detailed illustrations throughout and simple, clear language, this is a practical introduction to what can be a very complex subject. It has been significantly updated and revised to include new material on adhesives, protective coatings, plastics and current Health and Safety legislation. It covers all the standard topics, including safe practices, measuring equipment, hand and machine tools, materials and joining methods, making it an indispensable handbook for use both in class and the workshop. Its broad coverage makes it a useful reference book for many different courses worldwide. A New York Times Notable Book of 2018 "Searingly passionate…Nixey writes up a storm. Each sentence is rich, textured, evocative, felt…[A] ballista-bolt of a book." —New York Times Book Review In Harran, the locals refused to convert. They were dismembered, their limbs hung along the town's main street. In Alexandria, zealots pulled the elderly philosopher-mathematician Hypatia from her chariot and flayed her to death with shards of broken pottery. Not long before, their fellow Christians had invaded the city's greatest temple and razed it—smashing its world-famous statues and destroying all that was left of Alexandria's Great Library. Today, we refer to Christianity's conquest of the West as a "triumph." But this victory entailed an orgy of destruction in which Jesus's followers attacked and suppressed classical culture, helping to pitch Western civilization into a thousand-year-long decline. Just one percent of Latin literature would survive the purge; countless antiquities, artworks, and ancient traditions were lost forever. As Catherine Nixey reveals, evidence of early Christians' campaign of terror has been hiding in plain sight: in the palimpsests and shattered statues proudly displayed in churches and museums the world over. In The Darkening Age, Nixey resurrects this lost history, offering a wrenching account of the rise of Christianity and its terrible cost. In the wake of series of bizarre murders in which claw prints are found near each of the victims, agent Pendergast teams up with officer Vincent d'Agosta in an investigation with apparent ties to the supernatural that takes them from the luxury estates of Long Island to the castles of Italy. Reprint. Hellenistic and Roman Terracottas is a collective volume presenting newly excavated material, as well as diverse and innovative approaches in the study the iconography, function and technology of ancient terracottas. This text pairs two of archaeology's most recognized names: Robert L. Kelly and David Hurst Thomas, who together have over seventy years of experience leading excavations. The sixth edition of ARCHAEOLOGY reflects the most recent research and changes in the field, while covering core concepts in an exceptionally student-friendly fashion by using personalized examples and high-interest topics. This edition continues a tradition of combining academic rigor with an engaging writing style that has made Kelly and Thomas's ARCHAEOLOGY one of the most well-respected and best-selling texts in the discipline. The rich array of supplemental resources includes a book companion website, as well as the option to use the authors' DOING FIELDWORK: ARCHAEOLOGICAL DEMONSTRATIONS 2.0 CD-ROM. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version. Archaeology: Down to EarthCengage Learning In Philosophy through Film, Amy Karofsky and Mary M. Litch use recently released, wellreceived films to explore answers to classic questions in philosophy in an approachable yet philosophically rigorous manner. Each chapter incorporates one or more films to examine one longstanding philosophical question or problem and assess some of the best solutions that have been offered to it. The authors fully integrate the films into their discussion of the issues, using them to help students become familiar with key topics in all major areas of Western philosophy and master the techniques of philosophical argumentation. Revised and expanded, changes to the Fourth Edition include: A brand new chapter on the mind-body problem (chapter 4), which includes discussions of substance dualism, physicalism, eliminativism, functionalism, and other relevant theories. The replacement of older movies with nine new focus films: Ad Astra, Arrival, Beautiful Boy, Divergent, Ex Machina, Her, Live Die Repeat: Edge of Tomorrow, A Serious Man, and Silence. The addition of two new primary readings to the appendix of source materials: excerpts from Patricia Smith Churchland's, "Can Neurobiology Teach Us Anything about Consciousness?" and Frank Jackson's "What Mary Didn't Know." The inclusion of a Website, with a Story Lines of Films by Elapsed Time for each focus film. The films examined in depth are: Ad Astra, Arrival, Beautiful Boy, Crimes and Misdemeanors, Divergent, Equilibrium, Ex Machina, Gone Baby Gone, Her, Inception, Live Die Repeat: Edge of Tomorrow, The Matrix, Memento, Minority Report, Moon, A Serious Man, Silence Demonstrates the importance of archaeology today In the Beginning: An Introduction to Archaeology presents the history and methods of archaeology and explores its significance today. The text introduces archeology's basic principles along with numerous examples from all over the world. Authors Brian Fagan and Nadia Durrani provide a comprehensive summary Page 6/10 of the field for people who have little or no experience. Features: Provides A Comprehensive Overview – Readers gain a broad understanding of archaeology, including its interdisciplinary nature, major scientific contributions, international research, and methods and theories. A special chapter covers career opportunities in archaeology. A new organization moves archaeological theory to the beginning, so readers can develop a deeper understanding of this field. Offers an Engaging Introduction – The jargon-free narrative provides an accessible introduction to the study of archaeology. In the Beginning is now four-color for a livelier and enriching experience. Explores Significant Historical Events – Seven photo essays titled People of the Past appear throughout the book, covering such luminaries as pharaoh Ramses II and societies like the Cro-Magnons of late Ice Age Europe. Spectacular findings featured in Discovery boxes reflect new developments in archaeology. Incorporates Fresh Ideas from a New Co-Author – Esteemed colleague, Nadia Durrani, has been brought on board as a coauthor. She brings a wealth of field experience in Arabia, Britain, and elsewhere as well as extensive editorial experience as the former Editor of Current World Archaeology, to the team. This new brief edition pairs two of archaeology's most recognized names -- David Hurst Thomas of the American Museum of Natural History and Robert L. Kelly of the University of Wyoming. Their well-chosen examples show how archaeologists have worked through actual problems in the field and in the lab. After using this book, readers will be better able to ask questions, solve problems, and discern "truth" from "fiction." They will learn about the nature of archaeological data and how archaeologists do such things as archaeological survey and excavation. They also will develop their sense of scientific logic and gain a better understanding of career opportunities available to archaeologists. This edition's enhanced fullcolor design improves the visual presentation and enables users to more clearly see the key points of an image. A rich array of supplemental resources includes a new companion website, as well as the option to use the Doing Fieldwork: Archaeological Demonstrations CD-ROM, Version 2.0, also developed by the authors. Developed with three educational levels in mind, The Archaeology Book takes you on an exciting exploration of history and ancient cultures. You'll learn both the techniques of the archaeologist and the accounts of some of the richest discoveries of the Middle East that demonstrate the accuracy and historicity of the Bible. In The Archaeology Book you will unearth: How archaeologists know what life was like in the past Why broken pottery can tell more than gold or treasure can Some of the difficulties in dating ancient artifacts How the brilliance of ancient cultures demonstrates God's creation History of ancient cultures, including the Hittites, Babylonians, and Egyptians The early development of the alphabet and its impact on discovery The numerous archaeological finds that confirm biblical history Why the Dead Sea scrolls are considered such a vital breakthrough Filled with vivid full-color photos, detailed drawings, and maps, you will have access to some of the greatest biblical mysteries ever uncovered. With the enhanced educational format of this book and the unique color-coded, multi-age design, it allows the ease of teaching the fundamentals of archaeology through complex insights to three distinct grade levels. Free downloadable study guide at www.masterbooks.org Drawing on many avenues of inquiry: archaeological excavations, surveys, laboratory work, highly specialized scientific investigations, and on both historical and ethnohistorical records; Ancient Civilizations, 3/e provides a comprehensive and straightforward account of the world's first civilizations and a brief summary of the way in which they were discovered. "Published in association with the Georgia Humanities Council." A Best Book of 2020 NPR A Best Book of 2020 The Economist A Top Ten Best Science Book of 2020 Smithsonian A Best Science & Technology Book of 2020 Library Journal A Must-Read Book to Escape the Chaos of 2020 Newsweek Starred review Booklist Starred review Publishers Weekly An historically unprecedented disconnect between humanity and the heavens has opened. Jo Marchant's book can begin to heal it. For at least 20,000 years, we have led not just an earthly existence but a cosmic one. Celestial cycles drove every aspect of our daily lives. Our innate relationship with the stars shaped who we are--our art, religious beliefs, social status, scientific advances, and even our biology. But over the last few centuries we have separated ourselves from the universe that surrounds us. It's a disconnect with a dire cost. Our relationship to the stars and planets has moved from one of awe, wonder and superstition to one where technology is king--the cosmos is now explored through data on our screens, not by the naked eye observing the natural world. Indeed, in most countries modern light pollution obscures much of the night sky from view. Jo Marchant's spellbinding parade of the ways different cultures celebrated the majesty and mysteries of the night sky is a journey to the most awe inspiring view you can ever see--looking up on a clear dark night. That experience and the thoughts it has engendered have radically shaped human civilization across millennia. The cosmos is the source of our greatest creativity in art, in science, in life. To show us how, Jo Marchant takes us to the Hall of the Bulls in the caves at Lascaux in France, and to the summer solstice at a 5,000-year-old tomb at New Grange in Ireland. We discover Chumash cosmology and visit medieval monks grappling with the nature of time and Tahitian sailors navigating by the stars. We discover how light reveals the chemical composition of the sun, and we are with Einstein as he works out that space and time are one and the same. A four-billion-year-old meteor inspires a search for extraterrestrial life. The cosmically liberating, summary revelation is that star-gazing made us human. Are we alone? asks the writeup on the back cover of the dust jacket. The contributors to this collection raise questions that may have been overlooked by physical scientists about the ease of establishing meaningful communication with an extraterrestrial intelligence. By drawing on issues at the core of contemporary archaeology and anthropology, we can be much better prepared for contact with an extraterrestrial civilization, should that day ever come. NASA SP-2013-4413. Includes pictures. Includes footnotes and a bibliography for further reading. When the Spanish came into contact with different tribes in the Southwest, they were so intrigued by the structure of the communities that they gave the natives the name Pueblo, a term they used to measure certain sizes for their own settlements.. Thus, while most Americans have heard of the Pueblo and Navajo, many remain unfamiliar with distinctions within the tribes. The Spaniards' interest was understandable, because the Pueblo fascinated those who came across their settlements, especially those located in desert regions and the sides of cliffs that involved the use of adobe mud, stone, carving homes out of cliffs. One such settlement, Oraibi, was created around 1100 A.D. and remains one of the oldest continuously inhabited settlements in North America, but the most famous of the cliff dwellings can be found at Mesa Verde, which was turned into a national park in the early 20th century, about 1500 years after the Ancient Pueblo established the settlement. Today's Puebloan tribes are descended from tribes known as the "Ancestral Puebloan People", one of which was the Anasazi, but anthropologists believe that the Anasazi were a common ancestor of every Pueblo group, so the Ancient Pueblo are often referred to simply as the Anasazi. The name Anasazi came from their enemies; it is a Navajo word that means "enemy ancestor". While that name understandably continues to offend the descendants of the Anasazi, it also underscores that there is still a lot of uncertainty regarding the history of the Anasazi. In fact, it is still unclear what the Anasazi called themselves, and though they resided near the "Four Corners" area of Utah, Arizona, Colorado and New Mexico for more than 700 years, they mysteriously abandoned their settlements shortly after they truly began to flourish around 1050-1150 A.D. Despite the mystery surrounding the Anasazi, it's widely agreed that they occupied Mesa Verde and its unique structures for a period of nearly 700 years, beginning as early as the 7th century. Thanks to its occupants taking advantage of the surrounding geologic formations, Mesa Verde is an amazing collection of cliff dwellings, as well as houses that utilize caves and rock overhangs, and structures consisting of adobe and sandstone. Unfortunately, the natural conditions that make Mesa Verde so special also likely played a role in its abandonment, with overpopulation and drought forcing inhabitants out near the end of the 13th century. Mesa Verde: The History of the Ancient Pueblo Settlement covers the establishment of Mesa Verde from its origins until its establishment as a national park. Along with pictures, footnotes, and a bibliography, you will learn about Mesa Verde like never before. An old friend's death sends Ruth to Lancaster to investigate an important archeological discovery, but what she finds is a mystery that may have gotten her friend murdered. Our Blue Planet provides a comprehensive introduction to the field of maritime and underwater archaeology. Situating the field within the broader study of history and archaeology, this book advocates that an understanding of how our ancestors interacted with rivers, lakes, and oceans is integral to comprehending the human past. Our Blue Planet covers the full breadth of maritime and underwater archaeology, including formerly terrestrial sites drowned by rising sea levels, coastal sites, and a wide variety of wreck sites ranging across the globe and spanning from antiquity to World War II. Beginning with a definition of the field and several chapters dedicated to the methods of finding, recording, and interpreting submerged sites, Our Blue Planet provides an entry point for all readers, whether or not they are familiar with maritime and underwater archaeology or archaeology in general. The book then shifts to a thematic approach with chapters exploring human interactions with the watery world, both along the coasts and by ship. These chapters discuss the relationships between culture, technology, and environment that allowed humans through time to spread across the globe. Because ships were the primary means for humans to interact with large bodies of water, they are the focus of several chapters on the development of shipbuilding technology, the lives of sailors, and the uses of ships in exploration, expansion, and warfare. The book ends with chapters on how and why the non-renewable submerged archaeological record should be managed, so that both current and future generations can learn from the achievements and failures of past societies, as well as on how anyone can become involved in maritime and underwater archaeology. Throughout, the reader benefits from the personal reflections of a number of leading figures in the field. ONE OF THE NEW YORK TIMES BOOK REVIEW'S 10 BEST BOOKS OF THE YEAR A major book about the future of the world, blending intellectual and natural history and field reporting into a powerful account of the mass extinction unfolding before our eyes Over the last half a billion years, there have been five mass extinctions, when the diversity of life on earth suddenly and dramatically contracted. Scientists around the world are currently monitoring the sixth extinction, predicted to be the most devastating extinction event since the asteroid impact that wiped out the dinosaurs. This time around, the cataclysm is us. In The Sixth Extinction, two-time winner of the National Magazine Award and New Yorker writer Elizabeth Kolbert draws on the work of scores of researchers in half a dozen disciplines, accompanying many of them into the field: geologists who study deep ocean cores, botanists who follow the tree line as it climbs up the Andes, marine biologists who dive off the Great Barrier Reef. She introduces us to a dozen species, some already gone, others facing extinction, including the Panamian golden frog, staghorn coral, the great auk, and the Sumatran rhino. Through these stories, Kolbert provides a moving account of the disappearances occurring all around us and traces the evolution of extinction as concept, from its first articulation by Georges Cuvier in revolutionary Paris up through the present day. The sixth extinction is likely to be mankind's most lasting legacy; as Kolbert observes, it compels us to rethink the fundamental question of what it means to be human. "I have seen yesterday. I know tomorrow." This inscription in Tutankhamun's tomb summarizes The Fifth Beginning. Here, archaeologist Robert L. Kelly explains how the study of Copyright : neon.flipbook.tv our cultural past can predict the future of humanity. In an eminently readable style, Kelly identifies four key pivot points in the six-million-year history of human development: the emergence of technology, culture, agriculture, and the state. In each example, the author examines the long-term processes that resulted in a definitive, no-turning-back change for the organization of society. Kelly then looks ahead, giving us evidence for what he calls a fifth beginning, one that started about AD 1500. Some might call it "globalization," but the author places it in its larger context: a five-thousand-year arms race, capitalism's global reach, and the cultural effects of a worldwide communication network. Kelly predicts that the emergent phenomena of this fifth beginning will include the end of war as a viable way to resolve disputes, the end of capitalism as we know it, the widespread shift toward world citizenship, and the rise of forms of cooperation that will end the near-sacred status of nation-states. It's the end of life as we have known it. However, the author is cautiously optimistic: he dwells not on the coming chaos, but on humanity's great potential. Copyright: c47e395a9229946dff4ccf2e68736b5e In this groundbreaking work that sets apart fact and legend, authors Finkelstein and Silberman use significant archeological discoveries to provide historical information about biblical Israel and its neighbors. In this iconoclastic and provocative work, leading scholars Israel Finkelstein and Neil Asher Silberman draw on recent archaeological research to present a dramatically revised portrait of ancient Israel and its neighbors. They argue that crucial evidence (or a telling lack of evidence) at digs in Israel, Egypt, Jordan, and Lebanon suggests that many of the most famous stories in the Bible—the wanderings of the patriarchs, the Exodus from Egypt, Joshua's conquest of Canaan, and David and Solomon's vast empire—reflect the world of the later authors rather than actual historical facts. Challenging the fundamentalist readings of the scriptures and marshaling the latest archaeological evidence to support its new vision of ancient Israel, The Bible Unearthed offers a fascinating and controversial perspective on when and why the Bible was written and why it possesses such great spiritual and emotional power today. 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Art & Design Curriculum Road Map Spring: The Great Fire of London. Drawing & Painting * drawing tools, textures, landscapes, patterns, anatomy (faces, limbs), apply colour with a range of tools Summer 1: How have seaside Autumn 1: Be Good to Yourself. holidays changed? Autumn 2: People who cared that made a Difference. Colour & Printing primary & secondary colours, mixing colours, patterns, impressed images, relief printing Autumn 1: Autumn 2: draw effect of light, scale & proportion, accurate drawings of whole people including proportion and placement, variety of scales, computer generated drawings 3D-plan and develop patterns / textures work of other sculptors and interpret forms of construction Summer 1: Saxons & Scots Summer 2: Textile & Colour suitable equipment for reflect mood, wider the task, colour to stitches, compare different fabrics Wonderful Weather around the World. scale Summer 1: White Cloud- A Great Leader? Textiles & Painting * develops experience in embellishing, applies knowledge of different techniques to express feelings, work collaboratively on a larger scale *hue, tint, tone, shade & mood How do we help the world we live in? Digital Media	<urn:uuid:197581af-f3ea-4363-925f-4a28c908946d>	CC-MAIN-2021-49	http://st-gerards.halton.sch.uk/serve_file/2739676	2021-11-27T17:49:00+00:00	crawl-data/CC-MAIN-2021-49/segments/1637964358208.31/warc/CC-MAIN-20211127163427-20211127193427-00593.warc.gz	82,551,084	272	eng_Latn	eng_Latn	0.970385	eng_Latn	0.970385	[ "eng_Latn" ]	false	docling	[ 1215 ]	[ 2.703125 ]	1	0
Forcing Bulbs CHOOSING BULBS TO FORCE PAPERWHITES * The best bulbs for forcing are large, early-blooming bulbs. * Hyacinths are the most reliable, narcissi are popular, and crocus are nice and small. But don't limit yourself to these, there are many more to choose. * Unlike other narcissus bulbs, paperwhites do not require a chilling period to bloom. They are the perfect choice to grow "soilless" in water with only decorative pebbles or beads for support. * Make sure you choose bulbs that are firm and a good size. Also make sure they are recommended for indoor cultivation and forcing. PLANTING * Shallow plastic or clay containers are best, Bonsai pots are perfect. Make sure the container is twice the depth of your bulb to provide room for root development. * Choose a pot with drainage holes if forcing is to take place in the open garden. * Use indoor potting soil to stabilize the bulbs while they are growing. * Start with a layer of moist soil in the bottom of the container. Place bulbs on this base with tips facing upwards. Make sure the tips are below the rim of the container. * For the best display, set the bulbs close together but not touching each other or the sides of the container. * Fill the soil in around the bulbs, pressing firmly but gently. The necks of hyacinths, narcissus and daffodils should protrude above the soil level, but all others can be covered. Water well, so the growing medium is damp. BRINGING THE BULBS INDOORS * The cold period can last from 13-20 weeks depending on the species and exact temperature. Crocus, daffodils and muscari need around 15 weeks, whereas some tulips may require 20 weeds. When the green shoots poking out the top of the bulb are about one inch long, it's time to bring the container into a cool room indoors. * Place the container in a shady spot for the first 4-5 days, then move it near a window. The leaves develop and in a couple of weeks buds will form. * When the buds begin to colour, the container should be moved to the desired flowering spot. Bright but not sunny, free from drafts, away from a heater or radiator and not too warm. * Use a fine quality landscape gravel or marbles. Do not choose gravel with sharp edges, as these may damage the bulbs and their emerging roots. * Gently wedge the bulbs in the gravel with the tips protruding. The water level must be maintained to just below the base of the bulb. PRE-CHILLED BULBS * Pre-chilled bulbs are great for beginners, since some of the work of chilling them has already been done. * Most will only need water and warm conditions and they can be flowering in 3-4 weeks. * Popular pre-chilled bulbs include daffodils, Dutch iris, tulips, and crocus. * Hyacinths are also very popular, but many people do not realize that they still need to be chilled further and require different treatment. PREPARED HYACINTHS * Hyacinths require 13 to 15 weeks of cold to come out of dormancy, but you can take 5 weeks off this time by buying prepared hyacinths. Prepared hyacinths will need another 8 to 10 weeks of chilling before they will sprout. BULBS IN WATER (THE BULB VASE) * A popular container for growing and displaying forced bulbs in water is the "bulb vase." These glass receptacles are specially designed for holding large bulbs such as hyacinths. * Fill the lower section of the vase with water then place the bulb in the upper section with its base just touching the water. * If using a hyacinth, or other bulb that requires chilling, then place the vase and bulb into a cold, dark place, such as a garage or your refrigerator for roughly four weeks. You should see a well-developed root system and a growing tip emerge from the tip of the bulb. Then move it into the warmth and light so the show can begin. * Keep the soil moist at all times and occasionally turn the container to promote even growth. * The water level in the vase should be maintained at 0.3cm (1/8") below the base of the bulb.	<urn:uuid:1157bf62-b56d-4028-9367-37896bc682c8>	CC-MAIN-2021-49	https://www.gardenworks.ca/files/files/2021_Tip%20Sheet_Forcing%20Bulbs_8_5x11.pdf	2021-11-27T18:15:37+00:00	crawl-data/CC-MAIN-2021-49/segments/1637964358208.31/warc/CC-MAIN-20211127163427-20211127193427-00591.warc.gz	881,608,822	915	eng_Latn	eng_Latn	0.99874	eng_Latn	0.99874	[ "eng_Latn" ]	false	docling	[ 3952 ]	[ 2.90625 ]	1	0
Fossil Fuel Divestment Communications Guide Contents: 1. Introduction 2. Messaging Triangle 3. Messaging Arc 4. Talking Points 5. Answers to Frequently Asked Questions 6. Sample Letter to the Editor 7. Sample Opinion Piece or Editorial Introduction This is a guide to help anyone working on fossil fuel divestment communicate effectively about the campaign, whether you're doing an interview with the press or just talking to an interested bystander. Quick tip: when doing a phone interview, keep this guide open so that you can reference it easily! Messaging Triangle Good communicators often tell short, compelling stories that hit over-and-over again on their main points. A "messaging triangle" is a helpful tool that links each element of your story. You can start at any point of the triangle, depending on the question or context, and then connect to the other points. Here are some examples of how you can use the triangle: Why do colleges need to divest from fossil fuels? Our college shouldn't continue to invest in companies that are causing the climate crisis. Extreme weather events like Hurricane Sandy make it clear we need to act now in order to avoid climate catastrophe. We have the solutions to solve this crisis, but we won't see any political progress on the issue until the fossil fuel industry stops spending millions to corrupt our democracy. Shouldn't we work with the fossil fuel industry instead of divesting? The fossil fuel industry has spent hundreds of millions of dollars over the last decade to block any political action on climate change. Now, we know they plan on burning five times more carbon dioxide than scientists say is safe. This is a rogue industry and it's immoral for our colleges to continue investing in it. Unless we act now, we'll continue to see more extreme weather events like Hurricane Sandy. That's not a future we should leave for our children. Isn't divestment a radical demand? There's nothing radical about asking for a planet that resembles something like the one we grew up on. Climate change is loading the dice for more extreme weather events like Hurricane Sandy and the drought, wildfires, and floods that preceded it. The CEOs at fossil fuel companies are the radicals: they're planning on burning five times more carbon dioxide than scientists say is safe to burn. Our universities have a moral obligation to disassociate themselves with this rogue industry. As you can see, each answer hits on each point of the triangle -- extreme weather, the fossil fuel industry, and colleges' moral obligation to act -- in some way. Messaging Arc Another useful tool is a messaging arc. Think of this as the core narrative you want to share with people when they ask you a general question about your campaign. Each point works on its own, but it's best when you can tie it together. We've given you a super short and more extended messaging arc below. Super short: 1. We're calling on colleges and universities to divest from the fossil fuel corporations. 2. It's immoral to be invested in companies that are causing the climate crisis and spending millions of dollars to block solutions. 3. Divestment is a clear way for educational institutions to live up to their values and help society address the climate crisis. Longer: 1. Extreme weather events like Hurricane Sandy and the drought, heat-wave, and wildfires that ravaged much of America this year, are potent reminders that we need to act now in order to avoid climate catastrophe. 2. Scientists have defined "catastrophe" as any global warming beyond 2 degrees Celsius. We can emit roughly another 500 gigatons of carbon dioxide and still stay below 2 degrees. But the fossil fuel industry has 2,795 gigatons of carbon dioxide in their reserves. In other words, they're burning five times more carbon than it's safe to burn. 3. We have the clean energy solutions necessary to prevent climate catastrophe, but we're never going to see the political action needed to put them into place unless we can weaken the fossil fuel industry's stranglehold on Washington. 4. Every year, the fossil fuel industry spends millions of dollars to spread misinformation about climate change, warp our political progress, and block clean energy solutions. They're greed for profit is threatening the entire planet. 5. In the past, colleges, along with cities, states, religious institutions, and pension funds, have divested from rogue industries, like Big Tobacco, or immoral regimes, such as Apartheid South Africa. Now, it's time to divest from fossil fuels. 6. Divestment is a clear way for educational institutions to live up to their values and help society address the climate crisis. Talking Points Here are some additional talking points that can help you make the case for divestment: * Hurricane Sandy and the recent string of extreme weather events make it clear that we're running out of time to avoid climate catastrophe. * Every year, the fossil fuel industry spends hundreds of millions of dollars to corrupt our political process and block any action on climate change. They're profiting while our children and communities pay the price. * We shouldn't be putting our money into an industry that is polluting our planet and corrupting our democracy. * This is particularly true for colleges and universities. We shouldn't be paying for our students education with investments that will destroy the planet they're going to inherit. * It's time for colleges and universities to divest from the fossil fuel industry. * Complete divestment is difficult, so we've made it easier. We're asking for an immediate freeze on new investments in the fossil fuel industry and for a complete phase out over the next five years. This is not only manageable, it's the right thing to do. * There's no doubt that the fossil fuel industry is profitable, that's because they've been able to pollute for free and make us pay the cost for years. * But there are lots of ways to make money beyond fossil fuels, whether it's in other profitable investments, putting money into new clean energy technology, or investing in greening campus infrastructure. * The bottom line is that divestment is the only moral choice for institutions that care about the economy, society, and planet their students are going to inherit. * In the 1980s, 155 campuses and a number of major pension funds, cities, and corporations divested from apartheid South Africa, helping accelerate that country's journey to freedom. * Now, we need to declare our freedom from fossil fuels. Divestment is the first step. Answers to Frequently Asked Questions As you work on fossil fuel divestment, you'll probably get asked the same questions over and over again. Here are some answers to the most frequently asked questions. (See above for answers to: Why do colleges need to divest from fossil fuels? Shouldn't we work with the fossil fuel industry instead of divesting? Isn't divestment a radical demand?) What exactly are you asking for? We want College and University Presidents and Boards (as well as Religious and Pension funds) to immediately freeze new investments in fossil fuel companies and fully drawdown their holdings within five years. Full divestment means not only ending direct investments, but leaving commingled funds that hold fossil fuel equities and corporate bonds. The specific fossil fuel companies we are targeting are the 200 companies and state-held enterprises that hold the vast majority of the world's carbon reserves. They are the entities that have the power to do what science says is necessary to keep global warming below 2°C: leave 80% of known carbon reserves in the ground. What are you asking the fossil fuel companies to do? When would you reinvest? We'll know that corporations are serious about becoming energy companies instead of just fossil fuel companies when they meet these three demands: they need immediately to stop exploring for new hydrocarbons, they need to stop lobbying to preserve their special breaks, and, most importantly, they need to pledge to keep 80% of their current reserves underground forever. The college is already greening it's campus, why does it have to do more? It's great to see colleges greening their campuses, but we need them to green their portfolio as well. In fact, it's entirely inconsistent for a college to reduce emissions on campus only to invest in companies increasing emissions around the world. Universities shouldn't be investing in an industry that is destroying the planet that students are inheriting. Won't divestment make us lose money? There's no doubt that the fossil fuel industry is the most profitable enterprise on the planet, but that's because they cheat. Alone among industries, the fossil fuel industry gets to pollute for free and make use bear the cost of a warming planet. Luckily, there are other ways to make profit. Whether it's investing in the clean energy economy or putting money into a revolving loan-fund to green the campus, colleges and universities have an increasing number of options when it comes to investing their endowment in a socially responsible way. Shouldn't the college stay out of politics? We understand that divestment can be an uncomfortable step for a college to take, but these are not ordinary times. Scientists have made it clear that we're running out of time to address the climate crisis. As institutions dedicated not to profit, but to educating the next generation, colleges and universities have a special responsibility to help protect the future of our planet. Divestment is a serious step, but considering our current crisis, it's the only moral thing to do. We're not asking colleges to get involved in politics, we're asking them to do what's right. Will divestment actually make an impact? Divestment has made a big impact before, especially in the struggle to end apartheid in South Africa. In the end, over 155 campuses and many cities, states, and companies, divested from South Africa, speeding the transition to an open democracy. A fossil fuel divestment movement will help take away the social license of the fossil fuel industry, weakening their political power. It will also start an important discussion in the market about the long-term viability of fossil fuels and the need to transition to clean energy economy. Finally, this campaign will help create a new generation of student leaders who can help push our leaders to address the climate crisis. Who is involved in this campaign? This fossil fuel divestment movement is driven from the ground up by thousands of volunteer organizers across the country. The effort is coordinated by a new campaign called Fossil Free, which led by 350.org with the support of the Responsible Endowments Coalition, the Energy Action Coalition, the Sierra Student Coalition, the Sustainable Endowments Institute, As You Sow, and others. Sample Letter to the Editor Letters to the editor are a great way to raise the issue of divestment on campus. Remember, your letter to the editor should be unique -- don't just copy and paste from this guide or our website! The best letters often have a compelling hook, then get quickly to the point, and wrap things up in short order. This isn't a tweet, but you're more likely to get published the more succinct you can be. To submit a letter, just search for your college newspaper online and find the submission information in their Opinion or Contact section. Here are some themes to touch on in your letter: * If you're writing as alumni, make sure to include when you graduated * Describe how investing in the fossil fuel industry is antithetical to the values of the college * If you were involved in previous divestment movements, reference those efforts * Try and work through the messaging triangle, touching on extreme weather, the fossil fuel industry, and the need to divest * Try and work in climate impacts that are local to your college * If you're thinking of holding back a donation or taking some sort of other action, mention that in your letter See the messaging arc and talking points above for some ideas about the content to include in your letter. Here is a sample letter: Dear Editor, Middlebury's reputation as an environmental leader is threatened by the college continuing to invest its endowment in fossil fuel companies. Climate change is already loading the dice for extreme weather events like last year's Hurricane Irene, which battered much of Vermont. Now, recent reports show that the fossil fuel industry has five times more carbon in their reserves than scientists say we can burn and still keep warming below 2°C, a target that every country on earth has agreed to. Fossil fuel divestment is a clear way for Middlebury to live up to its values and help society address this crisis. As a regular donor to the college, I want to be assured that my money isn't being invested in companies that are wrecking the planet that future Middlebury students -- and all of our children -will inherit. Sincerely, Jamie Henn, Class of 2007 Good luck, and be sure to share a link with us if your letter gets published online! Sample Opinion Piece or Editorial Just like a letter to the editor, opinion pieces are a great way to raise the issue of fossil fuel divestment. A good opinion piece often has a compelling hook, clearly lays out the argument you're trying to make, includes a few relevant facts and figures (ideally ones that might surprise the reader), and adds in a personal anecdote or reflection to make the piece come alive. A great way to practice writing an oped is to go and read a few in your favorite news outlets. You'll probably begin to see patterns in the ways that people write. Check out the messaging arc and talking points above to think about how you could structure your own opinion piece. And if you do submit one, make sure to let us know about it -- especially if it gets published! Here's a sample oped that was recently published in the Cornell Daily Sun by a recent graduate: Any Person, Any Profit? November 19, 2012 By Danny Pearlstein I left Brooklyn for Ithaca to begin my first year at Cornell in August 2001, three weeks before the 9/11 attacks. I was terrified from afar as New York City entered a state of fear from which it has yet to fully emerge. Three weeks ago, with Hurricane Sandy, New York faced its most significant disruption since 9/11, plunging many New Yorkers back into shock. This time, high winds and an unprecedented storm surge wrought the destruction, but Sandy was no more natural a disaster than what brought down the World Trade Center. I was very lucky on my uptown Manhattan hilltop. But around the region, my aunts, uncles and colleagues all lost power. My Long Island grandparents watched the floodwaters rise into their house; my parents drove out to rescue them and their cat. My downtown law office was closed for a week due to the power outage. Just a few blocks away, all the businesses on Water Street at the edge of the Financial District remained shuttered when I walked by more than two weeks later. Subway service is still abnormal, and I'm still riding through silt and around a downed tree on the bike path I take to work. On November 16, I attended the New York City stop on 350.org's Do the Math Tour. Writer-activists Bill McKibben and Naomi Klein recounted three numbers: the 2009 commitment made in Copenhagen by nation-states including the United States and China to keep the climate from warming more than two degrees; the gigatons of additional carbon dioxide that the atmosphere can absorb before it will hit that mark; and the fact that proven fossil fuel reserves, if burned, would add five times as much carbon dioxide to the atmosphere as it can handle without warming more than two degrees. In other words, to remain profitable, the fossil fuel industry would blow us all right past the two degree mark, without even discovering any additional reserves, an unlikely scenario given the billions pumped into exploration. When I was at Cornell, I got to know a corner of campus called Redbud Woods, which is now the University Avenue parking lot. From sophomore to senior year, I worked alongside hundreds of students, faculty, staff and other Ithacans to stop the lot and save the woods. Early in the campaign, I boasted to the press that we would win resoundingly and bring on "the Waterloo of parking lots," an end to the waste and despoliation of green space for car storage. It was not to be. Despite local government backing, Student Assembly support, nonviolent direct action, over a hundred arrests, and countless public demonstrations of love for the woods and outrage at the prospect of yet more asphalt where trees and grass once grew, we lost. As a member of Cornell's governing Board of Trustees warned me then, the money had already been allocated as part of the overall West Campus upgrade. The lot was a fait accompli before I even heard of it. As ever, ecological destruction requires financing. As an institutional investor, with nearly $6 billion to its name, Cornell is one hefty financier, responsible for where the money lands, where it grows. Investing in fossil fuels, whatever the short-term upside for the University, actively advances planetary catastrophe. Moreover, just as the fight over Redbud Woods cost Cornell in years of litigation, police overtime, community benefits and local ire, Cornell will pay for its fossil fuel investments over and over. On Halloween, a day after Sandy, President Skorton emailed alumni that Cornell facilities in New York City were experiencing power outages and had suffered damage. Especially now, when Cornell is making a massive new investment on vulnerable Roosevelt Island, investing in fossil fuels seriously undermines the University's educational mission. The Tech Campus renderings are gorgeous. It would be a real shame if the site were submerged before they were realized. On campus, KyotoNOW demands that Cornell match its commitment to carbon neutrality with divestment from fossil fuel companies. KyotoNOW's 2001 sit-in was pivotal in winning the neutrality pledge, and emboldened the campaign to save Redbud Woods. As McKibben warns, there may be yet more arrests before divestment is won. He would like to see the elder citizens, particularly tenured faculty members, handcuffed first. And as an alumnus, I pledge that I will divest in Cornell until Cornell divests in global warming. I urge my fellow alumni to follow suit. This is too important an issue to defer to the old saw that we had better donate for the sake of our rank. A drop in the rankings is a drop in the bucket when rising seas engulf our cities. President Skorton, Chair Harrison and Trustees, the fight to stop climate change is your fight. If we little people could solve the problem by cutting the carbon out of our lives, we would do it. We have no stake in a warmed globe; quite the contrary. But as institutional investors, you are among the privileged few, able to transform the policy dialogue and deny the fossil fuel industry its requisite capital. Think of your fiduciary responsibility to keep the University's physical plant operational. Think too of what you owe your family and community members, who have placed such awesome trust in you. And think fast. Danny Pearlstein graduated from the College of Art, Architecture and Planning in 2005. We're excited to get this debate about fossil fuel divestment going around the country and each of your editorials will help us hone our arguments. Make sure to share them with us at email@example.com as they get published. Thank you again for joining us in this national effort to divest from fossil fuels!	<urn:uuid:12d5e89a-31ba-46e0-9371-da90ed5d5690>	CC-MAIN-2021-49	https://s3.amazonaws.com/s3.350.org/images/Fossil_Free_Communications_Guide_1.pdf	2021-11-27T18:48:32+00:00	crawl-data/CC-MAIN-2021-49/segments/1637964358208.31/warc/CC-MAIN-20211127163427-20211127193427-00591.warc.gz	579,857,636	4,000	eng_Latn	eng_Latn	0.998922	eng_Latn	0.999165	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 939, 3463, 5966, 8596, 11352, 13876, 17052, 19809 ]	[ 2.296875 ]	1	0
12 Section 2: Disaster Strikes Page 6 9. The following are the people who were mentioned in Disaster Strikes. Match the names with the correct descriptions. One has been done for you. 1 mark Assessment focus 2: understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text. Award 1 mark for matching all three pairs correctly. woman who lived near the volcano Pliny Tacitus Pliny’s uncle Rectina naval commander who rescued people young man who watched the events historian who recorded details of the events Page 6 (continued) 10. Look again at Pliny's account of his uncle's journey. The events are described below, but they are in the wrong order. Number each event to show the correct order. The first one has been done for you. up to 2 marks Assessment focus 3: deduce, infer or interpret information, events or ideas from texts (simple inference). Award 2 marks for all four stages correctly numbered. Award 1 mark for two or three stages correctly numbered. 2 ordered launching of ships 1 received letter from Rectina 4 came close to land 5 refused to listen to advice 3 journeyed into danger zone Page 7 11. Look at the information about Mount Vesuvius in AD 79 on page 6. How do you know that life was peaceful in the area? 1 mark Assessment focus 3: deduce, infer or interpret information, events or ideas from texts (simple inference). Award 1 mark for any of the following pieces of information: Vesuvius had been dormant for hundreds of years the mountain was green / the slopes were cultivated people had become used to the tremors people were just going about their daily business. Also accept reference to farming / farmers growing fig and/or olive trees. 13 14 12. Find and copy two phrases, one from page 6 and one from page 7, to show that Pliny's uncle wanted to study the volcano. a) Evidence from page 6: b) Evidence from the letter on page 7: 1 mark Assessment focus 2: understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text. a) Award 1 mark for one of the following, which may be quoted as part of a longer phrase: … closer look … … set off to investigate … … to dictate his observations … … to observe the volcano … . Minor errors in copying should not be penalised. Do not accept: … collecting information … … not content to stand by and watch … . b) Award 1 mark for one of the following, which may be quoted as part of a longer phrase: … begun in a spirit of inquiry … … describing each moment of the eruption … … to be noted down … … as he observed it … . Minor errors in copying should not be penalised. Do not accept: … hurried to the danger zone … . 1 mark Page 7 (continued) 13. What dangers made the helmsman want to turn back? Write two. up to 2 marks Assessment focus 3: deduce, infer or interpret information, events or ideas from texts (simple inference). Award 1 mark for each acceptable reason up to a maximum of 2 marks. Acceptable responses refer to physical consequences of the eruption, eg: in shallow water the shore was blocked / they got stuck in the rubble the ash / stones / pumice falling from the sky / hotter / thicker the ship could have caught fire. Also accept hot ash / cloud of ash. Do not accept non-text based answers, eg: the volcano / eruption / flames / lava, or partial answers with no development, eg: stones / ash / rubble. 15 Page 8 14. Pliny's uncle received a written message from Rectina stating her problem and asking for his help. What do you think Rectina wrote? Using the information you have read, write Rectina's message below. up to 3 marks Assessment focus 3: deduce, infer or interpret information, events or ideas from texts (complex inference). Points to be included: eruption danger to Rectina (may be implicitly included in 'eruption' details) call for help. Award 3 marks for responses that include all three elements and provide a fuller explanation for at least one of them, by giving more detail about the nature of the danger to Rectina or about how Pliny's uncle can help, eg: this is very frightening, as I look at the volcano at this minute, it is bursting at the seams! People are in trouble shouting, screaming, dying. Please help to save these people's lives. They are relying on you. The volcano is nearly on us. Your friend, RECTINA as you know my house is at the foot of the mountain. If the volcano erupts I will be one of the first to be killed. Will you come and rescue me? By boat is the only way. From Rectina I'm really scared here. I am in the foot of the volcano. Rubble and ashes are falling over here. I need to escape. I am terrified. It is impossible to escape from here. Everything is dark. Lava is pouring out. I need help. Award 2 marks for responses that mention the three essential elements of the situation, or that give a full explanation of two of them without mentioning the third, eg: please come and help because I'm at the foot of the Volcano Vesuvius and it's puffing out black smoke and I think it's erupting I am stuck. My house is at the foot of a mountain and the volcano's erupted. I need your help. Help me escape. Come quickly! Rectina I am trapped because the volcano is erupting. Help! as I live at the bottom of the mountain escape is nearly impossible. The only way of escape is by boat. I know you are commander of the port and you have ships. Please save me. Rectina. Award 1 mark for calls for help that state the general nature of the danger but omit to mention an essential aspect of the situation, eg: I am stuck at the bottom of the volcano. Please come and save me please come and rescue me from this terrifying place. There is nowhere for me to escape to. Also award 1 mark for responses which are heavily dependent upon the wording of the stimulus text, eg: I am terrified of the danger threatening me, I implore you to come and rescue me from my fate. 16 Page 8 (continued) 15. Some people think that Pliny’s uncle was a brave but foolish leader. What do you think? brave foolish brave and foolish Explain your answer using parts of the information to help you. up to 3 marks Assessment focus 3: deduce, infer or interpret information, events or ideas from texts (complex inference). Award 3 marks for answers that provide well-justified and developed descriptions of bravery and/or foolishness and that reveal detailed examination of the text, eg: brave to risk his life to rescue others and to try and learn more about the effects of a volcano, and brave to be going into the thick of the danger when everyone else was running away he took on the challenge of rescuing Rectina and went into the place when everyone was leaving. He even went on when ashes and bits of pumice were falling and carried on when the helmsman advised not to foolish because he seemed to set off without thinking that the stone and ash would be boiling so he might get burnt to death. He ignored all the advice and charged in he was brave because he charged into the 'danger zone' where everyone was fleeing, and also because he saw the thick black cloud forming and changed his course to save others. Yet he was foolish because he charged in not knowing what to expect. He died for this reason I think he was brave because he went to observe the volcano but also to save the people. I think he was foolish to think that he could rescue everyone, but also because he refused to go back when it got extremely dangerous. Award 2 marks for responses that offer at least two relevant pieces of textual evidence, eg: Pliny's uncle was very brave to rescue all those people. It was not foolish to go and help and those people would turn in their graves to hear 'foolish' said about him foolish because he risked his life going into the volcano but brave because he went to save Rectina brave to go into the danger zone and to do it to save other people he is brave because he went to save his friend and investigate the volcano. But he is also foolish because volcanos are really dangerous. Award 1 mark for undeveloped / simple responses which make some comment about his bravery / foolishness, eg: brave because he went into the volcano brave to save people as many people would just run about foolish because he was going to the erupting volcano. 17	<urn:uuid:8dee35e3-739d-4197-8a52-8f7f8c08aec5>	CC-MAIN-2021-49	https://www.bgpschool.kent.sch.uk/attachments/download.asp?file=3445&type=pdf	2021-11-27T17:44:50+00:00	crawl-data/CC-MAIN-2021-49/segments/1637964358208.31/warc/CC-MAIN-20211127163427-20211127193427-00591.warc.gz	748,057,867	1,911	eng_Latn	eng_Latn	0.996654	eng_Latn	0.999127	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 576, 1765, 2757, 3471, 5994, 8379 ]	[ 4.03125 ]	1	0
Calming the Fight-Flight-Freeze Response Journal or talk to a good listener to sort out what put you into emergency alert in the first place. Name your emotions. Fight mode: want action and have energy to spend Flight mode: want to get away, need for distance Antidote: Give your muscles something to do. Run, clean, pull weeds, dance to loud music, create art in a big way. Antidote: Take a walk, have a dance party in your kitchen, do small tasks that help you feel you've gotten something done. Freezemode: craving safety and calm Antidote: Take gentle care of yourself (warm blanket, tea, bath or shower). Reach out to nature. Do the five senses grounding activity. Thank your emergency alert system for working to keep you safe. Realize that if there was something to be done in the moment that your response might be super helpful. This is what allows ordinary people to be heroes. Notice when your emergency alert system is being deliberately triggered. So much of how news and marketing works is to trigger us. By noticing the deliberate triggers you may be able to avoid it or block its effects on you.	<urn:uuid:5f5deff6-d6bb-4f74-8ef2-e2724f517cfa>	CC-MAIN-2021-49	https://learnmodelteach.com/wp-content/uploads/2021/06/Calming-FightFlightFreeze.pdf	2021-11-27T17:27:42+00:00	crawl-data/CC-MAIN-2021-49/segments/1637964358208.31/warc/CC-MAIN-20211127163427-20211127193427-00591.warc.gz	437,133,794	244	eng_Latn	eng_Latn	0.998774	eng_Latn	0.998774	[ "eng_Latn" ]	false	docling	[ 1121 ]	[ 2.09375 ]	1	0
DESIGN A DJEMBE! Now that you've learned what makes a djembe, how would YOU design one? Draw your djembe below. Don't forget to color it and say what it is made from!	<urn:uuid:effaa748-8f39-4569-b47f-4ca13e81396e>	CC-MAIN-2021-49	https://3puuzj4cgp0w1zze71361rza-wpengine.netdna-ssl.com/wp-content/uploads/2021/07/FINAL-UMS-Djembe-Worksheet-Design-a-Djembe.pdf	2021-11-27T18:10:30+00:00	crawl-data/CC-MAIN-2021-49/segments/1637964358208.31/warc/CC-MAIN-20211127163427-20211127193427-00595.warc.gz	164,161,667	47	eng_Latn	eng_Latn	0.996627	eng_Latn	0.996627	[ "eng_Latn" ]	false	docling	[ 169 ]	[ 2.453125 ]	1	0
Declining mangroves shield against global warming 3 April 2011 A young mangrove plantation at the the Thousand Islands National Marine Park by the shore of Pramuka island, north of Jakarta, in 2010. Mangroves, which have declined by up to half over the last 50 years, are an important bulkhead against climate change, a study released on Sunday has shown for the first time. Mangroves, which have declined by up to half over the last 50 years, are an important bulkhead against climate change, a study released on Sunday has shown for the first time. Destruction of these tropical coastal woodlands accounts for about 10 percent of carbon dioxide emissions from deforestation, the second largest source of CO2 after fossil fuel combustion, the study found. Fewer trees not only mean less CO2 absorbed from the air, but also the release of carbon stocks that have been accumulating in shallow-water sediment over millennia. Mangroves -- whose twisted, exposed roots grace coastlines in more than 100 countries -- confer many benefits on humans living in their midst. The brackish tidal waters in which the trees thrive are a natural nursery for dozens of species of fish and shrimp essential to commercial fisheries around the world. Another major "ecosystem service," in the jargon of environmental science, is protection from hurricanes and storm surges. Cyclone Nargis, which killed 138,000 people in Myanmar in 2008, would have been less deadly, experts say, if half the country's mangroves had not been ripped up for wood or to make way for shrimp farms. Daniel Donato of the US Department of Agriculture's Forest Service in Hilo, Hawaii and an international team of researchers examined the carbon content in 25 mangroves scattered across the Indo-Pacific region. The trees stored atmospheric CO2 just as well as land-based tropical forests, they found. Below the water line, they were even more efficient, hoarding five times more carbon over the same surface area. "Mangroves are among the most carbon-rich forests in the tropics," Donato and his colleagues said in the study, published in Nature Geoscience. "Our data show that discussion of the key role of tropical wetland forests in climate change could be broadened significantly to include mangroves." In a companion commentary, Steven Bouillon from the Katholieke Universiteit Leuven in Belgium said the carbon inventory uncovered by the study "provides a strong incentive to consider mangrove ecosystems as priority areas for conservation." (c) 2011 AFP 1 / 2 Powered by TCPDF (www.tcpdf.org) APA citation: Declining mangroves shield against global warming (2011, April 3) retrieved 27 November 2021 from https://phys.org/news/2011-04-declining-mangroves-shield-global.html This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only. 2 / 2	<urn:uuid:9d297027-38bb-424e-8504-e01a2e887505>	CC-MAIN-2021-49	https://phys.org/pdf221057192.pdf	2021-11-27T17:02:53+00:00	crawl-data/CC-MAIN-2021-49/segments/1637964358208.31/warc/CC-MAIN-20211127163427-20211127193427-00594.warc.gz	553,584,444	638	eng_Latn	eng_Latn	0.988169	eng_Latn	0.997248	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2540, 2990 ]	[ 2.71875 ]	1	0
Building literacy in playful, meaningful ways Force, Motion, and Energy By Sylvia Vardell and Janet Wong Take 5! 1. Use pantomime to bring this poem to life, acting out the pulling of the wagon with your hands, then digging in with your feet and pulling again, then with fists cheering, then with hands gesturing wait, then running after the runaway wagon. 2. In a repeated reading of this poem, coach students to say or even shout the word wait when it occurs in the poem. You read the rest of the poem aloud, pausing after the word but and signaling students with both palms out, motioning wait, as their cue to chime in. 3. Invite students to share experiences pulling or riding in a wagon or learning to ride a tricycle or bicycle. What gives these vehicles their power? We do! 4. Talk with students about how the wagon in this poem shows us everyday uses of energy, force, and motion—using our hands and legs to pull the wagon (force) and then sending the wagon to roll away on its own (energy and motion). Students can push a crayon on their desks or a table and watch it roll over the edge (and then pick it up!). 5. Link this poem with another about moving a wagon, "After I Made a Huge Mess With My Chemistry Set" by Mary Lee Hahn (Internet Resources), or follow up with the fun, classic story, Go, Dog. Go! by P.D. Eastman (see Resource). Reference Hahn, M.L. 2014. "After I Made a Huge Mess with My Chemistry Set," in The Poetry Friday Anthology for Science, eds. S. Vardell and J. Wong, p. 159. Princeton, NJ: Pomelo Books. Resource Eastman, P.D. 1961. Go, dog. Go! New York: Random House. Internet Resources Wong, Janet. Website of author. www.janetwong.com "After I Made a Huge Mess with My Chemistry Set" by Mary Lee Hahn www.pinterest.com/pin/361625045073821139 p32Poetry.indd 32 Push Power by Janet Wong I pull with my hands. My wagon is stuck. I push harder with legs. This time I'm in luck. My wagon gets out of the mud but— wait! It zooms down the hill straight into the lake! Poem © 2014 Janet S. Wong from The Poetry Friday Anthology for Science by Sylvia Vardell and Janet Wong; Take 5! © 2014 Pomelo Books; illustration by Bug Wang from The Poetry of Science: The Poetry Friday Anthology for Science for Kids © 2015 Pomelo Books. 6/13/18 12:08 PM	<urn:uuid:2b0c41b0-6629-4f71-9f0f-1bd5e69214ab>	CC-MAIN-2021-49	https://s3.amazonaws.com/nstacontent/sc1809_32.pdf?AWSAccessKeyId=AKIAIMRSQAV7P6X4QIKQ&Expires=1638102684&Signature=uEKSBnD2kMkUc%2bNjxZMufmHQGmY%3d	2021-11-27T17:31:25+00:00	crawl-data/CC-MAIN-2021-49/segments/1637964358208.31/warc/CC-MAIN-20211127163427-20211127193427-00594.warc.gz	600,399,722	587	eng_Latn	eng_Latn	0.99489	eng_Latn	0.99489	[ "eng_Latn" ]	false	docling	[ 2293 ]	[ 4.03125 ]	1	0
Language guide - German [x] Describe briefly the historical circumstances of the creation of this community in your country The first Germans came to Poland during the Late Middle Ages and settled especially in Walddeutsche in the Subcarpathian region. Because of political factors, most regions that German lived, used to belong to the Kingdom of Prussia (Lower Silesia, East Brandenburg, Pomerania and East Prussia). In other areas of modern-day Poland, such as Pomerelia, Upper Silesia, and Posen or Greater Poland also lived German populations. But only in the 19th century Germans became actively involved in developing polish industry, such as textile or clothmaking. After World War I many of Germans settled on the east of the Curzon line, including a significant number in Volhynia. According to the census which was made in 1931, in Poland used to lived 740,000 German speakers. I't was around 2.3% of whole population. Those people has their own rights, protected by the Little Treaty of Versailles of 1919. [x] Describe the current status of the community in your country According to Central Statistical Office, in 2013 was registered 148,000 German national minority, which constituted 0.38% of the total population lived in Poland. 64,000 of them declared both German and Polish ethnicities and 45,000 solely German ethnicity. The areas where most German minorities live are: Opole Voivodship in Silesia. Nowadays the largest number of German minorities live in the following voivodships: Lower Silesia, Kuyavian-Pomeranian and Lublin. [x] Define cultural specifics of dealing with community members (in general) They are is the largest national minority living in Poland. Representatives of the German minority are mostly Catholics, and only a few (mainly those living in northern Poland) declare their affiliation with the Evangelical Church of Augsburg Confession. It is an ethnic group thriving in its communes. In Poland, the Germans have established numerous cultural associations. The largest of them are: the Association of German Socio-Cultural Associations in Poland - the Association represents 9 Socio-Cultural Societies operating in 9 voivodships and about 600 terrain circles. The Association has 9 permanent members (organizations) and 6 associated organizations. They have got also run their own magazines and radio such as „Mittendrin" or Radio Vanessa z Raciborza. The European Commission support for the [x] Define cultural specifics in the provision of health care to community members (with an emphasis on women) The German minority is seeking better access to health services and better quality health services. This is due to the fact that healthcare works better in Germany than in Poland. speaking of German women, the most commonly used terms are: 'strong self-independent'. Therefore, their requirements, including those regarding healthcare, are higher than Polish woman [x] Determine the migrant language's specificities compared to the host country language The German language will be derived from the Western Germanic group. The German alphabet is a variation of Latin and consists of 30 letters. In addition to the 26 classic letters, it also contains the umlauts ä, ö and ü (so-called umlauts) and ß (so-called Es-Zett or scharfes S). A characteristic feature of German orthography is that all nouns are capitalized, as opposed to Polish. The inflection of the noun is relatively sparse, and articles are primarily used for number and case. Contrary to the Polish (7), we distinguish only 4 cases - nominative, genitive, dative and accusative, with the genitive being used least often (most often replaced with constructions with a preposition), the plural is not divided into genders and the forms of German verbs do not distinguish gender grammar. The verb is always the second part of the sentence, unless it appears in the interrogative particular sentence. It is always located next to the subject. 2	<urn:uuid:3c12f754-4523-4c34-ae43-c1317c4e9857>	CC-MAIN-2021-49	http://mediceproject.eu/files/Medice-LG_German.pdf	2021-11-27T16:39:50+00:00	crawl-data/CC-MAIN-2021-49/segments/1637964358208.31/warc/CC-MAIN-20211127163427-20211127193427-00594.warc.gz	48,375,489	834	eng_Latn	eng_Latn	0.994356	eng_Latn	0.996197	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2445, 3967 ]	[ 2.390625 ]	1	0
BRUNSWICK KINDERGARTEN LOCAL EXCURSIONS (Regular Outings) As part of your child's kinder program, the group may leave the kinder to engage in local walking activities throughout the year. You will always be notified of when your child will go/has been on a regular outing, and we welcome parent involvement if needed. The below details describe the basic details that cover all local excursions: PURPOSE- To engage the children in connecting with and contributing to their community (EYLF OUTCOME 2) by exploring the local environment ACTIVITIES- Viewing the local flora & wildlife, observing seasonal changes, visiting local shops & facilities, visiting nearby parks & playgrounds. DESTINATION- Local Community within approximately 5-kilometre radius TRANSPORT- Walking DATE OF EXCURSION- On the designated days scheduled for your child's group TIME OF EXCURSION- between 9.30am and 3.00pm NUMBER OF CHILDREN ATTENDING- Whole class: 22 (Blue, Green & Orange groups) or 29 (Silver or Purple groups) NUMBER OF STAFF ATTENDING EACH SESSION – minimum of 2 (Blue, Green & Orange) or 3 (Silver & Purple) NUMBER OF VOLUNTEERS ATTENDING EACH SESSION- as many as wish to attend, minimum of 1 or 2 STAFF: CHILD RATIO- 1:11 or lower RISK ASSESSMENT- Will be completed for each excursion and will be available for viewing on request from your group teacher. ASSESSMENT OF LEARNING- Children learn to be active participants of the Brunswick community and surrounding communities. They will learn how to shop, how to visit a library, how to engage with members of the same community, feel a sense of belonging and will feel confident to share this knowledge with others	<urn:uuid:f70df649-bec6-46f2-9056-d1d85a5c4b4a>	CC-MAIN-2021-49	http://brunswickkindergarten.org.au/wp-content/uploads/2021/09/Brunswick-Kindergarten-Local-Excursion-guidelines.pdf	2021-11-27T18:33:39+00:00	crawl-data/CC-MAIN-2021-49/segments/1637964358208.31/warc/CC-MAIN-20211127163427-20211127193427-00595.warc.gz	14,908,873	383	eng_Latn	eng_Latn	0.988786	eng_Latn	0.988786	[ "eng_Latn" ]	false	docling	[ 1670 ]	[ 2.25 ]	1	0
Diabetes: Just the Basics Type 2 Diabetes Diabetes is a condition in which the level of sugar in your blood is too high. Insulin helps your body lower your blood sugar. Too much sugar in the blood isn't good for your health. Many people with type 2 diabetes also have high blood pressure, high cholesterol, and overweight. Treating these conditions is as important as controlling blood sugar in type 2 diabetes. When you have type 2 diabetes, your body does not make enough insulin and does not use the insulin as well as it should. Your body may not make enough insulin. The blood sugar then builds up in the blood instead of going into the cells. This can lead to serious problems of the heart, eyes, kidneys and feet. \| \| Fasting Blood Sugar Levels for Diagnosis \| \|---\|---\| \| Normal \| <100 \| \| Pre-Diabetes \| 100-125 \| \| Diabetes \| ≥ 126 \| People with type 2 diabetes may be able to control the blood sugar levels with a diet and exercise program. However, most people with type 2 diabetes will need pills or insulin to manage their blood sugar levels, especially if they have had type 2 diabetes for a long time. Type 2 diabetes is usually found in older adults and is now being found in younger adults. It used to be called adult-onset diabetes. About 90% of all people with diabetes have type 2. Factors leading to Type 2 diabetes - Being inactive - Being overweight - Family history of type 2 diabetes - Ethnic background (People who are African-American, Asian, Portuguese, Hispanic and Native American have a higher risk of getting type 2 diabetes Symptoms of Type 2 diabetes may include: - Increase in urination (the amount of urine you pass and how often - Thirst - Hunger - Having diabetes during pregnancy - Feeling tired - No symptoms Treatment of Type 2 diabetes - Eat healthy - Lose weight (if overweight); Even a 10-pound weight loss can help keep your diabetes in control. - Check your blood sugar as directed by your healthcare provider - Take medications, if prescribed by your healthcare provider - Be physically active - If you smoke, stop! - Control your blood pressure and your cholesterol - Blurry vision	<urn:uuid:f2e690db-144d-4891-a640-1af77e1221d5>	CC-MAIN-2021-49	https://www.brighamandwomens.org/assets/BWH/medicine/endocrinology-diabetes-and-hypertension/pdfs/phc-diabetes-just-the-basics-type-2-diabetes-mar2016.pdf	2021-11-27T16:45:37+00:00	crawl-data/CC-MAIN-2021-49/segments/1637964358208.31/warc/CC-MAIN-20211127163427-20211127193427-00593.warc.gz	769,236,563	495	eng_Latn	eng_Latn	0.997302	eng_Latn	0.997302	[ "eng_Latn" ]	false	docling	[ 2148 ]	[ 2.5 ]	1	0
Precipitation: March precipitation ranged from 0.1 inches to 5.0 inches plus. Amounts of less than a quarter inch were recorded in the northwest corner. Precipitation totals of greater than 3 inches were measured in the southwest and southeastern regions. Most of the percent of normal precipitation ranged from less than 25% to 300%. The area with less than normal precipitation was the northwest region. The areas with primarily 300% plus percent of normal precipitation were the southwest, south central, and southeastern regions (Figure 1, High Plains Regional Climate Center). There March 2009 were three major precipitation events that occurred in March. The first was March 9-10 in which heavy snow fell mainly in the southeastern regions. The National Weather Service (NWS) recorded a two day total snowfall (9 th – 10 th ) at Jamestown of 14.0 inches, Fargo of 10.1 inches, Fort Yates of 10.0 inches, and Linton of 10.0 inches. The second major precipitation event was March 22-26 in which heavy snow fell in the southwest, central, and eastern regions. During the second precipitation event, some of the higher amounts recorded by the NWS were 22.5 inches of snow at Marmarth, 18.0 inches at Dickinson, and 15.3 inches at Beulah. The third major precipitation event was March 29-31 in which heavy snow fell in the south central and eastern areas. The NWS recorded record breaking amounts of snowfall on the 30 th at Bismarck of 11.8 inches and Fargo of 5.8 inches. Fargo also had record breaking snowfall on the 31 st of 4.6 inches. NWS recorded Fargo as having a record breaking total March snowfall of 28.1 inches. Temperature: The March average air temperatures ranged from 16°F primarily in the north to 27°F along the western central edge. The central regions had air temperatures of 18 to 20°F. The southwest, southeast, and eastern central regions had average air temperatures of 21 to 25°F. March had below normal temperatures across the State and ranged from -2 to -10 degrees. (Figure 2, North Dakota State Climate Office). The daily temperatures for the first half of March were far below normal with extreme low for North Dakota (North Dakota State Climate Office) temperatures from 9 th through the 12 th of March. The daily temperatures for the second half of March were primarily below normal with a few days of above normal temperatures. The National Weather Service (NWS) recorded record low maximum temperatures at Bismarck and Williston on March 10 th . NWS also recorded a record low maximum temperature at Bismarck on the 11 th . A record low minimum temperature was recorded at Jamestown on the 12 th . Flood: Major flooding occurred in Fargo, Grand Forks, and Drayton along the Red River of the North; in Abercrombie on the Wild Rice River; in West Fargo, and Harwood on the Sheyenne River. The Federal Emergency Management Agency (FEMA) announced that federal disaster aid has been made available for 34 counties of North Dakota beginning on March 13, 2009 (http://www.fema.gov/news/newsrelease.fema?id=47796). Red River at the Fargo location reached a record high stage of 40.82 feet on Saturday, March 28 at around 00:15 AM. The previous record was 40.1' and set on April 7, 1897. The second highest crest occurred almost exactly 100 years after the 1897 flood on April 17, 1997 and was 39.57 feet. Any stage above 18 feet is considered as flood stage in Red River at Fargo location. Among the several conditions that led to major flooding, 2.79" of rain fell in a 5-day period from March 22 through 26 with daily maximum temperatures as high as 53° is the most significant impact in this particular flood. Other factors were as significant and worth mentioning below: * March 2009 was the wettest March in history since 1881 almost doubling the previous record that was set in March 1882. * March 2009 was the snowiest March in history since 1881 topping March 1997 by 2" (The most memorable flood in Fargo and Grand Forks occurred in 1997). * September through March period was the wettest September-March periods ever. As of April 3, there is still a 7-inch depth snow on the ground in Fargo. Red River at Fargo is expected to have a secondary crest in April after the entire snow melts. The magnitude of the secondary crest will depend on the rate of melt and additional storm event.	<urn:uuid:e55b4e0a-fcac-4474-89f6-584be5d0b78c>	CC-MAIN-2021-49	https://www.ndsu.edu/fileadmin/ndsco/ndsco/summary/2009/mar.pdf	2021-11-27T18:36:54+00:00	crawl-data/CC-MAIN-2021-49/segments/1637964358208.31/warc/CC-MAIN-20211127163427-20211127193427-00595.warc.gz	1,047,217,565	1,015	eng_Latn	eng_Latn	0.997209	eng_Latn	0.997197	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2393, 4339 ]	[ 2.4375 ]	1	0
Math - Grade K4 Course Description: The Indian Community School cultivates an enduring cultural identity and critical thinking by weaving indigenous teachings with a distinguished learning environment. The curriculum for this course is developed from the Wisconsin Model Early Learning Standards, the Common Core State Standards for Mathematics, and the framework of the ICS Our Ways Cultural Calendar. In K4, students will develop and use early mathematical skills and concepts to enhance their learning. Students will understand how to think logically about numbers, shapes, colors, and other early math concepts that can be applied to their everyday life. This course gives life to data collection and application. Enduring Understandings: * Using multi-sensory abilities allows for the processing of new information and the ability to problem solve. * Counting and number recognition creates an awareness of number sense. * Learning basic number operations and relationships will build a foundation for more complex mathematical reasoning. * Recognizing two and three dimensional shapes and being able to describe them builds the cornerstone for early geometry. * Different objects can be sorted, compared, and patterned according to their attributes in order to connect mathematics concepts to the real world. * A variety of measurement tools are needed to determine the size, weight, length, volume, and value using a variety of different objects. * In mathematics different tools such as graphs, charts, drawings and pictures are used to gather and record information. * Scientific thinking requires the use of observation and observational tools to help gather, compare and seek answers to questions through investigations. * Using gathered information allows for the ability to make predictions and accurate hypotheses. COUNTING AND CARDINALITY * I can count to 10+. (PK.CCSS.CC) * I can read numerals to 10+. (PK.CCSS.CC) * I can trace numerals to 10. (PK.CCSS.CC) * I can subitize to 6. (PK.CCSS.CC) * I can number sequence to 10. (PK.CCSS.CC) * I can give next number in sequence to 5. (PK.CCSS.CC) * I can compare sets to 10 by counting and matching. (PK.CCSS.CC) 1 OPERATIONS AND ALGEBRAIC THINKING * I can extend ABAB patterns. (PK.CCSS.OA) * I can extend AABB patterns. (PK.CCSS.OA) * I can extend AAB patterns. (PK.CCSS.OA) * I can extend ABB patterns. (PK.CCSS.OA) * I can extend ABC patterns. (PK.CCSS.OA) * I can add 2 quantities, each within 5 by using objects, fingers, pictures or numbers. (PK.CCSS.OA) * I can subtract 2 quantities, each within 5 by using objects, fingers, pictures or numbers. (PK.CCSS.OA) * I can generate combinations for 4. (PK.CCSS.OA) * I can generate combinations for 5. (PK.CCSS.OA) * I can generate combinations within 6. (PK.CCSS.OA) MEASUREMENT AND DATA * I can sort objects by color. (PK.CCSS.MD) * I can sort objects that sink or float. (PK.CCSS.MD) * I can sort objects by different characteristics. (PK.CCSS.MD) * I can compare objects by size. (PK.CCSS.MD) * I can compare objects by weight. (PK.CCSS.MD) * I can use ordinal numbers 1st through 6th. (PK.CCSS.MD) GEOMETRY * I can compose with shapes. (PK.CCSS.G) * I can identify shapes. (PK.CCSS.G) * I can name shapes. (PK.CCSS.G) * I can describe shapes. (PK.CCSS.G) * I can draw shapes. (PK.CCSS.G) * I can understand positional words. (PK.CCSS.G) 2	<urn:uuid:241afc64-c491-4db2-a65d-e2265999fb63>	CC-MAIN-2021-49	https://ics-edu.org/wp-content/uploads/2021/08/K4-Math-Website-Course-Overview-Updated.pdf	2021-11-27T18:19:56+00:00	crawl-data/CC-MAIN-2021-49/segments/1637964358208.31/warc/CC-MAIN-20211127163427-20211127193427-00597.warc.gz	394,005,538	821	eng_Latn	eng_Latn	0.906007	eng_Latn	0.985653	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2187, 3378 ]	[ 4.09375 ]	1	0
No Worries Mindful Kids An Activity Book For Young People Who Sometimes Feel Anxious Or Stressed Poor Donut is feeling anxious. School is about to start again, and Donut can't stop all sorts of worries from filling her round donut head. She's tired of her friends and family saying, "Don't worry!" As if it's that easy! Can her new friend, Cookie, help her find ways to manage her anxiety? Your mind is like the sky. Sometimes it's clear and blue - but sometimes a raincloud thought comes along and makes everything seem dark. So what can we do about rainclouds? This beautiful picture book, written by psychologist Bronwen Ballard and illustrated by award-winning artist Laura Carlin, shows children that worries and negative thoughts are normal and helps them develop healthy thinking habits. Tips on mindfulness and extra resources for parents are included at the back of the book. This New York Times and USA TODAY bestseller is the perfect tool for children facing new social and emotional challenges in an increasingly disconnected world! This how-to book from two psychology experts--packed with fun graphics and quizzes--will help kids transform stress, worry, and anxiety. Give it to fans of The Confidence Code for Girls and Raina Telgemeier's Guts. Now more than ever, kids need to feel empowered as they work through anxiety, overwhelm, and uncertainty brought on by the world around them. With its helpful, hands-on suggestions and tips, SUPERPOWERED will be embraced by every kid with insecurities, worries, and anxious thoughts. Renee Jain (founder of GoZen!) and Dr. Shefali Tsabary (New York Times bestelling author and Oprah contributor) make readers the superheroes of their own stories. They introduce a toolkit of easy-to-understand methods for recognizing anxious behaviors, identifying the root causes of worried thinking, and realizing that strength can be found in reclaiming one's inner superpowers. With the help of humorous artwork and interactive elements, readers find their P.O.W.E.R. (an acronym that inspires mindfulness and resilience practices) and gain lasting mental strength. When the world feels chaotic, find peace within through an accessible mindfulness practice from the bestselling picture-book dream team that brought us I Am Yoga. Express emotions through direct speech. Find empathy through imagination. Connect with the earth. Wonder at the beauty of the natural world. Breathe, taste, smell, touch, and be present. Perfect for the classroom or for bedtime, Susan Verde's gentle, concrete narration and Peter H. Reynolds's expressive watercolor illustrations bring the tenets of mindfulness to a kid-friendly level. Featuring an author's note about the importance of mindfulness and a guided meditation for children, I Am Peace will help readers of all ages feel grounded and restored. Interactive self-care activity book for young people to colour and doodle their way to being happy, calm and confident. Use creativity to combat negative feelings, work out worries, and put anger back in its place with the writing and doodling activities. The encouraging and simple activities and exercises tackle anxiety, sadness and stress; children will enjoy using their creativity to combat negative feelings, work out why they feel worried and how to put stress back in its place through writing, colouring, doodling and drawing.Featuring the charming and quirky illustrations of Katie Abey. Her quirky pictures will keep the reader entertained and focused as they work through the book, or simply dip into the pages for ten minutes of calm colouring. Jack has been looking forward to playing the trumpet in his first concert, but on the morning of the big day, Jack becomes anxious about performing and his worry starts to grow. The prognosis for individuals with Duchenne Muscular Dystrophy (DMD) is improving, with some men with DMD living into their 30s and 40s. More vital than ever, this book helps teachers and parents to support children and young people with DMD with their education and transition into adulthood. Leading experts on DMD explain Duchenne and its impact in easy-to-understand terms. Going beyond physical management, particular focus is put on learning and behavioural issues, including speech delay and difficulty learning to read, as well as common comorbid conditions, such as ADHD, autism and OCD. Raising aspirations, the book gives guidance on effective support in the classroom and advice on the transition to adulthood, employment and independent living. Bea anxiously awaits her birthday party guests, worrying about all the things that could go wrong, until her mother reminds her that deep breathing will help her relax. Includes note to parents. Cope with your day-to-day worries in fun, productive, and healthy ways with this creative and interactive guidebook to worrying less. From global warming to FOMO (fear of missing out) and social anxiety to Instagram envy, we all have a lot to worry about, both now and in the future. Worry and stress can feel overwhelming and affect many parts of our daily lives, but most problems can be dealt with in small, bitesized, and even playful ways. The No Worries Workbook guides you through fun and creative coping exercises that you can do whenever you start to feel the worry take over. Doing a little at a time every day, can help you get through each day with less worry and more productivity. Setting small goals, keeping track of your everyday accomplishments, making personal aromatherapy tools, and doodling, are all activities that can help you breathe and sleep easier—and ultimately worry less. This friendly, fun take on different stress-free activities will help you manage your worries and allows you to be mindful of all the positives in your day-to-day life. With creative activities, quotes, journal prompts, and light cognitive exercises, you'll have all the tips and tricks you need to stop the chronic worrying and start enjoying life. This essential guide covers a multitude of worries and anxieties that a young person may face while growing up – from peer pressure to puberty and all the worries in between. This friendly and funny book aims to reassure tweens that their worries and fears are normal and offers practical tips for managing anxiety and stress, such as practicing mindfulness and meditation. Children over 10 often have to deal with a bigger, scarier school, and increased pressure to study and get good grades while making and maintaining friendships. Add to that the non-stop nature of social media and the added pressure that it brings, and it's no surprise anxiety and depression is on the increase. From problems at school to relationship woes, body image issues to troubles at home, all worries are recognised and case studies and questions from 'real-life' anonymous readers offer positive tips and advice to help young people survive angst and stress that can bring them down. Among the other topics covered: Bullying Drugs and alcohol Separation and divorce Sex and sexuality Unrequited love and being dumped Focusing on the emotional wellbeing and mental health of tweens, this survival guide to help young people cope with the worries and anxieties of growing up is full of thoughtful and humorous illustrations and provides sensitive treatment of difficult issues. New from Molly Potter, the best-selling author of How Are You Feeling Today? We all have worries now and then, but sometimes worries can feel like they're getting bigger and bigger, like you can't control them any more. What do you do then? What's Worrying You? is a book all about helping children understand their worries, and what to do when they feel overwhelmed by their thoughts and feelings. Each page takes the child step-by-step through different worry scenarios, such as falling out with a friend, getting in trouble at school, or feeling like no one is listening. It talks about how they might feel, what they might think, and what could help them to ease the anxiety. With fun and lively illustrations from Sarah Jennings, gentle guidance on developing emotional literacy, and simple advice for tackling problems they might face, What's worrying you? is the perfect book for helping children deal with those trickier feelings and gain confidence in the world around them. A mindful activity workbook for young people, which, through the age-appropriate drawing and writing activities, helps children discover ways to process their feelings and find a way to regain happiness, peace and calm. Page 1/3 With anxiety at epidemic levels among our children, Anxious Kids, Anxious Parents offers a contrarian yet effective approach to help children and teens push through their fears, worries, and phobias to ultimately become more resilient, independent, and happy. How do you manage a child who gets stomachaches every school morning, who refuses after-school activities, or who is trapped in the bathroom with compulsive washing? Children like these put a palpable strain on frustrated, helpless parents and teachers. And there is no escaping the problem: One in every five kids suffers from a diagnosable anxiety disorder. Unfortunately, when parents or professionals offer help in traditional ways, they unknowingly reinforce a child's worry and avoidance. From their success with hundreds of organizations, schools, and families, Reid Wilson, PhD, and Lynn Lyons, LICSW, share their unconventional approach of stepping into uncertainty in a way that is currently unfamiliar but infinitely successful. Using current research and contemporary examples, the book exposes the most common anxiety-enhancing patterns—including reassurance, accommodation, avoidance, and poor problem solving—and offers a concrete plan with 7 key principles that foster change. And, since new research reveals how anxious parents typically make for anxious children, the book offers exercises and techniques to change both the children's and the parental patterns of thinking and behaving. This book challenges our basic instincts about how to help fearful kids and will serve as the antidote for an anxious nation of kids and their parents. This boxed card deck includes 50 creative mindfulness games, visualizations and exercises divided into 5 categories to help children feel grounded, find calm, improve focus, practice loving-kindness and relax. Whimsical full-color illustrations on both sides of the cards break down each practice into easy-to-follow steps. Tips on individual cards plus an 8-page instructional booklet show modifications that make these activities inclusive for children of all abilities. Why does my child seem to worry so much? Being the parent of a smart child is great—until your son or daughter starts asking whether global warming is real, if you are going to die, and what will happen if they don't get into college. Kids who are advanced intellectually often let their imaginations ruin wild and experience fears beyond their years. So what can you do to help? In Why Smart Kids Worry, Allison Edwards guides you through the mental and emotional process of where your child's fears come from and why they are so hard to move past. Edwards focuses on how to parent a child who is both smart and anxious and brings her years of experience as a therapist to give you the answers to questions such as: •How do smart kids think differently? •Should I let my child watch the nightly news on TV? •How do I answer questions about terrorists, hurricanes, and other scary subjects? Edwards's fifteen specially designed tools for helping smart kids manage their fears will help you and your child work together to help him or her to become more relaxed and worry-free. A MINDFUL KIDS activity book for young people to color and doodle their way to being happy, calm and confident. Readers use creativity to combat negative feelings work through difficult times with the writing, craft and doodling activities.An activity book for young people who need support through experiences of loss, change, disappointment and grief. An activity book to help young people sleep soundly and get the rest they need. Presents ways for young children with anxiety to recognize when they are losing control and constructive ways to deal with it. Imagine having a therapist in your pocket-The Panic Button Book is a stress-free, instantaneous way to manage anxiety, in a beautifully illustrated package Help kids feel calmer and happier with mindfulness for ages 5 to 7 Mindfulness means focusing on the present moment, instead of letting your feelings get too big and overwhelming. It's a simple way to manage worries and feel more positive. The Mindfulness Workbook for Kids helps any kid be more mindful anytime, wherever they are. With activities like counting deep breaths or drawing a sky full of clouds, this book of mindfulness and meditation for kids teaches them ways to stay more relaxed and tackle challenges with confidence and curiosity. All about mindfulness--Explore the basics of mindfulness with exercises and explanations that are fun and easy for kids to understand. Coping skills--Kids will discover how mindfulness can help them identify their feelings, be kinder to others, and stay focused in the face of distractions. Teaching and sharing--Get any kid involved with exercises they can explore by themselves, in a group, or with a grown-up. They'll also read stories about how other mindful kids have used these tools to succeed. Show little ones that mindfulness can make them feel more capable and optimistic with this mindfulness for kids workbook. Be Brave! is an interactive self-care activity book for children aged 7+ to colour and doodle their way to feeling calm, safe and in control of their fears. The encouraging and simple activities and exercises tackle phobias and feelings of fear; children will enjoy using their creativity to combat negative feelings, work out why they feel scared and how to put fear back in its place through writing, colouring, doodling and drawing. The quirky illustrations will keep the reader entertained and focused as they work through the book, or simply dip into the pages for ten minutes of calm colouring. Part of Mindful Kids a thoughtful range of activity books for children from Studio Press, that includes No Worries, Hello Happy and Stay Strong. Written by Dr. Sharie Coombes, Child & Family Psychotherapist with an introduction and notes for grown-ups. Dr Sharie Coombes is a former primary teacher, headteacher and local authority adviser who retrained as a child and family psychodynamic psychotherapist, neuropsychotherapist, solution-focused therapist, and specialist paediatric hypnotherapist. Sharie gained a doctorate in education from the University of Brighton in 2007 and is an expert in the therapeutic use of linguistic patterns. Alongside a busy private therapy practice in Brighton, she has worked part-time as a child, adolescent and family psychotherapist at the NHS Tavistock Clinic in London with adopted and fostered children, young people and families. She now works with the psychosocial team in the British Red Cross Refugee Support and International Family Tracing team. Sharie has 2 adult children. Being a young person is hard! You may encounter stress, difficulties at school, hard times at home, friendship problems, exams, anxiety, anger and sadness..that's a lot of worries! This worry book is here to help you in times of sadness and confusion and can be used as a tool to help deal with difficult situations you may be facing. As you journey through the stories, exercises and mind clouds, you will be provided with space to document your thoughts, feelings, wishes and dreams. Tips, advice and puzzles are featured on every page to provide coping techniques and a positive distraction. Printed on a large 7x10inch page size with excellent quality paper, this book features stories and activities suitable for children age 6-12. Worry has a way of growing, shifting from not-a-big-deal to a VERY BIG DEAL in the blink of an eye. This big-deal Worry is tricky, luring children into behaviours that keep the anxiety cycle going. Children often find it hard to fight back against Worry, but not anymore. Outsmarting Worry teaches 9-13 year olds and the adults who care about them a specific set of skills that makes it easier to face - and overcome - worries and fears. Smart, practical, proven techniques are presented in language immediately accessible to children with an emphasis on shifting from knowing to doing, from worried to happy and free. Introducing a companion picture book to the award-winning picture book, The Journey, from rising star Francesca Sanna. When a young immigrant girl has to travel to a new country and start at a new school, she is accompanied by her Fear who tells her to be alone and afraid, growing bigger and bigger every day with questions like "how can you hope to make new friends if you don't understand their language?" But this little girl is stronger than her Fear. A heart-warming and timely tale from the bestselling author and illustrator of The Journey, this book shows us the importance of sharing your Fear with others--after all, everyone carries a Fear with them, even if it's small enough to fit into their pocket! Help kids find freedom from anxiety with engaging activities for ages 8 to 12 Dealing with anxiety is tough, but with the right tools, kids can learn how to handle it in a healthy way so they can get back to the fun of being a kid. Anxiety Relief Book for Kids is the perfect introduction to anxiety books for kids, full of information and exercises to help kids build skills for finding peace and facing their fears with confidence. This standout among anxiety books for kids includes: An understanding of worries--Unlike many other anxiety books for kids, this one teaches them where worries come from, what they feel like, and ways to conquer them. Real-life solutions--Kids will learn to notice when their worries are causing problems, recognize what their feelings are trying to tell them, and come up with ideas for making their worries feel smaller. A range of fun activities--Writing, drawing, and meditating will help kids calm their bodies and quiet their thoughts. Proven strategies--Kids can start finding relief through exercises based Page 2/3 Copyright : edu.swi-prolog.org in mindfulness, cognitive behavioral therapy, and exposure therapy. Help kids show their worries who's boss with help from this empowering choice in anxiety books for kids. "Teaches school-age children cognitive-behavioral techniques to reduce and overcome anxiety, fears, and worry, through writing and drawing activities and self-help exercises and strategies. Includes introduction for parents"--Provided by publisher. This introduction to mindfulness meditation for children and their parents includes practices that can help children calm down, become more focused, fall asleep more easily, alleviate worry, manage anger, and generally become more patient and aware. A guide to effectively communicating with teenagers by the bestselling authors of The Self-Driven Child If you're a parent, you've had a moment--maybe many of them--when you've thought, "How did that conversation go so badly?" At some point after the sixth grade, the same kid who asked "why" non-stop at age four suddenly stops talking to you. And the conversations that you wish you could have--ones fueled by your desire to see your kid not just safe and healthy, but passionately engaged--suddenly feel nearly impossible to execute. The good news is that effective communication can be cultivated, learned, and taught. And as you get better at this, so will your kids. William Stixrud, Ph.D., and Ned Johnson have 60 years combined experience talking to kids one-on-one, and the most common question they get when out speaking to parents and educators is: What do you say? While many adults understand the importance and power of the philosophies behind the books that dominate the parenting bestseller list, parents are often left wondering how to put those concepts into action. In What Do You Say?, Johnson and Stixrud show how to engage in respectful and effective dialogue, beginning with defining and demonstrating the basic principles of listening and speaking. Then they show new ways to handle specific, thorny topics of the sort that usually end in parent/kid standoffs: delivering constructive feedback to kids; discussing boundaries around technology; explaining sleep and their brains; the anxiety of current events; and family problem-solving. What Do You Say? is a manual and map that will immediately transform parents' ability to navigate complex terrain and train their minds and hearts to communicate ever more successfully. The power to make your worry go away is in your hands You're excited about your school project on the solar system but thinking about presenting it to the class makes you really nervous. Now, you can use mindfulness to stop those feelings from taking over. Mindfulness means paying attention to what's happening in your body, your head, and your environment. Learning the fun mindfulness skills in this book gives you the power to tackle your anxiety. Mindfulness for Kids Who Worry will show you ways to beat nervousness and keep worry from rearing its ugly head in the future. Simple things like writing in a journal and sketching out your worrisome thoughts are helpful exercises. Mindfulness for Kids Who Worry includes: Take control of your worry--Certain situations like test taking and being alone in the dark can cause worry, but mindfulness tools can help. Read, write, and draw--There are spaces inside of each chapter for you to write out positive thoughts and draw happy scenes directly onto the page. Perfect for all kids--The advice and information given are helpful tools and perfect for kids like you ages 6-9. Discover the difference these powerful mindfulness skills can have on your nervousness and watch your worry go away. Manners don't come naturally to everyone! But did you know that elephants are known for their impeccable etiquette? It's true! This hilarious guide to good manners offers many fun teaching moments for kids and their parents—it covers all the basics for the preschool set, from saying "please" and "thank you" to sharing and being kind to others. Filled with bright, adorable illustrations in Hello!Lucky's inimitable style, young children will love learning about manners with this delightful, sturdy board book. This illustrated, write-in book is an unworry toolkit, for distracting you from any anxieties, calming you down, and providing a place to sort through your worries and thoughts. It includes a variety of activities, from things to write, colour and design, to calm-down tactics and relaxation exercises. Designed to appeal to a wide range of ages, with a range of activities and ideas to suit all sorts of people. Researched and developed with a psychologist to give it weight and relevance, and make it as useful as possible. Includes internet links to websites that offer support to young people and parents or carers of worried children, and details of charities that can help. This delightful, informative flap book explores the everyday topic of teeth cleaning in a charming, fascinating way. Discover how animals look after their teeth, why teeth wobble and fall out and how you can keep your own teeth healthy and white. New in the award-winning, bestselling series. The sturdy flaps make this board book perfect for little fingers. Other titles in the series include What is Poo?, What are Germs?, What is Snow?, What are Stars?, What is Sleep?, Why do we need Potties? Are anxiety and worried thoughts making you feel restless and panicked? Are they preventing you from feeling positive and optimistic about your day-to-day life? If so, manage your thoughts and lift your spirits using this beautiful daily journal as your guide. No Worries is a 12-week anxiety journal that will help you process what's on your mind and gently re-frame your thoughts, so you can manage your worries before they start to spiral out of control. It was designed to meet you where you are now and guide you toward developing a practice of taking a few minutes each day to reflect on your thoughts, identify the sources of your anxiety, get in the habit of positive thinking, and prioritize your overall wellness and mental health. No Worries includes: Daily Journaling Pages Space to check in on your mood, reflect on your thoughts and anxiety triggers, practice daily gratitude, and honor any positive thoughts or moments from your day. Self-Care Ideas: Suggestions for simple ways to take care of yourself and start to feel better. Emotional Support Cheat Sheet: Write down who you love, what you value, things you enjoy, and favorite quotes for whenever life feels uncertain Mindfulness Matters: Tips for finding a few minutes of peace and quiet each day. Fear-Setting Exercises Manage your biggest worries and shift your perspective so you can stop stressing and take meaningful action. Habit Trackers: A page to help you remember to prioritize self-care and the habits that are important to you each week. Therapy Reflections: Reflect on your sessions (if you are seeing a therapist or counselor) and record what you learned and how it made you feel. Monthly Progress: Pages for you to look back on your month overall and check in on your satisfaction in different areas of your life. Anxiety might be making you feel like you're walking on pins and needles. But by using the No Worries journal, you'll be making a positive step forward toward coping with your anxiety, caring for your mental health, and feeling better each day. From the bestselling author of Change Your Thinking comes No Worries - the clear, compassionate and practical guide to understanding and managing anxiety and worry. 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IN THE VIEW Using the words below, can you fill in the missing words to the points you can see in the view. Bridge, Sea, Houses, Trains, Boats, Hills, Sand banks, Flats CHANGING COASTLINE KS1 U IN THE VIEW Can you design some symbols/pictures that you might use on a map to show some three features/things you can see within the view, i.e. hills, church. Draw an arrow to show which way is clockwise? IN THE VIEW Look out of the windows and see if you can find the following. Do you think they are in the North, South, East or West? If you are able, use the eight point compass reference if a landmark is between points. SPIT BANK FORT Compass point ___________________________ Man Made Natural Compass point ___________________________ Man Made Natural ___________________________ Man Made Natural Compass point ___________________________ Man Made Natural Compass point ___________________________ Man Made Natural SUBMARINE MUSEUM Compass point ___________________________ Man Made Natural CHANGING COASTLINE KS1 U BURROW ISLAND Compass point ___________________________ Man Made Natural IN THE VIEW Draw a line drawing of your favourite view in the space below. Remember, it should just show the outline of what you can see. What shapes can you see in and around the tower? Draw the shapes below and write what the name of the shape is.	<urn:uuid:88f23664-c4d8-4d6e-9fce-706366d988bf>	CC-MAIN-2019-47	https://www.spinnakertower.co.uk/wp-content/uploads/EST_changingcoastline_worksheet_Upper.pdf	2019-11-20T10:12:42	crawl-data/CC-MAIN-2019-47/segments/1573496670535.9/warc/CC-MAIN-20191120083921-20191120111921-00491.warc.gz	964,366,263	314	eng_Latn	eng_Latn	0.993867	eng_Latn	0.998352	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 196, 406, 1123, 1376 ]	[ 3.78125 ]	2	0
GRADE 7 SCIENCE RESEARCH PROJECT 1. Research a topic related to the earth's crust. 2. Use the note sheet provided to divide your written work into at least two sub-topics. The sub topics will be written in the form of a question. Write down point form ideas using the three-word approach as you research your topic. Include these notes when you submit your project. 3. This written section must include: Introduction – State your topic and your inquiry question (s) 2-4 informational paragraphs (5-7 sentences in length) Conclusion – Summarize your findings 4. Create a chart with eight facts about your topic. Write a 1sentence caption to accompany the chart. Be sure to include a title for this section. 5. Create a labeled diagram. Include a caption that explains the diagram. Also be sure to include a title for this section. This diagram must be hand drawn and colored. 6. Create a list of eight words associated with your topic. Write the word, the definition and a diagram of the word. Include a title. This is a picture dictionary. 7. Create a crossword puzzle with the 12-16 words. Remember that a crossword puzzle has clues for words going down and across. Be sure to include a title for the crossword puzzle. Complete the crossword puzzle. 8. Include a table of contents. Include headings, titles and page numbers. 9. Include a title page with your name, your room number and the date on it in the bottom right hand corner of the page. You must also have a creative title and an illustration with color on your title page. 10. Marks will be awarded for work that is mechanically correct. Marks will also be awarded for neatness, organization and the overall quality of your work. See attached marking rubric. 11. Include a bibliography with at least three sources with the following: - Author's name (last name, first name) - Source title - Publisher's name - Date published - Place published GRADE 7 SCIENCE RESEARCH PROJECT ENRICHMENT OPPORTUNITY Pick a country that has been affected by a natural disaster. A. Draw and color the flag of the country that you have picked. B. Label and color a map of the region. Label the national capital of each affected country. Include a legend and a compass rose. C. Complete a chart with 8 facts about the country that you have selected. D. Find an article related to the natural disaster. Be sure to include the article in the project. Describe the 5W's in the article – Who What When Where Why E. Develop a plan/system for ensuring that natural disasters like this are handled efficiently. You may base your ideas on a plan/system already in place.	<urn:uuid:0cc70392-a47b-47ae-97f3-142f48932935>	CC-MAIN-2019-47	https://staff.retsd.mb.ca/public/or4xe53elrxhs4tin5ugy6a/Lists/SharedDocuments/Earth%20Struct%20Project.pdf	2019-11-20T10:07:29	crawl-data/CC-MAIN-2019-47/segments/1573496670535.9/warc/CC-MAIN-20191120083921-20191120111921-00491.warc.gz	596,389,157	593	eng_Latn	eng_Latn	0.998797	eng_Latn	0.999186	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1922, 2637 ]	[ 3.984375 ]	1	0
Point Reyes National Park Service U.S. Department of the Interior The Natural Laboratory Podcast Transcript: Elephants, Seals, and Lions, Oh My! Introduction [intro music] Amy West: Along the coast from San Francisco to the tip of Point Reyes, you may encounter six species of marine mammals that hang out on land. Humans invariably have a tough time telling these seals and sea lions apart. Paul Krantz: On occasion I do hear people say, "Look at the seals." And here we have sea lions. Noticeable diﬀ erences between seals and sea lions are seal lions have ears that come out of their head, and they also walk on their ﬂ ippers, whereas seals move like a slug on land. AW: This ﬁ n-footed group of mammals, called pinnipeds are divided into those with ears and those without. The very large Stellar Sea Lions also have ear ﬂ aps but roar as opposed to the constant barking of California sea lions. Their bear-like head doesn't have the obvious crest like the dog-faced California sea lion. The shorter-snouted Northern Fur Seal has noticeably thick fur and longer ear ﬂ aps and rear ﬂ ippers. Finally the Guadalupe fur seal also has thick fur, but is rarely seen in this area. None of these eared seals breed in Point Reyes National Seashore, but you might spot them hauled out on some oﬀ shore rocks, or the Farallon Islands. Sarah Codde: I am responsible for the pinniped monitoring program. We monitor harbor seals and elephant seals. AW: Those are the seals without ears. The shy, torpedo-shaped harbor seal is also the smallest of the pinnipeds, and the only ones to show no diﬀ erence in size between the males and females. SC: They are really low-key animals. They don't move around too much. They are not very noisy. But they are very timid around people and other sources of disturbances. Sometimes birds can frighten them. Sarah Allen: Harbor seals are the only species of the 6 that mates in the water. And they haul out at these locations that are like their cities. This is where they congregate on shore to rest and nurse their pups. And these places are usually in remote areas that are inaccessible to predators or people. AW: This aloof behavior is unlike their cousins the elephant seals, who are easily distinguished by the male's large nose and hard-to mimic sounds. SA: Elephant seals trumpet. It's a very distinctive sound. It's very diﬀ erent from any other pinniped. [sound of bull elephant seal trumpeting] And this trumpet has been described as a single engine diesel popping noise. Interview with Paul Krantz Interviews with Sarah Codde and Sarah Allen Interview with Sarah Codde and Sarah Allen (continued) SA: So it's easy for you if you are walking down the beach to confuse a harbor seal with a young elephant seal. A quick way to identify is the large eyes that an elephant seal has, and kind of a larger head. SC: They are basically just the one color. Especially at the younger age- a yearling is going to be kind of a tan color and it won't have spots. SC: Harbor seals have more of a spotted, mottled look. They can be various colors. They can be brown, black, whites, diﬀ erent shades of tan, and kind of a rusty red color. AW: Point Reyes National Seashore is one of the few places you can encounter this many species of seals and sea lions. AW: So if seeing one with earﬂ aps like the stellar and California sea lion, or northern and Guadalupe fur seal, listen for barking and look for a knot on top of the head. ™ EXPERIENCE YOUR AMERICA AW: If you can't see any ears, it's an elephant or harbor seal, and if spotted in color and shy you are probably looking at a harbor seal. SA: Keep a distance so that you don't interact with the animals. And watch them and enjoy their presence in these remote areas. AW: Knowing the diﬀ erence between them can guide your behavior, and could score you bonus points with your friends. SA: And then elephants seals are [snorting sound mimicking bull elephants seal trumpet]. That's when you get too close to them. SA: Elephant seal pup: baa baa [mimicking call of elephant seal pup]. SC: So they're like ma ma ma.	<urn:uuid:b5b374ef-ee55-4648-815c-087ef845412d>	CC-MAIN-2019-47	http://home.nps.gov/pore/learn/photosmultimedia/upload/multimedia_pcslc_natlab_seals_transcript_121007.pdf	2019-11-20T10:15:27	crawl-data/CC-MAIN-2019-47/segments/1573496670535.9/warc/CC-MAIN-20191120083921-20191120111921-00493.warc.gz	80,117,891	969	eng_Latn	eng_Latn	0.996927	eng_Latn	0.998303	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2598, 4122 ]	[ 2.96875 ]	2	0
E-LEARNING ENGLISH FOR 'KIDS' SUMMER 2021 SAMPLE SCHEDULE \| Day \| \| \| \| \|---\|---\|---\|---\| \| \| Sunday \| \| \| \| Monday \| \| Morning Circle with your Irish Buddy \| Interactive English with IELA Tutor \| \| Tuesday \| \| Morning Circle with your Irish Buddy \| Interactive English with IELA Tutor \| \| Wednesday \| \| Morning Circle with your Irish Buddy \| Interactive English with IELA Tutor \| \| Thursday \| \| Morning Circle with your Irish Buddy \| Interactive English with IELA Tutor \| \| Friday \| \| Morning Circle with your Irish Buddy \| Interactive English with IELA Tutor \| 1.5 HOURS INTERACTIVE ENGLISH TUITION EACH DAY Course Age suitability: Ages 6 – 10 years SAMPLE CURRICULUM - E-welcome pack: Email to students outlining plan for the week. - Morning Circle with a daily Irish Buddy video - Warm up: Daily Introduction - Games, counting or introducing songs or rhymes to get used to hearing English and making different sounds. - New language presentation: Activities through English – games to practice phonics and vocabulary, picture books and flashcards and poems & rhymes vocabulary games or bedtime stories to read. - Inspiring: Creative ideas to learn English in your home own - Involving your family – new sing-a-long songs and rhymes for parents & children, - Follow-up: Adding a drawing to our virtual 'English corner'. - IELA Teacher: Native English speaker	<urn:uuid:b2b48fcf-e437-43f2-9489-728fc4fa15dd>	CC-MAIN-2021-49	https://ielaireland.ie/wp-content/uploads/2021/04/E-LEARNING-ENGLISH-FOR-KIDS-SUMMER-2021-1.pdf	2021-11-27T16:57:36+00:00	crawl-data/CC-MAIN-2021-49/segments/1637964358208.31/warc/CC-MAIN-20211127163427-20211127193427-00598.warc.gz	380,671,999	334	eng_Latn	eng_Latn	0.991445	eng_Latn	0.991445	[ "eng_Latn" ]	false	docling	[ 1377 ]	[ 3 ]	1	0
Action Statement Flora and Fauna Guarantee Act 1988 Grey Falcon Falco hypoleucos Description and Distribution The Grey Falcon is a smoke-grey bird with bright orange-yellow legs and feet. It is between 300 mm and 430 mm long and has a wing span of up to 950 mm. The female is larger than the male. The upperparts are grey-blue, but the tail feathers are barred darker grey and the primaries have black tips. The face and under-parts are whitish with thin dark streaks. The eyes are brown, and the bill is yellow at the base and tipped with black, with an orangeyellow cere. The species occurs throughout the arid and semiarid zones of Australia, where the mean annual rainfall is less than 500 mm, but rarely in waterless areas. These areas are relatively treeless except along watercourses, and comprise sandy to stony plains, spinifex tussock grassland, low shrubland and acacia scrub. This corresponds to the Eyrean faunal zone (Schodde 1982). Breeding is usually confined to the arid zone, where the annual rainfall is less than 250 mm. Nests are usually in tall eucalypts close to a watercourse, although these may be dry during nesting. During droughts they venture towards higher rainfall areas, and seasonally may move north during winter and south during the summer. The area near the junction of the Murray and Darling Rivers has held larger numbers of Grey Falcons in drought years and appears to be a drought refuge. In Victoria the species is on the periphery of its arid-zone range. Grey Falcons have been sighted in most years in north-west Victoria. They may be more common in Victoria during or following droughts. The inland droughts of 1977–78 contributed to more sightings as the birds moved south in search of more favourable conditions.. The Atlas of Victorian Wildlife has only 68 records of the Grey Falcon, 43 of which are since 1970. Records of breeding in Victoria are sparse, with No. 83 one in 1901 near Mildura and another in 1941. Two nests were located north of Lake Cullulleraine in the 1990s (D Baker-Gabb, pers. comm.), but there are no breeding records in the Atlas since 1901. The species feeds primarily on birds, particularly graminivorous parrots and pigeons, but there are some records of small mammals, insects and reptiles being taken (Marchant and Higgins 1993). Conservation Status Current Status. CNR (1995 Vulnerable in Victoria. SAC (1992) Threatened in Victoria The Grey Falcon is listed as a threatened taxon in Schedule 2 of the Flora and Fauna Guarantee Act 1988. Reasons for Conservation Status Little is known about the Grey Falcon. It is one of the rarest Australian falcons (Cupper & Cupper 1981), and there are very few records for Victoria. No nests had been located in Victoria in recent years, despite numerous searches (Lindsay Cupper, pers. comm.), until two were located in the 1990s (D. Baker-Gabb pers. comm.). It has never been considered common, and the sighting of a Grey Falcon has always been a notable event. It is now less common around Mildura than in the 1950s. Clearing and grazing of arid zone habitat, the destruction of raptors because they were thought to prey on domestic poultry, and the use of pesticides have all had an adverse effect on the species (Olsen & Olsen 1986). A large part of its preferred habitat in Victoria is private land and has been developed for agriculture. Major Conservation Objectives The major conservation objectives are to: * protect sufficient areas of remaining habitat to ensure that viable populations are able to survive and breed successfully in the wild (Victoria depends entirely on other States for a viable population),. * minimise threatening processes such as habitat destruction and overgrazing and egg collection (unless collection is authorised for approved research), and. * determine the ecological requirements of the Grey Falcon. Management Issues Ecological Issues Specific to the Taxon The management of species with small, widely dispersed and partially nomadic populations is difficult. The fact that the Victorian population is on the fringe of the species' range and forms a small part of the total population means that many factors which influence the population are beyond Victorian control. There must therefore be consultation with agencies in adjoining State. Throughout its Victorian range, the management of the Grey Falcon must be aimed at reversing, or at least minimising the identified impacts on the species. The protection of known nests is essential, but as there are so few this needs to be extended to habitat protection over the known range to ensure that nest sites are available as required. Nest sites must be in undisturbed areas with a high availability of food; that is, a relatively intact vegetation and a correspondingly high bird population. This is of particular importance near the junction of the Murray and Darling Rivers, as a drought refuge area. It is not clear why the Grey Falcon is largely confined to the arid zone. Suitable prey species and nesting sites are freely available outside this environment, but the Grey Falcon rarely visits these areas. It is possible that competition with the Peregrine Falcon is the cause, as there is a great similarity between the two species in both hunting style and choice of prey. If competition does occur, the more powerful Peregrine would prevail; it might thus be that the Grey Falcon is an ancient Australian species retreating before the dominant and more recently arrived Peregrine. This is only a theory, but there must be a reason why this peculiarly Australian species is able to survive and breed in the country's arid country yet is unable to make more use of the wetter regions which appear to be equally well-suited to its needs (Hollands 1984). A progressive adaptation to the drying of the interior may also be partly responsible. The rarity of the species, and even more the scarcity of nests, has created a demand for eggs by collectors, who are prepared to pay high prices for eggs or information on the locations of nests. Grey Falcons do not defend their nests or eggs, and as a consequence eggs are relatively easily removed. The use of pesticides in marginal farmland did result in localised DDT-related eggshell thinning, and thinning of up to 15% has been detected (Olsen, Fuller & Marples, 1993). Although DDT is no longer used, the effects may continue for some years. Wider Conservation Issues Nearly 50 other bird species in the North West Region are threatened or suspected to be threatened. Habitat protection is likely to assist in the conservation of many these species, including other raptors such as the Square-tailed Kite (Lophoictinia isura), Letter-winged Kite (Elanus scriptus) and Black Falcon (Falco subniger). Since tall trees are used as nesting sites, their protection is also likely to help protect a number of threatened arboreal mammals and reptiles. The number of Grey Falcons in Victoria is never likely to be large, so its protection is unlikely to have a significant impact on threatened potential prey species, nor on the populations of pest species such as European Rabbits (Oryctolagus cuniculus). Social and Economic Issues The conservation of the Grey Falcon should have no negative social impact (other than a perceived threat to poultry), but there could be minor economic impact on landholders if grazing is to be reduced. The rarity of the species has put a high value on eggs for collectors, and hence increased pressure on the species. Any site-specific information must be kept confidential, with access given only to people involved in monitoring sites. The need for landholder involvement makes this more difficult to achieve because more people will have access to site information. Procedures need to be established to minimise the circulation of information beyond those who require it for management of the species. Falconers and overseas zoos are also very keen to have pairs of these birds, which could encourage 'professional' poachers. Previous Management Action In Victoria, nothing has been done specifically for this species, apart from efforts to locate nests, with very limited success. Moves in recent years to 2 halt land degradation will have assisted in protecting habitat, or at least in slowing the rate of decline. Intended Management Action Except where indicated, the following management actions are to be undertaken or coordinated by NRE's North West Region. Research and Survey * Accurately establish the range of the Grey Falcon in Victoria and adjoining states. * Estimate the size of the population that may utilise Victorian habitats and the potential for recruitment. This will require that all relevant NRE staff (Rangers, Land Protection Officers etc.) are informed and trained to report sightings. * Investigate the ecological requirements of this species, including dietary requirements and preferences, breeding and dispersal of young, nesting preferences and longevity. * Enlist the aid of naturalist, bird observer groups and landholders in recording observations to build on the limited records for this species. Habitat Protection * Ensure that the habitat requirements of the Grey Falcon are taken into account in the management of public land, and encourage habitat protection on private land. Enforcement * Implement a special enforcement effort to protect known nests, particularly during nesting, to eliminate the threat of egg collection. Landholder Consultation and Liaison * Increase public awareness of the species, and seek records through the Land for Wildlife scheme and newspaper articles. (Flora and Fauna Program) * Consult with all landholders with nest sites or potential nest sites on their properties to ensure the long-term protection of such sites. Frequent liaison and interest is more likely to stimulate interest and 'ownership' of the need to protect the Grey Falcon and its habitat. * Liaise with Mallee and Wimmera Catchment and Land Protection Boards regarding appropriate land management for the Grey Falcon. Other Desirable Management Action * Consult with relevant authorities in adjoining states on all planning and management matters. A 'working group' should be established to ensure continual consultation between the relevant state authorities and external groups such as Birds Australia (RAOU) and the Australian Raptor Association. Legislative Powers Operating Legislation Catchment and Land Protection Act 1992 — provides for the integrated management and protection of catchments and the control of noxious weeds and pest animals. Conservation, Forests and Lands Act 1987 — provides for the management of public land under the Act, the coordination of legislation administered by NRE and for the preparation of codes of practice. Crown Land (Reserves) Act 1978 — provides for reserving areas as public land and for making a specific reservation status for existing public land. Country Fire Authority Act 1958 — provides for fire protection and suppression in rural areas and requires that authorities take practical steps for the prevention of fires. Flora and Fauna Guarantee Act 1988 — provides for the protection of flora and fauna through a range of mechanisms, including controls over the handling or protected flora and listed fish. Forests Act 1978 — provides for the management of forests, and includes controls over the taking of forest produce. Local Government Act 1958 — provides for local council by-laws and conservation regulations (e.g. permit requirement for land clearing). National Parks Act 1975 — provides for the preservation, protection and management of natural areas and includes controls over taking native flora and fauna from parks. Planning and Environment Act 1987 — provides for the protection of native vegetation and for regional planning controls in all planning schemes. Victorian Conservation Trust Act 1972 — provides for the establishment of conservation covenants on land titles. Wildlife Act 1975 — provides for the management of wildlife and includes controls over the handling of protected wildlife (vertebrates other than fish, and invertebrates listed under the Flora and Fauna Guarantee Act 1988). The status of the Grey Falcon 3 as protected wildlife makes the taking of it without a permit an offence under the Act. Licence/permit conditions No permit will be granted unless a proposal conforms with the broad conservation and research strategy proposed in this action statement. Implementation, Evaluation and Review The Regional Manager, NRE North West Region, will be responsible for implementing this action statement. Progress in achieving the major conservation objectives will be evaluated annually. The action statement will be reviewed in 2002. Contacts Management Coordinator, Ecosystem Habitat, NRE Mildura Flora and Fauna Management Officer, NRE Horsham Biology Richard Loyn, Arthur Rylah Institute, NRE Vic Hurley, Flora and Fauna Program, NRE Dr Penny Olsen, Australian National University Dr David Baker-Gabb, Birds Australia and Australian Raptor Association References Beruldsen, G. (1980) A Field Guide to Nests and Eggs of Australian Birds. Rigby: Adelaide. Blakers, M., Davies, S.J.J.F. & Reilly, P.N. (1984) The Atlas of Australian Birds. Melbourne University Press: Melbourne. Brown, L. & Amadon, D. (1979) Eagles, Hawks and Falcons of the World. Country Life Books: UK. Cade, T.J. (1982) The Falcons of the World. Collins: Sydney. CNR (1995) Threatened Fauna in Victoria — 1995. Department of Conservation & Natural Resources: Melbourne. Condon, H.T. (1975) Checklist of the Birds of Australia. RAOU: Hawthorn. Condon, H.T. (1970) Field Guide to the Hawks of Australia. Bird Observers Club: Melbourne. Cupper, J. & Cupper, L. (1981) Hawks in Focus. A Study of Australia's Birds of Prey. Jaclin Enterprises: Mildura. Emison, W., Beardsell, C., Norman, F.& Loyn, R. (1987) Atlas of Victorian Birds. Department of Conservation, Forests & Lands and RAOU: Melbourne. Hollands, D. (1984) Eagles, Hawks and Falcons of Australia. Thomas Nelson: Melbourne. Macdonald, J.D. (1973) Birds of Australia. Reed: Sydney. Marchant, S & Higgins, P. (1993) The Handbook of Australian, New Zealand & Antarctic Birds (Volume 2, Raptors to Lapwings). Oxford University Press: Melbourne. Morris, F.T. (1976) Birds of Prey of Australia. Lansdowne Editions: Melbourne. Olsen, P.D, Fuller, P. & Marples, T. G. (1993) Pesticide related egg-shell thinning in Australian raptors. Emu 93: 1–11. Olsen, P.D. & Olsen, J. (1986) Short Communications: Distribution, status, movements and breeding of the Grey Falcon. Emu 86: 47–51 Pizzey, G. (1983) A Field Guide to the Birds of Australia. Collins: Sydney Reader's Digest (1979) Reader's Digest Complete Book of Australian Birds. Reader's Digest: Sydney. Schodde, R. (1982) Origin, adaptation and evolution of birds of arid Australia. In Evolution of the Flora and Fauna of Arid Australia. W.R. Barker & P.J.M. Greenslade (eds). Peacock Publications: Frewville. Simpson, K. & Day, N. (1986) The Birds of Australia. Lloyd O'Neil: South Yarra. Slater, P.R. (1970) A Field Guide to Australian Birds. Rigby: Adelaide. Slater, P.R. (1976) Rare and Vanishing Australian Birds. Rigby: Adelaide. Personal Communications Dr David Baker-Gabb, Birds Australia (RAOU) Lindsay Cupper, Mildura Compiled by David R. Venn, Department of Natural Resources and Environment. Further information can be obtained from Department of Sustainability and Environment Customer Service Centre on 136 186. Flora and Fauna Guarantee Action Statements are available from the Department of Sustainability and Environment website: http://www.dse.vic.gov.au This Action Statement was first published in 1997 and remains current. This version has been prepared for web publication. It retains the original text of the action statement, although contact information, the distribution map and the illustration may have been updated. © The State of Victoria, Department of Sustainability and Environment, 2003 Published by the Department of Sustainability and Environment, Victoria. 8 Nicholson Street, East Melbourne, Victoria 3002 Australia This publication may be of assistance to you but the State of Victoria and its employees do not guarantee that the publication is without flaw of any kind or is wholly appropriate for your particular purposes and therefore disclaims all liability for any error, loss or other consequence which may arise from you relying on any information in this publication. 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Earth Hour Earth Hour is a global movement, which brings millions together across the world to call for greater action on climate change. All it involves is switching off lights for one hour and organise events to show we care about the future of our planet. Earth hour is at 8.30pm on the last Saturday in March. Our planet is under threat from climate change and a staggering loss in biodiversity. Earth Hour is our chance to talk about what this means, and take action. Here are some simple actions suggested by World Scouting that you can take to participate in Earth Hour. Suggested activities: Earth Hour activity: Have an activity on the evening of Earth Hour, if you are indoors turn off all lights and electrical devices and run games using alternative forms of lighting. Better still go camping or bivvying and avoid the use of electricity altogether. Influence change: Your voice has never been more important. Share your thoughts on the issues that matters to you your social media platforms and spark conversations with your peers. Remember, keep your accounts public to allow like-minded individuals to join in your conversations . Use your social network to spread the word on Earth Hour. The more people that get involved, the bigger the impact we can create for our planet! Organise a meal in the dark: As a unit or county, have an outdoor meal cooked with organic and responsibly-sourced ingredients and utilising reusable utensils. Dealing with disaster: The changing climate has brought more natural disasters - from extremes of heat and cold to bush fires, torrential rain and flooding - devastating communities and the environment. What are the risks of natural disaster and what do you need to do to be prepared when disaster strikes? Why not arrange a visit to your local emergency services station to find out how they deal with disaster, and how you might be able to help. Climate change discussion: 2017 was one of the three warmest years on record. There were heatwaves in Europe, floods in South Asia, droughts in parts of Africa, and hugely destructive hurricanes in the US and Caribbean. This year, the Arctic is warmer than it's ever been. Why not host a candlelit debate on climate change and our role in it. How do our choices affect the environment? What's the problem with coal? How clean is clean energy? Test your knowledge! My Carbon Footprint: You've turned your lights off, so what else can you do to reduce your impact on the environment. How do you get to school or work? How often do you buy new things? Have you ever planted a tree? Work out the size of each of your group's carbon footprint and make a commitment to reduce it. Say no to plastic: The world throws away about 78 million tons of plastic every year, and a third ends up in the sea. By 2050 there could be more plastic in the ocean than fish. Get your Scout group together and commit to reducing your use of plastic. Carry your own water bottle, use a bamboo straw, and bring your own shopping bags. It's vital we all commit to stop using single-use plastic, such as straws, plastic cups, and clingfilm. Local solutions really can change the world. Get back to nature: Get your group together and go on an expedition to find out more about the plants and animals in your local area. Think about how your senses help you create a picture of the world around you. Maybe you can take a barefoot walk, or put on a blindfold to examine a tree. Think about what you're experiencing and what nature is telling you. Check out these sites for more suggestions: scout.org/10-actions-Earth-Hour-2018 wwf.org.uk/earthhour earthhour.org/earth-hour-2018-toolkit	<urn:uuid:24dc71b3-2a5e-455b-9283-fd647ac57f77>	CC-MAIN-2019-47	https://1stkkscouts.files.wordpress.com/2018/04/16vs-earth-hour.pdf	2019-11-20T10:20:31	crawl-data/CC-MAIN-2019-47/segments/1573496670535.9/warc/CC-MAIN-20191120083921-20191120111921-00500.warc.gz	293,403,287	765	eng_Latn	eng_Latn	0.99842	eng_Latn	0.998813	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1295, 2681, 3668 ]	[ 3 ]	1	0
AGES 6-8 FEMALE \| 6-9 MALE (CHILDHOOD) DEVELOPMENTAL STAGE: BEGINNER KEY OBJECTIVES FOR SUCCESS * Recommended no longer than 45-60 minutes. PHASE OBJECTIVE/FOCUS Continued development and reﬁ nement of fundamental movement skills and the beginning of basic sports skills acquisition to prepare athletes for more advanced skill development. Athletes are encouraged to participate in multiple sports and actives to help with development of fundamental movement skills and motor development. For optimal skill acquisition, the basic triathlon skills of swimming and cycling are introduced. FUN competitions are also introduced. ATHLETE DEVELOPMENT TRIATHLON SKILL & DEVELOPMENT FOCUS * Water safety and swim skill basics including breathing and body alignment. * Bike handling including starting and stopping safely within a grass ﬁ eld or closed parking lot. MULTISPORT ACTIVITIES * Outside free play including running, jumping and bounding. * Run and lateral based sports (soccer, lacrosse, tennis). * Introduction to team based sports and practice structure. TRAINING AND COMPETITION RECOMMENDED EQUIPMENT * Goggles * Helmet * Bike (fat tire) w/coaster brakes, or combination w/handbrake * Shoes PRACTICE GUIDELINES * Informal practices based on fun, games and interaction with teammates. * Recommended no more than once or twice a week. * Coach to athlete ratio: 1:8-10 (with volunteer support) RACE GUIDELINES Splash n' Dash & Youth Distance Triathlon Events. No more than once per month during season. 7-8 Year Olds: Pool Swim ≤ 50-100m Bike ≤ 2K Run ≤ 1K	<urn:uuid:267abb54-209a-41e3-b654-3c4624d58b35>	CC-MAIN-2019-47	https://www.teamusa.org/-/media/USA_Triathlon/PDF/Youth/ADM/USAT_ADM_Stage_2.pdf?la=en&hash=709BAEB6911AAE28E24D012E3C6242AFAA0490BE	2019-11-20T10:09:48	crawl-data/CC-MAIN-2019-47/segments/1573496670535.9/warc/CC-MAIN-20191120083921-20191120111921-00502.warc.gz	1,009,078,323	369	eng_Latn	eng_Latn	0.992743	eng_Latn	0.992743	[ "eng_Latn" ]	false	docling	[ 1581 ]	[ 2.140625 ]	2	0
Desert deposits Satellite view of desert sub-environments D A satellite view of the Turfan depression in China shows the relationship of the mountains, alluvial fans, dunes and playa lakes. Transport by wind D or A P 10 min Take a piece of lining wallpaper 120cm by 50 cm. and make a channel by folding up 10cm on each of the long edges. Make a line across the channel every 5cm along its length and write on each line its distance from the end. Place poorly sorted sand on the 5cm mark. Hold a hair drier on the 0 mark and turn it on. Notice the distribution of the different grain sizes. Do the same with sand and galena sand of the same size. Do the same with a sand grain and a mica flake each weighting the same (0.1g). Transport by wind E P F 15 min As above but with trays in a channel to catch the sediment so the measurements can be quantative. Apparatus for transport by wind Desert sand E P F 15 min To demonstrate the greater degree of rounding achieved by wind than water transport and to generate discussion of why. Take 8 pieces of soft limestone (not chalk) each about 25g. Divide the limestone into two groups of 4 each. Weigh each group. Put one group into a plastic container and the second into another but fill the latter with water. Shake both with equal intensity for five min. Weigh each group after drying and note any changes in shape. The group shaken in air will show some rounding, those in water will not.	<urn:uuid:4cd97125-ea0a-480c-b9fa-b913c72a46e2>	CC-MAIN-2019-47	https://geohubliverpool.org.uk/esa/index_htm_files/6f%20Desert%20deposits.pdf	2019-11-20T08:55:18	crawl-data/CC-MAIN-2019-47/segments/1573496670535.9/warc/CC-MAIN-20191120083921-20191120111921-00498.warc.gz	424,336,108	345	eng_Latn	eng_Latn	0.997791	eng_Latn	0.997791	[ "eng_Latn" ]	false	docling	[ 1453 ]	[ 2.796875 ]	1	0
Action Statement Flora and Fauna Guarantee Act 1988 Lowly Greenhood Pterostylis despectans Description and distribution The Lowly Greenhood Pterostylis despectans (Nicholls) M.A. Clem. et D.L. Jones, is a small, inconspicuous, deciduous, terrestrial orchid. After an autumn dormancy survived by the root tuber, a rosette of five to ten leaves 1-1.8cm long and 6-9mm wide, appears in June (Backhouse and Jeanes 1995, Bishop 1996, Walsh and Entwisle 1994). The three or four stem-leaves are reduced to sheathing bracts. The rosette withers before flowering time. The flowering stem reaches 5-8cm tall (Walsh and Entwisle 1994), though it is often only 23cm (Jones 1988). During the two to three month flowering period (December to January), it produces up to six short, stout flowers which are translucent grey-green to brown, very similar to the colour of the leaf litter in which it grows. These flowers are on slender stalks 1-3cm long, and open one at a time, facing downwards, often touching the soil, with their long sepals. The dark brown labellum, a specialised petal, springs closed when an insect or small object touches it, and has 6-18 pairs of marginal hairs (Walsh and Entwisle 1994, Jones 1988) as well as a pair of prominent, erect hairs at its base, which is constricted. The Lowly Greenhood was originally described as Pterostylis rufa R. Br. var. despectans by Nicholls. It has also been informally referred to as Pterostylis R. Br. var. despectans (Blackmore et Clemesha). In 1989 it was classified as a separate species Pterostylis despectans by Clements and Jones (M.A. Clem. and D.L. Jones in Clements 1989). The name of 'Lowly Greenhood' has recently been assigned to the species, although it is not in common use. Lowly Greenhood Pterostylis despectans Distribution in Victoria [from Flora Information System, NRE 2000] No. 123 The pre-European range of the Lowly Greenhood is not well known but it is likely that it occurred relatively widely in dry open woodlands between Stawell and Rushworth (J. Jeanes pers. comm.), and possibly extending into the Wimmera. Much of the area formerly supporting these woodlands is now cleared, and cropped or sown to introduced pasture. The species is believed to be extinct near Talbot at the site from which the type specimen was collected. Other specimens in the National Herbarium collection include some from near Ararat or Stawell. However the orchid is also presumed extinct in this area. There is a specimen of a very similar plant in a private collection made by Mr. Alex Hicks, of Kaniva and now held by the Shire of West Wimmera. The specimen (labelled 'Pterostylis mitchelli' - a species now recognised as Pterostylis setifera). This specimen came from near Kiata, east of Nhill, around 1960 (D. Beardsell pers. comm.) or in the 1950s (Beardsell 1985). This site supports a woodland dominated by Buloke Allocasuarina luehmannii, Black Box E. largiflorens and Weeping Pittosporum Pittosporum phylliraeoides with Bristly Wallaby-grass Danthonia setacea in the understorey (ibid). A herbarium record from 1947 describes the Lowly Greenhood as common around Maryborough (Beardsell 1985). Now, however, there are only six sites supporting the species - all in central-western Victoria, near Maryborough. These six sites have never been ploughed and have not been grazed for at least the last 20 years. One population, comprising about 150 plants dispersed in small clusters over approximately two hectares is on covenanted private land. Three populations of about 150 plants, dispersed in small clusters are found in State forest south of Maryborough. The fifth population, of about 10 plants covers only three square metres of State forest north of Maryborough. One other population is in the Paddy's Ranges State Park and consists of about 20 plants. All recorded populations occur in flat or undulating woodlands or open forest, of Yellow Gum Eucalyptus leucoxylon and Grey Box E. microcarpa, or Yellow Gum E. leucoxylon and Yellow Box E. melliodora, with an understorey of Spreading Wattle Acacia genistifolia and Gold-dust Wattle A. acinacea. The narrow ecotone in which the orchid is found occurs between Red Gum E. camaldulensis woodland on adjoining lower elevations and Long-leaf Box E. goniocalyx and Red Box E. polyanthemos open forests on adjoining higher elevations (Beardsell 1985). The summers are hot and dry, the litter and diverse ground cover are sparse (70% bare ground,. Beardsell 1985). The soil at the three extant sites sets rock hard in summer after flowering (G. Cheers, R. Bates pers. comm.). Beardsell (1985) notes that one site becomes waterlogged in winter, but at least one of the remaining sites does not. Current conservation status ANZECC (1999) ........................endangered (Aust.) NRE (1999)...................................endangered (Vic.) SAC (1993).................................... threatened (Vic.) The Lowly Greenhood has been listed as a threatened taxon under the Flora and Fauna Guarantee Act 1988. Reasons for conservation status In its final recommendation the Scientific Advisory Committee (SAC 1993) has determined that the Lowly Greenhood is: * in a demonstrable state of decline which is likely to result in extinction; * significantly prone to future threats which are likely to result in extinction, and * very rare in terms of abundance or distribution. Major conservation objectives 1. To prevent further decline of the three existing populations. Therefore the threatening processes at these sites must be mitigated. 2. To increase the number of plants in the wild to 500 within a decade. A minimum number of populations, regarded as providing reasonable security against a single unexpected event eliminating the species, is five, so that the minimum in each population will need to be 200. Management issues Ecological issues specific to the taxon One population of the Lowly Greenhood is informally monitored, and in the 1997/98 flowering season, only two plants flowered, neither setting seed. A dry spring preceded this result. Habitat throughout the known and potential range of the orchid is fragmented and disturbed. This may have reduced the overall ability of the Lowly Greenhood to survive and reproduce. Specific disturbances in habitat suitable for the species have included clearing, cultivation, timber harvesting, stock grazing, gold exploration, fossicking and the introduction of rabbits and exotic grasses. Grazing by rabbits is thought to be a major factor limiting the regeneration of some populations of the Lowly Greenhood (C. Beardsell pers. comm.). In the case of the population on private land, there 2 are no other green plants nearby to attract rabbits at the time of flowering (G. Cheers pers. comm.). While the rosette is so low to the ground it is unlikely to be grazed, the flower stems are vulnerable to rabbit grazing. Stock grazing may have been a contributing factor in the extinction of the plant from most of its former range. However moderate stock grazing at non-flowering time may be beneficial to orchids especially in certain situations, in reducing competition from introduced grasses and native perennials (R. Bates pers. comm., L. Morcom pers. comm.). All the known sites are free from grazing by sheep or cattle. Grazing by hares may prevent the orchid from thriving but the severity of this grazing does not appear to be high. White-winged Choughs Corcorax melanorhamphos dig up soil with their beaks, eat orchid tubers (I. Temby pers. comm.), and may also be able to relocate sites from one year to the next (C. Beardsell pers. comm.). Their numbers are not high in the area of the orchid, but a chance visit by a group of birds could decimate a population. The Lowly Greenhood must have survived feeding by these native birds in the past, but with its lowered rate of recruitment, this pressure may be too much for the orchid to survive. Assuming similarity with other Rufa group orchids the insect pollinator for this orchid is likely to be a Mycetophylid fly, or 'fungus gnat', although pollination of the Lowly Greenhood has not been observed (M. Clements pers. comm.). Other Rufa group orchids exude pheromones attractive to these flies and it is likely that the Lowly Greenhood is similar in this respect (C. Beardsell pers. comm.). It is likely that breeding success of the orchid is reduced by low pollination rates (G. Backhouse, C. Beardsell pers. comm.). This is probably because the orchids become increasingly time consuming, per flower, for the flies to find as the flowers become scarcer. It is possible, though less likely, that an important habitat component for the fly is missing (Clements pers. comm), so that the fly's numbers are low. Inoculation of the germinating seed with the symbiotic fungus Ceratobasidium cornigerum, is essential for the orchid's successful germination and later survival (M. Clements pers. comm.). A reduction in the amount of leaf litter, and decaying grass roots on which the fungus is likely to feed (it may also feed on depleted supplies of fallen timber) may have reduced the viability of the orchid. Conversely, a build up of litter at the spot where an orchid is growing appears to suppress growth by excluding light to this small plant. A build-up of leaf litter, due to altered habitat conditions, appears to be extinguishing the smallest population of the species. The fungus on which the orchid depends prefers bare patches of ground (Clements pers . comm .). Nothing is known about the effect of fire on the Lowly Greenhood. The effect of fire on orchids in general is variable, encouraging some to flower and harming others (Backhouse and Jeanes 1995). Some Pterostylis species appear to be adversely affected by fire, taking several years to recover and rebuild their numbers (ibid). Observation of the small number of groups of plants at one site suggests that small patches (20 cm 2 ) of moderate soil disturbance near adult plants promotes colonisation of new areas of ground by the orchid. Echidnas and kangaroos may cause incidental damage to the plants. Wider conservation issues Land management favourable to the survival and recovery of the Lowly Greenhood is likely to also benefit other native plants in the area. The control of rabbits, for example, will benefit both other native plants and agricultural production on adjacent private land. Other rare or threatened species in the forests around Maryborough that may benefit from increased rabbit control and protection from vehicular disturbance include Weak Daisy Brachyscome debilis, Small Milkwort Comesperma polygaloides, Spreading Eutaxia Eutaxia diffusa, Clover Glycine Glycine latrobeana, Leafy Templetonia Templetonia stenophylla and the Sun-orchid Thelymitra macmillanii. The potential need to control White-winged Choughs in the immediate vicinity of the orchid can be addressed, if required, without causing impacts to the local survival of this species. Gold exploration and mining is a potential threat to the species. However, as the known populations occupy only a few hectares, restriction of mining from sites supporting the Lowly Greenhood orchid should occur as it will have negligible impact on these activities. Mining activity in the area has declined since the 1988-1994 mini-boom, which peaked in 1992-1993, when ephemeral "doze-anddetect" operators caused considerable damage in the area (N. Grollman, G. Cheers pers. comm.). Illegal collection is thought to have resulted in the extinction of the former population of the Lowly Greenhood at Talbot around 1990-1991. Illegal collection also seriously threatens the extant populations. It is therefore important that the precise location of these populations is not disclosed. As well as the illicit excitement of cultivating a very rare orchid, some orchid enthusiasts also aim to prevent the extinction of 3 the plant by maintaining it in cultivation. However ex situ cultivation must be conducted in a strictly limited and coordinated way, with good probability of success, if it is not to further threaten the species. This cannot be achieved when whole populations are anonymously removed and possibly split up, their fate unknown. In addition, methods of propagation may exist which are less destructive of wild populations than removing whole plants. The cooperation of orchid enthusiasts is required if conservation efforts are not to be undermined. For this, orchid enthusiasts need to be confident that public conservation efforts are effective. Therefore NRE needs to work with orchid groups. Viruses that infect orchids and reduce their vigour are quite common in cultivated orchids and are a serious problem. If any orchids were returned to natural habitat after having been kept in a contaminated environment, this could infect the wild population and extinguish the Lowly Greenhood, given its already low rate of seed set. Vehicular and foot traffic associated with firewood collection, rabbiting, fossicking and sightseeing may crush plants. There are a large number of tracks in the State forest concerned and this may promote traffic. Excessive soil disturbance from fossicking, rabbiting and wood collecting at sites where the orchid exists will damage plants. Previous management action Very little conservation work has been done on Lowly Greenhood. Survey and monitoring The Maryborough Field Naturalists Club has conducted numerous searches for the Lowly Greenhood around Maryborough. The Club has also counted plants in each of the three extant populations, and has conducted some subsequent monitoring. Artificial Pollination: Hand pollination has been attempted but the results were not monitored. Site protection Two groups of plants, within a single population on public/ private land have been fenced out from choughs and rabbits but no increase in the population in the fenced area has been observed. Propagation Symbiotic germination trials have been conducted in Canberra, with some success, and three plants have been grown from the resultant seedlings by Helen Richards (pers. comm.). These plants lived for several years before apparently succumbing to waterlogging. Intended management action Management of the Lowly Greenhood in the wild will involve mitigating the known threats as well as promotion of seeding and monitoring and research. Several sites for reintroduction will need to be chosen, preferably on Public land. Site protection - public land 1. Exclude firewood collection and other forest production activities from public land sites supporting Lowly Greenhood. Carefully planned and implemented thinning of trees may be considered at the sites with the specific purpose of aiding the survival of Lowly Greenhood. Responsibility: NRE (NW Region) 2. Reduce the potential for off-road vehicle damage to the orchid by rationalising the track network on the public land sites supporting the orchid and ensuring that tracks that remain open are well maintained. Provision of appropriate parking areas would also be beneficial. Erect explanatory signs at suitable locations without revealing the precise location of the orchids. Responsibility: NRE (NW Region), Parks Victoria 3. Protect sites supporting Lowly Greenhood from mining, intrusive exploration activities and gravel collection. Responsibility: NRE (NW Region) 4. Cage plants at locations where populations are screened by shrubs. Cages would need to be checked frequently and cleared of litter build up and weed growth. Responsibility: Victoria NRE (NW Region), Parks Rabbit control 5. Investigate the best option for controlling rabbits. This is particularly important in the growing and flowering season and may include options such as rabbit proof caging or poisoning rabbits with 1080, near known populations just prior to flowering. There is a risk when using a bait-laying machine that some outlying plants would be dug up by the bait layer. If a machine were used to make a trail, the exact course to be driven with the bait layer should be carefully walked in winter, to make sure there are no plants on it, and this exact course marked for use in summer. 4 Responsibility: NRE (NW Region, Parks Flora and Fauna Division, Forests Service), Parks Victoria Survey and monitoring 6. Survey suitable habitat between Stawell and Rushworth for Lowly Greenhood rosettes in winter. As the Lowly Greenhood is very hard to detect, unrecorded populations may still exist. However given the previous search efforts of orchid enthusiasts and the disturbed state of much of the potentially suitable habitat, it is unlikely that there will be many. This could include areas from Stawell to Rushworth (J. Jeanes pers. comm.). Extreme care should be taken searching for plants, as they are so well camouflaged when flowering that even orchid experts have accidentally crushed hidden plants while searching for them. Responsibility: NRE (NW Region, Parks Flora and Fauna Division, Forests Service)), Parks Victoria 7. Monitor populations annually, including measurement of natural rates of seed set and plant numbers. If possible it would be beneficial to monitor populations three times a year in order to count the number of rosettes that first appear in Autumn, the number of flowers that come up, the number of flowers per plant, natural pollination rates and reproduction success. Rates of seed-set amongst similar orchids is 10 to 20%. Responsibility: NRE (NW Region, Parks Flora and Fauna Division, Forests Service), Parks Victoria Artificial Pollination 8. Hand-pollinate some plants within populations and compare rates of seed-set of handpollinated plants with insect-pollinated plants. If hand-pollinated plants were significantly more productive, then low activity by pollinators would be indicated as a factor in the orchid's apparent decline. Hand pollination has been successful in the case of the Rosella Spider-orchid Caladenia rosella (G. Backhouse pers. comm.). Responsibility: NRE (NW Region, Parks Flora and Fauna Division) Propagation 9. Cultivate seed taken from wild populations in a securely quarantined location. A single fertile seed capsule may contain a thousand viable seed, thus providing ample to work with. The seed can be stored for several years in a deep freeze (Clements pers. comm.). Ex situ cultivation must be conducted under strictly quarantined conditions, which must be sure to be maintained until the completion of the project, to avoid infecting wild populations with a virus transmitted by aphids and common in cultivated plants. Responsibility: NRE (NW Region, Parks Flora and Fauna Division), Royal Botanic Gardens 10. Identify two sites for establishment of Lowly Greenhood. Commence the establishment of new populations at these sites if feasible. Paddy's Range State Park is a possible location. Fencing populations against rabbits and choughs is not recommended as this may inadvertently assist illegal collection of the species by alerting collectors to the site. Responsibility: NRE (NW Region, Parks Flora and Fauna Division), Parks Victoria References ANZECC (1999) Threatened Australian Flora List 1999. ANZECC Endangered Flora Network. Australia and New Zealand Environment and Conservation Council, Canberra. Backhouse, G. & Jeanes, J. (1995) The Orchids of Victoria. p. 282. Miegunyah Press Melbourne. Beardsell, C. (1985) Threatened species recordsheet for Pterostylis biseta var despectans. Bishop, T. (1996) Field Guide to the Orchids of New South Wales and Victoria. UNSW Press, Sydney. Clements, M. A. (1989) Catalogue of Australia Orchids in D.L. Jones, Australian Orchid Research 1: 122. DSE (2003) "Advisory List of Rare or Threatened Vascular Plants in Victoria – 2003". Department of Sustainability and Environment, Victoria, Australia. Jones, D. L. (1988) Native Orchids of Australia. p. 630. Reed Books, NSW. NRE (1999) Victorian Flora Species List: Including Vascular and non-vascular taxa. Spring 1998. Parks Flora and Fauna Division. Department of Natural Resources and Environment: Melbourne. NRE (2000) Flora Information System (electronic flora database). Department of Natural Resources and Environment: Heidelberg. SAC (1993) Final recommendation on a nomination for listing: Lowly Greenhood Pterostylis despectans (Nomination No 277). Scientific Advisory Committee, Flora and Fauna Guarantee. Department of Conservation and Natural Resources: Melbourne. Walsh, N. G. & Entwisle, T. J. (1994) Flora of Victoria. Volume 2. Ferns and allied plants, Conifers and Monocotyledons. pp: 826-7. 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Vision Care Explore Better Vision Spectacle lenses from ZEISS Contact About Us My Vision Profile Find Optician Home Explore Better Vision Understanding Vision The eyes of our children / / / The newborn's eyes are beaming, a smile brightens up its face – those are among the most amazing moments for a mother as she holds her baby in her arms. At this stage the baby's eyes are still developing and cannot fully identify its surroundings. Our little ones all have to learn how to walk and talk and their eyes have to learn how to see. That is why it is important to know that close to 20 percent of all toddlers under the age of four do in fact suﬀer from vision problems. This, however, is not a cause for concern: modern children's glasses can help your child's vision skills improve. Every human being has vision and motor skills in his or her DNA – information that eventually enables us to learn to see, walk and run. A newborn's eyes are able to see as soon as it enters this world. However, the new baby's vision is not nearly as evolved as that of an adult. It ﬁrst has to develop its own visual acuity, i.e. the skill that will allow it to recognise certain details and identify an object. It actually takes quite a long time before humans can enjoy eagle eye vision: The development of vision skills – newborn to toddler During the first month of its life, the baby's vision is blurred, but it can distinguish between dark and light. The vision horizon reaches about 30 centimetres in scale. During the second month, it begins to recognise facial contours and patterns. The tiny human being is now also able to differentiate between colours. During the third and fourth month, the child will start to smile at its parents, and it can distinguish between colours and see clearly within a range of about 25 centimetres. As of the fifth month, the baby is able to recognise its parents. This is evident in the fact that whenever you try to secretly leave the room, the baby will protest loudly. Starting in the sixth month , the child begins to grasp for objects and can see things off in the distance clearly. By the seventh month, the baby cannot just grab objects; it can also turn and rotate them. As of the eighth month, little tykes have the ability to differentiate between familiar and strange faces. As of the ninth month, thumbs and index fingers become active tools and even the smallest objects can be grasped with amazing precision. As of the eleventh month, the toddler, when asked "Where is your dad?" may respond by turning his or her head to look for him. Starting in the twelfth month, the child will hand specific objects to its parents, expecting them to do something specific. The baby's eyes can now track down rapidly moving objects. By the child's fourth birthday, its vision acuity reaches the adult level. When the child is 6 or 7 years of age, the development of its visual capabilities is almost complete. By the time a child is 8 or 9 years old, the development of the field of vision is such that the child can recognise complete scenarios and events. As a result, it can now be considered what Germans call "roadworthy" – i.e. it can move about safely as far as its vision is concerned. The brain needs time as well A child's eyes have not reached full maturity yet. The eye uvulas, which are critical for our sharp vision are actually developed in the uterus. However, they do not acquire their ﬁnal shape until after the baby is born. Not only do the eyes need time to develop - the brain does, too. While a child's eye absorbs ambient light, the processing of the stimulus received happens in the brain centre, where the actual image is developed. the nerve cells that absorb light are located on the uvulas f Recognise and treat vision problems If a vision problem is detected and treated early, a child may develop normal vision. To ensure that a child's eye can develop normally, its brain needs certain impulses. However, if something is wrong with its eyes, these impulses may not occur. If visual problems are detected and treated early, the child may very well develop normal vision. Make an appointment with an optometrist if you have observed any of the following conditions in your baby or toddler, as they may be indications of a vision problem: Clearly visible and permanent strabismus Anankastic holding of the head at an incline Strikingly large eyes Avoidance of light or failure to respond to light Obsessive rubbing of the eyes with fingers and grimacing Turning of the eyes without zooming in on anything Missing of objects the child is grasping for In older children, vision problems may also be evident in the following peculiarities: The child frequently stumbles or runs into furniture Increased vision problems at dusk and in the dark Sudden decline of grades at school The child does not like to read The child isolates himself or herself from other children Recurring headaches may also be indicative of vision problems When children have vision problems Children absorb close to 90 percent of everything they learn through their eyes. Consequently, the early detection of potential vision problems is critical. As with any health issue, the same rule applies here: the earlier the problem is detected, the more rapid and eﬀective its treatment will be. Below, we have provided an overview of the most common vision problems: Far-sightedness (hyperopia) The child easily recognises objects oﬀ in the distance, however, it takes great eﬀort for it to see things that are up close. This will quickly lead to too much stress for the brain, which causes headaches, reddening of the eyes, inability to concentrate, restlessness and rapid exhaustion when the child reads or writes. Important note: most babies and toddlers are far-sighted and this condition does improve over the course of the ﬁrst few years of a child's life. Nearsightedness (myopia) The retina bundles light rays that penetrate the eye from the distance because the eye is too long or the refraction power of the eye's lens is too high. Children who are aﬀected by this condition are consequently very actively engaged with everything that is up close. However, they have problems seeing images on TV, a ball when playing a game or writing on the school blackboard. These children tend to squint or blink a lot as they try to compensate for the vision problem or to see objects oﬀ in the distance more clearly. Astigmatism This vision problem is also described as an irregular curvature of the cornea. Irregularly shaped cornea radiuses cause the vision to be blurry and distorted. Depending on the severity of the irregular curvature, the child will see objects with linear transmissions that are more or less distorted. Cross-eyed vision (strabismus) In plain English, we call people who cannot focus both eyes on one target simultaneously crosseyed . Experts refer to this condition as strabismus. About ﬁve percent of all humans suﬀer from this unique form of a visual problem that does not cause any pain whatsoever. As a rule, just one of the eyes is aﬀected. Its focus is misdirected to the inside, the outside, the top or the bottom. In other words, it zooms in on a ﬁxed point that is not congruent with that of the eye's sharpest vision, but focused on a diﬀerent location on the retina. The consequence: two diﬀerent images are generated in the brain – a sharp one and a blurry one. To facilitate its own job, the brain learns to suppress the image it ﬁnds unacceptable. Henceforth, the child favours its properly working eye to be able to see. The neglected eye is unable to fully develop its vision acuity – which is why it is referred to as the "lazy eye." Over time, its vision declines further. If a severe strabismus is not treated, an actually healthy eye may develop a vision problem. The resulting condition is called amblyopia – a lifelong dysfunction that has other consequences as well. A child who depends on using just one eye is unable to develop a spatial sense of vision and will also fall behind in terms of the development of its motor skills. As an adult, a person who suﬀers from this condition may encounter signiﬁcant problems, for instance when driving a car. The good news: if the condition is detected prior to the 10th to 12th month, amblyopia can be treated quickly and eﬀectively. After the child is a year old, Children's glasses provide protection A cool design makes the difference. Today, children's glasses are considered cool and kids who wear them are no longer likely to become the targets of ridicule. Heroes in children's novels have done a lot for kids who wear glasses. The days when children would stubbornly refuse to wear glasses are long gone. Children's glasses are considered cool today and kids who wear them are no longer likely to become the targets of ridicule. One important thing to remember: frames for children's glasses are customised for their individual needs. On the top, the frame should not extend beyond the bottom edge of your child's eyebrows. On the bottom, it should not touch your child's cheek bones. On the side, make sure the glasses do not extend beyond the edges of the eyes. To make sure that the children's glasses do not interfere with your child during play and other activities, the earpieces should be guided along the temples and should not leave too much of a clearance. Spectacles for children should be lightweight, sturdy and elastic. Make absolutely certain that the frame does not cause discomfort, such as pressure. We do not have to tell you that a cool design makes all the diﬀerence! My Vision Proﬁle Determine your personal visual habits now and ﬁnd your individualised lens solution. Check Your Vision Profile Now! Street, City Find a ZEISS Optician Near You Related Articles Giving Children Perfect Vision Children's glasses have to meet demanding standards Understanding Vision Oct 16, 2017 Tags: Children's Glasses Related Products Single vision lenses As unique as your views Learn more ZEISS cleaning solutions Gentle, easy, eﬀective. Learn more Not all products, services or oﬀers are approved or oﬀered in every market and approved labelling and instructions may vary from one country to another. For country speciﬁc product information, see the appropriate country website. \| Careers International \| \| \| \|	<urn:uuid:7f0c136d-dcfa-4531-a5df-d590d946b306>	CC-MAIN-2019-47	https://www.zeiss.com/vision-care/int/better-vision/understanding-vision/the-eyes-of-our-children.pdf	2019-11-20T10:20:19	crawl-data/CC-MAIN-2019-47/segments/1573496670535.9/warc/CC-MAIN-20191120083921-20191120111921-00497.warc.gz	1,042,417,533	2,278	eng_Latn	eng_Latn	0.995454	eng_Latn	0.99917	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2112, 5020, 8426, 9840, 10139, 10407 ]	[ 3.59375 ]	2	0
STUDENT LEARNING OUTCOMES B.S.Ed. in Mathematics Education Upon completion of the B.S.Ed. degree in Mathematics Education, students will: * know, understand and apply the process of mathematical problem solving. * reason, construct, and evaluate mathematical arguments and develop an appreciation for mathematical rigor and inquiry. * communicate their mathematical thinking orally and in writing to peers, faculty and others. * recognize, use, and make connections between and among mathematical ideas and in contexts outside mathematics to build mathematical understanding. * use varied representations of mathematical ideas to support and deepen students' mathematical understanding. * embrace technology as an essential tool for teaching and learning mathematics. * possess a deep understanding of how students learn mathematics and of the pedagogical knowledge specific to mathematics teaching and learning. * demonstrate computational proficiency, including a conceptual understanding of numbers, ways of representing number, relationships among number and number systems, and the meaning of operations. * emphasize relationships among quantities including functions, ways of representing mathematical relationships, and the analysis of change. * use spatial visualization and geometric modeling to explore and analyze geometric shapes, structures, and their properties. * demonstrate a conceptual understanding of limit, continuity, differentiation, and integration and a thorough background in techniques and application of the calculus. * apply the fundamental ideas of discrete mathematics in the formulation and solution of problems. * demonstrate an understanding of concepts and practices related to data analysis, statistics, and probability. * apply and use measurement concepts and tools.	<urn:uuid:be4c476c-2de6-44da-8a91-3abb594a3e05>	CC-MAIN-2019-47	https://dsu.edu/assets/uploads/resources/ASSLO-MathEd.pdf	2019-11-20T10:24:12	crawl-data/CC-MAIN-2019-47/segments/1573496670535.9/warc/CC-MAIN-20191120083921-20191120111921-00502.warc.gz	394,676,496	296	eng_Latn	eng_Latn	0.985885	eng_Latn	0.985885	[ "eng_Latn" ]	false	docling	[ 1807 ]	[ 2.234375 ]	1	0
Published on Books for Keeps - the children's book magazine online (http://booksforkeeps.co.uk) Home > A Million Shades of Grey A Million Shades of Grey Books Reviewed: A Million Shades of Grey [1] Issue: 183 [2] Reviewer: Janet Fisher[3] New Talent: Editors Choice: off Media type: Book BfK Rating: 3 In deceptively simple prose Kadohata tells the story of Y?Tin, a boy in a South Vietnamese village during the Vietnam war and his dream of being an elephant boy. This dream comes to an abrupt halt when after the departure of the Americans in 1973 and a period of near normality, the Vietcong capture most of the villagers, including Y?Tin. He manages to escape and find his two friends and the elephants they have been looking after but also finds that, as his father has told him, ?the jungle changes people? and the two friends unite against him. Meanwhile his heavily pregnant elephant Lady finds a wild herd to bond with, and after she gives birth he has to make the difficult decision to let her go rather than have her killed for food. Y?Tin also decides to leave Vietnam and the villagers who have become guerrillas, for a better future in Thailand. There is considerable depth in Y?Tin?s story, about the choices he has to make at a young age, the fact that people change in different situations and that young men can kill at will. He sees one of his close friends shot for apparently no reason by the Vietcong. The complicated history of US involvement in Vietnam is clearly explained as is the consequence for his family and the village of the fact that some of the men of the village worked for the Americans. There is an interesting note at the end of the book explaining what happened to the tribe called Dega who are almost extinct now in their native land, except for those who were lucky enough to emigrate to the USA. Vietnam is a war that has passed into history now and is studied as such and this measured, almost grey story like the colour of the elephants, will help a new generation understand a little more the consequences of the involvement of a great power in the lives of ordinary people. There is also the plus of Lady the elephant, a real character in her own right, with whom Y?Tin has a real bond. One small point is that on the back cover the copy talks of Tin not Y?Tin. Running Order: 43 Source URL (retrieved on Nov '19): http://booksforkeeps.co.uk/issue/183/childrens-books/reviews/a-million-shades- of-grey Links: [1] http://booksforkeeps.co.uk/childrens-books/a-million-shades-of-grey [2] http://booksforkeeps.co.uk/issue/183 [3] http://booksforkeeps.co.uk/member/janet-fisher	<urn:uuid:2c6a5fc8-7e7e-4b56-9f53-d24f2f1e81f3>	CC-MAIN-2019-47	http://booksforkeeps.co.uk/printpdf/issue/183/childrens-books/reviews/a-million-shades-of-grey	2019-11-20T10:09:04	crawl-data/CC-MAIN-2019-47/segments/1573496670535.9/warc/CC-MAIN-20191120083921-20191120111921-00505.warc.gz	28,533,314	610	eng_Latn	eng_Latn	0.9875	eng_Latn	0.999294	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2475, 2640 ]	[ 2.0625 ]	2	0
Healthy Weight, Healthy Lives: Tackling overweight and obesity in North Yorkshire 2016 – 2026 Strategy Summary, November 2016 Introduction The Healthy Weight, Healthy Lives Strategy has been developed by North Yorkshire County Council to help deliver the aims and ambitions of the North Yorkshire Health and Wellbeing Board that 'People in all communities in North Yorkshire have equal opportunities to live long healthy lives'. The vision of the Health Weight, Healthy Lives strategy is to help achieve this and "To inspire a healthy weight population". The Strategy details the issue of obesity in North Yorkshire. It describes why and where action is needed and explores how different stakeholders can contribute to tackling the obesity problem. Our challenge in North Yorkshire is to create the environment to develop and sustain healthy eating and physical activity habits. This is not simply a health issue, nor a matter of individual choice. This Strategy must align with other policy goals and aspirations such as climate change, transport, planning, rural issues, education and employment. We need work in partnership, through the leadership of the North Yorkshire Health and Wellbeing Board, to inspire a healthy weight population and achieve our ambition to reduce the number of people who are overweight and obese at all ages. Together we can be successful in supporting more people to eat more healthily and be more active so they can live longer, happier lives. Background Nationally, almost seven out of ten men, six out of ten women, a quarter of two to ten year olds and one third of 11-15 year olds are overweight or obese. By 2050 obesity is predicted to affect 60% of adult men, 50% of adult women and 25% of children. The challenge in North Yorkshire is very real with over 66% of adults being overweight and obese, which is higher than the England average. Over 21% of four to five year olds and over 30% of 1011 year olds in our local communities are measured as having excess weight. An adult Body Mass Index (BMI) of between 25 and 29.9 is classified as overweight; the term obese is used for any adult with a (BMI) of 30 or above. Assessing the BMI of children is more complicated; the British 1990 growth reference charts are used to classify the weight status of children according to their age and sex. The causes of excess weight Much more needs to be done to enable people to achieve an optimal weight. Many people find it hard to maintain a healthy weight and unfortunately there is no easy fix to losing excess weight and keeping it off. Our biology, the environment we live in, influences from our society and cultures, and the choices we make about the foods we eat and the activity we do all affect our weight. We all live in a world today that promotes unhealthy rather than healthy eating, and fosters sedentary activities more than physical activities. Excess weight occurs when the energy intake from food and drink consumption is greater than energy expenditure through the body's metabolism and physical activity over a prolonged period, resulting in the build-up of excess body fat. There are many complex reasons that combine to cause obesity, which differ between population groups and across different ages. Tackling the prevention and management of excess weight, should be linked to periods of significant change such as: - pregnancy and the first year of life - early years (one to four years) - childhood (five to ten years and 11-16 years) - adulthood (17-59 years) especially leaving home, becoming a parent, ill health - older people (60+ years) Factors affecting excess weight include: * biology (physiology) – the influence of genetics and ill health - environment – how this influences activity behaviour - physical activity – type, how much and intensity * the influence of the media, education, peer pressure or culture * individual mental make-up (psychology) – urge for particular foods, eating patterns * food environment – availability and quality near home * food consumption – quality, quantity and frequency. The impact of excess weight The impact of excess weight affects both physical and mental health. It reduces life expectancy by an average of three years, or eight to ten years in the case of severe obesity (BMI over 40). This eight to ten year loss of life is equivalent to the effects of lifelong smoking. Estimates of the direct costs to the NHS in England for treating people with associated illnesses range from £479.3 million in 1998 to £4.2 billion in 2007. Estimates of the indirect costs from the impact of obesity on the wider economy such as unemployment, early retirement and welfare benefits over the same time period range between £2.6 billion and £15.8 billion. Losing weight can reduce the risk of some potentially serious health problems. Health benefits result from losing 5% of weight if kept off – even a moderate weight loss of 3% that is kept off can improve or prevent health problems. Physical health: Being overweight or obese in childhood impacts on the short and longer term. Obese children are more likely to be ill, absent from school, have health-related limitations and require more medical care. Potential consequences are type 2 diabetes, asthma, sleep apnoea, cardiovascular disease, high blood pressure, high cholesterol and musculoskeletal problems. An obese man is: * five times more likely to develop type 2 diabetes; * three times more likely to develop cancer of the colon; * more than two and a half times more likely to develop high blood pressure — a major risk factor for stroke and heart disease An obese woman is: * almost thirteen times more likely to develop type 2 diabetes; * more than four times more likely to develop high blood pressure; * more than three times more likely to have a heart attack. Risks of other diseases, including angina, gall bladder disease, liver disease, ovarian cancer, osteoarthritis and stroke, are also increased for those who are obese compared with those who are not. Mental health: People who suffer from both obesity and mental health disorders may also face particular risks to health and wellbeing, as it is likely the conditions may perpetuate each other. Being overweight or obese as a child or adolescent has adverse effects on self-esteem, self-image and self-concept, and has been associated with depression in adolescents. Factors linked to mental health disorders contribute to obesity in children and young people. The impact of obesity on mental wellbeing increases with age and is greater in girls than boys. In adults evidence suggests an obese person has a 55% increased risk of developing depression and a depressed person has a 58% increased risk of becoming obese. Opportunities to change lifestyle and behaviour Changing individual lifestyle and behaviour around eating and physical activity are two critical factors – improving nutrition, reducing sugar and fat intake, reducing alcohol consumption and increasing physical activity are opportunities to influence behaviour change. Nationally, one in four women and one in five men are classed as physically inactive (doing less than 30 minutes of moderate physical activity per week). Other opportunities also need to be included to support behaviour change – improved access to evidence based treatment services, changing the environment we live in to create a more active society and increasing access to healthy and competitively priced food. Changes to our environment such as transport infrastructure and urban design are more likely to have an effect on obesity in a sustainable way. Access to healthy food options, safe open spaces for play and physical activity, an infrastructure that supports active travel (walking and cycling) are all vital in allowing the local population to make positive lifestyle changes. The design, layout and space between buildings can support physical activity. Creating a more active society where it is easier and more natural for people to be active will require action by a huge range of bodies over a significant period of time. Increased reliance on the car over the last 50 years and the focus on the car in planning and transport has resulted in less walking and cycling. This decline in active travel has mirrored the increase in the proportion of overweight, obese and inactive people. Early years settings (nurseries and pre-schools), schools and workplaces are all crucial in helping to address obesity. Workplaces can sign up to the national Workplace Health Charter so good practice can be recognised and shared with others. Schools can support children and young people to develop life-long healthy eating and physical activity practices, and full participation in the National Child measurement Programme means that families and carers can be given guidance to help with weight management. The availability of and access to food on the go is an important consideration. During the past ten years the consumption of food away from the home has increased by 29% and the number of fast food outlets has increased dramatically. Foods consumed away from the home are typically less healthy than those consumed at home and data shows more deprived areas have a higher proportion of fast food outlets per head of population. There is opportunity to work with local business and key stakeholders to develop a North Yorkshire food partnership and join the Sustainable Food City network to develop local action to promote healthy and sustainable food to the public. The Healthy Weight, Healthy Lives Strategy The vision of the Healthy Weight, Healthy Lives Strategy is to inspire a healthy weight population. The aim by 2026 is to reduce the prevalence of overweight and obesity across the population and six key priorities have been identified: * supporting children's healthy growth and healthy weight * promoting healthier food choices * building physical activity into peoples' daily lives * providing the right personalised accessible weight management services * ensuring people have access to the right information and resources to make healthy choices that support weight loss * building healthier workplaces that support employees to manage their weight. Examples of proposed actions include: * supporting local organisations, including health care providers to implement the UNICEF Baby Friendly Initiative standards and achieve Baby Friendly accreditation * increasing markets for local food producers * develop a county-wide food poverty plan * restrict planning permission for takeaways and other food retail outlets in specific areas, i.e. walking distance from schools * make sure a network of routes for walking, cycling and using other modes of transport involving physical activity that is safe and attractive and accessible from the workplace, home, school and other public facilities * make sure services that prevent or treat conditions such as cardiovascular disease, type 2 diabetes and stroke, or improve mental health, incorporate brief advice on physical activity into their care pathway * make sure children and young people, and their parents or carers have access to a publicly available up-to-date list of local lifestyle weight management programmes. provide and promote family friendly environments that enable opportunities for active play and planned physical activity * make sure local employers and public sector organisations receive co-ordinated, consistent levels of support for the development of workplace health policy, infrastructure and planned interventions * increase the number of local employers and public sector organisations achieving the Workplace Wellbeing Charter accreditation. There are ten proposed strategic outcomes to be achieved over the lifetime of the Strategy: * reduce health inequalities that arise from overweight and obesity * reduce demand on health and social care that arise from conditions/issues related to being overweight or obese * fewer people with longer term conditions as a result of excess weight * more employers with evidence based workplace health schemes * improved offer of healthy food provision/options in public sector settings * improved provision of physical activity for children and young people cross all sectors * changes in the local activity and food related environment such as changes in transport infrastructure or town planning which address the obesogenic environment * wider use of technology to support healthy behaviours * less discrimination and bullying associated with overweight and obesity * more access and support for those wishing to take action to address their weight. Partner and specialist organisations will work with North Yorkshire County Council to deliver the Healthy Weight, Healthy Lives Strategy, reporting to the North Yorkshire Health and Wellbeing Board. The full Healthy Weight, Healthy Lives Strategy can be downloaded from www.nypartnerships.org.uk/healthylives	<urn:uuid:b2d74e70-1d61-4f04-976b-58f58045dc1f>	CC-MAIN-2019-47	https://www.nypartnerships.org.uk/sites/default/files/Partnership%20files/Health%20and%20wellbeing/Public%20health/Healthy%20weight%20strategy%20plain%20English.pdf	2019-11-20T09:47:01	crawl-data/CC-MAIN-2019-47/segments/1573496670535.9/warc/CC-MAIN-20191120083921-20191120111921-00504.warc.gz	897,731,542	2,468	eng_Latn	eng_Latn	0.997672	eng_Latn	0.998348	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2023, 5019, 8030, 11344, 13048 ]	[ 3.015625 ]	1	0
Read, Run, and Race About Pick a favorite action storybook and encourage your child to act out the actions and expressions of the characters as the story is read aloud. Ride 'em Cowboy/girl Place a jump rope under your child arms and grasp the "pretend reins" as your child gallops around. "Giddy up horse walk…., trot…, run…, Whinny "whee hee hee!" oh what fun. Riding together, just you and me, galloping across our wide prairie." Bodies in Motion Ask your child to follow along. ;; "Our bodies are made of special parts. Wave your arms (child's name), a leg…, Nod your head…, and your chest to feel your heart. Stamp your feet (child's name), your follow along: "Flap your wings like an eagle in shout."	<urn:uuid:fa06865d-4f16-4d5b-bd30-9059c16aab98>	CC-MAIN-2015-40	http://www.multicare.org/file_viewer.php?id=7629	2015-10-05T01:27:38Z	crawl-data/CC-MAIN-2015-40/segments/1443736676547.12/warc/CC-MAIN-20151001215756-00059-ip-10-137-6-227.ec2.internal.warc.gz	789,576,139	180	eng_Latn	eng_Latn	0.998226	eng_Latn	0.998226	[ "eng_Latn" ]	false	docling	[ 709 ]	[ 2.9375 ]	2	0
On June 14, 1923 the National Flag Code was adopted at the National Flag Conference. The meeting was held in Washington D.C. to establish procedures for displaying the United States Flag. June 14 is celebrated as Flag Day. Although it is a law, there are no penalties and the Flag Code is a voluntary guide for showing respect to the U.S. Flag. The code was based on Army and Navy practices. In 1942, Congress passed a joint resolution to make the Flag Code a law. Forty-seven states have their own laws with penalties that prohibit desecration of the flag or its use for advertising or publicity. * The U.S. Flag should be displayed from sunrise to sunset, unless it is well lit during the darkness. Flag Etiquette * The U.S. Flag should always be placed above other flags and pennants. There is one exception during a special Navy ceremony at sea. * When hanging the U.S. Flag vertically or horizontally from a wall or window, the canton, or * On a stage, the U.S. Flag should always be placed behind the speaker and to his/her right. union, should be at the top right of the flag. When you face the flag, it should be on your left. * The President of the United States, governors and limited other government officials may direct the U.S. Flag to be flown at half staff. * On Memorial Day, the U.S. Flag is flown at half staff until noon, and then raised until sunset. * The U.S. Flag should not be allowed to touch the ground, but if it does, you are not required to destroy it as long as it is still suitable for display. * Only all-weather U.S. Flags made of non-absorbent material should be displayed during bad weather. * It is acceptable to wash or dry clean a U.S. Flag to keep it in good shape. * When a U.S. Flag has served its life, it should be destroyed, preferably by burning. Many American Legion posts have special ceremonies on Flag Day, June 14. You may have your own ceremony to discreetly burn worn out flags. * The U.S. Flag should not be used as wearing apparel, including costumes or athletic uniforms, bedding or drapery. * Never use a U.S. Flag to cover a statue or monument or drape the flag over the hood, top, sides or back of a vehicle, train or boat. * Every schoolhouse should display the U.S. Flag during school days. * The U.S. Flag should never be used for advertising purposes. 1 / 1	<urn:uuid:3aae441d-1b6d-4a17-bc0a-7a11594b9f47>	CC-MAIN-2015-40	http://www.granttribune.com/index.php?view=article&catid=37%3Alifestyle&id=7305%3Ahonoring-our-flag&format=pdf&option=com_content&Itemid=64	2015-10-05T01:30:25Z	crawl-data/CC-MAIN-2015-40/segments/1443736676547.12/warc/CC-MAIN-20151001215756-00060-ip-10-137-6-227.ec2.internal.warc.gz	623,131,024	536	eng_Latn	eng_Latn	0.995184	eng_Latn	0.995184	[ "eng_Latn" ]	false	docling	[ 2328 ]	[ 2.578125 ]	2	0
Florida Department of Education Division of Community Colleges CURRICULUM FRAMEWORK Program Title: AEROSPACE TECHNOLOGY Occupational Area: Industrial Education Career Cluster: Manufacturing PSV CIP Number: 0615.080100 A.A.S. 1615.080100 A. S. Grade level: College Credit Length: 70 Credit Hours I. MAJOR CONCEPTS/CONTENT: The purpose of this program is to prepare students for employment as aerospace technicians that assemble, service, test, operate and repair systems associated with both expendable and reusable space launch vehicles, payloads, related laboratories and ground support equipment. This program also provides supplemental training for persons previously or currently employed in this occupation. Instruction is designed to qualify students for examinations for certification as an aerospace technician in various skill areas. Since 70 credit hours, including hands on experience, are required in this curriculum, two summer terms will probably be required to complete the program within two years. II. LABORATORY ACTIVITIES: Shop or laboratory activities are an integral and important part of this program. The Aerospace Industry representatives in a formal DACUM determined the laboratory equipment and skill levels required. Course activities will provide hands-on instruction in the use of tools, equipment, materials and current practices and processes found in the industry. Significant capital investments in facilities and equipment may be required in this program. All tools and shop equipment should be maintained in good working order and in a condition for safe operation. TOOLS AND EQUIPMENT 1. Specialized electronic tools 2. Hand tools 3. Electrical test equipment 4. Precision measuring equipment 5. Pressure gauges 6. Mass spectrometer 7. Torque wrenches 8. Pneumatic tools 9. Power tools 10. Drill press 11. Band Saw 12. Benders 13. Flow meters 14. Brake 15. Shears. 16. Optical comparator 17. Tubing 18. Taps, dies 19. 20. Flares Swaging III. SPECIAL NOTES: 1. To be transferable statewide between institutions, this program/course must have been reviewed, and a "transfer value" assigned the curriculum content by the appropriate Statewide Course Numbering System discipline committee. This does not preclude institutions from developing specific program or course articulation agreements with each other. 2. Required certification examinations include written, oral and practical. The only way a person can get authorization to take these examinations is to (1) graduate from an approved aerospace technician course or (2) obtain permission to take the test based on current industry experience. 3. Cooperative work experience - On-the-Job-Training (OJT) is appropriate for this program. Whenever cooperative training - OJT is offered, the following are required for each student: a training plan, signed by the student, teacher, and employer, which includes instructional objectives and a list of on-the-job and inschool learning experiences; a workstation that reflects equipment, skills and tasks that are relevant to the occupation which the student has chosen as a career goal. The student will usually receive compensation for work performed. SCANS Competencies: To accomplish the Secretary's Commission on Achieving Necessary Skills (SCANS) competencies, instructional strategies for this cluster must include methods that require students to identify, organize, and use resources appropriately; to work with each other cooperatively and productively; to acquire and use information; to understand social, organizational, and technological systems; and to work with a variety of tools and equipment. Instructional strategies must also incorporate methods of improving students' personal qualities and higher-order thinking skills. Community colleges initiating this program are strongly encouraged to visit existing Florida schools with two or four-year curriculums in this area. 4. The Aerospace Industry has very strict employment rules on drug use, citizenship status and criminal record that are additional work requirements students must meet for internships and employment. Students should be aware of these industry requirements prior to registration in the program. IV. INSTRUCTOR QUALIFICATIONS Specialty Instructor Qualifications: Instructors teaching subjects that have certifications in the subject areas should be so certified and have recent actual experience in the subject area. Instructors teaching related courses in the Aerospace Technician curriculum should have both academic training and recent actual experience. Academic Instructor Qualifications: A Masters Degree in the subject area is preferred. A Bachelor Degree with eighteen hours of course work in the subject area is a minimum. V. INTENDED OUTCOMES: After successfully completing the course, the student will be able to: 01.0 Demonstrate appropriate communications skills. 02.0 Demonstrate appropriate math skills. 03.0 Demonstrate appropriate understanding of basic science. 04.0 Demonstrate understanding of safe, efficient, professional work practices. 05.0 Demonstrate the knowledge, testing and repair of spacecraft systems. 06.0 Demonstrate the use and maintenance of industry tools. 07.0 Perform basic electricity, electronic and fiber optics skills. 08.0 Demonstrate an understanding of appropriate safety/OSHA rules and regulations. 09.0 Demonstrate the ability to fabricate component parts to specifications. 11.0 Prepare, analyze and evaluate technical reports and data. 11.0 Demonstrate the ability to evaluate problems, troubleshoot and implement appropriate corrective action. 12.0 Select, configure, calibrate, operate and evaluate precision, non-destructive test equipment. 13.0 Demonstrate appropriate knowledge of the operation and repair of high pressure hydraulic and pneumatic systems. 14.0 Demonstrate employability skills. 15.0 Successfully complete internship. Florida Department of Education Division of Community Colleges STUDENT PERFORMANCE STANDARDS Program Title: AEROSPACE TECHNOLOGY Postsecondary number: 0615.080100 A.A.S. 1615.080100 A.S. 01.0 DEMONSTRATE APPROPRIATE COMMUNICATIONS SKILLS - The student will be able to: 01.01 Write logical and understandable statements, or phrases, to complete with accuracy the forms/invoices commonly used in business and industry. 01.02 Read and understand graphs, charts, diagrams, and tables commonly used in this industry/occupation area. 01.03 Read and follow written and oral instructions. 01.04 Answer and ask questions coherently and concisely. 01.05 Read critically by recognizing assumptions and implications and by evaluating ideas. 01.06 Demonstrate appropriate telephone/communication skills 02.0 DEMONSTRATE APPROPRIATE MATH SKILLS - The student will be able to: 02.01 Work with the common sets of real numbers in performing the four basic operations. 02.02 Use the four basic operations in working with polynomial expressions. 02.03 Solve linear equations in one variable and applied problems. 02.04 Solve linear inequalities in one variable and applied problems. 02.05 Factor polynomials. 02.06 Simplify algebraic fractions, complex fractions and solve rational and literal equations and applied problems. 02.07 Extract roots and raise numbers to a given power. 02.08 Determine areas and volumes of various geometrical shapes. 02.09 Solve ratio, proportion, and percentage problems. 02.10 Perform algebraic operations involving addition, subtraction, multiplication, and division of positive and negative numbers. 02.11 Graph linear equations and inequalities in two variables and solve graph systems of linear equations and inequalities in two variables. 02.12 Solve and graph quadratic equations and inequalities with real solutions and solve related word problems. 02.13 Solve problems for volume, weight, area, circumference and perimeter measurements for rectangles, squares, and cylinders. 02.14 Measure tolerance(s) on horizontal and vertical surfaces using millimeters, centimeters, feet and inches. 02.15 Add, subtract, multiply and divide using fractions, decimals, and whole numbers. 02.16 Determine the correct purchase price, to include sales tax, for a materials list containing a minimum of six items. 02.17 Demonstrate an understanding of federal, state and local taxes and their computation. 03.0 DEMONSTRATE APPROPRIATE UNDERSTANDING OF BASIC SCIENCE - The student will be able to: 03.01 Identify and characterize materials and commodities used in the aerospace industry. 03.02 Demonstrate a basic knowledge of metallurgy. 03.03 Identify uses and hazards involved in handling common materials and commodities used in the aerospace industry. 03.04 Identify materials compatibility/incompatibility. 03.05 Demonstrate a knowledge of chemical processes involved in metal treatments. 03.06 Understand molecular action as a result of temperature extremes, chemical reaction, and moisture content. 03.07 Draw conclusions or make inferences from data. 03.08 Identify health-related problems, which may result from exposure to work related chemicals and hazardous materials, and know the proper precautions required for handling such materials. 03.09 Understand pressure measurement in terms of P.S.I., inches of mercury, and K.P.A. 03.10 Recognize type and degree of corrosion. 03.11 Identify various types of contamination. 03.12 Identify symptoms and causes of metal fatigue. 03.13 Identify a good/bad weld. 03.14 Identify symptoms/causes of delamination. 03.15 Identify symptoms/causes of faulty bonds. 03.16 Demonstrate knowledge of spacecraft fuels and oxidizers. 03.17 Demonstrate knowledge of characteristics and handling of cryogenics. 03.18 Demonstrate knowledge of characteristics and handling of hypergolics. 03.19 Identify appropriate emergency procedures. 04.0 DEMONSTRATE UNDERSTANDING OF SAFE EFFICIENT PROFESSIONAL WORK PRACTICES - The student will be able to: 04.01 Observe work area rules and regulations. 04.02 Tether tools and personal items. 04.03 Log tools (ingress/egress). 04.04 Follow clean room/controlled environment procedures. 04.05 Conduct pre-shift/post-shift tool, materials, equipment, and supplies inventory. 04.06 Follow proper foreign object debris (FOD) procedures. 04.07 Inspect for foreign object debris (FOD). 04.08 Demonstrate good housekeeping practices. 04.09 Demonstrate knowledge of static electricity hazards. 04.10 Demonstrate professional work ethics. 04.11 Demonstrate knowledge of ISO 9000. 04.12 Demonstrate knowledge of quality assurance sciences. 04.13 Demonstrate knowledge of computer applications in quality programs. 05.0 DEMONSTRATE THE KNOWLEDGE, TESTING AND REPAIR OF SPACECRAFT SYSTEMS- The student will be able to: 05.01 Identify spacecraft systems and sub systems and how they relate to the entire spacecraft. 05.02 Demonstrate understanding of the operation of spacecraft systems. 05.03 Identify operational differences between expendable and reusable spacecraft. 05.04 Demonstrate knowledge of basic principles of hydraulics/pneumatics. 05.05 Demonstrate knowledge of basic principles of pyrotechnic devices. 05.06 Demonstrate knowledge of basic principles of rocket propulsion. 05.07 Demonstrate knowledge of basic principles of electro-mechanical systems. 05.08 Demonstrate basic knowledge of ground support equipment. 05.09 Assemble/disassemble components from various systems. 05.10 Demonstrate basic knowledge of how to modify or rework major systems and components to close tolerances. 05.11 Perform fit check/functional test. 05.12 Operate ground support equipment (GSE). 05.13 Operate switches, circuit breakers and valves. 05.14 Demonstrate a knowledge of thermal barriers. 06.0 DEMONSTRATE THE USE AND MAINTENANCE OF INDUSTRY TOOLS student will be able to: 06.01 Identify proper tools. 06.02 Inspect tools for cleanliness. 06.03 Inspect tools for functionality. 06.04 Clean/decontaminate tools/equipment. 06.05 Demonstrate knowledge/use of hydrasets 07.0 PERFORM BASIC ELECTRICITY, ELECTRONIC AND FIBER OPTICS SKILLS - The student will be able to: 07.01 Measure capacitance and inductance. 07.02 Calculate and measure electrical power. 07.03 Measure voltage, current, resistance, continuity, and leakage. 07.04 Determine the relationship of voltage, current, and resistance in electrical circuits - The 07.05 Read and interpret electrical circuit diagrams. 07.06 Inspect and service batteries. 07.07 Utilize proper electrical safety procedures. 07.08 Demonstrate basic knowledge of wire wrapping, potting, crimping, cable lacing and repair. 07.09 Demonstrate basic soldering skills and the identification of components common to electronics. 07.10 Troubleshoot electrical systems. 07.11 Demonstrate knowledge of safety procedures when handling fiber optics. 07.12 Demonstrate knowledge of different types of fiber optic materials and their characteristics. 07.13 Make terminations, splices, and connections. 07.14 Test fiber optic systems using various test equipment. 07.15 Perform fiber optic troubleshooting and diagnosis. 08.0 DEMONSTRATE AN UNDERSTANDING OF APPROPRIATE SAFETY/OSHA RULES AND REGULATIONS - The student will be able to: 08.01 Identify workplace hazards. 08.02 Use appropriate personal protective equipment. 08.03 Use appropriate lifting techniques. 08.04 Place catch nets/bags. 08.05 Set up safe work zone. 08.06 Implement lock out/tag out. 08.07 Use buddy system where required. 08.08 Monitor breathing zones and wind direction. 08.09 Interpret safety equipment readings. 08.10 Demonstrate knowledge of safety/OSHA regulations. 08.11 Identify hazardous materials handling. 08.12 Demonstrate appropriate fire extinguisher use. 08.13 Demonstrate safe confined space entry procedure. 09.0 DEMONSTRATE THE ABILITY TO FABRICATE COMPONENT PARTS TO SPECIFICATIONS - The student will be able to: 09.01 Demonstrate a basic knowledge of applied trigonometry. 09.02 Demonstrate a basic knowledge of machine tools. 09.03 Interpret a basic drawing/blueprint. 09.04 Produce a layout/template. 09.05 Fabricate a sample project. 09.06 Demonstrate the use of brake and shear. 09.07 Demonstrate the ability to finish a component per given requirements. 09.08 Demonstrate the use of precision measuring tools including micrometer and vernier caliper, square, etc. 09.09 Fabricate a project per drawings and specifications. 09.10 Recognize good and bad welds. 09.11 Complete a repair project per drawings and specifications. 09.12 Inspect finished product for conformity. 10.0 PREPARE, ANALYZE AND EVALUATE TECHNICAL REPORTS AND DATA The student will be able to: 10.01 Interpret technical drawings and schematics. 10.02 Demonstrate application of technical drawings and/or schematic specifications. 10.03 Interpret work authorization documents. 10.04 Demonstrate application of work authorization document to task. 10.05 Perform technical reporting and documentation. 10.06 Demonstrate knowledge of work team protocols (engineering support). 11.0 DEMONSTRATE THE ABILITY TO EVALUATE PROBLEMS, TROUBLESHOOT AND IMPLEMENT APPROPRIATE CORRECTIVE ACTIONS - The student will be able to: 11.01 Evaluate a given job. 11.02 Select appropriate equipment for a given job. 11.03 Select appropriate materials and supplies for a given job. 11.04 Identify essential personnel for a given job. 11.05 Apply troubleshooting skills where necessary. 11.06 Identify and take corrective action where necessary. 12.0 SELECT, CONFIGURE, CALIBRATE, OPERATE AND EVALUATE PRECISION TEST EQUIPMENT- The student will be able to: 12.01 Interpret test procedures. 12.02 Select appropriate test equipment for given test. 12.03 Verify tool and equipment calibration. 12.04 Configure test set up. 12.05 Perform test operations. 12.06 Evaluate test results. 12.07 Identify precision measuring and test equipment. 12.08 Differentiate between destructive and non-destructive testing. 13.0 DEMONSTRATE APPROPRIATE KNOWLEDGE OF THE OPERATION AND REPAIR OF HIGH PRESSURE HYDRAULIC AND PNEUMATIC SYSTEMS - The student will be able to: 13.01 Identify various mechanical connections. 13.02 Demonstrate knowledge of the function of regulators, valves, and gauges. 13.03 Identify unique safety requirements and hazards involved with various fluid systems. 13.04 Identify and inspect components and conduits for compatibility with commodities. - 13.05 Differentiate between dedicated and multi-purpose components and conduits. 13.06 Assemble, operate, inspect, and test fluid systems. 14.0 DEMONSTRATE EMPLOYABILITY SKILLS - The student will be able to: 14.01 Conduct a job search. 14.02 Secure information about a job. 14.03 Identify documents which may be required when applying for a job interview. 14.04 Complete a job application form correctly. 14.05 Demonstrate competence in job interview techniques. 14.06 Identify or demonstrate appropriate responses to criticism from employer, supervisor or other employees. 14.07 Identify acceptable work habits. 14.08 Demonstrate knowledge of how to make appropriate job changes. 14.09 Demonstrate acceptable employee health habits. 14.10 Demonstrate knowledge of "Florida Right-To-Know Law". 14.11 Demonstrate ability to pass Aerospace Technician Certification written, oral and performance tests. 15.0 SUCCESSFULLY COMPLETE INTERNSHIP - The student will be able to: 15.01 Demonstrate a good work attitude 15.02 Demonstrate proper work ethics 15.03 Demonstrate communication skills 15.04 Show job knowledge and basic procedures	<urn:uuid:6862863b-3e84-4c1d-ab48-b4e5f600e25a>	CC-MAIN-2015-40	http://www.rcptv.com/spacetec-dl/PDFdocs/July%202008%20FRAMEWORKS.pdf	2015-10-05T02:29:22Z	crawl-data/CC-MAIN-2015-40/segments/1443736676547.12/warc/CC-MAIN-20151001215756-00074-ip-10-137-6-227.ec2.internal.warc.gz	879,267,481	3,627	eng_Latn	eng_Latn	0.957709	eng_Latn	0.97324	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1942, 4610, 4785, 5943, 8362, 10642, 12354, 14529, 16371, 17506 ]	[ 2.421875 ]	4	0
Connecting Course/Service SLO's to Institutional Learning Outcomes (ILO) Division: Language Arts Department: English Course/Service Name: English 70 Person Completing Form: Margaret Juncker Extension: 5229 \| \| \| ILO (Indicate \| \|---\|---\|---\| \| \| \| the ILO by \| \| \| Course/Service SLO \| inputting A, B \| \| \| \| or C in the \| \| \| \| boxes below) \| \| Students will compose a focused, well-organized, well-developed, well-researched (if necessary) essay of at least 1000 words that demonstrates an understanding of imaginative literature covering the scope of fiction, poetry, creative nonfiction and drama. \| \| \| \| Student will demonstrate both familiarity with the basics of effective imaginative writing such as image, scene, voice, and point of view and the ability to use these in various pieces of writing of different genres. \| \| \| \| Students will demonstrate familiarity with the main genres of imaginative literature: fiction, poetry, creative nonfiction and drama. \| \| \| \| Students will employ different techniques of craft related to each genre. \| \| \| \| Students will write, revise, and edit poems, short pieces of fiction and nonfiction, and plays. \| \| \| \| Students will constructively workshop with other writers. \| \| \| \| Students will demonstrate a sense of creativity, play and discovery with regard to their work. \| \| \| Institutional Learning Outcomes (ILO) A. Communication and Information Competency: The student will demonstrate the ability to acquire, evaluate, send and receive information in a variety of modes including written, spoken, scientific, and mathematical language. B. Critical Thinking: The student will demonstrate an understanding of the methods by which information may be investigated, analyzed, synthesized, and utilized. The student will be able to apply this knowledge to creatively solve problems and develop new theories. C. Personal Development: Students will respect and work with diverse people including those with different cultural and linguistic backgrounds and different abilities. Students will demonstrate an understanding of ethical issues and the development of personal values that will enhance their capacity for working with others. This form is due no later than April 13, 2013 Connecting Course/Service SLO's to Institutional Learning Outcomes (ILO) Division: Language Arts Department: English Course/Service Name: English 900 Person Completing Form: Christine Ritz Extension: 5234 Institutional Learning Outcomes (ILO) A. Communication and Information Competency: The student will demonstrate the ability to acquire, evaluate, send and receive information in a variety of modes including written, spoken, scientific, and mathematical language. B. Critical Thinking: The student will demonstrate an understanding of the methods by which information may be investigated, analyzed, synthesized, and utilized. The student will be able to apply this knowledge to creatively solve problems and develop new theories. C. Personal Development: Students will respect and work with diverse people including those with different cultural and linguistic backgrounds and different abilities. Students will demonstrate an understanding of ethical issues and the development of personal values that will enhance their capacity for working with others. This form is due no later than April 13, 2013 co an a pri Connecting Course/Service SLO's to Institutional Learning Outcomes (ILO) Division: Language Arts Department: English Course/Service Name: English 905 Person Completing Form: Margaret Juncker Extension: 5229 Institutional Learning Outcomes (ILO) A. Communication and Information Competency: The student will demonstrate the ability to acquire, evaluate, send and receive information in a variety of modes including written, spoken, scientific, and mathematical language. B. Critical Thinking: The student will demonstrate an understanding of the methods by which information may be investigated, analyzed, synthesized, and utilized. The student will be able to apply this knowledge to creatively solve problems and develop new theories. C. Personal Development: Students will respect and work with diverse people including those with different cultural and linguistic backgrounds and different abilities. Students will demonstrate an understanding of ethical issues and the development of personal values that will enhance their capacity for working with others. Connecting Course/Service SLO's to Institutional Learning Outcomes (ILO) Division: Language Arts Department: English Course/Service Name: English 908 Person Completing Form: Margaret Juncker Extension: 5229 two sources. transitional devices. Institutional Learning Outcomes (ILO) A. Communication and Information Competency: The student will demonstrate the ability to acquire, evaluate, send and receive information in a variety of modes including written, spoken, scientific, and mathematical language. B. Critical Thinking: The student will demonstrate an understanding of the methods by which information may be investigated, analyzed, synthesized, and utilized. The student will be able to apply this knowledge to creatively solve problems and develop new theories. C. Personal Development: Students will respect and work with diverse people including those with different cultural and linguistic backgrounds and different abilities. Students will demonstrate an understanding of ethical issues and the development of personal values that will enhance their capacity for working with others.	<urn:uuid:0a4ea571-b41b-454b-ae4f-16eb21efee73>	CC-MAIN-2015-40	http://missioncollege.org/research/documents/Assessment_documentation/2012-2013_Academic_SLO_to_ILO/EnglishSLOtoILO_2013.pdf	2015-10-05T01:25:48Z	crawl-data/CC-MAIN-2015-40/segments/1443736676547.12/warc/CC-MAIN-20151001215756-00069-ip-10-137-6-227.ec2.internal.warc.gz	211,023,666	1,130	eng_Latn	eng_Latn	0.987749	eng_Latn	0.987031	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2272, 3397, 4489, 5605 ]	[ 2.078125 ]	2	0
Written by Monday, 16 March 2009 14:59 The Minneapolis City Council Committee on Health, Energy and Environment last week approved a resolution to join the "Earth Hour" program for the second year. For one hour, from 8:30 to 9:30 pm on Saturday, March 28, the City will turn off all uses of electricity in municipal buildings that are not required for life, safety or operations. The decorative lighting on the underside of the Stone Arch Bridge will be turned off for the night, and City Hall's clock tower neon lights will be turned off as well. According to the State of Minnesota, electricity use in the state accounts for 35 percent of greenhouse gas emissions, which contribute to global climate change. Participating individuals, businesses, governments and organizations around the world turn off their lights for one hour – Earth Hour – to make a global statement of concern about climate change and demonstrate their commitment to finding solutions. "Even though it's a symbolic call to action, Earth Hour had actual energy reduction results last year," said Mayor R.T. Rybak, "It was a 10-percent drop – double what organizers had expected. This points to the good we can do for our environment if we practice energy conservation every day. As City government, there are many ways we're working to be more green, but this is a great reminder that each of us can fight global climate change by making smart energy choices in our daily lives." "We're very proud to participate in the Earth Hour effort for the second year running," said City Council Member Scott Benson, who chairs the City Council's Health, Energy and Environment Committee. "Raising awareness is another way we can help reduce our impact on the environment, in addition to our other initiatives. Last year we passed a new ordinance limiting vehicle idling in the city, we are using more and more renewable energy in our buildings and fleets, and we are making major infrastructure and planning improvements around better biking, walking and public transportation that allows our residents, workers and visitors to drive less." "By participating in Earth Hour and urging all businesses and members of the public to do the same, we're sending a clear message that the people of Minneapolis are passionate about doing our part for the planet," said City Council Member Cam Gordon, Vice Chair of the Health, Energy and Environment Committee. "We stand with the rest of the world in seeking solutions and acting immediately to take measures that will help fight global climate change." In 2009, organizers expect more than 1,000 cities in 100 countries to participate. In Minneapolis, in coordination with the City, 20 buildings are signed up already, from the Red Stag Supper Club to many of the tall lighted buildings downtown including IDS Center, Wells Fargo Center and Target headquarters. The list continues to grow. Volunteers have hosted fundraisers, passed out flyers and worked on various online social marketing efforts. Many employers are sending out notices to their employees. City leaders encourage businesses and individuals to participate and support the effort to fight climate change. Earth Hour began in 2007 in Sydney, Australia. During Earth Hour 2008, more than 50 million people in 400 cities on all seven continents turned off their lights. Learn more, sign up and share your ideas at http://www.earthhourUS.org . 1 / 2 Minneapolis resolves to go dark for "Earth Hour" to raise awareness of global climate change Written by Monday, 16 March 2009 14:59 The resolution to participate in Earth Hour will go before the full City Council March 27. To learn more about sustainable Minneapolis and find out how you can practice a more sustainable life, visit www.ci.minneapolis.mn.us/sustainability .	<urn:uuid:2fee9bbc-2539-4522-ad9d-17bc7f029336>	CC-MAIN-2015-40	http://www.insightnews.com/health/4161-minneapolis-resolves-to-go-dark-for-earth-hour-to-raise-awareness-of-global-climate-change?format=pdf	2015-10-05T01:36:57Z	crawl-data/CC-MAIN-2015-40/segments/1443736676547.12/warc/CC-MAIN-20151001215756-00075-ip-10-137-6-227.ec2.internal.warc.gz	679,331,657	761	eng_Latn	eng_Latn	0.995043	eng_Latn	0.998357	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3425, 3802 ]	[ 2.046875 ]	2	0
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln MAT Exam Expository Papers Math in the Middle Institute Partnership 7-1-2006 Just What Do You "Mean"? Myrna L. Bornemeier University of Nebraska-Lincoln Follow this and additional works at: http://digitalcommons.unl.edu/mathmidexppap Part of the Science and Mathematics Education Commons Bornemeier, Myrna L., "Just What Do You "Mean"?" (2006). MAT Exam Expository Papers. Paper 6. http://digitalcommons.unl.edu/mathmidexppap/6 This Article is brought to you for free and open access by the Math in the Middle Institute Partnership at DigitalCommons@University of Nebraska Lincoln. It has been accepted for inclusion in MAT Exam Expository Papers by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Just What Do You "Mean"? Expository Paper Myrna L. Bornemeier In partial fulfillment of the requirements for the Master of Arts in Teaching with a Specialization in the Teaching of Middle Level Mathematics in the Department of Mathematics. David Fowler, Advisor Part IB In Ancient Greece the Pythagoreans were interested in three means. The means were the arithmetic, geometric, and harmonic. The arithmetic mean played an important role in the observations of Galileo. Along with the arithmetic mean, the geometric and harmonic mean (formerly known as the subcontrary mean) are said to be instrumental in the development of the musical scale. As we explore the three Pythagorean Means we will discover their unique qualities and mathematical uses for helping us solve problems. Consider 2 positive real numbers, a and b, where b ≥ a. (This will be true throughout the entire document unless noted otherwise). Arithmetic Mean: The Arithmetic Mean (A.M.) of two numbers is the quotient of the sum of the two numbers and the number two. For example: Let a = 4 and b = 9 then the Arithmetic Mean would be A.M. = (4 + 9) 2 = 13 2 = 6.5 Geometric Mean The Geometric Mean (G.M.) of two numbers is the square root of the product of the two numbers. This can be written as a proportion. Let x represent the geometric mean a x = x b and through the use of cross products the result is x 2 = ab . By taking the square root of each side the outcome is x = ab . That is, G.M. = ab . For example: Again let a = 4 and b = 9 then the Geometric Mean would be G.M. = 4 ⋅ 9 = 36 = 6. Harmonic Mean The Harmonic Mean (H.M.) of two numbers is two divided by the sum of the reciprocals of the numbers. A simplified form of the Harmonic Mean can be found by multiplying the denominator by a common denominator of the fractions in the denominator, resulting in: The Harmonic Mean is also thought of as the reciprocal of the arithmetic mean of the reciprocals of a and b. For example: Again let a = 4 and b = 9 then the Harmonic Mean would be The relationship of the magnitudes of the arithmetic, geometric, and harmonic means While working these simple examples that described the arithmetic, geometric, and harmonic means I noticed that when using the same values for a and b, the arithmetic mean was the largest result, the geometric mean was second largest, and the smallest was the harmonic mean. One way to understand why this occurs is to start with comparing the arithmetic to the geometric mean when a ≠ b. Can we determine if the arithmetic means is always greater than the geometric mean? Let a and b be any positive real numbers a ≠ b, we will look at the case a = b later in the paper. Then a − b ( ) 2 ≥ 0, by multiplying we get the result a − 2 ab + b ≥ 0. By adding 2 ab to both sides a + b ≥ 2 ab. Then divide both sides by 2, leaving a + b 2 ≥ ab . So the arithmetic mean will always be greater than the geometric mean. We can do the same thing and compare the geometric mean to the harmonic mean using the same type of proof. Again let a and b be any positive real numbers a ≠ b, we will look at the case a = b later in the paper. Then a − b ( ) 2 ≥ 0, by multiplying, the result is a − 2 ab + b ≥ 0. By adding 2 ab to both sides a + b ≥ 2 ab . Then divide both sides by a + b leaving 1 ≥ 2 ab a + b. Now we know that the geometric mean is greater than the harmonic mean. By the transitive property of inequalities we know the arithmetic mean > geometric mean > the harmonic mean. We can also see this relationship geometrically. The letters A, G, and H represent the arithmetic, geometric, and harmonic means respectively of values a and b. The length a + b represents the diameter of the semi-circle so it is easily recognized that the radius of the circle would be a + b 2 . So the radius PV would represent a + b 2 , the arithmetic mean. The geometric mean is an altitude of a right triangle creating two similar right triangles ∆TRQ ~ ∆RUQ . Knowing that similar triangles have corresponding sides proportional so we can create a proportion UQ QR = RQ QT . Let x = the length of the line segment RQ. b = the length UQ and a = the length QT So b x = x a then through the use of cross products x 2 = ab , which leads to x = ab . So x = the geometric mean of a and b. We can also use the properties of similar triangles to describe the length H. With similar triangles we know the following proportion is true hypotenuse leg = hypotenuse leg . RQ Let x = the length of the line segment and y = the length of the line segment RS and z = the length of the radius PR Then x y = z x and from this, since we know the geometric mean is ab and the radius is the same as the arithmetic mean a + b 2 , we can rewrite the proportion as ab y = a + b 2 ab . By using cross products y ⋅ a + b 2 = ab . Then multiply both sides by 2 a + b to get y = 2 ab a + b . Pretty nifty the harmonic mean. So the picture really shows what the algebra proved above. When does the Arithmetic Mean equal the Geometric Mean? In order for the arithmetic mean to equal the geometric mean then a + b 2 = ab . My first instinct is to clear the square root signs by squaring both sides, resulting in (a + b) 2 4 = ab. By multiplying both sides by four, (a + b) 2 = 4ab and by multiplying the binomial we have a 2 + 2ab + b 2 = 4ab. Now subtract 4ab from both sides giving us a 2 − 2ab + b 2 = 0. We can rewrite this value as a − b ( )2 = 0. So a − b = 0 and a = b. Therefore if the arithmetic mean equals the geometric mean, then a equals b. Can the converse also be true? What if we are given a equals b, can we prove that the arithmetic and geometric means are equal also? If a=bthen a− b=0 By squaring both sides the result is a − b ( )2 = 0, which leads to a2 − 2ab + b2 = 0. Now we can add 4ab to both sides resulting in a 2 + 2ab + b 2 = 4ab. Then by factoring a + b ( )2 = 4ab . Now we can take the square root of both sides to get a + b = 2 ab and divide both sides by 2 for the final result of a + b 2 = ab . From this we can conclude the converse if a = b then the arithmetic mean of a and b is equal to the geometric mean of a and b. Although the question did not ask for the harmonic mean, as an interesting side note if a = b then the same value could be entered for both values a and b. So 2 1 a + 1 a = 2 a = a. If a = b then the harmonic mean of a and b equals a and b. When do you use each of the Pythagorean Means? During eighth grade, students review mathematics they previously learned and than begin to make algebraic connection to the mathematics. We discuss the arithmetic mean, however in my case, the geometric and harmonic means are just faded memories if anything, and I needed to understand when it is more appropriate to use one mean over the other. It was easy to find examples of the arithmetic mean in my own Math 8 textbook, McDougal Littell Middle School Math Course 3. Found in Lesson 5.8 Mean, Median, and Mode, these problems represent examples of some of the uses of the arithmetic mean. 1. A marine biologist records the location of deep-sea jellies in relation to the ocean surface. Jellies are found at –2278 feet, -1875 feet, -3210 feet, -2755 feet, and –2901 feet. What is the average location of a deep-sea jelly? Solution: By using the arithmetic mean if we divide the total by the number of jellies the marine biologist locates, ( − 2278) + ( − 1875) + ( − 3210) + ( − 2755) + ( − 2407) + ( − 2901) 6 = − 15,426 6 = −2571. The mean location in relation to the ocean surface is –2571 feet. Some problems stretch my students in regular eighth grade mathematics, because of their limited algebra skills, for example: 2. You are bowling three games. In the first two games, you score 125 and 113 points. How many points do you need in the third game to have a mean score of 126 point? Solution: Let x be the score of the third game then 125 + 113 + x 3 = 126. By multiplying both sides of the equation by 3 the result is 125 + 113 + x = 378. Combining like terms simplifies the equation to 238 + x = 378. Finally subtracting 238 from both sides of the equation gives us the score of the third game if we want a mean score of 126 points x = 140. I could not recall when students learn about the geometric mean, so since I had some Geometry and Algebra 2 textbooks at home, I started scanning the indexes and found the geometric mean as a topic in the geometry book. I decided that made sense. By using the geometric mean and their knowledge of similar triangles, the students could find the length of the altitude of right triangles. 1. Consider right triangle XYZ with altitude WZ drawn from the right angle Z to the hypotenuse XY . The resulting right triangles ∆XZW and ∆ZYW are similar to ∆XYZ . Since the triangles are similar, corresponding sides are proportional and ZW is the geometric mean of XW and WY (theorem). Z Y W So in ∆XYZ , if YW = 3 and XW = 14. Find ZW . Solution: If ZW is the geometric mean of XW and YW we can see this within the proportion YW WZ = WZ WX , if we let x = WZ then 3 x = x 14 . Using cross products x 2 = 3 ⋅ 14, which means x = 42 . So WZ ≈ 6.5. The geometric mean has mathematical uses beyond right triangles, however. The next example from the website "Ask Dr. Math" helped me understand when you would use the arithmetic mean over the geometric mean. 2. The profit from Company A, SYZO Ltd., has grown over the last three years by 10 million, 12 million, and 14 million dollars. What is the average growth during these three years? The profit from Company B, OZYS Ltd., has grown over the last three years by 2.5%, 3%, and 3.5%. What is the average growth over during these three years? Solution: When working with means, you are working with a bunch of different numbers. What you are trying to accomplish is to replace each of the numbers with the "same" number, without changing the result. With the first part of the question we want to replace each of the numbers with the "same" number and get the same total. We are attempting to solve the following equation. 10 + 12 + 14 = n + n + n So by combining like term we get 36 = 3n and then n = 12. What we are saying is that we could replace each number with 12,000,000 and get the same result as adding the three given numbers, so $12,000,000 would be the mean profit. ______________________________________________________________________________ Generalized form of the Arithmetic Mean At this point, the example above leads us to a generalized form of the arithmetic mean. If we are looking for a n to replace the values with the "same" value, the amount of n(s) could be any fixed amount, just make sure you divide by the number of n(s). So a generalized form of the arithmetic mean is A.M. = a 1 + a 2 + ... + a n − 1 + a n n where a is a real number and n is a positive integer. ______________________________________________________________________________ In the second part of the question, if a company grows annually by 2.5%, 3%, and 3.5%, the growth rate over the three years is computed differently: Profit in year 1 = 1.025 times the profit in year 0 Profit in year 2 = 1.03 times profit in year 1, which is 1.03 times 1.025 times the profit in year 1 Profit in year 3 = 1.035 times the profit in year 2, which is 1.035 times 1.03 times 1.025 times the profit in year 0 Thus the ratio of the profit in the third year to the profit in the base year is 1.025 ⋅1.03⋅1.035 If the growth rate had been the same each year, the ratio would be n ⋅ n ⋅ n. For the growth rate to be the same in both cases, we must have 1.025 ⋅1.03⋅1.035 = n ⋅ n ⋅ n So the cube root of the product of the annual growth factors is the geometric mean. _____________________________________________________________________________ Generalized form of the Geometric Mean Since it is a similar result for the geometric mean, only instead we are looking for a n that could replace the value with the "same" value, again the amount of n(s) could be any fixed amount, just may sure you take the nth root of the product. So a generalized form of the geometric mean is G.M. = a1 ⋅ a2 ⋅ ...⋅ an−1 ⋅ an n where a is a positive real number and n is a positive integer. ______________________________________________________________________________ One use of the harmonic mean is finding the average of speeds over a fixed distance. For example, a car travels 300 miles at 50 mph, then travels an additional 300 miles at 75 mph. What is the average speed of the trip? Solution: The time for the first part is 300 50 = 6 hours, and the time for the second part is 300 600 75 =4hours. So the average speed for the whole trip is =60mph. So 2 ⋅ 300 300 50 + 300 75 = 600 6 + 4 = 60 mph. We can also see this in the simplified version of the harmonic 10 __________________________________________________________________________ Generalized form of the Harmonic Mean We know that the harmonic mean for two numbers a and b is the reciprocal of the arithmetic mean of the reciprocals of a and b. Since we can generalize the arithmetic mean, the harmonic mean should follow in the same manner. So a generalized form of the harmonic mean is Golden Mean The Golden Mean is also known as the golden ratio, golden section, or the divine proportion. It has fascinated mathematicians, biologists, artists musicians, and architects for its unique qualities. First written mention of the Golden Mean is in Euclid's Element, "If a straight line is cut in extreme and mean ratio, then as the whole is to the greater segment, the greater segment is the lesser segment." There is some evidence that the Pythagoreans knew of the Golden Ratio and perhaps that the Egyptians built the pyramids according to this proportion, but since much of this is not in written form we cannot be completely sure. In mathematical literature, the symbol used for the Golden Ratio was the Greek letter tau (τ; from the Greek τοµη, which means "the cut" or "the section"). In the early twentieth century Mark Barr gave the ratio the name Φ after the Greek sculptor Phidias who was thought to have used the Golden ratio in his work. Φ Using the ratio that Euclid explained we could take the diagram above and set up the follow ratio. From this proportion, through the use of cross products we arrive at Φ Φ −1 ( ) = 1. Then using the distributive property, we arrive at Φ 2 −Φ = 1. By subtracting one from each side we get the quadratic equation Φ 2 −Φ −1 = 0. The quadratic equation can be solved by using the quadratic formula Φ = − b ± b 2 − 4ac 2a . We know that a = 1, b = −1, and c = −1. We can now recognize that Φ is an irrational number like π or e, which indicates that the ratio of the two lengths cannot be expressed by a fraction, because there are no common measure other than 1 contained in the two lengths. If two lengths have no common measure they are called incommensurable. In Mario Livio book The Golden Ratio, on pages 4 and 5 he says, The Pythagorean worldview was based on an extreme admiration for the arithmos – the intrinsic properties of whole numbers or their ratios – and their presumed role in the cosmos. The realization that there exist numbers, like the Golden Ratio, that go on forever without displaying any repetition or pattern caused a true philosophical crisis. Legend even claims that, overwhelmed with this stupendous discovery, the Pythagoreans sacrificed a hundred oxen in awe, although this appears highly unlikely, given the fact that the Pythagoreans were strict vegetarians. . . What is clear is that the Pythagoreans basically believed that the existence of such numbers was so horrific that it must represent some sort of cosmic error, one that should be suppressed and kept secret. The positive solution for Φ is the Golden Ratio, but if Φ is squared the result is 2.61803398875. Its reciprocal is 0.61803398875, which is the opposite of the negative solution. It is interesting to note that in order to get Φ 2 just add 1, and to get the reciprocal of Φ just subtract 1. The Golden Mean also led to the discovery of the famous Golden Rectangle, a rectangle that through sub-division can repeat itself over and over without end. We also learned that the ratios of Fibonacci numbers converge on the Golden Ratio as we use higher and higher terms in the sequence. \| Fibonacci number \| Ratio \| Decimal value \| \|---\|---\|---\| \| 1 \| \| \| \| 1 \| 1 1 \| 1 \| \| 2 \| 2 1 \| 2 \| \| 3 \| 3 2 \| 1.5 \| \| 5 \| 5 3 \| ≈1.67 \| \| 8 \| 8 5 \| 1.6 \| Along with other fascinating facts, much speculation has been made also on the use of it in ancient art and architecture. I have learned so much from the writing of this paper. It has opened my eyes to some mathematics I can do with my students. In some ways this paper is not complete, because as I come to the end, I now have more questions. For example, as I researched this paper I found that there were many other means, such as the root-mean-square, power mean, and Lehmer mean. How are these connected to the arithmetic, geometric, and harmonic mean? Beside the ones I listed, are there any other means to consider? I know that I have only seen the "tip of the iceberg" when it comes to the study of means, and this research has created a curiosity in me that will continue my drive to learn. References Boyd, C, Cummins, J., Malloy, C., Carter, J., Flores, A. (2004). Geomety, Columbus: McGrawHill Larson, R, Boswell, Kanold, T., & Stiff ,L. (2004), Middle School Math Course 3. Evanston: McDougal Littell Livio, M, (2002). The Golden Ratio. New York: Random Books Websites http://facultystaff.vwc.edu/~trfanney/golden-meanWOWslides/gm4.htm http://goldennumber.net/classic/means.htm http://mathforum.org/library/drmath/view/57565.html http://mathforum.org/library/drmath/view/52804.html http://mathworld.wolfram.com/GeometricMean.html http://members.aol.com/jeff570/a.html http://www.cut-the-knot.org/Generalization/means.shtml http://www.liu.edu/cwis/cwp/library/workshop/citapa.htm http://www.mathcad.com/library/Constants/gold.htm http://www.nrich.maths.org.uk/public/viewer.php?obj_id=362&part=index&refpage=titles earch.php http://www.nrich.maths.org.uk/public/viewer.php?obj_id=1402&part=index&refpage=sim ilarproblems http://www.vashti.net/mceinc/golden.htm http://www.vashti.net/mceinc/golden.htm - graphlevel	<urn:uuid:1d5bbb7d-ea96-4ebb-bf74-d8a0151a2f84>	CC-MAIN-2015-40	http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1005&context=mathmidexppap	2015-10-05T01:27:58Z	crawl-data/CC-MAIN-2015-40/segments/1443736676547.12/warc/CC-MAIN-20151001215756-00080-ip-10-137-6-227.ec2.internal.warc.gz	89,349,445	4,898	eng_Latn	eng_Latn	0.948012	eng_Latn	0.996164	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 820, 1085, 2409, 3772, 4504, 6066, 8128, 10021, 12120, 13778, 15058, 16958, 18218, 19257 ]	[ 3.171875 ]	8	0
Singular Yo Tú Ud./Él/Ella Notes Nombre: __________________________ Bloque: ________ Fecha: _________________________ Unidad 5 – Dar + -GO Verbs Dar - Overview: El verbo dar es irregular en el __________________________. Es irregular en la forma de ______________________. How to Conjugate: Dar – to give: Nosotros/Nosotras Vosotros/Vosotras Uds./Ellos/Ellas Dar Uses: 1. Dar una fiesta – to ___________________ ______ __________________. Doy una fiesta mañana. 2. To _______________ ___________________. Yo doy un regalo. 3. To give __________________ ___________ _____________________ Yo le doy un libro a mi amigo. Extra (Additional) Notes Indirect objects tell you who receives the item you are giving. Indirect Object Pronouns: ¿Tú _______________ das un regalo? Sí, yo _______________ doy un carro. -GO Verbs ("Yo Go" verbs): * -GO verbs are irregular verbs that have a "-go" in the present tense ___________________ form. * Example: Tener – Yo ___________________________ * Some verbs are also _____________________________. For example: decir is e-i, venir is e-ie Español 1 Unidad 5 Apuntes – Dar + -GO Verbs Plural Yo Tú Nosotros/Nosotras Vosotros/Vosotras Ud./Él/Ella Uds./Ellos/Ellas Traer – to bring: The following verbs are –go verbs: * Hacer – to do/make – Yo ______________________* * Salir – to leave/go out – Yo ___________________ * Poner – to __________________ – Yo pongo * Traer – to bring – Yo ______________________ * Venir – to come – Yo _______________________ * Decir – to say/tell – Yo ____________________ * Caer – to __________________ – Yo caigo Hacer = to do/make. Do not put before another verb like we do in English! Hacer la tarea: To do homework * Hacer la comida: To make food * Hacer la cama: To make the _____ Hacer is used in many idiomatic expressions (ones that do not directly translate) * Hacer un viaje - to take (make) a _________________ * Hacer la maleta - to pack a suitcase * Hace calor – ______________________________ Prueba de práctica: 1. Yo __________________________ (dar) una fiesta en mi casa. 2. Yo __________________________ (salir) con mis amigos. 3. Tú __________________________ (hacer) la tarea en la sala. 4. Yo __________________________ (hacer) un sándwich en la cocina. 5. Yo __________________________ (traer) unas galletas a la fiesta. Español 1 Unidad 5 Notes Decir – to say/tell: Venir – to come: Singular Plural Apuntes – Dar + -GO Verbs	<urn:uuid:d25432b3-846f-49a8-a280-ed1a4c2ca8df>	CC-MAIN-2022-40	https://cuadernoespanol.com/spanish1/notes/Notes/Unidad5_NotesSheet_PresentTenseIrregulars_GoVerbs_Dar.pdf	2022-10-02T06:07:24+00:00	crawl-data/CC-MAIN-2022-40/segments/1664030337287.87/warc/CC-MAIN-20221002052710-20221002082710-00688.warc.gz	226,002,006	702	eng_Latn	eng_Latn	0.466435	eng_Latn	0.463476	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1173, 2501 ]	[ 3.515625 ]	1	0
PSHE Policy (Including RSE and HE) Name of School: Willington Primary School What Is PSHE? PSHE is lifelong learning about physical, sexual, moral and emotional development. It is about the understanding of the importance of stable and loving relationships, respect, love and care, for family life. It involves acquiring information, developing skills and forming positive beliefs, values and attitudes. PSHE will be reflected in our school values; kindness, respect, determination, quality and community. At Willington Primary School, the term PSHE includes statutory RSE. The children will refer to lessons as PSHE lessons, with the majority of the content being taken directly from the statutory guidance. This policy should be considered alongside the following: * E-safety Policy * Anti-bullying Policy * Safeguarding Policy (including child sexual exploitation) * SMSC Policy * Equal Opportunities * Science Policy (specifically teaching of reproduction) * PE policy Aims and Objectives: The aim of PSHE is to ensure coverage of statutory RSE, while also providing opportunities for children to be nurtured and to develop their emotional wellbeing. PSHE is woven throughout all aspects of school life. We believe, as a school, that all children should be resilient, confident and happy. Our PSHE programme aims to prepare pupils for an adult life in which they can: * develop positive values and a moral framework that will guide their decisions, judgements and behaviour. * have the confidence and self-esteem to value themselves and others and respect for individual conscience and the skills to judge what kind of relationship they want. * understand the consequences of their actions and behave responsibly within personal relationships. * avoid being pressured into uncomfortable or dangerous situations. * communicate effectively by developing the appropriate language for sex and relationship issues. * have an understanding of consent * develop awareness of their sexuality, gender identity, challenge sexism and prejudice, and promote equality and diversity. * have sufficient information and skills to protect themselves in a variety of situations including from exploitation. * be aware of sources of help and acquire the skills and confidence to access advice and support if necessary. * value difference and similarities, respect others and have an open mind. Willington Primary School believes that, for all children, PSHE is: * an integral part of the lifelong learning process, beginning in early childhood and to continue into adult life. * an entitlement for all pupils in our care. * delivered to encourage every pupil to contribute to the school community that aims to support each individual as they grow and learn. * set within this wider school context and supports family commitment and love, respect and affection, knowledge and openness. Family is a broad concept; not just one model, e.g. children living with step families; those living with same sex parents, children looked after, adopted children, extended family. It includes a variety of types of family structure, and acceptance of diversity. * able to encourage pupils and staff to share and listen to each other's views and the right to hold/express views. We are aware of different values and opinions to sexual orientation and sexual identity without promotion of any particular family structure. The important values are love, respect and care for each other. * a platform where we generate an atmosphere where questions and discussion on personal matters can take place without any stigma or embarrassment. We recognise that parents and carers are the key people in teaching their children about sex, relationships and growing up. We aim to work in partnership with parents/carers and pupils, consulting them about the content of programmes. We also recognise that the wider community has much to offer and we aim to work in partnership with other health and education professionals. At Willington Primary School we value staff wellbeing as much as children's and strive to promote a happy workforce. PSHE is for the whole school and everybody in it. Teaching & Learning Style: PSHE in this school has three main elements 1. Personal and Social Skills * learning to manage emotions within relationships confidently and sensitively off and online. * developing positive self-esteem and confidence. * developing and demonstrating self-respect and empathy for others. * making informed choices with an absence of prejudice. * developing an appreciation of the consequences of choices made. * managing conflict. * empower pupils with the skills to be able to recognise inappropriate/ uncomfortable situations and/or behaviours with their peers and adults. 2. Attitudes and Values * learning the importance of values, individual conscience and moral choices. * Learning the value and valuing family life, stable and loving relationships, marriage and civil partnerships. * learning about the nurture of children. * Learning the value of and demonstrating respect, love and care. * exploring, considering and understanding moral dilemmas. * developing skills including negotiation and decision making. * challenging myths, misconceptions and false assumptions about normal behaviour. 3. Knowledge and Understanding * learning and understanding about physical and emotional development at appropriate stages. * learning about reproduction, human sexuality, gender identity, personal health, emotions and relationships. * learning about where to go for help or advice in school and how to access a range of local and national support agencies Curriculum Planning & Delivery: Willington Primary School specifically delivers relationship and sex education through its PSHE Programme, PE, RE and Science lessons at KS1 and KS2. PSHE is delivered in the EYFS through the EYFS profile; specifically, the PSED areas of learning, as well as all of the Characteristics of Learning. Most of the RSE at Willington Primary School takes place within PSHE lessons. Teachers deliver the PSHE curriculum with support from professionals where appropriate. School staff are usually the best people to work with the pupils on many of the RSE topics as they are aware of each pupil's individual circumstances. RSE lessons are set within the wider context of the PSHE curriculum and focus more on the emotional aspects of development and relationships, although the physical aspects of puberty and reproduction may also be taught as part of National Curriculum Science. The PSHE Programme and Science National Curriculum are taught in every year. PSHE lessons are taught for one or two afternoons each half term, which is timetabled in advance. Teachers follow set objectives for PSHE and RSE coverage but also allow for subject matter to be taught which may lend itself to current issues that children in the class are sensitive too or need more direct teaching about e.g. loss, e-safety, anti-bullying. Coverage has been mapped out to ensure progression throughout year groups so that content is built on year upon year. Each year group has an overview of PSHE coverage per half term and RSE links have been made and cross referenced throughout to ensure full coverage of the statutory requirements. All teachers contributed to the planning and should use this overview to inform the content of the half-day session per half term. Any PSHE lesson may consider questions or issues that some pupils will find sensitive. Before embarking on these lessons, at the beginning of each academic year, ground rules are established which prohibit inappropriate personal information being requested or disclosed by those taking part in the lesson. These will be decided by the children in the class and will be referred to throughout each session so that children are aware of them throughout. When pupils ask questions, we aim to answer them honestly at an age appropriate level and within the ground rule established at the start of the sessions. If it is felt that answering a specific question would involve information at a level inappropriate to the age and development of the rest of the pupils, the question will be dealt with individually at another time. More expert or specialist teachers and other professionals, may support staff that are uncomfortable with teaching certain aspects of the PSHE curriculum. Support and professional development will be provided for these staff, so that they can develop their confidence in delivering the whole of the PSHE programme. SEN/EAL: Ethnic, Cultural and Religious Groups We intend our policy to be sensitive to the needs of different ethnic, cultural and religious groups. We encourage parents /carers to discuss any concerns with the Head teacher. Pupils with Special Needs We will ensure that all pupils receive sex and relationship education, and we will offer provision appropriate to the needs of all our pupils, taking specialist advice where necessary. Gender, Sexual Identity and Sexual Orientation We aim to deal sensitively and honesty with issues of sexual orientation and gender identity and answer appropriate question and offer support. Pupils, whatever their developing sexuality need to feel that relationship and sex education is relevant to them. PSHE in the wider community: Community links * We have links with Willington Methodist Church, who invite Y2 to The Christmas Journey and Y6 to The Easter Journey each year. Children in Y5 and 6 are also invited to a lunchtime get-together club which is ran in school by members of the church. Global research projects * Each year, children take part in a global research project. The purpose of these projects is to raise awareness of global issues ranging from endangered species to fast fashion. Each year group has a specific focus so that the children will have covered a range by the time they reach Y6. Careers fair * Children in Years 4-6 attend our annual careers fair. Businesses and service providers from the local community attend. The purpose of this is to raise aspirations for our children and further improve links with the local community. Assessment and Recording: Seesaw * Each child has their own Seesaw account which teachers use to record content in PSHE lessons. * Evidence recorded includes; photographs, quotes from the children and samples of group/paired/individual work. Resources: Kapow * We use Kapow lesson plans and resources to support learning, but not as the primary resource for each lesson. They are used as and when they are applicable and benefit learning. Twinkl * We use some Twinkl lesson plans and resources to support learning, but not as the primary resource for each lesson. They are used as and when they are applicable and benefit learning. Books * There are a range of PSHE books covering a range of themes, which are used in PSHE lessons to enhance learning. Teachers are also encourage to read books as end of the day stories too. Monitoring & Review: It is the responsibility of the Head teacher/ Leadership Team to oversee and organise the monitoring and evaluation of PSHE, in the context of the overall school plans for monitoring the quality of teaching and learning. The PSHE programme will be treated as a subject and will be involved in a yearly monitoring and evaluation exercise led by the Leadership Team. The Governing body is responsible for overseeing, reviewing and organising the revision of the sex and relationship education policy and curriculum. From September 2015, Ofsted is required to evaluate and report personal development, behaviour and welfare as well as spiritual, moral, social and cultural development (SMSC) of pupils. This may include evaluating and commenting on the school's relationship and sex education policy, curriculum, staff development, and quality of provision. The role of the Subject Leader: * Audit PSHE learning * Opportunities for PSHE daily * Ensure statutory RSE coverage * Staff Wellbeing * Pupil Voice * Behaviour and welfare of pupils Confidentiality and Safeguarding: It should be made clear to pupils that all adults in school cannot guarantee absolute confidentiality. This should be made clear when forming the class Ground Rules. A child under 13 is not legally capable of consenting to sexual activity. Any offence under The Sexual Offences Act 2003 involving a child under 13 is very serious and should be taken to indicate a risk of significant harm to the child. Cases involving under 13's should always be discussed with the nominated child protection lead. Under the Sexual Offences Act, penetrative sex with a child under the age of 13 is classed as rape. Therefore, in all cases where the sexually active young person is under 13, a referral should be made to First Contact, formerly Social Care Direct identifying the young person, and the sexual partner if known. Following this, a Strategy Meeting or discussion will be held. The meeting will involve a Team Manager, Social Worker, Police, Health Worker, Education and Welfare and other relevant agencies, to discuss appropriate next steps. Where the allegation concerns penetrative sex, or other intimate sexual activity occurs, there would always be reasonable cause to suspect that a child, whether girl or boy, is suffering or likely to suffer significant harm. All cases involving under 13's should be fully documented and reported. Health professionals in school are bound by their codes of conduct but have a duty to share information with relevant others, if they believe that a child is suffering abuse. These procedures should be read in conjunction with the Durham LSCB protection procedures (link) with special reference to Sections 3 'Referral and Investigation' and Section 6.13 'Sexually Active Children under 18' – 'Young People under the age of 13' Use of correct language: The following language will be used within school to describe external body parts. Children will be made aware of colloquial terms but teachers and adults in school will always refer to and use the correct language when talking about body parts to the children. Children in Year 1 will be taught the names using an anatomically correct doll as part of a Science lesson on naming body parts. The language will be followed throughout the school. The use of correct language is not only part of the Science National Curriculum, but also acts as an important tool for safeguarding children, as they will use the correct vocabulary. * Penis * Vagina * Testicles * Vulva * Breasts Right of Withdrawl from statutory RSE: Some parents prefer to take the responsibility for aspects of this element of education. They have the right to withdraw their children from all or part of the sex and relationship education except for those parts included in the statutory National Curriculum (i.e. in Science lessons). At Willington Primary School we are only teaching Statutory Sex Education and therefore there are no lessons in which parents can withdraw their children from. Parents are encouraged to discuss any concerns and / or decisions with the Head teacher at the earliest opportunity. Parents are welcome to review any PSHE resources the school uses. Staff Wellbeing: A staff questionnaire is sent out to teachers and teaching assistants at the beginning of each academic year. The main questions are taken from Ofsted. The purpose of the questionnaire is to identify areas which we can work on as a school to ensure staff wellbeing is maintained. Issues are discussed and addressed with the Senior Leadership Team and subsequent actions put in place. Marking and feedback has long been an issue among the teaching profession as it can add to a teacher's workload while having minimum impact on children's progress. Willington Primary Schools' SLT have rewritten the feedback policy, taking into account workload and what would be most beneficial for the children. The new policy has significantly reduced workload for all staff, ensuring that the majority of the time, staff do not have to take work home. SLT value a work-life balance for staff and have worked hard to overhaul marking and feedback to combat this, while also having the best impact on children's learning and progress. Staff are required to check emails and class dojo while in school, and are expected to respond to Pandion messages before school and after school. SLT have no expectation that staff check emails/dojo at home on evenings and weekends and accept that Pandion messages do not have to be answered during teaching time as the teacher may be away from their desk while teaching. Kindness cup – the kindness cup is filled with goodies and passed to a member of staff who the current recipient feels deserves it. It is passed around weekly, with a little note. The reasoning behind this is to make staff feel valued by each other and to improve staff moral and relationships. Shoutout board – in the staffroom there is a shoutout board; a place where staff can write a positive message to someone. These are left up for at least a week. The reasoning behind this is to make staff feel valued by each other and to improve staff moral and relationships. Bathroom baskets – staff are provided with period products, deodorant and hand cream in each of the four shared bathrooms in school. Raffle – each week two members of staff have their names picked from a bucket along with two prizes. The prizes range from vouchers to time off to food/drink treats. Enrichment, Extra Curricular Activities and opportunites for children: Each year group participates in at least one trip away from school during that academic year. Trips are linked to specific curriculum learning for that year group and are carefully planned to ensure children receive a range of experiences from Nursery-Y6. Nursery – Farm Reception – Hamsterley Forest Y1 – Seaside, Raby Castle Y2 – Locomotion, Durham Cathedral Y3 – Hamsterley Forest, Durham Cathedral Y4 – Binchester Y5 – Killhope Y6 – Theatre visit Children also take part in many outreach visits from external providers to further enhance the curriculum content. All children have a Willington 30 passport – 30 experiences we believe all children should have during their time at our school. The experiences range from performing to an audience to watching the stars. We believe that these experiences are invaluable for our children. Our school provides a range of after school clubs which are offered to specific year groups. Clubs are for children from Year 1 – Year 6 and include a variety of sports clubs and a Performing Arts club. Period Poverty – period products are available in each classroom for children to access as and when they need them. We have an open door policy in school; children can approach any teacher they wish to request products if they need them and additional products should they need them at home. Extra products are kept in years 4-6 and the office as these are the main ports of call for children. Children in Year 5 and 6 are told by their class teacher where they can request period products and children in Year 4 are made aware by their teacher on an individual basis when we are informed by parents/the child that they are required. Sensitivity and discretion is used in all cases and staff work with parents to ensure children are fully supported. At Willington Primary school we value reward and special days e.g. Christmas Jumper Day, non-uniform day etc. We ensure children who come from families who do not have the funds to purchase clothing, specialised jumpers etc have access to these clothes at school. On days such as Children in Need also have an optional 'own clothes,' criteria to ensure access for all. Spare PE kits are in each classroom for children who do not have one. Pupil Voice: Two children from each year group are elected to join our school council. The children meet with Mr Cornforth every half term and their primary focus is improving our school for all children. The Performing Arts committee consists of 4 long running members of Performing Arts club from Year 6. They make key decisions for the club and ensure all children have an input into how the club operates.	<urn:uuid:702826f8-7ed9-45c6-b38c-9dba5d98ecb6>	CC-MAIN-2022-40	https://www.willington.durham.sch.uk/wp-content/uploads/sites/63/2021/10/PSHE-Policy-October-2021.pdf	2022-10-02T05:45:42+00:00	crawl-data/CC-MAIN-2022-40/segments/1664030337287.87/warc/CC-MAIN-20221002052710-20221002082710-00686.warc.gz	1,112,080,016	3,899	eng_Latn	eng_Latn	0.983123	eng_Latn	0.998333	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 78, 2572, 5211, 8143, 10182, 12034, 14590, 17622, 20279 ]	[ 3.828125, 2.21875 ]	2	0
Audience, Purpose & Design – planning the structure of the text Learning objective: - identify design principles that make text scannable, objective& concise - apply those principles to writing and format the text of our webpages so that the information clearly comes across for our users Step one: Who's our audience? What's the important meaning? 1. What kind of meaning making do we want folks to do on our website? What do we want folks to walk away with? How can we design the text of our pages to increase the chances that folks will be able to do this? 2. Today you will work in pairs to create an outline for your next hw posting that will help you to structure a clear, web readable submission. Step two: Explore how you read on the web 3. Compare how you read a chapter/article on paper with how you read on the web. What is similar? What's different? 4. What are features that make the text on a website clear and communicative? What are features that will matter on our site? Choose one of the following sites to inform your analysis: - Use the webquests you just compared to help you identify some of these features. - What's already there? What are features on folk's unit plan outlines that help /hinder making meaning in the way we want folks to? - Use the different renditions of moodle that I've experimented with from the different quarters. - Explore the text on one of the edutopia siteshttp://www.edutopia.org/digital‐ generation. Orhttp://www.edutopia.org/technology‐integration 5. Examine and explore the principles this author proposes: http://www.nngroup.com/articles/how‐users‐read‐on‐the‐web/ If time, visit this site too for another explanation of writing for the web: http://webstyleguide.com/wsg3/9‐editorial‐style/3‐online‐style.html	<urn:uuid:17c1e194-aa7e-4e5c-9a48-d9d6f1504652>	CC-MAIN-2022-40	http://blogs.evergreen.edu/investigations/files/2014/02/Week-6-create-design-guidelines-for-the-blog1.pdf	2022-10-02T07:21:32+00:00	crawl-data/CC-MAIN-2022-40/segments/1664030337287.87/warc/CC-MAIN-20221002052710-20221002082710-00690.warc.gz	8,319,156	671	eng_Latn	eng_Latn	0.998006	eng_Latn	0.998006	[ "eng_Latn" ]	false	docling	[ 1794 ]	[ 3.0625 ]	1	0
Biographies Lesson Introduce The Elements Of Biographies Lectures and lessons on art: being an introduction to a practical and comprehensive scheme ... Second and cheaper edition Introduction to Finite Element Analysis Using Creo Simulate 7.0 Introduction to Finite Element Analysis Using Creo Simulate 8.0 Photoshop Elements 4 One-on-one First Lessons in Language, Or Elements of English Grammar Advanced Lessons in English Introduction to Teaching First French Reading Lessons An Introduction to Career Learning & Development 11-19 Lessons in Astronomy Including Uranography Page 1/16 Read Online Lesson Biographies A Book of Old Testament Lessons for Public Reading in Churches: Introduction and notes Dancing with Adolescents First Lessons in Sanskrit Grammar Together with an Introduction to the Hitopadeśa by James R. 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Elements of a Mystery \| Reading Genre Lesson Learn Plot Diagram Using Disney and Pixar Movie Clips Plot Elements Introduction An Introduction to the Elements of Music The Parts of a Book Song \| English Songs \| Scratch Garden Introduction to Elements of Drama Lesson Preview Elements of Historical Fiction \| Reading Genre Lesson Story Elements Lesson A different way to visualize rhythm - John Varney The only way you will ever need to teach theme Elements of a Story \| TeacherBethClassTV Biographies Story Elements Robot Art School Elements \u0026 Principles of Art - Line How to Read Music - Basics for Beginners - Music Theory Lesson Sullivan - The Elements of Music Understanding The Elements of Musical RhythmPlot Mountain! \| The Plot Diagram Song \| Scratch Garden Story Elements PowToon Introduction to the Elements of Music Chemistry: Introduction to the Periodic Table Introduction To Sets \| Roster Method \u0026 Set Builder Form \| Letstute Story Elements For Kids: What Is a Character? THEME Introduction to Music Appreciation Lesson 01 Lesson Introduce The Elements Of In this lesson plan, students will be introduced to the concept of an element. They will work with Page 4/16 Biographies the idea that all the millions of substances on the earth are various combinations of only 8 elements. Students will work with the Periodic Table of the Elements and symbols of the elements. Additionally, students will present their data in the form of both bar and circle graphs. A lesson Plan introducing the eight basic elements of the ... Introducing . . . Plaid Pete! My students have now had a two day investigation into particles and particle theory. In order for them to make sense of it all, it's time to introduce the idea of elements and compounds. Fifth grade Lesson Introduction to the Periodic Table: It ... Page 5/16 Biographies Elements of Music: Introductory Lesson. A lesson that could be used across stages to introduce basic elements of music. Included in the plan is an activity sheet (matching exercise) and a listening exercise which includes music analysis sheet; some music examples are web linked in the text of the lesson plan. Don't have to use these, just pick your own. Elements of Music: Introductory Lesson \| Teaching Resources Lesson: Introduce the Elements of Biographies Biographies have overlapping qualities of fiction and nonfiction texts. Similar to fiction, biographies are meant to read like a story with a beginning, middle and end. They are about Biographies main characters whose life stories show struggle, conflict and resolution. Their lives often exhibit great achievements. Lesson: Introduce the Elements of Biographies Lesson: Introduce the Elements of Biographies Biographies have overlapping qualities of fiction and nonfiction texts. Similar to fiction, biographies are meant to read like a story with a beginning, middle and end. They are about main characters whose life stories show struggle, conflict and resolution. Lesson Introduce The Elements Of Biographies PDF Lesson Introduce The Elements Of Biographies then Page 7/16 Biographies type of the books to browse. The normal book, fiction, history, novel, scientific research, as well as various additional sorts of books are readily genial here. As this lesson introduce the elements of biographies, it ends in the works inborn one of the favored ebook lesson introduce the ... Lesson Introduce The Elements Of Biographies book collections lesson introduce the elements of biographies that we will definitely offer. It is not with reference to the costs. It's more or less what you need currently. This lesson introduce the elements of biographies, as one of the most committed sellers here will unquestionably be in the Biographies course of the best options to review. Page 1/3 Lesson Introduce The Elements Of Biographies Introduction and presentation go together because the introduction usually leads right into the presentation phase of the lesson. They are still separate parts, however, because they accomplish different purposes. The INTRODUCTION provides interest and motivation to the students. It focuses students' attention on the lesson and its purposes. LESSON PLANNING: INTRODUCTION & PRESENTATION Acces PDF Lesson Introduce The Elements Of Biographies Lesson Page 9/16 Biographies Introduce The Elements Of Biographies Yeah, reviewing a book lesson introduce the elements of biographies could grow your close friends listings. This is just one of the solutions for you to be successful. As understood, carrying out does not suggest that you have astounding points. Lesson Introduce The Elements Of Biographies I have produced this lesson using some resources found on this site - so thanks to everyone and I hope it saves you time! ... Atoms and elements information sheets. doc, 2 MB. Atoms L1 - element_information_sheets. Report a problem. This resource is designed for UK teachers. View Page 10/16 Biographies US version. Categories & Ages. KS3 Atoms L1; elements \| Teaching Resources Elements There are over 100 unique elements in the universe and each have atoms with a different number of neutrons, protons and electrons. For example all atoms of the element hydrogen, will... Atoms, elements and compounds - BBC The Elements of Dance is the vocabulary used to describe the tools that dancers use to make dance. In music the musicians use instruments or their voices to create their art, in visual art the artist uses a range of mediums to create their work and in drama Biographies the voice and body are used to communicate stories and ideas. Easy ways to introduce the Elements of Dance in the ... The objects in the set are called its elements. Set notation uses curly braces, with elements separated by commas. So the set of outwear for Kyesha would be listed as follows: A = {coat, hat, scarf, gloves, boots}, where A is the name of the set, and the braces indicate that the objects written between them belong to the set. Sets \| An Introduction - Math Goodies Elements of a Story. In this interactive lesson, your students will learn to identify four elements Page 12/16 Biographies of a fictional story: characters, setting, problem, and solution. Thank you for your input. Elements of a Story \| Lesson Plan \| Education.com \| Lesson ... In this lesson, we discussed what an element is and how elements are the building blocks of all matter. An element is a pure substance that cannot be broken down by chemical methods into simpler ... What Are Elements? - Video & Lesson Transcript \| Study.com Today I introduced basic literary elements that students need to know in order to begin to analyze literature. I passed out Literary Elements Reference Sheet for students to glue in their Page 13/16 Biographies notebooks. As we reviewed the specific elements using Literary Elements Power Point, students added more details to their notes (if needed) in order to make connections as they interact with these notes in ... Seventh grade Lesson Introducing Literary Elements ... Lesson 1: Visual Arts Elements Introduction. In Visual Art Elements Unit - Lower Years. Upgrade to download 1 1. 60 minutes \| Suitable for Grades: F 2. Set a reminder in your calendar. Add. or add to Google Calendar. A 60-minute lesson in which students are introduced to the seven elements of art. Visual Arts Elements Introduction Page 14/16 Biographies Lesson Plan \| Teach Starter In the last ten minutes of their work time I post the three tasks/questions on the SMART board and ask that they choose one or two members to share their groups poster and answers to the questions. (I emphasize that those who share should not be those who wrote on the poster to get more students involved.) 1. Seventh grade Lesson Story Elements Introduction Part 3 The five elements, also called the five phases, are the basic components that make up life and the world around us: fire, metal, earth, wood, and water. In feng shui, the elements are more than their physical manifestations; they're also types Copyright : donner.medair.org Read Online Lesson Introduce The Elements Of Biographies of qi (energy) that correspond to those materials. 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The ELD-NEPF Connection: Aligning the Nevada ELD and NEPF Instructional Practice Standards Frameworks Elementary Science Introduction Purpose of this Resource The purpose of the Nevada English Language Development (ELD) Standards Framework and Nevada Educator Performance Framework (NEPF) Instructional Practice Standards Connections documents is to provide clarity about the alignment between these two frameworks and guidance about high-leverage, evidence-based instructional practices that are particularly effective for English learner (EL) students. When the ELD and NEPF Instructional Practice Standards Frameworks are used concurrently, teachers implement effective instruction that promotes EL students' equitable access to intellectually rich, grade-level, and standards-based content instruction. The Nevada ELD Standards Framework articulates specific, research-based instructional practices that promote EL students' simultaneous development of language, content knowledge, and content disciplinary practices. The ELD Standards Framework Guidance Documents specify the connections between the ELD Standards and the content disciplinary practices of English language arts, mathematics, science, and social studies. The ELD Standards Framework Guidance Documents can be accessed at https://doe.nv.gov/English_Language_ Learners(ELL)/ELD_Standards_Framework_and_Instructional_Guidance_Documents/ The NEPF identifies effective instructional practices that support all students to meet academic achievement targets and performance expectations. The NEPF promotes five research-based, high-leverage instructional principles of effective teaching: Standard 1: New learning is connected to prior learning and experiences. Standard 2: Learning tasks have high cognitive demand for diverse learners. Standard 3: Students engage in meaning-making through discourse and other strategies. Standard 4: Students engage in metacognitive activity to increase understanding of and responsibility for their own learning. Standard 5: Assessment is integrated into instruction. Certain practices promoted in the ELD-NEPF Connections documents may also be beneficial for students who are not identified as EL students; however, this document focuses explicitly on effective instruction for EL students. The goal of providing these resources is to support educators in understanding how the following overarching practices can result in EL students' higher academic achievement: a. Providing students opportunities to interpret and express language in a variety of contexts and in all content areas, b. Providing students opportunities to collaborate on disciplinary tasks and in disciplinary practices/learning while using academic/content language meaningfully, and c. Using formative assessment processes to drive instruction. These EL-focused practices are aligned with the NEPF Standards and Indicators. How to Use This Resource This ELD-NEPF Instructional Practice Standards Framework Connections document offers concrete guidance to educators on effective instructional practices for EL students. It provides a visual overview of the alignment between the NEPF and the ELD Standards Framework in the areas of interpreting, expressing, collaborating, and engaging in formative assessment practices in the content areas. Recommended practices and classroom examples in action illustrate high-quality instruction for EL students that align with each NEPF standard and associated indicators. This resource should be used in conjunction with the NEPF Rubrics, Tools, and Protocols, and the ELD Standards Framework Guidance Documents to inform the implementation of instructional practices, conversations between educators and evaluators, and areas for professional growth. Educators can use this resource to identify high-quality instructional practices they can implement to ensure their EL students' learning needs are being addressed. Educators may also use this resource to deepen their understanding of how NEPF Standards and Indicators align with practices that support EL students. It is important to note that this resource is not intended to be an all-inclusive list of practices to support EL students; it serves to initiate and support conversations about effective practices. ELD Guiding Principles The education of EL students is a shared responsibility by all educators. Five ELD guiding principles articulate the fundamental norms, behaviors, and values shared by effective educators of EL students and that frame instructional decision-making. These guiding principles, along with the NEPF Instructional Practice Standards, frame the recommended practices in this resource. Guiding Principle 1: Teachers recognize and value EL students' assets: home language(s), cultural assets, existing knowledge, prior schooling experiences, and English language and translanguaging abilities. Teachers leverage these assets to accelerate learning in English language development and content proficiency. Guiding Principle 2: Teachers provide robust, grade-level, and content standards-based instruction to EL students with intentional scaffolding designed to support their content understandings, language development, and analytical thinking. Guiding Principle 3: Teachers provide frequent opportunities for EL students to engage in extended discourse through multiple modalities, including oral, written, visual, and kinesthetic modes of communication focused on developing students' content understandings, language, and analytical thinking. Guiding Principle 4: Teachers provide opportunities for English learners to develop metacognitive, metalinguistic, and metacultural awareness and to use this knowledge to develop autonomy and monitor their progress in content, language, and socio-emotional learning. Guiding Principle 5: Teachers align assessment practices with content and language learning goals; teachers use formative assessment practices during instruction to support English learners' content and English language learning. ELD-NEPF Standards Framework Connection Reviewers The Nevada Department of Education is thankful to staff from the Region 15 Comprehensive Center for their assistance in the development of the ELD-NEPF Connections documents and expresses deep gratitude to the following contributors and reviewers who generously shared their time and expertise. ELD-NEPF Alignment At-a-glance The following table shows the alignment between the ELD Standards Framework Practices and the NEPF Instructional Practice Standards and Indicators. The dots in the table represent the ELD Standards Framework Practices. ELD Standards Framework Practices for Supporting the Development of Language Across the Content Areas * Interpreting Language * Expressing Language * Collaborating in the Language of the Content * Formative Assessment Teacher Instructional Practice Standards and Indicators Standard 1: New learning is connected to prior learning and experience ELD Guiding Principle 1: Teachers recognize and value EL students' assets: home language(s), cultural assets, existing knowledge, prior schooling experiences, and English language and translanguaging abilities; teachers leverage these assets to accelerate English language development and content proficiency. Standard 2: Learning tasks have high cognitive demand for diverse learners ELD Guiding Principle 2: Teachers provide robust, grade-level, and content standards-based instruction to EL students with intentional scaffolding designed to support their content understandings, language development, and analytical thinking. Standard 3: Students engage in meaning-making through discourse and other strategies ELD Guiding Principle 3: Teachers provide frequent opportunities for EL students to engage in extended discourse through multiple modalities, including oral, written, visual, and kinesthetic modes of communication focused on developing students' content understandings, language, and analytical thinking NEPF Standards and ELD Recommended Practices Examples in Action Standard 4: Students engage in metacognitive activity to increase understanding of and responsibility for their own learning ELD Guiding Principle 4: Teachers provide opportunities for EL students to develop metacognitive, metalinguistic, and metacultural awareness and to use this knowledge to develop autonomy and monitor their progress in content, language, and socio-emotional learning. Standard 5: Assessment is integrated into instruction ELD Guiding Principle 5: Teachers align assessment practices with content and language learning goals; teachers use formative assessment practices during instruction to support EL students' content and language learning.	<urn:uuid:fad36e50-378f-40b4-99fe-ca20721ed9b7>	CC-MAIN-2022-40	https://doe.nv.gov/uploadedFiles/ndedoenvgov/content/English_Language_Learners(ELL)/Elementary%20Science%20ELD-NEPF%20Standards%20Connection%20(1).pdf	2022-10-02T06:33:42+00:00	crawl-data/CC-MAIN-2022-40/segments/1664030337287.87/warc/CC-MAIN-20221002052710-20221002082710-00692.warc.gz	261,488,292	1,524	eng_Latn	eng_Latn	0.873872	eng_Latn	0.974031	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 122, 2908, 6057, 6656, 6933, 7316, 7637, 8028, 8095, 8488, 8765 ]	[ 2.46875 ]	8	0
Green Babaulti Dwarf Shrimp (Caridina babaulti) Critters Direct www.CrittersDirect.com Scientific Classification - Kingdom: Animals - Phylum: Arthropods - Subphylum: Crustacean - Class: Malacostraca - Order: Decapoda - Family: Atyidae - Genus: Caridina - Species: Babaulti Natural Predators - Fish - Crustaceans Water Parameters - pH: 6.5 – 7.8 - Temperature: 64 – 84 degrees F - kH: 0-10 - gH: 4-14 - TDS: 80-400 Habitat/Diet/Feeding All dwarf shrimp prefer heavily planted tanks. Plants such as Willow Moss, Java Moss, Hornwort, Baby Tears, and Green Cabomba make excellent plants for shrimp to hide and graze in. Plants also help keep the tank water clean. Babaulti require little food. Overfeeding is a common cause of death. Do not feed them more than they can eat in a 2 hours. In established tanks where there is plenty of algae and biofilm, dwarf shrimp may not need extra food at all. In addition to fish or shrimp flake foods and pellets, dwarf shrimp will also eat blanched vegetables (such as zucchini, carrots, and spinach), as well as algae wafers or pellets. Breeding Green Babaulti are fairly easy to breed as long as the water parameters are followed (see above). The best pH level for breeding is at the higher end of the range (7.6 – 7.8). Females will carry between 30 – 50 eggs at a time in a cluster beneath their tails. Green Babaulti eggs tend to be smaller in size than most other types of dwarf shrimp eggs. The newborn shrimp hatch (after about 30 days) as miniature versions of the adults and are immediately able to fend for themselves. Green Babaulti fry are smaller than other dwarf shrimp fry, mature at a much slower rate, and are thus more difficult to keep alive until they grow into adulthood. There must be adequate algae and/or biofilm in the tank for the fry to feed on. In tanks lacking algae or biofilm shrimp can be fed by crushing algae flakes before dropping them in the tank. After several months, the newborn shrimp will be sexually mature and able to breed. WARNING: Nearly every species of fish will eat dwarf shrimp fry, so breeding is best accomplished in species-only tanks. INFORMATION GUIDE Hobbyist Experience Level Beginner 25 January 2017 Description Babaulti shrimp were discovered in the freshwater waterways of India around the turn of the 20th century by the French wildlife collector Guy Babault. There are several color variants within the Caridina babaulti species with green being among the rarest in captivity. Other Caridina Babaulti shrimp include the Indian Zebra, Malaya and Rainbow shrimps. Though these are "Green" Babaulti, roughly half are born with a sun-kissed orange coloration. As eye-catching as these shrimp are, their colors stand out best against a darker substrate. Green Babaulti are extremely adaptable freshwater shrimp and can live in almost any freshwater aquarium. They enjoy heavily planted tanks and are great for algae control and waste management. They breed very quickly and their constant foraging make them interesting to watch. Lifespan: 1-2 years Size: ½" – 1.5" Color: Neon Green & Orange Body Type: long and cylindrical	<urn:uuid:cb671f7c-f45d-49d2-906e-4ffaec3384b7>	CC-MAIN-2022-40	https://www.crittersdirect.com/assets/images/Green%20Babaulti%20Information%20Guide.pdf	2022-10-02T06:33:37+00:00	crawl-data/CC-MAIN-2022-40/segments/1664030337287.87/warc/CC-MAIN-20221002052710-20221002082710-00699.warc.gz	750,389,217	765	eng_Latn	eng_Latn	0.990638	eng_Latn	0.990638	[ "eng_Latn" ]	false	docling	[ 3160 ]	[ 3.109375 ]	1	0
Exercise 1 Year 8 - Probability Exercise 2 The set of all possible outcomes is known as the ___________________. 𝑃(𝑒𝑣𝑒𝑛𝑡) = 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠 𝑚𝑎𝑡𝑐ℎ𝑖𝑛𝑔 𝑒𝑣𝑒𝑛𝑡 𝑡𝑜𝑡𝑎𝑙 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠 List out all the possible outcomes given each description, underline or circle the outcomes that match, and hence work out the probability. Again, work out the probabilities of the following, but you now no longer need to list the outcomes, merely count them. Exercise 3 Imagine you have four cards numbered 1 to 4, and by considering (a) all possible outcomes and (b) outcomes matching the event described, work out the probability of the following, ensuring you use appropriate "P(..) =" notation. www.drfrostmaths.com 2D sample spaces Example: I throw two dice and add up the scores. By filling in the sample space table, determine the probability that: Second Die Exercise 4 3) After throwing two dice and multiplying the outcomes... www.drfrostmaths.com For the following, form an appropriate sample space table, and use the table to answer the questions. 1) After throwing two fair coins... a. The probability of throwing two heads. ___________ b. The probability of throwing a heads and a tails. _______________ 2) After throwing two fair die and adding the two outcomes... a. The total is prime. ________________________ b. The total is less than 4. __________________ c. The total is odd. _________________________ a. The product is 6. ________________________ b. The product is at most 6. _________________ c. The product at least 7. __________________ d. The product is odd. _____________________ 4) After spinning two spinners, one 3-sided labelled A, B and C, and one 4-sided labelled A, B, C and D... a. The letters are both vowels. _________________ b. At least one letter is a vowel. ________________ c. We see the letters B and C. _________________ Events and Laws of Probability Exercise 5 An event is _____________________________________ (More formally, it is a subset of the sample space) If two events are mutually exclusive then _____________________________ and P(A or B) = __________________ 𝐴′means that ____________________ and𝑃(𝐴 ′ ) = _____________________ Examples: - A and B are mutually exclusive events and P(A) = 0.3, P(B) = 0.2 P(A or B) = ________ P(A') = _________ P(B') = ________ - C and D are mutually exclusive events and P(C') = 0.6, P(D) = 0.1 P(C or D) = ________ - E, F and G are mutually exclusive events and P(E or F) = 0.6 P(F or G)=0.7 (and P(E or F or G) = 1), then P(F) = ______ P(E) = ______ P(G) = ______ 1. In the following questions, all events are mutually exclusive. a. P(A) = 0.6, P(C) = 0.2 P(A') = _____, P(C') = _____ P(A or C) = _____ b. P(A) = 0.1, P(B') = 0.8, P(C') = 0.7 P(A or B or C) = _______ c. P(A or B) = 0.3, P(B or C) = 0.9, P(A or B or C) = 1 P(A) = ______ P(B) = ______ P(C) = ______ d. P(A or B or C or D) = 1. P(A or B or C) = 0.6 and P(B or C or D) = 0.6 and P(B or D) = 0.45 P(A) = _____, P(B)= __________ P(C) = _____, P(D) = _________ 2. All Tiffin students are either good at maths, English or music, but not at more than one subject. The probability that a student is good at maths is 1/5. The probability they are are good at English is 1/3. What is the probability that they are good at music? _________________________________ 3. The probability that Alice passes an exam is 0.3. The probability that Bob passes the same exam s 0.4. The probability that either pass is 0.65. Are the two events mutually exclusive? Give a reason. ___________________________________________________ www.drfrostmaths.com 4. The following tables indicate the probabilities for spinning different sides, A, B, C and D, of an unfair spinner. Work out 𝑥 in each case. 𝑥= _______________ 𝑥= _______________ 𝑥= _______________ 𝑥= _______________ 5. I am going on holiday to one destination this year, either France, Spain or America. I'm 3 times as likely to go to France as I am to Spain but half as likely to go to America than Spain. What is the probability that I don't go to Spain? ______________________ 6. P(A or B or C) = 1. 4𝑥−0.1 𝑃 ( 𝐵 𝑜𝑟 𝐶 ) = 4𝑥. Determine expressions P(A or B) = and for P(A), P(B) and P(C) and hence determine the range of values for 𝑥. [Hint: think how you did this in Q1c. Now just use the same method, but algebraically!] ____________________________ Experimental vs Theoretical Probability Exercise 6 Theoretical probability _________________________________ _____________________________________________________ Experimental Probability is also known as ___________________ and is ________________________________________________ 𝐸𝑥𝑝𝑒𝑟𝑖𝑚𝑒𝑛𝑡𝑎𝑙 𝑃𝑟𝑜𝑏𝑎𝑏𝑖𝑙𝑖𝑡𝑦= Examples: A) The table below shows the probabilities for spinning an A, B and C on a spinner. If I spin the spinner 150 times, estimate the number of Cs I will see. Outcome A B C Probability 0.12 0.34 Answer: ____________ B) I spin another spinner 120 times and see the following counts: Outcome A B C Count 30 45 45 What is the relative frequency of B? ___________________ 1. An unfair die is rolled 80 times and the following counts are observed. a. Determine the relative frequency of each outcome. Outcome 1 2 3 4 5 6 Count 20 10 8 4 10 28 R.F. b. Dr Bob claims that the theoretical probability of rolling a 3 is 0.095. Is Dr Bob correct? ____________________________________________ ____________________________________________ 2. An unfair coin has a probability of heads 0.68. I throw the coin 75 times. How many tails do I expect to see? ___________________________________ 3. Dr Laurie throws a fair die 600 times, and sees 90 ones. a. Calculate the relative frequency of throwing a 1. ____________________________ b. Explain how Laurie can make the relative frequency closer to a 1 6 . ________________________________ 4. The table below shows the probabilities of winning different prizes in the gameshow "I'm a Tiffinian, Get Me Outta Here!". 160 Tiffin students appear on the show. Estimate how many cuddly toys will be won. ______________________________________ 5. A six-sided unfair die is thrown 𝑛 times, and the relative frequencies of each outcome are 0.12, 0.2, 0.36, 0.08, 0.08 and 0.16 respectively. What is the minimum value of 𝑛? _____________________________________ 6. A spin a spinner with sectors A, B and C 200 times. I see twice as many Bs as As and 40 more Cs than As. Calculate the relative frequency of spinning a C. _____________________________________ 7. I throw a fair coin some number of times and the relative frequency of Heads is 0.45. I throw the coin a few more times and the relative frequency is now equal to the theoretical probability. What is the minimum number of times the coin was thrown? ____________________________________ 8. I throw an unfair coin 𝑛 times and the relative frequency of Heads is 0.35. I throw the coin 10 more times, all of which are Heads (just by luck), and the relative frequency rises to 0.48. Determine 𝑛. [Hint: Make the number of heads after the first 𝑛 throws say 𝑘, then form some equations] ___________________________________	<urn:uuid:6b5f627a-dd8a-42c6-8fae-4d4eb3cc4a04>	CC-MAIN-2022-40	https://www.drfrostmaths.com/getfile.php?fid=105	2022-10-02T05:29:55+00:00	crawl-data/CC-MAIN-2022-40/segments/1664030337287.87/warc/CC-MAIN-20221002052710-20221002082710-00695.warc.gz	765,512,530	2,036	eng_Latn	eng_Latn	0.988347	eng_Latn	0.995528	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 430, 844, 1863, 3641, 4411, 5895, 7185 ]	[ 3.578125 ]	1	0
DISTRICT OF COLUMBIA • 9 / 10 SCORES TOTAL SCORE Content and Rigor Clarity and Specificity 6/7 3/3 Overview By adapting its standards from the admirable content of the California and Massachusetts frameworks, the District of Columbia has produced a set of excellent U.S. history guidelines. There are occasional gaps and shortcomings, some derived from the source states, but the overall quality is exceptional. The District of Columbia offers an approach to crafting rigorous and thorough U.S. history standards that many states would be well advised to follow. Goals and Organization The D.C. standards offer specific curricula for each grade, K–8, and for subject-specific high school courses (world history and geography, U.S. history, U.S. government, and D.C. history and government). A straightforward format is used throughout: Each grade/course is organized in subdivisions, beneath which appear "broad concepts," followed by gradespecific content expectations. Sample classroom exercises are offered for selected content items. The curriculum is not divided into typical social studies strands; rather, historical material is presented chronologically and analytical categories pertinent to each content item are noted parenthetically (these include geography, economics, politics and government, religious thought and ideas, social impact, military action, and intellectual thought). The District's content is derived from California and Massachusetts, but D.C. has also constructed its own grade-level sequence. Chronological concepts, national symbols, holidays, and important individuals are introduced from Kindergarten through second grade. Third grade then offers a basic introduction to local history and geography. The U.S. history sequence begins with a two-year survey course in fourth and fifth grades, with fourth grade running from pre-settlement to the Constitution, and fifth grade from 1790 to the present. A second two-year survey, which runs from 1600 to 1914, begins in eighth grade. The second course concludes in eleventh grade, reviewing from the colonial period onward, then covering 1877 to the present. Evaluation One purpose of effective state standards is to provide a model for other states and districts. The District of Columbia has, commendably, chosen to adapt its standards "from the highly rated California and Massachusetts curriculum frameworks," aiming to select "essential topics that build a chronologically organized history…on a solid base of factual knowledge." The result is an impressively rigorous and comprehensive set of standards. There are occasional gaps (some originating in the two source states and some introduced in the THE STATE of STATE U.S. HISTORY STANDARDS 2011 DOCUMENTS REVIEWED Learning Standards: Social Studies Pre-K through Grade 8, U.S. history segments (2006) Accessed from: http://dcps.dc.gov/portal/site/DCPS/ menuitem.06de50edb2b17a932c69 621014f62010/?vgnextoid=3e7d112f62c322 10VgnVCM100000416f0201RCRD&vgnext channel=22aba12cbf242210VgnVCM10000 0416f0201RCRD Learning Standards: Social Studies High School, U.S. history segments (2006) Accessed from: http://www.dc.gov/DCPS/ In+the+Classroom/ What+Students+Are+Learning/Learning+ Standards+for+High+School+Subjects U.S. HISTORY 41 41 42 DISTRICT OF COLUMBIA • U.S. HISTORY adaptation process) and occasional thematic departures from chronology. But the D.C. standards also supply some material missed in the source states, providing a thorough framework for history education. The District begins its students' exploration of history in the early grades with conventional coverage of chronological concepts, holidays, symbols, famous individuals, and local history. As noted above, it then offers two full two-year U.S. history courses, one in fourth and fifth grades and the other in eighth and eleventh grades. Fourth grade may be somewhat early to introduce a detailed history curriculum, but the material is all covered again in later grades, and the level of rigor in the early grades does not seem unrealistic. The fourth- and fifth-grade content outlines are admirable, although they do stress social history and tend to shortchange political history. One suggested fifth-grade classroom exercise deserves particular mention: "Students watch the movie Glory and compare its contents to primary source documents" in Colonel Robert Gould Shaw's published letters, and then "discuss Hollywood's depiction of history and how accurate it is." Comparing Hollywood history to the reality of primary documents is a valuable lesson for any informed citizen (though one wonders, given the goriness of the film and complexity of the documents, if this exercise wouldn't be better suited to high school). In eighth grade, the first part of the second two-year survey, the period prior to the Revolution is covered briefly, but many excellent points are raised. Much of the political history that was missing in the elementary sequence is now included. Issues surrounding the Constitution are given particular emphasis, as are the roots of the Civil War. Yet antebellum nativism does not appear; Andrew Johnson's impeachment is missing; and the Marshall Court and Marbury v. Madison are shunted to the separate twelfth-grade U.S. government course (without naming Marshall) and are not mentioned in the main history outline (though, oddly, Marshall and McCulloch v. Maryland are mentioned in a suggested eighth-grade classroom exercise on local D.C. history). The District concludes its second treatment of U.S. history in eleventh grade, recapitulating key ideas back to the colonial period before resuming with 1877 to the present. The District continues to add its own language and examples. For example, Franklin D. Roosevelt's "Black Cabinet," World War II U.S. casualties, the Domino theory, the Dixiecrats, and other specifics (absent in the source states) appear here. Yet the Palmer Raids, which occurred during the Red Scare under Wilson in 1919, are lumped misleadingly with the Republican presidents of the 1920s. Additionally, coverage of the post- World War II period often favors theme over chronology, and the section on recent events is particularly brief and patchy. By fusing its two models and adding content of its own, D.C. has—despite some flaws—created a document that is in some ways better than either of its sources. Content and Rigor Conclusion The District of Columbia's content has gaps and shortcomings but the overall level of historical coverage is quite strong. The standards are enhanced by the decision to include two complete U.S. history courses. Rigor is impressive, though not unrealistically so, in fourth and fifth grades and increases substantially in eighth and eleventh grades. Placing both years of the second course in high school would be preferable, but the eleventh-grade course does review much of the important eighth-grade content. Above all, the emphasis throughout is on history: historical fact, context, and interpretation, not abstract social studies doctrine or categories. Weighing its occasional flaws against its many impressive virtues, the District of Columbia receives a six out of seven for Content and Rigor. (See Common Grading Metric, Appendix A.) Clarity and Specificity Conclusion The District of Columbia's Learning Standards are admirably straightforward. Sequence is evident and practical; the material to be covered in each grade is always clearly defined and outlined. Detail, despite occasional gaps, is substantial. Content presentation is clear, simple, and readable; social studies charts and jargon are absent. The District's planners have chosen their models well and done their job carefully. Despite occasional flaws, the standards give substantial guidance to teachers in structuring their courses and to students in understanding what they are expected to learn. Many states with weak and substance-thin history standards would be well advised to emulate D.C. and make use of the best state frameworks to construct their own high-quality standards. The District's impressive document receives a three out of three for Clarity and Specificity. (See Common Grading Metric, Appendix A.) 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SCHOOL OF MECHANICAL ENGINEERING DEPARTMENT OF MECHANICAL ENGINEERING COURSE MATERIAL Program: B.E Course: Industrial Safety Engineering Semester: VIII Program: B.E Course code: SPR1607 UNIT 1 - INTRODUCTION - SPRA7011 Evaluation of modern safety concepts - Safety management functions - safety organization, safety department - safety committee, safety audit performance measurements and motivation - employee participation in safety - safety and productivity. UNIT 1 - INTRODUCTION - SPRA7011 HISTORICAL DEVELOPMENT OF INDUSTRIAL SAFETY MANAGEMENT Industrial Safety Management (ISM) could be traced to the period of Industrial Revolution. The Industrial Revolution was a period from 1750 to 1850 where changes in agriculture, manufacturing, mining, transportation, and technology had a profound effect on social, economic and cultural conditions of the times. It began in the United Kingdom, then subsequently spread throughout Western Europe, North America, Japan, and eventually the rest of the world. However, Hoppit (2011) posited that Great Britain provided the legal and cultural foundations that enable entrepreneurs to pioneer the Industrial Revolution. According to Anonymous the key factors fostering this environment were; i. The period of peace and stability which followed the unification of England and Scotland, ii. No trade barrier between England and Scotland, iii. the rule of law (respecting the sanctity of contractors), iv. A straight forward legal system which allowed the formation of Joint Stock Companies (Corporations), and v. A free market (capitalism). In the 18 th century there began a transition in parts of Great Britain's were previous manual labor and draft animal-based economy towards machine-based manufacturing. It started with the mechanization of the textile industries, the development of iron making techniques and the increase use of refined coal (Roger, 1999). Consequently, the critical manufacturing change that marks the Industrial Revolution is the production of interchangeable parts. Some of the machines used in the era of Industrial Revolution include; i. Watt Steam Engine ii. Spinning Mule iii. Spinning Jenny iv. Reverberator Furnace v. Savory Engine (the world first commercially useful steam engine) vi. Newcomen's Steam Powered Atmospheric Engine vii. Blast Furnace The introduction of machines changes the process of production which brought various forms of risk in the process of production due to lack of experience in the use of these machines. According to Umunadi (2010), the industrial development of motors, conveyors, pumps and appliances came with risks that are inherent in their use. During the early introduction of machines to replace the domestic process, various forms of accidents occur which led to the loss of life and deformation of workers. The fatality rate was very high then. Golden (1967) in Umunadi (2010) opined that, in the United State of America (U.S.A.), industries pay a substantial bill each year for the treatment and cure of workmen disabled by on the job accidents. Moreso, in the United Kingdom, 256,930 accidents of which 479 were fatal was reported to the factory inspectorate in 1974 and that in the same year in Nigeria, 1,132 accidents and 11 fatalities were notified to the factory inspectorate while 804 accidents, 12 of which resulted in death were reported in 1975, due to the various accidents, risks, fatalities, death, loss of properties; and decline in organization's repute, associated with industrialization. However, the sharp rise in accident cost that resulted from compensation laws and tighter employer's liability initiated the modern concern with work safety and initiated the long-term decline in work accidents and injuries, large firms in railroading, mining, and manufacturing and elsewhere suddenly became interested in safety. Also, companies began to guard machines and power sources while machinery makers began to look for hidden danger at work, and to require that workers wear hard hats and safety glasses, they also set up safety departments run by engineers and safety committees that included both workers and managers. In 1913, companies founded the National Safety Council to pool information. Government agencies such as the Bureau of Mines and National Bureau of Standards provided scientific support while universities also researched safety problems for firms and industries (Aldrich, 1997). Hence, safety education became crucial and important which lead to the introduction of Industrial Safety Management (ISM). Industrial Safety Management (IMS) Safety is the act of been free from harm and danger. According to Umunadi (2010) it simply means being safe or completely free form dangerous situation or situations that can cause havoc, disaster, harm, injury and death. On the other hand, management is a social or international and economic process involving a sequence of coordinated events (planning, organizing, coordinating, and controlling) in order to use the available resources to achieve a desired goal in the fastest and most efficient way. From the foregoing, Industrial Safety Management (ISM) is all the steps taken by employers, employees, safety officers, supervisors, and government to ensure safe work or production process in industries which main objectives is to promote safety, practice among employers and employees and to reduce and eliminate risk in industries. Personnel in Industrial Safety Management In the industries, three main personnel are involved in the production process. These are: a. The employer: This is the owner of the company. b. The Employees; This simply means the workers in the company c. The supervisor: This can be referred to as the foreman in the company. The Safety Officer: This is an employee in an industry that is charged with the responsibilities of preventing accident. Goals of Industrial Safety Management (ISM) The following are goals of ISM; i. ISM helps to reduce and prevent accident. ii. ISM helps to reduce unprecedented financial cost of compensation and treatment of disabled workers. iii. ISM helps to improve the corporate image of the company. iv. ISM helps to educate workers and employers on the best safety practice across the world. v. ISM helps to reduce heavy burden of insurance on the company. ISM helps to reduce injury, sickness and death caused by accident and exposure to hazardous substance. EVALUATION OF SAFETY CONCEPT Safety is a state in which hazards and conditions leading to physical, psychological or material harm are controlled in order to preserve the health and well-being of individuals and the community. Safety engineering concepts provide the structure for both safety and industrial design engineers to develop intrinsically safe equipment, systems, processes and facilities. When employed early in a design process, safety engineers provide insight into how people will interface with the equipment and facility design. Ideally, early on safety design will ensure not only safe design for people, but also, a safe operational concept that will carry over into capabilities for the facility to handle industrial and non-industrial incidents and minimize the cause-effect. Engineered safety includes fail safe process equipment, faulttolerant equipment, fire safety features and enclosed hazardous systems that prevent exposure to both workers and the environment. Safe engineered design concepts include all environmental aspects of the workplace such as lighting, noise levels, atmospheric contaminants, ambient and localized temperature extremes, slip resistance of flooring materials, emergency escape routes and fire suppression and alarm systems. Safety engineering also is the key component for eliminating hazards that would otherwise be controlled by either administrative controls or use of personal protective equipment as a barrier between a hazard and a worker. These engineered safeguards include machine guards, selection of less hazardous equipment, development of maintenance schedules to ensure equipment safety, audit and inspection procedures, selection of safer tools, safety review of new equipment, employee maintenance training, safe design of the flow of material and people through a facility and risk analysis for both possible man-made and natural incidents. Safety evaluation of in-coming utilities includes ensuring backup supplies for process critical systems for both power and water. Electrical systems are evaluated to prevent additional facility expansion or equipment from creating stresses to the electrical distribution system. Human resources practices are important to project and safety management. These include: giving out incentives based on an individual's safety performance; meting out punishment; providing safety training; maintaining close communication and feedback; allowing workers to participate in safety matters; management commitment; evaluating workers based on their safety performance; and providing welfare benefits. SAFETY MANAGEMENT FUNCTIONS If risk minimization cannot be achieved through design measures alone, then the use of safety-relevant control parts and a corresponding definition of safety functions is required. The appropriate safety functions are selected according to the application and required safeguard. Safety Functions: Risk and Safety Category Assessments (1) Ensure Safety The responsible machine or process designer no longer considers the production requirements and adds safety systems later, but addresses the two issues as a whole. Legislation demands that the machine or process design meets the necessary safety standards and regulations it is a legal requirement. Different types of machines will have different levels of associated risk. These risk levels need to be addressed for the whole machine life span. In particular the requirements at commissioning, application/usage and decommissioning of the machine must be considered. Risk assessment according to ISO14121 is a series of logical steps that enables designers and safety engineers to examine in a systematic way the hazards arising from the use of machinery so that appropriate safety measures can be selected. (2) Risk Assessment ISO14121 - Safety of Machinery - Principles for Risk Assessment The main objective is to describe a systematic procedure for risk assessment so that adequate and constant safety measures can be adopted. These are appropriate during the design, construction, modification, use and decommissioning of the machine. The safety of machines can be determined in 5 steps. Documentation of the risk assessment process must be kept. * Step 1 Determination of the limits of machinery Defining machine limits requires the following points to be considered when assessing risk. Determining requirements for all phases of the machine's life Defining the intended use and operation and the foreseeable misuse and malfunction Defining the machine's range of use as limited by factors such as the operator's gender, age, dominant hand, and physical abilities (e.g., impaired eyesight or hearing, size, and strength) Expected user training, experience, and competence Possibility that people may be exposed to machine hazards Possibility that people may be exposed to machine hazards if a foreseeable machine hazard occurs * Step 2 Hazard Identification Hazard identification means checking for all the hazardous conditions and hazardous events associated with the machine. This involves predicting hazards that may be caused by the machine, such as the following: Mechanical hazards: Severing, entanglement, crushing, etc. Electrical hazards: Contact with live parts, static electricity, etc. Thermal hazards: Health disorders due to contact with high-temperature parts or working in a high-temperature or low-temperature environment Methods for clarifying hazards include the following: [x] Check lists [x] Hazard and Operability Study (HAZOP) [x] Failure Mode and Effect Analysis (FMEA) [x] Fault Tree Analysis (FTA) [x] "What-if" method * Step 3 Risk Estimation After checking for hazardous conditions and hazardous events, the risk factors are determined and the risks are estimated from the degree or possible harm and the probability of the hazard occurring. * Step 4 Risk Evaluation After estimating the risk, the risks are evaluated to determine whether the level of risk must be reduced. If the level of risk must be reduced, safety measures, such as changing the design or providing safeguards, are taken. * Step 5 Risk Reduction The following actions are taken. Eliminate or reduce exposure to hazard as far as practical. Reduce the probability and severity. Use safeguards and safety devices. 7 Determine that the performance and functional characteristics of the safety measures are suitable for the machine and its use. * Risk Reduction under ISO12100 ISO 12100 (-1/-2) has been formed into JIS standard JISB9700 (-1/-2). The main purpose of this standard is to set out a framework and directions for general machine safety, so that designers can design safe machines. The introduction of ISO12100-1:2003 states that "The concept of safety of machinery considers the ability of a machine to perform its intended function(s) during its lifecycle where risk has been adequately reduced". The 3-step method, which is an expression of this risk reduction methodology, has been further implemented into the "Risk Reduction Process" illustrated on the following page, but it does not yet seem to have been fully recognized in actual applications. WORKERS PARTICIPATION IN SAFETY Employers are the major work force working under hazards. Some know the hazards and some do not. It is of great importance that they must realize that they would be the first victim of any accident, their safety awareness and all accident prevention work is in their interest and therefore their active EMPLOYEE/WORKER PARTICIPATION IN SAFETY in showing hazards and helping in removing them by the joint efforts of management and all employees is most desirable. Functions & duties: 1. Co-operation to implement health and safety policy. 2. All matters of health, safety and environment and solutions to problems in that regard. 3. Creation of safety awareness amongst workers. 4. To conduct educational, training and promotional activities. 5. To discuss reports on safety, health and environmental surveys, safety audits, risk assessment, emergency plans and implementation of the recommendations of the reports. 6. To carry out health and safety surveys and identify causes of accidents. 7. To look into complaints of imminent danger and suggest corrective measures. 8. To review the implementation of its own recommendations. 9. To from sub-committee if necessary. SAFETY DEPARTMENT The Safety department is responsible for the overall arrangements and for ensuring that the company's operations are executed at all times in such a manner as to ensure, so far as is reasonably practicable, the health, safety and welfare of all employees and others who may be affected by its operations. In particular the Safety department will: 1. Ensure there is an effective company policy for health and safety and that all employees, contractors and temporary workers are made aware of their individual responsibility. 2. To understand and ensure, through the appointment of competent persons, that the company's responsibilities as employers under the Health and Safety at Work etc. Act 1974 and any relevant Acts of Parliament and Statutory Instruments are met. 3. To appoint a Director responsible for safety. 4. To ensure that all Directors and Managers understand and fulfil their responsibilities with regard to health and safety. 5. Arrange for funds and facilities to meet the requirements of company policy and legislation. 6. Make provision for adequate and appropriate training to be given to all employees. 7. To ensure that notification and reporting procedures to the relevant statutory authorities are carried out. SAFELY AUDIT A safety audit is a general term used to describe an activity where a facility gathers information about one or more aspects of the workplace in order to evaluate the risk levels for health or safety issues. During this audit one or more people will gather data related to the efficiency, reliability, and effectiveness of their health and safety systems. When done properly, a safety audit will help determine if a company's day to day activities are in conformity with their safety efforts. This means a safety audit is typically only done after a safety plan for the facility is already in place. A safety audit can, however, be used as part of the process in the creation of a full safety plan for a facility. Why Are Safety Audits Done? Safety audits are performed for a variety of reasons. Each company will have their own specific list of reasons for completing a safety audit. The following are just a few of the most common reasons: - Legislative Requirements - There are many local, state, and federal laws in place that require facilities meet certain safety standards. A safety audit can help ensure those standards are met. - Safety Concern - Keeping employees and the workplace safe is ethically very important. - Injuries - If someone has been injured in a specific area of the workplace, it is often necessary to perform a safety audit of that area to determine whether the injury was a one-time occurrence or there is a risk of it happening to someone else. - Bottom Line - While safety improvement in the workplace is often looked at as an expenditure, in the long run it can positively improve a company's bottom line. - Safety Culture - Employers that want to promote a safety-focused culture need to set the tone by engaging in safety-related activities such as a safety audit. PERFORMANCE MEASUREMENTS AND MOTIVATION The purpose of your work in the governing body is to protect and promote efforts to achieve the mission of your organization. In order to yield significant and sustained results in pursuit of this mission, however, you must lead the work of the governing body to strategies and investments that maximize organizational performance and vitality. The drive for ever-higher levels of organizational performance is motivated by external events and stakeholders, as well as by internal stakeholders, plans, and motivations. In contrast, an environment or organizational culture that enables positive performance should do the following 10 things. 1. Clearly define what winning looks like: Look across the entire organization and define what it looks like from a variety of perspectives, such as quality of services and outcomes; beneficiary and health worker satisfaction; procurement; and finance. 2. Spell out your "preferred culture:" In the same way that leaders shape and communicate a vision, they also spell out a picture of the culture they are striving for. This can often be just a set of guiding principles or values, but the best seems to go further by establishing preferred behaviors that support these values with answers to these questions: (1) Which aspects of our current culture are we happy/unhappy with? (2) What behaviors are needed to create the culture we want? (3) What behaviors are actually rewarded? (4) Which unacceptable behaviors are tolerated? (5) How do we measure up against each of our preferred behaviors? 3. Set stretch targets: Employees tend to rise to the standard set for them. The more you expect, the more they will achieve. But there is a fine line between good stretch targets, which can energize an organization, and bad ones, which can dampen morale. 4. Connect to the big picture: The majority of employees want to be a part of a compelling future. They want to know what is most important at work and what excellence looks like. For targets to be meaningful and effective in motivating employees, they must be tied to larger organizational ambitions. Employees who don't understand the roles they play in company success are more likely to become disengaged. Employees at every level should be able to articulate exactly how their efforts feed into the broader company strategy. 5. Develop an ownership mentality: When individuals understand the boundaries within which they can operate and where the company wants to go, they feel empowered to make decisions. They most often make the right choices as they begin to think and act like "owners." 6. Improving performance through transparency: By sharing financial information with employees, you can increase employees' sense of ownership. However, being open is not enough. Employees should be trained to understand financial statements. But they should also have an understanding of how their own jobs affect the numbers. Focus on additional metrics besides the financial ones. Employees who are not in the financial world will be able to relate better to the results and will feel more included in the process. 7. Increase performance through employee engagement: Employees who are engaged are motivated to give more than is required of their jobs. Engaged employees are committed and loyal to the organization. 8. Use storytelling: Storytelling can be a powerful tool when you want to drive organizational change and performance improvement. Leaders must be able use stories to motivate their employees to achieve more than they thought possible. 9. Communicate with employees: Internal communication to promote understanding needs to be at the top of the agenda. Have employees heard the message leaders are trying to convey? Do they believe it? Do they know what it means? Have they interpreted it for themselves, and have they internalized it? 10. Take the time to celebrate: Celebrate milestones once they have been reached. Taking the time to celebrate is important because it acknowledges people's hard work, boosts morale, and keeps up the momentum. SAFETY AND PRODUCTIVITY Realize the connection between productivity and safety. As an overall result of a healthier work environment, businesses have seen, according to the MBIE report, more productivity and reduced sick pay costs, reduced injury costs as well as less production delays which often translates into more profits for the company. A key aspect of finding a balance between productivity and safety is with the enforcement of safety culture. A study by Lockheed Martin of their Paducah Plant found that by developing a safety culture, they were able to increase employee productivity by 24% and reduce factory costs by 20%. To successfully complete a modern construction project, managers must ensure that the facility is delivered on time and under budget while meeting specified quality requirements and acceptable safety standards. Productivity is one of the most important factors affecting the overall performance of any organization, large or small. It must be known that construction accidents are the major element of many human tragedies, demotivate workers, disrupt site activities, delay project progress and adversely affect the overall cost, productivity and reputation of the construction industry. The relationship between safety and productivity is clear. If the workplace is poor in health and safety, it will affect the individual, the workplace and the community. It will reduce productivity. Safety training gives employees opportunity to identify hazards and the best practices to avoid such hazards at work-place. Safety training programs should be offered to meet the current demand of the construction industry. There was a clarification from the companies that do not provide a safety training program for staff by saying that most projects do planning for safety means that project employees and workers will be less exposed to expected hazards and thus accidents and its inherent compensations will decrease. SCHOOL OF MECHANICAL ENGINEERING DEPARTMENT OF MECHANICAL ENGINEERING COURSE MATERIAL Program: B.E Course: Industrial Safety Engineering Course code: SPR1607 Semester: VII UNIT 2 - OPERATIONAL SAFETY - SPRA7011 Hot metal operation – safety in Cutting – safety in welding – safety in Boilers- Pressure vessels – Furnace (all types) – Heat treatment processes shops – electroplating – grinding – forming processes- rolling – forging surface hardening – casting –Moulding – coiling. Operational safety (cold metal operation), Safety in Machine shop - Cold bending and chamfering of pipes - metal cutting - shot blasting, grinding, painting - power press and other machines. UNIT 2 - OPERATIONAL SAFETY - SPRA7011 Safety in Welding: 1. Hot Work Areas: Hot Work areas should be properly designated and prepared. The area should not pose a hazard to others in nearby areas. If possible, such work should be confined to properly designed shop areas equipped with necessary controls and proper ventilation. 2. Combustible and Flammable Materials: Combustible and flammable materials should be placed at least 3 feet from the work site, but if this is not possible, metal guards or flame-proof curtains or other appropriate covers should be used to create a barrier and protect them. 3. Welding Machine Operators: Employees operating welding equipment should be restricted to authorized and properly trained employees. 4. Floor Covers: Floor covers within 35 feet of the work area should be sufficient to prevent sparks from falling beneath the floor or to a lower level. 5. PPE: Personal protective equipment such as tinted shields be used to protect operators from burns and ultra-violet light exposure. Other PPE may also be necessary, depending on the exact nature of the work. They might include an apron, leggings, safety shoes, protective helmet, ear protection, eye protection and respiratory protection. When working above ground, use a platform with toe boards and standard railings or a safety harness and life line. 6. Stone and Cement Surfaces: Never aim a welding torch at a cement or stone surface, because moisture in the material could cause them to explode when they reach a certain temperature. 7. Inspect Equipment Before Using: Equipment found to have bare conductors or damaged regulators, torches, electrode holders, or other defective components should not be used. 8. Warnings: When finished welding or cutting, warn other workers of hot metal by marking or putting up a clearly visible sign. 9. Electrode and Rod Stubs: These should not be left on the floor, but collected up. 10. Tools: Tools should be stored safely when work is completed. Safety in Cutting Always wear eye protection. 1. Always be sure that the pilot drill extends beyond the cutting edge of the saw by at least 1/8″. 2. Be sure to secure the material to be cut to keep it from spinning or slipping. 3. Be sure to start the cutting process with the saw square to the material being cut. This will ensure that all teeth begin to cut at the same time and will help prevent premature wear and damage to the saw. 4. Be sure to follow the recommended operating speed for the saw size and the material being cut. 5. Operator should feed the saw in and out to allow the material shavings to clear out of the hole being cut. 6. Cutting oils or lubricants should be used to extend the life of the saw, except when cutting wood or cast iron. 7. Occasionally check the mandrel's drive pins to be sure they are still fully engaged in the saw and that they have not vibrated out of the drive holes in the saw. 8. When sawing in wood, finish the hole from the opposite side to prevent splintering. Once the pilot drill has broken through the other side, you can use this hole to guarantee you are in line with where you have already started cutting. Boilers: Precautions to be carried out regularly: - Never operate boiler above the design pressure and check for the safe operation of Safety valves as well as fusible plugs. - Regular cleaning of the perforated line is necessary - Stainer must be installed before the pump & check for its proper functioning to remove dirt particles from boiler feed water as this prevents the blockage of a feed line. - Water must be treated before feeding it to the boiler to prevent the accumulation of dirt in a Boiler shell. - Regular inspection and maintenance of boiler including its accessories and valves to check for possible failures and cracks are necessary. - Make sure that the boiler vents are not restricted by any kind of obstruction such as cloth etc. - Always check for the leakages of steam, water, air and flue gases from any suspicious place. - Follow boiler manual for safe and efficient working of your boiler. - The panel should be cleaned regularly and should be kept in a cool and an isolated place away from your boiler. - Check if all the hot parts of the boiler are insulated, do not touch the parts with bare hands where the insulation is not provided. - Maintenance of both FD Fan and ID Fan is important and regularly check for greasing in all the movable parts for the ease of operation. - Regular cleaning of movable mechanical parts is necessary. - Do not increase the frequency of a drive above 50 Hz for the safe operation of motors. - Pressure switch, Mobrey switch and Pressure Gauge should be checked for their proper safety in pressure vessels: - Timely Maintenance: For a pressure vessel to function properly, it requires regular maintenance. You should have a proper maintenance program of the entire pressure system, which checks the age of the vessel. One thing you should keep your eye on is the signs of problems. If a safety valve is discharging rapidly, then it is either a sign of a faulty safety valve or over-pressurizing system. Besides this, you should also check for any signs of wear or corrosion. - Proper Knowledge and Training: The person operating or handling pressure vessels should have a proper skill set, as well as knowledge about the equipment. Necessary training must be given to those who are responsible for repairing, maintaining, installing, or checking the pressure of the equipment. You cannot afford to let a person of little knowledge about the equipment handle it, for obvious reasons. - Understanding Operating Conditions: This is one of the most important factors to be considered. You should have a proper understanding about the gases or liquids contained in pressure vessels, along with its nature – toxic or flammable. Once you know the content of the pressure vessel, you need to know the operating conditions, which include temperatures and pressures. Having the correct information about system's operating limits it extremely important. - Installing Protective Devices: When it comes to taking precautions of pressure vessels, you need to ensure that suitable protective devices are installed, and adjusted to the correct settings. These protective devices can be safety valves or any device which shuts down the operation, when the temperature or pressure exceeds the maximum value. You can also opt for warning devices, which send out signals by lighting or sound, so that it grabs your attention. It is also necessary to keep these protective devices in good working condition, only then you can expect their proper functioning. One thing should always be followed – the protective devices should only be operated or altered by an authorized person. Safety in furnace: 1. Burns due to contact with hot surfaces. 2. Burns due to contact with hot product, fuel or electricity. 3. Splashing or bubbling of molten metal. 4. Contact of cooling water with the molten metal or slag (e.g. induction furnace) and explosion due to sudden steam generation. 5. Fire or explosion due to leakage of fuel. 6. Carbon monoxide from fuel gas or products of combustion. 7. Explosion due to hydrogen. 8. Good insulation over hot metal surfaces. 9. Protective clothing for head, face, hands and feet. 10. Respirators, safety eye glass (plain or tinted) for protection against dust, fumes, toxic gases and glare. 11. Exhaust hoods and fans to draw dusts, fumes, gases etc. 12. Good ventilation to vent off hazardous waste generated from scrap charged alloys and fluxes. 13. Hot work permit before allowing any workers to enter any hot chamber. Insurances of cooling, fresh air ventilation and lighting necessary. 14. Interlocking to cut off fuel supply in case of flame failure. 15. Precautions while lighting fuel or burner to prevent flash back, fire or explosion. 16. Training and awareness programmes for workers. 17. Provisions of drinking water and shielding to avoid heat disorders. 18. Flameproof electric fitting with solvent drying ovens. PPE against eye and skin irritation or respiratory disorders. 19. Precautions against free silica, asbestos etc., while cleaning and maintaining furnaces. Area monitoring and medical surveillance of such hazardous exposures. 20. Engineering measures like guarding and fencing of dangerous machine parts, floors, stairs and platforms, lifting machine, tackles, transport vehicles and safe work practices. 21. Good ventilation, lighting and housekeeping. 22. Efficient exhaust ventilation for removal of dusts, fumes, gases etc. 23. CO detectors should be used to ensure safety. Self-breathing or air line respirators should be worn while doing this manually. Fixed CO detectors with alarm are desirable at crucial points. 24. Cold drinking water and salt provided to workers working in very hot environment. 25. Rotation of workers after short duration work in hot process. 26. Ergonomic design of man-machine-environment relationship. 27. Pre-employment medical examination to select suitable persons for hard or hot work, crane work etc. TB disqualifies from work with refractory materials and heart diseases, obesity and chronic gastro-enteritis disqualify from work in hot environment. 28. Periodical medical examination of workers exposed to heat stress, dust and high noise. 29. First-aid center, Ambulance with necessary medical facilities. 30. Safety organisation including safety committees, accident investigation and discussion, safety programmes and workers training is essential. 31. Proper supervision. Safety in Heat Treatment - Confined-space entry procedures - Lockout and tag-out of all electrical equipment on the furnace - Be sure you have a "buddy" to recover you if there is a problem when you are in the furnace process chamber. - Do not go into the furnace without a safety harness attached to both you and your outside partner. - Be sure that the furnace process chamber has a continuous supply of fresh moving air (air blower, air line, etc.). - Be sure that both regular and frequent checks are made on firefighting equipment, hoses, extinguishers, etc. - Conduct quarterly fire-fighting exercises with key personnel. - Conduct evacuation procedures and assure that all key personnel understand the movements of the people that they are responsible for and to count accurately each individual in that team. - Make sure that each and every person employed in both the heat-treatment shop as well as the office understands the nature of a fire and how to deal with it without panic. - Be sure that all of the appropriate safety clothing is issued, functional and, most importantly, worn! - This applies to the heat-treatment shop and also to the metallurgical laboratory where fume hoods are used for the extraction of toxic and hazardous fumes from the mixing of acid etchants. - Clean up spills, (oil, water, grease, etc.) as they happen. Do not wait until someone slips or falls. - Make sure that all of the appropriate exits are clear of equipment blockages and that the exit door actually works. - Make sure that the appropriate danger and warning signs are in place and visible to everyone. - Make sure that each shop individual is wearing his/her safety glasses. - If you are conducting the nitriding process using anhydrous ammonia, know how to neutralize an ammonia leak. Remember that ammonia will also burn very vigorously. - If you are using any salt-bath equipment (nitrate salts to high-speed salts), appropriate safety clothing is important. Remember that if the molten salt (nitrate or other type) hits your bare skin, it will keep on burning the skin until it goes cold. - During heat-treating operations, the metal is subjected to heating or cooling to acquire specific properties from that metal. - Heat-treating operations require a quench as an integral part of this process. Quenching is a process that quickly cools the metal. Liquid quenches normally involve the use of mineral oils, water-based solutions or molten salt. Less severe quenches use circulated gases or forced air, or involve cooling in still air. - Quenching operations pose various health and safety hazards to workers. These hazards include exposure to chemicals, working in high temperatures, and the risk of fire or explosion. - Consider the properties of the quenchants plus the design, construction, location, control, monitoring and maintenance of the furnace itself to minimize these risks. - Quenching operations are often followed by a degreasing with chlorinated solvents or water-soluble compounds. - Only operate heat-treating equipment when properly trained. - Refer to Metalworking Machines - General for basic safety tips and Metalworking Fluids for more information. Safety in forging: - Pass up striking the anvil by the hammer as this create a lot of unnecessary noise. Also, near is danger of pieces flying off the face of the hammer. - While cutting stock by a chisel (cold/hot) is certain to place or hold the stock in such place that must the severed piece fly across the room; it will not strike one more workman. - Heated Iron might simply cause fire, then; care must be taken while laying it a side. - Utilize the bolt tongs while handling round or octagon shapes. - For all time turn on the exhaust now previous to starting the fire. - Care for your eyes by wearing goggles, while clipping. - Forever turn off the blast previous to lighting a forge fire. Safety Precautions for Working with Metal Sheet Rolling Machines [x] Safety devices like trip device, hold to run control and emergency stops, etc. should be installed on the machine for effectively dealing with accidental situations. [x] The operator working on the machine should have adequate knowledge about the machine. He should know about the various aspects of the machine's safety and controls. [x] Metal Sheet Rolling Machines have many moving parts that need regular maintenance for functioning properly. Regular maintenance and repair not only enhances the performance of the machine, but also prevents accidents. [x] It is also advised that the operator does not wear gloves while working on this machine, as the work equipment he is holding may slip into the machine and inflict serious injuries. [x] While operating this machine, a worker should hold the work piece at a safe distance from where the metal sheet can be inserted between the rollers. [x] Also, the area around the Metal Sheet Rolling Machine should be well lit and kept clear of any material that may lead to accidents. Safety Precautions for hammering - Wear eye protection when hammering. - Hearing protection is essential. - Change your posture and working height now and then. - Take breaks every forty-five minutes or so and do something different now and then. - Do not use your wrist much when hammering; use your elbow sparingly, your shoulder most. Listen to your body! Snap the hammer forwards a bit at the bottom of the swing-let go and stop pushing then and the hammer will snap itself back up, lifting itself so you have to do less work. - Keep your forging area separate from the work areas of others, to reduce the damage to their hearing. As well as damaging your ears, noise can distract you or your coworkers, which can lead to injury if they're doing something requiring concentration. It's also just irritating; to quote the American Association of Otolaryngology, "some people react to loud noise with anxiety and irritability, an increase in pulse rate and blood pressure, or an increase in stomach acid." (55). - Wear safety glasses during hot forging and when hammering in general. Protective clothing (long sleeves, leather shoes, a face shield if sparks are flying around) is also recommended for hot forging. - Tie your hair back if it's long. - "Other protective measures with hot forging should include ice for treatment of minor burns, salted water for heat stress, and a cool room for work breaks". Safety on heat treatment: - Wear a CSA-certified face shield, CSA-certified safety glasses, appropriate gloves and heat-resistant protective clothing when working with hot metal. Quench oils may be very hot (above 100°C) and oil temperature increases during quenching. Splashes or skin contact cause burns. Avoid skin contact with oils by using gloves and protective clothing. - Check that all safety devices, such as automatic shut-off valves, air switches, and exhaust fans are working properly before lighting the furnace. - Make sure the volume of the cooling medium is sufficient for the job. As the metal cools, the medium absorbs the heat. If there is not enough medium, it will become too hot to cool the metal at the desired rate. - Make sure that quenching areas have enough ventilation to keep oil mists at recommended levels. - Follow the manufacturer's instructions when lighting the furnace. - Stand to one side when lighting a gas or oil-fired furnace. - Make sure that water does not contaminate the quenching oil. Any moisture which comes in contact with the oil can cause an explosion. - Use the proper tongs for the job and make sure the tongs are dry before removing any work from a liquid carburizing pot. - Ensure that a suitable bacterial inhibitor or fungicide has been added to the quenching liquid. - Cover quench tanks when not in use. - Clean up oil spills and leaks immediately using a nonflammable absorbent. - Keep work areas, jigs, baskets and tools free from oil contamination where possible. - Wash hands thoroughly after work, at breaks (particularly meal times), before starting other tasks, or before using the toilet. - Get first aid for all injuries, including cuts and abrasions. - Report to your supervisor and get medical attention when suffering from, or if you suspect, skin trouble. Safety Considerations for Metal Casting: - Being a pro-active employer, we engage with our work force to encourage grass roots initiatives that improve our safety culture. - We provide ongoing training to all team members, in addition to ensuring that at all times they are supplied with adequate and appropriate resources, information and supervision. - We value our workforce, as we cannot make castings without them. As such, we provide them with a platform where we can effectively consult and communicate. This ensures that we can be ahead of the game should any issues arise, from the comfort of PPE to welfare arrangements. - Health and safety audits – whether it is an adhoc workplace inspection, a scheduled inspection or an external audit, we constantly strive to keep our manufacturing floors as safe as we can. On any feedback we receive, we proactively work towards improving upon any recommendations or ideas received. - The provision of Specialist PPE (Personal Protective Equipment) and where necessary, ongoing tests and reviews of its suitability. - Regular maintenance and servicing of all of our machinery and tools, in addition to our statutory testing and inspection regimes as undertaken by competent external contractors. Safety in Moulding: - Always wear eye protection to protect against lead spatters. - Wear gloves and a long sleeve shirt to protect your hands and arms from burns and lead spatters. - Never let water or moisture come in contact with molten lead. ... - Use care when handling hot tools and castings. - Work in a well-ventilated area. Safety in electroplating: - Always be scared of electroplating. You can be electrocuted or poisoned, dying in agony or permanently disabled and mentally damaged if you survive. Make sure that you receive instruction from at least two separate people in electroplating methods (best is four people-then you may better judge what level of safety you should use well, we would hope so anyway). - Follow all electrical safety precautions. Proper grounding, rubber mats, insulated gloves, proper fusing are all appropriate things to consider. - Use all safety Precautions. Neoprene gloves, apron, splash goggles, fume hood, proper chemical storage (think of what happens in an earthquake or a fire for instance and plan for it) are all essential for working with plating solutions. Never store acids next to cyanides. Always label and date solutions properly. Consider a locking, properly ventilated chemical cabinet for cyanide solutions. - Use that Fume Hood. Be sure that the ventilation system is appropriate for hazardous fumes. A ventilation hood which is directly over or next to the bath is legally required in most places. Make sure that the electroplating solution fumes are not carried past your face on their way out. Use a system with a sliding or hanging window on the fume hood so that you are properly protect and air is being drawn in lower than your face height. Make sure that the fume hood does not vent outside the building near any air intake back into the building. Make sure that your ventilation system and air makeup (if you vent air new air has to come from somewhere) does not draw the hazardous fumes back into your space. An open window is not considered sufficient ventilation. - It's a chemistry lab, set it up like one. When you are working with chemicals consider how chemists work with them. Remember your high school or college lab? Everything clean and wiped down, things put away, lots of safety procedures to follow. When you are acting like a chemist then you need protection like a chemist – don't forget that. - Always add acid to water. If you get mixed up you can splash acid on yourself (See "Rules for a reason") - Don't overheat your solutions! While it can ruin the solution for your purposes it may also cause fumes to be generated that are extremely toxic and hazardous. - Don't mix acid and cyanide solutions. Doing this might kill you. It can generate hydrogen cyanide gas. Make sure all pickle residues are removed from hollow objects before electro-plating. - Don't wear rings. U.S. Government specifications suggest that no jewelry be worn when one is handling electrical circuits. There have been several incidents where the jewelry contributed to an electrocution incident. Safety on Blasting: Blasting is a specialized job involved a lot of hazards which often lead to accidents. There are many forms of risk associated with blasting work. Before beginning the work, employers should identify the hazards and assign a knowledgeable person who know the functioning of shot blasting machine trained to recognize hazards and with the authority to quick take corrective actions to remove them. [x] Provide training to shot blasters and support personnel on blasting health and safety hazards how to use control, personal hygiene practices and safe work practices. [x] Shot blasting operation can create a high level of dust and noise. Shot blasting material and the surface being blasted may contain toxic materials that are harmful to workers. So respirator masks/helmet and safety glasses should be used to protect against nuisance type dust. Also, must cover the worker's head, neck and shoulder to protect the worker from rebounding abrasive. [x] Review the blast area and security plan because the blast area is the area having the potential for flying material air overpressure can cause injury to a person. Review the communicating system used between blaster and blast area security personnel. [x] Ensure that Machine is in good condition, fuel system of the machine is free from leakage. Blaster should be experienced. [x] Use blast room or blast cabinet for smaller operations. Use restricted areas for nonenclosed blasting operations. Use exhaust ventilation system. [x] Acknowledge the shot is properly loaded and secured. Steel grit shot have less potential to cause lung damage. So always use less toxic shots blasting material. Always use blasting material that can be delivered with water to reduce dust. [x] Do not use compressed air to clean as this will create dust in the air. To prevent the spread of any hazardous material we should avoid blasting in windy conditions. Safety on painting: Painting a house is often perceived as a fun activity that not only revitalizes the environment of your home, it also increases its longevity by protecting it from wear and tear. However, before you head out to have a colourful day with family and friends, it's important to note that painting a house can be dangerous. The materials used in paints that protect your home from the atmosphere can also be hazardous to health. For those who are eager to paint a house, here are some necessary precautions that one must take to keep it safe for themselves and others. #1 Keeping Safe from Lead Poisoning The U.S. Department of Housing and Development (HUD) developed a userfriendly guide for all home owners to follow. An online copy of this guide is available for free at the LEAD PAINT SAFETY FIELD GUIDE #2 Using Safety Equipment Painting is just one part of the process and equipment is available to make your paint job as safe and easy as possible. Some of the items include: - Cloth or leather gloves for skin protection during sanding and scraping. - Eye goggles, glasses or masks to protect your face from chemicals. - Anti-dust masks to keep your lungs healthy. - Ear protection if you're painting equipment is noisy. #3 Choosing the Right Paint When it comes to painting, it's important to know what paint to apply and where. Many brands readily available for homeowners can create dangerous fumes caused by volatile organic compounds (VOC). Overexposure to VOCs can cause nausea, headaches and irritation. To reduce exposure, use only paints with low-VOC or noVOC (in some cases 0-VOC) printed on the label indoors. There are basically three types of paints: - Latex paint is water based. It has fewer VOCs than most others and is best for indoors - Natural paints have ingredients such as citrus, oil, chalk and casein and can emit some VOCs. - Oil-based paints are highly durable and are best for outdoors. They emit the most VOCs, since they have a petrochemical base. #4 General Precautions Further ensure your safety and the safety of your loved ones by taking the following precautions: - Pregnant women are advised to stay away from wet paint till it is fully dried and outgassed. - Don't mix painting with food, drink, or smoking. - Keep children and pets away from painted areas and equipment. - Use ladders safely. - Keep painted areas and paints away from heat sources. - Make sure there is ample ventilation available before, during, and after. - Give painted areas 24 hours minimum and 3 days max to dry, keeping home dwellers from sleeping or working there until its safe. SCHOOL OF MECHANICAL ENGINEERING DEPARTMENT OF MECHANICAL ENGINEERING COURSE MATERIAL Program: B.E Course: Industrial Safety Engineering Course code: SPR1607 Semester: VIII UNIT 3 - SAFETY, HEALTH, WELFARE AND LAW - SPRA7011 Features of Factory Act – explosive Act – boiler Act – ESI Act – workman's compensation Act – industrial hygiene – occupational safety – diseases prevention – ergonomics - Occupational diseases, stress, fatigue - Health, safety and the physical environment - History of legislations related to Safety-pressure vessel act-Indian boiler act - The environmental protection act - Electricity act - Explosive act. UNIT 3 - SAFETY, HEALTH, WELFARE AND LAW - SPRA7011 FEATURES OF FACTORY ACT For protecting the health of workers, the Act lays down that every factory shall be kept clean and all necessary precautions shall be taken in this regard. The factories should have proper drainage system, adequate lighting, ventilation, temperature etc. Adequate arrangements for drinking water should be made. The main objective of the Act is not only to ensure adequate safety measures but also to promote health and welfare of the workers employed in factories as well as to prevent haphazard growth of factories. The Factories act was incorporated in 1948. The main objective of the Factories Act is to regulate the conditions of work in manufacturing establishments coming within a factory. This act contains detailed provisions regarding safety, health and welfare of the employees of a factory. COVERAGE OF THE ACT The coverage of the Act is confined to the: - ⮚ Factories using power and employing 10 or more workers on any working day of the preceding twelve months; ⮚ Factories not using power and employing 20 or more workers on any working day of the preceding twelve months; ⮚ Factories specially notified under Section 85 of the Factories Act by the State Govt/Union Territories. EXPLOSIVE ACT An Act to regulate the manufacture, possession, use, sale, to transport, import and export of Explosives. Whereas, it is expedient to regulate the manufacture, possession, use, sale, transport and. importation of explosives. BOILER ACT An Act to consolidate and amend the law relating to steam-boilers. Whereas it is expedient to consolidate and amend the law relating to steam-boilers; it is hereby enacted as follows:- LEGISLATIVE HISTORY ▼ Repealing Act, 1927 (12 of 1927) Indian Boilers (Amendment) Act, 1929 (9 of 1929). INDIAN BOILER ACT Indian Boiler act, 1923 provides for the safety of life and property of persons from the danger of explosion of boilers. The provision for constituting Central Boilers Board having the authority to make regulations consistent with the Act was made in the Indian Boilers (Amendment) Act, 1937. BOILER Boiler means a pressure vessel in which steam is generated for use external to itself by application of heat which is wholly or partly under pressure when steam is shut off but does not include a pressure vessel. ESI ACT Employees' State Insurance Scheme of India is an integrated social security scheme tailored to provide social protection to workers and their dependents, in the organized sector, in contingencies, such as, sickness, maternity and death or disablement due to an employment injury or occupational hazard. The Employee State Insurance act was promulgated by the Parliament of India in the year 1948.Tobegin with the ESIC scheme was initially launched on 2 February 1952 at just two industrial centers in the country namely Kanpur and Delhi with a total coverage of about 1.20 lac workers. There after the scheme was implemented in a phased manner across the country with the active involvement of the state government. Employees covered under the scheme are entitled to medical facilities for self and dependents. They are also entitled to cash benefits in the event of specified contingencies resulting in loss of wages or earning capacity. The insured women are entitled to maternity benefit for confinement. Where death of an insured employee occurs due to employment injury or occupational disease, the dependents are entitled to family pension. Various benefits that the insured employees and their dependents are entitled to, the duration of benefits and contributory conditions therefor are as under, 1. Medical benefit 2. Sickness benefit 3. Extended sickness benefit 4. Enhanced sickness benefit 5. Maternity benefit 6. Disablement benefit 7. Dependents benefits 8. Other benefits Workman's Compensation Act The Workmen's Compensation Act, 1923 provides for payment of compensation to workmen (or their dependents) in case of personal injury caused by accident or certain occupational diseases arising out of and in the course of employment and resulting in disablement or death. The Act was last amended in 1976. Objectives of Workers' Compensation A fundamental objective is to provide broad coverage of employees for job-related accidents and disease. Workers' compensation laws should cover most occupations or jobrelated accidents and disease. A second objective is to provide substantial protection against the loss of income. How compensation is calculated? Add up the recruiting, salary, and payroll tax, benefit and incentive expenses to determine the total compensation expenses. To find the monthly compensation expense, calculate the quarterly or annual expenses and divide by 3 or 12, respectively. Employer's liability for compensation If personal injury is caused to a workman by accident arising out of and in the course of his employment, his employer shall be liable to pay compensation in accordance with the provisions of this Chapter: Provided that the employer shall not be so liable — (a) In respect of any injury which does not result in the total or partial disablement of the workman for a period exceeding 1[three] days; (b) In respect of any 2[injury, not resulting in death 3[or permanent total disablement] caused by] an accident which is directly attributable to— i. The workman having been at the time thereof under the influence of drink or drugs, or ii. The wilful disobedience of the workman to an order expressly given, or to a rule expressly framed, for the purpose of securing the safety of workmen, or iii. The wilful removal or disregard by the workman of any safety guard or other device which he knew to have been provided for the purpose of securing the safety of workman. Industrial Hygiene Industrial hygiene is the science of protecting and enhancing the health and safety of people at work and in their communities. Health and safety hazards cover a wide range of chemical, physical, biological and ergonomic stressors. The industrial hygienists use various environmental monitoring and analytical methods to establish how workers are exposed. In turn, they employ techniques such as engineering and work practice controls to control any potential health hazards. Anticipation involves identifying potential hazards in the workplace before they are introduced. The uncertainty of health hazards ranges from reasonable expectations to mere speculations. However, it implies that the industrial hygienist must understand the nature of changes in the processes, products, environments, and workforces of the workplaces and how they can affect workers' well-being. Recognition of engineering, work practice, and administrative controls are the primary means of reducing the workers` exposure to occupational hazards. Timely recognition of hazards minimizes the workers' exposure to the hazards by removing or reducing the hazard's source or isolating the workers from the hazards. Evaluation of a worksite is a significant step that helps the industrial hygienists establish jobs and worksites that are a potential source of problems. During the evaluation, the industrial hygienist measures and identifies the problem tasks, exposures, and tasks. The most effective worksites assessment includes all the jobs, work activities, and operations. The industrial hygienists inspect research and evaluations of how given physical or chemical hazards affect the workers' health. If the workplace contains a health hazard, the industrial hygienist recommends appropriate corrective actions. Control measures include removing toxic chemicals and replacing harmful toxic materials with less hazardous ones. It also involves confining work operations or enclosing work processes and installing general and local ventilation systems. Controls change how the task is performed. Some of the basic work practice controls include: following the laid procedures to reduce exposures while at the workplace, inspecting and maintaining processes regularly, and implementing reasonable workplace procedures. OCCUPATIONAL SAFETY Occupational safety is your legal right to work in conditions that are free of known dangers. The requirements of the Occupational Safety and Health Act of 1970 helps employers prevent the number of workplace injuries, illnesses and deaths. Examples of responsibilities of workers include: i. Using personal protection and safety equipment as required by the employer. ii. Following safe work procedures. iii. Knowing and complying with all regulations. iv. Reporting any injury or illness immediately. v. Reporting unsafe acts and unsafe conditions. ERGONOMICS Ergonomics is the scientific discipline concerned with the understanding of interactions among humans and other elements of a system, and the profession that applies theory, principles, data and methods to design in order to optimize human well-being and overall system performance. Ergonomics can roughly be defined as the study of people in their working environment. More specifically, an ergonomist (pronounced like economist) designs or modifies the work to fit the worker, not the other way around. The goal is to eliminate discomfort and risk of injury due to work. There are three primary types of ergonomics: i. Physical ii. Cognitive iii. Organizational Physical ergonomics is concerned with human anatomical, anthropometric, physiological and biomechanical characteristics as they relate to physical activity. Cognitive ergonomics is the field of study that focuses on how well the use of a product matches the cognitive capabilities of users. It draws on knowledge of human perception, mental processing, and memory. Organizational ergonomics refers to the optimization of social technical systems, including their organizational structures, policies and processes. Advantages The best ergonomic solutions will often improve productivity. By designing a job to allow for good posture, less exertion, fewer motions and better heights and reaches, the workstation becomes more efficient. Occupational Stress Occupational stress is psychological stress related to one's job. Occupational stress often stems from pressures that do not align with a person's knowledge, skills, or expectations. Job stress can increase when workloads are excessive or too low. Some of the factors that commonly cause work-related stress include: - Long hours. - Heavy workload. - Changes within the organization. - Tight deadlines. - Changes to duties. - Job insecurity. - Lack of autonomy. SAFETY-PRESSURE VESSEL ACT In this Act: (a) "Board" means the Boiler and Pressure Vessel Safety Board established pursuant to section 44; (b) "Boiler" means a vessel in which steam is or may be generated or hot water produced under pressure, and includes any high pressure boiler or low pressure boiler and any pipe, fitting, prime mover, machinery or other equipment attached to the vessel or used in connection with the vessel; (c) "Chief inspector" means the chief inspector appointed pursuant to and includes an acting chief inspector; (d) "Compressed gas" means liquefied petroleum gas, oxygen, acetylene, ammonia, chlorine or any other gas, whether in a liquid, vapour or dissolved state, that is explosive, flammable or toxic or contained under pressure exceeding 103 kilopascals; (e) "Compressed gas plant" means a plant used for producing, manufacturing, transferring, storing, distributing or otherwise handling compressed gas, and includes all pressure vessels, pipes, fittings, machinery and other equipment used in connection with the plant; (f) "Department" means the department over which the minister presides; (g) "Expansible fluid" means: (i) Any vapour or gas; or (ii) Any liquid that will change to a vapour or gas at atmospheric conditions; (h) "Fitting" means a valve, gauge, regulating or controlling device, flange, pipe fitting, nozzle or thing that is attached to or forms part of a boiler, pressure vessel or pressure piping system or any combination of them; (i) "Guarded plant" means a plant that is equipped with fail-safe controls and audio and visual alarm systems and that is licensed as a guarded plant pursuant; BOILER AND PRESSURE VESSEL (j) "High pressure boiler" means: (i) A steam boiler designed to carry a working pressure of more than 103 kilopascals but does not include a boiler of that type that is equipped with a safety valve set to relieve at a pressure of not more than 103 kilopascals; (ii) A hot water or fluid heating boiler that is operated at a pressure in excess of 100 kilopascals or produces a temperature that exceeds 121°C at or near the outlet; (k) "Inspector" means an inspector appointed pursuant to section 4, and includes the chief inspector and a special inspector; (l) "Low pressure boiler" means: (i) A steam boiler designed to carry a working pressure of 103 kilopascals or less; or (ii) A hot water or fluid heating boiler that is operated at a pressure of 1 100 kilopascals or less or produces a temperature that is 121°C or less at or near the outlet; (m) "Minister" means the member of the Executive Council to whom for the time being the administration of this Act is assigned; (n) "Operate": (i) In relation to operation in the capacity of owner, means to place into operation, or permit to be operated, a boiler, pressure vessel, plant or pressure piping system; (ii) In relation to operation in the capacity of operator, means: (A) To supervise the operation of a boiler or plant; (B) To directly operate a boiler or plant or assist in the direct operation of a boiler or plant; or (C) To be in immediate charge of a boiler or plant; (o) "Owner" means an owner of a boiler, pressure vessel, plant or pressure piping system, and includes a lessee or sub lessee of a boiler, pressure vessel, plant or pressure piping system; (p) "Plant" means: (i) An installation of two or more high pressure boilers, low pressure boilers or a combination of high pressure and low pressure boilers; (ii) A refrigeration plant; or (iii) A compressed gas plant; and includes any pressure piping system that is attached to or used in connection with a component of a plant; (q) "Prescribed" means prescribed in the regulations; (r) "Pressure piping system" means pipes, tubes, conduits, gaskets, bolts and other fittings making up a system, the sole purpose of which is the conveyance of an expansible fluid under pressure and the control of the flow of an expansible fluid under pressure between two or more points; (s) "Pressure vessel" means a vessel or similar apparatus, other than a boiler, that is or may be used for containing, storing, distributing, transferring, distilling, evaporating, processing or otherwise handling gases, fluids or solids and that is normally operated under pressure, and includes any pipe or fitting that is attached to the vessel or used in connection with the vessel; (t) "Quality management system" means a quality management system (u) "Refrigeration plant" means an installation of pressure vessels, pipes and fittings, machinery and other equipment by which refrigerants are vaporized, compressed and liquefied in their refrigerating cycle. The Environment (Protection) Act, 1986 authorizes the central government to protect and improve environmental quality, control and reduce pollution from all sources, and prohibit or restrict the setting and /or operation of any industrial facility on environmental grounds. ELECTRICITY ACT The Electricity Act, 2003 is an Act of the Parliament of India enacted to transform the power sector in India. The act covers major issues involving generation, distribution, transmission and trading in power. While some of the sections have already been enacted and are yielding benefits, there are a few other sections that are yet to be fully enforced till date. An act to consolidate the laws relating to generation, transmission, distribution, trading and use of electricity for taking measures conducive to development of electricity industry, promoting competition therein, protecting interest of consumers and supply of electricity to all areas, rationalization of electricity. EXPLOSIVE ACT An Act respecting the manufacture, testing, acquisition, possession, sale, storage, transportation, importation and exportation of explosives and the use of fireworks. In this Act, Authorized explosive means any explosive that is declared to be an authorized explosive in accordance with the regulations; Convention means the Convention on the Marking of Plastic Explosives for the Purpose of Detection, concluded in Montreal on March 1, 1991, as amended from time to time; (Convention) Department means the Department of Natural Resources; Detection agent means any of the substances set out in the Table to Part 2 of the Technical Annex to the Convention; Explosive means anything that is made, manufactured or used to produce an explosion or a detonation or pyrotechnic effect, and includes anything prescribed to be an explosive by the regulations, but does not include gases, organic peroxides or anything prescribed not to be an explosive by the regulations; Factory means any building, structure, premises or land in or on which the manufacture or any part of the process of manufacture of an explosive is carried on, the site on which the building, structure or premises are situated, and all other buildings, structures or premises within such a site; Illicit manufacture means any activity that is prohibited. Illicit trafficking means any importation into the place, exportation from the place or transportation in transit through that place of an explosive if (a) The importation or exportation is not authorized by the country of origin or the country of destination, or (b) The transportation in transit of the explosive through any country is not authorized by that country; Inspector means the Chief Inspector of Explosives, an inspector of explosives and a deputy inspector of explosives appointed under section 13, and any other person who is directed by the Minister to inspect an explosive, a restricted component, a vehicle, a licensed factory or a magazine, or to hold an inquiry in connection with any accident caused by an explosive; Licensed factory means a factory in respect of which a license issued under section 7 is in force; Licensed magazine means a magazine in respect of which a license issued under section 7 is in force; Magazine means any building, storehouse, structure or place in which any explosive is kept or stored, but does not include (a) a place where an explosive is kept or stored exclusively for use at or in a mine or quarry in a province in which provision is made by the law of that province for efficient inspection and control of explosives stored and used at or in mines and quarries, (b) a vehicle in which an authorized explosive is being conveyed in accordance with this Act, (c) The structure or place in which is kept for private use, and not for sale, an authorized explosive to an amount not exceeding that authorized by regulation, (d) Any store or warehouse in which are stored for sale authorized explosives to an amount not exceeding that authorized by regulation, or (e) Any place at which the blending or assembling of the in explosive component parts of an authorized explosive is allowed under section 8; Military device has the meaning assigned to that expression by the regulations; Minister means the Minister of Natural Resources or such other Minister as the Governor in Council may designate; Operator includes the owner, manager or person in charge; Plastic explosive means an explosive that (a) Is formulated with one or more high explosives that in their pure form have a vapour pressure less than 10-4 Pa at a temperature of 25oC, (b) Is formulated with a binder material, and (c) Is, when mixed, malleable or flexible at normal room temperature; Restricted component means any prescribed component of an explosive the acquisition, possession or sale of which is restricted by a regulation Transit means the portion of international trans boundary transportation through the territory of a country that is neither the country of origin nor the country of destination; Unmarked plastic explosive means a plastic explosive that (a) Does not contain a detection agent, or (b) At the time of manufacture, does not contain the required minimum concentration level of a detection agent as set out in the Table to Part 2 of the Technical Annex to the Convention; Vehicle means any truck, automobile or other conveyance for use on land but does not include any vehicle running only on rails. SCHOOL OF MECHANICAL ENGINEERING DEPARTMENT OF MECHANICAL ENGINEERING COURSE MATERIAL Program: B.E Course: Industrial Safety Engineering Course code: SPR1607 Semester: VIII UNIT 4 - SAFETY PERFORMANCE MONITORING - SPRA7011 Permanent total disabilities, permanent partial disabilities, temporary total disabilities -Calculation of accident indices, frequency rate, severity rate, frequency severity-incidence, incident rate, accident rate, safety "t" score, safety activity rate – problems. UNIT 4 - SAFETY PERFORMANCE MONITORING - SPRA7011 Total Permanent Disability: Total permanent disability (TPD) is a condition in which an individual is no longer able to work due to injuries. Total permanent disability, also called permanent total disability, applies to cases in which the individual may never be able to work again. - Total permanent disability (TPD) is a condition in which an individual is no longer able to work due to injuries. - Insurance companies classify disability as temporary or permanent and pay out benefits accordingly. - Student loans may be discharged under certain conditions if an individual faces total permanent disability. - A person will likely not qualify for permanent total disability benefits if there are additional, curative treatment options available, or a doctor thinks they may improve over time Understanding Total Permanent Disability Total permanent disability may involve an individual's loss of the use of limbs, with the injuries preventing the policyholder from being able to work in the same capacity as they had before the injury. If the policyholder retires or leaves the workforce for any reason other than the injury, coverage may be stopped. If this happens, you may withdraw funds from a Roth IRA without penalty if your account is at least five years old. Insurance companies classify disability according to the amount of work that an individual can perform. Temporary disabilities prevent an individual from working full-time (called temporary partial disability) or at all for a period (called temporary total disability). Permanent disabilities prevent an individual from being able to work full-time for the rest of their life, referred to as permanent partial disability, while total permanent disability means that the individual will never work again. Individuals may insure themselves against total permanent disability through a disability policy. The amount of the benefit is typically a fixed percentage of the policyholder's average wage, or in some cases, the average wage of individuals in a geographical region. There is no limit on the number of weeks that an individual can receive benefits if they become permanently disabled. In some cases, the law may allow an individual on total permanent disability to engage in business activities if the benefit provided from a disability policy plus the wages earned from additional work does not pass a certain threshold. Students with loans may have their loans discharged under certain conditions if they face total permanent disability, provided that the injury is expected to last a minimum period or result in death. Sallie Mae is one of the few lenders that will forgive a student's balance under these circumstances, even if their parents hold the loan(s). Qualifying for Total Permanent Disability A person will not likely qualify for permanent total disability benefits until the associated medical condition is fixed and stable. What this means is as long as there are additional, curative treatment options available, or a doctor thinks you may improve over time, an insurance company will not call a person "permanently and totally disabled." Being in this situation doesn't necessarily mean someone won't eventually receive TPD benefits, but it does mean that a person will have to wait until their medical treatment is complete. Understanding the difference between these two types of disability benefits can help you know your options after suffering a workplace injury or illness. Both total and partial disability benefits are designed to protect your wages when you are injured or fall ill due to work-related circumstances. However, one is far more common than the other. Workers can qualify for payments to replace the wages they would earn had they not been injured, developed a work-related illness that limits their ability to do their jobs, or been otherwise disabled. However, there is virtually no federal standard in this regard. While programs exist throughout the nation, there is variability in how workers are compensated for their injuries depending on their jurisdiction. With the exception of Texas, every state requires that employers carry disability insurance on their workers. However, the types of disability benefits can vary by state. Types of Disability Benefits Disability benefits take one of four structures: Looking at the Impairment Itself: "About nineteen states use this approach to compensate for an unscheduled permanent partial disability," explains the Social Security Administration. "In approximately fourteen of those states, the worker with an unscheduled permanent partial disability receives a benefit based entirely on the degree of impairment. Any future earnings losses of the worker are not considered." Loss of Earning Capacity: This method requires a forecast of what the disabled worker would have earned had he or she not been injured. Around thirteen states use this method. Wage-loss: Benefits are based on the actual wages the person lost by being unable to work. Roughly ten states use this approach, most commonly in cases of temporary disability. Bifurcated Approach: This method looks at the worker's condition after his or her injury has stabilized. It prevails in nine jurisdictions. There are differences relating to how disability is defined: - Permanent total disability means that you are completely disabled because of your injury or work-related illness and can no longer work in the capacity for which you were trained. - Permanent partial disability is more common. This type of disability makes up over 50% of workers' compensation claims. Permanent partial disability means that the worker is still able to function in his or her chosen work, but not at full capacity. Common examples of permanent partial disability include back injuries, carpal tunnel syndrome, amputation, hearing loss, and vision damage. We will discuss temporary total and temporary partial disability. - Temporary Total Disability: In this case, the worker needs to be completely incapacitated for seven consecutive days or longer. - Temporary Partial Disability: This type of disability benefit is payable until a worker recovers his or her full work capacity after a work-related illness or injury. However, in both temporary total and temporary partial disability, the impact of the illness or injury is temporary. South Dakota also acknowledges permanent total and permanent partial disabilities, meaning that the prognosis of your condition is not expected to change, so you are compensated up to the remainder of your life. The state also allows that you would be paid disability benefits at the temporary total rate while undergoing vocational rehabilitation. Temporary Total Disability The workers' compensation system is designed to provide injured workers with the financial support they need in the event that they suffer an injury that prevents them from working. Although every state has a workers' compensation system, the procedures, rules, and requirements of each system varies between jurisdictions. In order to receive benefits from the workers' compensation system, the worker must forgo his or her legal right to sue the employer in the courts. The workers' compensation system is not free of judicial scrutiny, however, with courts having the power to review workers' compensation board decisions. In order to seek judicial review, a worker must typically exhaust any appellate remedies made available to him or her through the workers' compensation system. One of the most highly litigated aspects of a workers' compensation case is the determination of the nature and extent of an employee's injuries. After an employee files a workers' compensation case, independent and appointed medical professionals will examine the worker to determine the extensiveness of the injuries and whether they are temporary or permanent in nature. Doctors also evaluate whether the injury is either partial or total. Understanding Temporary Total Disability For a temporary total disability, the injured worker experiences an injury that prevents him or her from working during the recovery period. During this period, the workers' compensation insurance company provides the worker with temporary total disability benefits. In some jurisdictions, temporary total disability benefits are also referred to as wage loss or time loss benefits. The worker's treating physician will evaluate the extent of the injury to determine the amount of time that the worker will need to recover from his or her injury. Many workers' compensation insurance companies will fight a doctor's determination that the employee has suffered a temporary total disability and will contend that the worker can return to work. In this instance, an insurance company can request a Qualified Medical Evaluator (QME) to examine the worker. This physician acts as a neutral third party and provides his or her opinion regarding the nature and extent of the injury. If the worker is represented by an attorney, an Agreed Medical Examiner (AME) will conduct the examination. Ending Temporary Total Disability Benefits Once a medical professional determines that the employee's total temporary injury has healed, the employee can return to work and will no longer receive disability benefits. However, as treatment progresses, the doctor may determine that the nature and extent of the worker's injuries are more permanent in nature and that the employee will be unable to return to gainful employment in the same capacity. At this point, the doctor will declare the individual's status as maximal medical improvement, or MMI, and the temporary disability benefits will stop. The worker will then receive permanent total disability benefits. In any case, a worker will be terminated from total temporary disability benefits after two years from the date that he or she started collecting them. There are some states that provide exceptions to this limitation for severe injuries, including burns, eye injuries, hepatitis, HIV, amputations, and some types of lung disease. Severity rate Severity rate is a safety metric which companies and projects use to measure how critical or serious the injuries and illnesses sustained in a period of time were by using the number of lost days (on average) per accident as a proxy for severity. Calculating and understanding the severity rate of injuries in your workplace supplements the other standard safety KPIs which track the frequency of incidents and accidents by giving companies and managers a better idea as to how bad the accidents on their jobs are, which areas of the business experience more serious injuries, and what could be done in terms of accident response and other processes to reduce the severity of incidents. Formula Severity rate = (lost workdays x 200,000) / 2,000,000 hours worked = lost day per accident. The strengths and weaknesses of severity rate As you may have already realized from the above severity rate calculation and formula, there are some obvious and unfortunate weakness in the severity rate. The main weakness is that the final severity rate number derived from the calculation is an average. This means that the result can be skewed dramatically by one serious incident. While the seriousness of this incident might warrant a much higher severity rate overall, it could also exaggerate one issue or mishap in an unfair way. In the same way, a much lower severity rate in one year could also hide certain issues by not including one of those big incidents which results in several days lost. Even though there are some mathematical weakness in the severity rate, there are some strengths of the measure which make it important and powerful. As previously mentioned, common KPI's like lost time injury frequency rate and the total recordable incident rate do a great job of quantifying how often incidents and accidents occur, but they don't do great job with clarifying how severe these incidents were. The severity rate really helps here, alongside DART safety and a few other metrics. Another reason that severity rate is important is because the most disruptive incidents are those which are most severe. The accidents which cause days or weeks off work cause a lot of disruption in that replacement people need to be sorted, medical bills need to pay, and production and productivity is affected. High severity rates are worrying to workers, damaging to productivity and a major red flag for agencies and authorities charged with keeping people safe at work - and who look at and benchmark these measurements across entire industries. There is a reason that most safety teams and companies have several safety metrics which they monitor to get a comprehensive view of their safety performance - and the severity rate is a key part of this arsenal. FREQUENCY, SEVERITY, AND INCIDENCE RATES: Disabling Injury (Lost Time Injury) – An injury causing disablement extending beyond the day of shift on which the accident occurred. Non-disabling Injury – An injury which requires medical treatment only, without causing any disablement whether of temporary or permanent nature. Reportable Disabling Injury (Reportable Lost Time Injury) – An injury causing death or disablement to an extent as prescribed by the relevant statute. Days of Disablement (Lost Time) – In the case of disablement of a temporary nature, the number of days on which the injured person was partially disabled as defined in Partial Disablement. In the case of death or disablement of a permanent nature whether it be partial or total disablement as defined in 2.7 and 2.8 man-days lost means the charges in days of earning capacity lost due to such permanent disability or death as specified in Appendix B. In other cases, the day on which the injury occurred or the day the injured person returned to work are not to be included as man-days lost; but all intervening calendar days (including Sundays or, days off, or days of plant shut down) are to be included. If after resumption of work, the person injured is again disabled for any period arising out of the injury which caused his earlier disablement, the period of such subsequent disablement is also to be included in the man-days lost. Partial Disablement – This is of two types: disablement of a temporary nature which reduces the earning capacity of an employed person in any employment in which he was engaged at the time of the accident resulting in the disablement; and disablement of a permanent nature, which reduces his earning capacity in every employment which he was capable of undertaking at the time. Total Disablement – Disablement, whether of a temporary or permanent nature, which incapacitates a workman for all work which he was capable of performing at the time of the accident resulting in such disablement, provided that permanent total disablement shall be deemed to result from every type of injury specified in Part A of Appendix A or from any combination of injuries specified in Part B of Appendix A where the aggregate percentage of the loss of earning capacity, as specified in that part against those injuries, amounts to one hundred percent. Man-Hours Worked – The total number of employee-hours worked by all employees working in the industrial premises. It includes managerial, supervisory, professional, technical, clerical and other workers including contractors' labour. Man-hours worked shall be calculated from the pay roll or time clock recorded including overtime. When this is not feasible, the same shall be estimated by multiplying the total man-days worked for the period covered by the number of hours worked per day. The total number of man-days for a period is the sum of the number of men at work on each day of the period. If the daily hours vary from department to department separate estimates shall be made for each department and the result added together. When actual man-hours are not used, the basis on which the estimates are made shall be indicated. COMPUTATION OF FREQUENCY, SEVERITY AND INCIDENCE RATES Frequency Rate - The frequency rate shall be calculated both for lost time injury and reportable lost time injury as follows: Severity Rate – The severity rate shall be calculated from man days lost both of lost time injury and reportable lost time injury as follows: Incidence Rates – Ratio of the number of injuries to the number of persons during the period under review. It is expressed as the number of injuries per 1 000 persons employed. Accident Incident Rate: The Occupational Safety and Health Administration (OSHA) is a regulatory agency of the federal government that ensures, as much as possible, that American workers operate in a safe working environment. The organization requires certain businesses to report their statistics concerning accidents, injuries and other incidents that occur while on the job. Accidents and incidents are logged on an OSHA 300 form that is usually tracked on a spreadsheet. Determine your industry every business is part of a particular industry or sector. Before you can determine whether or not you need to report incidents to OSHA, you need to understand what industry you're part of. - Industries are usually defined by broad categories like "Construction," "IT Services," "Food Service," etc. - Pick a keyword or two that best describes your business. You'll need that for the next step. Calculating Employee Accidents and Injuries Understand the formula for calculating accidents. The formula for calculating incidents is the number of recorded accidents in that year multiplied by 200,000 (to standardize the accident rate for 100 employees) and then divided by the number of employee's labour hours worked. So, the formula, again, is accident rate= (number of accidents200,000)/number of hours worked. The 200,000 in this formula represents how many hours would be worked by 100 employees, each putting in 40 hours per week over 50 weeks in a year; OSHA requires the accident rate to be expressed as incidents per 100 employees with maximum straight-time hours. Pull the number of accidents and recordable incidents from the OSHA 300 log. The OSHA 300 log is what you use to record workplace injuries. In that log is a table where you record incidents. Simply count the number of lines that you have filled out in that table to determine the number of recordable incidents. Remember, the rate is calculated on an annual basis for OSHA compliance. So, you will be reviewing data from the previous year to get the rate. Total the number of hours worked by all employees during the year in question. You will need to pull some payroll data for this step. For example, if you have 20 employees and they each worked 2,000 hours during the year, then the total number of hours worked is 20 x 2,000 or 40,000. The total number of hours will include overtime hours, but does not include vacation, paid sick leave or holiday pay. Prepare the monthly average incident rate. Many businesses like to track the incident rate as a monthly figure to assist them in meeting annual and quarterly goals. Adjust your calculation for each month to reflect the hours worked by all employees for only that month. Add the incidents and hours worked from each month and then calculate the incident rate on the totals. For instance, if you had 1 January incident over 10,000 hours worked, then your January average incident rate would be (1200,000)/10,000, or 20. For another example, if you had eight accidents over 400,000 hours worked by employees in a year, you would calculate the accident rate as (8200,000)/400,000, or 4. What is the T Score Formula? A t score is one form of a standardized test statistic (the other you'll come across in elementary statistics is the z-score). The t score formula enables you to take an individual score and transform it into a standardized form>one which helps you to compare scores. You'll want to use the t score formula when you don't know the population standard deviation and you have a small. The t score formula is Where x̄ = sample meanμ0 = population means = sample standard deviation = sample size If you have only one item in your sample, the square root in the denominator becomes √1. This means the formula becomes: In simple terms, the larger the t score, the larger the difference is between the groups you are testing. It's influenced by many factors including: - How many items are in your sample? - The means of your sample. - The mean of the population from which your sample is drawn. The standard deviation of your sample. What is the T Score Formula used for? You traditionally look up a t score in a t-table. The number of items in your sample, minus one, is your degrees of freedom. For example, if you have 20 items in your sample, then df = 19. You use the degrees of freedom along with the confidence level you are willing to accept, to decide whether to support or reject the null hypothesis. The t score formula can also be used to solve probability questions. You won't have an alpha level, but you can use the result from the formula, along with a calculator like the TI-83, to find probabilities. The following example shows how to calculate a t-score formula for a single sample. Paired samples and independent samples use different formulas. - If you have paired samples, follow the instructions in the paired samples t-test. - For independent samples, see: independent samples t-test. Example of the T Score Formula Example question: A law school claims its graduates earn an average of $300 per hour. A sample of 15 graduates is selected and found to have a mean salary of $280 with a sample standard deviation of $50. Assuming the school's claim is true, what is the probability that the mean salary of graduates will be no more than $280? Step 1: Plug the information into the formula and solve: x̄ = sample mean = 280μ0 =population mean = 300s = sample standard deviation = 50n = sample size = 15 t = (280 – 300)/ (50/√15) = -20 / 12.909945 = -1.549. Step 2: Subtract 1 from the sample size to get the degrees of freedom15 – 1 = 14. The degrees of freedom let you know which form of the t distribution to use (there are many, but you can solve these problems without knowing that fact!). Step 3: Use a calculator to find the probability using your degrees of freedom (8). You have several options, including the TI-83 (see How to find a t distribution on a TI 83) and this online calculator. Here is the result from that calculator. Note that I selected the radio button under the left tail, as we are looking for a result that's no more than $280: The probability is 0.0718, or 7.18%. T Scores in Psychometrics A t score in psychometric (psychological) testing is a specialized term that is not the same thing as a t score that you get from a t-test. T scores in t-tests can be positive or negative. T scores in psychometric testing are always positive, with a mean of 50. A difference of 10 (positive or negative) from the mean is a difference of one standard deviation. For example, a score of 70 is two standard deviations above the mean, while a score of 0 is one standard deviations below the mean. A t score is like a z score — it represents the number of standard deviations from the mean. While the z-score returns values from between -5 and 5 (most scores fall between -3 and 3) standard deviations from the mean, the t score has a greater value and returns results from between 0 to 100 (most scores will fall between 20 and 80). Many people prefer t scores because the lack of negative numbers means they are easier to work with and there is a larger range, so decimals are almost eliminated. This table shows z-scores and their equivalent t scores. INCIDENT RATES: Incident rates are an indication of how many incidents have occurred, or how severe they were. They are measurements only of past performance or lagging indicators. Incident rates are also only one of many items that can be used for measuring performance. There are many items that should be used to measure performance, most of which are positive in nature; incident rates tend to be viewed as an indication of something that is wrong with a safety system, rather than what is positive or right about the system. Despite this, for many companies, incident rates remain the primary indicator of safety performance measurement. This is primarily because incident rates are fairly easy to figure out, and can be easily compared between one company and another, and are used throughout industry. The most difficult part about incident rates is that the five major types of rates are easily confused with one another. The most common rate used is the Recordable Incident Rate. This is commonly called either the "total case incident rate" or just the "incident rate". The "Lost Time Case Rate" (LTC) is the second most commonly used. The "Lost Workday Rate" and "Severity Rate" are primarily used only in larger companies that have a larger number of Lost Time Cases. The newest incident rate type is called the DART or "Days Away/Restricted or Transfer Rate". LOST TIME CASE – Any occupational injury or illness which results in an employee being unable to work a full assigned work shift. (A fatality is not considered a LTC.) Lost time cases result when there are no reasonable circumstances under which the injured employee could return to meaningful work. It is assumed that if an employee could work, even if it is not their normally assigned duties, alternate tasks that accommodate the restrictive nature of an injury would be assigned to the employee. In this situation, the days are recorded as RESTRICTED WORK DAYS, rather than Lost Work Days. (Note that working from home, on a computer or at other assigned tasks, is not considered restricted work activity unless the employee would normally perform this function from home as part of their assigned work. Situations like this would be considered lost work days. The incident, if employees can report to their normal workplace, and they can be assigned and complete productive tasks to benefit the company, can be considered restricted work days, rather than lost work days. LOST WORKDAY RATE – a mathematical calculation that describes the number of lost work days per 100 full-time employees in any given time frame. LOST TIME CASE RATE – a mathematical calculation that describes the number of lost time cases per 100 full-time employees in any given time frame. OCCUPATIONAL INJURY – Any injury (including a fatality) which results from a work-related incident or exposure involving a single incident . Examples are: Thermal and chemical burns * Cuts, abrasions and punctures * Fractures or crushing injuries * Respiratory irritations * Instantaneous hearing loss * Amputations * Sprains or strains * Broken bones OCCUPATION ILLNESS – Any abnormal condition or disorder (other than an injury) that resulted from a work-related exposure to a biological, chemical or physical agent. These include both acute and chronic illnesses or diseases that may be caused by inhalation, absorption, ingestion or direct contact. RECORDABLE INCIDENTS – Recordable incidents include all work related deaths, illnesses, and injuries which result in a loss of consciousness, restriction of work or motion, permanent transfer to another job within the company, or that require some type of medical treatment or first-aid. Companies with 10 or more employees need to report their incident rates, types of incidents and lost/restricted work days to OSHA every year. Recordable incidents are incidents that resulted from an exposure or event in the workplace and that required some type of medical treatment or first-aid SEVERITY RATE – a mathematical calculation that describes the number of lost days experienced as compared to the number of incidents experienced. TOTAL INCIDENT RATE – a mathematical calculation that describes the number of recordable incident that a company experiences per 100 full-time employees in any given time frame. WORK RELATED – Work relationship is established with the injury or illness results from an event or exposure in the work environment. The work environment is normally considered the company premises, or another location where the employee is present as a condition of employment (i.e. a construction site, or customer location). Driving to or from work is not normally considered work-related, unless the company requires the employee to drive or be transported to a specific location for a specific business purpose. The following flowchart is a simplified version to assist companies in determining work relationship. SCHOOL OF MECHANICAL ENGINEERING DEPARTMENT OF MECHANICAL ENGINEERING COURSE MATERIAL Program: B.E Course: Industrial Safety Engineering Course code: SPR1607 Semester: VIII UNIT 5 - SAFETY MANAGEMENT - SPRA7011 Methods of promoting safe practice – Safety organization- OSHA – Safety controls. visible and latent hazards - human factors and safety - safety audit - Case study roll of management and roll of Govt. in industrial safety safety analysis Industrial fatigue- role of industrial psychology- risk analysis - safety training - accident and near miss investigations-promotional measures to avoid accidents - human reliability - safety management characteristics-industrial safety policies and implementation UNIT 5 - SAFETY MANAGEMENT - SPRA7011 METHODS OF PROMOTING SAFE PRACTICE: The chemical, petrochemical, and refining industries utilize some of the most dangerous materials in very capital-intensive processes with great risk to personnel and assets. The accidental release of toxic, reactive, or flammable liquids and gases in processes involving highly hazardous chemicals can be catastrophic due to the human, financial, and business costs of an incident. These industries and their HSE executives are committed to executing best practices to maintain a safety-minded culture and prevent highly critical assets from failing. Here are some ways to help keep OHS awareness at the forefront in your workplace, particularly for young workers: Encourage other employees to support young workers by keeping an eye out for them. Make yourself available during young worker orientation or induction sessions. Demonstrate your commitment to health and safety with your own consistent, safe work practices, and emphasize that unsafe work practices are unacceptable. Make health and safety a part of all workplace communications. Personally encourage young workers to report health and safety issues that they may encounter, and to share ideas and suggestions. Respond to all health and safety concerns and act promptly. Promote and attend safety training sessions, and participate in any emergency response training. Use and wear protective equipment and safety gear as required and ensure adequate maintenance. SAFETY ORGANIZATION: Directors of Services - Ensure Heads of Department/managers have sufficient resources to achieve their health and safety duties. - Ensure Departments meet their required health and safety objectives. - To review Department reports on health and safety progress and compliance. - Active member of the Health and Safety Committee, including the review and development of health and safety policies. - To ensure that health and safety policies are implemented within their division. - To resolve issues of non-compliance where necessary within their division. Heads of Department/Managers of Services - Support Departmental Health and Safety Officers (DHSO) by making available time or resources as necessary. - To implement the health and safety policies that are relevant to the activities within their department, in conjunction with the DHSO. - Develop Departmental health and safety objectives with the DHSO. - To provide relevant information and training to staff, ensuring attendance as required. - To ensure appropriate emergency procedures are in place for departmental activities, facilities and are practiced as necessary. - To ensure that hazard identification and management is effective and documentation is maintained. - To raise hazard management issues with the DVC/AVC/Director where the issue cannot be managed at the departmental level or is likely to have implications for the wider. - To provide reports to the Director on health and safety progress and meeting of objectives. - To participate in health and safety audits. - Ensure accident/incident reporting and investigation is thorough. - Meet regularly (at least quarterly) with the DHSO Supervisors - Duties include providing a safe place of work or others authorized to be in that place of work. - To be aware of the hazards and controls involved in the area of work. - To ensure controls are adhered to. - To report any hear hits, incidents or injuries to any person authorized to be in the place of work through the reporting system. - To follow health and safety policies and procedures. Departmental Health & Safety Officers (DHSO) - To complete hazard identification and maintain hazards register including reviews of the register and hazard auditing. - To maintain the accident register for the department and provide copies of accident forms to management. - To report on hazard management issues that require further controls to the HOD/Manager - To complete accident investigations and associated documentation. - Co-operate with initiatives from the Health and Safety Team. - Liase with Departmental Emergency Wardens to ensure emergency procedures are in place and practiced as necessary. - Act as a resource for information on health and safety matters. - Ensure that effective health and safety training, information and supervision is available to those who require it. - To complete the staff induction for new staff with respect to the health and safety requirements. - Liase with other departments and organizations as necessary. Health & Safety Representatives - Health and Safety Representatives are nominated or elected by employees. - H&S Reps are an additional contact point for staff to raise health and safety issues. - H&S Reps provide support to DHSOs in the provision of health and safety information - Facilitate increased involvement by employees and their representatives on health and safety matters. SAFETY EDUCATION AND TRAINING: Employers must have an overall safety program including relative site specific safety information where applicable. The safety training program should cover topics such as: - accident prevention and safety promotion - safety compliance - accident and emergency response - personal protective equipment - safety practices - equipment and machinery - chemical and hazardous materials safety - workplace hazards - employee involvement An effective training program can reduce the number of injuries and deaths, property damage, legal liability, illnesses, workers' compensation claims, and missed time from work. An effective safety training program can also help a trainer keep the required safety training courses organized and up-to-date. Safety training classes help establish a safety culture in which employees themselves help promote proper safety procedures while on the job. It is important that new employees be properly trained and embrace the importance of workplace safety as it is easy for seasoned workers to negatively influence the new hires. That negative influence however, can be purged with the establishment of new, hands-on, innovative effective safety training which will ultimately lead to an effective safety culture. Training guidelines follow a model that consists of: - A. Determining if Training is Needed - B. Identifying Training Needs - C. Identifying Goals and Objectives - D. Developing learning activities - E. Conducting the training - F. Evaluating program effectiveness - G. Improving the program - H. Training must align with job tasks. Determining if training is needed You first have to determine if a situation can be solved using training. Training, or retraining as the case may be, could be required by an OSHA standard. Training is an effective solution to problems such as employee lack of understanding, unfamiliarity with equipment, incorrect execution of a task, lack of attention, or lack of motivation. Sometimes, however, the situation cannot be mitigated through the use of training and other methods, such as the establishment of engineering controls, may be needed to ensure worker safety. Identifying training needs A job safety analysis and/or a job hazard analysis should be conducted with every employee so that it is understood what is needed to do the job safely and what hazards are associated with the job. A safety trainer may observe the worker in his/her environment to adequately assess the worker's training needs. Certain employees may need extra training due to the hazards associated with their particular job. These employees should be trained not only on how to perform their job safely but also on how to operate within a hazardous environment. Identifying Goals and Objectives It is important for the Trainer to identify necessary training material. It is equally important that the trainer identify training material that is not needed to avoid unnecessary training and frustration from their trainees. At the beginning of every safety training session the trainer should clearly iterate the objectives of the class. The objectives should be delivered using action oriented words like: the employee... "will be able to demonstrate" or "will know when to"... which will help the audience understand what he/she should know by the end of the class or what to information to assimilate during the class. Clearly established objectives also help focus the evaluation process on those skill sets and knowledge requirements necessary to perform the job safely. Developing Learning Activities Training should be hands-on and simulate the job as closely as possible. Trainers can use instructional aids such as charts, manuals, PowerPoint presentations, and films. Trainers can also include role-playing, live demonstrations, and round-table group discussions to stimulate employee participation. Games like "what's wrong with this picture" (it is usually good to use pictures of situations found at their specific location)" or "safety jeopardy" can be useful ways to make the training fun yet educational. Conducting the Training Trainers should provide employees with an overview of the material to be learned and relate the training to the employees' experiences. Employers should also reinforce what the employees have learned by summarizing the program's objectives and key points of training. At the beginning of the training program, the trainer should show the employees why the material is important and relevant to their jobs. Employees are more likely to pay attention and apply what they've learned if they know the benefits of the training. Evaluating Program Effectiveness Evaluation will help employers or supervisors determine the amount of learning achieved and whether an employee's performance has improved on the job. Among the methods of evaluating training are (1) Student opinion. Questionnaires or informal discussions with employees can help employers determine the relevance and appropriateness of the training program (2) Supervisors' observations. Supervisors are in good positions to observe an employee's performance both before and after the training and note improvements or changes (3) Workplace improvements. The ultimate success of a training program may be changes throughout the workplace that result in reduced injury or accident rates (4) Formal assessments. Practical and written exams also assist in evaluating understanding of training material. For example, for a lift-truck operator, a written and a practical exam would identify areas of training that may need to be revisited. Furthermore administering a pre-test and post-test will establish a knowledge base line or reference point to measure training effectiveness. Improving the Program As evaluations are reviewed, it may be evident the training was not adequate and that the employees did not reach the expected level of knowledge and skill. As the program is evaluated, the trainer should ask: (1) If a job analysis was conducted, was it accurate? (2) Was any critical feature of the job overlooked? (3) Were the important gaps in knowledge and skill included? (4) Was material already known by the employees intentionally omitted? (5) Were the instructional objectives presented clearly and concretely? (6) Did the objectives state the level of acceptable performance that was expected of employees? (7) Did the learning activity simulate the actual job? (8) Was the learning activity appropriate for the kinds of knowledge and skills required on the job? (9) When the training was presented, was the organization of the material and its meaning made clear? (10) Were the employees motivated to learn? (11) Were the employees allowed to participate actively in the training process? (12) Was the employer's evaluation of the program thorough? SAFETY CONTROL: Types of industrial safety systems There are three main types of industrial safety systems: - Process Safety System or Process Shutdown System, (PSS). - Safety Shutdown System (SSS): This includes Emergency Shutdown-(ESD) - Emergency Depressurization-(EDP) Systems. ESD: These systems may also be redefined in terms of ESD/EDP levels as: - ESD level 1: In charge of general plant area shutdown, can activate ESD level 2 if necessary. This level can only be activated from main control room in the process industrial plants. - ESD level 2: This level shuts down and isolates individual ESD zones and activates if necessary EDP. - ESD level 3: provides "liquid inventory containment". SSS The safety shutdown system (SSS) shall shut down the facilities to a safe state in case of an emergency situation, thus protecting personnel, the environment and the asset. The safety shutdown system shall manage all inputs and outputs relative to emergency shutdown (ESD) functions (environment and personnel protection). This system might also be fed by signals from the main fire and gas system. FGS The main objectives of the fire and gas system are to protect personnel, environment, and plant (Including equipment and structures). The FGS shall achieve these objectives by: - Detecting at an early stage, the presence of flammable gas, - Detecting at an early stage, the liquid spill (LPG and LNG), - Detecting incipient fire and the presence of fire, - Providing automatic and/or facilities for manual activation of the fire protection system as required, - Initiating environmental changes to keep liquids below their flash point - Initiating signals, both audible and visible as required, to warn of the detected hazards, - Initiating automatic shutdown of equipment and ventilation if 2 out of 2 or 2 out of 3 detectors are triggered, - Initiating the exhausting system. EDP: Due to closing ESD valves in a process, there may be some trapped flammable fluids, and these must be released in order to avoid any undesired consequences (such as pressure increase in vessels and piping). For this, emergency depressurization (EDP) systems are used in conjunction with the ESD systems to release (to a safe location and in a safe manner) such trapped fluids. PSV: Pressure safety valves or PSVs are mechanical devices and are usually used as a final safety solution when all previous systems fail to prevent any further pressure accumulation and protect vessels from rupture due to overpressure FIRST AID FACILITIES AND TRAINING: First aid facilities: Depending on the information you collect, you'll need to provide some or all of the following: - first aid kits – these should be clearly identifiable and well stocked, and the contents, number and location of kits should be determined having regard to the above factors in your workplace - first aid rooms – these must be easily accessible, well lit, ventilated and temperature controlled, contain a sink or wash basin and a supply of hot and cold running water, as well as a means of boiling water, and should not be used for any other purposes - first aid policies and procedures – which have been developed in consultation with staff Trained first aiders: The number of first aiders and training needs will vary between workplaces. As a general rule, persons designated as first aid officers will need to have undertaken training leading to a Senior First Aid certificate (Level 2 certificate). FIRE PREVENTION AND PROTECTION: Fire Protection: Fire is a chemical reaction that requires three elements to be present for the reaction to take place and continue. The three elements are: Heat, or an ignition source: Fuel and Oxygen These three elements typically are referred to as the "fire triangle." Fire is the result of the reaction between the fuel and oxygen in the air. Scientists developed the concept of a fire triangle to aid in understanding of the cause of fires and how they can be prevented and extinguished. Heat, fuel and oxygen must combine in a precise way for a fire to start and continue to burn. If one element of the fire triangle is not present or removed, fire will not start or, if already burning, will extinguish. Ignition sources can include any material, equipment or operation that emits a spark or flame— including obvious items, such as torches, as well as less obvious items, such as static electricity and grinding operations. Equipment or components that radiate heat, such as kettles, catalytic converters and mufflers, also can be ignition sources. Fuel sources include combustible materials, such as wood, paper, trash and clothing; flammable liquids, such as gasoline or solvents; and flammable gases, such as propane or natural gas. Oxygen in the fire triangle comes from the air in the atmosphere. Air contains approximately 79 percent nitrogen and 21 percent oxygen. OSHA describes a hazardous atmosphere as one which is oxygen- deficient because it has less than 19.5 percent oxygen, or oxygen enriched because it has greater than 23.5 percent oxygen. Either instance is regarded by OSHA as an atmosphere immediately dangerous to life and health (IDLH) for reasons unrelated to the presence of fire. Depending on the type of fuel involved, fires can occur with much lower volume of oxygen present than needed to support human respiration. Every roofing project has all three of the fire triangle elements present in abundance. The key to preventing fires is to keep heat and ignition sources away from materials, equipment and structures that could act as fuel to complete the fire triangle. Fire Prevention Fire prevention requires segregating the three elements of the fire triangle. In practice, a method to achieve that goal is to post—and enforce—no smoking signs around flammable liquids and gases and have fire watches on all work involving torch-applied materials of a minimum of two hours after the last torch is turned off. Flammable and Combustible Liquids Proper storage and handling of flammable and combustible liquids will help prevent fires from occurring; only approved, closed containers for storage of flammable or combustible liquids may be used under OSHA rules. Such containers include safety cans or containers approved by the U.S. Department of Transportation. A safety can is a container that has a self-closing lid, internal-pressure relief and flame arrestor with a capacity of not more than 5 gallons. Inexpensive, plastic cans without those features previously mentioned, such as those typically bought at hardware stores or gas stations, are not approved for use in roofing operations. However, manufacturers do sell plastic containers that meet the OSHA requirements for safety cans. Flammable liquids that are extremely viscous, or difficult to pour, like single ply adhesive, can be left in their original shipping containers. Similarly, OSHA allows the use of original containers of flammable liquids that are in quantities of one gallon or less. Static electricity may be generated when transferring liquids, gases or solids through pipes or hoses. It is important to dissipate this electric charge when handling flammable and combustible materials. When transferring flammable or combustible liquids from one container to another, the two containers must be "bonded" together. The bonding process involves attaching a wire with alligator clips on each end to both containers. The clips must penetrate the container coating and touch metal. You may need to score the paint with the alligator clips. To dissipate static, the container receiving the liquid must be in contact with the ground and not insulated from contact with the ground. For example, plastic or composite pickup truck bed liners prevent the flow of static electricity to ground because the liner does not conduct electricity. The receptacle container must have a clear path to ground, by direct contact or use of a grounding strap or wire, to effectively eliminate static. Service or fueling areas at job sites must have a 20BC-rated fire extinguisher within 75 feet of each pump. Safety cabinets allow for greater quantities of flammable and combustible liquids to be stored safely inside buildings. Up to 60 gallons of a flammable liquid or as much as 120 gallons of a combustible liquid may be stored indoors in a safety cabinet. Each cabinet must be labeled "Flammable— Keep Fire Away." Up to three cabinets may be stored in one room. Without a safety cabinet, only 25 gallons of either flammable or combustible liquids are allowed to be stored inside a building. ACCIDENT RECORDS AND REPORTS: Work-related accidents for the purposes of report, an accident is a separate, identifiable, unintended incident that causes physical injury. This specifically includes acts of nonconsensual violence to people at work. Not all accidents need to be reported, a report is required only when: - the accident is work-related; and - it results in an injury of a type which is reportable (as listed under 'Types of reportable injuries') When deciding if the accident that led to the death or injury is work-related, the key issues to consider are whether the accident was related to: - the way the work was organised, carried out or supervised; - any machinery, plant, substances or equipment used for work; and - the condition of the site or premises where the accident happened. If none of these factors are relevant to the incident, it is likely that a report will not be required. Types of reportable injury Deaths All deaths to workers and non-workers must be reported if they arise from a work related accident, including an act of physical violence to a worker. Suicides are not reportable, as the death does not result from a work-related accident. Specified injuries to workers - a fracture, other than to fingers, thumbs and toes; - amputation of an arm, hand, finger, thumb, leg, foot or toe; - permanent loss of sight or reduction of sight; - crush injuries leading to internal organ damage; - serious burns (covering more than 10% of the body, or damaging the eyes, respiratory system or other vital organs); - scalping's (separation of skin from the head) which require hospital treatment; - unconsciousness caused by head injury or asphyxia; - Any other injury arising from working in an enclosed space, which leads to hypothermia, heat-induced illness or requires resuscitation or admittance to hospital for more than 24 hours. Over-seven-day injuries to workers This is where an employee, or self-employed person, is away from work or unable to perform their normal work duties for more than seven consecutive days (not counting the day of the accident). LESSONS FROM THE RECORDS TO PREVENT ACCIDENTS: Failure to record work related accident, ill health, incident or near miss: If a work related accident, ill health, incident or near miss is serious or has long term consequences then there is a danger the event will be repeated. In addition there may be criminal prosecutions as if an accident is not recorded it cannot be reported. Also, if events are not recorded any civil proceedings when staff may decide to sue NERC for compensation will be more difficult for NERC to defend. Remedy Encourage accident/incident near miss reporting and follow this procedure. Failure to notify HSE of a reportable accident: HSE can prosecute NERC or an individual for failing to notify them of a reportable accident within the required time period. Remedy – encourage managers to inform site administrative staff of all serious work related accidents, ill health, incidents and near misses so that they can notify HSE without delay if it is reportable. Failure to carry out an investigation of a serious accident, incident or near miss as soon as possible after they occur: this will also make it more difficult for NERC to collect evidence and establish true causes. This may make it impossible to refute a claim for compensation but will also mean that lessons cannot be learnt and the event may recur with more serious consequences. Remedy – the weekly check of the accident reports should show up any serious accidents, incidents or near misses which have not already been notified.	<urn:uuid:7b7b1fa1-8332-4a53-9129-2585ab6a1678>	CC-MAIN-2022-40	https://sist.sathyabama.ac.in/sist_coursematerial/uploads/SPR1607.pdf	2022-10-02T06:28:24+00:00	crawl-data/CC-MAIN-2022-40/segments/1664030337287.87/warc/CC-MAIN-20221002052710-20221002082710-00699.warc.gz	563,397,588	25,169	eng_Latn	eng_Latn	0.968516	eng_Latn	0.997305	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Lat...	false	docling	[ 470, 2340, 4963, 7123, 9604, 10904, 12786, 14842, 16830, 19316, 21809, 23157, 23982, 24662, 26653, 28578, 30905, 32956, 34880, 36982, 38953, 41036, 43123, 45181, 47397, 49806, 51355, 51998, 53821, 55857, 58054, 60694, 62560, 64312, 66240, 68552, ...	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UNDER 10 CAMOGIE APRIL Session Emphasis - Learn To Use The Ball Well: Core Skill - Strike From Hands on the Move Associate Skill 1 - Block Down Associate Skill 2 - Jab/Roll Lift Re-focus Skill - Ground Strike FUN WARM-UP GAMES (5-10 minutes) Agility Balance Co-ordination Choose 1 fun game from above and 1 drill from the right Wobble & Catch Ladder Hopscotch Wrist Tag CORE SKILL DEVELOPMENT (10-15 minutes) Intermediate Drill: Basic Drill: Striking In Pairs Fun Drill: Keep Ball Keep It Wide ASSOCIATE & RE-FOCUS SKILLS DEVELOPMENT (10-15 minutes) Block Down Drill: Contact Block or Hit The Target Jab/Roll Lift Drill: Grid Swap or Zig Zag Roll Lift SMALL SIDED GO GAMES (20 minutes) Conditions: Skill points awarded based on skills practiced above 1. Zonal pitch: Players must play within their own zone 2. 3 points for a score over the bar/1 point for a goal 3. CHECK FOR LEARNING & GOAL SETTING (5 minutes) Did you enjoy the session? 1. 2. What did you learn from tonight's session? 3. What skills are we going to practice for the next week? Ground Strike Drill: Striking In Pairs or Golf Goals Linear Running Running	<urn:uuid:b2b05820-ac31-4c27-aadb-352ea0147c81>	CC-MAIN-2022-40	https://roundtower.ie/wp-content/uploads/sites/128/2021/04/U10-Camogie-Sample-Session-Plan.pdf	2022-10-02T05:40:37+00:00	crawl-data/CC-MAIN-2022-40/segments/1664030337287.87/warc/CC-MAIN-20221002052710-20221002082710-00697.warc.gz	539,261,354	309	eng_Latn	eng_Latn	0.969844	eng_Latn	0.969844	[ "eng_Latn" ]	false	docling	[ 1165 ]	[ 2.0625 ]	2	0
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Solve Mixtures Study Guide PDF with answer key, worksheet 14 trivia questions bank: element compound and mixture, separating mixtures, what is mixture. Solve Particle Model of Matter Study Guide PDF with answer key, worksheet 15 trivia questions bank: matter particle model, particle models for solids liquids and gases, physical states and changes. Solve Physical and Chemical Changes Study Guide PDF with answer key, worksheet 16 trivia questions bank: ammonia and fertilizers, burning fuels, chemical changes, endothermic reactions, iron and sulphur, magnesium and oxygen, making ammonia, making plastics, methane, photosynthesis process, physical changes, polyethene, polythene, polyvinyl chloride, reversible reaction, solids liquids and gases. Solve Reproduction in Plants Study Guide PDF with answer key, worksheet 17 trivia questions bank: asexual reproduction, fertilization, parts of ﬂower, plant sexual reproduction, pollens and pollination, pollination by birds, pollination chart, reproduction in plants, seed germination, seeds and seed dispersal. Solve Respiration and Food Energy Study Guide PDF with answer key, worksheet 18 trivia questions bank: air moist, warm and clean, how we breathe, human respiration, respiratory diseases, respiratory system diseases. Solve Simple Chemical Reactions Study Guide PDF with answer key, worksheet 19 trivia questions bank: physical and chemical change. Solve Solar System Study Guide PDF with answer key, worksheet 20 trivia questions bank: artiﬁcial satellites and science, eclipse, equator and science, seasons on earth, solar system facts, sun earth and moon, universe and solar system. Solve Solutions Study Guide PDF with answer key, worksheet 21 trivia questions bank: acids and alkalis, solubility, solutes solvents and solution. Solve Sound Waves Study Guide PDF with answer key, worksheet 22 trivia questions bank: all around sounds, frequency and pitch, musical instruments, musics and musical sound, sound absorption, sound and vacuum, sound waves and echoes, sound waves and noise, speed of sound, ultrasound, vibrations and sound waves, volume and amplitude, waves of energy. Solve Transportation in Plants Study Guide PDF with answer key, worksheet 23 trivia questions bank: mineral salts and roots, phloem and xylem importance, photosynthesis process, plant transpiration, structure of plant root, structure of plant stem, transport of food, transport of gases, water and plants. Life Science Students will learn the science of life in this colorful textbook that displays an engaging design sure to grab their attention from the very ﬁrst day. Each chapter of Life Science includes well-researched material written at grade level, colorful images to reinforce text content, boxes with fun facts and helpful explanations, a list of key terms, a chapter summary, thought-provoking review questions, and extra questions to prepare students for standardized tests. Students will study cell biology, genetics, the history of life, microbiology, botany, zoology, ecology, and human anatomy and physiology, all within a biblical framework. - Spectrum Science, Grade 7 Carson-Dellosa Publishing Cultivate a love for science by providing standards-based practice that captures childrenÕs attention. Spectrum Science for grade 7 provides interesting informational text and fascinating facts about homeostasis, migration, cloning, and acid rain. --When children develop a solid understanding of science, theyÕre preparing for success. Spectrum Science for grades 3-8 improves scientiﬁc literacy and inquiry skills through an exciting exploration of natural, earth, life, and applied sciences. With the help of this best-selling series, your young scientist can discover and appreciate the extraordinary world that surrounds them! Life IScience "IScience meets students where they are through engaging features and thought-provoking questions that encourage them to relate the science concepts to the world around them. The inquiry-based 5E lesson cycle provides active, hands-on explorations of the concepts to the world around them"-Publisher Website. Core Skills Science, Grade 7 Steck-Vaughn Company These all-inclusive skills resources provide the focused practice students need to apply, reinforce, and review skills in reading, math, and test-taking. Answer key included. Keep Tab on the Lab Science Test Practice, Grade 7 Carson-Dellosa Publishing Spectrum Science Test Practice provides the most comprehensive strategies for eﬀective science test preparation! Each book features engaging and comprehensive science content including physical science, earth and space science, and life science. The lessons, perfect for students in grade 7, are presented through a variety of formats and each book includes suggestions for parents and teachers, as well as answer keys, a posttest, and a standards chart. Today, more than ever, students need to be equipped with the essential skills they need for school achievement and for success on proﬁciency tests. The Spectrum series has been designed to prepare students with these skills and to enhance student achievement. Developed by experts in the ﬁeld of education, each title in the Spectrum workbook series oﬀers grade-appropriate instruction and reinforcement in an eﬀective sequence for learning success. Perfect for use at home or in school, and a favorite of parents, homeschoolers, and teachers worldwide, Spectrum is the learning partner students need for complete achievement. ScottForesman Life Science Grades 7-12 Resources in Education Science, Grade 7 Carson-Dellosa Publishing Spectrum Science is sure to captivate students' interest with a variety of fascinating science information! The lessons, perfect for students in grade 7, strengthen science skills by focusing on scientiﬁc tools, ecosystems, biotechnology, and more! Each book features easy-tounderstand directions, full-color illustrations, photos, and lively passages. It is aligned to national and state standards, and also includes a complete answer key. Today, more than ever, students need to be equipped with the essential skills they need for school achievement and for success on proﬁciency tests. The Spectrum series has been designed to prepare students with these skills and to enhance student achievement. Developed by experts in the ﬁeld of education, each title in the Spectrum workbook series oﬀers grade-appropriate instruction and reinforcement in an eﬀective sequence for learning success. Perfect for use at home or in school, and a favorite of parents, homeschoolers, and teachers worldwide, Spectrum is the learning partner students need for complete achievement. Algebra II Practice Book, Grades 7 - 8 Mark Twain Media Make algebra equations easy for students in grades 7 and up using Algebra II Practice! This 128-page book is geared toward students who struggle in algebra II and covers the concepts of inequalities, linear equations, polynomial products and factors, rational expressions, roots, radicals, complex numbers, quadratic equations and functions, and variations. The book supports NCTM standards and includes clear instructions, examples, practice problems, deﬁnitions, problem-solving strategies, an assessment section, answer keys, and references. Workbook Social Science Class 7th The Workbook series as the name suggests has been designed by Arihant with an aim of helping students practice the concepts using hundreds of practice questions of all types which have been or may be asked in the upcoming CBSE Examinations. . It is a practice book aimed at mastering the concepts and acquiring comprehensive knowledge about the varied types of questions asked in CBSE Class 7thSocial Science Examination. The present workbook for CBSE Class 7th Social Science Examination has been divided into three sections namely History, Civics and Geography, each sub-divided into number of chapters as per the syllabi of CBSE Class 7th Social Science Curriculum. The History section covers New Kigs & Kingdoms, The Delhi Sultans, The Mughal Empire Rulers & Buildings, Devotional Paths To The Divine, The Making of Regional Cultures, etc whereas the Civics section covers On Equality, Role of the Government in Health, Growing up as Boys & Girls, Women Change the World, Understanding Media, Market Around Us, Struggle for Equality, etc. The Geography section on the other hand covers Our Environment, Inside our Earth, Our Changing Earth, Air, Water, Life in the Deserts, etc.Each chapter in the book contains ample number of practice questions which have been designed on the lines of questions asked in previous years' CBSE Class 7thSocial Science Examination. The book contains hundreds of practice questions like MCQs, True-False, Matching, Fill-Up, VSA, SA, LA, etc. All the questions covered in the book are strictly based on NCERT. The varied types of practice questions will make sure that the students get an insight into the kind of questions asked in the CBSE Class 7thSocial Science Examination. The book also contains three assessment sheets which have been designed as per the latest examination pattern. This book is a proven tool to help students score high in the upcoming CBSE Class 7thSocial Science Examination. As the book contains ample number of examination pattern based practice questions, it for sure will act as perfect practice workbook for the upcoming CBSE Class 7thSocial Science Examination. Life Science Student Activity Manual Grade 7 4th Edition This lab manual accompanies BJU Press' sold-separately BJU Life Science Grade 7 text. Activites provide an opportunity to solidify text concepts, develop lab skills, learn to record and interpret data, build problem-solving skills, and more. Two types of activites are included: "Applications" and "Investigation." Applications are worksheet-based activities that reinforce vocabulary, thinking skills, and concepts. Investigations are hands-on exercises that included experimetns, library research, collecting ogjects, or other activities. Full-color pages provide space for students to record observations and their thoughts. 376 perforated pages, three-hole-punched, softcover. Grade 7. 2 Workbook Grade 7th Science Life 2-10-2022 180 Days of Science for Second Grade Practice, Assess, Diagnose Teacher Created Materials Supplement your science curriculum with 180 days of daily practice! This invaluable classroom resource provides teachers with weekly science units that build students' content-area literacy, and are easy to incorporate into the classroom. Students will analyze and evaluate scientiﬁc data and scenarios, improve their understanding of science and engineering practices, answer constructed-response questions, and increase their higher-order thinking skills. Each week covers a particular topic within one of three science strands: life science, physical science, and Earth and space science. Aligned to Next Generation Science Standards (NGSS) and state standards, this resource includes digital materials. Provide students with the skills they need to think like scientists with this essential resource! Core Skills Language Arts Workbook Grade 7 Steck-Vaughn Company These all-inclusive skills resources provide the focused practice students need to apply, reinforce, and review skills in reading, math, and test-taking. Answer key included. 180 Days of Science for First Grade Practice, Assess, Diagnose Teacher Created Materials Supplement your science curriculum with 180 days of daily practice! This invaluable classroom resource provides teachers with weekly science units that build students' content-area literacy, and are easy to incorporate into the classroom. Students will analyze and evaluate scientiﬁc data and scenarios, improve their understanding of science and engineering practices, answer constructed-response questions, and increase their higher-order thinking skills. Each week covers a particular topic within one of three science strands: life science, physical science, and Earth and space science. Aligned to Next Generation Science Standards (NGSS) and state standards, this resource includes digital materials. Provide students with the skills they need to think like scientists with this essential resource! Directed Reading, Grade 7 Texas Edition Holt Rinehart & Winston Oswaal NCERT & CBSE Question Bank Class 7 Science Book (For 2022 Exam) Oswaal Books and Learning Private Limited 1. Chapter-wise presentation for systematic and methodical study 2. Strictly based on the latest CBSE Curriculum and National Curriculum Framework. 3. All Questions from the Latest NCERT Textbook are included. 4. Previous Years' Question Papers from Kendriya Vidhyalaya Sangathan are included. 5. Latest Typologies of Questions developed by Oswaal Editorial Board included. 6. Mind Maps in each chapter for making learning simple. 7. 'Most likely Questions' generated by Oswaal Editorial Board with 100+ years of teaching experience Supplementary Book Lists, Grade 7-12 Unicellular and Multicellular Organisms \| Comparing Life Processes \| Biology Book \| Science Grade 7 \| Children's Biology Books Speedy Publishing LLC Comparing life processes is included in your child's biology lessons when he/she reaches seventh grade. You have the option to purchase this educational book as an advance resource or as a reviewer. Nevertheless, this book will give your child the knowledge needed to correctly identify unicellular and multicellular organisms. Get a copy today. Concepts of Earth Science & Chemistry Parent Lesson Plan New Leaf Publishing Group Concepts of Earth and Chemistry Course Description This is the suggested course sequence that allows one core area of science to be studied per semester. You can change the sequence of the semesters per the needs or interests of your student; materials for each semester are independent of one another to allow ﬂexibility. Semester 1: Earth Blending a creationism perspective of history with deﬁnitions of terms and identiﬁcation of famous explorers, scientists, etc., this book gives students an excellent initial knowledge of people and places, encouraging them to continue their studies in-depth. Semester 2: Chemistry Chemistry is an amazing branch of science that aﬀects us every day, yet few people realize it, or even give it much thought. Without chemistry, there would be nothing made of plastic, there would be no rubber tires, no tin cans, no televisions, no microwave ovens, or something as simple as wax paper. This book presents an exciting and intriguing tour through the realm of chemistry as each chapter unfolds with facts and stories about the discoveries of discoverers. Find out why pure gold is not used for jewelry or coins. Join Humphry Davy as he made many chemical discoveries, and learn how they shortened his life. See how people in the 1870s could jump over the top of the Washington Monument. Exploring the World of Chemistry brings science to life and is a wonderful learning tool with many illustrations and biographical information. The Essentials of Science, Grades 7-12 Eﬀective Curriculum, Instruction, and Assessment (Priorities in Practice) ASCD Where is U.S. secondary-level science education heading today? That's the question that The Essentials of Science, Grades 7-12 sets out to answer. Over the last century, U.S. science classes have consistently relied on lectures, textbooks, rote memorization, and lab demonstrations. But with the onset of NCLB-mandated science testing and increased concern over the United States' diminishing global stature in science and technology, public pressure is mounting to educate students for a deeper conceptual understanding of science. Through lively examples of classroom practice, interviews with award-winning science teachers and science education experts, and a wide-ranging look at research, readers will learn * How to make use of research within the cognitive sciences to foster critical thinking and deeper understanding. * How to use backward design to bring greater coherence to the curriculum. * Innovative, engaging ideas for implementing scientiﬁc inquiry in the classroom. * Holistic strategies to address the complex problems of the achievement gap, equity, and resources in the science classroom. * Strategies for dealing with both day-to-day and NCLB assessments. * How professional learning communities and mentoring can help teachers reexamine and improve their practice. Today's secondary science teachers are faced with an often-overwhelming array of challenges. The Essentials of Science, Grades 7-12 can help educators negotiate these challenges while making 3 their careers more productive and rewarding. Note: This product listing is for the reﬂowable (ePub) version of the book. Using Children's Literature in Math and Science Interactive Notebook: Language Arts Workbook, Grade 7 Carson-Dellosa Publishing Encourage students to create their own learning portfolios with the Mark Twain Interactive Notebook: Language Arts for grade 7. This 64-page interactive notebook includes 28 lessons in nouns, verbs, adjectives, adverbs, prepositions, and more. Students are encouraged to be creative, use color, and work with interactive content to gain a greater understanding of the topics covered. This workbook helps students record, store, and organize essential information and serve as resources for review and test prep. The Interactive Notebook: Language Arts Series for grades 6 through 8 is designed to allow students to become active participants in their own learning by creating interactive notebooks. Each book provides an easy-to-follow plan for setting up, creating, and maintaining interactive notebooks for the language arts classroom. Mark Twain Media Publishing Company specializes in providing engaging supplemental books and decorative resources to complement middle- and upper-grade classrooms. Designed by leading educators, this product line covers a range of subjects including mathematics, sciences, language arts, social studies, history, government, ﬁne arts, and character. Science and Mathematics Books for Elementary and Secondary Schools A Bibliography from the Educational Materials Center Spectrum Test Practice, Grade 7 Carson-Dellosa Publishing Help your child hit new heights in test-taking with Spectrum Test Practice for grade 7. Aligned to current state standards, this workbook gets kids ready using practice tests, online exercises, tips, examples, and answer sheets genuine to the real math and language arts assessments. By providing an authentic test experience, you're helping your child build the skills and conﬁdence to exceed assessment expectations. Spectrum Test Practice provides everything kids need to take on testing—including online practice pages, customized by state and grade-level. Circular Series A. Elementary World History - You Report! Parent Lesson Planner New Leaf Publishing Group Elementary World History Course Description This is the suggested course sequence that allows one core area of science to be studied per semester. You can change the sequence of the semesters per the needs or interests of your student; materials for each semester are independent of one another to allow ﬂexibility. Big Book of History Learning just became big fun! Unfold 15 feet of the most interesting history of the world. This easy to follow, color-coded, multi-stream timeline teaches six thousand years of world history to children ages seven through thirteen. Discover technology and inventions, biblical and Christian history, world events, civilizations, and empires. These exciting facts and so much more wait inside: who were the ﬁrst emperors of China and Rome what discovery unlocked the secrets of a forgotten language how modern robotics had its roots in the tea dolls of Japan where Christians faced death for the entertainment of thousands why the languages of Greek and Hebrew were used to write the Bible and how the Age of Discovery meant wealth some, and the destruction of civilization for others. Understanding how the past has shaped our future will inspire young learners in a uniquely visual way to make history for themselves! Noah's Ark: Thinking Outside the Box book and DVD Could a ship be constructed that would be able to survive the global ﬂood described in biblical book of Genesis? Could it be built without the modern techniques of today being available to Noah? This groundbreaking book and DVD set answers both of these questions with a resounding "yes"! Join naval expert and mechanical engineer Tim Lovett in "thinking outside the box" as you consider critical research in this innovative study on Noah's ark. Lovett builds on traditional research into this historic event using the latest techniques in computer modeling and testing. Includes insight and context by pioneering creationist researcher, Dr. John Whitcomb. Unveils a new ark design based on biblical information and shipbuilding principles Beautiful illustrations and photos reveal facets of design and construction techniques Animations, interviews, and images of the Ark explain the most perplexing questions Remaining faithful to the biblical dimensions, Lovett's updated design, similar to that of ancient sailing vessels, is based on established principles in ship design and unique research. He reveals a feasible ark design, explores the impact of ﬂood waters on the vessel, and provides remarkable insight and analysis into the skills and techniques needed to construct it. Look inside the ship that saved Noah and his family, as well as the animal kinds! Representations of Nature of Science in School Science Textbooks A Global Perspective Taylor & Francis Bringing together international research on nature of science (NOS) representations in science textbooks, the unique analyses presented in this volume provides a global perspective on NOS from elementary to college level and discusses the practical implications in various regions across the globe. Contributing authors highlight the similarities and diﬀerences in NOS representations and provide recommendations for future science textbooks. This comprehensive analysis is a deﬁnitive reference work for the ﬁeld of science education. Science, Grade 7 Test Prep Workbook Life Science Mcdougal Littell Science Georgia McDougal Littell/Houghton Miﬄin Life With Values For Class 7 S. Chand Publishing Life with Values, a series on Value Education for classes 1 to 8 that adheres to the Curriculum on Education for Peace prescribed in the National Curriculum Framework (NCF). The series aims at augmenting capabilities, attitudes and skills that would endure throughout the learner's lifetime by regulating and guiding their behaviour and actions on a day-to-day basis. 4 Workbook Grade 7th Science Life 2-10-2022 Illinois School Directory Research in Education Annual Index Resources for Teaching Middle School Science National Academies Press With age-appropriate, inquiry-centered curriculum materials and sound teaching practices, middle school science can capture the interest and energy of adolescent students and expand their understanding of the world around them. Resources for Teaching Middle School Science, developed by the National Science Resources Center (NSRC), is a valuable tool for identifying and selecting eﬀective science curriculum materials that will engage students in grades 6 through 8. The volume describes more than 400 curriculum titles that are aligned with the National Science Education Standards. This completely new guide follows on the success of Resources for Teaching Elementary School Science, the ﬁrst in the NSRC series of annotated guides to hands-on, inquiry-centered curriculum materials and other resources for science teachers. The curriculum materials in the new guide are grouped in ﬁve chapters by scientiﬁc area-Physical Science, Life Science, Environmental Science, Earth and Space Science, and Multidisciplinary and Applied Science. They are also grouped by type-core materials, supplementary units, and science activity books. Each annotation of curriculum material includes a recommended grade level, a description of the activities involved and of what students can be expected to learn, a list of accompanying materials, a reading level, and ordering information. The curriculum materials included in this book were selected by panels of teachers and scientists using evaluation criteria developed for the guide. The criteria reﬂect and incorporate goals and principles of the National Science Education Standards. The annotations designate the speciﬁc content standards on which these curriculum pieces focus. In addition to the curriculum chapters, the guide contains six chapters of diverse resources that are directly relevant to middle school science. Among these is a chapter on educational software and multimedia programs, chapters on books about science and teaching, directories and guides to science trade books, and periodicals for teachers and students. Another section features institutional resources. One chapter lists about 600 science centers, museums, and zoos where teachers can take middle school students for interactive science experiences. Another chapter describes nearly 140 professional associations and U.S. government agencies that oﬀer resources and assistance. Authoritative, extensive, and thoroughly indexed-and the only guide of its kind-Resources for Teaching Middle School Science will be the most used book on the shelf for science teachers, school administrators, teacher trainers, science curriculum specialists, advocates of hands-on science teaching, and concerned parents. General Science, Grades 5 - 8 Mark Twain Media Connect students in grades 5–8 with science using General Science: Daily Skill Builders. This 96-page book features two short, reproducible activities per page and includes enough lessons for an entire school year. It provides extra practice with physical, earth, space, and life science skills. Activities allow for diﬀerentiated instruction and can be used as warm-ups, homework assignments, and extra practice. The book supports National Science Education Standards. Biology Carson-Dellosa Publishing Biology for grades 6 to 12 is designed to aid in the review and practice of biology topics such as matter and atoms, cells, classifying animals, genetics, plant and animal structures, human body systems, and ecological relationships. The book includes realistic diagrams and engaging activities to support practice in all areas of biology. The 100+ Series science books span grades 5 to 12. The activities in each book reinforce essential science skill practice in the areas of life science, physical science, and earth science. The books include engaging, grade-appropriate activities and clear thumbnail answer keys. Each book has 128 pages and 100 pages (or more) of reproducible content to help students review and reinforce essential skills in individual science topics. The series is aligned to current science standards. Science Grade 7 A Full Year Workbook and Textbook Curriculum Set SCIENCE GRADE 7 Earth and the Universe Wow! Enter the world of atoms and molecules! Enjoy the exploration of space!! Explore volcanoes and learn about what makes the earth quake! Unlock the mysteries of the weather and more! This fun and interesting curriculum brings science into the realm of your student's everyday experience. Each chapter will develop your student's understanding and enjoyment of the world and universe around him/her.This curriculum is also chock full of scriptures, pictures, tables, and illustrations to aid in your student's learning experience. A special chapter on the scope and methods of science as well as introductory chapters on biology, chemistry, and physics are included to prepare your student to step into the physical world of 8th grade science. Easy-to-do at home experiments are also included in most chapters, which have been tested to validate their success for your student.Your student will learn important science easily and thoroughly through the use of both the textbook and workbook. All science concepts have been simpliﬁed and are presented in a careful step-by-step approach to help your student master them before advancing.The textbook is interesting reading using a ﬂuid and creative style: not stuﬀy, boring, or dry. It is also carefully written to emphasize the Father's hand and wisdom in all details of the universe. Through using this curriculum your student will come to a deeper understanding of who our heavenly Father is and why science must bow to His majesty. Your student will learn to search through Him for all of his/her discoveries as He alone is the master brain behind all that was created and set in motion to function as He ordained and continues to ordain. No evolution Extra special beneﬁts included in this course are:?Devotionals written for teenagers ?Fascinating biographies of believing scientists ?Fun educational experiments that use common household products Textbook highlights include: ?Science: the branches of science, scientiﬁc method, visual science, and experimental science ?Chemistry: atoms, molecules, solids, liquids, and gases ?Geology: the earth's interior, rocks, soil, earthquakes, and volcanos ?Meteorology: the weather, wind, rain, ﬂoods, droughts, ice/snow, and the greenhouse eﬀect, ?Astronomy: galaxies, stars, solar system, rocket and space programs, and planets ?Physics: gravity, force, motion, work, friction, and earth as a magnet ?Biology: the properties of life, life cycles, entomology (bugs), botany (plants), and cytology (cells) ?Biblical Health: life span, how life span is determined, what aﬀects life span, a biblical dietThis course comes with a large workbook that is speciﬁcally designed to help your student learn using a sequence of learning experiences that reinforce the information being covered. Each study section in the workbook includes: deﬁning terms, answering questions, thinking sections (some with student devotionals), writing, and teaching sections. Your student not only answers questions, but must think, analyze, write essays, and learn to teach someone else what he/she has learned. This approach gives your student a balanced whole brain experience in learning. Course also includes regular quizzes, chapter tests, complete answers, and daily lesson plans. This curriculum is also the perfect teacher for the independent learner. 180 Days of Science for Fourth Grade Practice, Assess, Diagnose Teacher Created Materials Supplement your science curriculum with 180 days of daily practice! This invaluable classroom resource provides teachers with weekly science units that build students' content-area literacy, and are easy to incorporate into the classroom. Students will analyze and evaluate scientiﬁc data and scenarios, improve their understanding of science and engineering practices, answer constructed-response questions, and increase their higher-order thinking skills. Each week covers a particular topic within one of three science strands: life science, physical science, and Earth and space science. Aligned to Next Generation Science Standards (NGSS) and state standards, this resource includes digital materials. Provide students with the skills they need to think like scientists with this essential resource! 5 Mcdougal Littell Science Life Science McDougal Littell/Houghton Miﬄin Collins Exploring Science Grade 7 for Jamaica Collins Publishers Exploring Science is an activity led course set in relevant contexts that develops the key skills necessary for success in Integrated Science. This book covers the syllabus requirements of the National Standard Curriculum for Grade 7 Integrated Science.Exploring Science is an activity led course set in relevant contexts that develops the key skills necessary for success in Integrated Science. This book covers the syllabus requirements of the National Standard Curriculum for Grade 7 Integrated Science.* Developed and written speciﬁcally for Jamaica* Science in practice projects in many of the Units provide opportunities to carry out Science, Technology, Engineering and Mathematics (STEM) activities* Check your understanding sections at the end of each topic allow teachers and students to assess their progress* End-of-unit questions to check that students have understood the ideas in each Unit* Write-in workbook provides opportunities for homework and supports students with revision 6 Workbook Grade 7th Science Life 2-10-2022	<urn:uuid:1d6940d4-21e0-4242-b77b-f64a7288757a>	CC-MAIN-2022-40	https://mattweil.net/Workbook_Grade_7th_Science_Life/browse/key=workbook	2022-10-02T05:46:59+00:00	crawl-data/CC-MAIN-2022-40/segments/1664030337287.87/warc/CC-MAIN-20221002052710-20221002082710-00699.warc.gz	426,623,128	7,877	eng_Latn	eng_Latn	0.990228	eng_Latn	0.992765	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 11481, 17938, 24379, 30566, 39153, 40337 ]	[ 2.65625, 3.90625 ]	1	0
USABO SEMIFINAL EXAMINATION March 21 to March 30, 2012 Read the directions included with the Student Certification Form provided by your teacher. Be certain to complete all requested information and to sign the Student Certification Form. Your exam cannot be graded without completion of this form. Use your scantron to answer all questions in Parts A and B. PART A 1. Which of the following amino acids has an R-group that can "shuttle" hydrogen ions? A. Alanine B. Leucine C. Valine D. Histidine E. Isoleucine 2. Adrian's blood pH has been normal, but changed to 7.25. As a result, Adrian will: A. Breathe more slowly and the serum carbonic acid concentration will rise C. Breathe more slowly and the serum bicarbonate concentration will rise B. Breathe more slowly and the pH will rise D. Breathe more quickly and the serum bicarbonate concentration will rise E. Breathe more quickly and the serum carbonic acid concentration will drop 3. You attempt to isolate two different subunits from a protein by running a denaturing protein gel electrophoresis. To your dismay, you only find one band on the gel that corresponds roughly to the total size of the protein. What did you most likely forget to add? A. an oxidizing agent B. a reducing agent C. loading dye D. polyacrylamide E. SDS, a detergent 4. Ciprofloxacin is an antibiotic frequently prescribed for traveler's diarrhea and urinary tract E. coli infections. It acts by binding to and interfering with bacterial topoisomerases. Which of the following is the most accurate explanation of ciprofloxacin's mechanism of action? A. Ciprofloxacin prevents the unwinding of double-stranded DNA and thus both DNA transcription and replication. B. Ciprofloxacin prevents the relief of supercoiling caused by unwinding of doublestranded DNA and thus DNA replication. C. Ciprofloxacin prevents the conversion of RNA primers to DNA and thus accurate DNA replication. D. Ciprofloxacin prevents replication of the lagging strand. E. Ciprofloxacin prevents the binding of DNA polymerases to DNA and thus both DNA transcription and replication. 5. Due to the widespread use of ciprofloxacin, many bacterial populations are now resistant to ciprofloxacin. You are studying a ciprofloxacin-resistant clinical isolate of E. coli. You have a hunch that this population does not harbor any plasmids. Given this information, which of the following best explains your isolate's resistance mechanism? A. Your resistant bacteria pump ciprofloxacin out of the cell and thus minimize its effect. B. Your resistant bacteria produce an enzyme that modifies the binding site of ciprofloxacin. C. Your resistant bacteria have mutant topoisomerases that have less affinity for ciprofloxacin. D. Your resistant bacteria produce a chemical compound that reacts with ciprofloxacin and reduces its affinity for topoisomerases. E. Your resistant bacteria do not require the activity of topoisomerases. 6. In classical Michaelis-Menten enzyme kinetics, the two constants Vmax and Km determine the activity of an enzyme that acts on one substrate. You are studying the effects of various chemicals on these constants for your favorite enzyme, and find one molecule that increases its Km but leaves Vmax constant. Your molecule is most likely to be: A. a substrate analog B. the enzyme's substrate C. a coenzyme that increases catalytic efficiency D. an allosteric inhibitor that decreases the enzyme's affinity for the substrate E. an allosteric enhancer that increases the enzyme's affinity for the substrate 7. Eukaryotic transcription seems to be a wasteful process because so many proteins need to assemble on a large array of DNA sequences to initiate transcription. What might be the evolutionary advantage that allows such a complex process to be maintained throughout all eukaryotic organisms? A. Since eukaryotes are larger than prokaryotes, you need a larger transcription process for initiation. B. There are more genes that need to be transcribed in a eukaryote than in a prokaryote. D. The use of large numbers of proteins and regulatory sequences in DNA opens many possibilities for sophisticated gene regulation by eukaryotes. C. The use of large number of proteins and regulatory sequences in DNA is essential for alternative splicing in eukaryotes. E. Since transcription happens in the cytoplasm, you need so many proteins to prevent it from being broken up. 8. All amino acids except lysine and leucine can be broken down into precursors for gluconeogenesis. What are the products produced by the breakdown of lysine and leucine that prevent them from functioning in that pathway? A. Oxaloacetate and acetyl-CoA B. Pyruvate and succinate C. Acetyl-CoA and acetoacetate D. Succinyl-CoA and acetoacetate E. Acetaldehyde and pyruvate 9. When a mammal ingests a carbohydrate-rich meal after a long fast, the metabolic behavior of its hepatocytes undergoes many changes. Which of the following responses would not occur after a large influx of glucose? A. Dephosphorylation and activation of PFK-2 B. Increased glucokinase activity C. Glycogen phosphorylase R → T transition D. Decreased phosphoglucomutase activity E. Rise in concentration of NADPH 10. Which of the following is the primary interaction accounting for the majority of proteins in aqueous solution? A. Salt bridges B. Hydrogen bonding C. Dipole-dipole D. Disulfide bonds E. Hydrophobic interactions 11. You are given four unlabeled samples of polysaccharides and told that each contains either amylopectin, amylose, cellulose, or glycogen, (one of each). Given the following information, which sample contains which type of polysaccharide? Sample # 1: Many 1-6 linkages of α-glucose monomers Sample # 2: Composed of β-glucose monomers Sample # 3: Many 1-4 linkages of α-glucose monomers Sample # 4: Some 1-6 linkages of α-glucose monomers A. # 1 – amylose, # 2 – cellulose, # 3 – amylopectin, # 4 – glycogen B. # 1 – cellulose, # 2 – glycogen, # 3 – amylose, # 4 – amylopectin C. # 1 – amylopectin, # 2 – cellulose, # 3 – amylopectin, # 4 – glycogen D. # 1 – glycogen, # 2 – amylopectin, # 3 – cellulose, # 4 – amylase E. # 1 – glycogen, # 2 – cellulose, # 3 – amylose, # 4 – amylopectin 12. You are looking for a lactose analog to induce long-term expression of a gene under the control of the lac promoter. Which of the following molecules is the most suitable choice? E. 13. Which of the following statements about gravity perception is FALSE? A. Statoliths are specialized amyloplasts. B. Statoliths are found in statocytes. C. Gravity is sensed from the root cap acropetally through the zone of division. D. Columella cells sense gravity through statolith pressure on the endoplasmic reticulum E. Auxin is the main hormone involved in gravity response. 14. What characterizes a short-day plant? A. They flower only after a sequence of short days followed by long days. B. They flower only after a sequence of long days followed by short days. C. They flower in fall or early spring. D. Flowering can be induced by an interruption of a long day with a period of darkness. E. They need to be vernalized in order to flower. 15. Which of the flowing statements about flowering is true? A. A long-day plant will flower when it has been stimulated to produce the correct ratio of phytochromes to cryptochromes. C. A long-day plant will flower if its night is interrupted by a flash of red and then a flash of far-red light. B. A long-day plant will flower when its ratio of Pr to Pfr that is greater than 1. D. A long-day plant will flower when most of its phytochromes are in the Pfr form and the days are long enough for its flowering gene to accumulate to high enough levels to induce flowering. E. A long-day plant requires a short night so the flowering inhibitor protein can be removed to low-enough levels to allow flowering. 16. A researcher's new houseplant exhibits photoperiodism because of the presence of phytochromes. Which of the following statements about plant phytochromes is NOT true? A. Each phytochrome molecule is a dimer composed of two identical subunits. Each subunit contains a photosensitive chromophore. B. The conformational change of Pr to Pfr is irreversible, so over the night the plant recycles the Pfr that was produced during the day and synthesizes new Pr phytochromes. D. Plants shaded by other plants commonly have the equilibrium of Pr to Pfr more shifted toward Pr during the day. C. When exposed to red light, Pr is converted to Pfr in the plant. E. ALL of the above are true 17. Which of the following statements is TRUE about leaves in vascular plants? A. Leaves are found on all species in the kingdom Plantae B. Secondary (woody) growth is found in some leaves C. All plants with microphylls are extinct D. Megaphylls may have evolved from sporangia on the side of the stem E. Microphylls may have evolved from a series of branches lying close to each other on a stem 18. Which of the following is an accurate description of alternation of generations in vascular and nonvascular plants? A. Nonvascular plants and seedless vascular plants have a dominant gametophyte B. Seedless and seed-producing vascular plants have an independent gametophyte C. Nonvascular plants and seedless vascular plants have dominant sporophyte D. Seedless and seed-producing vascular plants have a dominant gametophyte E. Seedless and seed-producing vascular plants have a reduced gametophyte 19. Arrange the following five events in an order that explains the bulk flow of substances in the phloem. I. Water diffuses into the sieve tube elements II. Leaf cells produce sugar by photosynthesis III.Solutes are actively transported into sieve elements IV. Sugar is transported from cell to cell via the apoplast and/or symplast V. Sugar moves down the stem A. II, I, IV, III, V B. I, II, III, IV, V C. II, IV, III, I, V D. IV, II, I, III, V E. II, IV, I, III, V 20. What is the relationship between pollination and fertilization in flowering plants? A. Fertilization precedes pollination. B. Pollination easily occurs between plants of different species. C. Pollen is formed within megasporangia so that male and female gametes are near each other. D. If fertilization occurs, pollination is unnecessary. E. Pollination brings gametophytes together such that fertilization can occur. 21. You are growing plants hydroponically, measuring CO2 usage. The plants initially grow robustly, but soon CO2 assimilation drops. Young leaves continue to grow normally, but older leaves begin to yellow. Which of the following is the MOST likely cause for the observed changes? A. The hydroponic medium lacks oxygen, causing the roots to suffocate. B. The plants are preparing to flower. C. The plants are mutants which overproduce gibberellins. D. The hydroponic medium lacks magnesium. E. The plants are not exposed to enough light. 22. Which of the following has the greatest total cross-sectional area in the human body? A. Arteries B. Arterioles C. Capillaries D. Venules E. Veins 23. Which of the following is a feature of muscles that have mainly oxidative metabolism? A. Have low blood supply B. Store more fat C. Commonly identified as fast twitch D. Have few mitochondria E. Susceptible to fatigue 24. Place the following events related to the allergic response in order of occurrence. I. IgE antibodies bind to mast cells. II. Mast cells degranulate. III.IgE antibodies recognize and bind to allergen. IV. Allergy symptoms appear. V. IgE antibodies are produced in response to exposure to an allergen. VI. Histamine is released into the blood. A. VI, V, I, II, III, IV B. V, II, I, III, VI, IV C. V, III, I, VI, II, IV D. IV, VI, V, III, I, II E. V, I, III, II, VI, IV 25. Which region of the brain is LEAST related to processing of visual signals? A. Occipital lobe B. Cerebellum C. Hypothalamus D. Optic chiasm E. Lateral geniculate nuclei 26. You compliment a friend on his recent weight loss. When you are playing video games at his house later, you notice he seems disinterested in the game and is frequently going to the kitchen to get snacks. After one too many sodas, you go to the bathroom, where you see his medicine cabinet stocked full of Rogaine (a hair loss medication), Imodium (a diarrhea medication), Viagra (an impotence medication) and Ritalin (a hyperactivity medication). Finally understanding his illness, you tell your friend he needs to see a doctor about his: A. Hyperthyroidism B. Type I diabetes C. Hyperparathyroidism D. Hypopituitarism E. Hypogonadism 27. When comparing the mammal's respiratory system with the arthropod's tracheal system, which of the following is FALSE? A. The mammal's respiratory system is limited to a certain region of its body, while the tracheal system of the arthropod is throughout its body B. Both systems are adaptations for living in air C. Both systems have a closed circulatory system adjacent to a gas exchange surface D. Both systems possess highly branched tubes E. Both systems possess invaginated surfaces 28. List the following Orthoptera appendage segments in order from most proximal to most distal. I. Coxa II. Femur III.Tarsus IV. Tibia V. Trochanter A. III, II, IV, V, I B. I, II, IV, III, V C. II, V, IV, III, I D. V, I, II, IV, III E. I, V, II, IV, III 29. When stimulated, which of the following will cause an accelerated heartbeat, pupil dilation, blood pressure rise, and more blood to flow to the peripheral muscles? A. Parasympathetic nervous system B. Parathyroid gland C. Somatic nervous system D. Sympathetic nervous system E. Thyroid gland 30. Without harming the Lumbricus (earthworm) specimen, a researcher carefully removed the liquid in each body segment. Which of the following descriptions of earthworm movement would you expect to observe? A. Movement by the setae only B. Neither extension nor contraction C. Normal contraction and extension D. Normal extension, but not full contraction E. Normal contraction, but not full extension 31. A patient meets with his doctor and presents the following symptoms: low metabolic rate, goiter, and weight gain to the point of obesity. Which of the following best describes the cause of these symptoms? A. High body temperature B. High levels of thyrotropic hormone (TSH) in the blood C. High levels of thyroxin in the blood D. Increased production of thyrotropic releasing hormone E. Lack of sufficient iodine in the diet 32. Which of the following are common precursors in hormone synthesis? A. Carbohydrates, polypeptides, and steroids B. Carbohydrates, fats, and polypeptides C. Fats, polypeptides, and steroids D. Amino acids, polypeptides, and steroids E. Amino acids, fats, and minerals 33. In a capillary bed if the hydrostatic pressure at the arteriole ends is 32 mm Hg and at the venule ends is 14 mm Hg with an osmotic pressure of 22 mm Hg, the net flow of fluids from the capillary bed will occur with a pressure of A. 2 mm Hg B. 8 mm Hg C. 10 mm Hg D. 18 mm Hg E. 22 mm Hg 34. Upon examination of an unknown animal, you determine the following: it has an excretory system with blind-ended tubules emerging as outgrowths in the digestive system, is terrestrial, and has an open circulatory system. You also could predict that it might have which of the following? A. Book gills B. Lungs C. Four-chambered heart D. Nephridia E. Tracheal system 35. Which of the following pH series MOST closely matches the pH series for the following solutions? blood, 10 -5 M HCl, pure water * , gastric fluids, salt water * at STP ( Standard Temperature and Pressure) 8.3 E. 6.8 5.0 7.0 2.4 8.3 36. While examining a small mammal's skull, you observe that there are no canines and that the premolars and molars are flat. Which of the following characteristics would this mammal likely possess? A. Lacks maltase and sucrase in its intestine B. Lacks amylase in its saliva C. Possesses a high concentration of pepsin in its saliva D. Possesses a long large intestine E. Possesses a spiral valve in its intestine 37. Which of the following is an example of an ethological study? A. The ability of wood rats to run mazes B. The behavior of cows held in small barns C. The effect of freezing temperature on mating in Amazonian fishes D. The preference of honeybees for different flower colors E. Both B and D are correct 38. During a long period when there is no rainfall, a mountain lion may temporarily leave its usual hunting territory to drink from a farm pond. This behavior is probably due to: A. Its need to find different foods to eat B. A change in an abiotic factor in its environment C. Its need to find a new habitat D. A change in a biotic factor in its environment E. The need to increase its territory 39. Which of the following roles have humans NOT traditionally taken in the process of domesticating animals? A. Parent in imprinting B. Nature in selection C. Dominant male in social organization D. Landmark in spatial learning E. Bottleneck effects 40. The freshwater fish Apteronotus albifrons (black ghost) is found off the coast of Ecuador. Suppose there are no close relatives and you have the ability to prevent black ghosts from immigrating or emigrating from their present population and there would be no further mutations. Which of the following statements is the best description of the future of this black ghost population? A. The population will deteriorate after a few generations due to excessive inbreeding B. All evolution will stop immediately D. The population will stop evolving, but will continue for many generations as long as the environment remains constant C. The population will continue to evolve for a long time as selection acts on the variability produced by recombination E. Major evolutionary changes will continue due to genetic drift 41. Suppose a researcher is planning to use the Dideoxy Chain-Termination method for sequencing DNA but does not add fluorescently tagged ddGTP to the incubation tube. What are his results from the sequencing? A. The DNA polymerase will sense that ddGTP is missing and fail to replicate DNA according to the template strand. B. The spectrogram printed from the detector reading the polyacrylamide gel will be as expected because the other three dideoxynucleotides were present in the incubation tube. C. The DNA polymerase will make many strands of DNA of equal lengths, but none will contain fluorescently tagged G nucleotides. D. The spectrogram will contain gaps in its detected peaks of fluorescence where ddGTP would have terminated certain strands of DNA. E. The DNA polymerase will produce DNA strands of all different lengths, but some will terminate in Guanine instead of ddGTP. In questions 42 to 44, you have two true-breeding strains of pea plants with white flowers. Crossing these two strains yields an F1 generation that only has purple flowers. Self-crossing these purple flowered plants yields the following ratio of progeny with purple and white flowers: 9 purple: 7 white. 42. How many genes in this cross are involved in determining flower color? A. 0 B. 1 C. 2 D. 3 E. 4 43. What fraction of the purple-flowered F2 progeny do you expect to produce only purple progeny when self crossed? A. 1/9 B. 1/4 C. 1/3 D. 4/9 E. 1 44. What fraction of the purple-flowered F2 progeny, when selfed, do you expect to produce the same 9:7 ratio of purple to white progeny? A. 0 B. 1/3 C. 4/9 D. 1/2 E. 5/9 45. You have two true-breeding squash strains with white flowers instead of the normal yellow flowers. When crossed, the F1 generation exhibits yellow flowers only. Your colleague makes the following hypothesis to explain this result: Each parental strain has a mutation in the same gene, the protein product of which forms a homodimer that catalyzes an important step in yellow pigment production. It happens by chance that the two distinct mutant subunits, each produced in a parental strain, can bind to each other and function normally, but not when bound with itself or the wild type subunit. What ratio of yellow-flowered to white-flowered progeny would you expect from a self-cross of the F1 generation if your colleague's hypothesis were correct? A. 1:1 B. 9:7 C. 7:9 D. 3:1 E. 1:3 46. The following pedigree depicts inheritance of hemophilia, an X-linked recessive disorder. The great-grandfather of the child marked with "?" suffered from hemophilia. Assume the great-grandmother has no past history of hemophilia, and could not have been a carrier of the disease. What is the probability that the child marked with "?" will be born male AND suffer from hemophilia given that that the other five children in Generation IV do not have hemophilia? A. 1/8 B. 1/10 C. 1/12 D. 1/20 E. 1/32 47. Using the following information, approximate the number of nucleotide triphosphates required to translate an mRNA molecule with a coding region (including start and stop codons, excluding untranslated regions) that is X base pairs long. I. 1 ATP is required to attach an amino acid to tRNA. II. 1 ATP is required to break myosin from actin. III. 2 GTP are required to dissociate ribosome subunits and mRNA and release a finished polypeptide. IV. 1 GTP is hydrolyzed to bind the large subunit of the ribosome to an mRNA. V. 1 GTP is produced per round of the citric acid cycle. VI. 1 GTP is required for codon recognition per each new aminoacyl-tRNA added. VII. 1 GTP is required for translocation of peptidyl-tRNAs per each cycle of elongation. A. X + 3 B. 3X C. 3X + 3 D. 4X/3 + 3 E. X/3 + 3 48. With the movement to land from an aquatic environment, all of the following were problems facing plants EXCEPT: A. UV radiation B. Desiccation of the embryo and zygote C. Pollen production D. Temperature fluctuations E. Winds 49. If a short-day plant flowers only when the night is at least 14 hours long, in which of the following light conditions will the plant flower? Place your response on your scantron. Key = Intense flash of red light = Intense flash of far-red light = Daylight = Night 50. Cyclic and noncyclic pathways for photophosphorylation are present in most plants. If you assume that the cyclic pathway is not affected, which of the following processes would cease if the noncyclic pathway were inhibited? A. Chemiosmosis in mitochondria C. Oxidation of FADre to FADox B. Active transport of Na + across the cell membrane D. 6CO2 + 6 RuBP + 12 ATP + 12 NADPHre 12 glucose phosphate + 12 NADPHox + 12 ADP E. Osmosis 51. The difference between the action spectrum and the absorption spectrum of plants suggests that: A. Chlorophyll is not involved in the dark reactions B. Pigments other than chlorophyll are involved C. Two photosystems are involved D. Chlorophyll is green E. Green light is not effective for photosynthesis 52. Which of the following statements is NOT true about the Nitrogen Cycle? A. The atmospheric reservoir of nitrogen makes up only a small amount of the total amount of the element in the Nitrogen Cycle. B. Most nitrogen is fixed in the root nodules in plants of the family Fabaceae. D. Some species of nitrifying bacteria are responsible for converting NO2 - to NO3 -. C. The process of returning nitrogen to inorganic forms in the soil by decomposers is called ammonification. E. ALL of the above are true. 53. You wish to know the population of a certain group of gorillas on your wildlife preserve. You captured and tagged 45 gorillas with a microchip and released them back into the wild. After six months, you returned and captured 64 gorillas and 8 had the tags that you have previously placed in them. Given that no births or deaths occur in the population, what is the size of the population of gorillas on your wildlife preserve? A. 140 B. 150 C. 180 D. 270 E. 360 54. You are working for a biotech company that produces a genetically engineered bacterium. The species that you are responsible for will grow until the population reaches a density of 1.2 x 10 6 cells/cm 3 . To maximize the sustainable yield of these bacteria, you should adjust the density to: A. 1.2 x 10 6 cells/cm 3 C. 0.6 x 10 6 cells/cm 3 B. Between 1.2 and 2.4 10 6 cells/cm 3 D. 1.2 x 10 3 cells/cm 3 E. 0.6 x 10 3 cells/cm 3 55. An orchid growing epiphytically on a tree is an example of: A. Batesian mimicry B. Inquilinism C. Mutualism D. Phoresy E. Adventitious roots 56. Which of the following is NOT a typical characteristic of a K-selected species? A. Large body size B. Lives in fairly stable and predictable environments C. Produces few offspring D. Reproduces late in life E. Short life span 57. Which of the following would be the most acceptable limiting factor showing a boom or bust growth curve in an Anopheles (mosquito) population? A. Density-independent limitations B. Density-dependent limitations C. Intrinsic rate factors D. S factors E. Survivorship factors 58. Both Annelids and Mollusks have A. Ciliated larvae always in their life cycles B. A blastopore that develops into an anus C. A coelom that develops from mesodermal pouches D. Indeterminate cleavage in early development E. A mesoderm that arises as a solid in-growth of cells from a cell near the blastopore 59. Among the following animal groups, which is least related to the others? A. Annelida B. Aschelminthes C. Arthropoda D. Echinodermata E. Mollusca 60. Insects typically have all of the following with the exception of: A. Body divided into head, thorax, and abdomen B. Compound eyes C. One pair of antennae D. Pincer or Fang-like chelicerae E. Three pairs of legs PART B 61. A highly mutated protein is isolated from a line of lab rats. A number of charged amino acids are shown to have been replaced by non-polar amino acids in its polypeptide sequence when compared to the wild-type protein. Which of the following changes in the protein might have occurred as a result? I. There is a greater amount of α-helix found in the mutated protein. II. The mutated protein does not fold at all because some of the charged amino acids that were replaced were very important to the shape of the wild-type protein. IV. When inserted into a cell membrane, a smaller portion of the mutated protein is found inside the lipid bilayer. III. The mutated protein has a very different quaternary structure compared to the wild-type. A. I only. B. III only. C. I and III only. D. I, II, and IV only. E. I, III, and IV only. Use the gel diagram below to answer Questions 62 and 63. The positively-charged electrode of the electrophoresis gel is shown at the bottom of the diagram; the negatively-charged electrode is at the top. The mixture in each well included the original DNA fragment, all four dNTPs, one type of ddNTP as labeled in the diagram, and other necessary components of the dideoxy chain-termination reaction. The results are below. A. 5'--GAAGACTAACATTCA--3' B. 5'-- ACTTACAATGTAGUA--3' C. 5'-- CTTCTGATTGTAAGT--3' D. 5'--ACTTACAATCAGAAG--3' E. 5'--TGAATGTTAGTCTTC--3' 63. The fragment sequenced in Question 62 is a section of the coding strand of Gene X. Gene X encodes Protein P which passes through the cell membrane. The particular fragment of Gene X that you have sequenced USUALLY produces the transmembrane domain of Protein P. However in this case, there is a point mutation. Assume the reading frame is such that this fifteen-nucleotide fragment encodes five amino acids. Using the codon chart below, identify the codon that contains the mutation in the DNA gel from Question 62. Enter A, B, C, D, or E as labeled on the gel on your scantron. Questions 64 to 68. Compartmentalization is a hallmark of eukaryotic cells. For each metabolic pathway, choose the intracellular compartment or organelle from the list below in which it takes place. Place your answer on your scantron. A. Cytosol B. Mitochondrial Matrix C. Mitochondrial Membranes D. Peroxisomes E. Endoplasmic Reticulum 64. Gluconeogenesis 65. -Oxidation 66. Pentose Phosphate Pathway 67. Glyoxylate Cycle 68. Steroid Synthesis Questions 69 to 72 are linked. 69. A macrophage cell notifies other cells of an immunological invader by: I. Up-regulating expression of MHC I molecules upon activation. II. Up-regulating expression of MHC II molecules upon activation. III. Interacting with the complement system. IV. Acting as an antigen presenting cell. V. Inactivating viruses through release of antibodies. VI. Decreasing enzymatic production. VII. Increased cytokine production. A. I, III, IV, and VI B. I, IV, V, and VII C. II, III, IV, and VII D. II, III, IV, and V E. I, II, IV, and VI 70. A confluent layer of macrophage cells are grown in two 25 cm 2 tissue culture flasks with appropriate medium containing 10% plasma serum. For the experiment all medium is removed from the flask and the cells are washed with appropriate buffers to remove all traces of serum and media. E. coli bacteria, suspended in serum free media, are then added or "fed" to the macrophages. The process of E. coli death from phagocytosis was then studied. It is necessary in a phagocytosis study to remove the serum because: A. The complement proteins could have independently killed the bacteria. B. The B cells could have independently killed the bacteria. C. The natural killer cells could have independently phagocitized the bacteria. D. Serum proteins could have inhibited the Membrane Attack Complex (MAC). E. Serum proteins could have inhibited the Major Histocompatibility Complex. 71. After 30 minutes the cells in tissue culture Flasks 1 and 2 are washed with appropriate buffers to remove all free E. coli. Serum free media is added and the flasks incubated. During incubation the macrophages and microbes are at war. Which statement is true? A. The macrophage digests the E. coli through the oxidative burst. B. The E. coli protects itself through the oxidative burst. C. The oxidative burst is characterized by an increased production of hydrogen peroxide. D. The oxidative burst results in the formation of a membrane attack complex. E. A and C 72. After 45 minutes, the macrophages in Flask 1 are lysed by adding ice cold water. The macrophages and water are centrifuged and the bacteria isolated from the macrophage debris. The bacteria are suspended, diluted and plated on agar. After 90 minutes, the same procedure was followed for tissue culture Flask 2 and these bacteria were plated. Bacterial Plates 1 and 2 were incubated for 24 hours. What would be your prediction of the bacterial growth on Plate 1 (45 minutes) compared to the bacterial growth on Plate 2 (90 minutes)? A. Plates 1 and 2 have equal colonies B. Plate 1 has no colonies C. Plate 2 has no colonies D. Plate 1 has more colonies than Plate 2 E. Plate 2 has more colonies than Plate 1 73. A plant researcher suggested that in Brassica oleracea (Brussels sprouts), lateral bud inhibition is due to sub-optimal auxin activity. To determine if this was true, she removed the apex of a young Brussels sprout plant. Which of the following statement(s) is/are true? A. Removal of the apex induced an auxin increase in the lateral buds which then grew out. B. Gibberellin activity decreased immediately C. Gibberellin activity increased immediately D. Auxin application to the cut surface of decapitated plants caused lateral bud inhibition, but did not completely prevent bud growth E. The auxin content of the lateral buds on intact plants increased with time 74. In angiosperms, a spore differs from a seed in a variety of ways. Given below is a list of possible differences. Which are correct? I. A spore is haploid, a seed has both haploid and diploid tissue II. A spore is diploid, a seed is haploid. III. A spore is the consequence of meiosis, a seed the consequence of fertilization. IV. A spore develops into a gametophyte, a seed develops into a new sporophyte. V. A spore develops into a sporophyte, a seed develops into a gametophyte. VI. A spore is unicellular, a seed is multicellular. VII. A spore contains little or no stored food, a seed contains stored food. A. II, III,V,VI, and VII only B. I, III, V, VI, and VII only C. I, III, V, and VI only D. II, V, VI, and VII only E. I, III, IV, VI, and VII only Questions 75 to 80: The diagram below shows the role of soil bacteria in nitrogen nutrition in plants. Each number in the diagram corresponds to a response in Column II. On your scantron enter the response from Column II that best describes the number in the diagram indicated by Questions 75 to 80. Place your answer on your scantron. 81. Which of the following statements about lenticels is true? Choose all that apply. A. Lenticels are a unique feature of angiosperms. B. Lenticels from when a region of cork cambium grows more actively than surrounding tissue, rupturing the phellem. C. Lenticels form when a region of cork cambium grows more slowly than surrounding tissue, rupturing the phellem. D. Lenticels are found only on shoots and roots. E. Lenticels originate in the plant epidermis. 82. What are some effects of antidiuretic hormone (ADH)? I. The distal tubules and collecting ducts of kidney nephrons are targeted. II. The osmolarity of the blood increases following ADH activity. III. Urine volume is increased. IV. The number of aquaporins in the collecting ducts is increased. A. I only B. III only C. I and IV only D. II and III only E. II, III, and IV only 83. During an adult thyroidectomy the parathyroids are often removed and transplanted under the skin under the clavicle. Assume the patient takes and is responsive to all thyroid replacement medications. However, if the parathyroid transplant fails, possible physiological consequences are: I. Erratic heart rates II. Decreased vitamin D metabolism III. Increased rate of carbohydrate absorption IV. Muscle weakness and/or tetanus V. Goiter VI. Iodine deficiency A. I, II, and IV B. I, III, and V C. II, III, and V D. III, V, and VI E. IV, V, and VI 84. Which of the following statements about the human menstrual cycle are correct? Choose all that apply. A. The corpus luteum is named for high concentrations of carotenoid compounds. C. Dosage regimen for combined oral contraceptive pills typically consists of 21 pills followed by seven placebo pills; while progesterone-only pills are taken continuously without the need for a placebo. B. During the follicular phase (Days 1 through 13), FSH stimulates development of a primordial follicle into a mature Graafian follicle that ruptures in ovulation. D. The end of menstruation marks Day 1 in the beginning of a new menstrual cycle. E. Without fertilization leading to embryonic production of hCG, approximately 14 days after ovulation the corpus luteum will degenerate. The resulting drop in estrogen level triggers menstruation. 85. Place the following events related to skeletal muscle contraction in order of occurrence. I. Ca 2+ ions are released from the sarcoplasmic reticulum (SR) into the cytoplasm. II. The action potential travels across the sarcolemma and down the Ttubules. III. Sarcomeres shorten and the muscle contracts. IV. An action potential travels down the motor nerve axon. V. Cross-bridges are broken and reformed. VI. Ca 2+ ions bind to troponin. VII. Ryanodine receptors between the T tubules and SR are activated. VIII. Tropomyosin is moved away from the myosin cross-bridge binding sites. IX. ACh is released at the neuromuscular junction. A. IV, II, IX, VII, I, VIII, V, VI, III B. IX, VII, I, VI, VIII, III, II, V, IV C. IV, IX, II, VII, I, VI, VIII, V, III D. III, IV, I, VII, IX, VIII, VI, V, II E. IX, IV, VII, II, I, VI, V, VIII, III Questions 86 to 89. Examine the chart below and indicate if the type of each characteristic indicated for all three organisms in each row is True (A) or False (B). Place your responses on your scantron. Questions 90 to 95: Using the selections A to D below, identify the primary ions involved in each process. Place your answer on your scantron. A. Ca +2 B. K + C. Both D. Neither 90. Smooth muscle contraction 91. Slow block to polyspermy 92. Long-term potentiation by NMDA receptors 93. Induction of the macula densa to activate RAAS 94. Saliva secretion by salivary glands 95. Mechnotransduction in hair cells 96. Consider that some of the spinal motor nerves have axons a yard long. If you were to stimulate a resting state axon approximately halfway along its length, what would happen? A. Sodium ions will pass from the outside of the axon to the inside B. The sodium-potassium pump will be activated C. Depolarization will be propagated to and away from the cell body D. Chloride ions will pass from the outside of the axon to the inside E. Chloride ions will pass from the inside of the axon to the outside 97. The Thomson's gazelle (Eudorcas thomsonii) is an herbivorous mammal that lives in the African savannah. Its primary defense against predators is its speed; even very fast predators such as the cheetah have difficulty catching a healthy gazelle. When the gazelle spots a cheetah, the gazelle leaps high into the air, a behavior known as "stotting". Caro (1986) studied this behavior and concluded that stotting is an honest signal to the cheetah that the gazelle is fit and hard to catch. Which of the following observations would NOT be consistent with this hypothesis? A. Stotting occurs when the gazelle is within sight of other gazelles B. Stotting does not occur when the gazelle is not near other gazelles C. Stotting gazelles are chased less often than non-stotters D. Stotting is more likely to occur when the cheetah is farther away E. Stotting gazelles turn their conspicuous white rump towards the cheetah For Questions 98 and 99, use the information below. You are studying a newly-discovered species, H. theticus, which exhibits a behavior called "snonting." Your observations have revealed the following: - Some sexually-mature individuals of H. theticus do not reproduce, instead remaining with their parents. - H. theticus lives in family units consisting of a monogamous pair and their offspring. New pairs almost always settle close to the male's parents. - An isolated individual that snonts has a lower reproductive fitness than an individual that does not snont. 98. Which of the following would NOT be acceptable evidence that snonting is an altruistic behavior and is maintained in the population due to kin selection? A. All genetically-related individuals in a large family unit snont B. The individuals who snont are all non-reproductive C. Males snont more often when other males of similar age are nearby D. Reproductive males engage in snonting even when they are not raising offspring E. Females cease snonting when they find a mate, but begin snonting again when their offspring reach reproductive age. 99. Assuming that snonting is an altruistic behavior that is maintained due to kin selection, consider the following situation: A reproductive male, X, lives with his mate near his parents. His other siblings are all females and no longer live nearby. Based on your observations, you know that X is likely to produce 12 MORE offspring during his life. His parents, however, are older and will only produce 3 more offspring during their lives. One day, a situation arises where X's parents have a 50% chance of death. However, if X snonts, his parents will survive with 100% probability. Given this information, use Hamilton's rule to predict the maximum probability of death that X can incur in this situation in order for snonting to be favored. A. 6.25% B. 12.5% C. 25% D. 37.5% E. 50% 100. Which of the following statements are valid reasons why rRNA sequences are frequently used to draw phylogenetic trees? Select all that apply. A. Because of the lethality or near-lethality of most ribosomal RNA mutations, the rRNA sequence changes very slowly and makes drawing phylogenetic trees over long spans of time possible. B. rRNA is more resistant to mutation and thus more reliable than most genes. C. rRNA sequences are highly conserved across almost all living organisms. D. The stem-loop structure of rRNA results in some more conserved regions that have slower mutation rates and other regions with higher mutation rates, allowing for rarer mutations that distinguish more distant phylogenetic relationships. E. The DNA that encodes rRNA is never duplicated or translocated, removing the challenge of distinguishing paralogous genes from homologous genes. For Question 101, please use the following information. In Drosophila, Gene A controls wing development. Allele A is dominant and gives rise to normal wings. Recessive allele a causes curly wings. Gene B controls eye color. Allele B is dominant causing red eyes, while Allele b is recessive and causes white eyes. A colleague claims that these two genes are linked with a recombination frequency of 1/11. You decide to confirm this claim and cross an AaBb fly with a pure-breeding white-eyed curly-winged fly. The following offspring result: 96 white-eyed flies with normal wings 7 white-eyed flies with curly wings 6 red-eyed flies with normal wings 112 red-eyed flies with curly wings 101. Using the Chi-squared distribution chart below, choose whether your colleague's claim is: A. Acceptable B. Unacceptable C. Insufficient data Chi-Square Distribution Chart For Questions 102 to 104, please refer to the following data. You isolate four mutant strains of E. coli which are different from the wild type in their metabolism of substances A, B, and C. A, B, and C form a metabolic pathway that is required for the bacteria to grow. Mutant strains and crosses between different mutant strains are plated on a minimal medium with added compounds. You observe the following results, where "+" indicates colonies are observed and "o" indicates no colonies. You discover that the mutation in Strain 1 eliminates the functionality of a subunit of a heterodimeric enzyme named M. With respect to the mutations in Strains 2, 3, and 4, select from among the following choices to answer Questions 102 to 104. Place your answer(s) on your scantron. A. A mutation inactivating a different enzyme than M, one which uses B as a substrate B. A mutation inactivating a different enzyme than M, one which uses C as a substrate C. A mutation producing an inactive membrane transport protein for substance A D. A mutation affecting the same subunit of M that the mutation in strain 1 affects E. A mutation affecting enzyme M, but a different subunit from that in Strain 1 102. What is the most probable choice for the mutation in Strain 2? 103. What is the most probable choice for the mutation in Strain 3? 104. What are the TWO most probable choices for the mutation in Strain 4? 105. Select the possible gene sequences for a chromosome that has crossing over between A and B at 6%, B and C at 13%, C and D at 18%, and D and B at 5%. A. ABDC B. BADC C. BACD D. CABD E. CBDA 106. Consider a hypothetical gene whose active site is encoded by the gene fragment below: Which of the following mutations would be most significant to the activity of the protein encoded by the gene? ``` 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 C T G G C A T G C T T C G G A A A T ``` A. Addition of a "G" between positions 14 and 15 B. Deletion of "A" at position 16 C. Deletion of "C" at position 5 D. Substitution of "A" for "G" at position 14 E. Deletion of "A" at position 15 107. The Sentinelese tribe who has brown eyes lives on the north side of Sentinel Island, a part of the Andaman Islands belonging to India. In the 60,000 years that they have lived on this island, they have rejected all contact with any other peoples. Suppose that two male adventurers from the outside world are marooned on an island with three female Sentinelese. Both explorers have brown eyes, but one explorer's mother had blue eyes. If one assumes Hardy-Weinberg equilibrium for the eye-color alleles, about how many people would you expect to have blue eyes when the island population reaches 40,000? A. 0 B. 40 C. 400 D. 2000 E. 4000 108. Among U. sabo individuals, there are two rare recessive traits, nerdy and geeky, that are known to be linked with a 20% chance of recombination. Consider the pedigree below where two nerdy, geeky individuals mate with normal individuals. If their offspring mate, what is the chance the grandchild, labeled with a question mark in the pedigree, will be nerdy, but not geeky? A. 8% B. 9% C. 10% D. 16% E. 20% 109. Field studies of the measurement of the eggs of Anas platyrhynchos (Mallard duck) have shown that average size eggs are more likely to produce viable offspring than smaller or larger eggs. This is an example of: A. Convergence B. Directional selection C. Disruptive selection D. Polymorphism E. Stabilizing selection 110. An USDA field researcher studies a field with monoculture of plants that occur nowhere else in Maryland and no other species of the same genus are known to exist anywhere. The researcher demonstrates that the plants in this field are most likely interfertile. After 3 years, the researcher observes the field of plants and finds some look slightly different. With cross-pollination studies, he discovers that these plants can cross with each other, but not with normal plants and appear to be a second species closely related to the first. Which of the following statements is the best possible explanation? A. Some of the original population of plants developed a new gene allowing it to split into two species B. Speciation was caused by genetic drift D. Speciation can be explained by the fact that the plants are polyploids C. Environmental factors due to habitat differences in different areas of the field led to divergent adaptation E. The original species first evolved polymorphism and then each formed a separate species 111. You have discovered a series of mutations in the A locus which governs the distribution of pigment in the coat of horses. The alleles, their associated phenotypes, and frequencies in a certain population are as follows: The order of dominance of the alleles is: A + > A > a t > a What are the expected frequencies of the four possible phenotypes, assuming this population is in Hardy-Weinberg equilibrium? A. 0.09 bay, 0.64 dark bay, 0.07 seal brown, 0.2 black B. 0.48 bay, 0.2 dark bay, 0.23 seal brown, 0.09 black C. 0.48 bay, 0.23 dark bay, 0.2 seal brown, 0.09 black D. 0.64 bay, 0.2 dark bay, 0.09 seal brown, 0.07 black E. 0.64 bay, 0.2 dark bay, 0.07 seal brown, 0.09 black 112. An invasive species of grasshopper from South America is destroying crops in Ohio. Which of the following would be the safest and most effective strategy to control the invasive insect population? A. Import a species of bird from South America whose natural diet includes these invasive grasshoppers. B. Spray all the croplands and surrounding areas with pesticide to kill all the grasshoppers. C. Do not plant crops for a couple years in the area to deprive the grasshoppers of their food source and thereby eliminate them. D. Use localized amounts of pesticide near the crops to kill the grasshoppers. E. Release large numbers of a native species of grasshoppers into the area so that they will outcompete the invasive species. For questions 113 and 114, please refer to following information: You are studying a population of mice. Assume the population is at Hardy-Weinberg equilibrium. In these mice, fur color is determined by one gene with dominant allele B and recessive allele b, where the genotype BB results in black fur, bb results in white fur, and Bb results in brown fur. You collect a sample of 100 mice, and find 16 white mice. 113. Suppose a new population of owls migrates to the region. These owls prey on the mice you are studying, and preferentially eat white mice. This is as an example of what type of selection? A. Directional selection B. Disruptive selection C. Ecological selection D. Sexual selection E. Stabilizing selection 114. Assuming the owls eat 62.5% of the white mice before they have a chance to reproduce, what will be the new allele frequency of B after one generation? A. 0.400 B. 0.600 C. 0.625 D. 0.667 E. 0.900 115. Cattle trample and kill small plants surrounding a water hole as they stand near it to drink water. This is an example of: A. Amensalism B. Batesian mimicry C. Commensalism D. Mullerian mimicry E. Mutualism Questions 116 and 117 refer to the following statement: Complete the statement using ONLY the responses provided for each question. Purple sulfur bacteria are a type of photosynthetic nitrogen-fixing bacteria that do not invade plants but fix nitrogen in their free-living state. One would not expect these purple sulfur bacteria to use _116 _ as the electron donor in photosynthesis because it would result in formation of __117_ and thus prevent nitrogen fixation from occurring. 116. Responses ``` A. H2S B. H2O C. NH3 D. H2S or H2O ``` E. H2S or NH3 117. Responses ``` A. S2 B. O2 C. NO3 D. S2 or O2 E. S2 or NO3 - ``` For Questions 118 to 120, please use the following information. A careless researcher has forgotten to label his plants! It's up to you to save the day! Identify which family each of the three unlabeled plants (I, II, and III) belong to based on their floral formulae. Place your response on your scantron. A. Oleaceae B. Brassicaceae C. Solanaceae D. Fagaceae E. Liliaceae 118. Plant I: Ca 4 Co 4 A 4+2 G 2 119. Plant II: T 6 A 6 G 3 120. Plant III: Ca 4 Co 0 A 4 G 0 Student Name____________________________ Student ID#___________________ Part C should be returned in its entirety with each student's scantron. Place all answers to Part C, Questions 1 and 2, on these two pages. Additional sheets of paper may be used, if necessary. Be sure that each page has the Student's Name and the Student's ID#. Please staple all pages together. 2012 USABO Semifinal Part C 1. The diagram shows an apparatus made by a student to investigate the effect of temperature on the activity of ethanol fermentation of yeast. The conical flask contains 2.5 g yeast suspended in 2% sucrose solution. The meniscus moves down the glass tube (5 mL micropipette) during fermentation. The data shown below were collected at regular time intervals to assess the amount of suspension (mL) pushed in the glass tube due to CO2 accumulation Circle your answers for Part C, Question 1 A, B, and C! A. Estimate the average rate of CO2 production (mL CO2/min) for the yeast suspension at 20 o C using the values obtained in the period between 2 and 4 minutes. B. Estimate the specific rate of CO2 generation [millimoles CO2/(min∙g)] at 20 o C. C. What would be the specific rate of ethanol accumulation [millimoles CH3CH2OH/(min∙g)], if the fermentation reaction follows the equation C6H12O6 2C2H5OH + 2CO2? 2. Complete the following table about hormones. We hope to see you as a Finalist!!	<urn:uuid:70f74519-798a-48c6-9622-42e6cdd0015f>	CC-MAIN-2017-39	http://biolympiads.com/wp-content/uploads/2016/08/2012-semifinal-exam-partAandB-questions1.pdf	2017-09-25T11:44:48Z	crawl-data/CC-MAIN-2017-39/segments/1505818691476.47/warc/CC-MAIN-20170925111643-20170925131643-00267.warc.gz	41,871,126	12,778	eng_Latn	eng_Latn	0.968732	eng_Latn	0.994088	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Lat...	false	docling	[ 1302, 3533, 5403, 6193, 6767, 8929, 10866, 11892, 13575, 15342, 16716, 18680, 20220, 21523, 22467, 24189, 25314, 25532, 26376, 26938, 27522, 28537, 30705, 32137, 32938, 34706, 35747, 37581, 39492, 40368, 41237, 42837, 44436, 45796, 47224, 48364, ...	[ 1.984375, 2.546875 ]	3	0
Maths We will be exploring numbers 0100, ensuring we are fluent at counting forwards and backwards, recognising odd and even numbers and being able to write the numerals and words for each number. We will explore place value and how to represent the numbers in different ways. We will also be telling the time. R.E & PSHE In RE we will be looking at symbols in Christianity and we will be exploring the Jewish festival of Hanukah. We will also be exploring Harvest. In PSHE we will be focussing our work on getting to know our new classmates and how we can be a good friend. P.E This half term our focus will be on games. Mr Mitchell is coming into school to teach us how to play Handball. After the half term break we will be developing our coordination and movement through dance. History In November we will be finding out about The Gunpowder Plot and also the significance of Remembrance Day. We will then be exploring the Great Fire of London, looking at historical sources to find out what happened and why. Science Through our Science work we will be looking at the structure of plants and begin to identify common trees and plants. We will be looking at what seeds need to grow and developing our investigational skills. Welcome Back Autumn term 2017 Red, Violet & Indigo Room Red Room Ball Skills – Monday PE – Tuesday Violet Room Ball Skills – Monday PE – Friday Indigo Room Ball Skills - Monday PE - Thursday If you are able to help in our classes in any way please speak to your child's class teacher – Thank you Music In music we will be using our voices creatively, learning lots of new songs. We will also be exploring a range of instruments to make different sounds. English In English we will exploring a range Donaldson. We will be making sure finger spaces, correct punctuation of texts by the author Julia we can write sentences using and checking they make sense. We will be writing in a range of genres including stories, poems and non-fiction texts. In Handwriting we will be focussing on the correct writing position and making sure we can form all our letters correctly, in the right place on the line and of the correct size. We will have a daily phonics lesson where we learn all our digraphs and how to spell tricky words. Guided reading will take place weekly and will focus on fluency, accuracy and comprehension. Computing In computing we will be using the ipads to photograph and film, learning how to frame and save an image. We will also learn how to retrieve the image and import it into another app. We will also explore some paint packages to create images. The children will all receive their Purple Mash passwords to use at home to support our learning across the curriculum. Art & Design Technology This term we will be exploring different paint techniques including colour washing. In Design Technology we will be designing and making our own Tudor houses.	<urn:uuid:1d8c5ad5-738b-419e-acf3-220954c97ef8>	CC-MAIN-2017-39	http://loweswong-inf.notts.sch.uk/images/Autumn_2017_Topic_-_Red_Violet_and_Indigo_Rooms.pdf	2017-09-25T11:21:29Z	crawl-data/CC-MAIN-2017-39/segments/1505818691476.47/warc/CC-MAIN-20170925111643-20170925131643-00269.warc.gz	206,898,975	610	eng_Latn	eng_Latn	0.999272	eng_Latn	0.999272	[ "eng_Latn" ]	false	docling	[ 2926 ]	[ 3.390625 ]	1	0
Freezing and Melthing Worksheet Name: _____________________________________________________________ Part 1 Draw your HYPOTHESIS of where the water will be next class. Cup 1 Cup 2 Room Temperature Frozen Write the TEMPERATURE for each cup before the experiment: Cup 1: ___________ Cup 2: ___________ Part 2 LIQUID water: TEMPERATURE: ___________ WEIGHT: _______________ SOLID ice: TEMPERATURE: ___________ WEIGHT: _______________	<urn:uuid:42d40745-9036-4272-ad8b-039d16ed6d2a>	CC-MAIN-2017-39	http://focus.uga.edu/firstgrade/documents/1-EarthSpaceScience-Freezingandmeltingworksheet.pdf	2017-09-25T11:42:40Z	crawl-data/CC-MAIN-2017-39/segments/1505818691476.47/warc/CC-MAIN-20170925111643-20170925131643-00274.warc.gz	117,375,803	111	eng_Latn	eng_Latn	0.875327	eng_Latn	0.875327	[ "eng_Latn" ]	false	docling	[ 443 ]	[ 3.578125 ]	1	0
Project FOCUS Best Lessons THIRD GRADE Title of Lesson: Soil and Erosion Theme: Earth/Space Science Unit Number: Unit Title: Rocks, Minerals, Soil and Fossils Performance Standard(s) Covered (enter code): S3E1. Students will investigate the physical attributes of rocks and soils. c. Use observation to compare the similarities and differences of texture, particle size, and color in top soils (such as clay, loam or potting soil, and sand). d. Determine how water and wind can change rocks and soil over time using observation and research. Enduring Standards (objectives of activity): Habits of Mind Asks questions Uses numbers to quantify Works in a group Uses tools to measure and view Looks at how parts of things are needed Describes and compares using physical attributes Observes using senses Draws and describes observations Content (key terms and topics covered): Soil Loam Clay Sand Humus Erosion Learning Activity (Description in Steps) Abstract (limit 100 characters): Students will learn about different types of soil and the basic process of erosion. Details: Part I Divide students into small groups. Have them observe the different types of soil and write down what they see, feel, and smell. Ask them to describe the color, texture, and size of particles. You may provide the students with a chart to record their observations. Discuss observations as a class. Part II To prepare, pack both cake pans full of soil. You may use the soil from the Part I observation, or you may use other soil. Make sure that the soil is the same in both containers. On your own or with your class, cover one of the soil pans with gravel, plants, twigs, etc. (Pack it in tightly for this to work well.) Now have the students predict what would happen to the just-soil pan when it rains. To demonstrate, prop the pan of soil at a slight angle (you may use a text book or similar item) and gently drizzle water from your cup or bottle onto the top of the "hillside" you have created. Ask the students to record their observations. Next, repeat this process with the pan of soil that has gravel, plants, twigs, etc. protecting it. First, ask the students to predict what will happen. Then, try to hold the pan at the same angle and use the same amount of water. Ask the students to record their observations. This pan should have much less erosion that the just-soil pan. Materials Needed (Type and Quantity): Part I - Different types of soil (potting soil, sand, clay) - Small containers to hold the soil (tupperware, etc.) - 1 per soil type, per group Part II - Water bottle or paper cup with hole in it - 2 cake pans (or similar large, watertight containers) - Rocks, sticks, plants, etc. - Optional - newspaper or drop cloth to protect from accidental dirt spills Notes and Tips (suggested changes, alternative methods, cautions): - Tip: For added fun, you may havea little city of monopoly houses, small action figures, etc. at the bottom of the "hillside". Ask the students why the people who live in the "village"would want to protect the hill from erosion. - Tip: You may relate the two activities by asking the students, which type of soil do you think would erode the most/least and why? - Caution: If you are going to let the students pour the water (or if you are not a particularly precise person), you may want to do this outside! Sources/References: 1) Originally submitted by Carrie Nalisnick, edited by Jessica Valle (2010) 2) 3)	<urn:uuid:74f7ac94-8b87-4179-a8f3-b653bef9ba14>	CC-MAIN-2017-39	http://focus.uga.edu/thirdgrade/documents/BLesson_Gr3_Life_SoilAndErosion.pdf	2017-09-25T11:36:01Z	crawl-data/CC-MAIN-2017-39/segments/1505818691476.47/warc/CC-MAIN-20170925111643-20170925131643-00275.warc.gz	123,726,122	797	eng_Latn	eng_Latn	0.993726	eng_Latn	0.995171	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1593, 3488 ]	[ 4.65625 ]	1	0
PEOPLE'S ATTITUDE ON GROUND WATER CONSUMPTION: A CASE STUDY BASED ON PANADURA DIVISIONAL SECRETARIAT (DS) DIVISION R. M. B. Madhuwanthi 1 , R. U. K. Piyadasa 2 , S. M .A. T. Nandaseela de S. 3 1 Department of Geography, University of Colombo, Sri Lanka. Email: firstname.lastname@example.org 2 Department of Geography, University of Colombo, Sri Lanka. Email: email@example.com 3 Department of Geography, University of Colombo Sri Lanka. Email: firstname.lastname@example.org ABSTRACT Even though that more than 70% of the Earth surface is covered with water there is only a limited amount of consumable water on the planet for human consumption mainly as drinking water. Ground water resources are the main source of drinking water in many parts of the world. Precipitation is the main recharge factor of ground water areas whereas rivers, lakes and reservoirs are the main discharge areas by nature. To access ground water in micro levels people are using dug wells and tube wells mainly for their own consumption purpose by household chores. But many people do not have sound knowledge about ground water levels, changes of ground water, groundwater recharge and discharge, ground water contamination and etc. Therefore this study has conducted in order to examine the people's attitude on Ground water Consumption as a case study based on Panadura DS division. Main data collection method was a questionnaire survey based on four buffer regions as 500 m intervals from the coast since Panadura belongs to a coastal region. Samples have selected from the households where they have wells as an access to ground water. This study have identified that there is lack of awareness about ground water among people. Most people do not use ground water for consumption in the first buffer region since they indicate high salinity levels. But the quality of ground water increases with the distance from the shore line to the inland. Key words: Ground Water, Sea Water Intrusion 1. INTRODUCTION Water is the most valuable natural resource in the Earth. It is highly essential for all living beings to sustain their lives. The amount of consumable water in earth is decreasing rapidly mainly due to anthropogenic activities. It is the responsibility of mankind to conserve the available water for the future generation. When considering the more than 70% of the water which covered the Earth surface, 97.1% is sea water which cannot be used for normal day to day activities due to high salinity. Access to safe drinking water is essential for humans and other life forms. Therefore awareness on ground water is essential when it comes to conservation and protection under the concepts of sustainable development. Panadura DS division located with one boundary as the Indian Ocean. Oceans carry a huge mass of saline water normally indicates infiltration through the soil layers towards the inlands. But infiltration cause by the precipitation will recharge ground water aquifers with fresh water creating thin layer of fresh water aquifers on top of the infiltrated saline water near the coastal areas. Therefore identifying the certain depth to construct certain wells provide access to fresh water even near the shore line but digging much deeper well will provide more saline water even though they are located little far from the shore line. This study has mainly conducted to investigate the awareness of people regarding the above matter when consuming ground water. 2. METHODOLOGY 2.1. Procedure for Analysis Main method of data collection was a questionnaire survey to collect primary data on people's attitude on ground water consumption. In order to conduct the questionnaire survey, sample of household were selected from Panadura DS division which has access to ground water under stratified random sampling method. Households who have dug wells are only eligible for the sample and sample was stratified in to four segments based on the distance from the shore line as shore line to the 500m, 500 – 1000m, 1000- 1500m and 1500 – 2000m. Therefore area of 2km from the shore line was selected as the area of study. Questionnaire survey was executed by conducting 20 questionnaires in each buffer region. Altogether there were 80 questionnaires. This will provide a proper understating about changes of groundwater consumption along with the distance from the shore line. (Source: Prepared by the Author based on Data produced by the Department of survey) Methodology of the study can be segmented in to three as data collection, data analysis and data presentation. Main methods of data analysis are measures of central tendency and measures of dispersion under statistical analysis. Both qualitative and quantitative methods were used in analysing the results of the questionnaire survey. To present the results mainly graphs, charts and tables were used. 3. RESULTS This study has shown that there are certain issues regarding the consumption of ground water and many households are using alternative sources to fulfil their day to day water needs than ground water. Due to the development of infrastructure and water distribution by the water supply and drainage board many households are using the tap line. 65% of the sample has access to the water distributed by the water supply and drainage board along with the wells. Figure 2 shows that, From the sample 45% of households use ground water (dug wells) to fulfil their drinking water needs whereas 55% of households does not use ground water for drinking purpose. Further, Figure 3 has also indicate that it is only 35% of households uses ground water daily and 30% uses wells only when the water supply is disconnected from the main line. (Source: Ground water survey, 2014.) Since Panadura DSD is an urban area there is a continuous supply from the water supply and drainage board of Sri Lanka. Therefore use of ground water is limited in the city area. (Source: Ground water survey, 2014.) According to Figure 4 only 40% of the sample is satisfied with the quality of ground water and 45% of the sample directly mentioned that they are not satisfied with the water quality. Most of these houses are located near the shore line and increasing levels of saline is the main causal factor. 55% of the total sample does not use ground water for drinking purpose. According to Figure 5 main reasons for this can be identified as taste of the water, colour of the water, odor of the water and the salinity levels of the water. In this area 20% of wells have saline water and 68% have somewhat saline water. (Source: Ground water survey, 2014.) Main reason for not using ground water is the taste of the water. With the sea water intrusion the level of salinity in some wells have increased. Therefore the taste of water in the wells are brackish and people will not tend to consume water from the wells. Considerable amount of wells are with non-transparent water. According to the survey there are 20 present of the wells have taste of brackish water. 68 present of the wells have moderately brackish taste in water. Totally 88 present of the wells have the taste of saline water. (Source: Ground water survey, 2014.) Figure 7 shows that, 42 % of the well water is used for household day to day activities whereas 33% of wells are used of agricultural activities which are located away from the sea. 25 % of the selected wells are not used for either household activities or agricultural activities. 45% of the sample population believe that there is an impact from the sea to ground water and 35% of the sample says that there is no impact of sea to the ground water. 20% of the sample unaware of the sea water intrusion toward the groundwater. (Source: Ground water survey, 2014.) Questionnaire was also focused on examine the people's awareness on what ground water is? 60% of people believe that pure water is water with good taste, without bad odor and absence of any material. 10%, 12% and 18% of the people says that pure water means water with good taste, without bad odor and absence of material respectively. (Source: Ground water survey, 2014.) Many people use purification methods when consuming ground water. Figure 10 shows that, 37 % of the sample uses boiling as the main purification method, and 30 % of the sample believe that the ground water is pure and no need of purification. Some people uses filtering methods to purify groundwater before consuming and 10% says they add chlorine to ground water, (Source: Ground water survey, 2014.) 4. CONCLUSION Most households' do not have proper awareness about the behaviour of ground water and how it changes along with the changes of the environment. But they do possess a sound knowledge from the practice about use of ground water during wet dry seasons. 45% of households strongly believe that there is an impact from the sea for the quality of the water in dug wells. Also this study has shown than most of households are using filtering, boiling and adding chlorine as purification methods of ground water. Most of the wells have dug deeper t access quality ground water but it reaches the beneath saline water and have made the water in wells more saline too. Some wells near the shore line which is not that much deeper extract fresh quality water but the issue is they will drain on heavy dry seasons. 5. REFERENCES [1] http://thakshana.nsf.ac.lk/slstic/NA 58/NA%2058.pdf20. 2014/12/27. 8.02am [2]http://www.sawater.com.au/NR/rdonlyres/657 AC917-D6E3-4E55-AAD1 38119A0ACBB4/0/diag_water_cycle.gif2014/12/18 6.47pm [3]http://obeysekera.net/tsunami/documents/Pana bokke_Perera_2005_Sri_Lanka.pdf. 2014/12/20 8.12am	<urn:uuid:7bcf445d-45e5-4ab4-9941-5c05abd1c7fc>	CC-MAIN-2017-39	http://saitm.edu.lk/fac_of_eng/RSEA/SAITM_IRSEA_2016/imagenesweb/17.pdf	2017-09-25T11:41:21Z	crawl-data/CC-MAIN-2017-39/segments/1505818691476.47/warc/CC-MAIN-20170925111643-20170925131643-00273.warc.gz	297,908,753	2,080	eng_Latn	eng_Latn	0.997605	eng_Latn	0.997708	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3825, 5752, 7492, 9682 ]	[ 2.375 ]	1	0
Community Schools Evaluation Toolkit: A starter guide to help you tell your story and improve results www.communityschools.org/evaluationtoolkit Welcome to the Community School Evaluation Toolkit This toolkit is designed to help community schools evaluate their efforts so that they learn from their successes, identify current challenges, and plan future efforts. It provides a step-by-step process for planning and conducting an evaluation at your community school site(s). The toolkit is a practical, hands-on guide that makes it possible for you to improve your community school's effectiveness and to tell your story. Equally important, it offers a menu of data collection tools (i.e. surveys, public databases) for evaluating whether and how your school is achieving results. You can find these tools on line at: http://www.communityschools.org/resources/community_schools_evaluation_toolkit.aspx For whom is the toolkit written? This toolkit is for community school leaders, i.e., superintendents, local government leaders, foundations, United Ways, principals, site coordinators, curriculum planners, community-based organizations, higher-education institutions, and others. Anyone connected to a community school can facilitate the evaluation process. A background in research or evaluation is not required to use this toolkit effectively. The toolkit highlights strategies for an individual community school but they can also be used for initiatives with multiple community school sites. What is a community school? What is the purpose of the Toolkit? This toolkit is designed to help you learn more about planning and conducting an evaluation of your community school or community school initiative. For the purposes of this toolkit, evaluation is defined as an assessment of the performance and consequences of the strategies implemented at a community school or an initiative. The toolkit is designed to help you: 1. Use existing data sources and collect additional data (if needed) to conduct a low cost evaluation. 2. Identify areas of success and areas in need of improvement in your community school. 3. Gather information that can help you make planning decisions about your evaluation. A community school is a place and a set of partnerships connecting school, family, and community. A community school is distinguished by an integrated focus on academics, youth development, family support, health and social services, and community development. Its curriculum emphasizes real-world learning through community problem-solving and service. By extending the school day and week, it reaches families and community residents. The community school is uniquely equipped to develop its students into educated citizens ready and able to give back to their communities. Facilitate community schools planning to lay a foundation for evaluation. The CCS Logic Model 4. provides the basis for such planning. 5. Assess the extent to which you are leveraging resources. What's in the Evaluation Toolkit? The Evaluation Toolkit is organized into four parts that will help you prepare for an implement your evaluation: Begin with the End in Mind, Prepare to Evaluate, Designing the Evaluation, and the Evaluation Process. Each part contains steps that will help you think through and develop your evaluation. Begin with the End in Mind – a results-based vision and logic model Use your evaluation findings for results based planning Findings and planning inform the next evaluation Evaluation Steps Part 1- Before you Start: Begin with the End in Mind Step 1: The Community Schools Logic Model Step 2: Have what you need to conduct a successful evaluation Part 2- Get Ready: Prepare to Evaluate Step 3: Know what you want to evaluate Step 4: Align your evaluation to the Community Schools Logic Model Part 3- Get Set: Designing the Evaluation Step 5: Develop the questions you want to answer in your evaluation Step 6: Decide what data to collect Part 4- Go!: The Evaluation Process Step 7: Collect data Step 8: Making sense of your data Step 9: Use your findings Community School Results Students in high-implementing Tulsa community schools outperformed students in non-community schools by 32 points in math and by 19 points in reading. Glencliff High School in Nashville has increased its graduation rate - 66.4% to 81.2% from 2007-2008 to 2010-2011. Oyler Community Learning Center, a K-12 school in Cincinnati has moved from Academic Emergency to Academic Watch and is now in Continuous Improvement for the second straight year. The school has improved its Ohio Performance Index by 21.7 points since 2006-2007. Community schools across the nation are seeing results in achievement, attendance, graduation, parental involvement, health, and more. For more results, visit www.communityschools.org/results Results Framework Community schools start with results that guide the vision of the initiative. They establish the criteria for the partnerships and activities needed to be successful. And they provide a benchmark which helps track progress, make modifications, and evaluate at regular intervals. The results and associated indicators presented below were identified from evaluations of community schools and reflect the research literature on best practices for youth development and community schools. Coalition for Community Schools Results Framework Tools The Evaluation Toolkit provides a number of useful tools and connects users to surveys and instruments already used in the field. One example is the data collection plan template which helps initiatives think through what data they want to collect based on the results they want to achieve and where, how, and when to access it and from whom. Data Collection Plan Template To learn more about the Community Schools Evaluation Toolkit or to get advice on evaluation in your community, please contact Reuben Jacobson at the Coalition for Community Schools – firstname.lastname@example.org, (202) 822-8405. We also encourage you to consider evaluation as part of an effort to scale-up your community school initiative. You can read more about the role of evaluation in scale-up at www.communityschools.org/scalingup. www.communityschools.org/evaluationtoolkit ABOUT THE COALITION FOR COMMUNITY SCHOOLS: The Coalition for Community Schools is an alliance of P-16 education, local government, youth development, health and social services, community development, and higher education organizations as well as local community school initiatives. The Coalition believes that strong communities and strong school and strong communities are inextricably connected. 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DRAFT DROUGHT TIP AUGUST 2015 Drought Strategies for Table and Oil Olive Production Dani Lightle and Joseph Connell, University of California Cooperative Extension Olive (Olea europaea L.) is drought tolerant and trees can survive on shallow soils with little supplemental water beyond winter rainfall. In California, commercial productivity of olives relies upon irrigation to maximize fruit yield and quality. Olives grown for table consumption must achieve maximum fruit size and yield, while olives grown for oil must maintain high yields without sacrificing oil quality. When olive trees are properly irrigated, trees will respond by maximizing shoot growth, crop set, fruit size, or oil content. Olive tree development and water use An understanding of critical periods for water availability to olive trees is important for strategizing in times of water shortages. Olive flower buds are formed beginning approximately two months before bloom, from mid-March to mid-May. This is an essential period for water availability in olives. Lack of water during flower bud differentiation affects the timing of bloom, number of blossoms, and the percentage of blossoms that are self-pollenating (Hartmann and Panetsos 1961). Olive shoot growth begins in the spring (between February and April) and through September if water is adequate. Shoot growth is important because next years' crop will be borne on those one year old shoots. Too little water can inhibit shoot growth and reduce the crop set and yield in the following growing season (Goldhamer et al. 1993). Adequate water between August and harvest is necessary to produce larger and more profitable table olives (Goldhamer 1999). In contrast, fruit size is not critical in olives destined for oil, however it is important to boost oil content in the fruit to maximize flavor. Research has shown this is best achieved by withholding some water during fruit development (Berenguer et al. 2006). Irrigation management using evapotranspiration (ETc) Research into irrigation management of olive trees has shown the use of crop evapotranspiration (ETc) is reliable to calculate the trees' water needs throughout the growing season. ETc is a measure of the amount of water lost from evaporation from the ground plus the amount of water transpired by the tree. ETc varies depending on the weather conditions, including temperature, humidity, and wind, as well as day length and orchard canopy cover. The goal when using ETc to irrigate is to replenish the soil with the same amount of water lost to evapotranspiration – essentially to irrigate at levels that match the trees' needs under the current weather conditions. This is the goal for effectively irrigating table olives to maximize production and value. Optimum oil yield and quality can be achieved by irrigating less than full ETc. ETc is calculated using a reference ET level (ETo) calculated using a reference grass crop. Real-time ETo data are measured by CIMIS stations around the state and are available online at www.cimis.water.ca.gov. Multiplying ETo by a crop specific conversion factor (Kc) will give the crop's ET (ETc): c The Kc for olive trees is 0.75 in a clean cultivated orchard with 60% or greater shaded area (Goldhamer et al. 1994). Once the ETc for a specific time period is calculated, the proper amount of water can be applied to each tree. Average olive ETc for the Sacramento Valley and San Joaquin Valley are shown in Table 1. During winter months, rainfall may help fulfill the majority of the trees' water requirements. Auguring a hole at the beginning of the irrigation season will help determine the wetted depth and guide when irrigation should begin. Table 1. Olive water use (ETc) in inches for mature trees in a clean, cultivated orchard with 60% or greater shaded area (Beede and Goldhamer 2005). Irrigation run times can be calculated for the irrigation system type installed in the orchard. Irrigation management can be very effective using ETc, assuming the irrigation system application rate is known (inch/hour or gallons of water/tree/hour) and diligence in following the current ETc demands. Irrigation system upkeep is also vital to ensure distribution rates are uniform across the orchard, so each tree is receiving the expected amount of water. Deficit irrigation is the practice of irrigating a crop at less than the trees' full ETc. Regulated deficit irrigation (RDI) refers to a practice whereby water is withheld from the trees at a specific time during the growing season. In both oil and table olives, RDI strategies can be used to lessen the impact of drought and limited water on olive quality and yield. Be aware, however, that eventually water in excess of the water holding capacity of the soil will need to be applied (either through extra irrigation or rainfall) to leach soluble salts from the soil profile, especially if deficit irrigating with high saline groundwater. Table olive irrigation management under water shortages The key to optimizing profits in table olives is obtaining both large fruit sizes and high fruit yields. When water is not a limiting factor, table olive size and yield can be optimized by irrigating at full ETc (approximately 36-41 acre- inches/ acre/ year). The seasonal evapotranspiration may vary by orchard depending on tree size, light interception, and orchard floor vegetation. Ineffective weed control will lead to increased evapotranspiration within an orchard. Efficient weed control is especially important during drought conditions. Regulated deficit irrigation (RDI) approaches may be used when a full water allocation is not available. The degree and best timing for RDI in table olives depends on the amount of water available. When 80% or more of the full crop ETc is available, a moderate RDI irrigation strategy will conserve water while simultaneously protecting fruit size and yield. Irrigate at full ETc until June, then irrigate at only 50% ETc until mid-August (Figure 1). During this period, crop and shoot growth will slow relative to the growth observed on a fully irrigated tree. Reapply water at the full ETc after August 15 th . As the trees' water needs are met, olive fruit size will rapidly increase. Goldhamer (1999) found that irrigating using a moderate RDI approach will use approximately 21% (7 to 8 acre-inches/ acre) less water without compromising fruit size, yield, or gross revenue. When 60 to 80% of the full crop ET is available, a severe RDI strategy may be imposed. The severe RDI scheme will use approximately 40% (14 to 16 acre-inches/ acre) less water; however that water savings will be accompanied by approximately 10% reduction in yield and 25% reduction in gross revenue potential because of reduced fruit size. To impose severe RDI, irrigate at full ET from the beginning of the season until May 15 th . Irrigate one month at 50% ET (May 15 until June 15), then two months at 25% ET (June 15 until August 15), followed by one month at 50% ET (August 15 to September 15), before increasing back to full ET requirements (Figure 1). Using a severe RDI approach will optimize profits at this level of water availability; however, multiple years at this level is not sustainable, as shoot growth and subsequent seasons' crop will suffer (Goldhamer 1999). When less than 60% of full crop ET is available, severe effects to orchard growth and productivity can be expected. One strategy is to consider irrigating with an eye towards harvesting for oil production instead of table production; however, economically this is likely not a long term (multiple season) strategy. Be sure to focus on weed control to ensure that maximum water is available to trees. Plan on 2 years of normal irrigation before orchard production returns to predrought levels. Oil olive irrigation management under water shortages The key to optimizing profits in super high density olive groves relies on producing optimum oil yield with the best flavor and quality characteristics while minimizing excess vegetative growth. Olives grown for oil do not need as much water as table olives. Oil yield and quality can be optimized by supplying enough water to match 70% of seasonal ETc (25 to 29 acreinches/ acre). ETc in oil olive groves may exceed 29 inches; however, too much water and fertilizer will cause super high density orchards to produce strong vegetative growth that will shade out the lower fruitwood and reduce bloom. Excessive vegetative growth is also undesirable for over-therow harvesters utilized in super high density olive production because of interference with the harvester and increased damage to the olive trees. Oils produced from over-irrigated or water stressed trees may meet "extra-virgin" standards; however, oil quality is greatly affected by tree water stress levels. Fully irrigated or overirrigated oil olives have lower levels of oil extractability and result in bland oil with less of the fruity, bitter, and pungent flavors that are desired. On the other end of the spectrum, olives from severely water stressed trees result in oils that are excessively bitter and pungent (Berenguer et al. 2006). In oil olives, controlled deficit irrigation maintained from May through September did not have significant negative economic effects. Some of the highest quality oil can be obtained by irrigating as low as 40% of the full ETc, although at this level, yield will begin to suffer. By balancing oil quality and yield, an optimal range for irrigating oil olives is at 40 to 70% (14 to 29 acre-inches/ acre) of the full ETc. Trees maintained at the upper end of the range (70%, or 29 acre-inches) will have higher production, while trees maintained at the lower end of the range (40%, or 14 acreinches) will have better oil quality (Grattan et al. 2006). Summary In olive trees, water stress impacts tree shoot growth, flowering timing, olive fruit size, and oil quality. Depending on whether the olives are grown for table or oil olives, irrigation strategies change. Table olive growers must focus on fruit size and yield. RDI regimes can be successfully applied in table olive orchards to maintain revenue while also saving approximately 20% water over a fully irrigated tree. Severe RDI may save 40% of water use over the season, although gross revenue will suffer and orchard production is not sustainable over the long run. Oil olive growers can focus on production and oil quality. Optimum olive oil yield and high quality oil can be produced when trees are irrigated at a level between 40 and 70% of full ETc. Even if water restrictions only permit irrigation at 30% of tree ETc, a high quality oil may still be obtained in super high density olive orchards although total oil yield will be reduced. References Beede, R. H. and D. A. Goldhamer. 2005. Olive irrigation management. In: Olive Production Manual, Second Edition, G. S. Sibbett and L. Ferguson, eds. University of California Publication 3353. pp. 61-69. Berenguer, M.J., P.M., Vossen, S.R. Grattan, J.H. Connell, and V.S. Polito. 2006. Tree irrigation levels for optimum chemical and sensory properties of olive oil. HortScience 41:427-432. Goldhamer, D.A., J. Dunai, and L. Ferguson. 1993. Water use requirements of olive trees and responses to sustained deficit irrigation. Acta Hort. 335: 365-371. Goldhamer, D.A., J. Dunai, and L. Ferguson. 1994. Effects of irrigation on Manzanillo olive flowering and shoot growth. Acta Hort. 356: 168-171. Goldhamer, D.A. 1999. Regulated deficit irrigation for California canning olives. Acta Hort. 474: 369372. Grattan, S.R., M.J. Berenguer, J.H. Connell, V.S. Polito, and P.M. Vossen. 2006. Olive oil production as influenced by different quantities of applied water. Agric. Water Manag. 85: 133-140. Hartmann, H.T. and C. Panetsos. 1961. Effect of soil moisture deficiency during floral development on fruitfulness in the olive. Proc. Amer. Soc. Hort. Sci., 78: 209-217. This publication was written and produced by the University of California Agriculture and Natural Resources under agreement with the California Department of Water Resources.	<urn:uuid:8c0e3900-4fdc-4deb-9e7e-1af6f9af451e>	CC-MAIN-2017-39	http://ciwr.ucanr.edu/files/218220.pdf	2017-09-25T11:30:52Z	crawl-data/CC-MAIN-2017-39/segments/1505818691476.47/warc/CC-MAIN-20170925111643-20170925131643-00271.warc.gz	66,868,591	2,688	eng_Latn	eng_Latn	0.991071	eng_Latn	0.994261	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3037, 6439, 9175, 12135 ]	[ 2.03125 ]	2	0
Cover Photo: Chief Musician Michael M. Shelburne plays clarinet alongside a Randallstown High School student musician during a public concert given by the U.S. Navy Band at Randallstown High School. Randallstown, MD. Jan, 2007 Taken by Musician 1st Class Casey J. Elliott. Released into Public Domain by the United States Navy. References Hallam, S. (2010). The power of music: Its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education, 28(3), 269‐289. Lamb, S.J., & Gregory, A.H. (1993). The relationship between music and reading in beginning readers.Educational Psychology: An International Journal of Experimental Educational Psychology, 31(1), 19‐27. © Elfrieda H. Hiebert. Some Rights Reserved. This work is licensed under the Creative Commons Attribution‐Noncommercial‐No Derivative Works 3.0 United States License. To view a copy of this license, visit http://creativecommons.org/licenses/by‐nc‐nd/3.0/us/or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA. Photos used in this work are licensed as noted for each photo. Talking Points for Kids is a trademark of TextProject.www.textproject.org November 22, 2010 Talking Points for Kids Music in Schools Table of Contents Music in Schools No one knows when music started. But we do know that human beings love music. Even babies smile and coo when they hear certain kinds of music. Music is probably part of your life. You listen to music. You have favorite songs. You probably dance to music at certain times. Many people also make music by singing or playing an instrument. Since music is so much a part of people's lives, an important question is how much time should be spent on music in school. The question has to do withplayingmusical instruments more than it has to do with singing. A teacher can have a class of students sing quite easily. But playing an instrument like a trumpet, guitar, or violin is another matter. Musical instruments can be expensive. There are different points of view about whether children should have the chance to learn a musical instrument in school. WhatScienceSays About: Music in Schools Everyone knows that playing a musical instrument or singing in a choir is fun. But did you know that playing music can also be good for you? Scientists have learned that playing music helps kids in a lot of ways. First of all, it helps with brain development. When a person does something over and over again, like writing their name, cells in their brains make stronger connections. With practice, you learn to write your name quickly without any mistakes. A drummer who practices hitting different drums with his or her hands and feet is also making stronger connections among brain cells – and becoming a better drummer. In one study, scientists showed that students who had music education were able to pick out small differences in the sounds that make up a word. This can come in handy when students learn to speak a new language. Kids who play musical instruments have higher test scores and better grades than students who don't play. Many believe that since musicians have to practice to get better, this teaches students to practice until they understand what they are trying to learn. There are also studies showing that learning about music can help students learn language skills. Playing in bands and orchestras also helps kids learn to work as a team. Children who play music at school are likely to be in trouble less, and more likely to graduate from high school. Photo: This is the Carroll High School Band District Festival at Troy University 2009. Ozark, Alabama. February.2009 ©2009 by Mactonesin en.wikimedia. Some rights reserved WhatPeopleSay About: Music in Schools Morton Grove News: Letter to the Editor Dear Editor, Yesterday I heard that the Morton Grove school district is going to get rid of music classes for all elementary schools. I started taking trumpet lessons and band class in the 4th grade at Morton Grove Elementary. I looked forward to music class every week. I would practice every day to make sure I was ready for band. Now I am in the 8th grade and just finished my second year in the County Honor Band. Next year, when I'm in high school, I am going to play in the marching band. We have great uniforms, and I can't wait to march on the field. My parents are happy I am in band at school too. We can't afford to buy a trumpet or to pay for lessons. All of my friends in band can't afford to pay for their instruments and lessons either. For us, music classes in schools are the only places where we can learn about music and playing an instrument. ©2008 by Ed Uthman in en.wikimedia. Some rights reserved My parents were also happy to find out that there are music scholarships that can help pay for college. If I can stay in band through high school, I might be able to get one of those scholarships. The thing is, if my elementary school cuts music class, I would not be where I am now, and I may have a harder time paying for college. Please don't get rid of the music classes in elementary schools! Sincerely, Adam Bain Lincolnwood Times Letter to the Editor Dear Editor, Some parents at the PTA have been pushing the school district to include more music education during the school day. I am writing to say that I am opposed to adding music classes. I understand the benefits that music classes can give, but I don't believe we can afford it right now. Students already have enough to do during the day, and I think music would be a distraction from math and reading. Our children have been falling behind on their test scores, and they need the extra time in class. Why should the entire school learn music when only a few students will continue to learn about music in high school or the rest of their lives? Shouldn't we focus on learning something that all students will need or continue to use for the rest of their lives? If the PTA really wants music classes, we can schedule them after school. If a student has trouble affording the class or the instrument, maybe we can come hold a fundraiser to help them. This is a better way than scheduling it during school. Sincerely, Peter Filias WhatOur LeadersSay About: Music in Schools Sometimes, schools cut music programs when there is a shortage of money. The members of school boards are faced with hard choices when money is limited. One choice might be between music programs or larger classes. In situations like this, it is difficult for school board members to know which choice provides the greatest benefit for the greatest number of people. Music programs can be costly. Violins, trumpets, and pianos are expensive to buy. They are also expensive to repair. In addition, music classes are usually taught by music teachers. This means hiring one or more music teachers when schools can barely pay for school supplies. Further, only a small percentage of students in a school choose to take music classes. When faced with the choice of larger classes or music programs, school leaders will often choose to decrease class sizes. Most school board members and taxpayers agree that music is good for students and their learning. But many leaders and taxpayers will argue that music is something that can be done in after‐ school programs or outside of school. Leaders in some communities argue that this means that their children do not get to learn to play an instrument. Many families cannot afford the cost of music lessons and musical instruments. If there are no free after‐school programs, students in these communities do not have the chance to develop their skills in music. How DoOther CountriesHandle Music in Schools Like many children in Japan, Asako Ishikawa's day starts early. Along with her lunch and her book bag, she makes sure to bring her violin. She started playing the violin in 1st grade. Now she has played for 3 years and is going to be playing in the elementary school orchestra in 4th grade. She will have orchestra class several times a week. In Asako's elementary school, music is a required class. All of the students in her hometown of Takayama are required to learn an instrument. Some kids chose drums, some chose the clarinet, and many of Asako's friends chose piano. Asako went to a concert with her mom, and heard an orchestra play. The violins were in the front and she knew that she wanted to play violin. It is a hard instrument to play and she has to practice a lot. All of that practice was worth it, because now Asako has learned to play her violin quite well. Her family loves the little concerts she gives and she gets to play the new songs that she has learned. Her favorite thing though, is to take her violin to her room and play whatever song she wants. Maybe this year she will have a solo in the big orchestra concert at the end of the year! What Do You Think? Do you play any instruments? Do you sing? Does playing music help you in school? Can it really make you smarter? Would you sign up for music classes if they were only offered before or after school? Do you take music classes during the summer? What kind of music would you like to play? 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Ballad: A Good Story Set to Music "To survive, you must tell stories." --Umberto Eco "You're never going to kill storytelling because it's built into the human plan. We come with it." --Margaret Atwood According to Vocabulary.com, a ballad is a song that tells a story; it can be dramatic, funny, or romantic. You can find ballads in a variety of musical styles, from country-western to rock n' roll. The ballad is an old musical form, often by anonymous composers, and as in other oral traditions, passed from generation to generation. For this project, you will be placed in pairs. As a pair, you will decide on one traditional ballad to analyze together. Your ballad MUST have roots in the British Isles. As a pair, you will analyze the ballad. After, you will individually create original ekphrastic artwork in response to the artwork that you analyzed. Ekphrasis is a Greek term that means art inspired by art. Please see the Google calendar for more specific details. Step 1: Complete a project proposal including the following (DUE Fri, Sept 9 at END of Core): 1. Your ballad choice (get this confirmed by your Core teacher before completing the rest of the proposal) Must be a traditional ballad, AND you need to be able to find a recording and lyrics 2. Answers to the following questions: What story does the ballad tell? Why do you think this ballad may have been written (answer this BEFORE researching)? What do you like about this ballad (why did you choose it)? Step 2: In your group, you will find answers to the following questions as your initial research (in lieu of the Initial FQs). Using your email@example.com account, you will create a shared notebook in Google Drive with the following art analysis sections (DUE electronically on Friday, Sept 16 at the END of Core) 1. BASIC INFORMATION - What type of ballad is this (broadsides, laments and love songs, OR conversations)? - When & where was this ballad created? 2. QUESTIONS IN ART CRITICISM Interpret your artwork: - Consider the evidence from the ballad itself and from outside sources (yes, research) to support your interpretation. Use MLA in-text citations (must correspond with Works Cited page) for outside sources. - Interpretive Statement: Express what the ballad is about in one sentence. o You MUST address 3 of the 4 questions in your answer for a score of 3: [x] Does the ballad have an obvious or not-so-obvious function? [x] Does the ballad use symbols to reinforce a message? (List) [x] What audience was the ballad created for? What evidence within (or outside) supports your idea? [x] Do you think contemporary viewers hearing the ballad understand it in the same way as it was understood in the past? Why or why not? 3. ANNOTATED WORKS CITED - Minimum of 3 sources - Use the MLA annotated works guidelines on your Core teacher's web page. 4. INDIVIDUAL ARTWORK PROPOSAL Create a proposal for an individual piece of artwork in response to your group's art piece (Ekphrasis). 1. Your piece should address ONE OR MORE of the following prompts. Select ONE and explain how your project will address this prompt: - What is a central truth that the artwork expresses? Create a new piece that expresses this same truth in a different way. - How does the artwork make you feel? Create an expressive piece in response. - - Other? Just ask! What story does the artwork tell? Tell this story in a different way. 2. Describe your artwork in detail. WHAT will it look like, sound like, etc.? What materials will you need? 3. HOW will you create your artwork? Describe the process that you will need to follow. Using the dates below, create a calendar for your project. Important Dates (all due dates are at the END of Core) GROUP ballad selection DUE: Fri, Sept 9 GROUP art analysis questions with WC page and INDIVIDUAL artwork proposals DUE: Fri, Sept 16 all of the dates below are individual deadlines Progress check DUE: Fri, Sept 30 Peer & adult feedback DUE: Thurs, Oct 13 Portfolio DUE: Mon, Nov 7 Presentations: Wed, Nov 9 - Fri, Nov 18 Final FQs DUE: Fri, Dec 2	<urn:uuid:1b8ae00d-3bf3-46da-8435-f499fe26b976>	CC-MAIN-2017-39	http://portalsso.vansd.org/portal/page/portal/Staff_Portal/Staff_Pages/VSAA_STAFF_PAGES/VSAA_JESSEN/Ballads%20Handout.pdf	2017-09-25T11:41:29Z	crawl-data/CC-MAIN-2017-39/segments/1505818691476.47/warc/CC-MAIN-20170925111643-20170925131643-00277.warc.gz	283,164,950	969	eng_Latn	eng_Latn	0.95563	eng_Latn	0.99853	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3679, 4092 ]	[ 4.25 ]	1	0
Contents 1. Introduction 2. Early Exploration 3. The War Years 4. Post World War II 5. Copper Boom 6. Gold Boom Abstract on History of Mining from "The Geology and Mineral Potential of Papua New Guinea" compiled by Dr. Greg Corbett and edited by Anthony Williamson & Dr. Graeme Hancock. 1. INTRODUCTION For thousands of years the indegenous people of Papua New guinea have mined and traded stone implements and ochre, and used clay to make pottery. Gold was first discovered in Papua New Guinea in 1852 as accidental traces in pottery from Redscar Bay on the Papua Peninsula; Nye and Fisher (1954), Cotton (1975), Nelson (1976), Lowenstein (1982), Williamson (1982), Loudon (1984) and Davies (1992). 2. EARLY EXPLORATION - PRE-WORLD WAR 1 By the 1870s, gold prospectors, who had migrated northwards along the east cost of Australia, progressed to the islands of Papua New Guinea. In February 1973, Captain Moresby of HMS Basilisk reported traces of gold from the vicinity of what is now Port Moresby, and this was exaggerated in a speech to the Colonial Institute in London the following year. At that time, Papua New Guinea was unclaimed by any Eropean powers. Aviation pioneer Lawrence Hargrave found a speck of gold and specimen of copper at the furthest point of D'Albertis' exploration voyage in the Ok Tedi River in 1876. In 1877, gold was again reported from the vicinity of Port Moresby and a small rush prospected the Laloki River without success - many of the miners died from malaria. In 1884, Britain established a protectorate over Papua, and Germany colonised northern New Guinea. Papua New Guineans, returning from labouring on Queensland plantations, may have identified the first meaningful quantities of gold in PNG at Sudest Island. David Whyte produced 142oz of gold from there in 1888 and sparked a rush of miners from Australia, resulting in a further 15,000oz produced to 1898. The rush of 400 miners soon exhausted the shallow alluvial and eluvial gold on the island, so the Bristish Administrator, William MacGregor (later Sir William), used HMS Swinger to take miners prospecting on nearby islands, eventually finding gold on Misima in October 1888. By 1895, gold had also been identified on Woodlark Island. As the miners began to prospect the Papuan Peninsula, gold was identified at Mambare River in 1896, Gira in 1897, and Yodda in 1899 (where platinum and osmiridium were also discovered). The prospectors moved progressively to Milne Bay, Cloudy Bay and eventually, by 1909, the rich Lakekamu River alluvials on mainland PNG were identified. Lode mining for gold began on Sudest Island as early as 1890; miners began to work the lodes at Woodlark in 1900 and on Misima in 1904. These operations remained active until World War II. Further details are included in the discussion of those projects later in the test. At the Astrolabe mineral field near Port Moresby, massive copper ore was mined from 1907 to 1926 at theLaloki and Dubuna Mines and transported by light rail and aerial ropeway to a smelter near the Tahira Inlet wharf. Two other mines provided ore for another smelter from 1938 to 1942 (Davies, 1992; Williamson, 1982). In the German New Guinea. Ernst Tappenbeck discovered gold in the lower Ramu River in 1898 and a German syndicate worked gold in the Waria River from 1901 to 1904. Some propspectors entered the Waria Valley from papua with the blessing of the German administration, and an area was reserved for the Rudolf Wahlen syndicate. In 1910, a Canadian-Australian, Arthur Darling, identified gold in what became the Morobe Goldfield. However, the focus of the German administration in New Guinea was more on scientific endeavours than prospecting, as distinct from the Australian administration in Papua, which saw gold mining as a valuable source of revenue. Table 2.1 sumamrieses gold production in Papua New Guinea to 1926. (TABLE) not yet loaded. 3. THE WAR AND INTER-WAR YEARS (1914-1945) At the start of World War I, Australia took possession of the German colony of New Guinea, which was administered from Rabaul at that time. In 1922, New Guinea was made a Mandated Territory of Australia by the league of Nations. In the same year, a mining ordinance was put in place to legalise prospecting. After Arthur Darling's death in 1921, William 'Shark Eye' Park rediscovered Darling's gold find at Morobe in 1922, and together with Jack Nettleton began to work gold in secret at Koranga Creek, in what is now the Morobe Goldfield. By 1932, miners began to flock to the field, which was proclaimed that year. The number of expatriate miners grew rapidly to 219 in 1926. Also in 1926, William Royal and Dick Glasson climbed past substantial waterfalls to discover the incredibly rich alluvial gold deposits in Upper Edie Creek, winning up to 240oz/day from a single sluice box (Lowenstein, 1982). At that time, it took eight days for labourers to carry supplies from the coastal port of Salamaua to Wau, consuming part of the cargo along the way. A mileston in prospecting and gold mining came in 1927 with the first Lae to Wau aeroplane flight, leading to the next stage in development of the Morobe Goldfield. From 1932, Bulolo Gold Dredging, floated by a precursor of the internatinal Canadian gold mining company Placer Dome, constructed eight dredges at Bulolo and wau from dismantled parts flown in using three Junkers aircraft. This resulted in a total airlift of 39,417 tons of freight, for production of 1.3 million ounces of gold, until the planes were destroyed by Japanese fighters in 1942. The Morobe Goldfield reached its peak production in 1938 when 700 expatriate and 6218 national miners produced 404,000oz gold. Dredging resumed after the war and continued until the last dredge closed down in the min-1960s. By the mid-1980s, the field had produced 3.5 million ounces of alluvial gold and 0.5 million ounces of hard-rock gold (Nelson, 1976; Loudon, 1984). Prospecting by Ned Rowlands in the Eastern Highlands led to the discovery in 1928 of gold near Kainantu, while in 1930 the Upper Ramu River was declared a provisional goldfield, and from 1934 the Sepik and Torricelli regions were explored. Government patrol officers who entered new territories panned to test drainage systems for gold, and between 1933 and 1939 Jim Taylor and John Black identified gold downstream from Porgera. The government sanctioned epic prospecting expeditions such as the 1933 patrol of the Leahy brothers (the film of which still remains). Between the two World Wars, gold mining represented a significant source of income to the Papua New Guinea administration. (Table 2.2) not yet loaded 4. POST-WORLD WAR II After World War II, prospectors moved to follow up on the Porgera discovery in 1948, but only Joe Searson remained to work the alluvial gold. A road completed by army engineers linking Wau to Lae greatly aided mining in the Morobe Goldfield. Jack Thompson, the Chief Government Geologist, promoted minereal exploration in PNG and in the late 1950s initiated geological surveys. International mining companies extended these surveys to evaluate the Papuan Ultramafic Belt on the Papuan Peninsula for lateritic Ni-Co deposits. At Porgera, during the 1960s, Searson focused on the hard-rock potential, forming a syndicate to finance initial adit development. With the help of the Administration, he attracted other explorers such as Bulolo Gold Dredging and later Mount Isa Mines (MIM), which began to drill test the Waruwari hardrock resources at Porgera. Eventually, in 1983, continued geological studies by a consortium of Placer (now Placer Dome), Renison Goldfields Consolidated (RGC) and MIM identified the Zone VII high-grade mineralisation, dramatically improving the conomics of the project. 5. THE 1960s PORPHYRY COPPER BOOM At the time Searson was promoting Porgera to major mining companies, the science of porphyry Cu-Au mineralisation was beginning to emerge. In 1962, Ken Phillips of Conzinc Rio Tinto of Australia (CRA) applied a geological model, based on Philippine porphyry deposits, to Papua New Guinea mineral exploration. In 1964, following the advice of Jack Thompson and a 1930s report of alluvial gold and lode copper on Boungainville, Phillips identified the Panguna porphyry Cu-Au deposit. Panguna went into production in 1972, and had produced 30 Mt of copper and 9.6 million ounces of gold by its closure at the end of 1988. The Australian Bureau of Mineral Resources (BMR) provided geological services to PNG from 1948 to 1972. The BMR contribution to the geological nderstanding of PNG was significant. In the late 1950s, BMR geologists discovered the Yandera copper mineralisation, were responsible for the preparation of most of the 1:250,000 scale geological maps of PNG, and in 1962 discovered the Ramu lateritic Ni-Co deposit. The Ramu project has been periodicallyevaluated ever since. Again in 1966, the BMR geologists recognised mineralised float in streams which subsequently led to the discovery of the Frieda porphyry Cu–Au system. MIM acted on reports of the BMR discovery to take up ground covering the Frieda prospect. Further exploration of the Frieda area led to discovery of the Nena high sulphidation Cu–Au mineralisation in 1979. Regional exploration continued elsewhere in the rugged jungles of Papua New Guinea. In 1968, Kennecott Copper Corporation geologists followed a cupriferous float train from the junction of the Ok Menga and Ok Tedi drainages to identify the Ok Tedi porphyry Cu–Au intrusion at Mt Fubilan. After its success with the discovery of Panguna, CRA outfitted a ship (the CRAEStar ) with its own laboratory and helicopter, which was used to prospect the western Pacific rim for porphyry Cu–Au deposits. Many anomalies identified during this time are still being explored (e.g. Wafi), and surprisingly, some still remain to be followed up. From the mid 1960s to the early 70s, vast areas of Papua New Guinea were subjected to firstpass prospecting for porphyry copper style mineralisation. This work was carried out at a time of relatively low gold prices. Thus, the exploration programs gave little or no consideration to gold as a possible exploration target. 6. THE 1980s GOLD BOOM When Papua New Guinea gained independence in 1975, Panguna was the only major mine operating. As the price of gold rose in 1974 and again more spectacularly in 1979, there was increasing international recognition of the gold potential of Papua New Guinea. This led to a significant increase in applications for Exploration Licences. A moratorium was placed on granting new application in 1980 to enable the Department time to assess and process the Applications. The moratorium was lifted in November 1982, resulting in a flood of new applications from international companies anc consortia (e.g Niugini Minine Konnecott Joint Venture, CRA, RGC), and many other junior exploration companies. The 1980s saw the start of a new gold rush in the country (Fig. 2.3). As mentioned above, much of the arlier porphyry copper exploration did not include assying for gold (e.g CRAEStar) as it was not considered conomically significant at that time. The new gold discoveries in areas such as Kerimenge, Hamata and Hidden Valley (all in the morobe Goldfields), as well as Mt Kare and Tolukuma, were the result of a new generation of helicoptersupported reconnaissance which explored much of Papua New Guinea for gold mineralisation. The exploration efforts were given a conceptual basis by the Geological Survey of Papua New Guinea which promoted the application of new tectonic theories (Rogerson et al., 1988). Geochemical studies by the BMR (Wallace et al., 1983) played a distinct role in discovery of the gian Ladolam gold deposit on Lihir Island, while the application of new conceptual geological models led to discoveries such as Raferty's at Wafi in 1989 (Corbett and Leach, 1998). Reappraisal of the oxidised low-grade gold mineralisaiton surrounding the previously mined (underground 1911-41) high-grade mineralisation at Umuna, on Misima Island in 1976-7 by Peter Macnab, led to its redevelopment as an open-cut mine in the late 1980s. Tolukuma, discovered during helicopter-supported regional reconnaissance geochemistry in 1985, saw mine construction begin in May 1995. The mine now operates without a road link, depending entirely on helicopter support. The perceived high prospectivity of Papua New Guinea for gold mineralisation first took hold in 1982, and was subsequently validated with several new discoveries being made over the ensuring few years. In addtion to the examples cited above, the gold rush at Mt Kare (1987-91), the bonanza gold grades produced from early mining at Porgera zone VII (1991-02), and good results from drilling the Minifie zone on Lihir Island could be addedd to substantiate the high prospectivity for gold mineralisation of PNG. All of this has encouraged further prospecting and exploration. The 1987 stock market crash brought the 1980s gold exploration boom to an abrupt end in Papua New Guinea and indeed throughout the world. Mergers, acquisitions, a declining commitment to explore, and lacklustre investor sentiment in the mining sector, reigned throughout the nineties. Only recently has there been an increase in exploration activity in PNG. Detailed accounts of the discovery and development of mines (e.g. Lihir, Tolukuma) and many exploration projects (e.g. Wafi, Hidden Valley) are presented later in this document.	<urn:uuid:8feae57a-36e9-4ecc-a5f4-f9b448936962>	CC-MAIN-2017-39	http://mra.gov.pg/Portals/2/Publications/mining%20history%20in%20png%20final.pdf	2017-09-25T11:27:56Z	crawl-data/CC-MAIN-2017-39/segments/1505818691476.47/warc/CC-MAIN-20170925111643-20170925131643-00278.warc.gz	223,034,040	3,223	eng_Latn	eng_Latn	0.99446	eng_Latn	0.994781	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2867, 6697, 10265, 13575 ]	[ 2.234375 ]	1	0
UNCOVERING THE SECRET WORLD OF THE PLASTISPHERE 24 February 2014 HONOLULU – Scientists are revealing how microbes living on floating pieces of plastic marine debris affect the ocean ecosystem, and the potential harm they pose to invertebrates, humans and other animals. New research being presented here today delves deeper into the largely unexplored world of the "Plastisphere" – an ecological community of microbial organisms living on ocean plastic that was first discovered last year. SEA Education Association student Ethan Edson pulls aboard a net with samples of plankton and plastic. Researchers from SEA, Woods Hole Oceanographic Institution and the Marine Biological Laboratory discovered the Plastisphere, an ecological community of microbial organisms living on ocean plastic, last year, and are presenting additional findings about these communities at the Ocean Sciences Meeting. Credit: Erik Zettler, SEA When scientists initially studied the Plastisphere, they found that at least 1,000 different types of microbes thrive on these tiny plastic islands, and that they might pose a risk to larger animals, including invertebrates and humans. The original studies also showed that the Plastisphere's inhabitants included bacteria known to cause diseases in animals and humans. Since then, researchers have been trying to figure out why these potentially dangerous bacteria live on the Plastisphere, how they got there and how they are affecting the surrounding ocean. New evidence suggests that "super-colonizers" form detectable clusters on the plastic in minutes. Other findings indicate that some types of harmful bacteria favor plastics more than others. And, scientists are exploring if fish or other ocean animals may be helping these pathogens thrive by ingesting the plastic. That could allow bacteria to acquire additional nutrients as they pass through the guts of the fish, said Tracy Mincer, an associate scientist at Woods Hole Oceanographic Institution in Woods Hole, Mass. SEA Education Association scientist Greg Boyd holds recovered foam floats containing invertebrates and microbial biofilm. New research being presented at the Ocean Sciences Meeting delves deeper into the role microbial communities living on plastic marine debris play in the ocean ecosystem. Credit: Erik Zettler, SEA Revealing this information could help scientists better understand how much of a potential threat these harmful bacteria pose and the role the Plastisphere plays in the larger ocean ecosystem, including its potential to alter nutrients in the water. That information could also help reduce the impact of plastic pollution in the ocean – for instance, if plastics manufacturers learned how to make their products so they degrade at an optimal rate, Mincer said. "One of the benefits of understanding the Plastisphere right now and how it interacts with biota in general, is that we are better able to inform materials scientists on how to make better materials and, if they do get out to sea, have the lowest impact possible," said Mincer, who discovered the Plastisphere last year along with Linda Amaral-Zettler at the Marine Biological Laboratory (MBL) and Erik Zettler at the SEA Education Association, both also in Woods Hole. The Plastisphere team is presenting their latest research on these communities today at the 2014 Ocean Sciences Meeting, which is co-sponsored by the Association for the Sciences of Limnology and Oceanography, The Oceanography Society and the American Geophysical Union. Marine Biological Laboratory scientist Linda Amaral-Zettler prepares recovered foam floats to be analyzed for Plastisphere microbes. Credit: Erik Zettler, SEA Other new results include discoveries about how the plastic is colonized and how it interacts with other marine organisms. Yet additional findings shed light on the similarities and differences between Plastisphere communities in different locations and on different types of plastic. This research could help scientists determine the age of plastic floating in the ocean, which could help them figure out how it breaks down in the water. It could also potentially aid in determining where the plastic debris came from, and how the plastic and the microbes that live on board could impact organisms that come into contact with them, the scientists said. "It is clear," said Amaral-Zettler, "that the Plastisphere definitely has a function out there in the ocean" and these experiments seek to quantify what it is. Notes for Journalists: The researchers on these studies will present oral presentations about their work on Monday 24 February 2014 at the Ocean Sciences Meeting. The meeting is taking place from 23 – 28 February at the Hawaii Convention Center in Honolulu. For more information for members of the news media, please go to http://www.sgmeet.com/osm2014/media.asp. Below are abstracts of the presentations. The presentations are part of Session 140: The Science of Plastic Marine Debris and other Anthropogenic Influences being held Monday 24 February from 8 a.m. to 12:30 p.m. local Hawaii time in room 316 B. Title: Comparative Microbial Community Structure and Biogeography of Atlantic and Pacific "Plastisphere" Communities Oral presentation Session #:140 Location: 316 B Date: 24 February 2014 Time: 10:30 a.m. Authors: Amaral-Zettler, L. A., Marine Biological Laboratory, Woods Hole, MA, USA; Boyd, G., Sea Education Association, Woods Hole, MA, USA; Slikas, B., Marine Biological Laboratory, Woods Hole, MA, USA; Zettler, E. R., Sea Education Association, Woods Hole, MA, USA; Mincer, T. J., Woods Hole Oceanographic Institution, Woods Hole, MA, USA. Abstract: Plastic Marine Debris (PMD) is the most abundant form of marine debris found in all of the ocean's gyres. The Plastisphere is defined as the thin layer of life found on the outer surface of PMD. Plastisphere microbial communities on microplastics (<5 mm) collected from open ocean surface waters are distinct from the surrounding seawater and harbor a diversity of microbial species including potential pathogens. However, the variability of the Plastisphere over space and time remains underexplored. We completed collection and next-generation amplicon sequencing of 16S rRNA gene V6 hypervariable regions on samples from two open-ocean transects in the North Atlantic Subtropical Gyre and the North Pacific Subtropical Gyre, giving us good data sets for comparing regional differences within and between oceans. Our data reveal that many of the same bacterial Operational Taxonomic Units (OTUs) inhabit the Plastisphere of Atlantic and Pacific gyres, but dominant OTUs are often distinct on different pieces of plastic regardless of ocean basin. Our sampling strategy allows us to compare and contrast Plastisphere biogeography along marine longitudinal and latitudinal gradients. Title: Microbial Succession on Plastic Marine Debris: Development of the "Plastisphere" Community Oral presentation Session #:140 Time: 10:45 a.m. Date: 24 February 2014 Authors: Zettler, E. R., Sea Education Association, Woods Hole, MA, USA; Morrall, C., St. George's University, Grenada, West Indies; Proskurowski, G., University of Washington, Seattle, WA, USA; Mincer, T. J., Woods Hole Oceanographic Institution, Woods Hole, MA, USA; Amaral-Zettler, L. A., Marine Biological Laboratory, Woods Hole, MA, USA. Abstract: Recent studies have revealed a diverse microbial community on plastic marine debris in the Atlantic and Pacific oceans, the so-called "Plastisphere". How this community develops over time on different types of plastic and in different geographic areas of the world ocean is unknown. We immersed sterile polyethylene, polypropylene, polystyrene, and glass samples in temperate (Woods Hole, MA, USA) and tropical (St. Georges, Grenada) coastal surface waters, and then monitored the development of microbial communities on these substrates using quantitative counts of scanning electron micrographs and next-generation amplicon sequencing. A variety of pennate diatoms colonized plastic marine debris within the first week and diatoms dominated the early communities in both locations, followed by bacteria. Over time the community changed and other groups such as sessile ciliates colonized the plastic. Communities on expanded polystyrene developed more slowly than on the other substrates, and total coverage increased more quickly in temperate waters than tropical waters. Changes in the diversity and composition of communities over time may provide clues to the age of plastic marine debris, which is currently difficult to determine. Title: Investigation of Microbial Adherence and Virulence Factors Associated with Open-Ocean Derived Plastic Marine Debris: Vibrio Bacteria as a Model System Oral presentation Location: 316 B Session #:140 Date: 24 February 2014 Time: 11:00 a.m. Authors: Mincer, T. J., Woods Hole Oceanographic Institution, Woods Hole, MA, USA; Guzzetta, V. S., DePauw University, Greencastle, IN, USA; Slikas, B., Marine Biological Laboratory, Woods Hole, MA, USA; Zettler, E. R., Sea Education Association, Woods Hole, MA, USA; Amaral-Zettler, L. A., Marine Biological Laboratory, Woods Hole, MA, USA. Abstract: Plastic Marine Debris (PMD) persists much longer than any natural floating substrate and provides an attachment surface for thin layers of life (termed the Plastisphere). Our previous amplicon sequencing surveys of 16S rRNA genes have shown that Bacteria of the genus Vibrio can comprise a major portion of the Plastisphere – at times nearly 25% of the bacterial community. We adapted a 96-well plate format biofilm quantification assay to survey over 50 Vibrio spp. cultivars for attachment ability to various plastic resins. Some vibrios demonstrated cell density-dependent attachment and/or a preference for plastic resin type. Strikingly, 'supercolonizer' vibrios were discovered to form measureable biofilms on plastic in a matter of minutes. In general, biofilm formation phenotypes clustered within Heat Shock Protein 60 (HSP 60) gene phylogenies. We generated a metagenomic dataset of a Vibrio-dominated PMD sample and analyzed it for key adherence and virulence genes. Characterizing Vibrio attachment to plastic will provide a model for PMD colonization and clues to the ecological function of this prevalent group of Plastisphere inhabitants. Contact information for the researchers: Erik Zettler, +1 (508) 360-8384, firstname.lastname@example.org Linda Amaral-Zettler, +1 (508) 292-5990, email@example.com Tracy Mincer, +1 (619) 507-8129, firstname.lastname@example.org AGU Contact: Mary Catherine Adams +1 (202) 412-0889 email@example.com	<urn:uuid:c8f33582-08ed-4c08-acfc-0b90bcb0b225>	CC-MAIN-2017-39	http://www.sgmeet.com/osm2014/static/files/osm2014-Plastisphere-Media-Advisory.pdf	2017-09-25T11:36:50Z	crawl-data/CC-MAIN-2017-39/segments/1505818691476.47/warc/CC-MAIN-20170925111643-20170925131643-00277.warc.gz	574,101,700	2,272	eng_Latn	eng_Latn	0.951002	eng_Latn	0.983629	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1487, 3533, 5123, 7053, 9114, 10691 ]	[ 2.0625 ]	1	0
Northumberland, NH Incorporated: 1779 Origin: The town was first named Stonington in 1761, probably due to Governor Benning Wentworth's shipbuilding interests in Stonington, Connecticut. It was renamed Northumberland in honor of Hugh Smithson, first Duke of Northumberland. The Duke's son, James Smithson, is remembered for leaving a legacy of more than a half million dollars for the founding of the Smithsonian Institution. Most of Northumberland's residents live in the village of Groveton. Population, Year of the First Census Taken: 117 residents in 1790 Population Trends: Northumberland's population posted the third largest decrease in both percent and numeric change over fifty years. Population decreased over each decade except 1970-1980, when it grew by one percent; the largest decline was seven percent between 1950-1960. Northumberland lost at total of 341 residents, going from 2,779 in 1950 to 2,438 residents in 2000. The 2003 Census estimate for Northumberland was 2,417 residents, which ranked 117th among New Hampshire's incorporated cities and towns. Population Density, 2003: 67.1 persons per square mile of land area. Northumberland contains 36.7 square miles of land area and 0.1 square miles of inland water area. Villages and Place Names: Groveton Coos County COPYRIGHT 2004 Economic & Labor Market Information Bureau, NH Employment Security. All Rights Reserved. Updated 06/22/04 M UNICIPAL S ERVICES Type of Government Selectmen D EMOGRAPHICS 2003 Annual Budget $2,305,677 Total Population Community County Zoning Ordinance 1959/04 2003 2,417 33,019 2000 2,438 COPYRIGHT 2004 Economic & Labor Market Information Bureau, NH Employment Security. All Rights Reserved. Updated 06/22/04 33,111 EDUCATION AND CHILD CARE Schools students attend: Northumberland operates grades K-12 District: SAU 58 Career Technology Center(s): Gallen Reg. Voc Ctr.; White Mountain Reg. HS Region: 03 Educational Facilities Elementary Middle/Junior High High School Private/Parochial Number of Schools 1 1 1 Grade Levels K 1-6 7-8 9-12 Total Enrollment 230 98 183 NH Licensed Child Care Facilities, 2003: Total Facilities: 4 Total Capacity: 84 Nearest Community/Technical College: Berlin Nearest Colleges or Universities: Plymouth State Univerity; College for Lifelong Learning-Littleton TRANSPORTATION RECREATION, ATTRACTIONS, AND EVENTS Road Access Federal Routes 3 State Routes 110 Nearest Interstate, Exit I-93, Exit 35 Distance 35 miles Railroad State owned line Public Transportation No Nearest Airport Berlin Runway 5,200 feet Lighted? Yes Navigational Aids? Yes Nearest Commercial Airport Manchester Distance 127 miles Driving distance to select cities: Manchester, NH 125 miles Portland, Maine 125 miles Boston, Mass. 175 miles New York City, NY 355 miles Montreal, Quebec 157 miles COMMUTING TO WORK (Census 2000) Workers 16 years and over Drove alone, car/truck/van 73.6% Carpooled, car/truck/van 13.1% Public transportation 0.0% Walked 9.5% Other means 2.0% Worked at home 1.8% Mean Travel Time to Work 18.9 minutes Percent of Working Residents: Working in community of residence 48% Commuting to another NH community 47% Commuting out-of-state 4% Municipal Parks YMCA/YWCA Boys Club/Girls Club Golf Courses Swimming: Indoor Facility X Swimming: Outdoor Facility Tennis Courts: Indoor Facility X X X X X X X X Tennis Courts: Outdoor Facility Ice Skating Rink: Indoor Facility Bowling Facilities Museums Cinemas Performing Arts Facilities Tourist Attractions Youth Organizations (i.e., Scouts, 4-H) Youth Sports: Baseball Youth Sports: Soccer Youth Sports: Football Youth Sports: Basketball Youth Sports: Hockey Campgrounds Fishing/Hunting Boating/Marinas Snowmobile Trails Bicycle Trails Cross Country Skiing Beach or Waterfront Recreation Area Nearest Ski Area(s): Wildcat Other: Meeting House Covered Bridge COPYRIGHT 2004 Economic & Labor Market Information Bureau, NH Employment Security. All Rights Reserved. Updated 06/22/04	<urn:uuid:6483b204-876b-4747-a756-37bd4c1eb648>	CC-MAIN-2017-39	http://grovetonambulance.com/downloads/Northumberland.pdf	2017-09-25T11:29:34Z	crawl-data/CC-MAIN-2017-39/segments/1505818691476.47/warc/CC-MAIN-20170925111643-20170925131643-00278.warc.gz	137,457,467	1,081	eng_Latn	eng_Latn	0.65008	eng_Latn	0.900215	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1421, 1758, 4123 ]	[ 2.046875 ]	1	0
Framwellgate Moor Primary School Policy & Guidance for Assessment, Recording and Reporting 2022 POLICY & GUIDANCE FOR SUMMATIVE AND FORMATIVE ASSESSMENT Why Assess? At Framwellgate Moor Primary School the key purpose of assessment is to move children on in their learning. Continuous monitoring of each child's progress gives a clear picture of what each child is doing. It is important that the teacher knows what has been remembered, what skills have been acquired and what concepts have been understood. This enables teachers to reflect on what children are doing and informs their future planning. The outcomes of our assessments will help children become involved in raising their own expectations, celebrating their own achievement and increasing their self-motivation. Our assessments also provide information for others including: * Parents and pupils to show progress and areas for development and involve them in the learning process * Other teachers to help them plan and gain informed views * Outside agencies to provide evidence of attainment * Special Needs Coordinator to provide evidence of attainment Framwellgate Moor Primary School uses Assessment for Learning as a tool for continual improvement by: Sharing learning objectives with pupils * Share learning objectives and outcomes at the beginning of the lesson and, where appropriate, during the lesson in language that pupils can understand. * Use these objectives as the basis for questioning and feedback during a lesson eg. ask pupils to explain what they are trying to learn and why. * Evaluate this feedback in relation to achievement of the learning objectives to inform the next stages of planning. Helping pupils to know and recognize the standards they are aiming for * Show pupils' work that has met criteria, with explanations of why. * Give pupils clear success criteria related to the learning objectives. * Model success by providing examples of previous work. * Ensure that there are clear, shared expectations about the presentation of work. * Provide displays of pupils' work, which show work in progress as well as finished product. * Tease out through discussion what is good about work presented. Involving pupils in peer and self assessment * Give pupils clear opportunities to talk about what they have learned, and what they have found difficult, using the learning objectives as a focus. * Provide planned opportunities for pupils to work/discuss together, focusing upon how to improve. * Provide training to pupils on how to assess each others work. * Ask pupils to explain the steps in their thinking: 'How did you get that answer?' * Give time for pupils to reflect upon their learning. Providing feedback which leads to pupils recognizing their next steps and how to take them * Value oral as well as written feedback. * Ensure feedback is constructive as well as positive, identifying what the pupil has done well, what needs to be done to improve, and how to do it. * Provide time for pupils to reflect on written feedback and respond to it during a lesson Promoting confidence that every pupil can improve * Identify small steps to enable pupils to see their progress, thus every pupil can improve building confidence and self-esteem. * Encourage pupils to explain their thinking and reasoning within a secure classroom ethos * Match learning objectives to individual needs by pitching questions at a level appropriate to individual needs Involving both teacher and pupil in reviewing and reflecting on assessment information * Reflect with pupils on their work – for example, through a storyboard of steps taken during an investigation. * Choose tasks to provide quality assessment information (emphasis on process, not just the correct answer). * Use data and level descriptors with pupils to identify where they are at and what they need to do to reach the next level. * Help pupils to set and assess their progress towards their targets. * Provide time for pupils to reflect upon what they have learned and to identify where they still have difficulties. At Framwellgate Moor Primary School we use Summative Assessments to aid recording and reviewing of progress and as a means of target tracking Planning Assessments At Framwellgate Moor Primary School we feel it is important to plan assessment opportunities in: * What the children know * What they understand * What they can do * How children can improve their performance How do we plan? Our curriculum plans follow Durham LEA, DfE's National Strategy planning and Programmes of Study from the National Curriculum. In September 2006, we began our own Skills Based planning enabling a creative and enquiry led curriculum. This incorporates the Enjoyment & Excellence Curriculum and the 'Every Child Matters' documentation. We work in teams: Foundation Stage, Year 1 and 2, Year 3 and 4, Year 5 and 6. Therefore we have a 2 year rolling programme to ensure all Programmes of Study are taught. The subject co-ordinators will analyse the planning and feedback to staff for further developments. Our Skills based planning is completed termly or half-termly using: Programmes of Study from NC, NNS, NLS and Durham Guidance for ICT, PE and RE. Planning is completed in greater detail; identifying skills, key questions and understanding and expected outcomes. A copy of these plans is given to the Head teacher. Short-term plans are completed each week for Literacy and Numeracy whereas the Skills Based planning is used, highlighted and amended where appropriate as an ongoing process. The whole staff work as a team to review assessment issues and procedures which operate at Framwellgate Moor Primary School. Assessment for Learning opportunities are included in the Skills Based Plans and these form the next stage of teaching and learning. Assessment of Learning opportunities are highlighted each term and assess all pupils. These might be discussion or observations with notes taken, a photograph, children's work, results of tests, etc. Our planning identifies: * What the assessment is * Who it is for (individual, group, class) * What evidence will be collected Teaching Strategies and Learning Opportunities At Framwellgate Moor Primary School we provide for differing abilities and strengths through the use of a variety of activities and materials. We provide learning experiences which accommodate a variety of learning and teaching styles. Within each class activities are provided which require different groupings of children (that is in pairs, groups, individual or whole class). Differentiation Differentiation is a planned process of intervention in the classroom to maximise potential based on individual needs. At Framwellgate Moor Primary School we actively involve children in as wide a range of activities as possible to develop flexibility in their own learning approaches. We are aware that there are a range of differences between children, not just 'ability', and build on what individual children know and can do. Evidence Evidence is information that supports a judgement: * To support the judgements of staff for formative, diagnostic and summative assessments * To evaluate curriculum provision and learning experiences * Information for other staff in school * Information for other users such as parents, transfer documents, support staff, referrals * Keeping Evidence Evidence is kept in the form of: * EYFS Profile records * Assessment Manager – ICT programme with individual/class information * Skills based planning * Foundation profile * Early Learning Goals for Foundation Stage – observations & post it notes * AFL - Foundation Stage focussed activities * Children's books – Reception to Y6 * Teachers' notes of observations * Foundation Stage – photo records * Test results Keystage 1 and 2 SATS (Statutory and optional) * Self-assessments Assessment for Learning 'Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.' Assessment Reform Group 2002 At Framwellgate Moor Primary School we believe that Assessment for Learning is a powerful way of raising standards, where both teachers and pupils are both clear about the purpose of the learning and the expected outcomes and a way of ensuring pupils know what to do next. Learning Cycle The Learning Cycle explains how staff will assess using Assessment for Learning on a daily basis. When Assessment for learning is working pupils will: * Be involved in and responsible for their own learning * Expect to know what they are learning why they are learning it and how they will be expected to do the learning * Be able to explain what they are learning and talk about what a successful outcome will look like * Spend most of the lesson actively thinking about their learning * Use feedback from a peer or teacher to make improvements in their own work * Use success criteria to identify successes and next steps in their own work and that of their peers * Ask and answer questions about what they are learning * Identify an aspect of their work that could become a personal or group target * Think, learn and talk about how they learn and what helps them to learn * Identify aspects of their work that they find easy or difficult When Assessment for Learning is working teachers will: * Promote a classroom ethos that values pupils' views * Involve the pupils at all stages in decisions about their learning * Gather information about progress by using a variety of assessment techniques to suit the nature of learning e.g. observation discussion questioning diagnosis marking testing * Find out what pupils already know before starting a new topic and make links between prior learning and new learning * Frame clear objectives * Share learning objectives and make clear criteria for success and what will make good quality work * Enable pupils to know what they are learning and how it fits into the bigger picture * Differentiate planning and teaching in response to pupils learning needs * Recognise that mistakes are an important part of learning and an opportunity to take learning further, encourage risk taking * Plan for and ask quality questions which will develop and extend learning * Develop peer and self assessment; by modelling, allowing risks to be taken and developing skills * Use effective marking and feedback by; relating feedback to success criteria, giving next steps, scrutinising pupils work, changing planning. * Use the potential of all assessment opportunities, including tests to move the pupils learning on * Use national test analysis to identify strengths and areas of weakness. Setting targets General group targets will be set at least, after each half termly assessment. * Target statements for writing will be taken from the NLS layered targets for each year group. * Group reading targets will be taken from the Rigby reading scheme and link with the appropriate texts. * In Numeracy and Literacy the children will have their group target displayed on their group table as a reminder and focus for their work. * Foundation stage will use the 'stepping stones' descriptors as targets for development in all subject areas. Staff use post it notes when pupils have been observed achieving the statements. YR will begin to use mathematics, writing and reading targets when appropriate. Formative Assessment When assessment activities provide information and the evidence is used to adapt teaching in order to meet the learning needs, such assessment becomes formative assessment. At Framwellgate Moor Primary School, all teachers assess children in their class on a regular basis so that they can plan the next stage in each child's learning. It helps teachers monitor progress, provides motivation for the children and helps inform planning. These types of assessments take place on a regular basis with: * Individual assessments * Group assessments * Class assessments * Foundation Stage Flying Start 2 Baseline Assessments upon entry to Nursery and Reception then ongoing throughout the year. Through: * Observation * Discussion * Hard evidence Diagnostic Assessment Diagnostic assessments are also carried out by the teachers to help identify strengths and weaknesses of individual children. This is done through: * Individual programmes of work * Checklists * Specific activities/tasks These can be linked with support agencies through the SEN Coordinator. Summative Assessment Summative assessments are also used to help us decide what a child can do at a particular time. This is done through: * Assessments for specific tasks – at the end of a topic or after teaching a specific skill or concept * Termly assessments for curricular records * End of Key Stage results – SATS * Progress reports: Autumn and Spring * Annual written report to parents: Summer For Evaluation Our assessments also help teachers evaluate curriculum provision and learning experiences for individuals, groups, classes, year groups. Evaluations are carried out weekly through our short-term planning sheets and topic evaluations at the end of each term or half-term. This information helps each teacher plan the next stage forward. Ways of Assessing Teachers at Framwellgate Moor Primary School assess in a variety of ways. These are: * Observation * Speaking and listening * Hard evidence – teacher/child work, test/task Methods of Assessment In our school the methods of assessment are: * EYFS Profile Assessments upon entry and exit to Nursery and Reception * Teacher Assessment Year 1 * Key Stage 1 SATS These are undertaken by Year 2 children in May. They assess English, Maths and Science * Key Stage 2 SATS These are undertaken by Year 6 children in May. They assess English, Maths and Science * Key Stage 2 Interim SATs (Y3 – Y5) * Salford Reading Test These are undertaken by children on the special needs register to monitor individual progress and completed by Learning Support Teacher Recording Why record? Recording needs to be ongoing, manageable and useful, not just completed to be handed in. At Framwellgate Moor Primary School the purpose of recording is to: * Help teachers monitor children's progress – many of our records, for example reading, daily work, records of achievement, are shared with the children. The sharing of these records helps motivate the children. * Document evidence * Inform planning. This should include: – What the child is to do next – Future planning for the next teacher – Other schools – Parents – Child * Form a basis for reporting to: – Children – Parents – Other schools – LEA – Government * Provide a summary for discussion, and informs verbal and written reports What should we record? At Framwellgate Moor Primary School we record: * Children's progress in all National Curriculum subjects and RE – these are recorded in the children's Curriculum Records kept in Assessment Manager. * Strengths and weaknesses – appropriate comments are made on curricular records * Qualities, skills, achievements and interests – personal targets written comments end of year record of achievement * Individual needs are identified through individual assessments - IEPs Records are kept of: * Help and support needed * Identification of SEN * Individual programmes of work What records are kept? When? Records of Achievement Each child completes a Record of Achievement at the end of each academic year. This forms part of their end of year annual report. Tracking Process All children are tracked throughout each academic year and across school life from entry to leaving. Teacher Assessments are recorded each term with a target level to achieve the following term. If a pupil has not met the predicted target, these records alert staff immediately and intervention programmes and support, where necessary, can be given. Reporting Written Reports The report format provides opportunities for comments by: * Child * Class teacher * Parent * Head teacher Our reports are summative and informative; they provide information on children's progress and achievements throughout the school year. The reports are written in the summer term, near the end of the school year. They follow the agreed procedures laid down by legislation and report all legal requirements. A child's attendance record is noted as well as authorised and unauthorised absences. Opportunity is given for parents to discuss the report with the class teacher. Home/reading records provide a two-way communication about each child's progress in reading. Individual notebooks are occasionally provided for some children so that general information about achievements, behaviour etc can be shared on a regular basis as appropriate. Termly reports are given to parents indicating performance in achievement effort and behaviour. There is a comment box for parents if so required. Verbal Parents' Evenings are held in the autumn and spring terms. Parents have the opportunity to discuss their child's progress with the class teacher. School records are used to inform these meetings. During the summer term parents are offered the opportunity to discuss the end of year report. Personal contact with parents on a more regular basis can be arranged before and after school. This will vary according to concerns. Workshops are provided covering various areas of curriculum and school life, reading, starting school etc. Reporting to parents in both formal and informal ways is seen as important by the teaching staff at Framwellgate Moor Primary School in developing a partnership with parents. It means we are able to give a full picture of their child and the curriculum provision and learning opportunities provided by school. Between staff It is important that reporting takes place between teachers, both formally at curriculum and staff meetings, and informally. 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Eat Right Food, Nutrition and Health Tips from the Academy of Nutrition and Dietetics Eating Right for Older Adults Healthy eating is recommended throughout life, but as we age certain factors can affect our nutrient needs. Choosing a variety of foods from all the food groups (vegetables, fruits, grains, dairy and protein foods) will help you build a healthy eating routine. The following tips can help you get started on your way to eating right. Make half your plate fruits and vegetables. Eat a variety of different colored vegetables, including ones that are dark-green, red, and orange. Beans, peas, and lentils are also good choices. Fresh, frozen, and canned vegetables can all be healthful options. Look for "reduced sodium" or "no-salt-added" on the labels. Add fruit to meals, snacks or as dessert. Choose fruits that are dried, frozen, or canned in water or 100% juice, as well as fresh fruits. Make at least half your grains whole. Choose breads, cereals, crackers, and noodles made with 100% whole grains. Whole grain corn tortillas, brown rice, bulgur, millet, amaranth and oats all count as whole grains, too. Also, look for fiber-rich cereals to help stay regular and cereals that are fortified with vitamin B12, which is a nutrient that decreases in absorption as we age or due to some medications. Switch to fat-free or low-fat milk, yogurt and cheese. Older adults need more calcium and vitamin D to help keep bones healthy. Include three servings of fat-free or low-fat milk, yogurt or cheese each day. If you are lactose intolerant, try lactose-free milk or a calcium-fortified soy beverage. Vary your protein choices. Eat a variety of foods from the protein food group each week. In addition to lean meat, poultry and eggs, choose seafood, nuts, beans, peas, and lentils when planning your meals. Spread your protein intake throughout the day by including a source with meals and snacks. Protein foods derived from animal sources also provide vitamin B12, and certain plant-based foods may be fortified. If you're at risk for low levels of vitamin B12, your doctor may also recommend a supplement. Limit sodium, saturated fat and added sugars. Look out for salt, or sodium, in foods you eat. Compare sodium in the foods you buy and choose those with lower amounts. Add spices or herbs to season food without adding salt. Switch from solid fats to oils when preparing foods. Make major sources of saturated fats occasional choices, not everyday foods. Examples of these include desserts, fried foods, pizza, and processed meats like sausages and hot dogs. Select fruit for dessert more often in place of treats with added sugars. Stay well-hydrated Drink plenty of water throughout the day to help prevent dehydration and promote good digestion. Other beverages that can help meet fluid needs include unsweetened beverages, like low-fat and fat-free milk, fortified soy beverages, and 100-percent fruit juices. Choose these more often in place of sugary drinks. Enjoy your food but be mindful of portion sizes. Most older adults need fewer calories than in younger years. Avoid oversized portions. Try using smaller plates, bowls and glasses. Cook more often at home, where you are in control of what's in your food. When ordering out, look for dishes that include vegetables, fruits and whole grains, along with a lean protein food. When portions are large, share a meal or save half for later. Consult a registered dietitian nutritionist if you have special dietary needs. A registered dietitian nutritionist can create a customized eating plan for you. For a referral to a registered dietitian nutritionist and for additional food and nutrition information, visit eatright.org. This tip sheet is provided by: The Academy of Nutrition and Dietetics is the world's largest organization of food and nutrition professionals. The Academy is committed to improving health and advancing the profession of dietetics through research, education and advocacy. University of Connecticut Office of Human Resources, Engagement & Well-being Unit ©Academy of Nutrition and Dietetics. Reproduction of this tip sheet is permitted for educational purposes. Reproduction for sales purposes is not authorized.	<urn:uuid:3bcfcf1f-781f-480e-bc41-b99c1785cc5d>	CC-MAIN-2023-23	https://hr.uconn.edu/wp-content/uploads/sites/1421/2023/02/Eating-Right-Tips-for-Older-Adults.pdf	2023-06-03T12:08:28+00:00	crawl-data/CC-MAIN-2023-23/segments/1685224649193.79/warc/CC-MAIN-20230603101032-20230603131032-00341.warc.gz	335,278,532	869	eng_Latn	eng_Latn	0.998264	eng_Latn	0.998312	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2133, 4241 ]	[ 3.3125 ]	7	0
Timothy Woodbridge Davenport (1826-1911) By Gus Frederick Timothy Woodbridge "T.W." Davenport, known as the Sage of Silverton, was a teacher, doctor, farmer, surveyor, Indian agent, storeowner, and legislator. He was also the father of political cartoonist Homer Davenport (1867-1912). Davenport was born on July 30, 1826, in Columbia, New York, to Benjamin and Sarah Gott Davenport. His family moved frequently until settling for over a decade near the town of Woodstock in central Ohio, where his father had a medical practice. Dr. Davenport was an ardent abolitionist, and their home was a stop on the Underground Railroad. In 1845, Davenport began attending medical lectures at Starling Medical Institute in Columbus, Ohio, and in 1846 he took a job as an instructor at Wilson's Academy in Woodstock. After a year, he resumed his medical studies and returned to Woodstock to practice medicine. In the spring of 1851, Davenport, along with his parents and siblings, emigrated to Oregon, arriving that autumn in the Waldo Hills several miles south of present-day Silverton. He soon found employment as a surveyor. In 1854, he married Florinda Geer, the daughter of neighbors Ralph and Mary Geer, who had arrived in Oregon in 1847. They had four children, with only Homer and Orla surviving to adulthood. Two children died as infants from diphtheria in 1860. In 1862, Davenport was appointed Indian agent to head the Umatilla Agency in northeast Oregon. Two years later, he was elected Marion County surveyor. From 1868 through 1872, he served in the Oregon House of Representatives, where he gained a reputation as an intelligent and progressive Republican who was not afraid to state his opinions. In 1870, a little over three years after Homer's birth, a virulent strain of smallpox swept through western Oregon. Florinda died in November 1870, and the family, including T.W. and the two children, contracted the disease and were quarantined on their farm for the remainder of the winter. Davenport married Elizabeth "Nancy" Gilmour Wisner in 1872. A native of Hancock County, Illinois, she had arrived in Oregon with her parents in 1851, settling in Linn County. The Davenports sold the Waldo Hills farm in 1873 and moved to Silverton, where T.W. managed the Grange Store. In 1874, Davenport joined the Oregon Independent Party, which nominated him as its candidate for the U.S. House of Representatives. He lost the election to Democrat George Augustus La Dow from Pendleton. Davenport was active in Silverton's social scene, joining other prominent locals to form the Silverton Liberal Union. The organization was a precursor to the Oregon State Secular Union, which became a major voice of the so-called free-thought movement in Oregon during the late nineteenth century. He re-entered public service in 1882 when he was elected state senator. In 1895, Governor William P. Lord named Davenport the state's first land agent, a position he held until 1899. He was instrumental in uncovering the fraudulent sale of homestead claims in Oregon—which culminated in the Oregon Land Fraud Trials (1904-1910)—and several other western states. Incoming Governor T.T. Geer offered Davenport the position for a second term, but he declined. Davenport published many of his writings, including several pieces for the Oregon Historical Quarterly. The two most notable focused on slavery and Native Americans in Oregon. In 1911, Davenport, his wife, and their children moved to Pasadena, California, where it was hoped that the warmer climate would improve his failing health. He died on April 26, 1911, just three weeks after arriving. He is buried between his two sons, Timothy Clyde and Homer Calvin, in the Silverton Cemetery. Sources Brandt, Patricia. "Organized Free Thought in Oregon: The Oregon State Secular Union." Oregon Historical Quarterly 87:2 (Summer 1986): 167-204. Geer, Theodore T. 50 Years in Oregon. New York: Neale Publishing Co., 1912. Memoirs of Dr. Timothy W. Davenport. 1872-1889. Transcribed and reproduced by Ann Davenport Vasconi, 2005. Davenport Family papers, University of Oregon Libraries, Eugene. The Oregon Encyclopedia https://www.oregonencyclopedia.org/articles/davenport_timothy_woodbridge_/	<urn:uuid:5bc2b458-7c33-481f-9d3c-361cff692e56>	CC-MAIN-2023-23	https://www.oregonencyclopedia.org/articles/davenport_timothy_woodbridge_/pdf/	2023-06-03T10:22:27+00:00	crawl-data/CC-MAIN-2023-23/segments/1685224649193.79/warc/CC-MAIN-20230603101032-20230603131032-00340.warc.gz	1,012,575,757	975	eng_Latn	eng_Latn	0.704332	eng_Latn	0.99669	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3744, 4238 ]	[ 2.390625 ]	4	0
Northern Spotted Owl By Janice Reid Natural History The northern spotted owl (Strix occidentalis caurina), one of three subspecies of the spotted owl in North America, is a midsized bird, weighing 600 to 800 grams (about 1¼ to 1¾ pounds), that lives primarily in the dense, older forests of western Oregon, where trees are more than 120 years old. Spotted owls do their part to maintain a healthy ecosystem by keeping rodent populations in balance, and the size of their home range is believed to be associated with the availability of prey—primarily Humboldt's flying squirrels, red tree voles, and dusky-footed and bushy-tailed woodrats. In southern Oregon, for example, where woodrat density is high, the home ranges of spotted owls are smaller than in areas where the woodrat density is lower. Where prey abounds, the home range is smaller. Little was known about the northern spotted owl and its home range, habitat associations, and distribution before the 1980s. Since then, however, numerous studies have documented that northern spotted owls do not migrate, and they occupy relatively large areas of dense, older forests in western Oregon. They do not build their own nests but most of the time use cavities in large, broken-top Douglas-fir. While adult survivorship is relatively high—usually more than 80 percent—nesting attempts, reproductive rates, and first-year juvenile survival are relatively low. In addition to the need for large trees that form cavities large enough for spotted owls to use for nests, the owls' close association with older forests is believed to be related to their need to regulate internal body temperature, using the cooling effects provided by the dense understory, which reduces evaporation, and high canopy closure, which prevents the sun's heat from warming the lower part of the forest. The northern spotted owl population in Oregon is difficult to estimate because of the continual decline in numbers, but it is likely that fewer than three thousand are in Oregon. As of 2020, nesting of spotted owls was at an all-time low, with as few as three hundred pairs nesting in the state during any year. Spotted owls are nocturnal and passive predators that wait for prey to come close. They can forage in a variety of trees, usually those over sixty years old, but for nesting they rely on old, dense, complex forests. In less diverse forests, with large openings, spotted owls are vulnerable as prey for larger species such as goshawks, great horned owls, and barred owls. The need for research on northern spotted owls became apparent in the late 1960s when an Oregon State University student, Eric Forsman, recognized the close association between spotted owls and old forests in Oregon. In 1969, while working on an undergraduate degree in wildlife science, Forsman took a summer job with the U.S. Forest Service at the Blue River Ranger Station in western Oregon. One night, while camped at a remote fire-guard station, he heard a pair of owls hooting from a nearby forested hillside, which he recognized as a pair of spotted owls. That chance encounter with what was believed to be a rare species, so inspired Forsman that he went on to study spotted owls at OSU in 1972–1980. As word got out about Forsman's pioneering studies, other researchers began to conduct similar studies in Washington and California. In the early 1980s, more studies were initiated to gather data on the home range, habitat use, and population dynamics of the spotted owl and the old-growth ecosystem. There are an estimated 5 million acres of old-growth forest across western Oregon, and the USFS, through the Pacific Northwest Research Station, formed the Old Growth Research Team, which sent scientists to gather data in the coastal forests of western Oregon on Bureau of Land Management (BLM) land. The results of those studies led to a much better understanding of the ecology of old forests in the Pacific Northwest and to a huge change in the public perception of forest management. The studies also made the public aware that old forests were diverse systems that provide habitat for many species that are rare or absent in young forests. The accelerated harvesting of older forests during the early 1980s and the identification of a species that was highly dependent on those forests led to great concern for the ecological consequences of how quickly older forests were being removed. Oregon land managers, from federal and state agencies as well as private timber companies, were confronted with balancing the needs of native wildlife and providing resources for an important Oregon industry. The increase in knowledge about the importance of old forests as habitat for spotted owls and other species inevitably led to conflicts between people who were concerned about those species and a timber industry worried about jobs and maximizing wood production. The forest products industry had long contributed significantly to the economy of western Oregon, and people whose jobs depended on forest products objected when federal agencies began reducing harvest on federal lands to protect a native species. The Northern Spotted Owl and the Endangered Species Act Declines in the spotted owls' habitat raised concern about the long-term outlook for their population in Oregon from federal agency biologists, university scientists, and conservation organizations. In 1973, the U.S. Fish and Wildlife Service (USFWS) convened an Endangered Species Task Force (ESTF) of federal and Oregon state agency representatives in 1973. Meeting in Portland, the ESTF wrote guidelines and made recommendations to public agencies for spotted owl conservation. In 1975, the Oregon Department of Fish and Wildlife (ODFW) listed the northern spotted owl as a "threatened" species in the state under the Endangered Species Act (ESA). That listing affected forest harvest activities on private and state land in Oregon. In 1977, recommendations by federal agencies in Oregon specified that 300 acres of federal old-growth forests in the state be protected for each pair of northern spotted owls. In 1978, Umpqua Wildlife Defenders and other local environmental groups appealed the USFS land management plans for the Umpqua National Forest, near Roseburg, claiming that the plan did not include enough protections for the northern spotted owl. Timber industry groups in western Oregon opposed the new guidelines on the grounds that following them would seriously affect the economy of communities that depended on timber jobs. The industry groups sent Richard Worthington, a forester for Region 6 of the U.S. Forest Service, a critique written by a consulting biologist who cast doubt on the agency's concerns. By the early 1980s, much of the old-growth forest on private land in western Oregon had been harvested, and the timber industry was refitting mills to handle smaller logs and requiring fewer mill workers. Conservation strategies for the northern spotted owl focused on federal lands, where there were over two million acres of old-growth forests in western Oregon. Most of that land was managed by the BLM. A proportion of the timber harvest revenue from O&C lands—an arrangement mandated by the Oregon and California Lands Act (1937)—is a primary source of funding for several western Oregon counties. The potential loss of that money because of the ESA listing of the northern spotted owl created a hostile and politically polarized approach to its protection. Threatened and Endangered Status The USFWS received a petition in 1986 to increase the protection of the northern spotted owl by changing its status from "threatened" to "endangered" under the Endangered Species Act. After conducting a status review in 1987, the agency declined to list the owl as "threatened." But after more legal challenges, U.S. District Judge Thomas S. Zilly, in the Western District (Seattle), determined by November 1988 that the decision by the USFWS was "arbitrary and capricious" and ordered the agency to reconsider giving the northern spotted owl protection as a "threatened species." In 1989, an interagency group of federal and state scientists, population ecologists, and mathematicians led by Jack Ward Thomas, a USFS research wildlife biologist in Oregon, convened in Portland to assess population data on the northern spotted owl. In May 1990, the group produced a report, A Conservation Strategy for the Northern Spotted Owl. The next month, the USFWS listed the northern spotted owl as "threatened." As scientists began to recognize the biological requirements of the spotted owl, the estimate for the species' required habitat was determined to be 1,008 acres. Management plans for federal forests in western Oregon were rewritten to reflect the new recommendations to protect the owls' habitat. The politicization of northern spotted owl protection was ramping up, and politicians and timber industry groups were advancing counterarguments and raising concerns about the region's economic stability. The controversy made national and international news, and the media descended on Oregon. Time magazine featured the northern spotted owl on its cover on June 25, 1990. Robert W. Packwood, a U.S. senator from Oregon, sent letters to his constituents expressing his preference for harvesting timber over protecting spotted owls. Ignoring recommendations from A Conservation Strategy, the BLM pushed forward with forty-four sales of old-growth timber in spotted owl habitat. The USFWS objected, and a panel was convened, nicknamed The God Squad because of its ability to make exemptions to the ESA. Six top-level government officials and state representative Tom Walsh, who was appointed by Governor Barbara Roberts, voted five-to-two to exempt twelve of the forty-four federal timber sales from the ESA. Walsh was one of the two dissenting votes. In April 1993, President Bill Clinton and Vice President Al Gore convened the Forest Conference in Portland to try to find a balance between the wood products industry and protection for ancient forests. From that conference, the Forest Ecosystem Management Assessment Team (FEMAT) was formed, consisting of private individuals and representatives of federal and state agencies who had extensive knowledge and interests in Pacific Northwest forests. FEMAT arrived at ten options on whether and how to protect old-growth forests. President Clinton chose Option 9, which integrated forest and aquatic protections and focused on an ecosystem rather than a single species. Option 9 formed the basis of the Northwest Forest Plan (NWFP), which provided for the conservation of old forest reserves and the federal funding of eight spotted owl demography studies, five of them in Oregon. Since then, those studies have been used to produce a meta-analysis of the northern spotted owl population to inform agencies and other stakeholders of its status. The meta-analysis workshops, attended by spotted owl experts and statisticians and mathematicians, are intended to model population data gathered from long-term spotted owl demographic studies. Those analyses are published in peer-reviewed scientific journals and monographs. The June 1990 listing of the northern spotted owl as a threatened species dramatically reduced the loss of habitat on federal lands in the western United States and slowed the decline of its population. Had it not been for the closely related barred owl, the spotted owl population in the western U.S. may have stabilized. Barred owls, which are not native to Oregon, are out-competing spotted owls for habitat. Although they were present in low numbers in Oregon during the early 1990s, the population has increased dramatically and has been identified as a major threat to spotted owls. Efforts to conserve spotted owls and their declining old-growth forest habitat have inspired other nations to develop their own approaches to the conservation of old forests and native wildlife species. In 2021, the in-person demographic studies of spotted owls were being phased out and replaced with sound-recording devices, placed in study areas to test whether spotted owl populations could be passively monitored. In the early 2000s, federal agencies in Oregon, under pressure from timber industry representatives, formulated their own management plans and chose not to adhere to the recommendations in the NWFP and the USFWS Northern Spotted Owl Recovery Plan. The USFS and BLM continue to harvest trees in old-growth forest, which is contributing to the decline of the northern spotted owl. The barred owls continue to outcompete spotted owls for nesting sites. The Department of the Interior is studying barred owls to determine how their numbers can be controlled. In late 2020, the Washington, D.C., office of the USFWS refused to change the status of the northern spotted owl to "endangered," despite recommendations from the Portland USFWS Regional Office. At the same time, the D.C. office substantially reduced the critical habitat designation recommendations made by the Portland Regional Office. Both decisions are in review under the Biden Administration. The latest analysis of northern spotted owl data from Washington, Oregon, and Northern California, published in 2021, indicated a continuing and accelerated decline of the population. Sources Carey, A. B., J. A. Reid, and S. P. Horton. "Spotted owl home range and habitat use in southern Oregon Coast Ranges." Journal of wildlife management (1990): 11-17. Duchac, L. S., D. B. Lesmeister, K. M. Dugger, Z. J. Ruff, and R. J. Davis. "Passive acoustic monitoring effectively detects Northern Spotted Owls and Barred Owls over a range of forest conditions." The Condor (2020). Forsman, E. D., E. C. Meslow, and M. J. "Spotted owl abundance in young versus old-growth forests, Oregon." Wildlife Society Bulletin (1977): 43-47. Forsman, E. D., and E. C. Meslow. "Old-growth Forest retention for spotted owls — how much do they need?" In Ecology and management of the spotted owl in the Pacific Northwest, edited by R. J. Gutiérrez and B. Carey, 58-59. Portland, Ore.: USDA Forest Service, Pacific Northwest Forest and Range Expt Station, 1985. (Gen Tech Rept PNW-185.) Forsman, E. D., et al. "Natal and breeding dispersal of Northern Spotted Owls." Wildlife Monographs (2002): 1-35. Franklin, Alan B., et al. "Range-wide declines of northern spotted owl populations in the Pacific Northwest: A meta-analysis." Biological Conservation 259 (2021). GutieIrrez, R. J., E. D. Forsman, A. B. Franklin, and E. C. Meslow, E. C. "History of demographic studies in the management of the northern spotted owl." Studies in avian Biology 17 (1996): 6-11. Marcot, B. G. "Of spotted owls, old growth, and new policies: a history since the Interagency Scientific Committee report" (Vol. 408). US Department of Agriculture, Forest Service, Pacific Northwest Research Station, 1997. Richardson, E. BLM's Billion-dollar Checkerboard: Managing the O and C Lands. Durham, N.C.: Forest History Society, 1980. Swindle, K. A., W. J. Ripple, E. C. Meslow, and D. Schafer. "Old-forest distribution around spotted owl nests in the central Cascade Mountains, Oregon." The Journal of Wildlife Management (1999): 1212-1221. Thomas, J. W., E. D. Forsman, J. B. Lint, E. C. Meslow, B. R. Noon, and J. Verner, J. A conservation strategy for the northern spotted owl: report of the Interagency Scientific Committee to address the conservation of the northern spotted owl. Washington, DC: United States Government Printing Office, 1990 United States General Accounting Office. "Spotted owl petition evaluation beset by problems." Report to Subcommittee on Fisheries and Wildlife Conservation and the Environment, Committee on Merchant Marine and Fisheries, House of Representatives. Washington, D.C.: General Accounting Office, 1989. Yackulic, C. B., et al. "The past and future roles of competition and habitat in the range-wide occupancy dynamics of Northern Spotted Owls." Ecological Applications 29.3 (2019). "Endangered Species Act, Section 3" U.S. Fish and Wildlife Service. 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Acts Of Kindness Paper As recognized, adventure as competently as experience very nearly lesson, amusement, as without diﬃculty as contract can be gotten by just checking out a book Acts Of Kindness Paper as a consequence it is not directly done, you could say yes even more approximately this life, roughly the world. We present you this proper as skillfully as simple mannerism to get those all. We provide Acts Of Kindness Paper and numerous books collections from ﬁctions to scientiﬁc research in any way. in the middle of them is this Acts Of Kindness Paper that can be your partner. Our Paper - 1902 A Blueprint for the Promotion of Pro-Social Behavior in Early Childhood - Elda Chesebrough 2004-06-24 It is clear that violence by youth is not to be found only on city streets, in city schools and among city youth but anywhere and everywhere wrathful, disenfranchised young people reside. In this volume, the editors share their insights on the latest research for how families can promote optimal development in children from birth to age six, so they can grow into healthy, happy and competent young adults. Topics include socialemotional learning; neighborhood and community inﬂuences; the role of teachers and other caregivers; and more. The volume includes the actual Bingham Childhood Prosocial Curriculum, so that it can be implemented at any center. A Blueprint for the Promotion of Pro-Social Behavior in Early Childhood will be a helpful resource for clinical child psychologists, school psychologists, early childhood educators, as well as for upper-level students of these areas. The One Year Daily Acts of Kindness Devotional - Kristin Demery 2017-10-17 What would happen if you and your family committed to doing one act of kindness each day for a year? Our world desperately needs more kindness. Whether it's on social media, in the news, or between your arguing kids it can seem like conﬂict and disconnection are everywhere. But imagine how much better life would be if we got intentional about being kind! This year, embark on a journey to make kindness a part of your life, home, and soul. In The One Year Daily Acts of Kindness Devotional, you'll ﬁnd Scripture passages and inspirational personal stories about why God calls us to show kindness, what it means to live a life of generosity, and how you can incorporate kindness into your everyday routine (and teach it to your kids) with tons of simple, easy-to-do ideas. Show your world the kind of love that is possible with daily acts of kindness that will change your heart, inspire your family, and draw you closer to God. A Dangerous Act of Kindness - L. P. Fergusson 2019-03-28 What would you risk for a complete stranger? When widow Millie Sanger ﬁnds injured enemy pilot Lukas Schiller on her farm, the distant war is suddenly at her doorstep. Compassionate Millie knows he'll be killed if discovered, and makes the dangerous decision to oﬀer him shelter from the storm. On opposite sides of the inescapable conﬂict, the two strangers forge an unexpected and passionate bond. But as the snow thaws, the relentless fury of World War Two forces them apart, leaving only the haunting memories of what they shared, and an understanding that their secret must never see light. As Millie's dangerous act of kindness sets them on paths they never could have expected, those closest to them become their greatest threats, and the consequences of compassion prove deadly... A Dangerous Act of Kindness is a beautiful, harrowing love story, perfect for fans of Rachel Hore and Santa MonteﬁorePraise for A Dangerous Act of Kindness 'A story of love, kindness and hope against the backdrop of World War Two weaving in themes of tragedy, guilt and treason. Beautifully written, with believable, well-rounded characters. Thoroughly enjoyed reading this, and will be re-reading again before long!' Reader 1/8 review 'This book appealed to me when I ﬁrst heard about it. What I did not expect was to be completely and utterly blown away by it. It is such an exquisitely written and well-researched, thought-provoking novel... this one is going to stay with me for a very long time' Reader review 'A completely absorbing read, I loved every page of it, it is so well-written, plotted, paced – it had me holding my breath as the tension built and built... an exceptional book' Reader review 'I absolutely love historical ﬁction, especially from the Second World War period. A Dangerous Act of Kindness did not disappoint. It was well written and a brilliant storyline. I could not put it down it was truly captivating' Reader review 'Deﬁnitely a must read if you enjoy reading historical ﬁction based around World War Two' Reader review 'Historical ﬁction at its best' Reader review 'Set during the Second World War and beautifully written... a story of love and kindness and hope' Reader review 'I was gripped by this wartime romance with a diﬀerence' Reader review No More Narcissists! - Candace V. Love 2016-06-01 Why do some women date, or even marry, narcissistic men—over and over? In this provocative book, a clinical psychologist and expert in narcissism oﬀers 7 secrets to help women ﬁnally break free from their attraction to narcissistic men. Do you keep ﬁnding yourself in relationships with narcissistic men? Is your boyfriend or husband solely focused on fulﬁlling their own needs and unable to see things from your perspective? If you're tired of dealing with a self-absorbed partner and are ready to be treated with kindness, respect, and sensitivity, this book is for you. In No More Narcissists!, psychologist Candace Love provides a road map for women to ﬁnally get the love they deserve. Using skills based in cognitive behavioral and schema therapy, you'll gain an understanding of why you're attracted to narcissistic men, how you can avoid being drawn in by a narcissist's initial charm and magnetism, and how to heal so you can ﬁnally move on to healthy relationships. You'll ﬁnd out how the basic principles of schema theory—core beliefs about ourselves and our environment that we acquire in childhood and adolescence—can play an important role in why you're attracted to narcissists and seek them out. Also included are targeted exercises and 2/8 techniques that will encourage you to examine your past relationships and take meaningful steps to promote self-care and healing. Isn't it time you broke the cycle of hurt, frustration, and pain that comes with loving a narcissist? This book will show you how to let go of these destructive relationships once and for all, love yourself unconditionally, and ﬁnd the love you deserve. Abstracts of the Papers Printed in the Philosophical Transactions of the Royal Society of London - Royal Society (Great Britain) 1887 Create a Culture of Kindness in Elementary School - Naomi Drew 2021-08-30 Increase empathy in the elementary classroom with ready-to-use lessons that teach students positive skills and attitudes. Kids learn better and feel better about themselves in an atmosphere of safety and respect. This book shows you how to help students in grades three through six: Foster kindness, compassion, and empathy Manage anger Prevent conﬂict Respond to conﬂict Address name-calling and teasing Deal with bullying Accept diﬀerences With mini lessons that span those seven topic areas, you can build community and student relationships in 20 minutes or less per day. The prep work is already done: each of the 126 lessons has a script, and worksheets are available with the downloadable digital content. Included in the book are anger management activities, conﬂict resolution strategies, and character-building lessons. And with concrete ideas about how to address bullying in the classroom, these lessons help students understand what bullying is and how they can stand up to bullies. Based on a nationwide survey of more than 2,000 students and teachers, this resource can be used alone or as a complement to anti-bullying or character education programs already in place. The digital content in this book includes reproducible handouts, bonus activities, forms for parents, and information on schoolwide responses to bullying. The Kindness Quilt - Nancy Elizabeth Wallace 2006 Minna does a lot of thinking about her project to do something kind, make a picture about what she did, and share it with her classmates, but ﬁnally comes up with an idea that spreads to the whole school. I Got This - Linda M. Davis 2020-01-14 I Got This By: Linda M. Davis I Got This is a sixth grade workbook that includes a glossary from the Accountable Youth Series. It helps introduce students to new people in new surroundings. It does this by providing skill-builder topics that are intended to reveal to them appreciation they might be unaware that others have for them. Also, directions are given for seeking ways to celebrate themselves as well as esteem others. Readers are encouraged to examine facts and evidence in their attempts to focus on the best possible positive outcomes. Promoting Health and Emotional Well-Being in Your Classroom - Randy Page 2010-10-25 Promoting Health and Emotional Well-Being in Your Classroom, Fifth Edition provides pre-service and current teachers all the tools and up-to-date information needed for eﬀectively promoting healthy life choices. Framed around the National Health Education Standards and the Centers for Disease Control and Prevention's six risk behaviors, this practical text facilitates instructional planning, allows for easy adaptation into various curricular frameworks, and ensures that the most essential health education content is addressed. Service Learning in the PreK–3 Classroom - Vickie E. Lake 2012-02-01 Based on ﬁeld trials with over 2,000 students and 215 educators, this one-of-a-kind resource presents all the background knowledge and skills needed to eﬀectively use service learning in preK and primary classrooms. Rich in both theory and practice, the book combines community service with diﬀerentiated curriculum-based learning to meet the academic and social needs of the young children in meaningful ways. Sample lesson plans are based on tested classroom projects and correlated to national service learning, Head Start, and Common Core State standards. It includes dozens of ready-to-use templates for lesson planning, surveying, assessment, evaluation, permissions, and documentation. Aligns with K–12 Service Learning Standards for Quality Practice. Digital content oﬀers customizable forms and a PowerPoint presentation for preservice and inservice. Everyday Kindness Weekly Planner: And 3/8 Dot Grid Paper to Organize Kind Acts and Everyday Events - Mj Designs 2019-03-12 This is a blank weekly planner. It includes one week per page with space to write in dates, appointments, events and more. It also includes a space for kindness ideas and notes for the week. It is 8.5" x 11" and includes 105 pages. The left side is the weekly planner and the right side includes a dot grid sheet for more in-depth notes, lists, journaling and planning. It will help you get organized and stay organized and is perfect for planning everyday kindness towards others to help make our world a kinder place to live. Kindness Starts with You - Kindness Stories 2020-12-04 The world always needs more kindness, and these acts of kindness for kids are a great way to encourage them to be kinder than they need to be. What I really want to do is instil a kindness mindset in children through this book. Also, to make it more fun for children there is some pictures need to be colored. Activity book Acts of kindness for kids Coloring book 8.5" x 11" inch dimensions White-color paper Quick Quilts Across the Curriculum - Kathy Pike 2003 Contains dozens of easy to follow directions on how to construct fun and appealing quilts. Includes a "Getting to Know You" class quilt, an Olympics plastic-bag quilt, a holidays storybook quilt, a shape poetry quilt, and more Make & Share Random Acts of Kindness Mique Provost 2015-12-08 Easy Handmade Crafts, Treats & Inspirations to Fill the World with Kindness Brighten the lives of family members, friends or strangers with the fun projects in Make & Share Random Acts of Kindness. With nearly 50 beginner and kidfriendly crafts, quick and easy ideas and delicious homemade sweet treats and meals, this book is a unique wealth of inspiration to help you and your family spread love all around. The book features stories about acts of kindness, inspiring quotations and tips like teaching kindness to your kids. Mique Provost—the mom behind the popular craft and cooking blog Thirty Handmade Days—includes her one-of-a-kind designs and templates to accompany the projects. They are on easy-to-tear-out pages so you can always be ready for an act of kindness on the go. Mique started doing random acts of kindness to celebrate the birthday of her oldest son who has autism. That magical day sparked a tradition in Mique's family and community, and now she invites you to join in the kindness movement with these special activities. With Make & Share Random Acts of Kindness, you and your family can make a diﬀerence in the lives of others—and have a blast while you do it! Adaptable Interventions for Counseling Concerns - Freeman Woolnough 2017-01-20 Adaptable Interventions for Counseling Concerns is ﬁlled with more than 40 interventions appropriate for new and experienced professionals alike. The interventions are organized in a unique yet practical manner, including options for individual reader creativity and personal adaptations within the text itself. The book's uniqueness lies in the broad coverage of common concerns, formatting, and ease in navigation. Each chapter is devoted to a speciﬁc client concern, with seven suggested intervention strategies clearly labeled by modality to make it easy for readers to ﬁnd new interventions best suited to their practice. Chapters also introduce relevant and recent research on client concerns, contextualizing the circumstances for which a counseling professional could apply the chosen interventions. Intervention sections also include space for individualized notes and reader personalization. Fostering the Emotional Well-Being of Our Youth Philip J. Lazarus 2021 "Fostering the Emotional Well-Being of our Youth: A School- Based Approach is an edited work that details best practices in comprehensive school mental health services based upon a dual-factor model of mental health that considers both psychological wellness and mental illness. In the introduction the editors respond to the question: Are our students all right? Then, each of the text's 24 chapters (ﬁve sections) describes empirically sound and practical ways that professionals can foster supportive school climates and implement evidence-based universal interventions to promote well-being and prevent and reduce mental health problems in young people. Topics include: conceptualizing and framing youth mental health through a dualfactor model; building culturally responsive schools; implementing positive behavior 4/8 interventions and supports; inculcating socialemotional learning within schools impacted by trauma; creating a multidisciplinary approach to foster a positive school culture and promote students' mental health; preventing school violence and advancing school safety; cultivating student engagement and connectedness; creating resilient classrooms and schools; strengthening preschool, childcare and parenting practices; building family-school partnerships; promoting physical activity, nutrition, and sleep; teaching emotional self-regulation; promoting students' positive emotions, character and purpose; building a foundation for traumainformed schools; preventing bullying; supporting highly mobile students; enfranchising socially marginalized students; preventing school failure and school dropout; providing evidence-based supports in the aftermath of a crisis; raising the emotional well-being of students with anxiety and depression; implementing state-wide practices that promote student wellness and resilience; screening for academic, behavioral, and emotional health; and accessing targeted and intensive mental health services"-Mrs. Es Extraordinary Manners, Courtesy and Social Skills Activities - Kathy Etringer 2010-09-01 It?s never too early to teach children manners, courtesy and social skills. From knowing when to say ?please? and ?thank you? at home, in school or in public places, to covering their nose when sneezing, there?s a multitude of good manners to teach children at an early age. These engaging hands-on activities are a great way to introduce students to skills they will use for the rest of their lives. A popular children?s book title is included with each activity to enhance the lesson. Topics include being grateful, complimenting others, coughing and sneezing, good sportsmanship, having a good attitude, lining up, listening, please and thank you, table manners, tolerance and understanding, and many more. 30 Days of Kindness Challenge - Xangelle Creations 2018-12-21 Are you looking to make a diﬀerence in your life and the lives of those around you? Too often we miss opportunities to show kindness to our fellow humans. Use this journal to record your acts of kindness and the impact that your actions have on others and on your self. It's incredible how much of an impact, a small act of kindness can have to both the receiver and the giver.At 6"X9", with a glossy cover and premium white paper, this journal has lots of space to record your actions, thoughts and reﬂections. There is a page of suggestions of people to whom you could show kindness to, in case you're struggling to come up with ideas. You have 2 pages to record each day or action, with prompts to help get your thoughts down on paper.It's suggested that you take 30 days to create the habit of showing kindness but this journal has a total of 100 pages so you can continue the Kindness Challenge, beyond the 30 days, or maybe you will do more than one act per day. The Children's own paper, ed. by uncle Gilbert - Gilbert (uncle, pseud) 1883 I Hate My Job - William Nippard 2022-05-31 On average, we spend one third of our lives working. And yet, more than four out of ﬁve people hate their jobs. Sure, a job pays the bills, but why can't it also be fulﬁlling? Does a job need to be engaging enough, pay enough, or come with enough power in order to bring joy? In I Hate My Job, William Nippard shines a light on the limiting beliefs that hold many workers back from ﬁnding happiness in their day-to-day jobs. Nippard presents practical, easy-to-understand, research-based steps and strategies that will help readers ﬁnd satisfaction in their job and to once again take control of their happiness, no matter the position or the job. While other books and speakers focus on how employers and managers can improve teamwork and motivate their workforces, I Hate My Job has been written primarily for the employee. Nippard addresses many of the questions workers ask themselves, such as: "How can my work be energizing and fulﬁlling?" "What does meaningful work/life balance look like?" "How can I bring about positive change at my job without being in a managerial role?" "How can I know if changing jobs will make me happier at work?" and "What can I do to be happy at work?" UPSC Mains Solved Previous Papers – General Studies Paper 4 Ethics (2013 Onwards) - Exam Xtracts 2023-06-01 UPSC Mains Solved Previous Papers – General Studies Paper 4 Ethics (2013 Onwards) The SEL Solution - Jonathan C. Erwin 2020-12-22 5/8 Inspiring, practical guide on integrating SEL into the curriculum, fostering positive behavior and leadership, and creating a culture of excellence in the classroom and school. Research shows that a socially and emotionally supportive setting is the solution to increasing student achievement. The SEL Solution: helps students and adults master critical social and emotional skills encourages student leadership provides eﬀective and compassionate behavior management strategies increases student success Based on William Glasser's Choice Theory, the book shows educators how to integrate lessons on empathy, cooperation, selfregulation, leadership, and a range of other SEL (social and emotional learning) topics into the school day and into social studies and language arts curriculum. This book provides dozens of strategies that are classroom tested and proven successful. Both fun and easy-to-use, these lessons and activities help create and sustain a positive, thriving school culture. For use by teachers, counselors, coaches, principals, and other educators, the strategies in this book provide a plan for engaging the whole school community in identifying, celebrating, and sustaining its positive values. Digital content includes customizable forms from the book and a PDF presentation for professional development. Close Encounters of the Third-Grade Kind - Phillip Done 2009-09-04 A twenty-year veteran of the classroom, elementary school teacher Phillip Done takes readers through a lively and hilarious year in the classroom. Starting with the relative calm before the storm of buying school supplies and posting class lists, he shares the distinct personalities of grades K-4, what he learned from two professional trick or treating 8-year-old boys, the art of learning cursive and letter-writing, how kindergartners try to trap leprechauns, and what every child should experience before he or she grows up. These charming, sweet, and funny tales of Mr. Done's trials and triumphs as an award-winning schoolteacher will touch readers' hearts and remind them of the true joys of childhood. We all have that one special, favorite grade school teacher whom we fondly remember throughout our adult lives - and every teacher also has students whom they will never forget. This is the perfect book for teachers, parents, and anyone else who is looking for a lighthearted, nostalgic read. Act of Kindness Tracker - Santi Musikerd 2021-10-26 Acts of Kindness Tracker : Track Daily Acts of Kindness! This Journal is the perfect Gifts for kids, teen You can use it as Record & Write Your Acts Of Kindness Every Day, It will help you feel good about yourself when you help others and encourage a positive life. journaling your acts of kindness will help you focus on doing more and more. FEATURES: - 120 Pages - High-Quality Paper - Size 8.5 x 11 inches - For kids, teens Great for write Acts Of Kindness Accounts and Papers - Great Britain. Parliament. House of Lords 1825 Promoting Student Happiness - Shannon M. Suldo 2016-07-22 Grounded in cutting-edge research, this book shows how interventions targeting gratitude, kindness, character strengths, optimistic thinking, hope, and healthy relationships can contribute to improved academic and social outcomes in grades 3-12. It provides a 10-session manual for promoting subjective well-being-complete with vivid case examples--that can be implemented with individuals, small groups, or whole classes. Factors that predict youth happiness are discussed, evidence-based assessment tools presented, and ways to involve teachers and parents described. In a large-size format for easy photocopying, the volume includes 40 reproducible handouts and forms. Purchasers get access to a companion website where they can download and print these materials, plus online-only ﬁdelity checklists and parent and teacher notes. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas. Sitting Together - Sumi Loundon Kim 2017-06-13 An all-in-one set to implement a family meditation course, regardless of your tradition or level of experience. This three-volume set provides a complete curriculum for adults and children to learn about mindfulness, meditation, and Buddhist teachings together, either in the home, in partnership with other families, or with a local center. The Adult Study Guide (280 pages) oﬀers thirty-six lesson plans including meditation 6/8 practices, homework, readings, and reﬂection questions for group study. The Children's Lesson Plans (296 pages), used in conjunction with the Adult Study Guide, provides step-by-step instructions for teachers on meditation exercises, stories, crafts, songs, and games. The Activity Book (136 pages) is a perfect companion to enhance the children's education with over 50 coloring pages, puzzles, and other fun activities. This comprehensive curriculum for adults and children ages 3–12 has ﬁve units on meditation, kindness, ethics, character, and service. It is perfect for any family, Dharma center, yoga studio, or religious, educational, or community organization that wants to incorporate a mindfulness program for children and their families. To fully implement the Children's Lesson Plans some additional materials will be needed, such as inexpensive arts and craft supplies, download of children's songs, and children's storybooks, often available in libraries. Visit mindfulfamilies.net for more resources. Kindness Counts - Bryan Smith 2018-01-23 When Cade and his family learn their ice cream treats were paid for by another patron, it starts a discussion about random acts of kindness and what it means to "pay it forward." Cade really likes the idea until his dad wants him to donate a few of his favorite toys. Can Cade be generous to others if it requires a real sacriﬁce? Acts of Kindness - wsws publisher 2021-02-07 This Simple Random Act of Kindness Journal will help you to cultivate your quality of kindness. In this journal you will ﬁnd space to write about reﬂection of your acts of kindness at daily basis. Why you do so About reaction & Feeling High Quality Paper 6x9 Inch Size 120 Pages. Motion Picture Herald - 1935 Kindness Book - Hashtag Journals 2018-09-22 Do you want a simple book to record a kind act every day if so look no further. This book will contain your kindness acts each day. There are 200 pages of paper contained journal paper for you to write down your actions daily. Ten Acts of Kindness Activity Book - Alex O'Shay 2012-02 The Ten Acts of Kindness Activity Book test reading comprehension, has an open learning discussion section for mother and daughter time or group study, and many fun activities designed for maximum learning enjoyment. Includes daily journal, thirteen activities, free music download and online support. Based on the Ten Acts of Kindness story book, it explores the magnitude small acts of kindness have on others and the hidden blessings received in return. Written from one girl to another, it is a precious lesson to share with girls, young and old. Acts of Kindness Tracker Choose Kindness - Freya Beauchamp 2021-11-08 Perfect gift for those who enjoy journaling their acts of kindness. FEATURES: - 120 Pages - HighQuality Paper - Size 6 x 9 inches - For kids, adults, teens to write and track their daily Acts of Kindness Secret Kindness Agents: An Educator's Guide - Ferial Pearson 2020-11-01 This is the book that teachers, school counselors, school psychologists, and school administrators have been looking for. With the current political climate, frequency of school shootings, and rising concern for students' mental health, schools are desperate for ideas on how to teach students to be kind. In this book, educators can ﬁnd guidance on how diﬀerent education professionals have implemented The Secret Kindness Agents Project, having tweaked it for their unique contexts, from preschool through university levels. Administrators and other school professionals will also ﬁnd research outlining how The Secret Kindness Agents project impacted twenty-three edeucators, their students, and their contexts, as well as research that underscores the need for kindness education in general. The Secret Kindness Agents project has been implemented in over 500 schools around the world; from preschool through university level; in public, private, and homeschool settings; and in rural, urban, and suburban settings. It is all over the United States, three provinces in Canada, in Cameroon, Kenya, Australia, Fiji, and the Philippines. The project has been highlighted by Teaching Tolerance Magazine, the Hallmark Channel, and Lady Gaga's Born This Way Foundation and is the focus of the author's TEDX Talk and her ﬁrst book, The Secret Kindness Agents: How Small Acts of Kindness Really Can Change the World. Acts Of Kindness For Children - Kidness Bk 2020-12-02 The world always needs more kindness, and 7/8 these acts of kindness for kids are a great way to encourage them to be kinder than they need to be. What I really want to do is instil a kindness mindset in children through this book. Also, to make it more fun for children there is some pictures need to be colored. Activity book Acts of kindness for kids Coloring book 8.5" x 11" inch dimensions White-color paper Acts of Kindness Make Me Bloom - Edu Publish 2018-08-14 This book is perfect for learn to write and has a dedicated place to draw the stories that are being written conforms to most popular handwriting methodsDetails of this journal include: 6x9 inches, 120 pages, matte ﬁnished cover white paper.If you are looking for a diﬀerent book make sure to click on the author name for other great journal ideas. Finding the Words - Colin Campbell 2023-03-14 A powerful account of one father's journey through unimaginable grief, oﬀering readers a new vision for how to more actively and fully mourn profound loss. When Colin Campbell's two teenage children were killed by a drunk driver, Campbell was thrown headlong into a grief so deep he felt he might lose his mind. He found much of the common wisdom about coping with loss—including the ideas that grieving is a private and mysterious process and that the pain is so great that "there are no words"—to be unhelpful. Drawing on what he learned from his own journey, Campbell oﬀers an alternative path for processing pain that is active and vocal and truly honors loved ones lost. Full of practical advice on how to survive in the aftermath of loss, Finding the Words teaches readers how to actively reach out to their community, perform mourning rituals, and ﬁnd ways to express their grief, so they can live more fully while also holding their loved ones close. Campbell shines a light on a path forward through the darkness of grief. Faithful Families for Advent and Christmas - Traci Smith 2020-08-18 In the hustle and bustle of the holiday season, it's easy for families to forget the true meaning of the season. In this new book of faith practices for Advent, Christmas, and Epiphany, parents, grandparents, Sunday School teachers, pastors, and anyone who cares about kids will ﬁnd 100 easy, fun, and meaningful ideas for bringing the sacred back into the season. Divided into three sections of prayers, practices, and lessons, with pages decorated with whimsical Christmas doodles from the cover, Faithful Families for 8/8 Advent and Christmas will delight kids and adults alike and oﬀers families an abundance of ideas for making the Christmas season sparkle with faith and spirit. 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NEW Knowledge and Competency Framework The Knowledge and Competency Framework articulates the skills, knowledge and abilities required of people working with young children. The expansion of the Knowledge and Competency Framework addresses the changing demographics and needs of the families in our communities. The new components were developed in response to feedback of those working in, and impacted by, the field of Early Childhood Care and Education. Overview of New Components: Trauma Informed Care and Practices Trauma has the potential to negatively impact a child's long term physical and psychological health and learning. These competencies demonstrate how educators can thoughtfully support children in ways that help to mitigate the negative effects that could potentially harm children and families who have experienced trauma. Working with Multilingual Children and Families Multilingual children and their families bring valuable resources to their learning environment and have unique learning needs. These competencies were developed in collaboration with WIDA Early Years and provide a clear approach to supporting multilingual learners and their families. Cultural Responsibility and Practice Use the Framework to... * Promote early childhood as a profession with a recognized body of knowledge. * Plan learning objectives for PD offerings which emphasize specific content knowledge and competencies. * Identify key concepts and skills for professional development (PD). * Coordinate and design PD content to facilitate transfer and articulation agreements. When educators understand the importance of including each family's culture in all aspects of learning it creates an enriching classroom experience and positively impacts the learning and developmental outcomes for all children. These competencies have been embedded throughout the Knowledge and Competency Framework demonstrating how these competencies should be embedded in all aspects of learning in order to empower all children intellectually, socially, emotionally, and politically. * Identify PD needs and plan training for a group of people, region or state. * Self-assess PD needs and develop an individual plan. * Assess current offerings across all content areas and levels of competency. * Create job descriptions. Knowledge and Competency Framework for Educators (https://education.mn.gov/MDE/dse/early/highqualel/know/) This product is made possible using federal funding, 93.434 - ESSA Preschool Development Grants Birth through Five. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the Office of Child Care, the Administration for Children and Families, or the U.S. Department of Health and Human Services. Learn more on the Preschool Development Grant webpage . (https://education.mn.gov/MDE/dse/early/preschgr/)	<urn:uuid:9de4e413-22e7-4413-9072-8887f04e62b4>	CC-MAIN-2023-23	https://mncpd.org/wp-content/uploads/Preschool-CompetencyFramework-1-pager.pdf	2023-06-03T11:08:05+00:00	crawl-data/CC-MAIN-2023-23/segments/1685224649193.79/warc/CC-MAIN-20230603101032-20230603131032-00341.warc.gz	433,499,472	516	eng_Latn	eng_Latn	0.990903	eng_Latn	0.990903	[ "eng_Latn" ]	false	docling	[ 2890 ]	[ 2.4375 ]	1	0
…"bite size"news fromyour HSBRegionalBehaviorSpecialists Volume 16, Issue February 2023 OH, Behave! Teaching Empathy in Your Classroom Tip of the Month: If you want a compassionate classroom climate, empathy! As a preschool teacher you have probably used the phrases "Would you like it if someone did that to you?" or "How would you feel if someone did that to you?' Empathy is a social skill learned through practice and experience. Empathy helps build social awareness and community. Building empathy in preschool is crucial to encouraging a positive classroom culture. Children naturally have the capacity for empathy but that doesn't mean they develop it on their own. They learn how to notice, listen and care by watching and observing adults and peers, and they take cues from these people on why empathy is important. teach A teacher can also begin by teaching children to recognize their own emotions, not just react to them. This can start by clearly stating your own feelings in front of the children. For example, "I am feeling a little angry right now so I am going to take three deep breaths to calm myself down and then we can talk." As you practice labeling your emotions, begin to describe the feelings you see the children displaying. One of the fist ways that children begin to experience empathy is through exposure to a variety of literature. Characters in books can expose children to a range of social situations that they may or may not have experienced themselves. Teachers can guide discussion related to emotions and feelings about the characters or the conflict in the story. Asking open ended questions will allow students to engage in conversation about empathy practices. Connect with us! Check out Tucker's NC Nest on Pinterest! Follow OhBehaveTips on twitter! All school adults including teachers, administrators, cooks, bus drivers and others play a role in helping students develop and display empathy. Join our new online community by clicking here! By joining Social- Emotional Connections, you will have the opportunity to network, post questions, and share resources with other early childhood professionals in NC! Open our latest public resource, a growing library shelf of virtual binders that include archived issues of the HSB newsletter, OH, Behave!, a collection of Disaster Response Resources, and a binder of scripted stories for classroom use! Click here. Another great way to teach empathy is to give your preschoolers small jobs. Preschoolers usually love performing small tasks. Some jobs - such as feeding the class pet - teach empathy because it is the act of caring for someone else. Afterwards, be sure and praise the child for a job well done. Developing empathy with children may seem like a daunting task to bring into your preschool classroom, but if you teach and incorporate activities on empathy, the children will be more successful in all areas of their lives in the future! Empathy is a crucial life skill. A child who consistently experiences empathy gains the ability to have empathy for others. Another way a teacher can teach empathy is through modeling. Greet children with a smile and welcoming words. Anticipate and address children's needs and worries. You can have a daily check in where children can identify how they are feeling. A simple board with basic emotions can be posted in your classroom and children can check in using their picture or name on a popsicle stick. Taking a few minutes to check in with a student that may be sad or anger will teach your children that you care about them and want to find ways to help them feel better. Introducing our Pyramid Fidelity Tip Section for those of you having the Teaching Pyramid Observation Tool (TPOT) or the Teaching Pyramid Infant-Toddler Observation Scale (TPITOS) completed in your classroom. This section will help you connect the main topic of each issue with indictors on these scales. These assessments support Pyramid Model practices which promote and support children's social-emotional development. Check out TPOT Item 8: Teaching Social Skills and Emotional Competencies (TSC) #3. The examples in the description address children helping one Check out TPITOS Item 3: Teacher Promotes Positive Peer Interactions (PPI) #12. Teacher encourages children to be aware of and care about their peers in the classroom. another. Ask The Behavior Specialist! Question: I've shied away from celebrating Black History Month in the past because I didn't want black history to be something that we take off the shelf in February and then place it back when we are done. I want my classroom to be inclusive and celebrate everyone all year, not just in this month. I have all of these great crafts and activities planned for the children and their families, but how can I make it more meaningful for my preschool children? Answer: There are many early educators who share in your hesitation to teach about black history; thank you for asking this question. Black History Month is the time we reserve to celebrate the contributions and achievements of African Americans to our world. Empathy, love, humanity, compassion and perseverance are just a few of the tenets of Black History Month and you're right… we want to teach these principles all the time. We can use books and props to guide our conversations and invite families to visit and share special things about their culture. We can use children's natural curiosity and questions to spotlight those things that make us different, and how each of us bring something special to our classroom. Help guide children's thoughts as you explore differences in food, music, art, expression, etc. but remember to remind children of all the ways that we are similar too. We are more alike than we are different. We can ensure that we are celebrating everyone everyday by making sure that our classroom is inclusive and represents all of our families. We can provide music samples and instruments from all cultures, family photos, ask families to send in emptied grocery containers to infuse families' culture into dramatic play, holiday celebrations, menus from various restaurants, clothing, dolls, bilingual print and multicultural photos throughout the classroom to name a few. Adopt classroom rituals that promote friendship and acceptance and teach children how to take care of each other. "Life's most persistent and urgent question is, 'What are you doing for others?'" -Martin Luther King, Jr. Do you have a question you would like to see answered in our column? Feel free to email it to email@example.com. We will keep your identity private. Your question is probably one someone else needs answering, so ask away! Your time is appreciated! Social/Emotional Book Nook This beautiful story is about an AfricanAmerican father and his young daughter, Zuri, and her hair. Although Zuri's dad has long locks himself, he has never had to do his daughter's hair before. Together, Zuri and her dad, Stephen, work through frustration and feeling like it is a hopeless task to finding a way to make it happen! The ending of this touching tale will surprise you. One would think they were getting ready for Zuri to go to school, but wait until you see where they are going! Grab the tissues! You can also view the OscarWinning short film made about this story here. Most ideal for children ages 4 years and older. In each issue you will find a new card to help you build your very own "Calming Choices" Card Set for your classroom. When I am upset, I can… MAKE A CARD FOR SOMEONE I LOVE For durability and repetitive use, print on cardstock paper and laminate. Classroom Empathy Activity The Wrinkled Heart is a popular poem and activity for teaching children how our feelings and behaviors affect others. Ask children if anyone has ever said anything that hurt their heart. Write each of these on a red heart made of construction paper and each time make a fold on (crumple) the heart. Afterwards, unfold the heart and recognize the wrinkles that can't be taken away. Discuss with the children what happens when they say or do certain things, and how it affects other people. As an added piece to this activity, paper or real Band-Aids Before you speak, think and be smart. It's hard to fix a broken heart! can be used to find ways to make the hurt feel better. The Band-aids can be placed over the hurtful comments as a way of making it better. While the mean comments can not be taken back (thus, the heart is still wrinkled), the Band-aids help comfort and heal where it hurts. How To Reach Us: Renae Lingafelt-Beeker 245-4900, ext. 1010 firstname.lastname@example.org Cherie A. White 245-4900, ext. 1017 email@example.com	<urn:uuid:13822821-e98d-4686-9000-c59b1f8fc8d7>	CC-MAIN-2023-23	https://childcareresourcecenter.org/wp-content/uploads/2023/02/OH-Behave-Newsletter-Volume-16-Issue-8-February-2023.pdf	2023-06-03T10:34:09+00:00	crawl-data/CC-MAIN-2023-23/segments/1685224649193.79/warc/CC-MAIN-20230603101032-20230603131032-00341.warc.gz	193,889,451	1,843	eng_Latn	eng_Latn	0.998228	eng_Latn	0.998329	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 4396, 8795 ]	[ 4.0625 ]	2	0
RONA LISA PERETTI MONOLOGUE Choose and prepare ONE monologue from this collection: RONA: Ladies and gentlemen, all the children you see onstage are here because of their extraordinary ability and love of language – but only one of them can go on to compete in the National Spelling Bee! This year, to celebrate our silver anniversary, our local sponsors, the Putnam Optometrists, are offering today's winner a two-hundred-dollar savings bond toward his or her future education. (solicit applause) But remember, to get here, each child had to win their own district bee, so each of them is already a winner. RONA: Hello, I'm Rona Lisa Peretti, and I'm pleased to be back for my ninth consecutive year as your host. Welcome everyone! I'd like to take this moment to ask you to please turn off your cell phones and other distracting devices and put away cameras – sorry no photos at the bee. Unfortunately, our usual word pronouncer, Superintendent Spriggs, has fallen ill, so please join me in welcoming Vice Principal Douglas Panch, returning to us after a five-year hiatus. Thank you, Douglas, for stepping in on such short notice.	<urn:uuid:5cd7a245-d5ef-45a4-b7a9-b9c829a28141>	CC-MAIN-2023-23	https://www.saltpillar.org.au/_files/ugd/687f7f_9558d8c67c0c4918b82989fdf6437961.pdf	2023-06-03T11:23:52+00:00	crawl-data/CC-MAIN-2023-23/segments/1685224649193.79/warc/CC-MAIN-20230603101032-20230603131032-00338.warc.gz	1,035,356,760	250	eng_Latn	eng_Latn	0.99677	eng_Latn	0.99677	[ "eng_Latn" ]	false	docling	[ 1136 ]	[ 2.015625 ]	1	0
Use of Knowledge Management Systems to Prepare Students and Close The Skills Gap Dowayne D. Davis New Jersey City University August 5, 2015 Dr. Christopher D. Carnahan EDTC 802: Principles of Educational Technology Leadership Abstract There is a significant skills gap between qualified applicants and high skilled jobs. Students are ill prepared by K-12 schools to learning and develop knowledge in a collaborative and fluid digital age. As technology rapidly changes, schools find new challenges, thus creating new goals to develop the skills students need to compete in a digital workforce. Furthermore, there is an imbalance between preparing students for tests and developing thinkers and decision-makers. Knowledge management systems may be the solution K-12 schools use to meet new goals of developing students that can (1) think, learn and decide through evaluating information (2) utilize technologies to solve problems and innovate once information is found. Technology systems such as Kanvas, Haiku, Google Classroom and Massive Open Online Courses (MOOCs) give K-12 schools viable options to prepare students with knowledge management systems. Thesis and Introduction K-12 schools should increase their use of knowledge management systems and technologies to close the skills gap and better prepare students for the digital work-world. As technology rapidly develops, K-12 schools are faced with new challenges and moving targets to develop the skills students will need in a fast moving digital age. (Denning, 2014) This paper reviews several peer-reviewed articles to discuss: the current state of the U.S. labor force and K12 education; the extent to which K-12 schools are preparing students for a digital work world; systems and technologies that schools should employ to better prepare students for the workforce, and current applications of knowledge management systems in K-12 education. State of Education & The Labor Force Skills Gap As new job openings increase, so does the skill-level required to perform those jobs. (Solomon & Lynne, 2007) Generally, technical jobs that require analytical and collaborative skills tend be vacant and harder to fill. For example, in 2012, ManpowerGroup, a large US staffing agency, reported that 52% of employers reported that a talent shortage makes it difficult to fill opens. Additionally, industries in technical areas face a skills gap as large percentages of employees retire with too few skilled prospects to fill their roles. (Cappelli, 2012) This paper identifies two leading factors to a growing skills gap in America's labor force. First, K-12 schools lack a balance of managing school accountability and creating fluid learning environments that promote creativity and knowledge creation. Second, technology continues to develop at a rapid pace while K-12 institutions struggle to adapt and solve new challenges. These two factors, among others, result in a labor force that lack the skills needed to fill new openings. K-12 Imbalance Further widening the skills, K-12 students are not making the grade to compete for the world ahead. Author Maurice Ghysels indicates that in order to prepare students for 21 st century success, K-12 public schools must strike a balance between accountability in schools and providing creative technological spaces for students to truly develop 21 st century skills. (Ghysels, 2009) Ghysels indicated in "Will Students Make the Grade in an Education for the World Ahead", that our education system has become factor-based. Teachers, knowing that their evaluations are based on test results, teach to testing content and not to the standards students are required to master. Essentially, students are being developed to assimilate to poor learning practices and memorization of test content, instead of being allowed to freely thinking, learning and collaborate to create knowledge. In many ways, these teaching practices have dominated the public schools and have become significant contributing factors to low student development. As these practices continue, schools tend to neglect the development of the whole child, which prevents actual learning and stifles creativity. Ultimately, students graduate lacking the skills that are necessary to allow thinking, innovation and creativity. Race Against Machines "Race Against the Machines", authors Erik Brynjolfsson and Andrew McAfee describe the world that we live in as, automated and taken over by machines. Following the recovery from the great recession of 2007-2009, companies rebounded, markets recovered, production increased, and new jobs were created. (Brynjolfsson & McAfee, 2011) However, machines filled the roles of American workers in these newly created jobs and increased unemployment. Further decreases in low-skilled jobs were created as factor-based jobs were shipped overseas to less expensive factories. While companies outsourced and increased their utilization of machines to carry out work once completed by humans, American workers continued to lack technology skills needed to secure available jobs. In Brynjolfsson's and McAfee's reflection on "Race Against the Machine" the authors stated, "Our technologies are racing ahead but many of our skills and organization are lagging behind." (Brynjolfsson & McAfee, 2012) The two author's statement holds true for many current K-12 institutions in the United States as schools work to increase and understand information technology to prepare students for future careers. Many continue to argue that technology skills are necessary for people to find success in the modern labor force. (Ghysels, 2009) However, more that technology skills, individuals now require knowledge management skills to compete in a new digital labor force. New Goals for Schools The world we live in surrounds modern students and labor forces with an ever-evolving and interconnected system of digital content. When found, digital content, contains information that can produce knowledge. Knowledge, in-turn, allows for faster more accurate decisionmaking. The goal of schools was once to produce workers for factories. That goal then evolved to producing workers that possessed technical skills, to race against evolving machines. Now schools must reach a new goal. This goal has two parts. First, schools must prepare students that can learn, think and make decisions by efficiently finding, evaluating and using digital information. (McGettick, 2014) Second, schools must also develop students that have the necessary technical skills to utilize available technologies to produce efficient, solutions, ideas and decisions, once information is found. (Ananiadou & Claro, 2009) Meeting these new goals should produce a new generation of people that stand a better chance at competing against their global peers and add value to their economy. Preparing 21 st Students and Developing Skilled Adults Knowledge Management Systems Much of our current labor market requires people who have skills and competencies fit for knowledge economies. A knowledge economy is extent to which a nation's economy is developed using people's ability to learn and innovate. (Cooke, 2002) Most, if not all, skills needed in knowledge economies can be learned through the use of knowledge management systems. Knowledge management systems skills include information; selection, acquisition, integration, analysis and sharing in socially networked environments. (Ananiadou et. al, 2009) These same skills are similar to the new goals schools must now meet to prepare students for current and future jobs. Knowledge management systems are Information Technology systems that allow people to store and retrieve information, improve collaboration, identify sources, mine digital repositories and manipulate information to improve access to and use of future knowledge. (Frost, 2015) Essentially, those individuals that are exposed to and can effectively use knowledge managements systems are exposed to processes and technologies that can develop necessary 21 st century skills. Knowledge Management Systems in K-12 Schools The idea of knowledge management systems being used in education to impact students is not a new concept. Historically, knowledge management systems were primarily used in private nonprofit and public institution of higher education to collect information and share among administrators. (Dew, 2012) However, as technology evolved, more K-12 schools have begun employing knowledge management systems for students in the form of eLearning, content management and learning management systems. Currently, there are many popular knowledge management systems being used in K-12 schools. Online services such as Kanvas, Haiku and Google Classrooms are three well-known leaders in the knowledge management systems for K12 schools. These three systems are often referred to as content management systems. However, the term content management systems often used interchangeable with knowledge management system. Learning Management Systems The need for knowledge management systems like Kanvas, Haiku and Google Classroom is higher now than ever before. This increased need is due to an abundance of new digital content, applications, and tools students need to access, be aware of and utilize to develop knowledge and solve problems. Knowledge management systems like Kanvas, Haiku and Google Classroom give students the opportunity to practice, collaboration, research, computer navigation, typing and other 21 st century skills in a secure and curated environment. These systems utilize the power of the Internet and thousands of Web Applications to enhance student learning. Internet use alone in K-12 schools is said to have profound effects on learning outcomes and computer use by students. (Blomeyer, 2002) The Institute of Knowledge Management in Education highlights the development of students' ability to evaluate content and making decisions with web-based applications like Kanvas, Haiku and Google Classrooms. eLearning Systems: MOOCs Other knowledge management systems, such as Massive Open Online Courses (MOOCs), have the capacity to break down socio-economics barriers to narrow the skill gap. For example, students that do not have access to a wide variety of courses, such as technical and advance courses, get the opportunities to do so with MOOCs. This is particularly impactful for rural schools that are too remote and lack sufficient budget or staff to provide advanced courses. MOOCs and other knowledge management systems can afford distance-learning opportunities to students that are remote due to illnesses, disabilities or natural disasters. MOOCs are also breaking down geographical barriers by allowing students to collaborate with peers locally and overseas with positive results. For example, Miami Global Academy opened its online classroom system in 2013 for 143 middle and high students in the United States and 20 other countries. (Bock & O'DEA, 2013)These students using systems like MOOCs and Kanvas get an opportunity to learn in a modern 21 st century manner. As traditional approaches of learn, where students learn about world continue to fade, more collaborative forms, like that offered through MOOCs, entice and engages modern students. (Thomas & Brown, 2011) Through these innovative forms of learning, students have an opportunity to engage with each other and build social and technical skills to compete in a global economy. While systems like MOOCs increase access to courses in a digital format, they have the potential to also increase graduation rates, develop students' skills and reduce dropout rates. Implications and Conclusion Many educators are on the fence about the impact of knowledge management systems like Kanvas, Haiku, Google Classroom and MOOCs. Many argue that institutions that implement online systems and neglect investing in good teachers make a costly mistake. Like most systems and technologies, knowledge management systems should be part of a toolset for educators and not a stand-lone solution or silver bullet. (Kim, 2015) If implemented as a compliment to good educators, knowledge management systems are powerful tools that can be used develop the skills students need to become competitive economic contributors in a digital work world. To prepare students in an age of abundant digital content and increasing collaboration, knowledge management systems may be the solution K-12 schools use to meet new goals. Thereby, developing the technical and careers skills students need to close the skill gap. References Ananiadou, K., & Claro, M. (2009). 21st century skills and competences for new millennium learners in OECD countries (OECD Education Working Papers No. 41 ed.). Head of Publications Service OECD 2, rue André-Pascal 75775 Paris, CEDEX 16 France: OCED Publishing. Blomeyer, R. (2002). Virtual schools and e-learning in K-12 environments: Emerging policy and practice North Central Regional Educational Laboratory Naperville, IL. Bock, M., & O'DEA, V. (2013). Virtual educators critique the value of MOOCs for K-12. Education Week, 32(20), 10. Brynjolfsson, E., & McAfee, A. (2011). Race against the machine: How the digital revolution is accelerating innovation, driving productivity, and irreversibly transforming employment and the economy Brynjolfsson and McAfee. Brynjolfsson, E., & McAfee, A. (2012). Reflection on the eBook race against the machine: Digital Frontier, Lexington, MA, Cappelli, P. (2012). Why good people can't get jobs: The skills gap and what companies can do about it Wharton Digital Press. Cappelli, P. (2012). Why good people can't get jobs: The skills gap and what companies can do about it Wharton Digital Press. Cooke, P. (2002). Knowledge economies. Denning, P. J. (2014). Learning for the new digital age. Communications of the ACM, 57(9), 2931. doi:10.1145/2644230 Dew, J. R. (2012). The future of american higher education. World Future Review (World Future Society), 4(4), 7-13. Frost, A. (2015). KM tools. Retrieved from http://www.knowledge-management- tools.net/knowledge-management-systems.html Ghysels, M. (2009). Will students make the grade in an education for the world ahead? Journal for Quality & Participation, 32(1), 20-24. Kim, J. (2015). 12 tech fads in higher ed. Retrieved from https://www.insidehighered.com/blogs/technology-and-learning/12-tech-fads-higher-ed McGettrick, A. (2014). Education, always. Communications of the ACM, 57 (2), 5-5. doi:10.1145/2534706.2534707 Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools ISTE (Interntl Society of Tech Educcation). Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change World Future Society.	<urn:uuid:2bf7d3c8-cef0-45e2-99e6-5db727f42179>	CC-MAIN-2023-23	https://www.dowayneddavis.com/_files/ugd/34a280_c616e2e1b2b1405eb612d15123a0a918.pdf	2023-06-03T11:29:36+00:00	crawl-data/CC-MAIN-2023-23/segments/1685224649193.79/warc/CC-MAIN-20230603101032-20230603131032-00343.warc.gz	784,695,900	3,006	eng_Latn	eng_Latn	0.933651	eng_Latn	0.996221	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 230, 1162, 3002, 4898, 6868, 8841, 10696, 12612, 14036, 14808 ]	[ 2.15625 ]	1	0
INTEGRITY Values for Living—Cadet Character Development Forum INTRODUCTION Each Values for Living character development forum helps Civil Air Patrol members explore a virtue from multiple angles and practice that virtue through a hands-on activity. The combination of analysis and practice helps members internalize the virtue so it stays with them beyond the squadron meeting. Integrity is the first of CAP's core values. Our commitment to doing the right thing is the foundation for all lasting success. This lesson examines the challenges we face in maintaining our integrity. We also explore the consequences of a lapse in integrity and the best way to deal with those lapses. PRECLASS CHECKLIST Prior preparation is essential to success. Please prepare the following well ahead of time: All media installed and checked out Phase Three cadet orientation/training completed Participation awards such as candy or granola bar treats available Room arrangements complete ATTENTION GETTER LARGE GROUP FACILITATED BY CHAPLAIN/CDI/COMMANDER (5 -10 MINUTES) Option 1: Media Clip. In "The Stray Path," a nursing student cheats to complete his training. After graduation, he lacks the necessary knowledge and skills to work in medicine. When a patient encounters a crisis, the new nurse is completely unprepared. (Media clip is in the folder and included by permission of the producer, Zach Smith) Option 2: Media Clip. The United States Military Academy suffered the largest cheating scandal in over 40 years. https://www.youtube.com/watch?v=M0-sc1kqIeo Option 3: Personal Story. Share a story about your experience of a lack of integrity (your own or someone else's). What negative consequences followed from this lack of integrity? UNDERSTANDING THE DESIRED BEHAVIOR ONLINE GROUP OR SMALL GROUP FACILITATED BY PHASE III CADET (15 MINUTES ) * In our Learn to Lead textbooks, we learned that integrity is "doing the right thing, even when no one is watching." What else does integrity mean to you? * In a recent survey of 3000 college students, 86% of those surveyed admitted to cheating in high school. What makes cheating seem like a good idea? * Can a person have integrity in some areas but not in others? * Does integrity mean that I must follow CAP rules outside of CAP activities? * Anonymity allows people to say and do things without revealing their identities. How can anonymity encourage integrity? Put differently, is it ever easier to do the right thing when no one will know you did it? * Anonymity is common on the internet, where many people use handles, screennames, and nicknames. How would people act differently if they had to be responsible for everything they said on the internet? * We also read in Learn to Lead that attitudes are contagious. Do you think integrity is contagious? Why or why not? APPLICATION OF THE BEHAVIOR TO THEIR LIVES LARGE GROUP FACILITATED BY CHAPLAIN/CDI/COMMANDER (15 MINUTES) * How can a lack of integrity undermine the other Core Values? * How would you handle a lapse of integrity in a friend, teammate, or squadron member? * Case Study. In 2013, the Air Force discovered a massive cheating ring at Malmstrom AFB. Thirty-four missile launch officers cheated on their monthly nuclear proficiency tests. Fifty-two other missile launch officers knew about the cheating but did not report it. Most of these officers were Captains and Lieutenants. Some were Air Force Academy graduates. The Air Force found both the cheaters and those who knew about the cheating equally at fault. Air Force Officers are expected to follow the Air Force Honor Code: We will not lie, steal, or cheat, nor tolerate among us anyone who does. After a full investigation by the Air Force Office of Special Investigations (OSI), 14 officers received formal legal punishment, 70 officers received permanent files of reprimand, and 9 officers were relieved of command. The career of each of these officers was over. o These were some of the finest officers in the USAF. They were responsible for our nuclear attack force. What might have driven them to violate their integrity? o What are some of the pressures that might tempt you to violate your integrity? o What happens to people who compromise their integrity on a regular basis? o Some of the officers relieved of command knew nothing about the cheating. Was it fair to fire them, too? Why or why not? * Now that we have considered the Malmstrom case, we should return to two of our earlier questions. How would you handle a lapse of integrity in a friend, teammate, or squadron member? * We all make mistakes. Should it ever happen, how would you want to handle our own lapse of integrity? ACTIVITY ONLINE GROUP OR SMALL GROUP FACILITATED BY PHASE III CADET ( 10-15 MINUTES) Setup of the Exercise: Each participant should have a blank piece of paper and a pencil/pen. Instructions: Each participant should write down three statements about themselves. Two of these statements should be true and the other one false. For example: I am a cadet in Civil Air Patrol. (true) I go to Cleveland High School. (not true) I got to the meeting tonight driving my own car. (true) The facts can be as tricky as you wish, but they should all be realistic and "possibly" true. Read your three facts to the group. As the group listens, they need to decide which of your statements is false. They can talk about it but must vote. The reader then tells the other participants whether they identified the lie. Discussion questions after the activity: * How easy was it for you to identify the untrue statement? * What questions did you ask yourself to identify the untrue statement? * Is it more difficult to deceive the other players when playing in a virtual meeting space? * What would make it more difficult to deceive the group? * If it is so easy to deceive, how you can establish trust in your groups? * Do games like this one, which encourage us to tell lies and sniff them out, do more harm than good? LESSON SUMMARY AND WRAP-UP LARGE GROUP FACILITATED BY CHAPLAIN/CDI/COMMANDER (5 MINUTES) Integrity means doing the right thing, always and everywhere, whether anyone else is watching or not. Integrity requires the courage to do the right thing, no matter what the consequences will be. A reputation for integrity takes years to build but only seconds to lose. Never allow yourself to ever do anything that would damage your integrity. Sometimes, integrity seems to be disappearing from our society. Far too many believe that "the end justifies the means." Students cheat for better grades. Athletes use performance-enhancing drugs to get college scholarships and bigger paychecks. Salespeople exaggerate and mislead to meet their monthly quotas. Employees call in "sick" because they need to finish their Christmas shopping. Countless Americans treat speed limits as "constructive suggestions." The list could go on. Everyone who violates his integrity thinks he has a compelling reason to do it. These reasons are lies. Yes, dishonesty may offer a quick fix or an easy solution. That instant gratification will not last and it will leave destruction in its wake. A person without integrity is doomed to fail; it is only a matter of time. Integrity, on the other hand, builds up and endures. Because of your integrity, people will trust you and want to work with you. Because of your integrity, you will understand your responsibility to other people. Because of your integrity, you will always give your best effort and strive to improve. Because of your integrity, you will treat other people with courtesy and compassion. Because of your integrity, you will be better prepared to excel in service to your community, state, and nation. QUOTABLE QUOTES "The integrity of the upright guides them, but the unfaithful are destroyed by their duplicity." – Proverbs 11:3 "Integrity without knowledge is weak and useless, and knowledge without integrity is dangerous and dreadful." – Samuel Johnson "Success will come and go but integrity is forever." – Amy Anderson "In looking for people to hire, look for three qualities: integrity, intelligence, and energy. And if they don't have the first, the other two will kill you." – Warren Buffet "The strength of a nation derives from the integrity of the home." – Confucius "One of the truest tests of integrity is the blunt refusal to be compromised." – Chinua Achebe "Integrity alone won't make you a leader, but without integrity you'll never be one." – Zig Ziglar	<urn:uuid:58a20c7b-8264-4ecb-a600-c7bdba0fd3c5>	CC-MAIN-2023-23	https://www.gocivilairpatrol.com/media/cms/Integrity_PDF_3A2B7FC8CEFF1.pdf	2023-06-03T12:17:55+00:00	crawl-data/CC-MAIN-2023-23/segments/1685224649193.79/warc/CC-MAIN-20230603101032-20230603131032-00343.warc.gz	839,705,042	1,809	eng_Latn	eng_Latn	0.998041	eng_Latn	0.998561	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1743, 4685, 6921, 8524 ]	[ 2.046875 ]	3	0
WELCOME BACK! We hope you have had an enjoyable Christmas holiday and have recharged your batteries. We have lots of exciting things to look forward to! We are super excited to start our new topic this half term and have our own Pirate day! LEARNING HEADLINES Pirates! Sculptures! Everyday materials! ENGLISH In English this term we will be looking at the book Flashlight, the book itself has no words. HISTORY AND GEOGRAPHY The children will be interpreting and focussing on writing in the first person to form a narrative for the story. We will then be looking at our book 'The pirates next door' and will be writing our own message in a bottle! We will be learning about History and geography this term. The main focus will be pirates and the lives of significant individuals in the past. In Geography we will be looking at the features of the UK and a contrasting country. RSHE This half term we will be learning about 'Celebrating Difference'. The children will be learning how to accept that everyone is different, include others, use kind words and try to solve problems. The vocabulary we will be covering is: Similarity/similar, Same as, Different from, Difference, Bullying, Bullying behaviour, Deliberate, On purpose Unfair, included, Issue : Spring 2023 MATHS In Maths this term we will be learning all about shape, space and measure with a focus on 2D and 3D shapes. Then we will be moving onto place value within 20 and number lines to develop the children's knowledge of number and strategies to add and subtract. SCIENCE We will be learning all about everyday materials, including waterproof, metals, plastic and wood. P.E. PE will take place on the following days: Tuesday and Thursday. PE kits can be left in school until half term. We will be focussing on moving through music as part of our new PE scheme—Real PE. ART We will be focussing on our design skills. The children will make a sculpture to mirror a pirate ship and use their design skills to create their own flags.	<urn:uuid:e1f99b5a-6db8-49f5-8969-39aea0b5be88>	CC-MAIN-2023-23	https://www.moorlandsprimary.com/_files/ugd/008530_8c1fa79dfeb340c1b92d4d67942b8d55.pdf	2023-06-03T11:01:44+00:00	crawl-data/CC-MAIN-2023-23/segments/1685224649193.79/warc/CC-MAIN-20230603101032-20230603131032-00343.warc.gz	960,643,903	447	eng_Latn	eng_Latn	0.998814	eng_Latn	0.998814	[ "eng_Latn" ]	false	docling	[ 2020 ]	[ 3.015625 ]	1	0
TEST NAME: Reconstruction TEST ID: 26413 GRADE: 07 08 SUBJECT: Social Sciences and History TEST CATEGORY: Common Classroom 04/14/15, Reconstruction Student: Class: Date: Date: 1. A primary reason for the passage of the 14th Amendment in 1868 was to A. prohibit the secession of states B. uphold the legality of the Black Codes. C. continue the presidential plan for Reconstruction D. guarantee citizenship rights to the newly freed slaves 2. Which statement best describes how the status of African Americans in the South changed soon after the end of Reconstruction in 1877? A. The Supreme Court consistently supported civil rights for African Americans. B. Poll taxes and literacy tests were eliminated for African Americans. C. Increasing numbers of African Americans were elected to public office. D. African Americans faced increasing discrimination and segregation. 3. The "Black Codes" passed in the South early in the Reconstruction era were designed to A. guarantee a minimum wage for former slaves B. offer financial assistance to African Americans who had fought for the Confederacy during the Civil War C. force former slaves to move to cities and work in industry D. restrict the rights of former slaves 4. Use the diagram and your knowledge of social studies to answer the following question. During the late 19th century, the above sequence of events resulted in the A. denial of most African Americans of the the right to vote. B. movement to repeal the 14th amendment to the Constitution. C. strengthening of the Republican Party in the South. D. expansion of free public education to all children. 5. After the Civil War, Southern state legislatures attempted to restrict the rights of formerly enslaved persons by A. passing Black Codes. B. ratifying the 15th amendment. C. supporting the goals of the Radical Republicans. D. enacting legislation to strengthen the Freedmen's Bureau. 6. Which of the following was a serious constitutional question after the Civil War? A. The restoration of the power of the federal judiciary B. The legality of the national banking system C. The political and legal status of the former Confederate states D. The relationship between the United States and Britain E. The proposed annexation of Colombia 7. Slavery was legally abolished throughout the United States as a result of the A. ratification of the Thirteenth Amendment. B. surrender of Confederate forces. C. passage of the Civil Rights Act of 1875. D. end of Reconstruction. 8. One of the social effects of Reconstruction was laws were written that denied African Americans' civil rights, or the individual rights guaranteed by the U.S. Constitution. These laws were called A. Black Codes B. Right to Work Codes C. Sunset Codes D. Impeachment Codes A. ready to begin refining oil. B. eager to forgive and forget quarrels with Northern states. ready to resume large imports of cotton from England. 9. C. D. in a state of political and economic collapse. 10. The 13th, 14th, and 15th Amendments to the U.S. Constitution A. created new congressional districts B. brought immediate equality to Native Americans C. established a process for the admission of western states into the Union. D. granted civil rights primarily to African Americans 11. The Radical Republicans in Congress opposed President Abraham Lincoln's plan for Reconstruction because Lincoln A. planned to keep Northern troops in the South after the war B. demanded immediate civil and political rights for formerly enslaved persons C. called for the imprisonment of most Confederate leaders D. rejected the idea of harsh punishments for the South 12. Which argument was used by President Abraham Lincoln to explain his policy of leniency toward the South after the Civil War? A. Most Southerners have remained loyal to the Union during the war. B. Most Southerners are willing to grant equality to formerly enslaved persons. C. The federal government has no authority to punish states for secession. D. Healing the nation's wounds quickly is essential. 13. Who killed Abraham Lincoln? A. Andrew Johnson B. John Wilkes Booth C. Lee Harvey Oswald D. William Seward 14. What was a common purpose of the three amendments added to the United States Constitution between 1865 and 1870? A. protecting rights of Southerners accused of treason B. granting rights to African Americans C. reforming the sharecropping system D. extending suffrage to Southern women 15. During the Reconstruction era, the 15th amendment was adopted to grant African Americans... 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Learner variability in English for Academic Purposes classes By Andreia Arai-Rissman, George Brown College & Seneca College, Canada As educators, we may often hear the term learner variability, especially when working with English for Academic Purposes (EAP) because classes consist of learners from diverse linguistic and cultural backgrounds. Before I delve into defining learner variability, I invite you to take a moment to reflect on yourself as a learner at a specific time in your life and ask yourself these questions: How old were you then? Which language(s) were spoken in your home? Which specific cultures do you think may have contributed to shaping your behaviours or activities as you grew up? How did your personal life affect your learning performance? Do you think you learned the same way as your peers did—by using the same strategies or taking the same amount of time, etc.? If you think you learned differently, what made you unique compared to your classmates? The responses to these questions may indicate some factors or characteristics that contribute to understanding learner variability. While the concept of learner variability can be studied to identify solely student needs to support student learning, Pape (2018) defined learner variability as how individuals are different from each other and how it encompasses both learner strengths and needs. Learner variability can fall into the following categories: cognitive, social-emotional, and academic (CAST, 2022b). Universal Design for Learning (UDL) addresses learner variability to foster inclusivity in the classroom (CAST, 2022a). At this point, I would like you to think about the classes you have been facilitating. What factors related to cognitive, social-emotional, and academic skills can you observe or infer? This includes age range, first language, learning styles, personality traits, cultural background, prior learning, and academic readiness. How about the traits that are invisible? Some students may have health issues that negatively affect their learning performance. Some students, especially in EAP programs, may have learning disabilities, and these may go undiagnosed due to linguistic or cultural barriers. Also, students may be part of minorities. An example of a minority that I encountered recently in my class was of a student who was in a women's shelter with her child. These invisible traits will be unknown to educators unless shared by the student, but all of these factors play a role in how students relate to learning. It is crucial that learner variability be considered –53– TESL Ontario \| CONTACT Magazine \| March 2023 Back the norm instead of the exception in classes, mainly in such diverse environments such as EAP. Learner variability becomes multi-faceted in some contexts. To demonstrate how complex learner variability can be, an area worth emphasizing is culture. As Chita-Tegmark et al. (2011) stated, "culture informs all aspects of learning, from high-level reasoning skills to perceptual habits" (p. 17). However, there are so many variables within a culture. For example, people from the same culture may be divided by their socio-economic classes, gender segregation, or political affiliations. Immigration also plays a role in making culture a multi-faceted learner variability. For example, I was born in Brazil, but my first language was Japanese. Then, I moved to Canada and have lived here for almost half of my life. My cultural identity is not singular; it is plural. Culture greatly influences an individual's values, personal preferences, and perceptions; variations exist even within a single country and are different per individual. Thus, learner variability is not static; viewpoints and experiences continue to change, and they affect students' relationship with learning. As educators, we can close our eyes and pretend that the one-size-fits-all teaching approach works, or we can open our eyes to the trend of identifying learner variability present in classrooms. The trend shows that there is a real need for facilitating pedagogical frameworks that account for learner variability and designing courses that differentiate learning to increase accessibility and engagement in all courses. First, we can embrace learner variability and address it in our classes. Next, we can bring different narratives to the class, so students can have exposure to similar life journeys being portrayed. Providing opportunities for students to share events that shaped their views and preferences that influence their learning allow students to connect on a personal level to the content and it helps with humanizing the curriculum making learning more relevant to each individual and it fosters long-lasting learning outcomes. Lastly, we can utilize UDL principles to address learner variability (refer to: https://udlguidelines.cast.org/). Revising the questions in the first two paragraphs and reflecting on the response can be essential to identifying and addressing learner variability to support student success in such a diverse environment as EAP classes. –54– TESL Ontario \| CONTACT Magazine \| March 2023 Back References CAST. (2022a). About CAST. https://www.cast.org/about/about-cast MindPrint SBIR: Addressing learner variability in secondary mathematics CAST. (2022b). instruction. https://www.cast.org/our-work/projects/mindprint-sbir-addressing-learnervariability-mathematics-instruction Chita-Tegmark, M., Gravel, J. W., De Lourdes, M., Serpa, B., Domings, Y., & Rose, D. H. (2011). Using the Universal Design for Learning framework to support culturally diverse learners. The Journal of Education, 192(1), 17–22. https://doi.org/10.1177/002205741219200104 Pape, B., & Digital Promise Global. (2018). Learner variability is the rule, not the exception. Digital Promise Global. https://files.eric.ed.gov/fulltext/ED614 Author Bio Andreia Arai-Rissman has been an educator for over 22 years. She currently teaches Communication classes at George Brown and EAP at Seneca. She has experience teaching TESOL, ESL, test preparation, Event Planning, HR, and Hospitality and Leadership. She has also worked as an academic manager, a curriculum developer, a test examiner, and has worked for several colleges and private institutions. She holds a Bachelor of Arts, a Bachelor of Education, and a Master of Education. Her areas of interest are Universal Design for Learning, innovative curriculum planning, education and wellness, learning differences, psychology of learning and global citizenship. –55– TESL Ontario \| CONTACT Magazine \| March 2023 Back	<urn:uuid:62a0a641-3e57-40d5-9153-78511dfad494>	CC-MAIN-2023-23	http://contact.teslontario.org/wp-content/uploads/2023/03/Andreia.pdf	2023-06-03T11:54:14+00:00	crawl-data/CC-MAIN-2023-23/segments/1685224649193.79/warc/CC-MAIN-20230603101032-20230603131032-00345.warc.gz	11,218,026	1,344	eng_Latn	eng_Latn	0.969796	eng_Latn	0.995108	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2655, 5175, 6631 ]	[ 2.03125 ]	1	0
CALIFORNIA STATE SCIENCE FAIR 2014 PROJECT SUMMARY Project Number Preliminary Name(s) Project Title Abstract Help Received Ava M. Killoran Fresh Water from the Sea by Solar Desalination Objectives/Goals California has been through many severe droughts such as the recent drought of 1987-1992, where Santa Barbara turned to desalination, installing a temporary emergency desalination plant. 2013 was the driest year in recorded history in many California areas. The need for freshwater is critical during drought conditions. Since coastal California has access to plenty of sea water, my goal was to build an environmentally friendly solar desalination device and test how temperature and surface area affect its efficiency of freshwater production. Methods/Materials I built two solar desalination devices using plastic boxes of different sizes to test the effect of surface area on freshwater yield. I tested the effect of temperature at 80 degrees and 90 degrees Fahrenheit. I was not measuring the temperature of the water, but the temperature of the environment. Each test duration was three hours. I used an artificial heat source to maintain the same temperature for each test but theoretically it could be done with the sun. Results A surface area of 330 square inches produced four times as much freshwater as a surface area of 96 square inches at 80 degrees. At 90 degrees Fahrenheit the device produced three times as much freshwater as the same device did at 80 degrees Fahrenheit. Conclusions/Discussion My hypothesis predicted that higher temperatures would produce a higher yield because it would increase evaporation and condensation. A higher surface area would create a higher yield because there is a larger surface for droplets to form. My results supported my hypothesis. Surface area had a greater effect on the freshwater yield but temperature is still very significant. My Mom helped revise drafts, helped with cutting and pasting, and photographed. Summary Statement I built a solar desalination device and tested how temperature and surface area effect its efficiency. 34366	<urn:uuid:694e0591-fee0-4337-b903-581b557bc324>	CC-MAIN-2023-23	http://csef.usc.edu/CSSF/History/2014/Projects/34366.pdf	2023-06-03T11:02:16+00:00	crawl-data/CC-MAIN-2023-23/segments/1685224649193.79/warc/CC-MAIN-20230603101032-20230603131032-00342.warc.gz	9,817,797	409	eng_Latn	eng_Latn	0.996296	eng_Latn	0.996296	[ "eng_Latn" ]	false	docling	[ 2103 ]	[ 3.109375 ]	1	0
CALIFORNIA STATE SCIENCE FAIR 2014 PROJECT SUMMARY Project Number Preliminary Name(s) Project Title Abstract Summary Statement Help Received Melba H. Nuzen Can You Hear That Note? A Specialized Hearing Aid for Musicians Objectives/Goals The goal of this experiment was to find and redesign a standard audio amplifier to fit a homemade band pass filter. The band pass filter was designed to detect the specific frequencies of a violin. Together, the amplifier and filter would be able identify and amplify the frequencies of a violin. The objective was to get the amplifier to amplify at a 85 percent accuracy level, and it was expected to amplify at a 60 percent level. Methods/Materials Five different schematics were put together, fitted with the band pass filter, and then tested in this project. The schematics consisted of capacitors, resistors, and other electrical parts. The diagrams were tested on breadboards before soldered. The final amplifier was tested with six different songs, and was awarded points across five scales covering five different areas of sound properties. Results Only a buzzing sound came from two of the five schematics, and another two didn#t work. The one that did work was tested, and the results were compared to the results of a standard amplifier. Conclusions/Discussion The first three schematics didn#t work properly due to miscalculations and the last schematic detected violin frequencies at a 63.9% accuracy level. The highest ranking scale was loudness, which meant the amplification process was successful, and the lowest ranking scale was crispness. The standard amplifier performed at a 64% accuracy level. I built a violinist's hearing aid from a standard audio amplifier fitted a band-pass filter and tested it in 5 areas of analysis for the sounds of the violin. Teacher reviewed report; Dr. Erika Zettner helped with basic understanding of human audiology. 34410	<urn:uuid:b2cd44ff-020d-46de-8b1d-9edf0c583c5d>	CC-MAIN-2023-23	http://csef.usc.edu/CSSF/History/2014/Projects/34410.pdf	2023-06-03T12:04:10+00:00	crawl-data/CC-MAIN-2023-23/segments/1685224649193.79/warc/CC-MAIN-20230603101032-20230603131032-00342.warc.gz	9,829,440	396	eng_Latn	eng_Latn	0.997647	eng_Latn	0.997647	[ "eng_Latn" ]	false	docling	[ 1917 ]	[ 2.75 ]	1	0
© May 2023 Toddler Activities Infant FunShine Express ® May/June Buttercups Activity Calendar © June 2023 Toddler Activities Infant FunShine Express ® May/June Buttercups Activity Calendar © May 2023 Toddler Activities Infant Activities FunShine Express ® May/June Buttercups Activity Calendar © June 2023 Toddler Activities Literacy language/literacy Infant Activities Discovery Sensory cognitive, exploration, social/emotional textures, creative arts, fine/gross motor Theme 3 • Marvelous Meadows Theme 4 • To Market, To Market Monday Market Stand, Part 1 • Boxes * Vocabulary Cards June 19 Farm Stand Grocery List Find and Bottles Stack Tuesday June 20 Wednesday June 21 Thursday June 22 Friday June 23 Monday June 26 Tuesday June 27 Wednesday June 28 Thursday June 29 Friday June 30 FunShine Express This Little Piggy Farmers Growing Food Fantastic Fruits Very Healthy Vegetables Making Soup Vegetable Soup Introducing the Letter V Yes or No Food Review Market Review Grocery Store Visit Stencils and Light Smelling Noses • Watermelon Seed Counting Pretend Farmers Market Soup Scoop Transfer Shape and Color Find Food Sensory Bin Can Labels and Stacking Cans • Food Tasting Name Letter Spray Basket Food Toss • Market Stand, Part 2 Instrumental Play • Fruity Water Play Scrumptious Strawberries, Part 1 Growing Carrot Tops • Part 2 Scrumptious Strawberries, Finding Black Toys • Freestyle Vegetable Prints Funnel Painting • Fruit and Vegetable Moves Floor Coloring • Strawberry Playdough Mystery Bag of Food Fruit and Gelatin Cups • Playdough and Stencils * Reading Together * This Little Piggy * Using Sign Language * Scrumptious Strawberries * Market Music * Smelling Citrus Fruits * Peer Play ® May/June Buttercups Activity Calendar	<urn:uuid:2cc9b300-96cf-40b3-9bdf-ea6339fdd3a5>	CC-MAIN-2023-23	https://www.funshineexpress.com/docs/MayJune%20Planning%20Calendar-1.pdf	2023-06-03T11:40:42+00:00	crawl-data/CC-MAIN-2023-23/segments/1685224649193.79/warc/CC-MAIN-20230603101032-20230603131032-00347.warc.gz	827,956,544	516	eng_Latn	eng_Latn	0.486	eng_Latn	0.841304	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 100, 203, 316, 1854 ]	[ 3.3125 ]	1	0
Deuteronomy 3:12-17 https://thebiblesays.com/commentary/deut/deut-3/deuteronomy-312-17/ Moses recalls the distribution of the territory of King Sihon to the tribes of Reuben and Gad, and the distribution of the territory of Og to the half-tribe of Manasseh. After Israel's victory over King Sihon of Heshbon and King Og of Bashan, Moses distributed ownership of their territories to tribes of Israel. Moses declared, "So we took possession of this land at that time." The Reubenites and the Gadites received all the territory of King Sihon, as well as a portion of land extending from Aroer, which is by the valley of Arnon, and half the hill country of Gilead. The remainder of Gilead and the whole kingdom of Og were given to the half-tribe of Manasseh. Gilead is the northern part of the current country of Jordan. According to the book of Genesis, the Reubenites were descendants of the first son of Jacob by his wife named "Leah" (Genesis 35:23). The Gadites were descendants of Jacob's son named "Gad"by his maidservant, Zilpah (Genesis 35:26). The half-tribe of Manasseh, the first son of Joseph, consisted of two clans represented by Jair and Machir (Genesis 41:51). These tribes were to receive the portions of land located east of Jordan. In verses 14-15, Moses proceeded to offer some details concerning the land he distributed to the half-tribe of Manasseh. Jair, who received all the region of Argob as far as the border of the Geshurites and the Maacathites, renamed his kingdom to Havvoth-jair. The border of the Geshurites was in the Golan heights, east of the Sea of Galilea. The Maacathites refer to the inhabitants of the small state called "Maaca" in the Golan heights located further north. Makir, the second clan of the half-tribe of Manasseh (in addition to Jair) received Gilead as his inheritance. In verses 16-17, Moses summarized the occupation of this portion of land. He said, "To the Reubenites and to the Gadites I gave from Gilead even as far as the valley of Arnon, the middle of the valley as a border and as far as the river Jabbok, the border of the sons of Ammon; the Arabah also, with the Jordan as a border, from Chinnereth even as far as the sea of the Arabah, the Salt Sea, at the foot of the slopes of Pisgah on the east." The Reubenites and the Gadites settled from Gilead south to the valley of Arnon and east to the river Jabbok, the border of the Ammonites. Then, the Arabah, a term used as a virtual synonym for "desert" is the continuation of the Jordan rift between the Dead Sea and the Gulf of Elath, approximately 110 miles long. The Arabah with the Jordan as its western boundary went from the sea of Chinnereth (that is, the Sea of Galilea), down to the sea of the Arabah, the Salt sea, at the foot of the slopes of Pisgah on the east. The mountain called "Pisgah" probably refers to Mount Nebo (Deuteronomy 34:14). It lies east of the Jordan River and northeast of the Dead Sea. It is identified with modern Ras es-Siyaghah, about ten miles of the Jordan River. Biblical Text: 12 So we took possession of this land at that time. From Aroer, which is by the valley of Arnon, and half the hill country of Gilead and its cities I gave to the Reubenites and to the Gadites. 13 The rest of Gilead and all Bashan, the kingdom of Og, I gave to the half-tribe of Manasseh, all the region of Argob (concerning all Bashan, it is called the land of Rephaim. 14 Jair the son of Manasseh took all the region of Argob as far as the border of the Geshurites and the Maacathites, and called it, that is, Bashan, after his own name, Havvoth-jair, as it is to this day.) 15 To Machir I gave Gilead. 16 To the Reubenites and to the Gadites I gave from Gilead even as far as the valley of Arnon, the middle of the valley as a border and as far as the river Jabbok, the border of the sons of Ammon; 17 the Arabah also, with the Jordan as a border, from Chinnereth even as far as the sea of the Arabah, the Salt Sea, at the foot of the slopes of Pisgah on the east.	<urn:uuid:ed94cc01-7a25-43ef-aa8a-bf80e3b85ee9>	CC-MAIN-2023-23	https://thebiblesays.com/wp-content/uploads/2020/01/Deuteronomy-3-12-17.pdf	2023-06-03T10:22:27+00:00	crawl-data/CC-MAIN-2023-23/segments/1685224649193.79/warc/CC-MAIN-20230603101032-20230603131032-00349.warc.gz	611,820,363	1,072	eng_Latn	eng_Latn	0.997123	eng_Latn	0.997199	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2270, 4006 ]	[ 2.078125 ]	1	0
PROJECT OCEANOLOGY Rocky Intertidal Shore Exploration Overview The rocky intertidal shore is a complex community where living organisms face unique challenges for survival. These challenges are driven by tidal movement, pounding waves and variations in both salinity and temperature. Living organisms exist in four different zones within the rocky intertidal, each defined by the average amount of air and water exposure of the rocks in that area. In this lesson, students replicate a diagram of the rocky intertidal's vertical zonation using knowledge about the features of this ecosystem. Students are challenged to identify the different zones within the rocky intertidal and its inhabitants. Students will explore the rocky intertidal shore outside to collect animals and algae and observe the obstacles faced by marine life in this environment. Students will investigate which organisms live on the rocky shore and observe how they've adapted to the conditions of the zone that they live in. Alignment with NGSS (Middle School) Performance Expectations MS-LS2-3 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Students will investigate the flow of energy in rocky intertidal shore zones and differentiate the characteristics and boundaries of each zone. Science and Engineering Practices Developing and Using Models: Develop a model to describe a phenomena. Students will describe the influence of abiotic factors on biotic factors. Students will explain the species distributions across the rocky intertidal zones. Crosscutting Concepts Energy and Matter: The transfer of energy can be tracked as energy flows through a natural system. Students will discuss the living and nonliving parts of this ecosystem and the interactions between organisms who compete for food and space in this narrow, harsh, rocky habitat. Scientific Knowledge Assumes and Order and Consistency in Natural Systems: Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. Students will investigate how tidal movement impacts salinity, temperature, light, and desiccation and in turn, how these factors affect which organisms live in this environment. Students will determine adaptations and form/function of organisms inhabiting each zone. PROJECT OCEANOLOGY Disciplinary Core Ideas MS-LS2.B: Cycle of Matter and Energy Transfer in Ecosystems. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem. This lesson focuses on the influence of the rocky intertidal's various sub-zones on interactions between organisms and the transfer of energy. Students will learn about resource and space competition. Students will also study species distribution, migration patterns, and invasive species.	<urn:uuid:f7a7d7b4-c8b8-488a-b6bd-5af444d72d6e>	CC-MAIN-2023-23	https://www.oceanology.org/_files/ugd/949d09_09cd4928f2184f7bb47e675e655b75e5.pdf	2023-06-03T10:22:08+00:00	crawl-data/CC-MAIN-2023-23/segments/1685224649193.79/warc/CC-MAIN-20230603101032-20230603131032-00348.warc.gz	977,436,087	609	eng_Latn	eng_Latn	0.99603	eng_Latn	0.995919	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2395, 3326 ]	[ 4.21875 ]	1	0
LAKE WHITEFISH ENVIRONMENTAL HEALTH – CONTAMINANTS FACT SHEETS WHAT DO WE KNOW ABOUT LAKE WHITEFISH? Lake whitefish are found throughout mainland Northwest Territories in lakes and rivers. They have a narrow, silver body. Larger fish develop a distinct hump behind their head. Lake whitefish have a light, sweet flavour. Mercury fact sheet - http://www.hss.gov.nt.ca) that can build up in the organs and in the meat. Whitefish, like most other fish species, often contains some mercury. Mercury is a heavy metal contaminant (see LAKE WHITEFISH IS GOOD FOR US! Lake whitefish is an excellent source of protein. Protein is needed to build and repair all parts of the body. It is also a source of healthy fats, called omega-3 fatty acids, and provides more than most other fish species in the North. These fats help to keep the heart healthy and are good for brain development. IS LAKE WHITEFISH SAFE TO EAT? Yes! Whitefish are safe to eat. They are also some of the healthiest foods available. The benefits of consuming whitefish are much greater than the risks of contaminant exposure. In 2007, the NWT Chief Public Health Officer issued consumption advice to limit the intake of lake whitefish from a contaminated lake. This has since been lifted. These fact sheets may be updated in the future as new information on contaminants is found. Current versions of all fact sheets can be found at www.hss.gov.nt.ca. These fact sheets may be updated in the future as new information on contaminants is found. Current versions of all fact sheets can be found at www.hss.gov.nt.ca. Whitefish eat plankton, snails and insects. Whitefish do not eat other fish. Fish that do not eat other fish tend to have lower levels of mercury. Whitefish is also rich in selenium. Selenium helps to protect the body from damage that occurs over time, called oxidative stress. Oxidative stress is unavoidable and is a natural part of how the body works, which is why we need this important mineral. For more nutritional information on fish, see the GNWT Health and Social Services Nutritional Food Fact Sheets Series (http://www.hss.gov.nt.ca). If you would like this information in another official language, contact us at 1-855-846-9601. Si vous voulez ces informations dans une autre langue officielle, téléphonez-nous au 1-855-846-9601.	<urn:uuid:6d0fc372-5b2c-4fa2-ab0e-92e7cdf214e3>	CC-MAIN-2023-23	https://www.hss.gov.nt.ca/sites/hss/files/resources/contaminants-fact-sheets-lake-whitefish.pdf	2023-06-03T12:10:12+00:00	crawl-data/CC-MAIN-2023-23/segments/1685224649193.79/warc/CC-MAIN-20230603101032-20230603131032-00347.warc.gz	861,994,874	518	eng_Latn	eng_Latn	0.996191	eng_Latn	0.996191	[ "eng_Latn" ]	false	docling	[ 2331 ]	[ 2.984375 ]	1	0
Great Coneflower Scientific Name: Rudbeckia maxima This Rudbeckia species is native only to the southern states of Arkansas, Oklahoma, Louisiana, and Texas, but has been introduced into Missouri. It grows easily in average soils in full sun, but can be grown in partial shade and a variety of soils. Great Coneflower can also tolerate droughts and heat well. For these reasons it can be used as an accent in a variety of gardens and landscapes. This showy flower also attracts many different kinds of butterflies and pollinators while not being attractive to deer. Towards the end of the season you can leave the plant standing so Goldfinches can enjoy the seeds. Great Coneflower is also rhizomatous, so it can form colonies and spread slowly. Another name for Great Coneflower is Cabbage Leaf Coneflower due to the blueish green leaves that have a waxy texture. Its height also earns it the name Giant Coneflower.	<urn:uuid:77c0f442-6543-4a6d-9285-0eb6dd71b810>	CC-MAIN-2023-23	https://www.mvparkdistrict.org/Media/Plant-Fact-Sheets/Great-Coneflower.pdf	2023-06-03T11:59:09+00:00	crawl-data/CC-MAIN-2023-23/segments/1685224649193.79/warc/CC-MAIN-20230603101032-20230603131032-00346.warc.gz	977,786,576	197	eng_Latn	eng_Latn	0.998163	eng_Latn	0.998163	[ "eng_Latn" ]	false	docling	[ 919 ]	[ 2.15625 ]	1	0
Place Value, Fractions, Decimals and Percentages Write only on the answer sheet provided. Do not write on these sheets. In multiple choice questions write down the correct letter only. Do not use a calculator. Part A Strategy Knowledge 1 87 + 99 = 2 200 - 99 = 3 7 tens + 20 = 4 Which number is the biggest? A 70 B eight tens C 79 D 6 tens + 9 ones 5 Subtract one hundred from 3602. 6 Multiply 234 by ten. 7 167 is nearest to: A 160 B 165 C 170 D 175 8 In the number 635 the 3 stands for 3 TENS. In the number 63 200 the 3 stands for 3 9 In the number 545·809 the 8 stands for 8 10 Write sixty thousand and eighty-two as a number. 11 The shading in the diagram shows which fraction? A 9 fifths B C D 9 fourteenths Page 1 <firstname.lastname@example.org> Version 1 3/08/11 Part B 12 198 + = 334. What is the number that goes in the box? 13- 99 = 163. What is the number that goes in the box? 14 341 - = 299. What is the number that goes in the box? 15 1 whole - 17 twentieths of a whole equals: A B C D 16 What is 20% of 500? 17 Add one tenth to 4·273 18 You have $3784 in your savings account that you withdraw in ten dollar notes, and coins. What is the maximum number of ten dollar notes that you can get? A 370 B 379 C 378 D380 19 What is as a percentage? 20 Thirty percent equals: A 3 halves B 3 quarters C3 fifths D3 tenths 21 Write down the correct letter: The largest number is : A 1 third B 1 quarter C1 fifth D1 sixth 22 Write down the correct letter: The largest number is: A 1 8 B 1 7 C 1 6 D 1 5 23 Forty-six + fourteen = tens. What is the number that goes in the box? A 5 B 6 C 7 D 8 Page 2 <email@example.com> Version 1 3/08/11 Part C 24 59·9 x 79·98 is closest to: A 3500 B 4200 C 4800 D 6000 25 What does 98 x 5 equal? 26 Which has the largest answer? A 118 x 117 B 116 x 118 C 117 x 119 D 120 x 101 27 Write down the two correct letters: Which two numbers multiplied together give an answer closest to the target number 1140? A 13 B 29 C 49 D 39 28 Work out 5 sixths of 42. 29 Which of these is not a factor of 336? A 2 B5 C 4 D 3 30 On a number line lies between which two numbers? A 5 and 6 B 6 and 7 C 7 and 8 D 8 and 9 31 Round 23·694467 correct to 3 decimal places. 32 Multiply 23·489 by one hundred. 33 Write down any number that is between 777·58 and 778·44 on the number line. 34 The cost of a large bag of rice weighing 12·5 kilograms is $10·95. Which calculation is needed to find the cost of one kilogram of rice? A 10·95 ÷ 12·5 B 12·5 x 10·95 C 12·5 ÷ 10·95 D 12·5 – 10·95 StrategÎy Knowledge Page 3 <firstname.lastname@example.org> Version 1 3/08/11 Knowledge 35 698 ÷ 0·098 is closest to: A 70 B 700 C 7000 D 70 000 36 Work out 7 sixtieths of three thousand six hundred. 37 What does 9998 x 5 equal? 38 The percentage profit of $402 999 on sales of $1 999 000 is nearest to: A 10% B 15% C 20% D 25% 39 224% of $4012 is nearest to: A $9 000 B $11 000 C $ 13 000 D $ 15 000 40 Murray gets a 20% discount on a TV. When he gets home he sees he paid $200 for it with his cash card. What was the price of the TV before the discount was taken off? A $160 B $220 C $240 D $250 41 The share ratio for the two owners of a company, John and Jane, is 240 000 : 360 000. The company's profit is $499 000. John's share of the profit is nearest to: A $240 000 B $200 000 C $160 000 D $120 000 42 Write down any number that is between 23·58 and 23·5801 on the number line. 43 Eleven thousandths equals: A 0·0011 B 0·011 C 0·11 D 11 000 44 Which of these numbers is the largest? A 30 39 B 301 499 C 68% D 0·595556 Page 4 <email@example.com> Version 1 3/08/11	<urn:uuid:6dab2f27-7dc5-48a8-81e5-30d8b0e6b09b>	CC-MAIN-2019-09	http://schools.reap.org.nz/advisor/Latest%20Lomas/Test%201.pdf	2019-02-17T09:33:16Z	crawl-data/CC-MAIN-2019-09/segments/1550247481832.13/warc/CC-MAIN-20190217091542-20190217113542-00535.warc.gz	248,713,496	1,302	eng_Latn	eng_Latn	0.989193	eng_Latn	0.99138	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 831, 1822, 2830, 3908 ]	[ 3.09375 ]	1	0
Reception Weekly Overview Week Beginning: 28.01.19 Last week: We learned all about number bonds to 10! We learnt how to choose two numbers which add together to make 10. We also discovered the different resources we can use to work out our answers, some children even challenged themselves to work out number bonds to 20, fantastic learning! Reminders: Sign up for our phonics workshop on Thursday 7th February, sign up sheet is in the office. Please remember to dress your child in warm clothes for our trip to the golden hinde on Thursday, make sure they bring an empty back pack to carry their lunch in. Lots of children have not brought in their spare clothes, please make sure your child has spare clothes to keep in school. Our pirate banquet is fast approaching, we would love for the children to dress up as a pirate for the day. There will also be a prize for the best dressed parent! Friendship English In English this week we will be learning how to be a pirate! We will be listing all the things we might need in preparation for our trip on Thursday. We will also be a writing a response to Blackbeard the Pirate, who has lost his treasure and needs some pirate friends to help him. Our value this half term will be: Innovation What is innovation? How can you be innovative with your learning? This week in ICT we will using the iPads to consolidate our numbers by playing some number games and practicing our formation Topic We will be making pirate ships! In our outdoor area we will using the constructions site to make a pirate ship fit for all EYFS pirates! We will be making pirate ships from our recycling too! We will also test which materials can float. We will concentrate on making a good plan before we start to build and then reflecting on what we could change and improve to make our pirate ships even better. Maths We will be learning about money! We will be making a pirate shop where we will sell and buy telescopes and eye patches. We will be learning to recognise the coins and use them in our role play area. You could help at home by talking about the different coins you use when you go to the shop. Money, buy, sell, pirates, construct, recycling, material, friendship	<urn:uuid:a53fa3bc-dcf0-4908-a80c-f502b20c590b>	CC-MAIN-2019-09	http://www.whitehallparkschool.co.uk/wp-content/uploads/2019/01/Weekly-Overview-Spring-1-week-4-Reception.pdf	2019-02-17T10:14:53Z	crawl-data/CC-MAIN-2019-09/segments/1550247481832.13/warc/CC-MAIN-20190217091542-20190217113542-00534.warc.gz	463,189,064	476	eng_Latn	eng_Latn	0.997622	eng_Latn	0.997622	[ "eng_Latn" ]	false	docling	[ 2225 ]	[ 2.5625 ]	1	0
Food Stamp Challenge One night in May I took part in a version of the Food Stamp Challenge that was sponsored by Yad Ezra, our hometown kosher food pantry that works to alleviate hunger in our area. The Food Stamp Challenge is an exercise that attempts to give people who are not supported by food stamps (or SNAP—Supplemental Nutrition Assistance Program) an experience of shopping for food when your funds are very limited. In many ways, it is an exercise in empathy---what does it feel like to shop for food when you can only spend $4.20 for a day's worth of food? That figure is not random. SNAP recipients receive approximately $126/month for assistance which is $4.20/day. Here's what I noticed from my attempt to shop for two days' worth of food for $8.40: * It took me a long time to shop for my food, longer than it usually takes me. I spent a good deal of time trying to figure out what I could purchase within the limits of my budget. * I left knowing that I didn't really have enough food. $4.20/day doesn't buy very much and I had almost no fresh fruits or vegetables. * There are types of food that I just wasn't going to be able to afford. We all know that kosher meat is more expensive than non-kosher meat. Both because I keep kosher myself and because Yad Ezra was the sponsor of this Food Stamp Challenge, we were instructed to purchase only kosher food. With that as a ground rule, I wasn't able to purchase any meat, chicken, or fish. * As I finished my shopping, I realized that I felt a bit tense. Even knowing that this was an exercise, an opportunity to learn a bit, the exercise created stress. To take the exercise seriously, I really needed to see if I could take home enough food. Here's what ended up in my shopping cart--pasta, beans, rice, breakfast cereal, milk, bananas, a small can of tomato sauce, a small can of corn, and a loaf of wheat bread. That's all folks. Would I survive? Yes. But to be this limited for an indefinite future was nothing to which I would look forward. And honestly, there are issues of nutrition here which I don't have time to address here. There are limitations to the concept of a Food Stamp Challenge. Danielle Kurtzleben writes, "the true challenge isn't just stretching a small food budget; it's deciding which other dollars will go toward food versus keeping the electricity on or to staying up to date on rent. Food is just one of myriad problems." I agree, addressing hunger means addressing poverty overall. Still, I believe that the Challenge is a helpful exercise. Fortunately for me, The Food Stamp Challenge was only an exercise, not my reality. But here is the reality-42.2 million Americans struggle with hunger and among that number are 13.1 million children (check out mazon.org for more info.) It is a mitzvah to feed the hungry. Jewish tradition has gone from imagining that mitzvah as something that an individual was able to do directly to one for which a community is responsible. But what about a nation of hundreds of millions of people? How can we feed the hungry today? Yad Ezra, Mazon, and many other wonderful organizations work to feed the hungry, but the issue of hunger on this scale should be a priority for us on a national scale at the level of national policy.	<urn:uuid:7f311760-c155-4c90-ad97-50fd6d0dd59b>	CC-MAIN-2019-09	https://images.shulcloud.com/3218/uploads/PDF-Files/Rabbi-corner/food-stamp-challenge.pdf	2019-02-17T09:26:05Z	crawl-data/CC-MAIN-2019-09/segments/1550247481832.13/warc/CC-MAIN-20190217091542-20190217113542-00533.warc.gz	595,327,933	729	eng_Latn	eng_Latn	0.999037	eng_Latn	0.999489	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2556, 3280 ]	[ 2.1875 ]	1	0
Bradford Bulletin BRADFORDACADEMY'SPARENTUPDATE SPECIALPOINTS OFINTEREST: prayer and supplication,with thanksgiving... * 3/25 - Equestrian Club - 4th & 5th * 03/27- Running Club * 03/31 RE-ENROLLMENT contracts due. * 03/31 - 04/01 (5th/6th TRIP to Williamsburg) * 4/25 - Dogwood Festival 5K run PRAYER * Staff - Pray for wisdom and creativity as we labor to demonstrate the love of Christ in our daily lives. * Students - Pray for their spiritual growth and understanding of the Word. * Please pray for God's supply regarding specific needs: 1) Facilities to meet the needs of our growing school. 2) Wisdom as we make plans to launch high school program in 2016. 3) Financial resources to establish an excellent upper school program. So, where is that Malaysian airliner? And where is Malaysia anyway? Or the Crimean Peninsula for that matter? Why do we care if the Russians take land from their neighbors; isn't that what they've always done? These are questions that may have crossed your mind in the last few weeks. Perhaps you fall into the category of those Americans who are not interested in these current events. Perhaps you feel so bombarded by information you have trained yourself to filter almost all incoming information. On the other hand, you might be one of those people who worry about world events and spend time looking up these places on a map. Regardless, of your level of interest in current events, there is one temptation that many of us share when we honestly examine the world around us. That is the temptation to worry about the future. the Great Depression. Then when you turned 18, you heard that Germany invaded half of Czechoslovakia, but you were too busy looking for work and it seemed like the British had worked out a peace agreement anyway. When you turned 19, you heard that Germany invaded the rest of Czechoslovakia. Again, it was a fact that made little difference in your life. (Where is Czechoslovakia?) Later that year World War II erupts. When you turn 22, Japan attacks Pearl Harbor. When you turn 25, United States drops the bomb on Japan and ends the war but ushers in the Atomic age and the Cold War. As you sat watching your first movie about a mouse named Mickey as an 8year-old, who would have imagined the future ahead of you? The future worries us because it is unknown and unpredictable. The future may especially worry us if we consider the pattern of history. We see from the story of mankind certain unarguable facts such as the reality that bad men rise to power and do bad things. Nations and empires rise and fall. Economies prosper and economies fail. Natural disasters take their toll on human lives. In all these things we can be tempted to become anxious especially as we look at the world our children will inherit. If you were an average American child born in 1920, you would have enjoyed a very prosperous childhood and your parents would have been doing very well for themselves. Philippians 4:6-7 Be anxious for nothing, but in everything by prayer and supplication, with thanksgiving, let your requests be made known to God; and the peace of God, which surpasses all understanding, will guard your hearts and minds through Christ Jesus. If you were born in 1920 you would be 94 years old and you could tell us a few stories. Your world and your America is vastly different today than it was as a child of the Roaring 20's. You would have experienced much uncertainty and anxiety throughout the years. I'm not sure what advice you would have for your great grandchildren but I do know that if you embraced the gospel at a young age you would tell us to trust in the goodness of God because He is faithful. When Bradford kids were asked to help celebrate Mrs. Tate's 100th birthday a few years ago, she would not let me go without repeated exhortations to "make those children read their Bible." I can't help but think that she had learned its lessons throughout her sojourn in life. When you were nine the stock market crash came. Your teen years would have b e e n characterized by the hardships of We don't know which current events will turn into key historical moments and we don't know the challenges our children will face in their adulthood. The one thing that we can be certain of is that God is sovereign over the affairs of men and He bids His people to trust and not be anxious. Peace and grace. Timor Domini Principium Scientiae From the Teacher's Desk Kinde rg a rt e n 2 n d G r a d e Math: Measuring with a ruler to the nearest inch; counting nickel/counting nickels and pennies together; subtracting a number from 10; Assessments. Phonics: Target sounds Qq, Vv, Xx. History: Christopher Columbus Sails to the New World Music: No music this week because of 2-hour delay. Art: The Meaning of Color: Warm and Cool Colors. P.E.: Review of soccer skills & striking Science: Week 2 of Big Cats Book: Leopards Hymn: O Sacred Head Now Wounded Verse: Matthew 6: 9-13 - The Lord's Prayer 1 s t G ra d e Math: Estimating a group of objects, division with a remainder, counting quarters, subtraction facts and time review. The next math test will be on 3/28/14. Phonics: Silent consonants, sentence structure, writing, reading comprehension, DGE/GE phonics rule and review. Reading: Bright Night by Nancy Wilson Grammar: Abbreviations, capitalization and "Mr. Nobody" Spelling: DGE/GE word list. The next spelling test will be on 3/27/14. History: Famous people from North Carolina and The Old North State. Music: Learned history of "Taps"; practiced singing "Taps", and learned 3rd stanza of "O Sacred Head Now Wounded"; reviewed half notes and half rests. Art: First grade continued working on a collaborative project that focuses on seeing and drawing basic lines and shapes. Science: Cloud Types P.E.: Kickball. Verse: James 1: 19-20 (NKJV). Math: Comparing, Ordering, Adding, and Subtracting Fractions with Denominators of 2, 3, 4, 5, 6, 8, and 10, Multiplying by 3, Subtracting Money Amounts (Decimals), Subtracting Across Zeros, Telling and Showing Time to the Quarter Hour History: The Exodus Grammar: Verb Tenses Phonics: Wild Colt Words Spelling: Review Words Reading: Baby Island Latin: Test Science: Review Music: No music this week because of 2-hour delay. P.E.: Kickball Art: Second grade continued working on a collaborative project that focuses on seeing and imitating specific lines, shape and color. Verse: Philippians 4:6-7 3 r d G ra d e Math: We learned about equivalent fraction, how to balance a check register and continued making change for 10 dollars, multiplying 2 digits, multiplication fact drills, and division. We also discussed Reading: We have begun the exciting mystery Detectives in Togas. The story is a delightful "who dunnit" set in Imperial Rome. History: This week began our consideration of Christ's Death, Resurrection and Ascension. Grammar: Reviewed jingles and the question-answer flow. Verse: Psalm 19:1-10 Latin: Chapter 24: The future tense of sum, plus 10 new prepositions. With 10 more prepositions on the way next week, it's imperative that these be mastered this week. Science- This week we learned about geocentrism and heliocentrism. There will be a test on all of this, along with moon phases next week. Art: After learning the difference between warm and cool colors, we drew an autumn picture using only warm colors. P.E.: Kickball Music: We finished watching "The Magic Flute" by Mozart! If you ask your child who their favorite character was, I would P a g e 3 venture to say it would be Papageno! We also learned some of the history of "Taps". 4 t h G ra d e Math: We are moving right along with Math and will be taking our test on Lessons 1-80 on Wednesday, March 27. History: We really enjoyed having extra time to learn about and further explore the Renaissance this week. Ask your son or daughter what he or she enjoyed learning most from History in our study of this time period. Next week we will be learning about Ferdinand and Isabella establishing the Inquisition. The test will be Friday, March 29. Verse: Next week we be learning Lamentations 3:25. Spelling: Next week we will be studying Lesson 27. This lesson focuses on learning the difference between words Americans and Canadians spell differently. Literature: This week we have been reading Rats,Bulls, and Flying Machines, a fascinating book about the Renaissance. This is more of a reference book, but it is so fun and interesting, we are using it as our "Literature" for this card. Our next book will be, Thunderstorm in the Church. We will start this book the week of March 24. Writing: We began a completely new type of writing assignment -- writing a story critique. The students are learning what to include in each paragraph as well as how to write the conclusion. Grammar: We studied how to punctuate quotes at the beginning of sentences and quotes at the end of the sentences. The next test (ch. 18) will be on Wed, April 2. Music: Learned history of "Taps"; sang and played "Taps"; learned 3rd stanza of "O Sacred Head Now Wounded"; practiced pg. 18; please practice bottom of pg. 18, pg. 28 #910, and all of pg. 19. Science- This week we learned about the different layers of the atmosphere and of the earth. There will be a test on all of this, along with heliocentrism and geocentrism next week. Art: Continuing to practice with colored pencils, the students finished their drawing of fish in a fishbowl. P.E. - We played kickball this week. 5 t h G r a d e Math: Capacity; Area of a Triangle; Using a Constant Factor to Solve Problems; review and test. History: This week we studied the constitutional convention, reading about how it was written as well as its different parts. Reading: We continue reading Johnny Tremain; after burning his hand, Johnny wanders and drifts as he half-heartedly searches for a new occupation. Writing: We began a completely new type of writing Bradford Bulletin assignment -- writing a story critique. The students are learning what to include in each paragraph as well as how to write the conclusion. Grammar: We studied how to punctuate quotes at the beginning of sentences, quotes at the end of the sentences, and split quotes. Science- This week we learned about the different layers of the atmosphere and of the earth. There will be a test on all of this, along with heliocentrism and geocentrism next week. Art: Continuing to practice with colored pencils, the students finished their drawing of fish in a fishbowl. Music: Learned history of "Taps"; sang and played "Taps"; learned 3rd stanza of "O Sacred Head Now Wounded"; practiced pg. 18; please practice bottom of pg. 18, pg. 28 #9-10, and all of pg. 19. P.E. - We played kickball this week. Verse: Philippians 2:16. This is the end of our Philippians 2 section! We'll spend the next week reviewing this chapter and past verses. Upcoming Tests: History and spelling on Friday. 6t h G r a d e Math: This week we studied inequalities, estimating areas, transformations, and percents of a number. There will be a test next week. History: This week we learned about the Roaring Twenties. The students engaged in a multitude of discussions about how the moral structure of America deteriorated significantly during this time period. Literature: The students have begun reading The Hiding Place. Grammar- The students learned about indefinite pronouns today. They are able to distinguish an indefinite pronoun from an indefinite adjective. Science- This week we continued learning about the space race with the Soviet Union. The students created a timeline that walked them through the events leading up to the first moon landing. P.E. - We played kickball this week. Logic- This week we learned about the post hoc ergo propter hoc fallacy. We noticed how often we commit this fallacy after learning it. Music: Learned history of "Taps"; practiced singing "Taps", learned stanza three of "O Sacred Head Now Wounded", and worked on fine-tuning "Badgers and Hedgehogs." Art: No art this week because of 2 hour delay. Memory Verse - This week we learned Ephesians 4:1-13	<urn:uuid:7ebe8db7-78e7-4605-8ae8-6dd983552f5e>	CC-MAIN-2019-09	https://bradfordacademy.org/wp-content/uploads/2014/03/BB-2014-03-21-Prayer-with-Thanksgiving.pdf	2019-02-17T09:20:56Z	crawl-data/CC-MAIN-2019-09/segments/1550247481832.13/warc/CC-MAIN-20190217091542-20190217113542-00537.warc.gz	486,810,820	3,005	eng_Latn	eng_Latn	0.994707	eng_Latn	0.997183	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 4450, 7587, 12227 ]	[ 2.265625 ]	2	0
Place Value, Fractions, Decimals and Percentages Write only on the answer sheet provided. Do not write on these sheets. In multiple choice questions write down the correct letter only. Do not use a calculator. Part A 1 76 + 98 = 2 300 - 99 = 3 6 tens + 20 = 4 Which number is the biggest? A 60 B six tens + 6 ones C68 D 7 ones + 6 tens 5 Subtract two hundred from 8705. 6 Multiply 508 by ten. 7 257 is nearest to A 240 B254 C259 D260 8 In the number 675 the 7 stands for 7 TENS. In the number 67 200 the 7 stands for 7 9 In the number 545·809 the 8 stands for 8 10 Write twenty thousand and thirty-seven as a number. 11 The shading in the diagram shows which fraction? A 7 twelfths B12 over 7 Page 1 <email@example.com> 3/08/11 Version 3 C 5 7 Part B Page 2 <firstname.lastname@example.org> 3/08/11 Version 3 Strategy Knowledge 12 298 + = 407. What is the number that goes in the box? 13- 99 = 163. What is the number that goes in the box? 14 451 - = 398. What is the number that goes in the box? 15 1 whole - 7 twentieths of a whole equals: A 20 7 B 20 13 C 13 20 D 7 20 16 What is 10% of 550? 17 Add two tenths to 5·603 18 You have $6784 in your savings account that you withdraw in ten dollar notes and coins. What is the maximum number of ten dollar notes that you can get? A 67 B 68 C 679 D 678 19 What is 1 10 as a percentage? 20 Twenty percent equals: A1 half B 1 third C 1 quarter D 1 fifth 21 Write down the correct letter: The largest number is : A1 quarter B 1 fifth C 1 ninth D 1 tenth 22 Write down the correct letter: The smallest number is: A 1 10 B 1 12 C 1 14 D 1 16 23 36 + fourteen = tens. What is the number that goes in the box? A 4 B 5 C 6 D 7 Part C 24 69·9 x 60·08 is closest to: Strategy Knowledge A 3800 B 4000 C 4200 D 4400 25 What does 97 x 4 equal? 26 Which has the largest answer? A 218 x 217 B 216 x 218 C 217 x 219 D 220 x 201 27 Write down the two correct letters: Which two numbers multiplied together give an answer closest to the target number 1490? A 13 B 29 C 49 D 39 28 Work out 5 sixths of 48. 29 Which of these is not a factor of 750? A 2 B 3 C 4 D 5 30 On a number line 47 7 lies between which two numbers? A 5 and 6 B 6 and 7 C 7 and 8 D 8 and 9 31 Round 23·674499 correct to 3 decimal places. 32 Multiply 2·0709 by one hundred. 33 Write down any number that is between 707·08 and 708·1 on the number line. 34 The cost of a bag of potatoes that weighs 25·5 kilograms is $26·95. Which calculation is needed to find the cost of one kilogram of potatoes? A 25·5 ÷ 26·95 B 26·95 ÷ 25·5 C 25·5 + 26·95 D 26·95 – 25·5 Page 3 <email@example.com> 3/08/11 Version 3 Part D 35 79·8 ÷ 0·092 is closest to: Strategy Knowledge A 80 B 800 C 8000 D 80 000 36 Work out 7 fortieths of three thousand two hundred. 37 What does 9997 x 4 equal? 38 The percentage profit of $400 909 on sales of $1 998 976 is nearest to: A 10% B 15% C 20% D 25% 39 304% of $5002 is nearest to: A $17 000 B $15 000 C $ 13 000 D $ 11 000 40 Melissa gets a 25% discount on a TV. When she gets home she sees that she paid $180 for it with her cash card. What was the price of the TV before the discount was taken off? A $200 B $225 C $240 D $260 41 The share ratio for the two owners of a company, Hone and Miranda, is 2400 : 3600. The company's profit is $199 089. Hone's share of the profit is nearest to: A $80 000 B $100 000 C $120 000 D $140 000 42 Write down any number that is between 23·5701 and 23·58 on the number line. 43 Thirteen ten-thousandths equals: A 0·0013 B 0·013 C 0·13 D 13 000 44 Which of these numbers is the largest? A 99 199 B 2311 3999 C 50·008% D 0·490998 Page 4 <firstname.lastname@example.org> 3/08/11 Version 3	<urn:uuid:963866ea-d5a4-47f6-91e1-8fee5ad72c6d>	CC-MAIN-2019-09	http://schools.reap.org.nz/advisor/Latest%20Lomas/Test%203.pdf	2019-02-17T09:43:53Z	crawl-data/CC-MAIN-2019-09/segments/1550247481832.13/warc/CC-MAIN-20190217091542-20190217113542-00537.warc.gz	222,397,586	1,342	eng_Latn	eng_Latn	0.985489	eng_Latn	0.988415	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 787, 1811, 2819, 3922 ]	[ 3.140625 ]	2	0
Place Value, Fractions, Decimals and Percentages Write only on the answer sheet provided. Do not write on these sheets. In multiple choice questions write down the correct letter only. Do not use a calculator. Strategy Knowledge Part A 1 94 + 98 = 2 900 - 99 = 3 4 tens + 50 = 4 Which number is the biggest? A 70 Bseven tens + 6 onesC77 D8 ones + 7 tens 5 Subtract four thousand from 9805. 6 Multiply 408 by ten. 7 857 is nearest to A 840 B854 C 859 D860 8 In the number 6785 the 7 stands for 7 HUNDREDS. In the number 78 200 the 7 stands for 7 9 In the number 960·0809 the 8 stands for 8 10 Write twenty-eight thousand and seven as a number. 11 The shading in the diagram shows which fraction? A 5 twelfths B 12 over 6 C 5 7 D7 fifths Page 1 <email@example.com> 11/11/10 Version 4 Part B 12 498 + = 705. What is the number that goes in the box? Strategy Knowledge 13 - 199 = 62. What is the number that goes in the box? 14 951 - = 599. What is the number that goes in the box? 15 1 whole - 7 eighteenths of a whole equals: A 11 7 B 18 7 C 11 18 D 7 11 16 What is 20% of 550? 17 Add one hundredth to 5·073 18 You have $9764 in your savings account that you withdraw in ten dollar notes and coins. What is the maximum number of ten dollar notes that you can get? A 970 B 977 C 976 D 980 19 What is 3 4 as a percentage? 20 Thirty-three percent is nearest to: A 1 half B 1 third C 1 quarter D 1 fifth 21 Write down the correct letter: The smallest number is : A1 quarter B 1 fifth C 1 sixth D 1 seventh 22 Write down the correct letter: The largest number is: A 1 10 B 1 12 C 1 14 D 1 16 23 16 + twenty-four = tens. What is the number that goes in the box? A 4 B 5 C 6 D 7 Page 2 <firstname.lastname@example.org> 11/11/10 Version 4 Part C 24 38·9 x 81·08 is closest to: A 3200 B 3400 C 3600 D 3800 Strategy Knowledge 25 What does 197 x 4 equal? 26 Which has the largest answer? A 318 x 317 B 316 x 318 C 317 x 319 D 320 x 301 27 Write down the two correct letters: Which two numbers multiplied together give an answer closest to the target number 2398? A 19 B21 C79 D 31 28 Work out 5 eighths of 48. 29 Which of these is not a factor of 948? A 5 B4 C3 D 2 30 On a number line 57 8 lies between which two numbers? A 5 and 6 B 6 and 7 C 7 and 8 D 8 and 9 31 Round 98·074492 correct to 3 decimal places. 32 Multiply 80·208 by one hundred. 33 Write down any number that is between 802·08 and 802·1 on the number line. 34 The cost of 0·987 kg of salmon is $26·95. Which calculation is needed to find the cost of one kilogram of salmon? A 0·987 ÷ 26·95 B 26·95 ÷ 0·987 C 0·987 + 26·95 D 26·95 x 0·987 Page 3 <email@example.com> 11/11/10 Version 4 35 9·8 ÷ 0·00999 is closest to: A 10 B 100 C 1000 D 10 000 Strategy Knowledge 36 Work out 7 thirtieths of two thousand four hundred. 37 What does 5 x 8998 equal? 38 The percentage profit of $200 909 on sales of $1 008 976 is nearest to: A 10% B 15% C 20% D 25% 39 604% of $502 is nearest to: A $2 000 B $3 000 C $ 4 000 D $ 5 000 40 Eric gets a 40% discount on a TV. When she gets home he sees that he paid $300 for it with his cash card. What was the price of the TV before the discount was taken off? A $ 400 B $450 C $500 D $550 41 The share ratio for the two owners of a company, Jack and Jill, is 240 : 360. The company's profit is $19 989·75. Jill's share of the profit is nearest to: A $8 000 B $10 000 C $12 000 D $14 000 42 Write down any number that is between 83·7701 and 83·78 on the number line. 43 113 ten-thousandths equals: A 0·0113 B 0·113 C 1·13 D 131 44 Which of these numbers is the largest? A 1999 3599 B 199 399 C 49·808% D 0·520998 Page 4 <firstname.lastname@example.org> 11/11/10 Version 4	<urn:uuid:b2ac879a-305b-4499-ad13-98b101f01bd1>	CC-MAIN-2019-09	http://schools.reap.org.nz/advisor/Latest%20Lomas/Test%204.pdf	2019-02-17T10:42:36Z	crawl-data/CC-MAIN-2019-09/segments/1550247481832.13/warc/CC-MAIN-20190217091542-20190217113542-00538.warc.gz	236,688,208	1,344	eng_Latn	eng_Latn	0.98589	eng_Latn	0.988875	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 834, 1871, 2839, 3910 ]	[ 3.203125 ]	1	0
What is a School - Parent Compact? The School-Parent Compact is an agreement that parents, students, school staff and teachers develop together. It explains how parents, students, and teachers will work together to make sure all our students reach grade-level standards. The Chapel Hill Elementary Parent Compact: - Is linked to the goals on the school improvement plan - Focuses on student learning skills - Describes how teachers will help students develop those skills using high-quality instruction - Shares strategies parents can use at home - Explains how teachers and parents will communicate about student progress - Describes opportunities for parents to volunteer, observe, and participate in the classroom How is the School - Parent Compact Developed? The parents, students, staff, and teachers of Chapel Hill Elementary contributed to the development of this Compact. Teachers suggested home learning strategies, parents added ideas to make them more specific, and students told us what would help them. Meetings are held throughout the year to review the Compact and make changes based on input received. Parents can contribute ideas by contacting one of our administration team members. Building Partnerships Chapel Hill Elementary provides many opportunities that parents can utilize to help their children succeed. The Parent Resource Center (PRC) offers a variety of resources such as educational games, books, workbooks and other materials. Parents may use materials in the center, or they may take advantage of the lending library to check-out resources for home use. The Cheetah Newsletter and classroom/grade level newsletters are sent home to provide more information on family engagement activities at our school. Communication about Student Learning Chapel Hill Elementary is committed to frequent twoway communication with families about children's learning. Some of the ways you can expect us to reach you include the following: - Kindergarten-Third Grade teachers will utilize folders as a daily communication tool. - Fourth and Fifth Grade will use agendas as daily communication tool. - Parent-teacher conferences will be held twice per school year. - Progress reports and report cards will be issued quarterly. - Updates will be posted on the school and district websites. - Remind, School Newsletter, ClassDojo, School Messenger and Facebook are also used. DOUGLAS COUNTY SCHOOL SYSTEM DOUGLAS COUNTY SCHOOL SYSTEM SCHOOL-PARENT COMPACT 2016-2017 SCHOOL-PARENT COMPACT 2018-2019 Kindergarten Focus For Student Success Chapel Hill Elementary Bright Star Elementary School Chapel Hill Elementary Ms. Heather Stewart, Principal Mrs. Lisa Huey, Assistant Principal . 6300 John West Road Douglasville, GA 30134 (770) 651-3400 http://brightstar.dce.schoolinsites.com/ Dr. Jessica Ainsworth Dr. Lisa Lindley Mr. Chris Atkinson 4433 Coursey Lake Rd. Revised 9/1/2017 Our Goals for Student Achievement Douglas County School System Goals - To improve community engagement and involvement in district initiatives and decision making - To enhance and improve school district communication strategies and practices - To provide a challenging, comprehensive instructional and curricular program for all students Chapel Hill Elementary Based upon the 2018-2019 School Improvement Plan: - Increase the percent of students scoring proficient/ distinguished by 6% from 2018 to 2019 in the area of language arts. - Increase the percent of students scoring proficient/ distinguished by 6% from 2018 to 2019 in the area of mathematics. Building Partnerships Parents are encouraged to volunteer and participate in his or her child's classroom. We do request that you schedule these visits with the teacher at least one day ahead by calling or making a written request to volunteer or observe in the classroom. TEACHERS, PARENTS, STUDENTS TOGETHER FOR SUCCESS CHAPEL HILL ELEMENTARY Increasing Literacy Skills At Chapel Hill Elementary Strengthening Math Skills At Chapel Hill Elementary Teachers will: - Collaborate weekly with each grade level team to develop lesson plans that include rigor and remediation. - Provide parents with resources to help their child at home with grade level skills. Parents will: - Sign Folders/reading logs/agendas each night. - Ensure that their child(ren) read at least 15-20 minutes each night. - Participate in school activities such as attending parent/teacher conferences, volunteering and PTA activities. - Ensure their child practices writing skills. Students will: - Read to meet their monthly reading goals. - Practice writing skills. - Complete and turn in my homework when it is due. Teachers will… - Use the resources provided by Envision to meet the needs of all students. - Ensure that lesson plans include activities that address the needs of all learners. - Teach problem solving strategies. Parents will: - Practice basic math facts with my child daily based on grade level standards. - Contact the teacher if I have questions about my Child's progress in math. - Participate in school activities such as attending parent/teacher conferences, volunteering and PTA/PTO activities. Students will: - Master the basic math facts (addition, subtraction, multiplication & division). - Let my parents and teachers know when I do not understand. - Strengthen problem solving skills. Do you have questions about your child's progress? Please contact 770-651-3600 to direct your call to your child's teacher.	<urn:uuid:43a9ffaa-6919-4bb0-a310-3504ddd43741>	CC-MAIN-2019-09	https://ches.dcssga.org/UserFiles/Servers/Server_126734/File/Parents/Student-Parent%20Compact/Elementary%20Compact%20CHES%202018-2019.pdf	2019-02-17T09:40:22Z	crawl-data/CC-MAIN-2019-09/segments/1550247481832.13/warc/CC-MAIN-20190217091542-20190217113542-00536.warc.gz	511,330,557	1,099	eng_Latn	eng_Latn	0.996114	eng_Latn	0.996111	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2909, 5508 ]	[ 2.078125 ]	2	1
How long do mites survive once the host dies? * Sarcoptes scabiei var. canis (mange on dogs) can survive between two days and three weeks off a host, depending on relative humidity and temperature. Low temperature (10-15°C) and high relative humidity prolong survival of all life stages (larva, nymph, adult). However even when envionmental conditions are poor for mite survival, mites at all life-stages can survive for at least two days. * S. scabiei var. canis mites were found to survive off the host for 19 days at 10°C and 97% relative humidity. Generally, higher humidity and lower temperatures favoured survival, whereas higher temperature and lower humidity led to early death. Most canine scabies mites that were held off the host for 36 hours at 75% relative humidity and 22-24°C remained infestive and penetrated when returned to the host (Arlian et al. 1984). * Mites survived 8–19 days at 10°C–25° C and high relative humidity, but died after a few hours when the ambient temperature was increased to 25°C–45° C and humidity was decreased to 45% (Arlien et al. 1989). How long after the host dies are mites able to infect other mammals? * Under experimental conditions, mites remain infective at least one-half to two-thirds of their survival time after being dislodged from their host (Arlian 1989). How fast is infection? * The time needed for scabies mites on humans, after being immediately transferred from one host to another, to begin penetrating the skin was around 10 minutes (Arlian et al. 1984), and it took the mites approximately 35 minutes to become completely submerged (Bornstein et al. 2001). Mites may be transmitted from a carcass by flies! Larval mites may survive on the ovipositors of flies for more than 24 hours after contact between a fly and a dead mangy carcass, indicating the possibility of transmission of mange via flies (Zeh 1974). General * Long survival off the host, together with host-seeking behaviour, make environments contaminated with Sarcoptes scabiei a likely source of scabies in domestic and wild mammals as well as humans (Arlian et al. 1989). References Arlian, LG 1989. Biology, host relations, and epidemiology of Sarcoptes scabiei. Annual Review of Entomology 34: 139–161. Arlian LG, Vyszenski-Moher DL &Pole, MJ (1989) Survival of adults and developmental stages of Sarcoptes Scabiei var. canis when off the host. Experimental & Applied Acarology 6 (3): 181-187. Arlian LG, Runyan RA, Achar S &Estes SA (1984) Survival and infestivity of Sarcoptes scabiei var. canis and var. hominis. Journal of the American Academy of Dermatology 11 (2), Part 1: 210–215. Bornstein S, Mörner T & Samuel WM (2001) Sarcoptes Scabiei And Sarcoptic Mange. In WM Samuel, MJ Pybus & AA Kocan (eds) Parasitic Diseases of Wild Mammals (2nd edn). Iowa State University Press: Ames, Iowa. Zeh JB (1974) Infestation of sarcoptic mange on red fox in New York. New York Fish and Game Journal 21: 182–183.	<urn:uuid:398ad676-f967-40a7-b22c-137aae9a99f5>	CC-MAIN-2019-09	https://www.wombatprotection.org.au/wp-content/uploads/2019/02/Sarcoptic-mange_longevity.pdf	2019-02-17T09:33:15Z	crawl-data/CC-MAIN-2019-09/segments/1550247481832.13/warc/CC-MAIN-20190217091542-20190217113542-00535.warc.gz	1,023,088,981	768	eng_Latn	eng_Latn	0.989599	eng_Latn	0.989599	[ "eng_Latn" ]	false	docling	[ 2955 ]	[ 2.578125 ]	1	0
Monday Matters July 7, 2014 A Time To Celebrate This weekend we celebrate our country's 238th birthday. As with all birthdays, we tend to look back over the years and remember some of what has transpired during that time. The events and memories we have would fill libraries with books upon books. I found a few facts that I wanted to share: - In 1870, Congress makes July 4th a national holiday. - In 1884, France gave us the Statue of Liberty on July 4th. - In 1912, Denmark first began celebrating our independence because so many immigrants from Denmark came to the U.S. - Three presidents died on July 4th: John Adams in 1826, Thomas Jefferson also in1826, and James Monroe in 1831. - Calvin Coolidge, our 30th president, was born on July 4th in 1872. As the Second Continent Congress was approving the wording of the Declaration of Independence, John Adams wrote to his wife these words: "You will think me transported with enthusiasm, but I am not. I am well aware of the toil and blood and treasure that it will cost us to maintain this Declaration and support and defend these States. Yet, through all the gloom, I can see rays of ravishing light and glory. I can see that the end is more than worth all the means. And that posterity will triumph in that day's transactions, even although we should rue it, which I trust God we shall not." Whenever we think or celebrate our country's birth, I'm sure most of the times we don't think of the sacrifice those men made, along with their families and citizens, to help create this country. It cost the lives of many people so that our country then and now could be independent and free. Over the past 238 years there have been numerous wars and hundreds of thousands of lives sacrificed to maintain our freedom. Let us not forget. God Bless the U.S.A. by Lee Greenwood The last paragraph of the Declaration of Independence states: "We, therefore, the Representatives of the UNITED STATES OF AMERICA, in General Congress, Assembled, appealing to the Supreme Judge of the World for the Rectitude of our Intentions, do, in the Name, and by Authority of the good People of these Colonies, solemnly Publish and Declare, That these United Colonies are, and of Right ought to be, FREE AND INDEPENDENT STATES, that they are absolved from all Allegiance to the British Crown, and that all political Connection between them and the State of Great-Britain, is and ought to be totally dissolved; and that as FREE AND INDEPENDENT STATES, they have full Power to levy War, conclude Peace, contract Alliances, establish Commerce, and to do all other Acts and Things which INDEPENDENT STATES may of right do. And for the support of this Declaration, with a firm Reliance on the Protection of divine Providence, we mutually pledge to each other our Lives, our fortunes, and our sacred Honor." It would seem that today we are in need of making a second declaration. I believe the basis of that declaration can come from 2 Chronicles, Chapter 7, Verse 14 where it says, "If My people, who are called by My name, shall humble themselves, pray, seek, crave, and require of necessity My face and turn from their wicked ways, then will I hear from heaven, forgive their sin, and heal their land." Again, let us not forget the principles this country was founded on. Have a great July 4th weekend. RN Ron Nelson, CCA - Email - firstname.lastname@example.org Linda J. Nelson - Email - email@example.com Click below to view previous posts to Monday Matters www.MondayMatters.us	<urn:uuid:00893595-35fe-4569-bcbf-37e76d914529>	CC-MAIN-2019-09	http://mondaymatters.us/uploads/Monday_Matters_-_July_7__2014_-_A_Time_To_Celebrate.pdf	2019-02-17T09:50:58Z	crawl-data/CC-MAIN-2019-09/segments/1550247481832.13/warc/CC-MAIN-20190217091542-20190217113542-00536.warc.gz	170,496,334	800	eng_Latn	eng_Latn	0.991685	eng_Latn	0.99853	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1353, 3396, 3526 ]	[ 2.578125 ]	1	0
Year 4/5 Homework Autumn 1 – Children should complete mymaths or rockstar maths each week and one additional task. English Maths Maths PSHCE SPAG.com Log in and complete an activity or a few! Mymaths Please get someone to write in your reading record that you have completed the task. Please get someone to write in your reading record that you have completed the task. English Research an endangered animal. Create a PowerPoint, fact file, poster or even top trump cards with key facts and the threats to the species. Can you include emotive language? Topic Complete your 'Count like an Egyptian' maths sheet of Egyptian hieroglyphics. Rockstar maths Spend time at home playing rock star maths in either studio or garage mode. This can be completed after the launch lesson for your class! Please get someone to write in your reading record that you have completed the task. Topic Research key events in Ancient Egypt. Create a PowerPoint or timeline with important dates and events. You could even explain why they are important or interesting. What are your targets for school this term or this year? Discuss them with someone at home and decide how you are going to achieve them. Maybe you could write them down and see how you are getting on at the end of the half term? You can share them with your teacher or keep them private. Please get someone to write in your reading record that you have completed the task. Science Create a poster showing and explaining the 7 life processes.	<urn:uuid:efbf49f4-1ccf-434f-83ea-89cbc804f709>	CC-MAIN-2019-09	http://chandlersridge.org.uk/wp-content/uploads/2018/09/Homework-grid-autumn-1.pdf	2019-02-17T09:49:02Z	crawl-data/CC-MAIN-2019-09/segments/1550247481832.13/warc/CC-MAIN-20190217091542-20190217113542-00538.warc.gz	50,241,385	316	eng_Latn	eng_Latn	0.999264	eng_Latn	0.999264	[ "eng_Latn" ]	false	docling	[ 1510 ]	[ 2.484375 ]	1	0
Place Value, Fractions, Decimals and Percentages Write only on the answer sheet provided. Do not write on these sheets. In multiple choice questions write down the correct letter only. Do not use a calculator. Part A Strategy Knowledge 1 98 + 75 = 2 300 - 98 = 3 40 + 5 tens = 4 Which number is the biggest? A 60 B ten eights C69 D 8 tens + 9 ones 5 Subtract one thousand from 4692. 6 Multiply 739 by ten. 7 277 is nearest to A 260 B 275 C 270 D 280 8 In the number 975 the 7 stands for 7 TENS. In the number 47 090 the 7 stands for 7 9 In the number 589·604 the 6 stands for 6 10 Write forty thousand, eight hundred and five as a number. 11 The shading in the diagram shows which fraction? A 10 sixteenths B 10 over 6 C 6 10 D 10 sixths Page 1 University of Auckland <firstname.lastname@example.org> 9/11/10 Version 2 Part B 1 7 A 1 6 1 5 1 4 30 27 27 30 3 30 30 3 A 12 299 + = 404. What is the number that goes in the box? 13- 99 = 213. What is the number that goes in the box? 14 451 - = 399. What is the number that goes in the box? 15 1 whole - 27 thirtieths of a whole equals: B C D 16 What is 10% of 800? 17 Add one tenth to 3.609 18 You have $5553 in your savings account that you withdraw in ten dollar notes, and coins. What is the maximum number of ten dollar notes that you can get? A 55 B 56 C 555 D 556 19 What is as a percentage? 20 Twenty-five percent equals: A 1 half B 1 quarter C 1 fifth D 1 tenth 21 Write down the correct letter: The largest number is : A 1 quarter B 1 fifth C 1 sixth D 1 seventh 22 Write down the correct letter: The largest number is: B C D 23 A 5 44 + sixteen = tens. What is the number that goes in the box? B 6 C 7 D 8 Strategy Knowledge Page 2 University of Auckland <email@example.com> 9/11/10 Version 2 Part C 24 68.9 x 82.08 is closest to: Strategy Knowledge A 4200 B 4900 C 5600 D 6300 25 What does 999 x 5 equal? 26 Which has the largest answer? A 218 x 217 B 216 x 218 C 217 x 219 D 220 x 201 27 Write down the two correct letters: Which two numbers multiplied together give an answer closest to the target number 1920? A 13 B29 C 49 D 39 28 Work out 5 sevenths of 42. 29 Which of these is not a factor of 636? A 2 B 5 C4 D 3 30 On a number line 49 6 lies between which two numbers? A 5 and 6 B 6 and 7 C 7 and 8 D 8 and 9 31 Round 83·684507 correct to 3 decimal places. 32 Multiply 29·409 by one hundred. 33 Write down any number that is between 707·88 and 708·64 on the number line. 34 One kilogram of rice costs $2·45. Gerald buys a bag of rice weighing 12·5 kilograms. Which calculation is needed to find the cost of the bag of rice? A 12·5 ÷ 2·45 B 2·45 x 12·5 C 2·45 ÷ 12·5 D 12·5 – 2·45 Page 3 University of Auckland <firstname.lastname@example.org> 9/11/10 Version 2 35 699 ÷ 0.094 is closest to: Strategy Knowledge A 70 B 700 C 7000 D 70 000 36 Work out 5 thirtieths of three thousand six hundred. 37 What does 9999 x 9 equal? 38 The percentage profit of $399 999 on sales of $2 008 000 is nearest to: A 10% B 15% C 20% D 25% 39 301% of $4012 is nearest to: A $10 000 B $12 000 C $ 14 000 D $ 16 000 40 Margaret gets a 25% discount on a washing machine. When she gets home she sees she paid $600 for it with her cash card. What was the price of the washing machine before the discount was taken off? A $450 B $625 C $700 D $800 41 The share ratio for the two owners of a company, Jerry and Janice, is 40 000 : 60 000. The company's profit is $501 000. Janice's share of the profit is nearest to: A $350 000 B $300 000 C $250 000 D $200 000 42 Write down any number that is between 0·056 and 0·05601 on the number line. 43 Thirteen ten-thousandths equals: A 0·0013 B 0·013 C 0·13 D 13 000 44 Which of these numbers is the largest? A 40 49 B 301 399 C 69% D 0·618756 Page 4 University of Auckland <email@example.com> 9/11/10 Version 2	<urn:uuid:d29b1eab-e322-4347-8d5b-6f08b6264d17>	CC-MAIN-2019-09	http://schools.reap.org.nz/advisor/Latest%20Lomas/Test%202.pdf	2019-02-17T10:32:04Z	crawl-data/CC-MAIN-2019-09/segments/1550247481832.13/warc/CC-MAIN-20190217091542-20190217113542-00536.warc.gz	231,504,371	1,366	eng_Latn	eng_Latn	0.986466	eng_Latn	0.989088	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 855, 1908, 2934, 4068 ]	[ 3.078125 ]	1	0
Litchfield Public Schools Safe School Climate Violation Reporting Form for Reporter of Incident(s) Please fill this form out to report bullying, harassment, or intimidation and submit it to the building level principal. Public Act No. 11-232 definition of bullying - "Bullying" means (A) the repeated use by one or more students of a written, oral or electronic communication, such as cyberbullying, directed at or referring to another student attending school in the same school district, or (B) a physical act or gesture by one or more students repeatedly directed at another student attending school in the same school district, that: (i) Causes physical or emotional harm to such student or damage to such student's property, (ii) places such student in reasonable fear of harm to himself or herself, or of damage to his or her property, (iii) creates a hostile environment at school for such student, (iv) infringes on the rights of such student at school, or (v) substantially disrupts the education process or the orderly operation of a school. Bullying shall include, but not be limited to, a written, oral or electronic communication or physical act or gesture based on any actual or perceived differentiating characteristic, such as race, color, religion, ancestry, national origin, gender, sexual orientation, gender identity or expression, socioeconomic status, academic status, physical appearance, or mental, physical, developmental or sensory disability, or by association with an individual or group who has or is perceived to have one or more of such characteristics; School: Date: Note to Person Reporting: This form will be confidentially maintained in accordance with the Family Educational Rights and Privacy Act (FERPA) and will not be shared with anyone except those working to assist in this important matter. Name of Person Reporting (You may write 'anonymous'): Grade: Parent: Yes No Name of Alleged Victim(s)/Person(s) being hurt: Grade: Name of Alleged Perpetrator(s): Grade: Witness(es): Date of incident/When did this happen? Time: Location/Place: Place an next to the statement(s) that best describes what happened: Physical aggression (shoving, punching, etc.) Exclusion or rejection of the student Getting another student to hit/harm student Spreading rumors/gossip Teasing, name calling, criticizing Making rude and/or threatening gestures Intimidating, threatening, extorting, or exploiting Electronic communication Other: ______________________________________________________________________________________________________________ What did the alleged offender(s) say or do? Be as specific as possible. Please describe: __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ (Attach a separate sheet if necessary) How often/many times has this happened? When? __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ (Attach a separate sheet if necessary) I have read this document and agree this summary is a true and accurate record of my report. Signature: ___________ Date: / /.	<urn:uuid:b8039ffd-3b23-4365-ac93-90d713a1cc29>	CC-MAIN-2019-09	https://www.litchfieldschools.org/uploaded/Policies-School/Safe_School_Climate_VIolation_Reporting_Form_for_Reporter_of_Incident(s)_-_1-2019.pdf	2019-02-17T10:35:58Z	crawl-data/CC-MAIN-2019-09/segments/1550247481832.13/warc/CC-MAIN-20190217091542-20190217113542-00538.warc.gz	869,575,619	626	eng_Latn	eng_Latn	0.991022	eng_Latn	0.991022	[ "eng_Latn" ]	false	docling	[ 4117 ]	[ 2.8125 ]	1	0